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Phylogeographical analyses on Squalidus argentatus samples from thirteen localities within mainland China and Taiwan were conducted for biogeographic studies, as their dispersal strictly depends on geological evolution of the landmasses. A total of 95 haplotypes were genotyped for mtDNA cyt b gene in 160 specimens from nine river systems. Relatively high levels of haplotype diversity (h = 0.984) and low levels of nucleotide diversity (π = 0.020) were detected in S. argentatus. Two major phylogenetic haplotype groups, A and B, were revealed via phylogenetic analysis. The degree of intergroup divergence (3.96%) indicates that these groups diverged about 4.55 myr (million years) ago. Haplotype network and population analyses indicated significant genetic structure (FST = 0.775), largely concordant with the geographical location of the populations. According to SAMOVA analysis, we divided these populations into four units: Yangtze-Pearl, Qiantang-Minjiang, Jiulong-Beijiang and Taiwan groups. Mismatch distribution analysis, neutrality tests and Bayesian skyline plots indicated a significant population expansion for lineage A and B, approximately dated 0.35 and 0.04 myr ago, respectively. We found strong geographical organization of the haplotype clades across different geographic scales that can be explained by episodes of dispersal and population expansion followed by population fragmentation and restricted gene flow. [ABSTRACT FROM AUTHOR]

This study examines depression in students at public high schools in Taiwan. The purpose of this study is to examine which student-level and teacher-level variables affect student depression due to teacher emotional overinvolvement and other factors. A survey instrument adapted and translated from existing surveys was distributed to 1,479 Taiwanese adolescents aged 13-15 years and 172 teachers from 10 public junior high schools in the city of Taipei. The hierarchical linear model (HLM) was used for a cross-level analysis of the data. The HLM shows that student-level measures account for most of the variance. Teacher emotional overinvolvement and core self-evaluations are the preponderant influences on student ratings. In terms of teacher-level variables, the effects of teacher involvement, teacher depression, and teacher educational background on student-level variables are strong and significant. The findings of this study recommend the development of a comprehensive counseling system for teachers and students.