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Wildlife Is EVERYWHERE
Conservationist NEW YORK STATE Wildlife is EVERYWHERE NEW YORK STATE Welcometo Conservationist In this issue: Mule deer in the western U.S. are found near human development, as are New York’s white-tailed deer. Want to receive We enjoy seeing Conservationist for Kids wildlife, but at home? Subscribe to Conservationist magazine! sometimes it’s You’ll get six issues of the award- nearer than we winning Conservationist expect. How will magazine each year, plus Conservationist for Kids in the you live in October, February and April harmony with your issues. Call 1-800-678-6399 wild neighbors? for information about how Visit to subscribe. www.dec.ny.gov for information for kids interestedKids GO in (Getthe environment. Check out Outside) for activity ideas, and look for Conservationist for Kids online. Contact us at: Conservationist for Kids This issue of Conservationist for Kids is funded by 625 Broadway, 4th Floor Return a Gift to Wildlife. Donations to this program Albany, NY 12233-4500 support fish and wildlife conservation in New York State, including education about conservation issues. Go to or e-mail us at www.dec.ny.gov/animals/327.html for more information. [email protected] 2 Cover photo Gerry Lemmo Wildlife is everywhere. DEC/Scott Smith Animals are found wherever there is suitable habitat. Some species have adapted to live near people and may be seen where they were once unfamiliar visitors. Many–such as bobcat, fisher, owls and coyotes–are nocturnal (active mostly at night) or secretive and are noticed only by careful observers or by their tracks or other signs. -
Polar Bears Are One of the Largest a Camera with a Telephoto Lens
Come see animals US $16.95 / $21.95 CAN R o s face to face eet the olar ear ... i m p b n through in-your-face animal adventures. g / C face to face with animals a Cuddly cubs. r is brought to you exclusively from n e National Geographic photographers and Powerful predators. y researchers in the field observing animals. Each book combines exciting Lords of the Arctic . firsthand animal information with f stunning animal photography. Read about a close calls, narrow escapes, and the one c that got away. Find out about the field of e animal study and observation and all the t latest discoveries. o f a You’ll find important conservation c have you ever messages about the need to protect e been face to face with animals and their threatened habitats. w You’ll receive “tips from the expert” with i a polar bear? fun and practical nuggets of information t about working with animals in the field. h face to face with Norbert Rosing has. He's had his tires A “facts at a glance” reference section P slashed by a polar bear, almost became O puts information at your fingertips. L a polar bear’s lunch when his truck A scientific adventure experiment, a A became stuck in a snowdrift, and nearly R glossary, and a “find out more” section lost his fingertips to frostbite. But he B all help you process what you’ve learned. E keeps returning to the beautiful Arctic A landscape and to the company of his R S favorite animal. -
Reference Center Catalog
REFERENCE CENTER CATALOG KANSAS DEPARTMENT OF WILDLIFE AND PARKS 512 SE 25TH AVE. PRATT, KS 67124 (620) 672-0751 [email protected] Dear Reference Library User, We are pleased to announce that we have made a major change in the way we serve our users. We have organized our materials into kits that cover specific topics, such as “Kansas’ Day,” “Birds,” “Insects,” and “Weather.” This eliminates the need to “hunt” through the entire catalog to find materials on a specific topic. The new catalog will reflect this change. There are 55 study kits each containing a complete listing and description of all the resources within the study kit. Several popular topics such as “Birds,” for example, are subdivided into subtopics: “Birds of Prey,” “Predator Birds,” “Bird Houses and Feeders,” and “Birds - General.” Included with each kit is a list of additional resources which can be obtained from the Wildlife Education Service section. An order form is included with each kit. With the number and variety of resources available per kit, sharing the resources with other educators should be more convenient. There is an appendix listing the “Education Standards” being met through the utilization of the kit’s resources. An additional appendix estimates the UPS shipping cost for returning the kits. We encourage users to utilize UPS for returning the kits to take advantage of their free $100 insurance policy. Because there will only be 1-3 kits per topic area, we suggest you give us a three to four weeks notice for receiving your kit. It is also important to return the kits by their due date to avoid a backlog for the kit. -
Vadonban, Is, Akiket Különösebben Nem Is Érdekel a De Már Jó Ideje Nyoma Veszett
HÍREK HÓPEHELYRŐL- MEG HÍRES GORILLÁKRÓL ÁLTALÁBAN... Hópehely 40 éves! Ma ő talán emeli meg, hogy alattuk rovarokat keresgél Világhírű gorillák jen. Eddig 21 ivadékot nemzett, de sajnos a leghíresebb „ állatszemélyiség” ezekből csak hat érte meg a felnőttkort. Hópelyhen kívül még jó néhány világhírű gorillát is az egész világon. Nem hiszem, Egyikük sem hasonlított apjára: mindegyik merünk. Ezek egyike Colo, aki 1956 december 22- „szabványos” fekete lett. Kivételt képezett hogy valaha többet mondtak vagy az az ikerpár, melyet 1999-ben láttunk a én született az ohioi Columbus város állatkertjében. írtak volna egy gorilláról, mert még barcelonai állatkertben: ezek egyikének Nevezetes állatnak számít, mert ő volt az első állat kertben született gorilla. 46 életévével ma egyike az Internet Google keresője is vagy középső két ujján fehér, pigmenthiányos folt volt, jelezve az atyai örökséget. a legöregebb gorillahölgyeknek. Í 3 5 0 helyen tartja nyilván angol A baseli születésű Jambo volt az első állatkertben nevén, Snowflake-ként született gorilla, melyet anyja önállóan nevelt fel. Ez már önmagában is híressé tette a kis Jambót, de igazi világhírre akkor tett szert, amikor a nyolcvanas Hírnevét elsősorban annak köszönheti, években „elsősegélyben részesített" egy kifutójába hogy ő az egyetlen ismert fehér gorilla.1 Az esett kisfiút. afrikai Guineában, 1966-ban került fogság ba, feltehetően négyéves korában. Egy ép pen arra járó természetbúvár száz dollárért Koko kisbabára vágyik megvette, és egy hátizsákban Barcelonába szállította. Az ottani állatkertben talált vég Hópehely kétségtelenül a legismertebb, de Koko, leges otthonra. Kapott is spanyol nevet ízi- a „beszélő gorilla" talán még több figyelmet érde ben: Capito de Nieve, de az ottani köztudat melne. -
Fur, Feathers, and Scales
ZAP!ZAP! Zoo Activity Packet Fur, Feathers, and Scales A Teacher's Resource for Grade 1 www.kidszoo.org Fur, Feathers, and Scales/Grade 1 Fur, Feathers and Scales ZAP! Zoo Activity Packet Table of Contents Learning Objectives page 3 Background Information for the Teacher page 4 Pre-Visit Activities page 7 At-the-Zoo Activities page 12 Post-Visit Activities page 15 Resources page 24 Evaluation Form page 29 Fort Wayne Children's Zoo Activity Packet 2 www.kidszoo.org Fur, Feathers, and Scales/Grade 1 Fur, Feathers, and Scales Zoo Activity Packet Learning Objectives The work sheets and activities in this Zoo Activity Packet are suggested to help students learn that: 1. Animals have different body coverings depending on what class they belong to: Mammals - fur or hair Birds - feathers Reptiles - dry scales Amphibians - moist, smooth skin Fish - wet, slimy scales 2. Animal coverings come in a variety of colors and patterns. 3. Colors and patterns protect animals by: -helping them blend into their surroundings (example: a tiger in tall grass). -making them look like something else (example: a walking stick insect). -warning others to stay away (example: skunk). 4. Animals bodies are different shapes and sizes. They don’t all have the same characteristics (example: number of legs, position of eyes and ears on head, tails, toes, etc.). Fort Wayne Children's Zoo Activity Packet 3 www.kidszoo.org Fur, Feathers, and Scales/Grade 1 Background Information for the Teacher: Animal Body Coverings Types of Body Coverings So we can study them more easily, animals are grouped into classes according to their characteristics. -
Picture This! Compiled by WSRA’S Children’S Literature Committee for the 2017 Convention from Titles Published Between September 2015-December 2016
Picture This! Compiled by WSRA’s Children’s Literature Committee for the 2017 Convention from titles published between September 2015-December 2016 Committee members dedicate themselves to reading widely to evaluate the newest books published each year, in order to recommend the most interesting and valuable books for educators and children to read. Submitted and nominated titles are evaluated based on appeal for students and value for classroom use; while representing high-quality literature with a focus on diversity, authenticity, real-world awareness, thought-provoking response, engaging storytelling, artistry of writing craft, and exemplary illustrations. A Beetle is Shy by Dianna Hutts Aston, illustrated by Sylvia Long (Chronicle Books, 2016). The award-winning duo of Dianna Hutts Aston and Sylvia Long team up again, this time creating a gorgeous look at the fascinating world of beetles. From flea beetles to bombardier beetles, an incredible variety of these beloved bugs are showcased here in all their splendor. Poetic in voice and elegant in design, this carefully researched and visually striking book is perfect for sparking children's imaginations in both classroom reading circles and home libraries. A Big Surprise for Little Card by Charise Mericle Harper, illustrated by Anna Raff (Candlewick Press, 2016). In the world of cards, each one has a special job to do. But is any card as lucky as Little Card? He's going to school to become a birthday card — in other words, to sing, play games, eat cake, and be happy all day long. Offbeat and utterly endearing, this tale of a little guy who gives it all he's got is complete with a sweet twist and a surprise ending. -
A Genome-Wide Survey of Genetic Variation in Gorillas Using Reduced Representation Sequencing
1 A genome-wide survey of genetic variation in gorillas using reduced representation sequencing Aylwyn Scally1,2*, Bryndis Yngvadottir1,3*, Yali Xue1, Qasim Ayub1, Richard Durbin1, Chris Tyler- Smith1 *Equal contribution 1The Wellcome Trust Sanger Institute, Wellcome Trust Genome Campus, Hinxton, Cambs. CB10 1SA, UK. 2Department of Genetics, University of Cambridge, Cambridge, CB2 3EH, UK 3Division of Biological Anthropology, University of Cambridge, Cambridge, CB2 1QH, UK Keywords: Gorilla; western lowland; eastern lowland; beringei; graueri; genome; sequencing; genetic variation; genetic diversity; heterozygosity; inbreeding; allele sharing; population differentiation; population substructure; demography; centromere; telomere; major histocompatibility locus; MHC; HLA; selective sweep; conservation 2 Abstract All non-human great apes are endangered in the wild, and it is therefore important to gain an understanding of their demography and genetic diversity. To date, however, genetic studies within these species have largely been confined to mitochondrial DNA and a small number of other loci. Here, we present a genome-wide survey of genetic variation in gorillas using a reduced representation sequencing approach, focusing on the two lowland subspecies. We identify 3,274,491 polymorphic sites in 14 individuals: 12 western lowland gorillas (Gorilla gorilla gorilla) and 2 eastern lowland gorillas (Gorilla beringei graueri). We find that the two species are genetically distinct, based on levels of heterozygosity and patterns of allele sharing. Focusing on the western lowland population, we observe evidence for population substructure, and a deficit of rare genetic variants suggesting a recent episode of population contraction. In western lowland gorillas, there is an elevation of variation towards telomeres and centromeres on the chromosomal scale. -
The Case for the Personhood of the Gorillas
The Case for the Personhood of Gorillas* FRANCINE PATTERSON & WENDY GORDON We present this individual for your consideration: She communicates in sign language, using a vocabulary of over 1,000 words. She also understands spoken English, and often carries on 'bilingual' conversations, responding in sign to questions asked in English. She is learning the letters of the alphabet, and can read some printed words, including her own name. She has achieved scores between 85 and 95 on the Stanford-Binet Intelligence Test. She demonstrates a clear self-awareness by engaging in self-directed behaviours in front of a mirror, such as making faces or examining her teeth, and by her appropriate use of self- descriptive language. She lies to avoid the consequences of her own misbehaviour, and anticipates others' responses to her actions. She engages in imaginary play, both alone and with others. She has produced paintings and drawings which are representational. She remembers and can talk about past events in her life. She understands and has used appropriately time- related words like 'before', 'after', 'later', and 'yesterday'. She laughs at her own jokes and those of others. She cries when hurt or left alone, screams when frightened or angered. She talks about her feelings, using words like 'happy', 'sad', 'afraid', 'enjoy', 'eager', 'frustrate', 'mad' and, quite frequently, 'love'. She grieves for those she has lost- a favourite cat who has died, a friend who has gone away. She can talk about what happens when one dies, but she becomes fidgety and uncomfortable when asked to discuss her own death or the death of her companions. -
Marine Mammal Adaptations Teacher Guide
Photo by Lori Polasek, Alaska SeaLife Center Teacher Guide Recommended for Grades 1-4 Distance Learning Teacher Guide: Marine Mammal Adaptations Alaska Academic Standards Science A12, A13, A14a, B4 Language Arts C2a; Arts C4, C5; National Academic Standards The following National Academic Standards for grades K-4 are addressed within this program: Science as inquiry Abilities necessary to do scientific inquiry Understanding about scientific inquiry Life science The characteristics of organisms Life cycles of organisms Organisms and environments Physical science Properties of objects and materials Objectives Through this Distance Learning session your students will be able to: Define the word adaptation. List several marine mammals and their characteristics. Describe some marine mammals that are specific to Alaskan waters. Explain how their adaptations make them well suited for their habitats. Use the scientific method to experience and explain the function of blubber. Background Information Marine mammals are animals that breathe air through lungs, are warm- blooded, have hair (at sometime during their life), give birth to live young and suckle their young. Marine mammals also get all or most of their food from the ocean. Marine mammals are a diverse group thought to have evolved from terrestrial ancestors to aquatic life through a number of unique physical adaptations. There are four groups of marine mammals including: cetaceans (whales, dolphins, and porpoises), pinnipeds (seals, sea lions and walrus), fissipeds (sea otter and polar bear), and sirenians (manatees and dugongs). This session will focus on the adaptations which allow pinnipeds and fissipeds to survive cold, Alaskan waters. 1. Pinnipeds - Pinniped means “ fin footed” mammals. -
Eric Carle Museum of Picture Book Art • Neil Gaiman • Zena Sutherland • Ezra Jack Keats
Children the journal of the Association for Library Service to Children Libraries & Volume 1 Number 1 Spring 2003 ISSN 1542-9806 Eric Carle Museum of Picture Book Art • Neil Gaiman • Zena Sutherland • Ezra Jack Keats NON-PROFIT ORG. U.S. POSTAGE PAID BIRMINGHAM, AL PERMIT NO. 3020 spring03-CAL-final.qxd 05/09/2003 3:57 PM Page 1 Table Contentsl ofVolume 1, Number 1 Spring 2003 Notes and Letters 36 That Big Old Gold Sticker 2 Editor’s Note Children Talk about the Newbery Award Sharon Korbeck Kathleen T. Horning 2 Executive Director’s Note 41 The Critic’s Craft Malore I. Brown In Memory of Zena Sutherland 3 Letters to the Editor Sharon Korbeck 4 ALSC President’s Message Barbara Genco Departments 42 Book Reviews Features 44 Photo Gallery 5 Get the Picture? 2003 Midwinter Meeting Photos The Dynamic Marriage of Picture-Book Text and Images 45 ALSC News John Warren Stewig ALA Midwinter Meeting Awards Announcements 10 From Page to Plaster Notable Lists Eric Carle’s Museum of Picture Book ALA Annual Conference Schedule Art Brings the Power of Pictures Up Close and Personal 16 Call for Referees Sharon Korbeck 58 Index to Advertisers 59 Author Guidelines 13 A Snowy Day 60 Celebrating Forty Years of Keats’s The Last Word Masterpiece Megan Lynn Isaac 17 Joyful Noise A Study of Children’s Music at the Baldwin Library for Historical Children’s Literature Jane Marino 26 Raising the Bar © 1973 Maurice Sendak Coraline Soars, and Neil Gaiman page 10 Couldn’t Be More Pleased Maggie Thompson 31 Weaving the Golden String Recalling a Joyful Ninety Years at the Toronto Public Library Margaret Crawford Maloney spring03-CAL-final.qxd 05/09/2003 3:57 PM Page 2 Editor’s Note Notes from a “Freelance Librarian” Sharon Korbeck I consider myself a “freelance librarian.” Duly employed as a professional journalist, yet degreed in library sci- ence, I relish the opportunity to embrace both worlds. -
Evolution and Diversity of Copy Number Variation in the Great Ape Lineage
Downloaded from genome.cshlp.org on September 24, 2021 - Published by Cold Spring Harbor Laboratory Press Evolution and diversity of copy number variation in the great ape lineage Peter H. Sudmant1, John Huddleston1,7, Claudia R. Catacchio2, Maika Malig1, LaDeana W. Hillier3, Carl Baker1, Kiana Mohajeri1, Ivanela Kondova4, Ronald E. Bontrop4, Stephan Persengiev4, Francesca Antonacci2, Mario Ventura2, Javier Prado-Martinez5, Tomas 5,6 1,7 Marques-Bonet , and Evan E. Eichler 1. Department of Genome Sciences, University of Washington, Seattle, WA, USA 2. University of Bari, Bari, Italy 3. The Genome Institute, Washington University School of Medicine, St. Louis, MO, USA 4. Department of Comparative Genetics, Biomedical Primate Research Centre, Rijswijk, The Netherlands 5. Institut de Biologia Evolutiva, (UPF-CSIC) Barcelona, Spain 6. Institució Catalana de Recerca i Estudis Avançats (ICREA), Barcelona, Spain 7. Howard Hughes Medical Institute, University of Washington, Seattle, WA, USA Correspondence to: Evan Eichler Department of Genome Sciences University of Washington School of Medicine Foege S-413A, Box 355065 3720 15th Ave NE Seattle, WA 98195 E-mail: [email protected] 1 Downloaded from genome.cshlp.org on September 24, 2021 - Published by Cold Spring Harbor Laboratory Press ABSTRACT Copy number variation (CNV) contributes to the genetic basis of disease and has significantly restructured the genomes of humans and great apes. The diversity and rate of this process, however, has not been extensively explored among the great ape lineages. We analyzed 97 deeply sequenced great ape and human genomes and estimate that 16% (469 Mbp) of the hominid genome has been affected by recent copy number changes. -
Exploring the Intersectional Politics of Feminist Memes on Instagram
“By Any Memes Necessary”: Exploring the Intersectional Politics of Feminist Memes on Instagram Department of Informatics and Media, Uppsala University Two-Year Master’s Thesis Social Science: Digital Media and Society Student: Caitlin Breheny Supervisor: Ylva Ekström Spring 2017 !1 Acknowledgements I’d first of all like to thank Uppsala University and my wonderful supervisor, Ylva Ekström, for her continuous advice, support and encouragement. I’m also so grateful to the many others whom I have had the privilege of meeting during my time in Uppsala. My postgraduate student experience really wouldn’t have been as fulfilling without everybody (international and Swedish) who welcomed me into this little bubble. To my closest friends (you know who you are) - I value you immensely, your kindness and acceptance is everything. To my family - I would not be where I am now without you, and I am forever grateful for your support for all my choices in life, and for your unrelenting faith in me. And last but not least, a HUGE thank you must go to all of the people who did not just make this study possible, but made it what it is. To all of my interviewees: @goldnosering, @ada.wrong, @bunnymemes, @yung_nihilist, @fluentfascist, @esoteric_queen, @tequilafunrise, @distressed_memes, and @problematiqueer - my conversations with you were equal parts open, funny, and insightful. I learnt a great deal from speaking to every one of you! Additionally, to all of the people on Instagram who inspired and informed this study (of whom there are many), I admire your humour, honesty and resilience. Being immersed in all of this creativity, my thesis-writing experience has never stopped being interesting.