Natural landscapes surrounding vineyards can decrease pest outbreaks and depress pesticide use, according to a UC Davis paper published in the current edition of the journal Ecology Letters.

A five-member team led by postdoctoral researcher Daniel “Dani” Paredes of the Daniel Karp lab, UC Davis Department of Wildlife, Fish and Conservation Biology (WFCB), analyzed a 13-year government database to assess how the landscapes surrounding 400 Spanish vineyards influenced European grapevine moth (Lobesia botrana) outbreaks and insecticides application rates.

The article, "Landscape Simplification Increases Vineyard Pest Outbreaks and Insecticide Use," is now online.  

“At harvest, we found pest outbreaks increased four-fold in simplified, vineyard-dominated landscapes compared to complex landscapes in which vineyards are surrounded by semi-natural habitats,” said lead author Paredes, who holds a doctorate in environmental sciences (2014) from the University of Granada, Spain.  “Overall, our results suggest that simplified landscapes increase vineyard pest outbreaks and escalate insecticide spray frequencies. In contrast, vineyards surrounded by more productive habitats and more shrubland area are less likely to apply insecticides.”

Landscapes around farms are rarely managed to suppress damaging crop pests, partially because researchers rarely measure the key variables that drive farming decisions. This paper, however “shows how using really huge datasets—in this case generated by government employees working with farmers in Spain--can reveal how natural habitats surrounding agriculture can shape pest outbreaks and pesticide use in vineyards,” said co-author Jay Rosenheim, distinguished professor in the UC Davis Department of Entomology and Nematology.

Their results suggest that landscape simplification could affect not only farm yields, but also  environmental and human health. They noted that insecticide applications doubled in vineyard-dominated landscapes but declined in vineyards surrounded by shrubland. “Habitat conservation thus represents an economically and environmentally sound approach for achieving sustainable grape production in Spain,” said Karp.

Why might pests be more of a problem on vineyards surrounded by more vineyards? One possibility is that vast stretches of vineyards allow pest populations to build up quickly. Another possibility is that simple vineyard landscapes may not contain enough resources to support predatory insects that natural control vineyard pests. Whatever the reason, it seems clear that “cultivating crops in monoculture creates the perfect conditions for specialist pest outbreaks,” they related, so “farmers have consistently turned to insecticides to maintain high yields under constant pest pressure.” 

A solution? At an individual level, farmers may better control L. botrana populations through planting native vegetation in and around their farm. Ideally, they would coordinate with each other to maintain and/or restore large patches of productive, shrubland habitats in the surrounding landscape. 

Other co-authors are Rebecca Chaplin-Kramer, Natural Capital Project, Stanford University; and Silvia Winter, Institute of Plant Protection, University of Natural Resources and Life Sciences, Vienna, Austria.

Their work was financed by the research project SECBIVIT, or “scenarios for providing multiple ecosystem services and biodiversity in viticultural landscapes,” and a National Science Foundation/USA grant. 

Myfany Turpin of the University of Sydney will speak on "Grub's Up! The Category of Edible Insect Larvae in Central Australian Aboriginal Languages" at the UC Davis Entomology and Nematology's virtual seminar at 4:10 p.m., Wednesday, Oct. 7.

This is the first of a series of fall seminars hosted by the department and coordinated by Ian Grettenberger, Cooperative Extension specialist and assistant professor.

"Dr. Turpin is a linguist and musicologist that has worked on the use of insects as aboriginal food sources," Grettenberger said.

Her abstract: "Edible insect larvae constitute a large part of the traditional Australian Aboriginal diet. Perhaps the most widely known example is the  ‘Witchetty grub' (Endoxyla spp.). These played a role similar to that of a pacifier for infants being weaned. The term ‘witchetty' is the common name of the tree whose roots this popular grub dwells in (Acacia kempeana). The naming of specific larvae based on their host tree is a common naming strategy in the Aboriginal language Kaytetye, for which there are some 25 ethnospecies. This paper draws on Kaytetye people's knowledge, uses and naming of ethnospecies within the 'edible insect larvae' food class, which is one of five Kaytetye food classes."

In an article on "Edible Insect Larvae in Kaytetye: Their Nomenclature and Significance," published in March 2017 in the Journal of Ethnobiology,  she wrote: "Insects have traditionally constituted an important source of food in many cultures, but changes in dietary practices and other lifestyle traits are threatening the transmission of insect-related knowledge and vocabulary to younger generations of Indigenous Australians. This paper describes the rich cultural and culinary traditions surrounding an important insect group, namely a class of edible insect larvae consumed by a desert community in central Australia. Twenty-nine different edible insect larvae are named in the Kaytetye language, with the names encoding the identity of the host plant on which the larvae are found. We describe the complexities involved in the naming system, paying special attention to cultural and linguistic factors. The difficulties in the scientific identification of these ethnotaxa are discussed, as are the significance of our data to (1) questions of universal patterns in ethnoclassification and nomenclature and (2) the purported lack of binomially-labeled folk species in the languages of hunter-gatherer societies."

Turpin, with the Sydney Conservatorium of Music, has been working on Australian Aboriginal songs and languages since 1996, according to her website. "Her research interests include the relationship between language and music, especially of lesser-known cultures; and identifying ways to support the continuation of endangered languages and performance arts. More specifically, her work examines Aboriginal song-poetry and its relationship to spoken languages. She is also involved in linguistic documentation of the Aboriginal language Kaytetye as well as Indigenous ecological knowledge and the lexicon in Arandic languages."

Turpin's hosts are evolutionary ecologists and biologists Scott Carroll and Jenella Loye of the Institute for Contemporary Evolution who engage in Carroll-Loye Biological Research. The scientists are affiliated with the Sharon Lawler lab, UC Davis Department of Entomology and Nematology. 

"I've visited her pioneering entomophagy studies among the remnant, so-called 'remote' central Australian peoples," said Carroll. "Academic entomologists know almost nothing about the biology of these insects. I learned that Giant Moth witchetty grubs are the most delicious, energy-packed animals I have ever eaten. Myf will tell us about these and many more that have been central to the diets of Australians. I am looking forward to this exciting interdisciplinary seminar." 

Link to form for Zoom link and instructions: https://forms.gle/Ma92whwP1PcGJvuw8

For technical issues, contact Grettenberger at imgrettenberger@ucdavis.edu. For more information on the seminar speaker, contact Scott Carroll or Jenella Loye at scott@carroll-loye.com.

DAVIS—Honey bees are both artists and engineers, says eminent honey bee geneticist and biologist Robert E. Page Jr. 

As environmental artists, bees are "responsible for the brilliantly colored flowers in our landscapes," and as environmental engineers, they engineer “the niches of multitudes of plants, animals and microbes.” 

Page, with UC Davis roots and Arizona State University wings, has just authored a 256-page book, “The Art of the Bee: Shaping the Environment from Landscapes to Societies” (Oxford University Press), to be published Aug. 6.   

“It's a long time in the making,” said Page, who received his doctorate in entomology at UC Davis and served as a professor and chair of the Department of Entomology (now Entomology and Nematology) before heading to Arizona State University (ASU), where he advanced to school director, college dean and university provost.  

“Twenty-five years ago, my friend and mentor Harry Laidlaw (for whom the UC Davis bee facility is named) wanted to write a honey bee biology textbook,” Page recalled. When they finished the outline, “it looked very much like the excellent book by Mark Winston The Biology of the Honey Bee, published in 1987 by Harvard University Press. I decided we didn't need another one, and we still don't.” 

The book differs in that it's a collection of “sparkling essays” that “read like mystery stories,” said Rudiger Wehner, professor and director emeritus of the Institute of Zoology, University of Zürich. “With these lucidly written stories, Page takes us on a delightful journey through the many biological traits that on the whole constitute the honeybees' social contract.”

“But don't be fooled by the amiable and personal style—the book is comprehensive—from colony collapse disorder to colony-level evolution—and chock full of the latest results, presented with clarity and depth, leavened with razor-sharp insights into social evolution,” noted Gene Robinson, director, Carl R. Woese Institute for Genomic Biology and Department of Entomology, University of Illinois at Urbana-Champaign.

Page said his book is geared toward  “the person who has a basic knowledge of biology and a fascination with bees, perhaps an educated hobby beekeeper--there are a lot of them--or an undergraduate or graduate student with an interest.”

 “Prior to the rise of flowering plants, the landscape was dull,” Page begins. “The first plants invaded land more than 450 million years ago. Species of ferns, horsetails, club mosses, and other “primitive,” non-seed-producing, non-flowering plants dominated. The earth was painted from a palette of green and brown. The first seed plants were gymnosperms, which originated around 100 million years later and eventually gave rise to the conifers that dominated the earth with massive forests. The first flowering plants, the angiosperms, appeared perhaps as early as 250 million years ago. The rise of flowering plants resulted in a burst of new plant species as they adapted to their insect pollinators, mostly beetles and short-tongued flies. Think of how the landscape changed. “

In addition to chapters on environmental artists and environmental engineering, Page includes  chapters on social contracts, superorganisms, reproductive competitions, and concludes with “The song of the queen.”

In the epilogue, Page ponders the complexity of individual bees and their colonies, comparing them to humans. “Members of complex societies live close together in closed nests, shared home sites, villages, etc., or in closely connected nomadic tribes. As groups, they typically have a set of tacit rules by which they live that involves working for the good of the group, systems of group and resource defense, internal mechanisms of policing cheaters that don't cooperate and live by the rules, a division of labor often associated with group defense and gathering and sharing resources, and usually asymmetries and rules associated with reproduction. These same general characteristics seem to apply broadly across eusocial insects (aphids, termites, bees, ants, and wasps), eusocial rodents (naked mole rats), higher apes, and humans. Why? The similarities are inescapable due to the nature of social contracts; they must have specific elements to protect the power and will of individuals, whether citizens of the United States of America or workers in a honey bee colony. The contract binds individuals to a society, but the specific social organization evolves by reverse engineering. Natural selection acts on the whole colony; social structure evolves to fit the needs of the group within a given environment. “

“Honey bees look like little people with frozen faces, staring at us from the entrance and top bars of a hive,” Page observes. “It's easy to believe that they, like us, plan their future, feel satisfaction in caring for the family, love their queen, hate their enemies, and have emotional highs and lows with good days and bad. To view them in that way has a term, anthropomorphic, or anthropocentric, meaning like us, or human-centered.”

Page points out that “Anthropocentric thinking can obscure the way we view nature and lead to false conclusions. Look at Aristotle and honey bee division of labor: For more than 2,000 years it was thought that the bees that work in the nest were postpubescent old men because they're hairy! In fact, the older bees forage and aren't hairy because the hairs break off as they age. I now see my work in a new light; we aren't so different, bees and humans. The elements of our social structures, and how they come about, have many similarities.”

Page is known for his research on honey bee behavior and population genetics, particularly the evolution of complex social behavior. One of his most salient contributions to science was to construct the first genomic map of the honey bee, which sparked a variety of pioneering contributions not only to insect biology but to genetics at large.

At UC Davis, he maintained a honey bee-breeding program for 24 years, from 1989 to 2015, managed by bee breeder-geneticist Kim Fondrk at the Harry H. Laidlaw Jr. Honey Bee Research Facility. They discovered a link between social behavior and maternal traits in bees.

UC Davis named him the 2019 distinguished emeritus professor. Nominator Steve Nadler, professor and chair of the UC Davis Department of Entomology and Nematology, praised Page as “a pioneer researcher in the field of behavioral genetics, an internationally recognized scholar, a highly respected author, a talented and innovative administrator, and a skilled teacher responsible for mentoring many of today's top bee scientists…he is arguably the most influential honey bee biologist of the past 30 years.” 

Page has authored more than 250 research papers, including five books. Among them “The Spirit of the Hive: The Mechanisms of Social Evolution” (Harvard University Press, 2013) and “Queen Rearing and Bee Breeding,” with Harry H. Laidlaw (Wicwas Press, 1997). He is a highly cited author on such topics as Africanized bees, genetics and evolution of social organization, sex determination, and division of labor in insect societies.

Page, who received his doctorate in entomology from UC Davis in 1980, joined the UC Davis faculty in 1989 and left as emeritus chair of the Department of Entomology in 2004 when ASU recruited him for what would become a series of top-level administrative roles.  He advanced from director of the School of Life Sciences to dean of Life Sciences; vice provost and dean of the College of Liberal Arts and Sciences; and university provost. Today he holds the titles of provost emeritus of ASU and Regents professor emeritus, as well as UC Davis department chair emeritus, professor emeritus, and UC Davis distinguished emeritus professor.

Page is an elected member of the American Academy of Arts and Sciences, the Brazilian Academy of Science, Leopoldina (the German National Academic of Science), and the California Academy of Science. He is a recipient of the Alexander von Humboldt Senior Scientist Award (Humboldt Prize, 1995), the Carl Friedrich von Siemens Fellowship (2013), James W. Creasman Award of Excellence at ASU (2018). 

“Food for thought” shouldn't just be a thought; it should be an integral part of any school curriculum,” says UC Davis agricultural entomologist Christian Nansen, an associate professor in the Department of Entomology and Nematology. 

 In a newly published article on “The School of Food” in Futurum, Nansen advocates that all school curricula be “rooted in a single dominator: food.” 

Biology, ecology and environmental science should be “taught based on subjects related to the growth of plants and animals,” Nansen writes. Literature, history, sociology and humanities should focus on “the importance of food concepts, like ‘breaking bread,' feasts and banquets.” 

“What I am proposing here is already being done, in part, as individual initiatives and projects,” he writes. “For example, many schools have a butterfly garden, biology labs keep colonies of insects, students grow some vegetables and have a few livestock animals. In some schools, students learn how to eat and cook healthy food.”

Futurum is a website geared toward students and teachers to become inspired and interested in science. It focuses on research, analysis and insights. 

Nansen, whose research interests include insect ecology, integrated pest management,  and remote sensing,  says that  such a focus on food “would strengthen, not weaken, the academic rigor that could be delivered to students of all age groups.” 

“That is, ‘food' as an educational denominator can be taught and approached with multiple goals in mind, and these would be similar to the current distinctions between practical and more theoretical classes. By engaging with students through the prism of food, we can make math, physics, history, biology, literature--all these topics more relevant to students and make the teaching more interactive and challenge-based.” 

Nansen acknowledges that it is crucial that schools teach students about traditional subjects and provide them with essential skill sets regarding problem solving, critical thinking and basic knowledge, but that that students “can all be taught very effectively through an underlying emphasis on food.” 

For example, he mentions that students of all ages can grow crop plants in small pots inside a classroom or outside (small plots and roof gardens), “and study growth as a function of time and growing conditions.” More advanced practical tasks could include developing irrigation systems, and plant and animal breeding programs.

Another example:  for engineering, computer sciences and food production, students could delve into solar panels, rainwater catchment systems and water recycling methods. At the more advanced level, they could integrate robotics and machine learning system. 

Nansen, linking chemistry with cooking, comments: “Cooking is nothing more and nothing less than applied chemistry. How does the pickling of vegetables work? What is happening when cream is whipped? What happens to food during heating and/or frying? Salting olives, fish and other types of meat has been practiced for thousands of years—how does this means of preserving food actually work?” 

In his article, Nansen also explains how food can be incorporated in such subjects as humanities, human history, social studies and math. 

Eating has changed over time, the professor acknowledges, “and it varies among countries and cultures, meaning that not all students view food in the same way.” But teachers can capitalize on diversity in the classroom, he relates. They can also address “societal challenges, such as obesity” and elevate levels of empowerment related to stresses, such as fear. 

In the article, Nansen shared a project he assigned to his 11-year daughter, Molly, during the sheltering-in requirements: “How much cabbage would be needed to meet the Vitamin K requirements for her entire class for a whole year?”

In addition to learning about the metric system, using Excel spread sheets, regression analyses and calculus, Molly investigated websites and came to several conclusions:

• A person can harvest about 3 kg per m2 (kilograms per square meter)
• A student her age has to have 105 grams of cabbage to meet daily vitamin K requirements

In addition, she created a cabbage-muffin recipe and calculated she would need to eat four muffins per day to meet the daily Vitamin K requirements. She also calculated she would need 2,291 m2 to grow enough cabbage to meet the daily vitamin K requirement for her entire school. It is age-dependent, so that was a bit tricky to figure out. 

And lastly, using Google Earth, Molly suggested where to place the cabbage field next to her school. (Her entire project is online as a sidebar.)

Virtual Youth Summit on Food and Education 2021 

Nansen said he seeks contact with teachers and headmasters "interested in pursuing this approach at some level at their school." 

"The idea is now to take this several steps further, through collaboration with teachers and their students, and set up a web-based platform to host an annual virtual youth summit on food and education!" he said. "That is, groups of students, in collaboration with their teachers and as part of course curricula, produce a 3-5 minute video describing a particular project they have executed. These videos would then be shown at the virtual youth summit, and we will organize review panels of students, teachers, and scientists to comment on the videos. These video projects would be divided into age groups and topics – still to be determined."

"I am hoping that we will be able to create a very special category of video projects describing two schools (have to be on separate continents) doing a project together," Nansen said. "As a start, we are pursuing the potential of a school in California working with a school in Uganda… which would be awesome!" 

"We may be able to obtain corporate sponsorships and therefore be able to offer prizes/awards to participating schools, teachers and student groups. With corporate sponsorships, we may also be able to offer logistical support to schools – computers, software licenses (to create videos), basic lab supplies and equipment to conduct experiments.'" 

"Just imagine a school being able to put on its website that a group of students competed in the Virtual Youth Summit on Food and Education 2021 and was selected as one of the winners! Students can put this experience on their resume when they later apply to university or jobs. Teachers can include this in their evaluation dossiers." 

"Initially, we need to identify teachers interested in joining this effort--ideally teachers from multiple countries," Nansen related. "Once we have 5-10 teachers committed, then we can start putting together the virtual platform and invite schools and teachers more broadly." School teachers and others potentially interested in getting involved can contact him at chrnansen@ucdavis.edu.