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Simple Summary: Myrmecochory is seed dispersal of numerous plant species mediated by ants. We investigate ant–plant interactions under field conditions across two study sites in Central Europe. Three obligatory myrmecocohrous plants are chosen for the experiments: snowdrop Galanthus nivalis, hollow root Corydalis cava and European wild ginger Asarum europaeum. We experimentally alter diaspore morphology and record seed removal rates across five treatments: elaiosomes without seeds, diaspore without elaiosome, 1/2 elaiosome + diaspore, 1/2 diaspore + elaiosome and control. Elaiosomes of European wild ginger constitute about 30% of diaspore weight, elaiosomes of snowdrop constitute 13% and elaiosomes of hollow root constitute only 7.5%. Diaspore/elaiosome removal rates are highest in European wild ginger (34%), followed by hollow root (26%) and snowdrop (10%). Only two ants interact with diaspores, the acorn ant Temnothorax crassispinus and the red ant Myrmica ruginodis. Ants respond to elaiosome/seed ratio by removing elaiosomes without diaspores most frequently, followed by 1/2 diaspore + elaiosome, control, diaspores without elaiosomes and 1/2 elaiosome with diaspore. Plants do not effectively manipulate ant behavior and no dispersal benefits from interactions with ants are observed. Interactions between ants and plants vary from being occasionally beneficial to neutral and negative. Ant-mediated dispersal of obligatory myrmecochorous plants is considered mutualistic interaction, providing benefits to plants in terms of seed dispersal. Ants are rewarded by providing elaiosome, sugar, lipid and protein-rich appendages attached to seeds (diaspores). We experimentally examine rates of diaspore removal rates among three species of plants (snowdrop Galanthus nivalis, hollow root Corydalis cava and European wild ginger Asarum europaeum) under field conditions in two study sites in Central Europe. Diaspore morphology is altered by manipulating both elaiosome and seed size. The small-sized acorn ant Temnothorax crassispinus interacts with the snowdrop and hollow root and the moderately-sized red ant Myrmica ruginodis interacts with European wild ginger. Experimental manipulation with elaiosomes yields largely non-significant results. Diaspore removal rates are generally low (snowdrop 10%, hollow root 26%, European wild ginger 34%) probably due to the small size of ants relative to heavy diaspores. Many ants are observed to consume elaiosomes in situ (cheating). We conclude that ant–plant relationships in this case are not mutualistic but rather neutral/slightly negative, because the plants do not obtain any apparent benefits from their interactions with ants. [ABSTRACT FROM AUTHOR]

Background: Investigations of evolution knowledge and acceptance and their relation are central to evolution education research. Ambiguous results in this field of study demonstrate a variety of measuring issues, for instance differently theorized constructs, or a lack of standardized methods, especially for cross-country comparisons. In particular, meaningful comparisons across European countries, with their varying cultural backgrounds and education systems, are rare, often include only few countries, and lack standardization. To address these deficits, we conducted a standardized European survey, on 9200 first-year university students in 26 European countries utilizing a validated, comprehensive questionnaire, the "Evolution Education Questionnaire", to assess evolution acceptance and knowledge, as well as influencing factors on evolution acceptance. Results: We found that, despite European countries' different cultural backgrounds and education systems, European first-year university students generally accept evolution. At the same time, they lack substantial knowledge about it, even if they are enrolled in a biology-related study program. Additionally, we developed a multilevel-model that determines religious faith as the main influencing factor in accepting evolution. According to our model, knowledge about evolution and interest in biological topics also increase acceptance of evolution, but to a much lesser extent than religious faith. The effect of age and sex, as well as the country's affiliation, students' denomination, and whether or not a student is enrolled in a biology-related university program, is negligible. Conclusions: Our findings indicate that, despite all their differences, most of the European education systems for upper secondary education lead to acceptance of evolution at least in university students. It appears that, at least in this sample, the differences in knowledge between countries reflect neither the extent to which school curricula cover evolutionary biology nor the percentage of biology-related students in the country samples. Future studies should investigate the role of different European school curricula, identify particularly problematic or underrepresented evolutionary concepts in biology education, and analyze the role of religious faith when teaching evolution. [ABSTRACT FROM AUTHOR]