Phylogenetic relationships of African Caecilians (Amphibia: Gymnophiona): insights from mitochondrial rRNA gene sequences

Africa (excluding the Seychelles) has a diverse caecilian fauna, including the endemic family Scolecomorphidae and six endemic genera of the more cosmopolitan Caeciliidae. Previous molecular phylogenetic studies have not included any caecilians from the African mainland. Partial 12S and 16S mitochondrial gene sequences were obtained for two species of the endemic African Scolecomorphidae and five species and four genera of African Caeciliids, aligned against previously reported sequences for 16 caecilian species, and analysed using parsimony, maximum likelihood, Bayesian and distance methods. Results are in agreement with traditional taxonomy in providing support for the monophyly of the African Caeciliid genera Boulengerula and Schistometopum and for the Scolecomorphidae. They disagree in indicating that the Caeciliidae is paraphyletic with respect to the Scolecomorphidae. Although more data from morphology and/or molecules will be required to resolve details of the interrelationships of the African caecilian genera, the data provide strong support for at least two origins of caecilians in which the eye is reduced and covered with bone, and do not support the hypotheses that the caecilian assemblages of Africa, and of East and of West Africa are monophyletic

The horofunction boundary of the Hilbert geometry

We investigate the horofunction boundary of the Hilbert geometry defined on an arbitrary finite-dimensional bounded convex domain D. We determine its set of Busemann points, which are those points that are the limits of `almost-geodesics'. In addition, we show that any sequence of points converging to a point in the horofunction boundary also converges in the usual sense to a point in the Euclidean boundary of D. We prove that all horofunctions are Busemann points if and only if the set of extreme sets of the polar of D is closed in the Painleve-Kuratowski topology.Comment: 24 pages, 2 figures; minor changes, examples adde

Education for democratic citizenship

Lecture delivered on the occasion of the awarding of the degree of Doctor Honoris Causa at the Institute of Social Studies, The Hague, The Netherlands, 9 March, 200

Global Health Security Agenda Legal Landscape Assessment

The Global Health Security Agenda (GHSA) was created on February 13, 2014, to improve country\u27s ability to detect, prevent and respond to emerging health threats. Eleven action packages were created. The detection action package included antimicrobial resistance, zoonotic diseases, national biosafety/biosecurity and immunization. The prevention action package included establishing a national laboratory system, strengthening real-time biosurveillance, advancing timely and accurate disease reporting and establishing a trained global health security workforce.The response action package focused on establishing emergency operation centers, linking public health and law enforcement and enhancing medical countermeasures/personnel deployment. The following paper summarizes the components performed for the GHSA Legal Landscape Assessment. The first component focused on identifying the legal domains and legal approaches for each of the response action packages. The second component included a literature review and human rights analysis on the subjects of multisectoral rapid response, medical countermeasures, immunization, biosafety/biosecurity, information systems, and antimicrobial diseases. The final component was an epidemiological profile, which assessment the laws and policies in place in Guinea, Liberia, and Sierra Leone during the Ebola outbreak and their impact on the spread of the virus. The GHSA Legal Landscape Assessment will support countries with successfully applying and meeting the action package goals of the Global Health Security Agenda

Knowledge, Attitudes and Practices of Environmental Justice in Higher Education

Research suggests that issues of environmental justice are not being routinely included in the curriculum of the K-12 classroom and that teachers in those grades do not feel prepared to teach it. Likewise, little has been written about the addition of these topics to higher education coursework, leaving the question of inclusion at this level of education as well. This apparent lacuna may point to at least one reason why K-12 teachers are neither knowledgeable about environmental justice nor prepared to teach it. To discover the current state of inclusion in higher education, a mixed methods study was conducted to determine the knowledge, attitudes and practices of those teaching in one segment of higher education—namely all BA/BS granting undergraduate programs of environmental science and/or environmental studies within the United States. The results from this study suggest that while those teaching in these departments can provide a general description of what environmental justice is, there is much confusion and little agreement about exactly what it encompasses, who it affects, its causes and its solutions. However, responses do indicate that a sizable number of those teaching in these departments believe that environmental justice is an important topic which students should know about. Acting on that belief, most report that they do include environmental justice at some level in courses where the topic fits

Mazurka

https://digitalcommons.library.umaine.edu/mmb-ps/1139/thumbnail.jp