Among the two most widely distributed duiker species, Philantomba monticola (Thunberg, 1789) and Philantomba maxwelli (C. H. Smith, 1827), the latter shows geographic variation in pelage color and body size. This issue was not investigated in detail so far, especially in the eastern region of its distribution area, notably due to the lack of material from the Dahomey Gap. We undertook a species-level revision of Philantomba in West Africa, notably including a series of specimens collected in Togo, Benin and Nigeria. Using morphological measurements (craniometry) and genetic data (two mitochondrial and three nuclear markers), we describe a new duiker species occurring in the Dahomey Gap (Togo, Benin) and the Niger delta, Philantomba walteri sp. nov. This discovery highlights the importance of the Dahomey Gap for the evolutionary history of the West African forest faunas. It also has conservation implications given that the new species is one of the main targets of the local bushmeat trade.

CIE JTC-1 has requested data regarding the size and shape of the distribution of eye movement in order to characterise their visual adaptation. This article reports the eye movement of drivers along two routes in Berlin after dark, a main road and a residential street, captured using eye tracking. It was found that viewing behaviour differed between the two types of road.On the main road eye movement was clustered within a circle of approximately 10° diameter, centred at the horizon of the lane. On the residential street eye movement is clustered slightly (3.8°) towards the near side; eye movements were best captured with either an ellipse of approximate axes 10° vertical and 20° horizontal, centred on the lane ahead, or a 10° circle centred 3.8° towards the near side. These distributions reflect a tendency to look towards locations of anticipated hazards.

No abstract

This article introduces the ideas of ‘assessment for learning’ as a means whereby teachers can make their classroom assessment more directly focused on learners’ development and can actively involve learners in this process. Current practice in classroom assessment in England is described and the thinking that has led to a new emphasis on formative practices outlined. This is set in the context of recent research studies that have been influential in changing not only classroom practice but also the ‘lead’ set by Government in promoting effective practice. Several examples of assessment strategies are offered to illustrate the principles involved. Conclusions are suggested that show how these ideas could make learning more effective and learners more involved.

No abstract