DOCSLIB.ORG

Artificial Selection During Week 5, You Will Explore the Topic of Natural Selection

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Artificial Selection During Week 5, You Will Explore the Topic of Natural Selection Distance Learning Plan Middle School Seventh Grade w/Acc Math Weeks 6 and 7 1200 First Street, NE | Washington, DC 20002 | T 202.442.5885 | F 202.442.5026 | dcps.dc.gov Student Log in for Digital Platforms and Content Every student in the District of Columbia Public Schools has access to digital platforms, content, and tools. Below are the resources available and how to log in. Contact your teacher or designated technology representative at your school if you do not know your student log in credentials. Digital Platform Description How do I log in? Clever Clever is the platform that puts blended Go to: learning digital content on one dashboard https://clever.com/in/dcpsk12 and one login. Username/password: your student credentials Select: your digital content Microsoft Office 365 Microsoft Office 365 includes online Go to: portal.office.com versions of Word, Excel, PowerPoint and Username/password: your other applications for preparing future Office 365 student ready learners. Students can access credentials. applications anywhere on any device. Note: This login has a different format from Clever. Contact your school for more information. Go to: your app store Download the Office 365 Search: for the Office 365 app Apps on your smartphone! Install the app Sign in: with your O365 Access your documents and assigments on student credentials the go! (Word, Powepoint, Teams, Forms, Excel, OneNote, OneDrive) Canvas Go to: dcps.instructure.com Download the Canvas Username/password: your Student App on your student credentials smartphone! Select: your course Canvas is the learning management system for accessing DCPS online courses. 1200 First Street, NE | Washington, DC 20002 | T 202.442.5885 | F 202.442.5026 | dcps.dc.gov Course: ELA 7 Unit: 4 Week: 6 Secondary ELA Distance Learning Dear Students and Families, We hope you are safe and healthy while you are out of school and learning from home! Your assignments in ELA are planned to address content and skills that would have been taught in term 4 of in-person classes. This week, we will read our Unit 4 “Anchor Novel,” The Ear, the Eye, and the Arm by Nancy Farmer. Close Reading and Study Each week (unit) is built around one or two key complex texts and experiences are designed to support an ongoing, deeper analysis of the text leading to a written response to the culminating question. Each week (unit) includes the following: • Complex Texts • Vocabulary Study • Text-Dependent Questions • Sentence-Level Exercises • Constructed Responses • Reflection Each module follows a similar sequence, so the routine established in the first unit should feel similar in the third, although the content and tasks will be specific to the texts you’re studying. Be sure to follow the directions provided throughout the lessons! We recommend that you spend 40-60 minutes per day working on these tasks, as we’ve outlined in the Daily Sequence and Goals below, but you can decide how best to organize your work and spread it out across the week. Daily Sequence and Goals Day 1: First Read Day 2: Second Read Day 3: Third Read Day 4: Culminating Writing Task •Goal: Reading begins with •Goal: During this read, stop •Goal: It's imporant to go back •Goal: Throughout the writing defining key vocabulary. Start and address some text- to the text and collect textual process, you should refer with vocabulary and then dependent questions and evidence before you craft a back to the text to select read the text straight through tasks. They will help you claim and organize your your response. to gain a general sense of the better understand the text(s) thinking for writing. Return to text(s). the text to complete the evidence collection chart. District of Columbia Public Schools Page 1 of 33 Course: ELA 7 Unit: 4 Week: 6 Distance Learning Week: 6 ELA 7 Unit 4 My Evolving Self Description: This week you will read Chapters 1-3 of The Ear, the Eye, and the Arm. Culminating Question: How does the structure of Chapters 1-3 contribute to the In this passage, you will meet Tendai in his ordinary world as the son of a wealthy development of the hero archetype? and powerful chief of security in Zimbabwe. Characteristic of the hero’s journey narrative pattern, Tendai is considered odd by those in his ordinary world because he possesses a more profound ability to empathize, which makes him feel out-of- place. Tendai’s call to action is his desire see the world outside of the gates that surround his home and earn an exploration Scout badge. Addressed CCSS: Reading -RL.7.2, RL.7.3, RL.7.4, RL.7.5 Writing -W.7.2, W.7.4, W.7.9 Speaking & Listening:SL.1 Language – L.7.4 Text(s): Day 1 Day 2 Day 3 Day 4 Learning Objective: You will be able to… Learning Objective: You will be able to… Learning Objective: You will be able to… Learning Objectives: You will be able to.. • Infer the meaning of key vocabulary • Describe how Tendai’s environment • Analyze how the structure of • Explain how the structure of from the text using context clues. and interactions with other Chapters 1-3 contributes to the Chapters 1-3 contribute to the • Describe how Tendai’s environment characters in Chapter 2 impact the development of the hero archetype. development of the hero archetype and interactions with other way that he feels about himself by • Organize ideas and select relevant by drafting a response to an characters in Chapter 1 impact the answering text-dependent evidence to support your evidence-based prompt. way that he feels about himself by questions thinking/explanation in response to answering text-dependent questions • Determine how Tendai’s a culminating prompt. • Demonstrate understanding of key environment and interactions with ideas in the text by composing an other characters impact the way accurate objective summary of that he feels about himself by Chapter 1. gather evidence from the text. Agenda: Agenda: Agenda: Agenda: 1. Overview Video 1. Warm Up/Vocabulary Activity 1. Discussion Task 1. Warm Up/Quick Write 2. Quick Write 2. First & Second Read of Chapter 2 2. First & Second Read of Chapter 3 2. Write culminating multi- 3. First & Second Read of Chapter 1 3. Text-Dependent Questions 3. Third Read of Chapters 1-3 paragraph response 4. Text-Dependent Questions 4. Discussion Preparation 4. Digital Resources 3. Close Reading Reflection 5. Objective Summary + Video 5. Evidence Collection Chart/MPO Instructional Videos and/or Digital Resources *suggested, if accessible ** optional, extension experience *Grade 7 ELA Week 6-7 Overview* **Archetypes Digital Resource *Writing an Objective Summary of a *The Hero’s Journey in the Ear, the Eye, Narrative Text* and the Arm Chapters 1-3 District of Columbia Public Schools Page 2 of 33 Course: ELA 7 Unit: 4 Week: 6 Key Vocabulary Revere Benevolent Skulk Grim Residue Task List for Distance Learning ELA 7 Unit 4 My Evolving Self Week 6 Directions: The tasks listed below should be completed during the course of this week. Tasks Cat. Points Due Done Grade Quick Write Practice 10 Day 1 Text-Dependent Questions/Annotations Practice 10 Day 1 Objective Summary: Chapter 1 Assessment 50 Day 1 Vocabulary Activity Practice 10 Day 2 Text-Dependent Questions/Annotations Practice 10 Day 2 Discussion Preparation Assessment 50 Day 2 Discussion Task Practice 10 Day 3 Evidence Collection Chart/MPO Assessment 50 Day 3 Warm Up/Quick Write Practice 10 Day 4 Culminating Writing Task Assessment 50 Day 4 Close Reading Reflection Practice 10 Day 4 District of Columbia Public Schools Page 3 of 33 Course: ELA 7 Unit: 4 Week: 6 Day 1 Learning Objective: You will be able to…. Agenda: Tasks: Videos/Digital Resources: • Infer the meaning of key vocabulary from 1. Overview Video Quick Write *Grade 7 ELA Week 6-7 Overview* the text using context clues. 2. Quick Write Text-Dependent *Writing an Objective Summary of a • Describe how Tendai’s environment and 3. First & Second Read of Chapter 1 Questions Narrative Text* interactions with other characters in 4. Text-Dependent Questions Objective Summaries 5. Objective Summary + Video Chapter 1 impact the way that he feels about himself by answering text-dependent questions • Demonstrate understanding of key ideas in the text by composing an accurate objective summary of Chapter 1 Before Reading: Do Now: Quick Write Directions: Read the following prompt and write a 4-5 sentence response. Be sure to use complete sentences and provide reasons and examples to support your response. What do you think the world will be like 200 years from now? How will the lives of humans be different? How will the lives of humans be the same? District of Columbia Public Schools Page 4 of 33 Course: ELA 7 Unit: 4 Week: 6 Use this chart to help you refine your understanding of the vocabulary words: Word Definition Image Example revere (v.) to have great respect Our principal is revered by the community for being very for (someone or responsive to the needs of families and parents. something); to show devotion and honor to (someone or something) benevolent (adj.) kind and generous Kenra is very benevolent. She gave everyone in 6th grade a Valentine. skulk (v.) to keep out of sight; to The would-be-thief skulked in the alleyway waiting for an move or hide in a opportune moment to shoplift from the corner store. secret way, especially because you are planning to do something bad grim (n.) causing feelings of Mckenna had a very grim 16th birthday last year; her cat went sadness or missing the morning before her pool party celebration.
Load more

Recommended publications
  • Comparative Life History of the South Temperate Cape Penduline Tit (Anthoscopus Minutus) and North Temperate Remizidae Species
    J Ornithol (2017) 158:569–577 DOI 10.1007/s10336-016-1417-4 ORIGINAL ARTICLE Comparative life history of the south temperate Cape Penduline Tit (Anthoscopus minutus) and north temperate Remizidae species 1,2 1 1 Penn Lloyd • Bernhard D. Frauenknecht • Morne´ A. du Plessis • Thomas E. Martin3 Received: 19 June 2016 / Revised: 22 October 2016 / Accepted: 14 November 2016 / Published online: 22 November 2016 Ó Dt. Ornithologen-Gesellschaft e.V. 2016 Abstract We studied the breeding biology of the south parental nestling care. Consequently, in comparison to the temperate Cape Penduline Tit (Anthoscopus minutus)in other two species, the Cape Penduline Tit exhibits greater order to compare its life history traits with those of related nest attentiveness during incubation, a similar per-nestling north temperate members of the family Remizidae, namely feeding rate and greater post-fledging survival. Its rela- the Eurasian Penduline Tit (Remiz pendulinus) and the tively large clutch size, high parental investment and Verdin (Auriparus flaviceps). We used this comparison to associated high adult mortality in a less seasonal environ- test key predictions of three hypotheses thought to explain ment are consistent with key predictions of the adult latitudinal variation in life histories among bird species— mortality hypothesis but not with key predictions of the the seasonality and food limitation hypothesis, nest pre- seasonality and food limitation hypothesis in explaining dation hypothesis and adult mortality hypothesis. Contrary life history variation among Remizidae species. These to the general pattern of smaller clutch size and lower adult results add to a growing body of evidence of the impor- mortality among south-temperate birds living in less sea- tance of age-specific mortality in shaping life history sonal environments, the Cape Penduline Tit has a clutch evolution.
    [Show full text]
  • Mouse Breeding Colony Management 1. Mouse Reproduction A. General Mouse Information I. the Average Mouse Lives Approximately
    Mouse Breeding Colony Management 1. Mouse Reproduction A. General Mouse Information i. The average mouse lives approximately 2.5 years; however, the reproductive life span of mice is significantly shorter at 7-8 months. ii. Most mice reach sexual maturity (males and females) at 4-7 weeks of age. Younger mice generally produce smaller litters and therefore are not typically mated until they reach 6-8 weeks, of age. Mice that have been housed alone or in same-sex pairs will usually not breed successfully if they are older than 6-8 months. iii. The mouse estrous cycle is 4-5 days in length. Mice cycle continuously throughout the year (non-seasonal breeders). Female mice are only receptive to males when they are in estrus. Mating typically occurs at night (lights off). Ovulation occurs 8-12 hours after the onset of estrous. iv. If fertilization occurs, fetuses can be palpated by day 14. v. Gestation in mice is typically 19-21 days (strain dependent). vi. Parturition in mice may last 1-3 hours and frequently occurs at night. Females will go into estrus within 24 hours of parturition and are sexually receptive during this time. vii. Litter size varies among strains, but averages 4-12 pups. Inbred mice tend to have smaller litters than outbred mice. viii. Mice are typically weaned at 21-28 days or at 10g of body weight. The Purdue Animal Care and Use Committee requires that mouse pups be weaned at 21 days unless PACUC approval is given on an approved animal use protocol. See Policy attached.
    [Show full text]
  • Breeding Aspects Ofcaiques and Pionus Parrots
    of unknown age and history. We had Any caging situ:J.tion should have a Breeding Aspects no way of knowing if a particular bird safety area such as a wire safety aisle had been pair-bonded in the wild and built around it. This will prevent ofCaiques and if it had ever bred before. Such birds escape ofthe birds should they get out often took several years to settle down of their breeding cage and prevent Pionus Parrots and to re-pair in captivity. Today there predation by animals such as rac­ are domestic, unrelated birds available coons. Caiques are especially adept at by Gail J. Wolth in the more common species. Both opening cage doors. Aves International, Pionus and Caiques have been bred to Rancho Palos Verdes, CA several generations in captivity. We are Nestboxes finding that domestic birds, even I recommend that nestboxes be con­ handfed ones, are breeding well in structed of wood. I do not like metal captivity. In general, domestic birds nestboxes as they are too cold in win­ he wonderful Pionus parrots have the advantage ofusually being of ter and too hot in summer. Metal con­ and Caiques are interesting known age. Young domestic hens are ducts heat and cold far better than does T groups of psittacines both as full ofeggs and will have a long breed­ wood. Additionally, I think the chewing breeding birds in the aviary and for ing future ahead of them. of the wooden box prompts birds to pets. Four species of Pionus and two Exercise caution when introducing breed.
    [Show full text]
  • Avian Monogamy
    (ISBN: 0-943610-45-1) AVIAN MONOGAMY EDITED BY PATRICIA ADAIR GOWATY AND DOUGLAS W. MOCK Department of Zoology University of Oklahoma Norman, Oklahoma 73019 ORNITHOLOGICAL MONOGRAPHS NO. 37 PUBLISHED BY THE AMERICAN ORNITHOLOGISTS' UNION WASHINGTON, D.C. 1985 AVIAN MONOGAMY ORNITHOLOGICAL MONOGRAPHS This series, published by the American Ornithologists' Union, has been estab- lished for major papers too long for inclusion in the Union's journal, The Auk. Publication has been made possiblethrough the generosityof the late Mrs. Carll Tucker and the Marcia Brady Tucker Foundation, Inc. Correspondenceconcerning manuscripts for publication in the seriesshould be addressedto the Editor, Dr. David W. Johnston,Department of Biology, George Mason University, Fairfax, VA 22030. Copies of Ornithological Monographs may be ordered from the Assistant to the Treasurer of the AOU, Frank R. Moore, Department of Biology, University of Southern Mississippi, Southern Station Box 5018, Hattiesburg, Mississippi 39406. (See price list on back and inside back covers.) OrnithologicalMonographs,No. 37, vi + 121 pp. Editors of Ornithological Monographs, Mercedes S. Foster and David W. Johnston Special Reviewers for this issue, Walter D. Koenig, Hastings Reservation, Star Route Box 80, Carmel Valley, CA 93924; Lewis W. Oring, De- partment of Biology,Box 8238, University Station, Grand Forks, ND 58202 Authors, Patricia Adair Gowaty, Department of BiologicalSciences, Clem- son University, Clemson, SC 29631; Douglas W. Mock, Department of Zoology, University of Oklahoma, Norman, OK 73019 First received, 23 August 1983; accepted29 February 1984; final revision completed 8 October 1984 Issued October 17, 1985 Price $11.00 prepaid ($9.00 to AOU members). Library of CongressCatalogue Card Number 85-647080 Printed by the Allen Press,Inc., Lawrence, Kansas 66044 Copyright ¸ by the American Ornithologists'Union, 1985 ISBN: 0-943610-45-1 ii AVIAN MONOGAMY EDITED BY PATRICIA ADAIR GOWATY AND DOUGLAS W.
    [Show full text]
  • Genetic Improvement of Captive-Bred Raptors
    Genetic improvement of captive‐bred raptors By Toby Bradshaw October 2009 [NB: Quantitative geneticists will recognize that the description below is overly simplified. I have done this deliberately to make the basic genetic principles of selection accessible to the average reader. For those seeking a more detailed understanding, I recommend the books Introduction to Quantitative Genetics by Falconer and Mackay and Principles of Plant Breeding by Allard.] For a little more than 50 years raptors have been bred in captivity, primarily for research, reintroduction to the wild, or falconry. Over the past three decades captive breeding has become an increasingly important (and in some countries, exclusive) source of hawks and falcons for falconry. It seems clear that captive propagation will continue to be critical to the future of falconry. Much has been written about the mechanics of captive raptor propagation and training of the hawks and falcons produced by captive breeding, but the genetic principles of long‐term captive propagation have received less attention. Some falconers will insist that “the falconer makes the hawk” – that is, a good falconer can be successful with any hawk, and the differences among hawks are the result of training rather than any inborn qualities. In other words, “nurture” trumps “nature.” The truth is more complicated than this, as anyone who has flown a large number of hawks can attest. A trained hawk, like a trained dog or horse, is the product of both its genes and its environment. No hawk, however well‐bred, can achieve its full potential without skillful handling. Conversely, no falconer, however skilled, can make a genetically inferior hawk into a great gamehawk, any more than he can train a French bulldog to trail rabbits as well as a beagle does, or turn a plow horse into a winning race horse.
    [Show full text]
  • Please Be Aware That Exhibitors Entering Into These Classes Must Also Be Familiar with the General Rules and Livestock Rules Must Be Between 4 & 6 Months of Age
    Please be aware that Exhibitors entering into these classes must also be familiar with the General Rules and Livestock Rules must be between 4 & 6 months of age. Chickens, ducks LIVESTOCK & geese should be fully feathered. DEPARTMENT 12 K. Exhibits to be caged until time of judging. POULTRY L. All exhibitors will be required to wear exhibitor number Chairman: Rob Christner on the front of their shirts for judging. Exhibitor (or CO-SUPERINTENDENTS: CHAD & ELIZABETH substitute Exhibitor) must be at cage for turkeys, ducks HETTIG and geese judging. ASST. SUPT.: DIANE GUNN M. Adults will not be allowed at judging table Registration Deadline: July 1, 2019 with exhibitors during judging. Pullorum Testing Clinic: July 13 - 9:00 am-noon N. Birds must come into the barn clean on entry Pre Fair Barn set up: Saturday, Aug. 3rd @ 9 a.m. day NO WET BIRDS or they will be sent home. O. Birds can be washed Monday, all day and/or JUDGING HELD IN THE POULTRY SHELTER Tuesday after judging. Please read new and updated information!! P. Exhibitors must be present during judging of FAIR WEEK SCHEDULE: Champion class to be eligible to win. Health Check --- Sunday: 8:00 a.m. – 1:00 p.m. Q. Fancy Classes judged mainly on conformation, health Animal Cert. Form turned in at Health Check and breed characteristics according to the Poultry Book Must be checked in barn by 1, can go to Entry Office till 2 of Standards. Entry Office ---Sunday: 8:00 a.m. - 2:00 p.m. R. Meat classes judged mainly on conformation, finish and Exh.
    [Show full text]
  • Serial Monogamy Benefits Both Sexes in the Biparental Convict Cichlid
    Serial monogamy benefits both sexes in the biparental convict cichlid Jennifer L. Snekser1 and Murray Itzkowitz2 1 Department of Biology, LIU Post, Brookville, NY, USA 2 Department of Biological Sciences, Lehigh University, Bethlehem, PA, USA ABSTRACT Monogamy can be either long-term or serial, with new pairs formed with each breeding bout. Costs and benefits are associated with each strategy. Because biparental convict cichlids (Amatitlania nigrofasciata) typically switch mates, exhibiting serial monogamy, we tested for the costs associated with forcing individuals to remain with the same mate. Convict cichlids were observed over two successive breeding bouts, either with the same or a new, equally experienced, mate. Parental behavior did not differ between breeding bouts, nor did brood size. Surprisingly, fish that remained with their original partner for a second bout took significantly longer to produce a brood compared to fish that paired with new partners. New partners were also more likely to successfully produce a second brood than re-mated partners. This is in contrast to the majority of bird studies that show many benefits to staying with the same partner for multiple broods. In convict cichlids, there seems to be no benefit associated with remaining with the same partner and switching mates reduces duration between broods for both males and females, potentially increasing overall reproductive success. Subjects Animal Behavior, Aquaculture, Fisheries and Fish Science, Evolutionary Studies Keywords Biparental, Cichlids, Reproductive success, Brood success, Retrieval, Parental aggression, Parental care, Sex differences Submitted 16 October 2018 INTRODUCTION Accepted 28 January 2019 Published 5 March 2019 Monogamy is observed in a wide variety of animal species, including a limited number fi Corresponding author of invertebrates, teleost shes, mammals, and the vast majority of avian species Jennifer L.
    [Show full text]
  • A Review of Hybridization Between Sialia Sialis and S. Currucoides.-Hybridiza- Tion Between Eastern Bluebirds (S
    GENERAL NOTES 219 Wilson Bull., 94(2), 1982, pp. 219-223 A review of hybridization between Sialia sialis and S. currucoides.-Hybridiza- tion between Eastern Bluebirds (S. sialis) and Mountain Bluebirds (S. currucoides) in Man- itoba was first reported by Lane (Auk 85:684, 1%8). Lane identified, observed and collected a hybrid male that had backcrossed polygynously with females of both species. The Eastern Bluebird female produced infertile eggs, but the Mountain Bluebird female laid two viable clutches. Lane suggested that hybrids were fertile only with S. currucoides. Since the first record in 1967, 19 additional cross-breedings have been reported in Manitoba and one in Saskatchewan. Most have been reported anecdotally or incompletely in regional journals, but neither complete accounts nor a summary is available. Herein we review the existing records. The 21 records include every combination of S. sialis, S. currucoides and hybrid except S. sialis male X hybrid and hybrid x hybrid (Table 1). Data show that hybrid males back- crossed equally to females of both species, but female hybrids have been observed back- crossed only to Mountain Bluebird males. Mean clutch-size was 5.25kO.87 eggs for the 16 nests in which numbers of eggs were known. Clutch-size varied little among breeding pair combinations, as follows: hybrid male X S. sialis female:j = 5.0 (N = 3); hybrid male X S. currucoides female: 2 = 5.7 (N = 3); S. currucoides male X hybrid female: X = 5.25 (N = 4); S. sialis male x S. currucoides female: x = 5.5 (N = 2); S. currucoides male x S.
    [Show full text]
  • Selecting the Breeding Pair
    The Purposefully Bred Dog Knowledge Management Program KnoK SELECTING THE BREEDING PAIR ©DDTCA©DDTCA 2020 2020 Selecting the Breeding Pair Introduction This report captures the collective knowledge shared by 64 breeders who have produced more than 1,600 litters and put more than 8,000 puppies on the ground. Our purpose is to preserve the collective wisdom of today’s best breeders for generations to come. The survey, sponsored by the Dandie Dinmont Terrier Club of America, attracted some of today’s best breeders – Dandie and other breeds – people who have dedicated their lives to breeding and have had significant recognition such as multiple Breed and BIS awards from Westminster and other prestigious shows. These experts reside in 4 countries and represent 59 breeds across all seven AKC groups. This report is a companion to the 2019 survey we published, Getting the Bitch Pregnant. We shared that report widely and were pleased when other breed clubs used our questionnaire to begin capturing the knowledge of their breeds’ experts. We are happy to pioneer this effort and share what we learn. An unexpected outcome from this endeavor is that the breeders’ responses identify and define the very essence of responsible breeding. Almost all the breeders said they are motivated to preserve and improve their breed. Almost three-quarters of them are motivated by the emotional satisfaction and enjoyment of producing great dogs. Their responses also dispel the myths that responsible breeders are driven by profit and are in pursuit of the ego-gratification of winning. That insight is even more important since all of the participants are fierce competitors once they get to the ring.
    [Show full text]
  • Guidelines for Breeders
    GUIDELINES FOR BREEDERS Adopted May 2004 INDEX WHY BREED? ............................................................................................................................................. 3 AGE, HEALTH AND CARE OF BREEDING STOCK ........................................................................... 5 HEREDITARY DISEASES ........................................................................................................................ 6 Concern about hereditary diseases ...................................................................................................... 6 Obligations under the Code of Ethics and Code of Practice ............................................................. 6 Recommended action for breeders in relation to hereditary diseases ............................................ 7 BASIC GENETICS ...................................................................................................................................... 8 The Genetic Material ............................................................................................................................... 8 Dominant/Recessive Mode of Inheritance ........................................................................................... 8 Other Modes of Inheritance ...................................................................................................................10 Genetic Testing and DNA ......................................................................................................................10
    [Show full text]
  • Breeding Strategies for Maintaining Colonies of Laboratory Mice a Jackson Laboratory Resource Manual
    Breeding Strategies for Maintaining Colonies of Laboratory Mice A Jackson Laboratory Resource Manual This manual describes breeding strategies and techniques for maintaining colonies of laboratory mice. These techniques have been developed and used by The Jackson Laboratory for nearly 80 years. They are safe, reliable, economical, efficient, and ensure that the mouse strains produced are genetically well-defined. Cover Photos Front cover: JAX® Mice strain B6SJL-Tg(SOD1*G93A)1Gur/J (002726) with red plastic enrichment toy. This strain is a model of amyotrophic lateral sclerosis (ALS), or Lou Gehrig’s disease. (left), JAX® Mice strain C57BL/6J (000664), our most popular strain, with litter of nine-day old pups.(middle), A technician at The Jackson Laboratory—West working with mice in one of our production rooms. (right). ©2009 The Jackson Laboratory Table of Contents Introduction .....................................................................................................................................1 Fundamentals of Mouse Reproduction ........................................................................................2 Mouse Breeding Performance .......................................................................................................4 Breeding Performance Factors ...............................................................................................4 Optimizing Breeding Performance ........................................................................................5 Breeding Schemes ............................................................................................................................7
    [Show full text]
  • Widespread Hybridization Between the Greater Spotted Eagle Aquila Clanga and the Lesser Spotted Eagle Aquila Pomarina (Aves: Accipitriformes) in Europe
    Biological Journal of the Linnean Society, 2010, 100, 725–736. With 3 figures Widespread hybridization between the Greater Spotted Eagle Aquila clanga and the Lesser Spotted Eagle Aquila pomarina (Aves: Accipitriformes) in Europe ÜLO VÄLI1,2*, VALERY DOMBROVSKI3, RIMGAUDAS TREINYS4, UGIS BERGMANIS5, SZILÁRD J. DARÓCZI6, MIROSLAV DRAVECKY7, VLADIMIR IVANOVSKI8, JAN LONTKOWSKI9, GRZEGORZ MACIOROWSKI10, BERND-ULRICH MEYBURG11, TADEUSZ MIZERA10, RÓBERT ZEITZ6 and HANS ELLEGREN1 1Department of Evolutionary Biology, Evolutionary Biology Centre, Uppsala University, Norbyvägen 18D, SE-75236 Uppsala, Sweden 2Institute of Agricultural and Environmental Sciences, Estonian University of Life Sciences, Kreutzwaldi 5, EE-51014 Tartu, Estonia 3Laboratory of Ornithology, Institute of Zoology of National Academy of Sciences, Akademichnaya str. 27, 220072 Minsk, Belarus 4Institute of Ecology of Nature Research Centre, Akademijos 2, LT–08412 Vilnius, Lithuania 5Nature Reserve Teicˇi, Aiviekstes 3, LV-4862 Laudona, Madonas raj, Latvia 6Milvus Group, Crinului 22, 540343 Tg.-Mures, Romania 7Rovniková 8, SK-04012 Košice, Slovakia 8APB-Birds Conservation Belarus, P.O. Box 306, 220050 Minsk, Belarus 9Museum of Natural History, Wrocław University, ul. Sienkiewicza 21, PL 50-335 Wrocław, Poland 10University of Life Sciences, Zoology Department, Wojska Polskiego 71c, PL 60-625 Poznan´ , Poland 11World Working Group of Birds of Prey, Wangenheimstraße 32, D-14193 Berlin, Germany Received 6 November 2009; revised 15 February 2010; accepted for publication 15 February 2010bij_1455 725..736 Hybridization is a significant threat for endangered species and could potentially even lead to their extinction. This concern applies to the globally vulnerable Greater Spotted Eagle Aquila clanga, a species that co-occurs, and potentially interbreeds, with the more common Lesser Spotted Eagle Aquila pomarina in a vast area of Eastern Europe.
    [Show full text]