Global Genetic Connectivity and Diversity in a Shark of High Conservation Concern, the Oceanic Whitetip, Carcharhinus longimanus

The oceanic whitetip shark, Carcharhinus longimanus, is a circumtropical pelagic shark of high conservation concern (IUCN Red List: “Critically Endangered” in the Western North and Western Central Atlantic and “Vulnerable” globally). I present the first, population genetic assessment of the oceanic whitetip shark on a global scale, based on analysis of two mitochondrial genome regions (entire 1066-1067 bp control region and 784 bp partial ND4 gene), and nine nuclear microsatellite loci. No population structure was detected within the Western Atlantic. However, highly significant population structure was detected between Western Atlantic and Indo-Pacific Ocean sharks across all markers. Additionally, a nominally significant signal of matrilineal structure between the Indian and Pacific Ocean sharks was detected by AMOVA and pairwise tests of the ND4 gene only (pairwise ΦST = 0.051, P = 0.046; pairwise Jost’s D = 0.311, 95% CI = 0.020, 0.0614). Although significant inter-basin population structure was evident, it was associated with deep phylogeographic mixing of mitochondrial haplotypes and evidence of contemporary migration between the Western Atlantic and Indo-Pacific Oceans. I theorize that semi-permeable thermal barriers are responsible for the differentiation between the Western Atlantic and Indo-Pacific set in a framework of global phylogeographic mixing. Relatively low mtDNA genetic diversity (concatenated mtCR-ND4 nucleotide diversity π = 0.32% ± 0.17%) compared to other circumtropical elasmobranch species raises potential concern for the future genetic health of this species. Overall, significant population structure exists, at a minimum, between the Western Atlantic and Indo-Pacific Ocean, and effective management strategies must take this into consideration

Europium nitride: A novel diluted magnetic semiconductor

Europium nitride is semiconducting and contains non-magnetic \3+, but sub-stoichiometric EuN has Eu in a mix of 2+ and 3+ charge states. We show that at \2+ ~concentrations near 15-20% EuN is ferromagnetic with a Curie temperature as high as 120 K. The \3+ ~polarization follows that of the \2+, confirming that the ferromagnetism is intrinsic to the EuN which is thus a novel diluted magnetic semiconductor. Transport measurements shed light on the likely exchange mechanisms.Comment: 5 page

Complete mitogenome sequences of smooth hammerhead sharks, Sphyrna zygaena, from the eastern and western Atlantic

We report the first mitogenome sequences of the circumglobally distributed, highly mobile, smooth hammerhead shark, Sphyrna zygaena, from the eastern and western Atlantic. Both genomes were 16,729 bp long with 13 protein-coding genes, two rRNAs, 22 tRNAs and a non-coding control region. The two Atlantic shark sequences differ from each other by 13 SNPs, and by 43 and 44 SNPs from the published mitogenome of an S. zygaena specimen from the eastern Pacific Ocean. The cross-Atlantic mitogenome sequences reported here provide a resource to assist with population genetics studies of this widely exploited species of conservation concern

Ferromagnetic redshift of the optical gap in GdN

We report measurements of the optical gap in a GdN film at temperatures from 300 to 6K, covering both the paramagnetic and ferromagnetic phases. The gap is 1.31eV in the paramagnetic phase and red-shifts to 0.9eV in the spin-split bands below the Curie temperature. The paramagnetic gap is larger than was suggested by very early experiments, and has permitted us to refine a (LSDA+U)-computed band structure. The band structure was computed in the full translation symmetry of the ferromagnetic ground state, assigning the paramagnetic-state gap as the average of the majority- and minority-spin gaps in the ferromagnetic state. That procedure has been further tested by a band structure in a 32-atom supercell with randomly-oriented spins. After fitting only the paramagnetic gap the refined band structure then reproduces our measured gaps in both phases by direct transitions at the X point.Comment: 5 pages, 4 figure

Creative pedagogy and environmental responsibility: A diffractive analysis of an intra-active science|arts practice

This is the author accepted manuscriptThis chapter explores the entanglement of research and practice, offering an account of science|arts practice in which research-driven “features of creative pedagogy” were used within an action research project to engage young people with the problem of ocean plastics. Thinking with Barad’s theory of agential realism, we explore the ongoing emergence of new matter and meaning for the young people, teachers and researchers engaged in this transdisciplinary practice-research. One component of a large H2020-funded project exploring creativity in science/arts transdisciplinary practices across Europe was a study of action research in six UK secondary schools with science/art teacher pairs. This chapter draws on research conducted within one school in which the issue of plastics in the ocean was explored with 52 students aged 14–15 within an “arts-science project”, to develop the young people’s ideas about environmental responsibility understood, explored and expressed together through science and art. An approach to researching emergent and creative pedagogies which brings agency to the fore within a material-dialogic, intra-active understanding of (post)human creativity was used. Data gathered through mixed methods, including questionnaires, interviews and photographs, and selected via “glow moment” assemblages, were analysed with and through theory using diffractive analysis to iteratively unfold data, theory, research and practice. This stance embodies a material-dialogic approach, with research, theory and “data” in dialogue. In the chapter, a sequence of diffractions is described, responding to initial questions posed by the book editors: “When/where/how do objects/subjects of inquiry, and embodiment, come to matter in STEAM (re-)configurings in practice?” These diffractions unfold the emergence of matter and meaning through intra-active material dialogue in a science|art practice, raising questions from/for practice about the concept of ethics, trusteeship and responsibility in environmental education.European Commissio

An examination of the effects of self-regulatory focus on the perception of the media richness: the case of email

Communication is a key element in organizations’ business success. The media richness theory and the channel expansion theory are two of the most influential theories regarding the selection and use of communication media in organizations; however, literature has focused little on the effects of self-regulation by managers and employees in these theories. To analyze these topics, this study develops an empirical investigation by gathering data from 600 managers and employees using a questionnaire. The results suggest that the perception of media richness is positively affected when the individual shows a promotion focus or strategy.Peer ReviewedPostprint (author’s final draft

Simonsenia aveniformis sp nov (Bacillariophyceae), molecular phylogeny and systematics of the genus, and a new type of canal raphe system

The genus Simonsenia is reviewed and S. aveniformis described as new for science by light and electron microscopy. The new species originated from estuarine environments in southern Iberia (Atlantic coast) and was isolated into culture. In LM, Simonsenia resembles Nitzschia, with bridges (fibulae) beneath the raphe, which is marginal. It is only electron microscope (EM) examination that reveals the true structure of the raphe system, which consists of a raphe canal raised on a keel (wing), supported by rib like braces (fenestral bars) and tube-like portulae; between the portulae the keel is perforated by open windows (fenestrae). Based on the presence of portulae and a fenestrated keel, Simonsenia has been proposed to be intermediate between Bacillariaceae and Surirellaceae. However, an rbcL phylogeny revealed that Simonsenia belongs firmly in the Bacillariaceae, with which it shares a similar chloroplast arrangement, rather than in the Surirellaceae. Lack of homology between the surirelloid and simonsenioid keels is reflected in subtle differences in the morphology and ontogeny of the portulae and fenestrae. The diversity of Simonsenia has probably been underestimated, particularly in the marine environment.Polish National Science Centre in Cracow within the Maestro program [N 2012/04/A/ST10/00544]; Sciences and Technologies Foundation-FCT (Portugal) [SFRH/BD/62405/2009]info:eu-repo/semantics/publishedVersio

Antimony distribution and mobility in different types of waste derived from the exploitation of stibnite ore deposits

[EN]Wastes derived from the exploitation of stibnite ore deposits were studied to determine their mineralogical, chemical, and environmental characteristics and establish the Sb distribution and the current and long-term risks of Sb mobilization. Representative samples of mine waste rocks, mine tailings, and smelting waste were studied by X-ray powder diffraction, polarized light microscopy, electron microprobe analysis, and digestion, leaching, and extraction procedures. The main Sb-bearing minerals and phases identified in the smelting waste were natrojarosite, iron (oxyhydr)oxides, mixtures of iron and antimony (oxyhydr)oxides, and tripuhyite; those in the mine tailings and mine waste rocks were iron (oxyhydr)oxides and/or mixtures of iron and antimony (oxyhydr)oxides. Iron (oxyhydr)oxides and natrojarosite had high Sb contents, with maximum values of 16.51 and 9.63 wt% Sb2O5, respectively. All three types of waste were characterized as toxic; the mine waste rocks and mine tailings would require pretreatment to decrease their leachable Sb content before they would be acceptable at hazardous waste landfills. Relatively little of the Sb was in desorbable forms, which accounted for <0.01 and <0.8% of the total Sb content in the smelting waste and mine waste rocks/mine tailings, respectively. Under reducing conditions, further Sb mobilization from mine waste rocks and mine tailings could occur (up to 4.6 and 3.3% of the total content, respectively), considerably increasing the risk that Sb will be introduced into the surroundings. Although the smelting waste had the highest total Sb content, it showed the lowest risk of Sb release under different environmental conditions. The significant Fe levels in the smelting waste facilitated the formation of various Fe compounds that greatly decreased the Sb mobilization from these wastes

Dialogue and materiality/embodiment in science|arts creative pedagogy: their role and manifestation

This is the final version. Available on open access from Elsevier via the DOI in this record.This paper responds to recent calls to explore the nuances of the interaction between the sciences, the arts and their inherent creativity to better understand their potential within teaching and learning. Building on previous arguments that the science-arts-creativity relationship is dialogic and relational, this research focuses on the question: How are dialogue and material/embodied activity manifested within creative pedagogy? We begin with a fusion of Bakhtinian-inspired and New-Materialist understandings of dialogue drawing out the importance of embodiment in order to revitalize how we articulate dialogue within creative educational practice. We then take on the challenge of a materialist diffractive analysis to conduct research which complements the theoretical framing and offers our outcomes in a way that appropriately makes the phenomena tangible. We present the outcomes of the diffractive analysis including the constitution of matter as well as meaning in the dialogic space; and the emergence of new assemblages of embodied teachers, students, ideas, and objects within transdisciplinary educational practice. We conclude by arguing for the benefits of diffractive analysis: that we have fore-fronted the entangled relationality of trans-disciplinary creative pedagogy; avoided bracketing out aspects of education that are often side-lined; opened out the space of pedagogical approaches that might be attempted; and begun to challenge what education is for. In so doing, the article aims to open up new ways for teachers, students and researchers to experience seeing, doing, feeling and researching science|arts creative pedagogy and provoke conversations about how this might develop in the future.European Commissio