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Abstract: Higher-level classifications often must account for monotypic taxa representing depauperate evolutionary lineages and lacking synapomorphies of their better-known, well-defined sister clades. In a ranked (Linnean) or unranked (phylogenetic) classification system, discovering such a depauperate taxon does not necessarily invalidate the rank classification of sister clades. Named higher taxa must be monophyletic to be phylogenetically valid. Ranked taxa above the species level should also maximize information content, diagnosability, and utility (e.g., in biodiversity conservation). In spider classification, families are the highest rank that is systematically catalogued, and incertae sedis is not allowed. Consequently, it is important that family level taxa be well defined and informative. We revisit the classification problem of Orbipurae, an unranked suprafamilial clade containing the spider families Nephilidae, Phonognathidae, and Araneidae sensu stricto. We argue that, to maximize diagnosability, information content, conservation utility, and practical taxonomic considerations, this “splitting” scheme is superior to its recently proposed alternative, which lumps these families together as Araneidae sensu lato. We propose to redefine Araneidae and recognize a monogeneric spider family, Paraplectanoididae fam. nov. to accommodate the depauperate lineage Paraplectanoides. We present new subgenomic data to stabilize Orbipurae topology which also supports our proposed family-level classification. Our example from spiders demonstrates why classifications must be able to accommodate depauperate evolutionary lineages, e.g., Paraplectanoides. Finally, although clade age should not be a criterion to determine rank, other things being equal, comparable ages of similarly ranked taxa do benefit comparative biology.
Keywords: classification, family rank, phylogenomics, systematics, monophyly, spider phylogeny, zoology
Published in DiRROS: 12.07.2024; Views: 30; Downloads: 20
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Abstract: Adolescents present a relevant stakeholder in international migrations since they comprise a large share of all migrants. Previous studies show that migration processes significantly affect the well-being of migrant adolescents. This article investigates how the school environment, with its pedagogical practices and interpersonal relationships established between migrant adolescents, their classmates, and teachers, affect migrant adolescents’ well-being. Our research draws on quantitative data collected as part of the MiCREATE project. The sample of migrant adolescents (N = 700) was surveyed in 46 schools in six countries: Austria, Denmark, Slovenia, Spain, Poland, and the United Kingdom. Results indicate that migrant adolescents like school and feel safe there, however, they tend to be more satisfied with relationships established with teachers than with peers. Furthermore, differences in self-perceived school well-being emerge when comparing countries with a longer tradition of high migration flows (Spain, Denmark, and the United Kingdom) and those less experienced (Poland and Slovenia), although slight exceptions were detected. The results lead to the conclusion that schools that foster intercultural education and fulfilling interpersonal relationships are essential for school well-being of migrant adolescents and present an important step toward successful integration of migrant youth.
Keywords: migration, migrant children, well-being, integration, child-centered approach, family, school
Published in DiRROS: 30.01.2023; Views: 432; Downloads: 273
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