Field studies were conducted at Shiraz, Iran, during 2000 and 2001 to investigate the effect of separate and combined herbicide treatments on weed control and corn yield. Separate and combined herbicide treatments included 14 combinations applied at two rates. Herbicides reduced weed biomass compared with the weedy check. In both years, maximum reduction in weed biomass was observed with atrazine plus alachlor at 1 + 2.44 and 1.5 + 1.92 kg ai/ha and minimum reduction in weed biomass was observed with rimsulfuron at 0.02 and 0.04 kg/ha. In 2000 and 2001, 2,4-D plus MCPA at 0.36 + 0.31 and 0.54 + 0.46 kg/ha, and alachlor plus 2,4-D plus MCPA at 1.92 + 0.54 + 0.46 kg/ha, and 2.44 + 0.36 + 0.31 kg/ha, controlled 80 to 100% of field bindweed and rimsulfuron at 0.02 and 0.04 kg/ha controlled 17 to 70% of field bindweed. All herbicide treatments controlled redroot pigweed 60 to 100%. In 2000, at 6 and 17 WAP, minimum biomass reduction of Chinese-lantern-plant was observed with 2,4-D plus MCPA at 0.36 + 0.31 and 0.54 + 0.46 kg/ha, and primisulfuron plus prosulfuron at 0.02 + 0.02 and 0.03 + 0.03 kg/ha. Rimsulfuron plus primisulfuron plus prosulfuron at 0.02 + 0.03 + 0.03 and 0.04 + 0.02 + 0.02 kg/ha reduced johnsongrass biomass 96 to 100% and the efficacy of rimsulfuron increased when tank mixed with primisulfuron plus prosulfuron. Results of both years showed that all herbicide treatments increased corn grain yield as compared with the weedy check. Maximum corn grain yield was obtained with combinations of atrazine plus alachlor at 1 + 2.44 and 1.5 + 1.92 kg/ha.

Response of ‘Dixie’, ‘Lemondrop’, ‘Multipik’, ‘Superpik’, and ‘Seneca Prolific’ summer squash to halosulfuron PRE or POST at 0.036, 0.053, and 0.072 kg ai/ha, or halosulfuron PRE fb halosulfuron POST at 0.018 fb 0.018, 0.027 fb 0.027, and 0.036 fb 0.036 kg/ha was field evaluated in 1997 and 1998. All halosulfuron treatments and rates reduced the height of cultivars 17–19% at 6 WAP (weeks after planting) and summer-squash injury (chlorosis and necrosis of crop foliage) was 6, 14, and 11% from halosulfuron PRE, POST, and PRE fb POST, respectively. Early summer-squash flowering was reduced 32–82% by halosulfuron, resulting in reduced early yields. Dixie was the cultivar most tolerant to halosulfuron. Early flowering of Dixie was reduced 32–36% compared to 32–82% for the other cultivars. Marketable yield of summer squash was reduced 20–30% by all rates of halosulfuron when averaged over all application timings. Marketable yield of Seneca Prolific, Superpik, Dixie, Multipik, and Lemondrop was reduced 0–17% by halosulfuron PRE. Halosulfuron POST or PRE fb POST reduced marketable yield of all summer-squash cultivars by 25–46%. Thus, summer squash was not tolerant of POST halosulfuron; however, Dixie, Multipik, Seneca Prolific, and Superpik exhibited tolerance to halosulfuron PRE.

Interest in the use of a mobile phone to access the Internet for learning English in general, and listening skills in particular, has been increasing in Korea over the last few years. However, there has been only a small number of studies on this topic in Korea. The present paper investigates the potential of using a mobile phone to browse wireless application protocol (WAP) sites for the purpose of learning listening skills. The study focuses specifically on the attitudes of language learners toward using a mobile phone for this purpose. The study is based on input, interaction, output and sociocultural theories, as well as on collaborative, learner-centred, constructivist and task-based learning approaches. An experiment was carried out with a group of undergraduate students who had enrolled in a required intermediate English as a Foreign Language (EFL) listening course at a Korean university. A WAP site was designed and used as the instrument for the experiment. This study found that the language learners expressed positive attitudes towards the use of the WAP site. It also found that the WAP site can be effective for learning listening skills and for student-centred and collaborative learning. Based on the findings, it is clear that WAP sites can be effective for learning listening skills, since they can enhance opportunities to learn language skills, and encourage language learners to participate actively in the learning process.