200 research outputs found

    Is there evidence of selection in the dopamine receptor D4 gene in Australian invasive starling populations?

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     Although population genetic theory is largely based on the premise that loci under study are selectively neutral, it has been acknowledged that the study of DNA sequence data under the influence of selection can be useful. In some circumstances, these loci show increased population differentiation and gene diversity. Highly polymorphic loci may be especially useful when studying populations having low levels of diversity overall, such as is often the case with threatened or newly established invasive populations. Using common starlings Sturnus vulgaris sampled from invasive Australian populations, we investigated sequence data of the dopamine receptor D4 gene (DRD4), a locus suspected to be under selection for novelty-seeking behaviour in a range of taxa including humans and passerine birds. We hypothesised that such behaviour may be advantageous when species encounter novel environments, such as during invasion. In addition to analyses to detect the presence of selection, we also estimated population differentiation and gene diversity using DRD4 data and compared these estimates to those from microsatellite and mitochondrial DNA sequence data, using the same individuals. We found little evidence for selection on DRD4 in starlings. However, we did find elevated levels of within-population gene diversity when compared to microsatellites and mitochondrial DNA sequence, as well as a greater degree of population differentiation. We suggest that sequence data from putatively nonneutral loci are a useful addition to studies of invasive populations, where low genetic variability is expected

    Political economics, collective action and wicked socio-ecological problems: A practice story from the field

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    Empowering integrative, sustainable and equitable approaches to wicked socio-ecological problems requires multiple disciplines and ways of knowing. Following calls for greater attention to political economics in this transdisciplinary work, we offer a practitioner perspective on political economy and collective action and their influences on our community engagement practice and public policy. Our perspective is grounded in a pervasive wicked problem in Australia, invasive rabbits, and the emergence of the Victorian Rabbit Action Network. The network grew out of a publically funded research project to support community-led action in rabbit management. Victorian residents and workers affected by rabbits – public and private land managers, scientists, government officers and others – were invited to engage in a participatory planning process to generate sustainable strategies to address the rabbit problem. Each stage in the process, which involved interviews, a workshop and consultations, was designed to nurture the critical enquiry, listening and learning skills of participants, advance understandings of the problem from multiple perspectives, generate collective options to guide decision-making, and encourage community-led collective action. We reflect on our understanding of these processes using the language and lens of political economics and, in particular, the context of democratic professionalism. In so doing, we define terms and refer to information resources that have enabled us to bring a practical working knowledge of political economics to our professional practice. Our intent is to motivate academics, community members, government officials, and scientists alike, to draw on their knowledge and field experiences and to share practice stories through the lens of political economics and collective action. This is an opportunity to engage each other in small ‘p’ politics of how we understand and act on wicked problems, to negotiate and connect across disciplines, practical experiences and human difference, so that people may work more creatively and effectively together to address the challenging issues of our time. &nbsp

    Ocean temperature and salinity components of the Madden-Julian oscillation observed by Argo floats

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    New diagnostics of the Madden-Julian Oscillation (MJO) cycle in ocean temperature and, for the first time, salinity are presented. The MJO composites are based on 4 years of gridded Argo float data from 2003 to 2006, and extend from the surface to 1,400 m depth in the tropical Indian and Pacific Oceans. The MJO surface salinity anomalies are consistent with precipitation minus evaporation fluxes in the Indian Ocean, and with anomalous zonal advection in the Pacific. The Argo sea surface temperature and thermocline depth anomalies are consistent with previous studies using other data sets. The near-surface density changes due to salinity are comparable to, and partially offset, those due to temperature, emphasising the importance of including salinity as well as temperature changes in mixed-layer modelling of tropical intraseasonal processes. The MJO-forced equatorial Kelvin wave that propagates along the thermocline in the Pacific extends down into the deep ocean, to at least 1,400 m. Coherent, statistically significant, MJO temperature and salinity anomalies are also present in the deep Indian Ocean

    Validity and worth in the science curriculum: learning school science outside the laboratory

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    It is widely acknowledged that there are problems with school science in many developed countries of the world. Such problems manifest themselves in a progressive decline in pupil enthusiasm for school science across the secondary age range and the fact that fewer students are choosing to study the physical sciences at higher levels and as careers. Responses to these developments have included proposals to reform the curriculum, pedagogy and the nature of pupil discussion in science lessons. We support such changes but argue from a consideration of the aims of science education that secondary school science is too rooted in the science laboratory; substantially greater use needs to be made of out-of-school sites for the teaching of science. Such usage should result in a school science education that is more valid and more motivating and is better at fulfilling defensible aims of school science education. Our contention is that laboratory-based school science teaching needs to be complemented by out-of-school science learning that draws on the actual world (e.g. through fieldtrips), the presented world (e.g. in science centres, botanic gardens, zoos and science museums) and the virtual worlds that are increasingly available through information and communications technologies (ICT)
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