How geographic distance and depth drive ecological variability and isolation of demersal fish communities in an archipelago system (Cape Verde, Eastern Atlantic Ocean)

Cape Verde is a tropical oceanic ecosystem, highly fragmented and dispersed, with islands physically isolated by distance and depth. To understand how isolation affects the ecological variability in this archipelago, we conducted a research project on the community structure of the 18 commercially most important demersal fishes. An index of ecological distance based on species relative dominance (Di) is developed from Catch Per Unit Effort, derived from an extensive database of artisanal fisheries. Two ecological measures of distance between islands are calculated: at the species level, DDi, and at the community level, DD (sum of DDi). A physical isolation factor (Idb) combining distance (d) and bathymetry (b) is proposed. Covariance analysis shows that isolation factor is positively correlated with both DDi and DD, suggesting that Idb can be considered as an ecological isolation factor. The effect of Idb varies with season and species. This effect is stronger in summer (May to November), than in winter (December to April), which appears to be more unstable. Species react differently to Idb, independently of season. A principal component analysis on the monthly (DDi) for the 12 islands and the 18 species, complemented by an agglomerative hierarchical clustering, shows a geographic pattern of island organization, according to Idb. Results indicate that the ecological structure of demersal fish communities of Cape Verde archipelago, both in time and space, can be explained by a geographic isolation factor. The analytical approach used here is promising and could be tested in other archipelago systems.

The Importance of Using Games to Teach English in the 3rd Cycle

The title of this thesis is “The importance of using games to teach English in the 3rd Cycle”. I choose this topic because I think that games are important in the process of learning and because in my opinion not only students but people in general are more motivated to learn when they are having fun or when they are doing something that is interesting. Some authors argue that games stimulate learners to practise, to activate and extend their English vocabulary, and that most students feel more motivated to learn and learn more easily when they are having fun. Games make demands on learners’ intelligence and imagination and calls for active participation. That is exactly what 3rd Cycle students and teachers need in order to have success in their studies and work respectively. The 3rd Cycle students have covered the majority of the grammar and functions contents of the English curriculum in the previous Cycles (the 1st and 2nd Cycle) and in the 3rd Cycle the students need most of their time to put into practice what they have learned before. Games are an effective method to put in practice what they have learned before and also through games they have several contexts and different situations to explore in order to show their knowledge or their vocabulary. The 3rd Cycle students need methods that motivate them to learn and to participate in class and since they already study a specific language function. If the teacher uses an enjoyable method like games students will not get bored and they will be more motivate to participate in class.

Simulation in Third Cycle English Language Teaching

Many researchers have suggested simulation as a powerful tool to transpose the normal classroom into an authentic setting where language skills can be performed under more realistic conditions. This paper will outline the benefits of simulation in the classroom, provide additional topics to Third Cycle English Language National Syllabus to be discussed / simulated in the classroom and also provide two simulation lesson plans with samples for Capeverdean Third Cycle English Language Students.