On the Bennelongia barangaroo lineage (Crustacea, Ostracoda) in Western Australia, with the description of seven new species

The ostracod genus Bennelongia De Deckker & McKenzie, 1981 is endemic to Australia and New Zealand. Extensive sampling in Western Australia (WA) revealed a high specific and largely undescribed diversity. Here, we describe seven new species belonging to the B. barangaroo lineage: B. timmsi sp. nov., B. gnamma sp. nov., B. hirsuta sp. nov., B. ivanae sp. nov., B. mcraeae sp. nov., B. scanloni sp. nov. and B. calei sp. nov., and confirm the presence of an additional species, B. dedeckkeri, in WA. For five of these eight species, we could construct molecular phylogenies and parsimonious networks based on COI sequences. We also tested for cryptic diversity and specific status of clusters with a statistical method based on the evolutionary genetic species concept, namely Birky’s 4 theta rule. The analyses support the existence of these five species and a further three cryptic species in the WA B. barangaroo lineage. The molecular evidence was particularly relevant because most species described herein have very similar morphologies and can be distinguished from each other only by the shape, size and position of the antero-ventral lapel on the right valve, and, in sexual populations, by the small differences in shape of the hemipenes and the prehensile palps in males. Four species of the WA B. barangaroo lineage occur in small temporary rock pools (gnammas) on rocky outcrops. The other four species are mainly found in soft bottomed seasonal water bodies. One of the latter species, B. scanloni sp. nov., occurs in both claypans and deeper rock pools (pit gnammas). All species, except for B. dedeckkeri, originally described from Queensland, have quite clearly delimited distributions in WA. With the seven new species described here, the genus Bennelongia now comprises 25 nominal species but several more await formal description

Nine new species of Bennelongia De Deckker & McKenzie, 1981 (Crustacea, Ostracoda) from Western Australia, with the description of a new subfamily

The genus Bennelongia De Deckker & McKenzie, 1981 is most likely endemic to Australia and New Zealand and, up to now, only two described species in this genus had been reported from Western Australia. Extensive sampling in Western Australia revealed a much higher specifi c diversity. Here, we describe nine new species in three lineages, within the genus Bennelongia: B. cygnus sp. nov. and B. frumenta sp. nov. in the B. cygnus lineage, B. gwelupensis sp. nov., B. coondinerensis sp. nov., B. cuensis sp. nov., B. lata sp. nov. and B. bidgelangensis sp. nov. in the B. australis lineage, and B. strellyensis sp. nov. and B. kimberleyensis sp. nov. (from the Pilbara and Kimberley regions respectively) in the B. pinpi-lineage. For six of the nine species, we were also able to construct molecular phylogenies and to test for cryptic diversity with two different methods based on the evolutionary genetic species concept, namely Birky’s 4 x rule and the GYMC model. These analyses support the specifi c nature of at least four of the fi ve new species in the B. australis lineage and of the two new species in the B. pinpi lineage. We also describe Bennelongiinae n.subfam. to accommodate the genus. With the nine new species described here, the genus Bennelongia now comprises 15 species, but several more await formal description

The effect of the addition of fly ash on the hydration of cement

Imperial Users onl

Nurses as educators: creating teachable moments in practice

Effective workplace teaching is increasingly important in healthcare, with all staff being potential educators. The introduction of new roles and the need to create capacity for increased numbers of students can make it difficult to create a good learning experience. Despite the richness of clinical practice as a learning environment, creating capacity for teaching can be challenging. This article explores the possibilities for identifying and creating teachable moments in busy clinical environments and suggests a developmental model for incorporating these learning opportunities. Teachable moments linked directly to optimal patient care can potentially influence and shape a positive learning culture in clinical environments

A process of (un)becoming : life history and the professional development of teachers

This chapter traces the story of Sue, an elementary school teacher in Australia, and the process of (un)becoming that marked her experience of negotiating an identity as a teacher of a new anti-racist school curriculum entitled Studies of Asia. The concept of becoming is saturated with positive, progressive insinuations of growth, development and forward movement. Yet the process of becoming (someone? something?) is never a calm, linear course. It is a knotty path full of twists and turns that always involves, if only partially and in passing, a process of loss, abandonment or (re)alignment of subjectivity and identity. It is this doubleness of simultaneously making and unmaking the self that is captured in the notion of (un)becoming and that is the focus of Sue’s story in this chapter

Is the doctorate in crisis?

This is the published version: Halse, Christine 2007, Is the doctorate in crisis?, Nagoya journal of studies in higher education, vol. 7, pp. 321-337

Evaluation of the YWCA NSW Aboriginal women\u27s wellbeing education program 2010-2011

An evaluation of the effectiveness of the YWCA NSW Aboriginal Women\u27s Wellbeing Program which sought to collaborate with and support local communities to further develop the knowledge, skills and practical strategies of Aboriginal women in establishing healthier living practices for themselves and their families

The experiences of international students at an Australian University: An exploratory qualitative study

The number of international students studying in Australia has steadily increased over the last ten years providing many benefits both to the country and Australian universities. However, little is known about the transition experiences of these students and there has been little acknowledgment of the issues facing students adjusting to a new environment and learning context. Typical issues that international students encounter include; language difficulties, homesickness, culture shock, lack of background knowledge and skills, housing difficulties, developing new social relationships and adapting to their new environment. Much of the research has been in the form of questionnaires and surveys focusing on academic issues, for instance, language skill, learning style and class participation. However, recent research suggests that social and cultural issues such as mixing with Australians, making new friends and functioning in a foreign country are of greater concern to international students. This review explores the major findings relating to students studying abroad and the future direction of research in this field