Artificial introductions of non-native species by humans can remove geographical barriers between species. In the absence of reproductive barriers, closely related introduced taxa may be able to hybridize, resulting in the formation of novel genotypes. These may be more suited to the new environment than either of their parent taxa, and have the potential to become more invasive. We investigated potential reproductive barriers between the non-native invasive Impatiens glandulifera and its less aggressive non-native congener I. balfourii. We examined behaviour of pollinators, including their foraging preferences and whether they switched from one species to the other. Moreover, conspecific and interspecific artificial crosses were performed between these species and seed production and the germination success of hybrid seeds were assessed.Both I. balfourii and I. glandulifera had relatively long flowering periods which mostly overlapped. Insect visitors were observed to switch from flowers of one species to the other during a single foraging bout, confirming that natural pollen transfer between species is possible. Artificial interspecific pollination resulted in the production of seeds, suggesting the presence of incomplete reproductive barriers between the two species. However, hybrid seeds mostly failed to germinate making the production of invasive hybrids unlikely. Nevertheless, because of the prolific reproductive output of these species we would not exclude the possibility that some viable hybrid seeds could be formed and become established. Further investigation of the fitness of hybrid seeds is required as hybridisation may allow Impatiens to exploit different ecological niches.
The Praxis Project, established at University College Cork (UCC), Ireland, in 2018, seeks to assess possible models of best practice with regard to the integration of global citizenship and development education (GCDE) into a cross-disciplinary, cross-campus, interwoven set of subject area pedagogies, policies and practices. This study – the first part of an eventual three-part framework – asserts that the themes, theories, values, skills, approaches and methodologies relevant to transformative pedagogical work are best underpinned by ongoing staff dialogue in order to build communities of support around such systemic pedagogical change. This article is based on a collaborative study with the first cohort of UCC staff (2020–1), which demonstrates many ways in which staff and students realised that smaller actions and carefully directed attention to specific issues opened doors to transformative thinking and action in surprising ways. From this viewpoint, the striking need emerged for taking a strategic approach to how GCDE is, and should be, integrated into learning across subject areas.
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