Are genetic databases sufficiently populated to detect non-indigenous species?

Correct species identifications are of tremendous importance for invasion ecology, as mistakes could lead to misdirecting limited resources against harmless species or inaction against problematic ones. DNA barcoding is becoming a promising and reliable tool for species identifications, however the efficacy of such molecular taxonomy depends on gene region(s) that provide a unique sequence to differentiate among species and on availability of reference sequences in existing genetic databases. Here, we assembled a list of aquatic and terrestrial non-indigenous species (NIS) and checked two leading genetic databases for corresponding sequences of six genome regions used for DNA barcoding. The genetic databases were checked in 2010, 2012, and 2016. All four aquatic kingdoms (Animalia, Chromista, Plantae and Protozoa) were initially equally represented in the genetic databases, with 64, 65, 69, and 61 % of NIS included, respectively. Sequences for terrestrial NIS were present at rates of 58 and 78 % for Animalia and Plantae, respectively. Six years later, the number of sequences for aquatic NIS increased to 75, 75, 74, and 63 % respectively, while those for terrestrial NIS increased to 74 and 88 % respectively. Genetic databases are marginally better populated with sequences of terrestrial NIS of plants compared to aquatic NIS and terrestrial NIS of animals. The rate at which sequences are added to databases is not equal among taxa. Though some groups of NIS are not detectable at all based on available data—mostly aquatic ones—encouragingly, current availability of sequences of taxa with environmental and/or economic impact is relatively good and continues to increase with time

Invertebrates and their dormant eggs transported in ballast sediments of ships arriving to the Canadian coasts and the Laurentian Great Lakes

The most effective strategy for managing nonindigenous species (NIS) is through prevention of their transport via regulation of introduction vectors. We sampled 135 ships arriving to three different regions of Canada to assess abundance and species richness of invertebrates and their dormant eggs transported in ballast sediments. By sampling ships that followed particular pathways, we were able to compare vector strength to different regions, the invasion risk of transoceanic vs. coastal vessels, and the effect of midocean exchange, length of voyage, and amount of sediment on the richness and abundance of species inside ballast tanks. Although standardized ballast management regulations have been implemented across Canada, the resulting invasion risk is not uniform across regions. Ships arriving to the Atlantic region carried a greater sediment load with correspondingly higher abundance and species richness than those arriving to the Pacific and Great Lakes regions. Abundance and species richness of invertebrates and their dormant eggs associated with transoceanic ships did not differ from that of ships operating along coastal areas of North America. Similarly, midocean exchange did not reduce either abundance or species richness of invertebrate dormant eggs in ships. Finally, the length of voyage did not influence taxonomic composition or abundance of invertebrate dormant eggs but was directly related to survival of active macroinvertebrates. Ballast sediments could introduce new NIS to some regions of Canada despite requirements to manage ships' ballast by midocean exchange. Minimizing sediment accumulation may be the only effective management option for this vector

Assemblage structure: an overlooked component of human-mediated species movements among freshwater ecosystems

The spread and impact of alien species among freshwater ecosystems has increased with global trade and human movement; therefore, quantifying the role of anthropogenic and ecological factors that increase the risk of invasion is an important conservation goal. Two factors considered as null models when assessing the potential for invasion are colonization pressure (i.e., the number of species introduced) and propagule pressure [i.e., the number (propagule size), and frequency (propagule number), of individuals of each species introduced]. We translate the terminology of species abundance distributions to the invasion terminology of propagule size and colonization size (PS and CS, respectively). We conduct hypothesis testing to determine the underlying statistical species abundance distribution for zooplankton assemblages transported between freshwater ecosystems; and, on the basis of a lognormal distribution, construct four hypothetical assemblages spanning assemblage structure, rank-abundance gradient (e.g., even vs uneven), total abundance (of all species combined), and relative contribution of PS vs CS. For a given CS, many combinations of PS and total abundance can occur when transported assemblages conform to a lognormal species abundance distribution; therefore, for a given transportation event, many combinations of CS and PS are possible with potentially different ecological outcomes. An assemblage exhibiting high PS but low CS (species poor, but highly abundant) may overcome demographic barriers to establishment, but with lower certainty of amenable environmental conditions in the recipient region; whereas, the opposite extreme, high CS and low PS (species rich, but low abundance per species) may provide multiple opportunities for one of n arriving species to circumvent environmental barriers, albeit with lower potential to overcome demographic constraints. Species abundance distributions and the corresponding influence of CS and PS are some of many influential factors (e.g., demographic and genetic stochasticity, environmental variability, composition of recipient ecosystems) that will help refine an understanding of establishment risk following the human-mediated movement of species

“She’s Pretty in Her Pictures but in Real Life She’s Ugly”:School pupils negotiating the blurred boundaries between online and offline social contexts

Online social interaction has become integral to contemporary social life, adding new dimensions to how young people learn, interact, and perceive themselves and one another. We present findings from a yearlong ethnographic study within a Scottish state secondary school to explain pupils’ informal social relationships. We particularly investigate how school pupils experience social life inside and outside of school in relation to presenting themselves on social media and consider how they negotiate the overlap between their online (social media) representations and offline (school) encounters with their peers. Our findings evidence that pupils engaged in self-presentation within and across online and offline social contexts, whilst experiencing pressure to ‘keep up appearances’ between the two. The online environment afforded pupils greater control over self-presentation, especially in relation to bodily appearances. Here, pupils had time and tools to construct idealised fronts and to amass online capital. In some circumstances, this capital could have exchange value within offline environments. However, young people were at continual risk of having their carefully constructed identities discredited when in an in-person setting. We explore these issues in relation to pupil health, wellbeing, and learning, and we consider how educators may respond

Investigating the development of masculine identities in physical education

This research examines the masculine identities and experiences of males within the subject of PE. Specifically, it examines the masculine identities of two groups of boys in the Scottish secondary physical education (PE) context: Secondary 1 (S1: age 12-13) and Secondary 4 (S4: age 15-16). Drawing from Hegemonic Masculinity Theory and Inclusive Masculinity Theory, this research set out to explore how masculine identities co-exist and develop within the same context, building on previous research that has examined masculine identities in the Scottish PE context. To do so, guided by key principles of ethnography and using qualitative methods, S1 and S4 boys were observed in their PE lessons for a period of 3 months. In the third month, 4 pupils in each class volunteered to take part in semi-structured group interviews. The results from our thematic analysis indicated that both groups performed different masculine identities. The S1 boys that were observed and interviewed adopted inclusive masculinities, where they seemed able to display a range of gendered behaviours without fear of stigmatisation or marginalisation. Conversely, the majority of the S4 boys observed and all of the boys that were interviewed embodied an exclusive form of masculinity, using their bodies to allow them to enact a range of masculine behaviours, while maintaining their superior position in the social hierarchy. This article highlights the need for more research into the construction of masculine identities as pupils navigate PE and school. We also suggest that teachers can be more pro-active in maintaining broad, inclusive and critical conceptions of PE as pupils progress from the junior to the senior years

Postfeminist biopedagogies of Instagram:young women learning about bodies, health and fitness

Artículo invitado a formar parte del monográfico "Creating thriving and sustainable futures in Physical Education, Health and Sport", a raíz de su presentación en el Congreso Mundial de Educación Física, AIESEP-Universidad de Edimburgo, julio 2018. Camacho-Miñano current work on social media is partially supported by the ‘Ministerio de Economía, Industria y Com-petitividad, convocatoria de Proyectos de I+D (Excelencia-Generación de Conocimiento)’ [grant number FEM2017-83302-C3-3-P]. Proyectos de investigación: info:eu-repo/grantAgreement/MEIC/I+D+I Generación Conocimiento/FEM2017-83302-C3-3-P/ES/Produsaje Agencias de financiación: Ministerio de Economía, Industria y Competitividad Referencias bibliográficas: • Azzarito, L., Simon, M., & Marttinen, R., (2016). “Stop Photoshopping!”: A visual participatory inquiry into students’ responses to a body curriculum. 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(2018). #Statusofmind: Social media and young people's mental health and wellbeing. London, UK: Author. • Sandlin, J., Schultz, B., & Burdick, J., (2010). Handbook of public pedagogy. New York, NY: Routledge. • Simpson, C. C., & Mazzeo, S. E., (2017). Skinny is not enough: A content analysis of fitspiration on Pinterest. Health Communication, 32(5), 560–567. doi: 10.1080/10410236.2016.1140273 • Stover, C. M., (2014). Elements of a sensibility: Fitness blogs and postfeminist media culture (PhD Thesis). University of Texas, Texas. • Tiggemann, M., & Zaccardo, M., (2015). “Exercise to be fit, not skinny”: The effect of fitspiration imagery on women's body image. Body Image, 15, 61–67. doi: 10.1016/j.bodyim.2015.06.003 • Tiggemann, M., & Zaccardo, M., (2018). ‘Strong is the new skinny’: A content analysis of #fitspiration images on Instagram. Journal of Health Psychology, 23(8), 1003–1011. doi: 10.1177/1359105316639436 • Toffoletti, K., (2016). Analyzing media representations of sportswomen—expanding the conceptual boundaries using a postfeminist sensibility. Sociology of Sport Journal, 33(3), 199–207. doi: 10.1123/ssj.2015-0136 • Washington, M. S., & Economides, M., (2016). Strong is the new sexy: Women, crossfit, and the postfeminist ideal. Journal of Sport and Social Issues, 40(2), 143–161. doi: 10.1177/0193723515615181 • Winch, A., (2013). Girlfriends and postfeminist sisterhood. Basingstoke, UK: Palgrave Macmillan. • Wright, J., (2004). Poststructuralist methodologies: The body, schooling, and health. In J., Evans, B., Davies, & J., Wright (Eds.), Body knowledge and control: Studies in the sociology of education and physical culture (pp. 19–31). London: Routledge. • Wright, J., (2009). Biopower, biopedagogies and the obesity epidemic. In J., Wright, & V., Harwood (Eds.), Biopolitics and the ‘obesity epidemic': Governing bodies (pp. 1–14). New York, NY: Routledge.Social media can become a site of public pedagogy (Rich & Miah, 2014) through which young people learn about health and fitness. Photo and video-sharing social networks are emerging as sites of media practices through which images of the perfect fit body circulate, popularly known as ‘fitspiration’ media. Our research examines how girls and young women negotiate contemporary discourses around body, health and fitness circulating through Instagram and the subjectivities such technology enables. We draw on participatory and collaborative research with young women from three Spanish Secondary schools who each engaged with exercise-related content on Instagram and who self-defined as physically active. Focus groups and semi-structured interviews explored participants’ uses, meanings and influences of this digital content over their embodiment and subjectivities. Through the concept of ‘postfeminist biopedagogy’, we articulate the learning processes that girls experience as they engage with media about ‘fit’ female bodies on Instagram. This involves a series of pedagogical micro practices through which girls learn about the health and fitness subject and which bring together a postfeminist sensibility (Gill, 2007), neoliberal notions of the self and discourses of health consumption. A postfeminist biopedagogy (Wright, 2009) instructs and regulates girls’ bodies and health subjectivities through a language of choice, empowerment and health although, at the same time, framing exercise as disciplined work to achieve the normative body. Although participants criticized such representation of the perfect body, they considered these normative pressures as necessary to ‘successful’ identities in postfeminist times. Our analysis reveals how some young women learn about exercise as ‘aesthetic labour’ through the biopedagogies circulating on Instagram, with continual work upon the body associated with performing subjectivities which are confident, happy and powerful. We conclude by exploring the implications of our findings for Physical and Health Education and young women’s wellbeing.Ministerio de Economía, Industria y Competitividad (Spain)Depto. de Didáctica de las Lenguas, Artes y Educación FísicaFac. de EducaciónTRUEpu

Critical engagement with digital health:A socio-material analysis of physical education teachers’ digital health mind maps

Objective:This paper forms part of a DigihealthPE project in which we have been working with physical education (PE) teachers to co-create critical and embodied digital health pedagogies. As part of the project, we invited PE teachers to mind map their personal engagements with digital health technologies. We aimed to explore the potential openings and opportunities (and limitations) within these maps for critical thinking and action.Method:Data were generated during a workshop with 12 PE teachers in Scotland. Informed by new materialism, we focus on the human and non-human factors and intra-actions evident within six narrative portraits generated from teachers’ mind maps.Results:Our findings suggest that teachers were engaging complexly and extensively with digital health technologies, which we considered an opening for further critical work. Importantly, experiences of strong (negative) affect had the potential to transform engagements with digital health technologies.Conclusion:We conclude by exploring how the process of mind mapping helped us to see further opportunities for supporting teachers to engage critically with digital health technologies. We also argue that new materialist-informed critical practices in education may have transformative potential for helping teachers and pupils to engage critically with the moving body, technology and health