The
Culex pipiens complex includes two widespread mosquito vector species,
Cx. pipiens and
Cx. quinquefasciatus. The distribution of these species varies in latitude, with the former being present in temperate regions and the latter in tropical and subtropical regions. However, their distribution range overlaps in certain areas and interspecific hybridization has been documented. Genetic introgression between these species may have epidemiological repercussions for West Nile virus (WNV) transmission. Bayesian clustering analysis based on multilocus genotypes of 12 microsatellites was used to determine levels of hybridization between these two species in Macaronesian islands, the only contact zone described in West Africa. The distribution of the two species reflects both the islands' biogeography and historical aspects of human colonization. Madeira Island displayed a homogenous population of
Cx. pipiens, whereas Cape Verde showed a more intriguing scenario with extensive hybridization. In the islands of Brava and Santiago, only
Cx. quinquefasciatus was found, while in Fogo and Maio high hybrid rates (~40%) between the two species were detected. Within the admixed populations, second‐generation hybrids (~50%) were identified suggesting a lack of isolation mechanisms. The observed levels of hybridization may locally potentiate the transmission to humans of zoonotic arboviruses such as WNV.
The Mediterranean Sea is a historical stage of mobilities and has been a witness to important movements of people and goods since ancient times. In this liquid territory, different social processes of globalization can be observed; yet, in recent years, it has been predominantly depicted as an emergency scene, a crossing platform for those in search of refuge in Europe. This scenario becomes connected to a set of dimensions of securitization and quests for control that redirect the debates about national and European responsibilities regarding maritime territories. In this article, this issue is addressed exploring the construction and development of the social problem of refugees in the Mediterranean, departing from a frame analysis of news items thematically filtered from the digital platforms of two Italian newspapers in 2013-2015. The problem is contextualized in time and content progression, deepening the framing of some critical events, and reframing the Mediterranean as a referent/emergent territory of mobility.
This article is aimed at addressing concepts, approaches and challenges that are both very characteristic of the era we are living in and that would also greatly benefit from being more and better integrated into our learning systems (both in the formal and non-formal educational systems and lifelong learning). Those issues and themes have emerged from, or have been exacerbated by, socio-economic systems in place since the middle of the 20th century, promoting amongst other things, a consumption society based on a linear over-exploitation of natural resources, the globalization of exchanges, a rapid urbanization process and not-always-harmonious mixes of cultures and communities. The COVID-19 pandemic seems to have culminated in triggering reflections on what matters most and, conversely, on what makes our world so un-sustainable and non-resilient. From these, a new momentum has been generated on reviewing where our efforts on teaching and learning about ‘sustainability’ got us to. Our focus here is on new approaches to education for sustainability at global, community and personal levels, as well as at levels that connect those. From linking the local to the global through ‘global citizenship,’ to experiential learning generated through practical projects such as urban agriculture, to an emotional involvement into understanding sustainability issues through art forms, we re-visit sustainability through the eyes of the learners, questioning the boundaries of the ‘sustainability educational project’ beyond the ones which, for (too) long, have paralleled those of neo-liberal reforms.
Num contexto de diversidade de grupos populacionais em convivência, acelerado pelos processos de globalização das mobilidades, o diálogo intercultural vem-se airmando como processo educativo de sucesso para o respeito da diversidade e a promoção da coesão social. Considerado uma boa prática da União Europeia (UE), o diálogo intercultural está na base da proposta do projecto ALLMEET, que prevê a implementação de plataformas educativas interculturais em contextos urbanos diferenciados de cinco regiões da Federação Russa. A relexão e a partilha de experiências no âmbito da rede de trabalho constituída neste projecto conduziu-nos a uma discussão sobre as inalidades educativas e seu enquadramento de grupos minoritários, a criação de territórios educativos prioritários e a interculturalidade em contexto de desigualdades sociais. Palavras-chave: União Europeia-Federação Russa, educação intercultural, territórios educativos interculturais, redes de investigação
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