Tornabenea ribeirensis (Apiaceaeb a new species from São Nicolau, Cape Verde Islands (West Africa)

Many species of Apiaceae are found in the Macaronesien Region. Several have been introduccd by human activities, but a number of taxa is endemic to the different archipelagos or even rrstrictcd to a single island. The following enumeration is based mainly on HANSEN & SUNDING ( 1993). In the Arores 28 different taxa of Apiaceae occur; among them four endemic species [AUIMI; hrrrrii WATSON, A. trifoliatum (WATSON) TKEL., Clrtrc~,y~l~~ll~r~~~ cl:oricrm TREL.. SOErich trwrictr GUTIINICK ex SEUB.]. In Madeira the Apiaceae are very diverse and consist ol’ 29 species and subspecies. From the archipelago two monotypic genera, rC/c/trtio. velitru~rr t/ccipicvr.s (SCHRAD. & J. C. WENDL.) Ho~+hl. md kJorli:ia edu[is LOWE and ~hrcc cndcmic species [Oemmrlre diwricore (R. BR.) MABB.. I/nperrr/orio lotvei COSS. and Burrirr~r hre~$~lirrnr LOWE] are described. The Canary Islands have the highest numbcr of plant-species and a high level of endemism. 5-l taxa of Apiaceae are recorded including three endemic genera (Rtrrheopsis A. HANSEX & KUNKEL, Todm-oa PARL. and Tiqyrmm PARL.) and further I5 endemic taxa. The Apiaceae are represented in the Cape Verde Islands by I2 species. Most of the taxa have been introduced by human activities (LOBIN & ZIZKA 1957) like Amvhm grm’eo- 1efr.s L., Apirm grmvolerrs L, Foerricrrhrr urlgore MILL.. Corimrtlru~t~ srrtirvrrrr L. or Petrosilerrm crisprrm (FRILL.) A.W.HILL. These species are cultivated and some of them later became \\esdy. Other species like Ciclosper- UWL /e/~fo/~/l~ll~rrtr (PER%) SPRAGUE (= Apimr leproplr~llrr~rr) are weeds of cultivated grounds or wasted lands. All these species are today widespread in temperate. subtropical or tropical regions all over the world. The only native species are to be found in the endemic genus To~wI~~I~~~ PARL.

Phoenix in the Cape Verde Islands

The African Republic of Cape Verde consists of nine inhabited and several uninhabited volcanic islands set out in the Atlantic Ocean, about 500 km off the most westerly point of the African mainland and 1500 km south of the Canary Islands @g. 2). Most are rugged and mountainous; three (Sal, Maio, and Boavista) are flat, desert islands with sand beaches. Precipitation is meagre and very erratic; indeed Cape Verde can be seen as an island extension of the arid Sahel zone. Three species of the genus Phoenix are recorded from the Cape Verde Islands, P. akzctyli&a L., P. canariensis Chabaud and P. atlantica A. Chev. While the former two species have almost certainly been introduced by man, the latter is said to be endemic to the islands. Perhaps because the Cape Verdes are a particularly isolated set of islands or because palms are notoriously awkward to collect, little is known about the taxonomy, origins and natural history of this species. Phoenix atlantica was described by the French botanist Auguste Chevalier (1935a) following field exploration in the Cape Verdes in 1934 (Chevalier 1934: 1153). Chevalier provided limited diagnostic characters, defining the species as a clustering palm with 2-6 trunks, 5-15 m in height with dark green leaves 2-3 m in length. He considered it to be most similar in form to P. &ctyZzjkra and P. canariensis, possessing characters of both (Chevalier 1935a). Chevalier’s description indicates that Phoenix atlantica can be distinguished easily from P. canariensis by its clustering growth form (P. canariensis always has a single, stout trunk) and its shorter, straighter leaves. However, the differences between P. atlantica and P. dactylzjkra appear much more subtle. For example, while P. dacfylifera is usually observed as single-stemmed, when left undisturbed for a number of years it becomes clustering like the Cape Verde Phoenix, so this character on its own is unreliable. Further alleged distinctions include acuminate (P. atlantica) versus rounded (P. dactylzjkra) petals in the male flowers (Chevalier 1935a, b, Greuter 1967: 249, and Brochmann et al. 1997), fruit 2 cm long (P. atlantica) versus fruit more than 2.5 cm long (P. dactyl&a) (Brochmann et al.

New data on the distribution and conservation status of some angiosperms of the Cape Verde Islands, W Africa

New data on the distributibn and conservation status of some angiosperms of the Cape Verde Islands, W Africa Intensive field work aud analysis of the state of biodiversity ou all islands during the years iYY.3 lo IYYY Icd lo lhc publication ol’several contributions lo the flora and vegelalion of the archipclago of Cabo Verde (Brochniann & al. 1997, Gornes & Vera-Cruz 1993. Gonles & al. I9YSa-h. 1998, Games 1997. Kilian & Leyens 1994, Leyens 1998. Leyens & Lobin 1995, Lobin & al. 1995) as well as to the compilation of the First Red Data List for the Cape Verde Islnuds (Lcyrus & Lobin 1996). the elaboration of the National Strategy for Biodiversity Conservation (SIPA 19YY) and ! compilation of all areas in urgent need of protection (Leyens unpubl. diplonla thc.\is IYYJ. Gwnes & al. iu prep.). As part UC the activities of the lnstituto National de Invcstig;u$o c Dcscnvolvitucnto Agriirio (INIDA) and the Dcpurtamcnto de GeociSncias do Institute Supcriot de Educ;u$o t ISE) iutcnsive t’icld studies were conducted PI many diffcrctu localilics OII xcvcr;~I islands. resulting in a thesis tGo~nes IY97) and several terminal study papers (Luz IYYY. Cosi;t 1994. Gonsalvez 1999). The results show that the vegetation and flora of the islands arc still IWI fully known and much more field work is needed. hllhot~gh Sanliiqw is one of lhc islands whcrc lhc firs1 holanicill iIlVcxligilliollx wcrr c:crriul WI (Wcbh 1x49. Schruidt 1x52. Chcvalicr IY35) and where uu~ny intensive field studirs wcrc

The Effect of Teacher Expectations on Student Achievement: Does The Pygmalion Effect Hold True for Cape Verde?

The present study is about the relationship between teacher expectations and student achievement. Do teachers have the power to influence student achievement? This is the question at hand. Are students under the influence of their teachers in regards to how they perceive themselves as achievers and ultimately how well they perform? What are the other factors that come into play when assessing student’s academic achievement? In light of the literature written on this topic, the two most prevalent theories are (1) Pygmalion in the Class and (2) The Sustaining Effect. These theories show a direct and determinant relationship between teacher expectations and student achievement. The main objective of this study was to investigate if in Cape Verde, teachers follow the same trend. Responses to teacher and student surveys carried out at Domingos Ramos High School gave revealing insights into how Capeverdean teachers view their students and the role the teachers themselves play in supporting the studen’s academic performance. Is the teacher’s expectation of their students the last word? In general, teachers do have a powerful influence on their students for good or for bad, but the key questions are: (1) are they aware of this power and (2) how well do they manage it? This paper includes an in-depth discussion on the different factors that influence student achievement and research carried out at an urban secondary school which characterizes how teachers and students view their roles in the student’s academic success. Recommendations are also provided to assist teachers in managing their expectations to maximize their role as a positive contributor to the success of their students.

Aleo Vera living barriers - Cape Verde - Barreiras Vivas de Aleo vera (Portuguese)

Projecto DESIRE - Cabo Verde

ALOE VERA LIFE BARRIERS - CAPE VERDE

Projecto DESIRE - Cabo Verde