Search

Body size variation is an enigma. We do not understand why species achieve the sizes they do, and this means we also do not understand the circumstances under which gigantism or dwarfism is selected. We develop size-structured integral projection models to explore evolution of body size and life history speed. We make few assumptions and keep models simple: all functions remain constant across models except for the one that describes development of body size with age. We set sexual maturity to occur when size attains 80% of the asymptotic size, which is typical of a large mammal, and allow negative density dependence to only affect either reproduction or juvenile survival. Fitness -- the quantity that is maximized by adaptive evolution -- is carrying capacity in our models, and we are consequently interested in how it changes with size at sexual maturity, and how this association varies with development rate. The simple models generate complex dynamics while providing insight into the circumstances when extremes of body size evolve. The direction of selection leading to either gigantism or dwarfism crucially depends on the proportion of the population that is sexually mature, which in turn depends on how the development function determines the survivorship schedule. The developmental trajectories consequently interact with size-specific survival or reproductive rates to determine the best life history and the optimal body size emerges from that interaction. These dynamics result in trade-offs between different components of the life history, with the form of the trade-off that emerges depending upon where in the life history density dependence operates most strongly. Empirical application of the approach we develop has potential to help explain the enigma of body size variation across the tree of life.

Substantial global attention is focused on how to reduce the risk of future pandemics. Reducing this risk requires investment in prevention, preparedness, and response. Although preparedness and response have received significant focus, prevention, especially the prevention of zoonotic spillover, remains largely absent from global conversations. This oversight is due in part to the lack of a clear definition of prevention and lack of guidance on how to achieve it. To address this gap, we elucidate the mechanisms linking environmental change and zoonotic spillover using spillover of viruses from bats as a case study. We identify ecological interventions that can disrupt these spillover mechanisms and propose policy frameworks for their implementation. Recognizing that pandemics originate in ecological systems, we advocate for integrating ecological approaches alongside biomedical approaches in a comprehensive and balanced pandemic prevention strategy.

In the past two decades, three coronaviruses with ancestral origins in bats have emerged and caused widespread outbreaks in humans, including severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2). Since the first SARS epidemic in 2002-2003, the appreciation of bats as key hosts of zoonotic coronaviruses has advanced rapidly. More than 4,000 coronavirus sequences from 14 bat families have been identified, yet the true diversity of bat coronaviruses is probably much greater. Given that bats are the likely evolutionary source for several human coronaviruses, including strains that cause mild upper respiratory tract disease, their role in historic and future pandemics requires ongoing investigation. We review and integrate information on bat-coronavirus interactions at the molecular, tissue, host and population levels. We identify critical gaps in knowledge of bat coronaviruses, which relate to spillover and pandemic risk, including the pathways to zoonotic spillover, the infection dynamics within bat reservoir hosts, the role of prior adaptation in intermediate hosts for zoonotic transmission and the viral genotypes or traits that predict zoonotic capacity and pandemic potential. Filling these knowledge gaps may help prevent the next pandemic.

Transitioning to university can be challenging for many first-year students. This study focusses on a Health and Physical Education (HPE) subject delivered at an Australian regional university and designed to support first-year preservice teachers training to teach in primary schools. The aim of this mixed-methods research was to investigate if a purposely structured first-year HPE subject could support primary preservice teachers' confidence to (1) be part of a community of learners; (2) promote success and retention at university; and (3) develop the skills for teaching HPE, specifically, Fundamental Movement Skills. Survey results indicated 90 per cent or more of the preservice teachers' self-reported confidence across the three areas being investigated. Interview responses highlighted the importance of well-structured coursework and real-world learning experiences in developing confidence for teaching HPE.

Nipah virus is a paramyxovirus (genus Henipavirus) that has caused outbreaks of neurologic and respiratory disease in humans and livestock in Bangladesh, India, Malaysia, Singapore, and the Philippines (2-4). The [...]

Australia has delineated a new direction for teacher education by embedding mentoring programs for teachers who support early-careers teachers as a system approach. This case study investigated how mentors after involvement in a mentoring professional learning program focused on goal setting with beginning teachers in their schools. Data were analysed from six mentors' interviews using semi-structured questions and archival documents associated with the mentoring program. Findings revealed that negotiated goal setting facilitates potentially successful teaching practices that align to career stage standards. Other findings associated with goal setting are reported around: (1) mentor-mentee relationships, (2) roles, skills and responsibilities, (3) specific goal setting, and (4) the Australian Professional Standards for Teachers. Further research (qualitative paired mentor-mentee partnerships and large quantitative studies) will provide insights on effective uses of goal setting that align with standardised frameworks and connect with effective teaching practices.

Infectious diseases are emerging globally at an unprecedented rate while global food demand is projected to increase sharply by 2100. Here, we synthesize the pathways by which projected agricultural expansion and intensification will influence human infectious diseases and how human infectious diseases might likewise affect food production and distribution. Feeding 11 billion people will require substantial increases in crop and animal production that will expand agricultural use of antibiotics, water, pesticides and fertilizer, and contact rates between humans and both wild and domestic animals, all with consequences for the emergence and spread of infectious agents. Indeed, our synthesis of the literature suggests that, since 1940, agricultural drivers were associated with >25% of all - and >50% of zoonotic - infectious diseases that emerged in humans, proportions that will likely increase as agriculture expands and intensifies. We identify agricultural and disease management and policy actions, and additional research, needed to address the public health challenge posed by feeding 11 billion people.

Introduction: Terrestrial species in riverine ecosystems face unique constraints leading to diverging patterns of population structure, connectivity, and disease dynamics. Desert bighorn sheep (Ovis canadensis nelsoni) in Grand Canyon National Park, a large native population in the southwestern USA, offer a unique opportunity to evaluate population patterns and processes in a remote riverine system with ongoing anthropogenic impacts. We integrated non-invasive, invasive, and citizen-science methods to address questions on abundance, distribution, disease status, genetic structure, and habitat fragmentation. Methods: We compiled bighorn sightings collected during river trips by park staff, commercial guides, and private citizens from 2000-2018 and captured bighorn in 2010-2016 to deploy GPS collars and test for disease. From 2011-2015, we noninvasively collected fecal samples and genotyped them at 9-16 microsatellite loci for individual identification and genetic structure. We used assignment tests to evaluate genetic structure and identify subpopulations, then estimated gene flow and recent migration to evaluate fragmentation. We used spatial capturerecapture to estimate annual population size, distribution, and trends after accounting for spatial variation in detection with a resource selection function model. Results and discussion: From 2010-2018, 3,176 sightings of bighorn were reported, with sightings of 56-145 bighorn annually on formal surveys. From 2012-2016, bighorn exhibiting signs of respiratory disease were observed along the river throughout the park. Of 25 captured individuals, 56% were infected by Mycoplasma ovipneumoniae, a key respiratory pathogen, and 81% were recently exposed. Pellet sampling for population estimation from 2011-2015 yielded 1,250 genotypes and 453 individuals. We detected 6 genetic clusters that exhibited mild to moderate genetic structure (FST 0.022-0.126). The river, distance, and likely topography restricted recent gene flow, but we detected cross-river movements in one section via genetic recaptures, no subpopulation appeared completely isolated, and genetic diversity was among the highest reported. Recolonization of one large stretch of currently empty habitat appears limited by the constrained topology of this system. Annual population estimates ranged 536-552 (95% CrI range 451-647), lamb:ewe ratios varied, and no significant population decline was detected. We provide a multi-method sampling framework useful for sampling other wildlife in remote riverine systems. [ABSTRACT FROM AUTHOR]

The Australian Professional Standards for Teachers (APST) were devised to identify the attributes, skills and practices required of teachers at various career stages. This study investigates final-year preservice teachers' self-reported confidence against the APST at the graduate career stage. This mixed-method study used a Likert scale survey and interviews. Preservice teachers indicated areas of confidence, and also identified potential gaps in their teacher preparation with 30% or more of preservice teachers indicating they lacked confidence to: Use strategies to support full participation of students with a disability; demonstrate understanding for teaching Aboriginal and Torres Strait Islander students; engage with parents and carers to support student learning; and report on student learning to parents and carers. Qualitative data (n=10) explained reasons for these potential gaps, such as a "lack of experience in these areas of teaching" and a need for "universities to ensure experiences in these areas during practicum".

Universities are challenged continuously in reviews to improve teacher education, which includes providing substantial theory-practice connections for undergraduates. This study investigated second year preservice teachers' (n = 48) self-reported learning as a result of co-teaching primary science to their peers within the university setting. From extended written responses and observations of teaching practice, data indicated learning around the following themes: lesson implementation, content knowledge, teaching strategies, confidence to teach, questioning skills, grade appropriateness of content, time management, and how to critically observe co-teaching. The co-teaching episodes within the university setting were emphasised as a way to build confidence and as development of plausible science lessons for implementation in authentic primary classrooms. Co-teaching primary science to peers scaffolds the development of teaching skills and practices through dual roles as both teachers and student recipients.

Preparing teachers for rural and remote (RR) schools in Australia appears to be an ongoing issue with many schools continuing to experience staff shortages. This research aimed to understand preservice teachers' (n=23) perceptions of their readiness for teaching in RR schools within four theoretical constructs, namely: self, classroom, school, and community. Following a RR professional experience, preservice teachers completed a literature-based Likert scale survey with written response questions to investigate their readiness for teaching in RR communities within the four constructs. Results showed that more than 80% of participants indicated self-readiness for teaching; yet, work recognition (70%), discussing career goals (65%), and having wellbeing supported (61%) had lower percentages. Classroom readiness was indicated by 83% or more of the preservice teachers for seven of the eight items; however, less than half claimed they had trust in the leadership for school readiness. Community readiness had percentages lower than 80% across the eight associated items. The results suggested preservice teachers can be supported during professional experience to promote teaching in RR contexts as a way to overcome teacher shortages. [Notes: (1) The page numbering goes from 51-53, omitting page number 52; and (2) The year shown on the PDF (2000) is incorrect. The correct year is 2020.]

Science, technology, engineering, and mathematics (STEM) education is an emerging initiative in Australia, particularly in primary schools. This qualitative research aimed to understand Year 4 students' involvement in an integrated STEM education unit that focused on science concepts (e.g., states of matter, testing properties of materials) and mathematics concepts (e.g., 3D shapes and metric measurements) for designing, making and testing a strong and safe medical kit to insulate medicines (ice cubes) at desirable temperatures. Data collection tools included student work samples, photographs, written responses from students and the teacher, and researcher notes. In a post-hoc analysis, a pedagogical knowledge practice framework (i.e., planning, timetabling, preparation, teaching strategies, content knowledge, problem solving, classroom management, questioning, implementation, assessment, and viewpoints) was used to explain links to student outcomes in STEM education. The study showed how pedagogical knowledge practices may be linked to student outcomes (knowledge, understanding, skill development, and values and attitudes) for a STEM education activity.