Resolving taxonomic uncertainty in vulnerable elasmobranchs: are the Madeira skate (Raja maderensis) and the thornback ray (Raja clavata) distinct species?

Skates and rays constitute the most speciose group of chondrichthyan fishes, yet are characterised by remarkable levels of morphological and ecological conservatism. They can be challenging to identify, which makes monitoring species compositions for fisheries management purposes problematic. Owing to their slow growth and low fecundity, skates are vulnerable to exploitation and species exhibiting endemism or limited ranges are considered to be the most at risk. The Madeira skate Raja maderensis is endemic and classified as ‘Data Deficient’ by the IUCN, yet its taxonomic distinctiveness from the morphologically similar and more wide-ranging thornback ray Raja clavata is unresolved. This study evaluated the sequence divergence of both the variable control region and cytochrome oxidase I ‘DNA barcode’ gene of the mitochondrial genome to elucidate the genetic differentiation of specimens identified as R. maderensis and R. clavata collected across much of their geographic ranges. Genetic evidence was insufficient to support the different species designations. However regardless of putative species identification, individuals occupying waters around the Azores and North African Seamounts represent an evolutionarily significant unit worthy of special consideration for conservation management.

Resolving taxonomic uncertainty in vulnerable elasmobranchs: are the Madeira skate (Raja maderensis) and the thornback ray (Raja clavata) distinct species?

Skates and rays constitute the most speciose group of chondrichthyan fishes, yet are characterised by remarkable levels of morphological and ecological conservatism. They can be challenging to identify, which makes monitoring species compositions for fisheries management purposes problematic. Owing to their slow growth and low fecundity, skates are vulnerable to exploitation and species exhibiting endemism or limited ranges are considered to be the most at risk. The Madeira skate Raja maderensis is endemic and classified as ‘Data Deficient’ by the IUCN, yet its taxonomic distinctiveness from the morphologically similar and more wide-ranging thornback ray Raja clavata is unresolved. This study evaluated the sequence divergence of both the variable control region and cytochrome oxidase I ‘DNA barcode’ gene of the mitochondrial genome to elucidate the genetic differentiation of specimens identified as R. maderensis and R. clavata collected across much of their geographic ranges. Genetic evidence was insufficient to support the different species designations. However regardless of putative species identification, individuals occupying waters around the Azores and North African Seamounts represent an evolutionarily significant unit worthy of special consideration for conservation management.

Riihimäen tehokkaat henkilökuljetukset yhteistyötä lisäämällä ja raja-aidoista luopumalla

Tässä työssä on asetettu Riihimäen seudullisen joukkoliikenteen palvelutasotavoitteet nykyisen, aikavälille 2010–2016 asetetun palve-lutason jälkeiseen aikaan. Palvelutasomäärittelyssä on sovellettu uutta Liikenneviraston julkaisun 31/2015 mukaista joukkoliikenteen palvelutason määrittelyohjetta. Ohjeen mukaisesti määritellyn palvelutason lisäksi työssä esitetään alueen kaikkien avoimien henkilö-kuljetusten muodostama seudullinen palvelutaso, johon on otettu muukaan myös ne liikenteet, joiden asiakaspohja ei täytä palvelu-tasoluokitellun joukkoliikenteen mukaisia numeerisia kriteerejä. Käytännössä tämä tarkoittaa kyliä tai tiesuuntia joiden asukasluku on alle 650. Seudullisen liikenteen pysäkit on luokiteltu työssä Digiroad -tietokantaan tallennettuja tietoja hyödyntäen neljään eri luokaan. Termi-naali -tasoisina pysäkkeinä on esitetty Riihimäen matkakeskus ja Hyvinkään linja-autoasema. Toiseksi korkeimpaan luokkaan valittiin Lopen linja-autoasema, Oitin keskustaajaman katoksellinen pysäkki sekä VT3 rampeilla sijaitsevat pikavuoropysäkit Riihimäellä ja Hyvinkäällä. Muut pysäkit on jaettu vilkkaisiin ja peruspysäkkeihin. Lisäksi työn aikaan on otettu kantaa suunnittelualueella vuonna 2015 päättyneiden Uudenmaan ELY-keskuksen toimivaltaan kuulu-neiden liikenteiden toteutukseen sekä laadittu hankintasuunnitelma vuonna 2016 päättyvien liikenteiden toteutuksesta jatkosta. Näiden akuuttien tarpeiden lisäksi työn lopussa ideoitiin uudenlaista, nykyistä voimakkaammin eri toimijoiden tarpeita huomioivaa tapaa suun-nitella ja kilpailuttaa alueen joukkoliikennettä ja henkilökuljetuksia alueellisina kokonaisuuksina innovaatiokumppanuuteen perustuvaa hankintaprosessia hyödyntäen. Työn aikana opiskelijatyönä toteutetun käyttäjäkyselyn tuloksia voitiin huomioida erityisesti Riihimäen paikallisliikenteeseen suunnitel-luissa pienissä reittimuutoksissa, joista keskeisimpiä olivat Merkoksen kaupallisten palveluiden alueen sekä Valion tehtaan kytkeminen mukaan paikallisliikenteen reitteihin. Riihimäen palveluliikenteen osalta keskeisimmäksi kehittämistarpeeksi osoittautui tiedottamisen lisääminen niin kaupungin organisaation sisällä kuin myös ulospäin asiakkaille.

Petra Flieger / Volker Schönwiese (Hrsg.): Menschenrechte – Integration – Inklusion, Aktuelle Perspektiven aus der Forschung. Bad Heilbrunn: Klinkhardt 2011 [Rezension]

Rezension von: Petra Flieger / Volker Schönwiese (Hrsg.): Menschenrechte – Integration – Inklusion, Aktuelle Perspektiven aus der Forschung, Bad Heilbrunn: Klinkhardt 2011 (256 S.; ISBN 978-3-7815-1793-6)

Age and growth of the undulate ray, Raja undulata, in the Algarve (southern Portugal)

Aspects of the population dynamics of the undulate ray, Raja undulata (Chondrichthyes: Rajidae), one of the more abundant elasmobranch fish captured along the Portuguese south coast (Algarve), were studied for the first time. Some traditional elasmobranch vertebral enhancing techniques were compared and the most precise for this species determined to be the cedar wood oil immersion and the alizarin red S stain. The sample consisted of 14 age-classes, with age-classes 3 to 8 being the most represented. Evidence of an annual deposition pattern of a pair of bands (one opaque and one translucent) was found by marginal increment analyses. Von Bertalanffy growth parameters were estimated and no differences found between males and females (all data: L-inf=110.22 cm, K=0.11 y(-1) and t(0)=-1.58 y).

Reproductive aspects of the undulate ray, Raja undulata, from the south coast of Portugal

The maturity of the undulate ray, Raja undulata, one of the most important by-catch elasmobranch species captured in south Portugal, was studied for the first time. Females ranged in total length (TL) from 19.4 to 88.2 cm and males from 23.0 to 83.2 cm. The gonadosomatic index for females was higher during the winter, meaning that this species reproduces during this season. Females matured at significantly larger sizes and older ages than males, with 50% of the females mature at 76.2 cm TL at an age of 8.98 years while 50% maturity for males was achieved at 73.6 cm TL and 7.66 years. Females were mature at 86.3% of the maximum observed size and 69.1% of the maximum observed age while males matured at 88.5% of the maximum observed size and 63.8% of the maximum observed age, making this a very late maturing species, with important consequences in terms of fisheries management and conservation. (c) 2006 Elsevier B.V. All rights reserved.

The quality of interface design for educational courseware development in Malaysian educational context

Interactive educational courseware has been adopted in diverse education sectors such as primary, secondary, tertiary education, vocational and professional training. In Malaysian educational context, the ministry of education has implemented Smart School Project that aims to increase high level of academic achievement in primary and secondary schools by using interactive educational courseware. However, many researchers have reported that many coursewares fail to accommodate the learner and teacher needs. In particular, the interface design is not appropriately designed in terms of quality of learning. This paper reviews educational courseware development process in terms of defining quality of interface design and suggests a conceptual model of interface design through the integration of design components and interactive learning experience into the development process. As a result, it defines the concept of interactive learning experience in a more practical approach in order to implement each stage of the development process in a seamless and integrated way.

A thematic approach to integrating maths and science for pre-service primary teachers via sustainability

Efforts to improve mathematics and science content knowledge have in many institutions required redefining teacher education through new teaching and learning. See, for example, Peard & Pumadevi (2007) for an account of one such attempt involving the development of a Foundations Unit, Scientific and Quantitative Literacy. This unit is core for all first year pre-service primary teacher education students at Queensland University of Technology (QUT) and two Education Institutes in Malaysia, Institute Perguruan Raja Melewar (IPRM), and Institute Perguruan Teknik (IPT) Kuala Lumpur. Since then, QUT has modified the unit to adopt a thematic approach to the same content. An aim of the unit rewrite was the development of a positive attitude and disposition to the teaching and learning of mathematics and science, with a curiosity and willingness to speculate about and explore the world. Numeracy was specifically identified within the mathematics encountered and appropriately embedded in the science learning area. The importance of the ability to engage in communication of and about mathematics and science was considered crucial to the development of pre-service primary teachers. Cognisance was given to the appropriate selection and use of technology to enhance learning - digital technologies were embedded in the teaching, learning and assessment of the unit to avoid being considered as an optional extra. This was achieved around the theme of “the sustainable school”. This „sustainability‟ theme was selected due to its prominence in Australia‟s futures-oriented National Curriculum which will be implemented in 2011. This paper outlines the approach taken to the implementation of the unit and discusses early indicators of its effectiveness.

A thematic approach to integrating maths and science for pre-service primary teachers via sustainability

Efforts to improve mathematics and science content knowledge have in many institutions required redefining teacher education through new teaching and learning. See, for example, Peard & Pumadevi (2007) for an account of one such attempt involving the development of a Foundations Unit, Scientific and Quantitative Literacy. This unit is core for all first year pre-service primary teacher education students at Queensland University of Technology (QUT) and two Education Institutes in Malaysia, Institute Perguruan Raja Melewar (IPRM), and Institute Perguruan Teknik (IPT) Kuala Lumpur. Since then, QUT has modified the unit to adopt a thematic approach to the same content. An aim of the unit rewrite was the development of a positive attitude and disposition to the teaching and learning of mathematics and science, with a curiosity and willingness to speculate about and explore the world. Numeracy was specifically identified within the mathematics encountered and appropriately embedded in the science learning area. The importance of the ability to engage in communication of and about mathematics and science was considered crucial to the development of pre-service primary teachers. Cognisance was given to the appropriate selection and use of technology to enhance learning - digital technologies were embedded in the teaching, learning and assessment of the unit to avoid being considered as an optional extra. This was achieved around the theme of “the sustainable school”. This ‘sustainability’ theme was selected due to its prominence in Australia’s futures-oriented National Curriculum which will be implemented in 2011. This paper outlines the approach taken to the implementation of the unit and discusses early indicators of its effectiveness.

A Conceptualisation of Courseware Development Process in Malaysian Educational Context

Multimedia-based learning has been accepted as an effective learning tool and has broadly prevailed in various types of education around the world. The Malaysian ministry of education has also adopted this information communication technology (ICT) as the means of an education reformation project called, ‘Smart School’ since 1998, aiming to improve all Malaysian Primary and Secondary students’ learning ability, attitudes, achievement, and further enhance teachers’ teaching performance. As a result, Malaysian Ministry of Education has distributed a number of interactive courseware of the key learning domains such as Mathematics, Science, Bahasa Melayu (Malay language), and English. According to recent reports by Malaysian Ministry of Education (MOE), however, the courseware has not been effectively used in schools, and many researchers point out there are vital issues concerning the interface and interaction design. Within this context, this paper presumes that one of the main reasons could derive from a structural aspect of the course development process that is devaluing or ignoring the importance of interface and interaction design. Therefore, it is imperative to conceptualise the courseware development process in terms of creating interactive and quality learning experiences through defining the stakeholders’ needs in terms of better learning and teaching. Within this context, this paper reviews the current development process and proposes a new concept called the interactive communication component which enables courseware developers to embed interactive and quality learning experiences into their courseware development process. The key objective is to provide opportunities to discuss the courseware development process from the different stakeholders’ perspectives of the educational courseware in a Malaysian context.

The Quality of Interface Design for Educational Courseware Development in Malaysian Educational Context

Interactive educational courseware has been adopted in diverse education sectors such as primary, secondary, tertiary education, vocational and professional training. In Malaysian educational context, the ministry of education has implemented Smart School Project that aims to increase high level of academic achievement in primary and secondary schools by using interactive educational courseware. However, many researchers have reported that many coursewares fail to accommodate the learner and teacher needs. In particular, the interface design is not appropriately designed in terms of quality of learning. This paper reviews educational courseware development process in terms of defining quality of interface design and suggests a conceptual model of interface design through the integration of design components and interactive learning experience into the development process. As a result, it defines the concept of interactive learning experience in a more practical approach in order to implement each stage of the development process in a seamless and integrated way.