What mechanism of niche segregation allows the coexistence of sympatric sibling rhinolophid bats?

Introduction: Our purpose was to assess how pairs of sibling horseshoe bats coexists when their morphology and echolocation are almost identical. We collected data on echolocation, wing morphology, diet, and habitat use of sympatric Rhinolophus mehelyi and R. euryale. We compared our results with literature data collected in allopatry with similar protocols and at the same time of the year (breeding season). Results:Echolocation frequencies recorded in sympatry for R. mehelyi (mean = 106.8 kHz) and R. euryale (105.1 kHz) were similar to those reported in allopatry (R. mehelyi 105–111 kHz; R. euryale 101–109 kHz). Wing parameters were larger in R. mehelyi than R. euryale for both sympatric and allopatric conditions. Moths constitute the bulk of the diet of both species in sympatry and allopatry, with minor variation in the amounts of other prey. There were no inter-specific differences in the use of foraging habitats in allopatry in terms of structural complexity, however we found inter-specific differences between sympatric populations: R. mehelyi foraged in less complex habitats. The subtle inter-specific differences in echolocation frequency seems to be unlikely to facilitate dietary niche partitioning; overall divergences observed in diet may be explained as a consequence of differential prey availability among foraging habitats. Inter-specific differences in the use of foraging habitats in sympatry seems to be the main dimension for niche partitioning between R. mehelyi and R. euryale, probably due to letter differences in wing morphology. Conclusions: Coexistence between sympatric sibling horseshoe bats is likely allowed by a displacement in spatial niche dimension, presumably due to the wing morphology of each species, and shifts the niche domains that minimise competition. Effective measures for conservation of sibling/similar horseshoe bats should guarantee structural diversity of foraging habitats.

Building digital capability: Being an effective digital leader

This is a version of the Jisc ‘Six Elements of Digital Capabilities’ model, specifically to support Jisc’s members in the area of Digital Leadership. It is one example of the base model being used in a particular context and is not meant to be definitive.

Building digital capability: Example learner profile

This is a version of the Jisc ‘Six Elements of Digital Capabilities’ model, specifically for learners. It is an update on the earlier ‘7 elements of digital literacy’ model (2009) and has many continuities with this framework. This version was produced in response to feedback that the base model alone does not provide enough detail to support embedding into practice. However, it is an example of how the base model could be used to define the digital capabilities of learners and is meant to be adapted to suit specific settings.

Building digital capability: Leading and managing an effective digital organisation (team, service, department)

This is a version of the Jisc ‘Six Elements of Digital Capabilities’ model, specifically to support Jisc’s members in the area of Digital Leadership. It is one example of the base model being used in a particular context and is not meant to be definitive.

Building digital capability: Example researcher profile

This is a version of the Jisc ‘Six Elements of Digital Capabilities’ model, specifically for research students and research sta . It is an update on the earlier ‘7 elements of digital literacy’ model (2009) and has many continuities with this framework. It is one example of how the base model is being used.

Building digital capability: the six elements defined

A digital capability framework which describes the skills needed by staff in a wide range of academic, administrative and professional roles to thrive in a digital environment. This will provide a structure to help managers and individuals understand what is needed and supports the development of tools. We have produced an initial model of the framework which describes digital capability as six overlapping elements.

Building digital capability: Example teacher profile

This is a version of the Jisc ‘Six Elements of Digital Capabilities’ model, specifically for teaching sta or for academic sta in their teaching role. It is an update on the earlier ‘7 elements of digital literacy’ model (2009) and has many continuities with this framework. This version was produced in response to feedback that the base model alone does not provide enough detail to support embedding into practice. However, it is an example of how the base model could be used to define the digital capabilities of teaching sta and is meant to be adapted to suit specific settings.

Mechanism of transport of saquinavir-loaded nanostructured lipid carriers across the intestinal barrier

[EN] The aims of this work were (i) to evaluate the potential of nanostructured lipid carriers (NLCs) as a tool to 24 enhance the oral bioavailability of poorly soluble compounds using saquinavir (SQV), a BCS class IV drug 25 and P-gp substrate as a model drug, and (ii) to study NLC transport mechanisms across the intestinal barrier. 26 Three different NLC formulations were evaluated. SQV transport across Caco-2 monolayers was enhanced up 27 to 3.5-fold by NLCs compared to SQV suspension. M cells did not enhance the transport of NLCs loaded with 28 SQV. The size and amount of surfactant in the NLCs influenced SQV's permeability, the transcytosis pathway 29 and the efflux of SQV by P-gp. An NLC of size 247 nm and 1.5% (w/v) surfactant content circumvented P-gp 30 efflux and used both caveolae- and clathrin-mediated transcytosis, in contrast to the other NLC formulations, 31 which used only caveolae-mediated transcytosis. By modifying critical physicochemical parameters of the 32 NLC formulation, we were thus able to overcome the P-gp drug efflux and alter the transcytosis mechanism 33 of the nanoparticles. These findings support the use of NLCs approaches for oral delivery of poorly 34 water-soluble P-gp substrates.