The evolutionary history of new zealand deschampsia is marked by long-distance dispersal, endemism, and hybridization

The contrasting evolutionary histories of endemic versus related cosmopolitan species provide avenues to understand the spatial drivers and limitations of biodiversity. Here, we investigated the evolutionary history of three New Zealand endemic Deschampsia species, and how they are related to cosmopolitan D. cespitosa. We used RADseq to test species delimitations, infer a dated species tree, and investigate gene flow patterns between the New Zealand endemics and the D. cespitosa populations of New Zealand, Australia and Korea. Whole plastid DNA analysis was performed on a larger worldwide sampling. Morphometrics of selected characters were applied to New Zealand sampling. Our RADseq review of over 55 Mbp showed the endemics as genetically well-defined from each other. Their last common ancestor with D. cespitosa lived during the last ten MY. The New Zealand D. cespitosa appears in a clade with Australian and Korean samples. Whole plastid DNA analysis revealed the endemics as members of a southern hemisphere clade, excluding the extant D. cespitosa of New Zealand. Both data provided strong evidence for hybridization between D. cespitosa and D. chapmanii. Our findings provide evidence for at least two migration events of the genus Deschampsia to New Zealand and hybridization between D. cespitosa and endemic taxa.Fil: Xue, Yali. Universidad de Viena; AustriaFil: Greimler, Josef. Universidad de Viena; AustriaFil: Paun, Ovidiu. Universidad de Viena; AustriaFil: Ford, Kerry A.. Allan Herbarium; Nueva ZelandaFil: Barfuss, Michael H. J.. Universidad de Viena; AustriaFil: Chiapella, Jorge Oscar. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Patagonia Norte. Instituto de Investigaciones en Biodiversidad y Medioambiente. Universidad Nacional del Comahue. Centro Regional Universidad Bariloche. Instituto de Investigaciones en Biodiversidad y Medioambiente; Argentin

The evolutionary history of new zealand deschampsia is marked by long-distance dispersal, endemism, and hybridization

The contrasting evolutionary histories of endemic versus related cosmopolitan species provide avenues to understand the spatial drivers and limitations of biodiversity. Here, we investigated the evolutionary history of three New Zealand endemic Deschampsia species, and how they are related to cosmopolitan D. cespitosa. We used RADseq to test species delimitations, infer a dated species tree, and investigate gene flow patterns between the New Zealand endemics and the D. cespitosa populations of New Zealand, Australia and Korea. Whole plastid DNA analysis was performed on a larger worldwide sampling. Morphometrics of selected characters were applied to New Zealand sampling. Our RADseq review of over 55 Mbp showed the endemics as genetically well-defined from each other. Their last common ancestor with D. cespitosa lived during the last ten MY. The New Zealand D. cespitosa appears in a clade with Australian and Korean samples. Whole plastid DNA analysis revealed the endemics as members of a southern hemisphere clade, excluding the extant D. cespitosa of New Zealand. Both data provided strong evidence for hybridization between D. cespitosa and D. chapmanii. Our findings provide evidence for at least two migration events of the genus Deschampsia to New Zealand and hybridization between D. cespitosa and endemic taxa.Fil: Xue, Yali. Universidad de Viena; AustriaFil: Greimler, Josef. Universidad de Viena; AustriaFil: Paun, Ovidiu. Universidad de Viena; AustriaFil: Ford, Kerry A.. Allan Herbarium; Nueva ZelandaFil: Barfuss, Michael H. J.. Universidad de Viena; AustriaFil: Chiapella, Jorge Oscar. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Patagonia Norte. Instituto de Investigaciones en Biodiversidad y Medioambiente. Universidad Nacional del Comahue. Centro Regional Universidad Bariloche. Instituto de Investigaciones en Biodiversidad y Medioambiente; Argentin

Hybridization and speciation in angiosperms: a role for pollinator shifts?

The majority of convincingly documented cases of hybridization in angiosperms has involved genetic introgression between the parental species or formation of a hybrid species with increased ploidy; however, homoploid (diploid) hybridization may be just as common. Recent studies, including one in BMC Evolutionary Biology, show that pollinator shifts can play a role in both mechanisms of hybrid speciation

Early diversification and permeable species boundaries in the Mediterranean firs

BACKGROUND AND AIMS: Inferring the evolutionary relationships of species and their boundaries is critical in order to understand patterns of diversification and their historical drivers. Despite Abies (Pinaceae) being the second most diverse group of conifers, the evolutionary history of Circum-Mediterranean firs (CMF) remains under debate. METHODS: We used restriction site associated DNA sequencing (RAD-seq) on all proposed CMF taxa to investigate their phylogenetic relationships and taxonomic status. KEY RESULTS: Based on thousands of genome-wide SNPs, we present here the first formal test of species delimitation, and the first fully resolved, complete species tree for CMF. We discovered that all previously recognized taxa in the Mediterranean should be treated as independent species, with the exception of A. tazaotana and A. marocana. An unexpectedly early pulse of speciation in the Oligocene-Miocene boundary is here documented for the group, pre-dating previous hypotheses by millions of years, revealing a complex evolutionary history encompassing both ancient and recent gene flow between distant lineages. CONCLUSIONS: Our phylogenomic results contribute to shed light on conifers' diversification. Our efforts to resolve the CMF phylogenetic relationships help refine their taxonomy and our knowledge of their evolutio

Performance comparison of two reduced-representation based genome-wide marker-discovery strategies in a multi-taxon phylogeographic framework

Multi-locus genetic data are pivotal in phylogenetics. Today, high-throughput sequencing (HTS) allows scientists to generate an unprecedented amount of such data from any organism. However, HTS is resource intense and may not be accessible to wide parts of the scientific community. In phylogeography, the use of HTS has concentrated on a few taxonomic groups, and the amount of data used to resolve a phylogeographic pattern often seems arbitrary. We explore the performance of two genetic marker sampling strategies and the effect of marker quantity in a comparative phylogeographic framework focusing on six species (arthropods and plants). The same analyses were applied to data inferred from amplified fragment length polymorphism fingerprinting (AFLP), a cheap, non-HTS based technique that is able to straightforwardly produce several hundred markers, and from restriction site associated DNA sequencing (RADseq), a more expensive, HTS-based technique that produces thousands of single nucleotide polymorphisms. We show that in four of six study species, AFLP leads to results comparable with those of RADseq. While we do not aim to contest the advantages of HTS techniques, we also show that AFLP is a robust technique to delimit evolutionary entities in both plants and animals. The demonstrated similarity of results from the two techniques also strengthens biological conclusions that were based on AFLP data in the past, an important finding given the wide utilization of AFLP over the last decades. We emphasize that whenever the delimitation of evolutionary entities is the central goal, as it is in many fields of biodiversity research, AFLP is still an adequate technique.Te present study was co-funded by the Austrian Science Fund (FWF, project P25955 “Origin of steppe fora and fauna in inner-Alpine dry valleys” to P.S.), and the Tiroler Wissenschafsfonds (TWF, UNI-0404/2066,“Comparing information efciency of high- versus low-resolution genome scans for phylogeographic studies” to P.K.). Te computational results presented have been achieved using the HPC infrastructure LEO of the University of Innsbruck

THINK4JOBS TRAINING: Critical Thinking Training Packages for Higher Education Instructors and Labour Market Tutors

This Report presents the findings of the “Critical Thinking for Successful Jobs-Think4Jobs” Partnership regarding the development of Critical Thinking Training Packages for Higher Education Instructors and Labour Market Organisations Tutors, namely Intellectual Output II. Considering previous research findings, it is suggested that despite HE and LMO instructors’ willingness to promote CT, they both might lack conceptual as well as procedural knowledge regarding CT. In order to assume that a common understanding between HE and LMOs can be achieved to promote CT skills development effectively in future graduates, the aim of this project was to develop a training course for HE instructors as well as LMO tutors. More specifically, the project aims to strengthen University-Business Collaboration for the effective promotion, development, support and assessment of students’ CT through their transition into a professional context using apprenticeships as a privileged interface in order to “bridge the gap” between their skills and those needed by the labour market. The specific objective of the second Intellectual Output was to develop a training curriculum for Higher Education Instructors and Labour Market Organisations Tutors on how to promote, develop, support and assess students’ CT in apprenticeships curricula as well as on how to develop blended curricula using Moodle. The training aimed at reaching 30 participants from the Partnership (i.e., 15 from Higher Education and 15 from Labour Market Organisations). To reach the aforementioned objective for the delivery of the Output, five activities were originally designed: 1. Define the goals, outcomes and assessment criteria of the training packages. 2. Identify the training subjects and design the activities to be held. 3. Identify, select and/or create training resources, which will support the activities during the training packages. 4. Develop a transnational training course. 5. Delivery of the training course. University of Western Macedonia (UOWM) was the leading Organisation for the delivery of the second Intellectual Output. A Participatory Co-Design (PC-D Methodology was implemented to map the participants’ requirements and needs for the training. For the implementation of the training course, participants from both the Higher Education and the Labor Market Organisations from the five countries partake as Trainers providing various workshops focusing on experiential learning. More specifically, workshops concerned the deconstruction and reconstruction of previously held ideas regarding CT, the development of a working definition on CT for the Think4Jobs project, instructional approaches and teaching strategies that promote CT, blended learning and Moodle, the assessment of CT as well as the preparation of the Memorandum of Understanding (MoU) between HE and LMOs. Finally, a reflective session on the work carried out for the MoU and a session for the design and development of the CT blended apprenticeship curricula were scheduled. According to the registrations, on a daily basis, 35 participants engaged in the LTTA. Participants' knowledge on conceptual and procedural knowledge regarding CT, evaluation of CT, as well as blended learning, University-Business Collaboration and Moodle were evaluated in a pre-post measurement. In order to assess participants’ previous knowledge as well as the knowledge acquired during the LTTA, two online questionnaires were used. The first questionnaire (pre-measurement) was administered to participants at the beginning of the training course, while the second questionnaire (post-measurement) at the end of the LTTA (122 items for the pre-test, 130 items for the post-test, including questions about participants’ commitment during LTTA and their evaluation of the LTTA). The data collection tool consisted of seven distinct parts. The first part concerned demographic information, while the second part assessed participants’ level of perceived self-confidence in the issues addressed in the LTTA, the Moodle’s ease of use and perceived self-efficacy. Parts three to five of the tool explored participants’ conceptions regarding myths and facts about conceptual and procedural knowledge of CT, the evaluation of CT, blended learning and the University and Business Collaboration. Moreover, participants’ level of confidence about their answers was also assessed. Statistical analysis of data collected suggested that participants’ knowledge about CT, blended learning and the University and Business Collaboration increased after their participation in the LTTA. However, these results were not statistically significant. A statistically significant median increase elicited only in participants’ perceived self-confidence on the topics addressed during the LTTA, only for HE participants. Finally, the administrative and management of the implemented LTTA was evaluated highlighting that the event reached the predefined objectives and goals, met participants’ expectations and offered a high quality learning and training experience to the participants. Apart from the measurable data, a significant outcome of the LTTA was the development of a Memorandum of Understanding (MoU) between each pair of HEIs and LMOs partner per country. The MoU set a specific framework on the expected collaboration between HE and LMOs for the design-development (IO3), implementation and evaluation (IO4) of the CT blended apprenticeships curricula. The development of MoUs suggest that a common understanding on the design and delivery of CT blended apprenticeships curricula has been achieved and that UBC has been tailored to each pair of contributors. Overall, the CT training course presented in the current report has contributed to the existing research and literature in numerous ways. First, it presented a course designed to address the specific needs of its participants, by employing a PC-D approach. Second, it presented a training course that can also be applied in the future, as an intensive program aiming to enhance CT in educational and LMO settings. Third, it actively engaged HE Instructors and LMOs in a common training course, trying to reach a common understanding. Finally, the current report contributes to the literature with the exploitation of a multiple-choice instrument incorporating a Certainty Response Index identifying not only participants’ alternative concepts but also their level of confidence on aspects of CT, blended learning and UBC

THINK4JOBS TOOLKIT Ten work-based learning scenarios

The current report is the first Intellectual Output (Output 1) of the THINK4JOBS initiative, which aims at improving students’ CT skills and dispositions by promoting collaboration between Higher Education Institutions (HEIs) and Labour Market Organizations (LMOs). This is the case since according to relevant research findings, LMOs seem to expect employees to acquire CT skills in order for them to successfully address the needs of their work positions. Under this rationale, partners of the two aforementioned fields have decided to redesign and ameliorate HEI curricula by blending both HEIs and LMOs’ experience, knowledge and recommendations, while instilling this evidence into students’ apprenticeships. Apprenticeships offering practice in professional skills can actively lead to students’ understanding of their working environment and simultaneously scaffold CT development with the employment of mentoring. For this reason, the THINK4JOBS initiative exploits apprenticeships as a means of CT exploration and learning through which bridging the gap between HEIs and LMOs can be attained. Therefore, it is considered that in this fashion, students will be acquainted with the concept of CT and also be in the position of transferring it into their work settings, when entering the workplace. It should be noted that partners of the THINK4JOBS project are representatives from five disciplines (teacher training, English as a foreign language – EFL, business economics, business informatics and veterinary medicine), who formed teams between HEI and LMOs for each of these disciplines in order for ideas to be pluralized and CT to be explored across a variety of domains. The current report has a twofold aim: · to trace and map the methods and/or techniques that CT is currently employed in HEIs and LMOs’ apprenticeships and apprenticeships focusing on any possible convergent or divergent points; · to thoroughly describe and suggest work-based, learning scenarios that could bridge the gap between HEIs and LMOs’ curricula and simultaneously attempt to safeguard the requirements for graduates’ CT development and improvement. Mapping the Gap Regarding the first aim of the report, three research methods (observation, focus groups and documentary analysis) were employed in combination with three instruments (observational matrix, focus group rubric and documentary analysis rubric). Each research instrument includes a set of variables, which are majorly organized in three categories: I. Pedagogical aspects of CT development (including class objectives, teaching strategies/methods, tools/materials and evaluation regarding CT) II. CT aspects (including the ways CT is nurtured, triggered and explicitly taught during instruction) III. Implementation of CT (including elements of CT presence in these disciplines) For each variable, a set of indicators, drawing on CT and pedagogical theory was also developed in order for the aforementioned research instruments to be constructed. Stakeholders (HEI students and instructors as well as LMO tutors, employers and employees) participated in the mapping process. Data were collected during the winter semester 2020-2021 and a total of 134 participants from all partner countries participated in the focus groups discussions. Regarding the other two research methods, observation was carried out in at least three apprenticeships or courses, with at least four observation sessions for each of them. As far as it concerns the documentary analysis, documents supporting the courses/apprenticeships, which were observed, were analyzed according to the relevant rubric. Findings from each research instrument were triangulated according to each discipline and are thoroughly described in the current report in separate sections. However, some general conclusions seem to derive from a holistic approach to data analysis. Initially, it was suggested that even though a definitive “gap” between HEIs and LMOs does not seem to exist, there is a different context in CT approach since universities usually employ different learning activities focusing more on career preparation with long-term goals while LMOs follow compact and short-term, learning and teaching strategies. Additionally, findings suggested that CT is a newly-added requirement for the workplace and that HEIs and LMOs do not opt for the same terminology when referring to the concept –meaning that HEIs usually select scientific terms. Another element, which is evident is that CT in HEIs is commonly expressed through a declarative manner, while in LMOs application to specific cases follows the procedural manner. Learning Scenarios Regarding the second aim of this report, each team of HEI and LMO constructed two learning scenarios according to the findings, the sets of recommendations and the already identified educational needs. From the ten work-based scenarios developed, one from every discipline was organized in a syllabus form so that it can be further utilized for the CT blended apprenticeship curricula. This information highlights the importance of the scenarios, since they will set the stage for introducing CT at programme and course levels by utilizing Intellectual Output 3 activities to design work-based curricula for each country and dynamically enhance collaboration between HEIs and LMOs. Under this rationale, this scenario includes descriptive information about the themes, concepts, aims and learning outcomes, the duration, the teaching approach, the learning environment and the evaluation regarding both domain specific and CT related elements. First Intellectual Output Impact The current report is of major importance for the continuation of the THINK4JOBS project since it sets the stage for a sequence of activities carried out during the Second and Third Intellectual Outputs aiming at the successful application of the blended apprenticeships curricula. Besides the report’s importance for the project continuation, it may also stand as a useful Toolkit for teachers, students and employers regarding the development of CT in the workplace. In general, according to research findings, HEIs and LMOs are differently goal-oriented regarding CT and the reason for this divergence lies in the very nature and general context of the two organizations. In other words, HEIs intend to prepare students for all jobs related to a domain, while LMOs aim at preparing an employee for a specific job in a specific organization. This conclusion seems to indicate a paradox: the two organizations work in parallel but they do not share common understanding. This is the reason why the First Intellectual Output may be an invaluable means in the exploration of CT through different perspectives; actively supporting HEI and LMO collaboration in the quest for common ground

Methylation sensitive AFLP data of Dactylorhiza allopolyploids

The data is provided in four tabs: the "Original" tab contains the initial information obtained from the two paired profiles per individual (i.e., MspI and HpaII); the "Unmethylated" tab includes fragments present in both profiles simultaneously; the "MeCpG" tab includes the information from MspI; the "hemiMeCpCpG" tab includes the information from HpaII. Redundant information between the last 3 tabs has been retained only once

Evolution of Hypervariable Microsatellites in Apomictic Polyploid Lineages of Ranunculus carpaticola: Directional Bias at Dinucleotide Loci

Microsatellites are widely used in genetic and evolutionary analyses, but their own evolution is far from simple. The mechanisms maintaining the mutational patterns of simple repeats and the typical stable allele-frequency distributions are still poorly understood. Asexual lineages may provide particularly informative models for the indirect study of microsatellite evolution, because their genomes act as complete linkage groups, with mutations being the only source of genetic variation. Here, we study the direction of accumulated dinucleotide microsatellite mutations in wild asexual lineages of hexaploid Ranunculus carpaticola. Whereas the overall number of contractions is not significantly different from that of expansions, the within-locus frequency of contractions, but not of expansions, significantly increases with allele length. Moreover, within-locus polymorphism is positively correlated with allele length, but this relationship is due solely to the influence of contraction mutations. Such asymmetries may explain length constraints generally observed with microsatellites and are consistent with stable, bell-shaped allele-frequency distributions. Although apomictic and allohexaploid, the R. carpaticola lineages show mutational patterns resembling the trends observed in a broad range of organisms, including sexuals and diploids, suggesting that, even if not of germline origin, the mutations in these apomicts may be the consequence of similar mechanisms

Moldavian Diplomatic Correspondence

International audienc