AFTER 1: Historically Cultured Insects After Your Visit to Explore Insects In
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Kendal Kermes
K Kendal commonly known by that term in later medieval Europe: granum in Latin, grano in Italian, graine A woollen cloth.→ in French, grein in Flemish and German, and A kind of woollen cloth woven, or origi- grain in English. nally woven, in Kendal, a town in Westmorland Kermes-dyed textiles first appeared in the (now Cumbria); therefore called Kendal cloth, medieval British Isles in an urban context (prob- cloth kendalles; as an adjective it meant made of ably) in Anglo-Saxon Winchester and Anglo- Kendal cloth. The earliest references to the cloth Viking → York, but at this point kermes was date from legislation of 1390, and imply cloth of → → → confined to imported silk. Although wool the poorest→ quality (see →cloth: dimensions and textiles dyed with kermes are known from Roman weights). Gowns and hoods of Kendal are times, they do not reappear in northern Europe mentioned from c. 1443, from earlier Proceedings until the 11th century, becoming a major element in Chancery recorded→ in the reign of Elizabeth 1. in the medieval economy in the following centu- See also the naming of cloth. ries. Kermes has been discovered on ten samples Bibliography of woollen and silk textile from excavation in Kurath, H., Kuhn, S.M., Reidy, J. and Lewis, London at Swan Lane (13th century), Baynard’s R.E., ed., The Middle English Dictionary (Ann Castle (1325–50) and Custom House (1300–50). Arbor, MI: 1952–2001), s.v. Kendal. There is also a reference in the Customs Accounts of Hull, to cloth dyed with kermes coming into Elizabeth Coatsworth the port in the mid- to late 15th century. -
Garden Insects of North America: the Ultimate Guide to Backyard Bugs
© Copyright, Princeton University Press. No part of this book may be distributed, posted, or reproduced in any form by digital or mechanical means without prior written permission of the publisher. CONTENTS Preface 13 Acknowledgments 15 CHAPTER one Introduction to Garden Insects and Their Relatives 16 Arthropod Growth and Metamorphosis 18 Body Parts Useful in Diagnosing Garden Insect Orders 20 Arthropods 30 Identification of Immature Stages of Common Types of Plant Injuries Caused Arthropods 21 by Insects 31 Excreted and Secreted Products Useful in Plant Pathogens Transmitted by Insects Diagnosing Garden Arthropods and Mites 39 and Slugs 28 CHAPTER Two Insects That Chew on Leaves and Needles 40 Grasshoppers 42 Giant Silkworms/Royal Moths 78 Field Crickets 46 Cecropia Moth 78 Other Crickets and Katydids 46 Other Giant Silkworms/Royal Moths 78 Common (Northern) Walkingstick 50 Slug Caterpillars/Flannel Moths and Other Related Species 50 Stinging Caterpillars 84 European Earwig 52 Tussock Moths 86 Other Earwigs 52 Whitemarked Tussock Moth 86 Related and Similar Species 86 Cockroaches 54 Gypsy Moth 90 Imported Cabbageworm 56 Other Sulfur and White Butterflies 56 Woollybears 92 Swallowtails 58 Climbing Cutworms and Armyworms 94 Parsleyworm/Black Swallowtail 58 Variegated Cutworm 94 Other Swallowtails 60 Fall Armyworm 94 Beet Armyworm 96 Brushfooted Butterflies 62 Other Climbing Cutworms and Armyworms 96 Painted Lady/Thistle Caterpillar 62 Other Brushfooted Butterflies 62 Loopers 102 Cabbage Looper 102 Hornworms and Sphinx Moths 68 Other Common Garden Loopers 102 Tomato Hornworm and Tobacco Hornworm 68 Cankerworms, Inchworms, and Other Common Hornworms 70 Spanworms 104 Fall Cankerworm 104 Prominent Moths/Notodontids 74 Other Cankerworms, Inchworms, and Walnut Caterpillar 74 Spanworms 106 Other Notodontids/Prominent Moths on Shade Trees 74 Diamondback Moth 110 Skeletonizers 110 For general queries, contact [email protected] 01 GI pp001-039.indd 5 19/07/2017 21:16 © Copyright, Princeton University Press. -
Insects That Glow and Sing
IInsectsnsects ThatThat GGlowlow aandnd SSinging 6 Lesson Objectives Core Content Objectives Students will: Classify and identify insects as small six-legged animals with three body parts Identify and describe the three body parts of insects: head, thorax, and abdomen Identify the placement and/or purpose of an insect’s body parts Describe an insect’s exoskeleton Compare and contrast grasshoppers and crickets Language Arts Objectives The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for additional standards addressed in all lessons in this domain. Students will: Plan, draft, and edit an informative text that presents information about insects, including an introduction to a topic, relevant facts, and a conclusion (W.2.2) Participate in a shared research project on insects (W.2.7) With assistance, categorize and organize facts and information from “Insects That Glow and Sing” (W.2.8) Generate questions and gather information from multiple sources to answer questions about insects (W.2.8) Add drawings to descriptions of f ref ies, grasshoppers, and crickets to clarify ideas, thoughts, and feelings (SL.2.5) 82 Insects 6 | Insects That Glow and Sing © 2013 Core Knowledge Foundation Use the antonyms transparent and opaque appropriately in oral language (L.2.5a) Prior to listening to “Insects That Glow and Sing,” identify orally what they know and have learned about insects Use adverbs correctly in oral language Core Vocabulary bioluminescence, n. Light given off by some plants and animals, such as f ref ies, caused by a biochemical reaction Example: The night sky was f lled with the bioluminescence of dancing f ref ies. -
Sex-Linked Transcription Factor Involved in a Shift of Sex-Pheromone Preference in the Silkmoth Bombyx Mori
Sex-linked transcription factor involved in a shift of sex-pheromone preference in the silkmoth Bombyx mori Tsuguru Fujiia, Takeshi Fujiib, Shigehiro Namikic, Hiroaki Abed, Takeshi Sakuraic, Akio Ohnumae, Ryohei Kanzakic, Susumu Katsumaa, Yukio Ishikawab, and Toru Shimadaa,1 aLaboratory of Insect Genetics and Bioscience, Department of Agricultural and Environmental Biology, University of Tokyo, Tokyo 113-8657, Japan; bLaboratory of Applied Entomology, Department of Agricultural and Environmental Biology, University of Tokyo, Tokyo 113-8657, Japan; cResearch Center for Advanced Science and Technology, University of Tokyo, Tokyo 153-8904, Japan; dLaboratory of Insect Functional Biochemistry, Department of Biological Production, Tokyo University of Agriculture and Technology, Fuchu, Tokyo 183-8509, Japan; and eInstitute of Sericulture, Ami, Ibaraki 300-0324, Japan Edited by John G. Hildebrand, University of Arizona, Tucson, AZ, and approved September 26, 2011 (received for review June 9, 2011) In the sex-pheromone communication systems of moths, odorant The silkmoth Bombyx mori has been used as a model for receptor (Or) specificity as well as higher olfactory information studying sex-pheromone communication systems in moths. B. mori processing in males should be finely tuned to the pheromone of females secrete an ∼11:1 mixture of bombykol [(E,Z)-10,12- conspecific females. Accordingly, male sex-pheromone preference hexadecadien-1-ol] and bombykal [(E,Z)-10,12-hexadecadien- should have diversified along with the diversification of female 1-al] from the pheromone gland (14). Bombykol alone elicits sex pheromones; however, the genetic mechanisms that facili- full courtship behavior in males, whereas bombykal alone shows tated the diversification of male preference are not well un- no apparent activity (14). -
Teachers Resources
TEACHERS RESOURCES 1 CICADA BY SHAUN TAN Teachers Resources by Robyn Sheahan-Bright Introduction 4 Before and After Reading the Picture Book 5 Themes 5 Curriculum Topics 8 Study of History, Society and Environment English Language and Literacy Visual Literacy Creative Arts Learning Technologies Further Extension Activities 14 Further Topics for Discussion and Research 15 Conclusion 15 2 Author/Illustrator’s Inspiration 15 About the Author/Illustrator 19 Activity Sheets 21 Bibliography 24 About the Author of the Notes 26 3 INTRODUCTION Cicada tell story. Story good. Story simple. Story even human can understand. Tok Tok Tok! Back Cover Text Cicada has worked for the company for seventeen years – always finishes work perfectly; does unpaid overtime; is never offered promotion; has no access to office bathroom; sleeps in office wallspace; humans don’t like cicada; told to retire; climbs to top of building and ... This stunning open-ended text is a philosophical exploration of the culture of work but also of society. It traverses themes such as belonging, alien- ation, corporate bureaucracy and work, difference and prejudice, sub- mission to control/freedom, transformation/metamorphosis, resurrection and regeneration. Shaun Tan’s publisher describes the book as: ‘A dream of escape, a com- mentary on corporate slavery, a multi-layered allegory—Shaun has taken the humble cicada and created a mythic fairytale of magic, menace and wonder.’ Justin Ratcliffe, co-managing Director, Hachette B&P 15 November 2017 Shaun Tan is partly concerned here with Kafka’s nightmare of bureaucra- cy which, like many other concepts swirls together in a tantalising soup of ideas. -
Ethics, Edible Insects and Sustainable Food Choice in Schools Verity Jones* University of the West of England, Bristol, UK
British Educational Research Journal Vol. 46, No. 4, August 2020, pp. 894–908 DOI: 10.1002/berj.3655 ‘Just don’t tell them what’s in it’: Ethics, edible insects and sustainable food choice in schools Verity Jones* University of the West of England, Bristol, UK Supporting young people with global crises mitigation strategies is essential, yet loaded with ethical dilemmas for the educator. This study explores whether young people will make ethical decisions regarding the sustainability of food choice in schools, and based on the processes identified, what educators’ needs are in supporting transformative learning. This study is the first of its kind, where young people under the age of 14 have been tasting edible insects and discussing their role in a more sustainable diet. The article draws on mixed-method research with over 180 young people and their teachers in three schools in Wales and examines responses to a possible introduction of edible insects into school canteens. Highlighted is the complexity of sustainable food choices—likely to be identifiable with other young people and educators in western countries. The article considers how educators and policy makers may need to frame routes to positive sustainable action and the associ- ated impacts these may have on personal, social, political and environmental spheres. Keywords: edible insects; ethics; pedagogy; sustainability Introduction It is estimated that half of the planet’s surface considered habitable to plants is now being used for agriculture. Sarilo (2018) notes that 45% of this is being used for food that goes directly to humans, while a further 33% is for food to feed animals that will be slaughtered for human consumption. -
Colour Transcript
Colour Transcript Date: Wednesday, 30 March 2011 - 6:00PM Location: Museum of London 30 March 2011 Colour Professor William Ayliffe Some of you in this audience will be aware that it is the 150th anniversary of the first colour photograph, which was projected at a lecture at the Royal Institute by James Clerk Maxwell. This is the photograph, showing a tartan ribbon, which was taken using the first SLR, invented by Maxwell’s friend. He took three pictures, using three different filters, and was then able to project this gorgeous image, showing three different colours for the first time ever. Colour and Colour Vision This lecture is concerned with the questions: “What is colour?” and “What is colour vision?” - not necessarily the same things. We are going to look at train crashes and colour blindness (which is quite gruesome); the antique use of colour in pigments – ancient red Welsh “Ladies”; the meaning of colour in medieval Europe; discovery of new pigments; talking about colour; language and colour; colour systems and the psychology of colour. So there is a fair amount of ground to cover here, which is appropriate because colour is probably one of the most complex issues that we deal with. The main purpose of this lecture is to give an overview of the whole field of colour, without going into depth with any aspects in particular. Obviously, colour is a function of light because, without light, we cannot see colour. Light is that part of the electromagnetic spectrum that we can see, and that forms only a tiny portion. -
Oral Presentations
ORAL PRESENTATIONS Listed in programme order Technical analysis of archaeological Andean painted textiles Rebecca Summerour1*, Jennifer Giaccai2, Keats Webb3, Chika Mori2, Nicole Little3 1National Museum of the American Indian, Smithsonian Institution (NMAI) 2Freer Gallery of Art and Arthur M. Sackler Gallery, Smithsonian Institution (FSG) 3Museum Conservation Institute, Smithsonian Institution (MCI) 1*[email protected] This project investigates materials and manufacturing techniques used to create twenty-one archaeological painted Andean textiles in the collection of the National Museum of the American Indian, Smithsonian Institution (NMAI). The textiles are attributed to Peru but have minimal provenience. Research and consultations with Andean textile scholars helped identify the cultural attributions for most of the textiles as Chancay and Chimu Capac or Ancón. Characterization of the colorants in these textiles is revealing previously undocumented materials and artistic processes used by ancient Andean textile artists. The project is conducted as part of an Andrew W. Mellon Postgraduate Fellowship in Textile Conservation at the NMAI. The textiles in the study are plain-woven cotton fabrics with colorants applied to one side. The colorants, which include pinks, reds, oranges, browns, blues, and black, appear to be paints that were applied in a paste form, distinguishing them from immersion dyes. The paints are embedded in the fibers on one side of the fabrics and most appear matte, suggesting they contain minimal or no binder. Some of the brown colors, most prominent as outlines in the Chancay-style fragments, appear thick and shiny in some areas. It is possible that these lines are a resist material used to prevent colorants from bleeding into adjacent design elements. -
State-Of-The-Art on Use of Insects As Animal Feed
State-of-the-art on use of insects as animal feed Harinder P.S. Makkar1, Gilles Tran2, Valérie Heuzé2 and Philippe Ankers1 1 Animal Production and Health Division, FAO, Rome 2 Association Française de Zootechnie, Paris, France Full reference of the paper: Animal Feed Science and Technology, Volume 197, November 2014, pages 1-33 Link: http://www.animalfeedscience.com/article/S0377-8401(14)00232-6/abstract http://dx.doi.org/10.1016/j.anifeedsci.2014.07.008 Abstract A 60-70% increase in consumption of animal products is expected by 2050. This increase in the consumption will demand enormous resources, the feed being the most challenging because of the limited availability of natural resources, ongoing climatic changes and food-feed-fuel competition. The costs of conventional feed resources such as soymeal and fishmeal are very high and moreover their availability in the future will be limited. Insect rearing could be a part of the solutions. Although some studies have been conducted on evaluation of insects, insect larvae or insect meals as an ingredient in the diets of some animal species, this field is in infancy. Here we collate, synthesize and discuss the available information on five major insect species studied with respect to evaluation of their products as animal feed. The nutritional quality of black soldier fly larvae, the house fly maggots, mealworm, locusts- grasshoppers-crickets, and silkworm meal and their use as a replacement of soymeal and fishmeal in the diets of poultry, pigs, fish species and ruminants are discussed. The crude protein contents of these alternate resources are high: 42 to 63% and so are the lipid contents (up to 36% oil), which could possibly be extracted and used for various applications including biodiesel production. -
Wetlands Invertebrates Banded Woollybear(Isabella Tiger Moth Larva)
Wetlands Invertebrates Banded Woollybear (Isabella Tiger Moth larva) basics The banded woollybear gets its name for two reasons: its furry appearance and the fact that, like a bear, it hibernates during the winter. Woollybears are the caterpillar stage of medium sized moths known as tiger moths. This family of moths rivals butterflies in beauty and grace. There are approximately 260 species of tiger moths in North America. Though the best-known woollybear is the banded woollybear, there are at least 8 woollybear species in the U.S. with similar dense, bristly hair covering their bodies. Woollybears are most commonly seen in the autumn, when they are just about finished with feeding for the year. It is at this time that they seek out a place to spend the winter in hibernation. They have been eating various green plants since June or early July to gather enough energy for their eventual transformation into butterflies. A full-grown banded woollybear caterpillar is nearly two inches long and covered with tubercles from which arise stiff hairs of about equal length. Its body has 13 segments. Middle segments are covered with red-orange hairs and the anterior and posterior ends with black hairs. The orange-colored oblongs visible between the tufts of setae (bristly hairs) are spiracles—entrances to the respiratory system. Hair color and band width are highly variable; often as the caterpillar matures, black hairs (especially at the posterior end) are replaced with orange hairs. In general, older caterpillars have more black than young ones. However, caterpillars that fed and grew in an area where the fall weather was wetter tend to have more black hair than caterpillars from dry areas. -
Colophospermum Mopane – a Potential Host for Rearing Wild Silk Worm (Gonometa Rufobrunnea) in Arid Rajasthan
Int.J.Curr.Microbiol.App.Sci (2017) 6(3): 549-560 International Journal of Current Microbiology and Applied Sciences ISSN: 2319-7706 Volume 6 Number 3 (2017) pp. 549-560 Journal homepage: http://www.ijcmas.com Original Research Article https://doi.org/10.20546/ijcmas.2017.603.064 Colophospermum mopane – A Potential Host for Rearing Wild Silk Worm (Gonometa rufobrunnea) in Arid Rajasthan V. Subbulakshmi*, N.D. Yadava, Birbal, M.L. Soni, K.R. Sheetal and P.S. Renjith ICAR-Central Arid Zone Research Institute, Regional Research Station, Bikaner-334004, Rajasthan, India *Corresponding author ABSTRACT India is the biggest consumer of raw silk and silk fabrics and second largest K e yw or ds producer of raw silk after China. There are two types of silk viz., mulberry silk Mopane; and vanya silk (non-mulberry silk). India has vast potential for production of wild silkworm; Gonometa vanya silks which plays a major role in rural livelihood security. Vanya silk rufobrunnea, can also be produced from the cocoons of wild silkworm, Gonometa vanya silk. rufobrunnea insect. The main food plant of Gonometa rufobrunnea is Article Info Colophospermum mopane commonly called as mopane. Mopane is a xeric species of South Africa and introduced in India for sand dune stabilization. Accepted: The review discuss about the possibility of rearing Gonometa rufobrunnea in 10 February 2017 already available mopane plantations in arid regions of the country to increase Available Online: 10 March 2017 production of vanya silk and to improve the rural economy in arid regions of India. Introduction Silk is a textile fibre produced by insects and (Ahmed and Rajan, 2011). -
Lesson 3 Life Cycles of Insects
Praying Mantis 3A-1 Hi, boys and girls. It’s time to meet one of the most fascinating insects on the planet. That’s me. I’m a praying mantis, named for the way I hold my two front legs together as though I am praying. I might look like I am praying, but my incredibly fast front legs are designed to grab my food in the blink of an eye! Praying Mantis 3A-1 I’m here to talk to you about the life stages of insects—how insects develop from birth to adult. Many insects undergo a complete change in shape and appearance. I’m sure that you are already familiar with how a caterpillar changes into a butterfly. The name of the process in which a caterpillar changes, or morphs, into a butterfly is called metamorphosis. Life Cycle of a Butterfly 3A-2 Insects like the butterfly pass through four stages in their life cycles: egg, larva [LAR-vah], pupa, and adult. Each stage looks completely different from the next. The young never resemble, or look like, their parents and almost always eat something entirely different. Life Cycle of a Butterfly 3A-2 The female insect lays her eggs on a host plant. When the eggs hatch, the larvae [LAR-vee] that emerge look like worms. Different names are given to different insects in this worm- like stage, and for the butterfly, the larva state is called a caterpillar. Insect larvae: maggot, grub and caterpillar3A-3 Fly larvae are called maggots; beetle larvae are called grubs; and the larvae of butterflies and moths, as you just heard, are called caterpillars.