Inference on microsatellite mutation processes in the invasive mite, Varroa destructor, using reversible jump Markov chain Monte Carlo

Varroa destructor is a parasitic mite of the Eastern honeybee Apis cerana. Fifty years ago, two distinct evolutionary lineages (Korean and Japanese) invaded the Western honeybee Apis mellifera. This haplo-diploid parasite species reproduces mainly through brother sister matings, a system which largely favors the fixation of new mutations. In a worldwide sample of 225 individuals from 21 locations collected on Western honeybees and analyzed at 19 microsatellite loci, a series of de novo mutations was observed. Using historical data concerning the invasion, this original biological system has been exploited to compare three mutation models with allele size constraints for microsatellite markers: stepwise (SMM) and generalized (GSM) mutation models, and a model with mutation rate increasing exponentially with microsatellite length (ESM). Posterior probabilities of the three models have been estimated for each locus individually using reversible jump Markov Chain Monte Carlo. The relative support of each model varies widely among loci, but the GSM is the only model that always receives at least 9% support, whatever the locus. The analysis also provides robust estimates of mutation parameters for each locus and of the divergence time of the two invasive lineages (67,000 generations with a 90% credibility interval of 35,000-174,000). With an average of 10 generations per year, this divergence time fits with the last post-glacial Korea Japan land separation. (c) 2005 Elsevier Inc. All rights reserved.

Extinction processes in hot spots of avian biodiversity and the targeting of pre-emptive conservation action

Hot spots of endemism are regarded as important global sites for conservation as they are rich in threatened endemic species and currently experiencing extensive habitat loss. Targeting pre-emptive conservation action to sites that are currently relatively intact but which would be vulnerable to particular human activities if they occurred in the future is, however, also valuable but has received less attention. Here, we address this issue by using data on Endemic Bird Areas (EBAs). First, we identify the ecological factors that affect extinction risk in the face of particular human activities, and then use these insights to identify EBAs that should be priorities for pre-emptive conservation action. Threatened endemic species in EBAs are significantly more likely to be habitat specialists or relatively large-bodied than non-threatened species, when compared across avian families. Increasing habitat loss causes a significant increase in extinction risk among habitat specialists, but we found no evidence to suggest that the presence of alien species/human exploitation causes a significant increase in extinction risk among large-bodied species. This suggests that these particular human activities are contributing to high extinction risk among habitat specialists, but not among large-bodied species. Based on these analyses, we identify 39 EBAs containing 570 species (24% of the total in EBAs) that are not currently threatened with severe habitat loss, but would be ecologically vulnerable to future habitat loss should it occur. We show that these sites tend to be poorly represented in existing priority setting exercises involving hot spots, suggesting that vulnerability must be explicitly included within these exercises if such sites are to be adequately protected.

Challenging students in Further Education: themes arising from a study of innovative FE provision for excluded and disaffected young people

The paper draws on a research project on innovative provision in an FE college for excluded and disaffected young people. The college offers places on vocational courses to students who are still of compulsory school age who have been excluded by or have persistently failed to attend or achieve in school. One set of themes to emerge relates to the experiences of the students: the role of personal relationships and, especially, relationships with teachers, in the breakdown of school placements; the importance both of good relationships with tutors, often expressed as 'being treated like an adult', and of a vocational and practical curriculum in successful re-engagement at college; and positive but highly instrumental and employment related attitudes to education. Another set of themes relates to the practical and organisational difficulties and the way that a lack of flexibility in 14-19 provision, especially while students are still of compulsory school age, creates difficulties for programmes of this kind. Finally the paper considers the tensions between pressures for accountability and outcome-driven measures and the aims of increasing participation and using education to address issues of social inclusion.

On the nature of "context" in chemical education

Some of the most pressing problems currently facing chemical education throughout the world are rehearsed. It is suggested that if the notion of "context" is to be used as the basis for an address to these problems, it must enable a number of challenges to be met. Four generic models of "context" are identified that are currently used or that may be used in some form within chemical education as the basis for curriculum design. It is suggested that a model based on physical settings, together with their cultural justifications, and taught with a socio-cultural perspective on learning, is likely to meet those challenges most fully. A number of reasons why the relative efficacies of these four models of approaches cannot be evaluated from the existing research literature are suggested. Finally, an established model for the representation of the development of curricula is used to discuss the development and evaluation of context-based chemical curricula.