No abstract

The most commonly used method to control insect pests, such as leaf-cutting ants (LCA) in forest plantations, is the application of chemical insecticides, but their use was forbidden in plantations certified by the Forest Stewardship Council because of their negative effect on the environment. 2 A 5-year derogation of their prohibition was obtained in 2016 in Argentina, on the condition that forestry companies reduce pesticide doses by 5% per year and inform the Economic Injury Level (EIL). 3 The EIL and the Economic Threshold (ET) were estimated for the first time for the Acromyrmex genus in a Salicaceae forestation. As a model, we used the damage caused by the most detrimental LCA species of Argentina (Acromyrmex lundii) in the first, most critical year of a willow plantation (Salix nigra) in the lower basin of the Paraná River. 4 The EIL (8-15 nest/ha) was useful to demonstrate the real magnitude of the damage caused by A. lundii, which justified the need for its control. The ET for profitable production (∼3 nests/ha) would not be operatively applicable in a long-term management program in our study site. This methodology could be extrapolated to other Neotropical forest plantations attacked by Acromyrmex species.

Environmental education seeks to foster an appreciation for nature and the impact of humans on it while introducing citizens to scientific thinking. Biological invasions affect different aspects of life on earth and mandate urgent management actions. Education and public awareness are strongly recommended for successful prevention and management of invasive alien species (IAS). This work presents a study on knowledge and perception of the educational community of Argentina about native species and IAS. We designed an on-line semi-structured questionnaire to examine perception of the environment, recognition of native species and IAS and awareness about biological invasions. Educators recognised an important number of biotic components, mostly represented by trees, birds and mammals. Recognition of native species and IAS, and awareness of biological invasions were different between NST (Natural Science Teachers) and non-NST. Respondents had different performances when they were exposed to recognising native species though written names or photographs. Out of 532 respondents, 56% knew what biological invasions are, 21% answered “Maybe” and 23% had never heard about them. We need to foster capacity-building and encourage a two-way communication between educators and scientists, formally and informally, to engage the participation of the whole society in recognition, prevention and management of IAS.