We describe an anatomical variation of the right maxillary artery, discovered during dissection of a male human cadaver. The right maxillary artery bifurcates into unequal superficial (larger) and deep (smaller) divisions. Each division gives off several branches that distribute to the muscles of mastication, facial structures, and teeth. The superficial and deep divisions then reunite to form a complete loop, before giving off terminal branches in the pterygopalatine fossa. The entire arterial loop lies superficial to the branches of the mandibular nerve. This case provides further evidence for a network of vascular rings that surround soft tissue structures in the developing infratemporal fossa. Persistence of all or part of these rings determines adult anatomy. Extreme anatomical variations such as this one may complicate major procedures such as radical maxillectomy, as well as simple procedures such as inferior alveolar nerve blocks.

No abstract

Two invasive mosquitoes, Aedes aegypti and Aedes albopictus, have been interacting during the course of a rapid range expansion by A. albopictus. We investigated the potential for interspecific feeding interference by male mosquitoes interacting with females within and between these species. A. aegypti feeding on both sugar and blood was suppressed when females of this species were exposed to A. albopictus males, but no change was observed when exposed to conspecifics. A. albopictus feeding was not affected by males of either species. The potential consequences of these behaviors are discussed within the context of other known interspecific effects, all of which appear to favor the displacement of A. aegypti by A. albopictus.

a faculty of education, Queensland university of technology, brisbane, australia; b faculty of education and arts, australian catholic university, brisbane, australia

In the last decade, inclusive education (IE) has become a trending topic in the Kingdom of Saudi Arabia. This small-scale, qualitative Saudi study reports on how some teachers view IE in their country and whether students with a disability (autism) could be educated in mainstream schools. Individual semi-structured interviews were conducted and recorded using a smartphone. The analysis of interview data identified three themes related to IE and the concept of mainstream schooling for students with autism. Findings showed that the participants had some knowledge and understanding of IE. However, whether students with autism could be taught by general education teachers in mainstream schools reported mixed results. Some teachers spoke positively about the possibility, while others focused on existing barriers. These included the need for general education teachers to receive specialised training and professional learning in the form of authentic mentoring networks, training in special needs education to link theory with practice and how the scarcity of classroom resources hampers quality educational experiences and outcomes for some students. These findings provide a starting point for further research into the emerging phase of IE in Saudi Arabia.