Integrative Approach to Assess Benthic Ecosystem Functioning on the Southwest Brazilian Continental Shelf

The genus Phylladiorhynchus Baba, 1969 currently contains 11 species, all occurring in the shallow waters and on the continental shelf of the Indian and Pacific oceans. Recent expeditions in these oceans have resulted in the collection of numerous new specimens in need of analysis. We have studied this material using an integrative approach analysing both morphological and molecular (COI and 16S) characters. We describe 41 new species and resurrect three old names: P. integrus (Benedict, 1902) and P. lenzi (Rathbun, 1907), previously synonymized with P. pusillus (Henderson, 1885), and P. serrirostris (Melin, 1939), previously synonymized with P. integrirostris (Dana, 1852). Most species of the genus are described and illustrated. Some species are barely discernible on the basis of morphological characters but are highly divergent genetically. Species of Phylladiorhynchus are mainly distinguishable by the number of epigastric spines and lateral spines of the carapace, the shape and the armature of the rostrum, the number and pattern of the ridges on the carapace and pleon, the shape of thoracic sternite 3 and the armature of the P2–4 dactyli. A dichotomous identification key to all species is provided.

Download Full-text

Perceptions of a Collaborative Professional Learning Program: Seeing the “Bigger Picture”

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00041 ◽

2020 ◽

Vol 5 (1) ◽

pp. 290-303

Author(s):

P. Charlie Buckley ◽

Kimberly A. Murza ◽

Tami Cassel

Keyword(s):

Data Analysis ◽

Professional Learning ◽

Social Communication ◽

Special Educators ◽

Service Providers ◽

Integrative Approach ◽

Theory Approach ◽

Learning Program ◽

Speech Language Pathologists ◽

Related Service

Purpose The purpose of this study was to explore the perceptions of special education practitioners (i.e., speech-language pathologists, special educators, para-educators, and other related service providers) on their role as communication partners after participation in the Social Communication and Engagement Triad (Buckley et al., 2015 ) yearlong professional learning program. Method A qualitative approach using interviews and purposeful sampling was used. A total of 22 participants who completed participation in either Year 1 or Year 2 of the program were interviewed. Participants were speech-language pathologists, special educators, para-educators, and other related service providers. Using a grounded theory approach (Glaser & Strauss, 1967 ) to data analysis, open, axial, and selective coding procedures were followed. Results Three themes emerged from the data analysis and included engagement as the goal, role as a communication partner, and importance of collaboration. Conclusions Findings supported the notion that educators see the value of an integrative approach to service delivery, supporting students' social communication and engagement across the school day but also recognizing the challenges they face in making this a reality.

Download Full-text