Predicting global invasion risks: a management tool to prevent future introductions

Predicting regions at risk from introductions of non-native species and the subsequent invasions is a fundamental aspect of horizon scanning activities that enable the development of more effective preventative actions and planning of management measures. The Asian cyprinid fish topmouth gudgeon Pseudorasbora parva has proved highly invasive across Europe since its introduction in the 1960s. In addition to direct negative impacts on native fish populations, P. parva has potential for further damage through transmission of an emergent infectious disease, known to cause mortality in other species. To quantify its invasion risk, in regions where it has yet to be introduced, we trained 900 ecological niche models and constructed an Ensemble Model predicting suitability, then integrated a proxy for introduction likelihood. This revealed high potential for P. parva to invade regions well beyond its current invasive range. These included areas in all modelled continents, with several hotspots of climatic suitability and risk of introduction. We believe that these methods are easily adapted for a variety of other invasive species and that such risk maps could be used by policy-makers and managers in hotspots to formulate increased surveillance and early-warning systems that aim to prevent introductions and subsequent invasions

Comparison of Traditional Instruction on Reflection and Rotation in a Nepalese High School with an ICT-Rich, Student-Centered, Investigative Approach

A teacher-centered, examination-driven instructional approach emphasizing knowledge of facts and standard methods through drill-and-practice without use of Information and Communications Technology (ICT) is still dominant in Nepalese high schools. In this article, we present a classroom study in which the traditional instructional approach has been replaced by an ICT-rich, student-centered, investigative approach in the context of teaching and learning basic concepts of reflection and rotation. Here, ICT refers to dynamic geometry software. Through a pretest-posttest control and experimental group research design, we compared the effects of both approaches on students’ understanding. A test was designed and used for investigating students’ alternative conceptions of reflection and rotation. The results showed that the experimental group outperformed the control group and there were indications of a lasting effect. Qualitative analysis indicated that all distinctive aspects of the experimental approach had positive effects on the students’ performance and learning experience. This study can also be considered as an evidence-based example of how one can, with limited ICT facilities, still achieve improvements in teaching and learning at a public high school in a developing country