Colonization and development of Oribatida mite communities (Acari: Oribatida) in the forest reclaimed limestone mine dumps

In order to study the colonization and development of moss mites (Oribatida) communities in a Scots pine forest of a reclaimed limestone mine dump in Northern Poland, 3 plots from the dump were chosen. The selected plots differed in age, 5 years old, 35 and 50 years old. From a total of 30 samples 499 mites (Acari) were extracted in Tullgren funnel from which 262 were Oribatida. Abundance (N) was analyzed in all mites and after determining the species of both, juvenile and adult stages of oribatids, the following indices were analyzed: Abundance (N), Dominance (D), Species diversity (S), Species richness (s) and Shannon’s diversity index (H). Regarding to the results obtained; oribatid mites were dominant with the highest abundance in all assemblages (Plot 1: 139 Oribatida /299 Acari. Plot 2: 40/55 and Plot 3: 83/145). Tectocepheus velatus showed a very high dominance (45,99%) in plot 1; the highest value for Shannon’s diversity index belonged to plot 3. On the other hand, juvenile’s percentage was significantly higher than adult’s percentage, especially at plot 2 (95,02%). These results made us to conclude that the high abundance of oribatids in the youngest forest is due to T. velatus’s high abundance and that plot 3 is the best habitat for mites. Finally, the high occurrence of juvenile stages requires keeping on studying the area.

Interdisciplinary experience in the Teacher Training College of Vitoria-Gasteiz: teaching profession module

[EN] The higher education regulation process in Europe, known as the Bologna Process, has involved many changes, mainly in relation to methodology and assessment. The paper given below relates to implementing the new EU study plans into the Teacher Training College of Vitoria-Gasteiz; it is the first interdisciplinary paper written involving teaching staff and related to the Teaching Profession module, the first contained in the structure of the new plans. The coordination of teaching staff is one of the main lines of work in the Bologna Process, which is also essential to develop the right skills and maximise the role of students as an active learning component. The use of active, interdisciplinary methodologies has opened up a new dimension in universities, requiring the elimination of the once componential, individual structure, making us look for new areas of exchange that make it possible for students' training to be developed jointly.