In this article we consider the current educational needs for science and policy in marine resource management, and we propose a way to address them. The existing literature on cross-disciplinary education in response to pressing environmental problems is vast, particularly in conservation biology. However, actual changes in doctoral-level marine science programs lag behind this literature considerably. This is in part because of concerns about the time investment in cross-disciplinary education and about the job prospects offered by such programs. There is also a more fundamental divide between educational programs that focus on knowledge generation and those that focus on professional development, which can reinforce the gap in communication between scientists and marine resource managers. Ultimately, transdisciplinary graduate education programs need not only to bridge the divide between disciplines, but also between types of knowledge. Our proposed curriculum aligns well with these needs because it does not sacrifice depth for breadth, and it emphasizes collaboration and communication among diverse groups of students, in addition to development of their individual knowledge and skills.
The planetary boundary framework constitutes an opportunity for decision makers to define climate policy through the lens of adaptive governance. Here, we use the DICE model to analyze the set of adaptive climate policies that comply with the two planetary boundaries related to climate change: (1) staying below a CO2 concentration of 550 ppm until 2100 and (2) returning to 350 ppm in 2100. Our results enable decision makers to assess the following milestones: (1) a minimum of 33% reduction of CO2 emissions by 2055 in order to stay below 550 ppm by 2100 (this milestone goes up to 46% in the case of delayed policies); and (2) carbon neutrality and the effective implementation of innovative geoengineering technologies (10% negative emissions) before 2060 in order to return to 350 ppm in 2100, under the assumption of getting out of the baseline scenario without delay. Finally, we emphasize the need to use adaptive path-based approach instead of single point target for climate policy design.
Metagenomic approaches are rapidly expanding our knowledge of the diversity of viruses. In the fecal matter of Nigerian chimpanzees we recovered three gokushovirus genomes, one circular replication-associated protein encoding single-stranded DNA virus (CRESS), and a CRESS DNA molecule.
Implementation of a vector-enabled metagenomics approach resulted in the identification of various gemini viruses. We identified the genome sequences of beet curly top Iran virus, turnip curly top viruses, oat dwarf viruses, the first from Iran, and wheat dwarf virus from leafhoppers feeding on beet, parsley, pumpkin, and turnip plants.
Here we report the first complete genome sequence of a cauliflower mosaic virus from Brazil, obtained from the gut content of the predator earwig (Doru luteipes). This virus has a genome of 8,030 nucleotides (nt) and shares 97% genome-wide identity with an isolate from Argentina.
A new genomovirus has been identified in three common bean plants in Brazil. This virus has a circular genome of 2,220 nucleotides and 3 major open reading frames. It shares 80.7% genome-wide pairwise identity with a genomovirus recovered from Tongan fruit bat guano.
