No abstract

Here we examine 3157 foxes from 6 districts of the Slovak Republic in order to determine for the first time the distribution, prevalence and identity of Mesocestodes spp. endemic to this part of central Europe. During the period 2001-2006, an average of 41.9% of foxes were found to harbour Mesocestoides infections. Among the samples we confirmed the widespread and common occurrence of M. litteratus (Batsch, 1786), and report the presence, for the first time, of M. lineatus (Goeze, 1782) in the Slovak Republic, where it has a more restricted geographical range and low prevalence (7%). Using a combination of 12S rDNA, CO1 and ND1 mitochondrial gene sequences together with analysis of 13 morphometric characters, we show that the two species are genetically distinct and can be differentiated by discrete breaks in the ranges of the male and female reproductive characters, but not by the more commonly examined characters of the scolex and strobila. Estimates of interspecific divergence within Mesocestoides ranged from 9 to 18%, whereas intraspecific variation was less than 2%, and phylogenetic analyses of the data showed that despite overlapping geographical ranges, the two commonly reported European species are not closely related, with M. litteratus more closely allied to North American isolates of Mesocestoides than to M. lineatus. We confirm that morphological analysis of reproductive organs can be used to reliably discriminate between these often sympatric species obtained from red foxes.

No abstract

At a time when languages in universities are under pressure, Community Based Learning language courses can have many positive benefits: they can increase interest in language learning and they can foster greater engagement with learning, encouraging active learning, creativity, and teamwork. These courses which link the classroom and the community help address needs in the community; make languages more visible, and share resources. By giving students the opportunity to engage in practical work, their transferrable skills are enhanced. The gap between the university and community is closed and positive attitudes towards language learning are fostered. This paper examines research into Community Based Learning and languages courses and the effect that the approach has on students. Using an example of such a course in NUI Galway, the author gives voice to the student experience of a CBL course and its impact on their motivation, their style of learning and their attitudes towards language learning. Finally, a template for the introduction of such a course is proposed which guides instructors through the central elements in the design, implementation and evaluation of a CBL course.

No abstract

Objective Ultrasound assessment of the fetal anatomy and fetal echocardiography are feasible in the first trimester of pregnancy. This study was designed to assess the performance of a comprehensive fetal anatomy assessment in a high‐risk population at a tertiary fetal medicine unit. Methods A retrospective review of high‐risk patients undergoing comprehensive fetal anatomy ultrasound assessment between 11 weeks and 13 + 6 weeks of gestation was conducted. Findings of the early anatomy ultrasound scan were compared with those of the second trimester anatomy scan, and birth outcomes or post‐mortem results. Results Early anatomy ultrasounds were performed in 765 patients. The sensitivity of the scan for detecting fetal anomalies compared to the birth outcome was 80.5% (95% CI 73.5–86.3) and specificity was 93.1% (95%CI 90.6–95.2). Positive and negative predictive values were 78.5% (95% CI 71.4–84.6) and 93.9% (95% CI 91.4–95.8), respectively. The most missed and overdiagnosed abnormalities were ventricular septal defects. The second trimester ultrasound had sensitivity of 69.0% (95% CI 55.5–80.5) and specificity of 87.5% (95% CI 84.3–90.2). Conclusions In a high‐risk population, early assessments had similar performance metrics as the second trimester anatomy ultrasound. We advocate for a comprehensive fetal assessment in the care of high‐risk pregnancies.

No abstract

Finding Time for the Old Stone Age explores a century of colorful debate over the age of our earliest ancestors. In the mid nineteenth century curious stone implements were found alongside the bones of extinct animals. Humans were evidently more ancient than had been supposed--but just how old were they? There were several clocks for Stone-Age (or Palaeolithic) time, and it would prove difficult to synchronize them. Conflicting timescales were drawn from the fields of geology, palaeontology, anthropology, and archaeology. Anne O'Connor draws on a wealth of lively, personal correspondence to explain the nature of these arguments. The trail leads from Britain to Continental Europe, Africa, and Asia, and extends beyond the world of professors, museum keepers, and officers of the Geological Survey: wine sellers, diamond merchants, papermakers, and clerks also proposed timescales for the Palaeolithic. This book brings their stories to light for the first time--stories that offer an intriguing insight into how knowledge was built up about the ancient British past.