The tribe Atimiini LeConte containing two genera (Atimia and Paratimia) and about 12 species is distributed in East Asia and North America. The systematic position of the Atimiini has long puzzled the Coleopterist due to the Lamiid-like aspect of the Atimia. But the Atimiini has regarded as a tribe of the subfamily Aseminae since Webb (1912) associated the Atimia with the Asemum on the basis of larval characters. The tribe is very specialized in food habits, the species of Atimia are all restricted to trees of the Cupressaceae and Taxodiaceae, including Cupressus, Libocedrus, Thuja, Chamaecyparis, Juniperus, Taxodium, Sequoia, and their relatives. Members of the Atimiini are characterized by the combination of following features: head transverse, front short, vertical, mouthparts nearly horizontal; antennae 11-segmented, shorter than the body in both sexes, eyes large, moderately granulated, deeply emarginate, embracing antennal insertion; labrum transverse, ciliated; palpi unequal in length, the maxillary longer; pronotum quadrate, transverse; anterior coxae rounded, cavities usually not angulated, completely closed behind; mesonotum with a large, divided, stridulatory area; scutellum subquadrate; intermediate coxal cavities closed; metasternum deeply emarginate posteriorly, metepisterna narrow, attenuated behind; legs short; femora feebly clavate; tibiae armed with short spurs; wings with a closed cell in the anal sector. Here, we report the tribe Atimiini for the first time in Korea based on provisional identified species, Atimia spec. okayamensis Hayashi. We also provide a diagnosis, habitus photo, and drawings of diagnostic characters.

We tested differences in female pheromone production and male response in three species of the genus Adoxophyes in Korea. Females of all three species produced mixtures of Z9-14:OAc and Z11-14:OAc as major components but in quite different ratios. The ratio of Z9-14:OAc and Z11-14:OAc in pheromone gland extracts was estimated to be 100:198 for A. honmai, 100:23 for A. orana, and 100:3880 for A. sp. Field tests showed that males of each species were preferentially attracted to the two-component blends of Z9-14:OAc and Z11-14:OAc mimicking the blends found in pheromone gland extracts of conspecific females. The effects of minor components identified in gland extracts on trap catches varied with species. Addition of 10me-12:OAc or E11-14:OAc to the binary blend of Z9-14:OAc and Z11-14:OAc significantly increased captures of A. honmai males, whereas E11-14:OAc exhibited a strongly antagonistic effect on catches of A. sp. males. Moreover, Z9-14:OH or Z11-14:OH added to the binary blends increased attraction of male A. orana but not A. honmai and A. sp. males, suggesting that these minor components, in addition to the relative ratios of the two major components, play a noteworthy role in reproductive isolation between Adoxophyes species in the southern and midwestern Korea where these species occur sympatrically.

DNA-based technology are about to revolutionize the analysis of population structures as well as the determination of individual indentities. Furthermore, the analysis of polymorphic DNA regions make it possible to reach detailed conclusions on family relationships of individual. Microsatellite loci are increasingly used in population genetic and evolutionary studies. Simple sequence repeats (SSRs) or microsatellites consisted of short tandem repeats (usually 1-6 nucleotide) have shown advantages over other markers. We report here the isolation and characterization of nine highly polymerphic microsatellite loci for phylogenetic and population genetic use in silkworm. Comparative analysis of diverse silkworm strains with microsatellite locus revealed several alleles and discriminative heterozygosity values. A list of primer sequences that tag each locus is provided. The usefulness of microsatellite markers can be expected to enhance the classification in silkworm.

The purpose of this article is to examine the possibilities of Human Performance Technology (HPT) under the background of global economy. First, two kinds of culture, national culture and organizational culture are introduced and compared. Next, the impact of cultures on human learning and working performance is examined in the aspects of learning and training, management, and global cooperation. And then the article proposes different strategies for managing the factor of culture to achieve desired performance, including diffusion and adaption. In addition, it is considered that how the proposed strategies can be utilized for public education systems. Finally, further research agenda is addressed Living in a culture is like swimming in the water is for a fish: one does not recognize one’s basic cultural values and beliefs as being there. They are the water one swims in. Everything one does takes this water into account unconsciously (Addison & Wittkuhn, 2001, p. 16). Pushing harder and harder on familiar solutions, while fundamental problems persist or worsen, is a reliable indicator of nonsystemic thinking- what we often call the “what we need here is a bigger hammer” syndrome (Senge, 1994, p. 61).

While the professional literature abounds with the values of feedback on L2 language writings, few researchers have investigated the differential effects of types of feedback on the writing improvements in terms of proficiency levels. The purpose of the study was three-fold: to examine (1) the effects of three types of feedback, teacher, peer, and self-review on sixteen Korean college students" writing improvements; (2) the relationships between feedback types and proficiency levels; and (3) students" opinions on the feedback types such as preferences and reasons. The results showed that all types of feedback helped students improve their writings through revisions, but the effects of feedback differ from feedback type to type. The effects of teacher and peer review were significantly beneficial for students" writing, while the self-review was the least effective. In addition, the more advanced writers benefit from the peer or self-review, while the less proficient writers improved their writing from the teacher feedback, even though most of the students prefer the teacher feedback to the other types of feedback, peer and self-review. The theoretical background and pedagogical implications are discussed.