Twin researchers face the challenge of accurately determining the zygosity of twins for research. As part of the annual questionnaire between 1999 and 2006, 8,307 twins from the TwinsUK registry were asked to complete five questions (independently from their co-twin) to ascertain their self-perceived zygosity during childhood on up to five separate occasions. This questionnaire is known as the ‘peas in the pod’ questionnaire (PPQ), but there is little evidence of its validation. Answers were scored and classified as monozygotic (MZ), dizygotic (DZ), or unknown zygosity (UZ) and were compared with 4,484 twins with genotyping data who had not been selected for zygosity. Of these, 3,859 individuals (46.5% of those who had a zygosity from PPQ) had zygosity classified by both the PPQ and genotyping. Of the 708 individual twins whose answers meant that they were consistently classed as MZ in the PPQ, 683 (96.5%) were MZ within the genotype data. Of the 945 individual twins consistently classed as DZ within questionnaire, 936 (99.0%) were DZ in the genotype data. Where both twins scored MZ consistently across multiple questionnaires, 99.6% were MZ on genotyping, 99.7% were DZ on genotyping if both twins consistently scored DZ. However, for the initial questionnaire, 88.6% of those scoring as MZ were genotypically MZ and 98.7% DZ. For twin pairs where both scored UZ, 94.7% were DZ. Using the PPQ on a single occasion provided a definitive classification of whether the twin was MZ or DZ with an overall accuracy of 86.9%, increasing to 97.9% when there was a consistent classification of zygosity across multiple questionnaires. This study has shown that the PPQ questionnaire is an excellent proxy indicator of zygosity in the absence of genotyping information.

The discovery of the fully developed Formative sites of Cotocallao (ca. 3750-2350 cal. B.P.) in the Quito Basin and La Chimba (ca. 2650-1700 cal. B.P.) in the northern highlands of Ecuador has raised questions about their cultural antecedents, which have not been resolved despite decades of archaeological work in the region. Paleoenvironmental coring investigations were conducted at Lake San Pablo in northern highland Ecuador to determine the date for the onset of prehistoric maize farming in the temperate highland valleys of this region. The investigations included analysis of lake sediments for pollen, phytoliths, diatoms, and tephra. Maize pollen was identified as early as 4900 cal. B.P., while maize phytoliths dated even earlier, to 6200 or 6600 cal. B.P. These results demonstrate a long history of maize farming in valleys around Lake San Pablo, but in the context of a punctuated record of major and minor volcanic eruptions. It is concluded that early horticultural sites predating Cotocallao and La Chimba must exist, but to find such sites, archaeologists will have to locate and study deeply buried A-horizon soils.

This track served not only to continue the discussion of the importance of internationalizing the curriculum, but also as an impetus for laying out a framework to do so. The papers and subsequent discussions in this track highlighted both the challenges and the opportunities for internationalization in the classroom and the discipline.

The seventh annual Teaching and Learning Conference (TLC) was held in Philadelphia, Pennsylvania, from February 5 to 7, 2010, with 224 attendees onsite. The theme for the meeting was “Advancing Excellence in Teaching Political Science.” Using the working-group model, the TLC track format encourages in-depth discussion and debate on research dealing with the scholarship of teaching and learning.

The increasing recognition of a global interdependence among our economies and societies places a significant amount of pressure on educational institutions to prepare future citizens for successful participation in this “new world order.” While there might be general agreement that globalization or internationalization is a “major trend in education” or a “worldwide phenomenon,” there are barriers to internationalization, some of which can be individual—resulting from faculty and student attitudes; some institutional—caused by long-standing policies, practices, and traditions; and some reflecting the attitudes and culture of the wider American society (Green 2003, 11). There are different ways that institutions of higher learning can respond to this phenomenon most effectively, including, for example, changes at the curricular level, broad institutional policies that involve recruitment of foreign students, experiential partnerships with foreign institutions of higher learning, and the creation of campuses in other countries (see Altbach 2002).