*2.2. Displacement Experiment*

We performed the fluid displacement under hydrodynamically stable conditions, i.e., a more viscous fluid displaced a less viscous one. The schematic for the fluid displacement is shown in Figure 4. Hele-Shaw cells were used instead of porous media because the Hele-Shaw cell consists of a thin gap between two parallel glass plates and is the simplest two-dimensional model of porous media. The gap between the Hele-Shaw cells was fixed at 0.3 mm. First, we filled up the cell with the less viscous Na2SO4 solution and then injected the more viscous PEG solution into the cell using a syringe pump. The PEG solutions were dyed blue to visualize the experimental process. The displacement experiments were recorded by a video camera from the bottom. The injection flow rate of the more viscous liquid was fixed as 3.35 mL/h. All experiments were performed at room temperature (25 ± 1 ◦C) and atmospheric pressure (approx. 1 atm).

**Figure 4.** The schematic for the hydrodynamically stable displacement.


*Communication Nemesignis***, a Replacement Name for** *Nemesis* **Furfaro & Mariottini, 2021 (Mollusca, Gastropoda, Myrrhinidae), Preoccupied by** *Nemesis* **Risso, 1826 (Crustacea, Copepoda)**

**Giulia Furfaro 1,\* and Paolo Mariottini 2**

**Abstract:** The genus *Nemesis* Furfaro & Mariottini, 2021, was recently introduced for an independent lineage of aeolid nudibranchs, and *Dondice banyulensis* Portmann & Sandmeier, 1960, established as its type species. Anyway, the presence of a senior homonym, *Nemesis* Risso, 1826, was evidently missed. In fact, in 1826, Risso established this genus for a group of Copepoda (Arthropoda, Crustacea) and according to the Principle of Priority (ICZN) only the senior homonym may be used as a valid name. Therefore, a new replacement name is here proposed. Furthermore, the genus name *Nanuca* Er. Marcus, 1957, has priority over *Dondice* Er. Marcus, 1958 and consequently, the species in this clade should be classified under *Nanuca*, mostly as new combinations.

**Keywords:** ICZN; *Dondice*; homonym; Heterobranchia

#### **1. Introduction**

The genus *Nemesis* Furfaro & Mariottini, 2021, was introduced based on evidence from a recent integrative systematic study [1] (Furfaro & Mariottini, 2021) for an independent lineage of aeolid nudibranchs, and *Dondice banyulensis* Portmann & Sandmeier, 1960 [2], was established as the type species. The newly identified lineage is currently monospecific and characterized by (i) the central cusp of the radular tooth that is not marked and a little longer than lateral denticles, (ii) the long distal and proximal deferent ducts of the male portion of the reproductive system and (iii) its inability to autotomise the cerata when stressed by possible predators. Just after the publication of our paper, Luigi Romani (Lucca, Italy) sent to us a letter (e-mail: 18.06.2021) where he noted that in our recent manuscript, we have evidently missed the existence of a senior homonym, *Nemesis* Risso, 1826 [3] (International Commission on Zoological Nomenclature - ICZN, 1999: Article 53.2) [4]. In fact, in 1826, Risso established this genus for a group of Copepoda (Arthropoda, Crustacea) and according to the Principle of Priority (ICZN, 1999: Article 52.3) [4], when two or more names are homonyms, only the senior may be used as a valid name. Therefore, a new replacement name is here proposed under the Article 60.3 of ICZN. Furthermore, Philippe Bouchet (Paris, France) pointed out to us that *Nanuca* Er. Marcus, 1957 [5], has priority over *Dondice* Er. Marcus, 1958 [6]. Consequently, the species in this clade should be classified under *Nanuca*, mostly as new combinations.

#### **2. Results and Discussion**

#### **Taxonomy**

Familia Myrrhinidae Bergh, 1905 [7]

Genus *Nemesignis* **nom. nov.** pro *Nemesis* Furfaro & Mariottini 2021 (non Risso, 1826) urn:lsid:zoobank.org:pub:DEED49D6-F89B-4D68-A8A3-E1071197264C **Type species.** *Dondice banyulensis* Portmann & Sandmeier, 1960.

**Citation:** Furfaro, G.; Mariottini, P. *Nemesignis*, a Replacement Name for *Nemesis* Furfaro & Mariottini, 2021 (Mollusca, Gastropoda, Myrrhinidae), Preoccupied by *Nemesis* Risso, 1826 (Crustacea, Copepoda). *Life* **2021**, *11*, 809. https://doi.org/10.3390/ life11080809

Academic Editors: Koichiro Tamura, Andrea Luchetti and Federico Plazzi

Received: 6 July 2021 Accepted: 4 August 2021 Published: 10 August 2021

**Publisher's Note:** MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations.

**Copyright:** © 2021 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https:// creativecommons.org/licenses/by/ 4.0/).

**Etymology.** The genus name *Nemesignis* comes from the union of the Greek word *Nemesis*, that recalls the homonymous Greek goddess and her role of compensatory justice, with the Latin word *Ignis*, that is the fire that burns and blazes, linked to the fiery red colour of the type species of the genus.

**Included species.** *N. banyulensis* (Portmann & Sandmeier, 1960).

Genus *Nanuca* Er. Marcus, 1957

**Type species.** *Nanuca sebastiani* Er. Marcus, 1957

= *Dondice* Er. Marcus, 1958 (type species: *Caloria occidentalis* Engel, 1925 [8])

**Included species.** *Nanuca sebastiani* Er. Marcus, 1957, *Nanuca galaxiana* (Millen & Hermosillo, 2012) **comb. nov.** [9], *N. occidentalis* (Engel, 1925) **comb. nov.**, *N. parguerensis* (Brandon & Cutress, 1985) **comb. nov.** [10], *N. trainitoi* (Furfaro & Mariottini, 2020) **comb. nov.** [11].

#### **3. Conclusions**

The presence of a senior homonym, which has priority over the recently stated *Nemesis* Furfaro & Mariottini, 2021, made this latter genus name as invalid and invoked the need for a replacement name according to the rules of the ICZN. Therefore, *Nemesignis* **nom. nov.** is here proposed as the new replacement name, under the Article 60.3 of ICZN and consequently, *Nemesignis banyulensis* (Portmann & Sandmeier, 1960) is its type species. Finally, since *Nanuca* Er. Marcus, 1957 has priority over *Dondice* Er. Marcus, 1958, the species in this clade should be classified under *Nanuca*, as *Nanuca galaxiana* (Millen & Hermosillo, 2012) **comb. nov.**, *N. occidentalis* (Engel, 1925) **comb. nov.**, *N. parguerensis* (Brandon & Cutress, 1985) **comb. nov.**, *N. trainitoi* (Furfaro & Mariottini, 2020) **comb. nov**.

**Author Contributions:** Conceptualization, G.F. and P.M.; validation, G.F. and P.M.; writing—original draft preparation, G.F.; writing—review and editing, P.M.; supervision, G.F. and P.M. Both authors have read and agreed to the published version of the manuscript.

**Funding:** This research received no external funding.

**Institutional Review Board Statement:** Not applicable.

**Acknowledgments:** We are grateful to Luigi Romani (Lucca, Italy) for alerting us of this homonymy and to Philippe Bouchet (Paris, France) for his suggestions. We thank the two anonymous reviewers that helped to improve the manuscript. Finally, we would like to deeply thank Marco Oliverio (Rome, Italy) for his constant help.

**Conflicts of Interest:** The authors declare no conflict of interest.

#### **References**


**2. Understanding the problem of pedagogical talk and classroom interaction**

Teaching is an interactive, observable activity and is patterned in the sense that what teachers and students do and say does not occur randomly; but has recurring and characteristic patterns which have been found to exist in the analysis of classroom literacy lessons [2, 3]. However surprisingly, that in classrooms where students are expected to develop and use oral language and to learn to interact and to learn content through interacting with others, the extensive body of research in this field shows that it is still the teacher who does most of the talking ([4], p. 4). Although much research on how talk functions as a pedagogical tool and influential for student learning in highly nuanced ways, it is an aspect of practice that remains entrenched in predictable teacher-student exchange patterns and interactive routines. Foremost is the tri-part question-answer teacher-dominated turn-taking sequence known as the recitation script [5]; this typically involves a teacher **I**nitiation (generally a question) move, then student/s **R**esponse/s move, followed by a teacher **E**valuation or **F**eedback move. This exchange system is commonly referred to as the IRE/IRF [4, 6]. It has been shown to be an asymmetrical teacher-controlled interactive structure that, and as Cazden [5] identified, provides two turns for the teacher and one for one student from the cohort in every exchange sequence. Further, it has been suggested that this talk structure governing the conduct of many lessons also limits dialogic talk in lessons since students' turns are often restricted to the response slot in the three-part structure [4, 5].

social and societal activity. As Johnston ([1], p. 9) explains, language "is not merely *representational* (though it is that), it is also *constitutive*. It actually creates realities and invites identities". Thus, for teachers in educational settings, language and its use is critical for shaping the realities and identities of the students in their classrooms. And indeed, as Johnston ([1], p. 4) suggests, quality "talk is the central tool of a teacher's trade. With it they mediate children's activity and experience, and help them make sense of learning, literacy, life and themselves". In classrooms interacting and communicating with students emerges as especially complex since the kinds of interactions that occur in classroom lessons differs from those encountered in everyday life. Classroom interactions, in the main, are not like dinner table conversations, nor are they like a chat with a group of friends, they are different simply because of the number of parties (a cohort of many students and their teacher) involved in the interactions. In schools, as well as a socialising function, the power of language encountered in day-to-day lesson activity extends to having a pedagogical function and a manage-

*[t]eacher's language can position children as competitors or collaborators, and themselves as referees, resources, or judges, or in many other arrangements. A teacher's choice of words, phases, metaphors and interaction sequences invokes and assumes these and other ways of being a self and of being together in*

Classroom talk, and the dialogues that shape it, thus is a powerful and influential practice architecture for shaping teaching and learning, a critical aspect of everyday pedagogical practice. Further to this, its efficacy in lessons is a fundamental matter for understanding professional practice, the dynamism of teaching and student learning. The question is to what extent teachers have an explicit working and workable knowledge of its role and influence on student learning, participation and engagement, and the flexibility to adjust the discursive flow of lesson interaction sequences (for different pedagogical, social and managerial purposes) through strategically enacted talk moves. This chapter examines the flexible enactment of classroom talk and the pedagogical dialogues it enables and constrains as a matter of urgency for teacher knowledge professional knowledge and in particular for teacher education.

**2. Understanding the problem of pedagogical talk and classroom**

Teaching is an interactive, observable activity and is patterned in the sense that what teachers and students do and say does not occur randomly; but has recurring and characteristic patterns which have been found to exist in the analysis of classroom literacy lessons [2, 3]. However surprisingly, that in classrooms where students are expected to develop and use oral language and to learn to interact and to learn content through interacting with others, the extensive body of research in this field shows that it is still the teacher who does most of the talking ([4], p. 4). Although much research on how talk functions as a pedagogical tool and influential for student learning in highly nuanced ways, it is an aspect of practice that remains entrenched in predictable teacher-student exchange patterns and interactive routines. Foremost is the tri-part question-answer teacher-dominated turn-taking sequence known as

rial function. Through it, a

68 Contemporary Pedagogies in Teacher Education and Development

*the classroom (*[1], *p. 9)*

**interaction**

In 2006, Nystrand ([7], p. 394) recognised that classroom interaction practices have "have remained remarkably unchanged over the last century and a half". Skidmore ([8], p. 511) even suggested it is "the groove into which classroom pedagogy so easily settles by default". Indeed, "even experienced teachers themselves have limited knowledge about this dimension of their pedagogical and curriculum work" ([4], p. 4). Yet, shifting away from the recitation script or varying teacher talk moves to become more dialogic appears to be difficult [9], or at best marginally accomplished unless deliberate moves are made by teachers to achieve more dialogic talk practices [9, 10]. Although over many decades longer term spaced teacher professional development, including action research studies conducted with teachers, have made attempts to support teachers disrupt the resistant hold of the IRE/F on their classroom talk and interaction practices [11, 12–14], monologic talk remains intractable.

Conceivably, part of the perpetuation of the issue is that in preservice teaching courses in many institutions, learning teaching practice has had a limited explicit focus on classroom talk [15]. It is often the case that preservice teacher's (PSTs) explicit knowledge about the role of dialogue for accomplishing lessons hovers above understanding and enacting a repertoire of talk moves that 'actively' promotes student learning, participation and engagement and agency. Indeed, both a meta-awareness of dialogic approaches to teaching, and a metalanguage or a more precise technical language for talking about talk in lessons, is generally limited to cursory knowings about questioning. Developing a metalanguage about talk and interaction is necessary for PSTs to be able to speak coherently (to each other and to other education professionals) about how dialogue works as a pedagogical practice; developing a meta-awareness is an overt consciousness, knowledge and understanding of one's own dialogic practices as enacted in practices. These are considered central for practice development [15]. Arguably, this limitation has the potential to restrict student learning when PSTs begin their teaching careers.

A focus on the talk and interaction makes visible the systematic ways in which teachers and students create their relationships and their classroom culture, the power and precision of verbal and non-verbal interaction in the production of classroom knowledge, and the ways in which what *counts* as learning is established [16]. Therefore, against this historical background of the study of classroom talk and interaction and understanding of its function as a core teaching practice, implications for PSTs are underscored. The unyielding taken-forgrantedness of classroom talk and its resistance to development and change in professional practice leaves open the question about whether an explicit focus on talk and interaction in teacher education courses is necessary if future teachers are to understand and enact a flexible repertoire of classroom talk and interaction moves. Faced with a career that inherently rests on their capacity for talking and interacting with their students (as a core pedagogical tool) [17, 18], it stands to reason therefore that such a focus is not only warranted, but essential if indeed the promises of education are to be realised. The central argument in this chapter therefore asserts that an explicit knowledge of the role of classroom talk and the development of a repertoire of dialogic talk moves cannot be taken too lightly in preservice teacher education. Further, that to change current practices in teacher education requires changing the practice architectures that enable and constrain learning dialogicality as a critical dimension of teaching practice.

teaching from listening to and interacting with students in classrooms and the value they place on this as formational for understanding teaching from their first session of study will

Knowing Pedagogical Dialogues for Learning: Establishing a Repertoire of Classroom…

http://dx.doi.org/10.5772/intechopen.78968

71

This chapter draws on a three-year empirical study conducted at a rural Australian university which investigated how learning teaching practice is not only informed but formed through interrogating the theory-practice nexus *in enactment*. It was notable that in this particular university site, classroom talk and interacting with students in classrooms was not the focus of explicit instruction in coursework or practicum placements for PSTs; it was taken-for-granted that PSTs could interact with students in classrooms. As a response to this enduring issue, the project presented in this chapter formed part of a broader study investigating teacher education practices aiming to support PSTs move towards pedagogical efficacy. Pedagogical efficacy, according to [24], depends not only on what one does, but also on the depth and quality of the understandings by which it is guided. Therefore, establishing what knowledge and theory actually guides and determines a PST's actions in the context of their interacting with students in classroom lessons in order to develop their practices from the onset of their careers, is a fundamental platform from which professional

The specific project, *Talking to Learn*, called for teacher educators to reconceptualise their courses and approaches for supporting PSTs develop core skills and teaching practices [17, 18, 25, 26]. Central to the project was making explicit the theory-practice nexus. The importance of the interconnection between theory and practice is also expressed strongly by Hughes [27] who suggested that without theory, practice consists of a set of unrelated actions with little or

The project was developed based on the fundamental premise that it is through quality interactions with students in classrooms that teaching efficacy is constituted [28]. It centred on the development of quality classroom interactions and dialogic pedagogies of PSTs–issues of practical concern for education globally [29–32]. In fact, it aimed to redress the fact that classroom talk and developing dialogic teaching practices in classrooms remains implicit, takenfor-granted and under-examined in preservice teacher education courses [33]. Furthermore, explicit instruction along focused opportunities for 'practising' engaging in dialogic pedagogies with students in classrooms, currently receives little dedicated space in many preservice education courses [28]. This neglect leads to a tendency for PSTs to enact a default practice in placement classrooms based on replicating known patterns of interaction of those observed

**4. Reconceptualising teacher education courses: supporting PSTs**

**understand teaching as an interactive activity**

be highlighted.

practice is improved.

no basis for improvement.

**4.1. The talking to learn project rationale**

and those experienced in their own education [33].


**4. Which factors determine endotoxin concentration in dialysis fluid?**

The current requirements of dialysis fluid are set out in the ANSI/AAMI/ISO 23500 standards series on the preparation and quality management of fluids for hemodialysis and related therapies. There are two potential sources of endotoxins, water and concentrates, and there is the option to use ultrafilters for endotoxin removal. The water system provides water to the monitor in accordance with the provisions of ANSI/ AAMI/ISO 23500-3 (formerly ISO 13959) [8], which defines maximum endotoxin concentration as 0.25 EU/ml for water for dialysis. Concentrates to prepare dialysis fluid to follow the provisions of ANSI/AAMI/ISO 23500-4 (formerly ISO 13958) [9]. Endotoxin concentrations in concentrates must be at a level that allows the preparation of standard dialysis fluid with a maximum of 0.5 EU/ml from concentrate and water for dialysis. The maximum endotoxin concentration for standard dialysis fluid is governed by ANSI/AAMI/ISO 23500-5 (formerly ISO 11663) [10]. If an ultrafilter is used to filtrate the prepared dialysis fluid, ultrapure dialysis fluid can be prepared with a maximum allowed endotoxin concentration of 0.03 EU/ml.

In this work, the assumption is made that dialysis fluid of at least standard dialysis fluid quality per ANSI/AAMI/ISO 23500-5 [10] is provided by the dialysis monitor, and maximum endotoxin concentration is at 0.5 EU/ml even if no ultrafilter is used or in case of failure of the ultrafilter.


**3.1 The impact of environmental changes on spatial carrying capacity of cities**

Natural resource and environment are the basic elements of urban spatial carrying capacity, which determine the degree of urban industrialization and expansion. Understanding the great changes in the spatial and material relationship between human and nature are the key determinant factor of sustainable development [4]. The natural environment can provide humans with the greatest degree of carrying capacity, and the environmental resource basing on which all human economic activities ultimately depend include ecosystems that produce various services [5]. As a result of the interaction between human activities and the natural environment, different natural landscapes, economic patterns, and temporal and spatial dynamic characteristics are produced. It can examine the maximum carrying capacity under the action of man-land relationship, including the upper limit of population, natural resource (water, atmosphere, animals and plants, minerals), and the characteristics of the dynamic changes on the spatial and temporal scales. There has a significant impact on social and economic activities about geographical environment and climatic conditions. China has abundant natural resources, including coal, crude oil, natural gas, pyrite, bauxite, copper, etc., which have promoted the development of manufacturing in coastal and inland area. The difference in factor supply brought by regional resource endowments, which the fundamental reason that determines the continuous development and spatial expansion. Furthermore, the development of urban spatial carrying capacity has gradually shifted to regional division of labor basing on comparative advantages, the man-land relationship shifts to a larger-scale study of the ecological environment, economy and society.

The carrying capacity dominated by environmental changes is transformed into a spatial constraint factor as the urban expansion reaches to the certain threshold. The urban spatial carrying capacity under the background of environmental changes focuses on physical geography, resource endowment, and extreme carrying limit. However, when the urban expansion approaches the carrying threshold, the laws of ecological economy such as total withdrawal, structural optimization, and restoration of ecological system functions begin to affect the efficiency of urban economic and social development, and the ecological carrying function is transmitted to the ecological restraint function. At this time, the spatial carrying capacity should be expanded from the original regional scale to the planetary boundary frame below the global scale, emphasizing that the urban economic and social activities should maintain a sufficient safe distance from the threshold of the earth's ecosystem [6]. The concept of planetary boundaries provides a starting point to understand the natural resources and processes on which human sustainable development depends [7], and set up ecological carrying functions of different regions and scales through a global top-down perspective. Based on this, with the development of urban land resources and the expansion of urban space in China, the ecosystem and ecological environment has gradually become the constraining functional bearer of sustainable urban development. Because of negative economic-environmental

**253**

**goals**

*Spatial Carrying Capacity and Sustainability: Cities, Basins, Regional Transformation*

externalities, when the threshold is approaching, the urban expansion and

The unsustainable problems in the process of urban development are mainly embodied in the spatial carrying capacity of economic society, population, resource endowments, environmental capacity and various urban service facilities. With the continuous expansion of cities and the rapid growth of population, the carrying capacity on resources and environment has gradually attracted widespread attention. In the process of large-scale industrialization and urbanization in China, the land element, as the basic element of spatial carrying capacity, is the direct element of population, industry and life community of mountains, rivers, forests, fields, lakes and grasses. Due to rapid consumption of land resources, the supply structure and allocation efficiency of land resources show long-term flexibility. China has a large number of resource-based cities dominated by coal, steel, and oil. At the same time, Beijing and Shanghai are also core cities with severe water shortages. In the long run, the structural scarcity of land resources, water resources, and mineral resources will further affect the sustainable development of cities. In the process of urbanization, a large number of populations have been concentrated, especially in rapidly developing global cities in China, where the floating population is huge, consequently a large number of resource consumption, energy consumption, and environmental pollution problems arise. The urban environmental capacity is close to saturation, smog and automobile exhaust pollution, which also common problems in the process of urban development. In addition, the allocation of urban infrastructure and public service facilities are unreasonable, especially the various urban service facilities of large cities have been overloaded, which are also an

**3.3 Improvement of cities carrying capacity under the sustainable development**

The spatial carrying capacity transmitted from the planetary boundary scale to the national downscaling is increased to achieve the sustainable development goals. Sustainable development requires the use of natural resources by humans to be kept within environmental limits [8], this means that on the basis of recognizing that human activities continue to cause major global environmental changes. As a criterion and important influencing factor of carrying capacity, it is necessary to fully account for the various public, exclusive and irreversible risks arising from the ever-increasing global climate change, water resource changes, and the fragility of ecosystems. In particular, the global climate change caused by the spatial diffusion of carbon dioxide-based greenhouse gases, which determining to environmental governance should shift from the original biosphere level to the global level planetary scale. The sustainable development and other national decomposition of goals can be achieved to need a multi-scale systematic approach [9]. Downscaling transmission from the planetary boundary scale to the national level can be realized by means of consume of good and services basing on carbon footprint [10].

The coordinated resource and environmental carrying capacity provide best standards of practice for China. In 2019, the "Several opinions on establishing spatial planning system and supervising its implementation" clarified the basic role of the evaluation of "resources and environmental carrying capacity and spatial suitability" based on bottom-line management and control [11]. In 2020, "Resources and Environment Carrying Capacity and Space Development Suitability Evaluation

*DOI: http://dx.doi.org/10.5772/intechopen.94130*

efficiency increase gradually show rigid constraints.

**3.2 The unsustainable problems in urban development**

important issue that restricts the sustainable development.

externalities, when the threshold is approaching, the urban expansion and efficiency increase gradually show rigid constraints.