Gender disparities in STEM fields have been under extensive study, the focus of which has been on future career aspirations. However, the primary phases in gender differences are still ambiguous when examined from this perspective, possibly due to the fact that most of the studies have targeted samples of upper secondary school or college students. As such, in this study we examined the transient period to lower secondary school; our aim was to discover to what extent relationships between factors of students' science interest and career perspectives differ between male and female. Based on previous studies and analyses, we selected three future career perspective variablesoutcome, personal time, and innovation orientationsand three defining features of interestpersonal value, enjoyment, and cognitive aspect. The sample was conducted in Finland and comprised of 401 grade 7 students aged 13, using a multi-group structural equation modelling. This study found that during the transient period there were clear gender differences regarding interest and preferences of science subjects, as well as their relationship towards future career perspectives. To be specific, biology was preferred by females, and males preferred physics and chemistry. With regard to future career perspectives, female students' science interest was positively correlated with personal time-and innovation-oriented career perspectives; an outcome-oriented career expectation was negatively related to their interest. Interpretation and implication that might possibly arise from the results were also discussed.

Abstract. High-altitude cushion peatlands are versatile archives for high-resolution palaeoenvironmental studies, due to their high accumulation rates, range of proxies, and sensitivity to climatic and/or human-induced changes. Especially within the Central Andes, the knowledge about climate conditions during the Holocene is limited. In this study, we present the environmental and climatic history for the last 2100 years of Cerro Tuzgle peatland (CTP), located in the dry Puna of NW Argentina, based on a multi-proxy approach. X-ray fluorescence (XRF), stable isotope and element content analyses (δ13C, δ15N, TN and TOC) were conducted to analyse the inorganic geochemistry throughout the sequence, revealing changes in the peatlands' past redox conditions. Pollen assemblages give an insight into substantial environmental changes on a regional scale. The palaeoclimate varied significantly during the last 2100 years. The results reflect prominent late Holocene climate anomalies and provide evidence that in situ moisture changes were coupled to the migration of the Intertropical Convergence Zone (ITCZ). A period of sustained dry conditions prevailed from around 150 BC to around AD 150. A more humid phase dominated between AD 200 and AD 550. Afterwards, the climate was characterised by changes between drier and wetter conditions, with droughts at around AD 650–800 and AD  1000–1100. Volcanic forcing at the beginning of the 19th century (1815 Tambora eruption) seems to have had an impact on climatic settings in the Central Andes. In the past, the peatland recovered from climatic perturbations. Today, CTP is heavily degraded by human interventions, and the peat deposit is becoming increasingly susceptible to erosion and incision.

The dominance of sex in Metazoa is enigmatic. Sexual species allocate resources to the production of males, while potentially facing negative effects such as the loss of well‐adapted genotypes due to recombination, and exposure to diseases and predators during mating. Two major hypotheses have been put forward to explain the advantages of parthenogenetic versus sexual reproduction in animals, that is, the Red Queen hypothesis and the Tangled Bank/Structured Resource Theory of Sex. The Red Queen hypothesis assumes that antagonistic predator—prey/ parasite–host interactions favor sex. The Structured Resource Theory of Sex predicts sexual reproduction to be favored if resources are in short supply and aggregated in space. In soil, a remarkable number of invertebrates reproduce by parthenogenesis, and this pattern is most pronounced in oribatid mites (Oribatida, Acari). Oribatid mites are abundant in virtually any soil across very different habitats, and include many sexual and parthenogenetic (thelytokous) species. Thereby, they represent an ideal model group to investigate the role of sexual versus parthenogenetic reproduction across different ecosystems and habitats. Here, we compiled data on oribatid mite communities from different ecosystems and habitats across biomes, including tropical rainforests, temperate forests, grasslands, arable fields, salt marshes, bogs, caves, and deadwood. Based on the compiled dataset, we analyzed if the percentage of parthenogenetic species and the percentage of individuals of parthenogenetic species are related to total oribatid mite density, species number, and other potential driving factors of the reproductive mode including altitude and latitude. We then interpret the results in support of either the Red Queen hypothesis or the Structured Resource Theory of Sex. Overall, the data showed that low density of oribatid mites due to harsh environmental conditions is associated with high frequency of parthenogenesis supporting predictions of the Structured Resource Theory of Sex rather than the Red Queen hypothesis.

School students demonstrate a lack of interest in choosing science studies and science-related careers. To better understand the underlying reasons, this study aims to examine secondary school students' perceptions of working life skills and how these perceptions relate to the skills of the twenty-first century. The participants in this study were 144 Finnish 7th graders (aged 13-14 years). Using a questionnaire and qualitative content analysis, we examined their perceptions of working life skills in 'careers in science' and 'careers with science'. Results reveal that although students have a great deal of knowledge about working life skills, it is often just stereotyped. Sector-specific knowledge and skills were highlighted in particular but skills related to society, organisation, time and higher order thinking, were often omitted. Results also indicate that students do not associate 'careers in science' with creativity, innovation, collaboration or technology and ICT skills. Conversely, according to the students, these careers demand more sector-specific knowledge and responsibility than 'careers with science'. We conclude that students need more wide-ranging information about scientific careers and the competencies demanded; such information can be acquired by e.g. interacting with professionals and their real working life problems. ARTICLE HISTORY

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