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Do Not Disturb Hibernating Bats Or Nursery Colonies Debbie C
Part 2-Conservation, Management, Ethics: Buecher-Do Not Disturb Bats 43 Section A-Identifying and Protecting Cave Resources Do Not Disturb Hibernating Bats or Nursery Colonies Debbie C. Buecher In the United States, caving has increased in popularity during the last three decades. Unfortunately, human visitation in caves, even by the most conscientious cavers, gradually leaves negative impacts. Because we love our caves there is increasing awareness among the caving community toward performing ongoing restoration or building secure gates to maintain the integrity of caves we visit. However, we must consider the negative implications that our restoration efforts may have on the cave organisms adapted to this unique environment. Roosting Sites and Nursery Colonies Bats are extremely intolerant of human intrusion into their roosting sites (Mann and others 2002, Tuttle 1979) and roost disturbance over time can negatively impact population size (Mohr 1972). (See bat sensitivity, page 40.) Some people mistakenly believe that bats can use any cave or portion of a cave as their daily roosting area. Unfortunately this is not the case (Kunz 1982). Bats choose sites because ofa constrained range of tolerant temperature and humidity requirements-conditions that help insure their survival (McNab 1982). There are two extremely critical times in a bat's life when the roosting site is particularly important, during reproduction and during hibernation (Twente 1955). The location where female bats give birth and rear their young is called a maternity roost. For most temperate bat species that use caves, mating occurs in the fall, the bats then hibernatc until late spring, Figure t. -
Our Legacy of Caring, Scholarship, and Scientific Discovery
Our Legacy of Caring, Scholarship, and Scientific Discovery Duke Lemur Center EST. 1966, DUKE UNIVERSITY The Duke Lemur Center An extraordinary place exists in the heart of Duke Forest: an 80-acre campus of buildings and forested animal enclosures bustling with students, scientists, and visitors from around the world. They are drawn to this place to see, learn about, and explore the animals that call this place home: a colony of more than 200 of the most endangered mammals on Earth—lemurs. A world leader in the study, care, and protection of lemurs, the Duke Lemur Center (DLC) was established in 1966 on the campus of Duke University in Durham, NC. For over 50 years, the DLC has brought together scientists, conservation biologists, and educators to understand and protect these extraordinary primates and make new and exciting discoveries through interdisciplinary non-invasive research. The DLC works tirelessly not just in Durham but also in in Madagascar, the only place on Earth where lemurs exist in the wild. We’re proud to work with the organizations and people of Madagascar to create opportunities for positive change, and to play a leading role in preventing the island’s legendary population of endemic and endangered national treasures from being lost forever. “To look at the Duke Lemur Center today, you would never know it was once an unknown part of the Duke University campus. Today it’s a thriving hub of learning where Duke students and alumni, scientists, and animal lovers of all ages from around the world explore the importance of lemurs, scientific discovery, and conservation. -
The Polyp and the Medusa Life on the Move
The Polyp and the Medusa Life on the Move Millions of years ago, unlikely pioneers sparked a revolution. Cnidarians set animal life in motion. So much of what we take for granted today began with Cnidarians. FROM SHAPE OF LIFE The Polyp and the Medusa Life on the Move Take a moment to follow these instructions: Raise your right hand in front of your eyes. Make a fist. Make the peace sign with your first and second fingers. Make a fist again. Open your hand. Read the next paragraph. What you just did was exhibit a trait we associate with all animals, a trait called, quite simply, movement. And not only did you just move your hand, but you moved it after passing the idea of movement through your brain and nerve cells to command the muscles in your hand to obey. To do this, your body needs muscles to move and nerves to transmit and coordinate movement, whether voluntary or involuntary. The bit of business involved in making fists and peace signs is pretty complex behavior, but it pales by comparison with the suites of thought and movement associated with throwing a curve ball, walking, swimming, dancing, breathing, landing an airplane, running down prey, or fleeing a predator. But whether by thought or instinct, you and all animals except sponges have the ability to move and to carry out complex sequences of movement called behavior. In fact, movement is such a basic part of being an animal that we tend to define animalness as having the ability to move and behave. -
Tissue Tregs and Maintenance of Tissue Homeostasis
fcell-09-717903 August 12, 2021 Time: 13:32 # 1 REVIEW published: 18 August 2021 doi: 10.3389/fcell.2021.717903 Tissue Tregs and Maintenance of Tissue Homeostasis Qing Shao1,2,3,4†, Jian Gu1,2,3,4†, Jinren Zhou1,2,3,4†, Qi Wang1,2,3,4, Xiangyu Li1,2,3,4, Zhenhua Deng1,2,3,4 and Ling Lu1,2,3,4* 1 Hepatobiliary Center, The First Affiliated Hospital of Nanjing Medical University, Nanjing, China, 2 Research Unit of Liver Transplantation and Transplant Immunology, Chinese Academy of Medical Sciences, Nanjing, China, 3 Jiangsu Cancer Hospital, Jiangsu Institute of Cancer Research, Nanjing Medical University Affiliated Cancer Hospital, Nanjing, China, 4 Jiangsu Key Laboratory of Cancer Biomarkers, Prevention and Treatment, Collaborative Innovation Center for Cancer Personalized Medicine, Nanjing Medical University, Nanjing, China Regulatory T cells (Tregs) specifically expressing Forkhead box P3 (Foxp3) play roles in suppressing the immune response and maintaining immune homeostasis. Edited by: After maturation in the thymus, Tregs leave the thymus and migrate to lymphoid Ivan Dzhagalov, tissues or non-lymphoid tissues. Increasing evidence indicates that Tregs with unique National Yang-Ming University, Taiwan characteristics also have significant effects on non-lymphoid peripheral tissues. Tissue- Reviewed by: resident Tregs, also called tissue Tregs, do not recirculate in the blood or lymphatics Dipayan Rudra, ImmunoBiome Inc., South Korea and attain a unique phenotype distinct from common Tregs in circulation. This review Ying Shao, first summarizes the phenotype, function, and cytokine expression of these Tregs in Temple University, United States visceral adipose tissue, skin, muscle, and other tissues. Then, how Tregs are generated, *Correspondence: Ling Lu home, and are attracted to and remain resident in the tissue are discussed. -
Course Outline for Biology Department Adeyemi College of Education
COURSE CODE: BIO 111 COURSE TITLE: Basic Principles of Biology COURSE OUTLINE Definition, brief history and importance of science Scientific method:- Identifying and defining problem. Raising question, formulating Hypotheses. Designing experiments to test hypothesis, collecting data, analyzing data, drawing interference and conclusion. Science processes/intellectual skills: (a) Basic processes: observation, Classification, measurement etc (b) Integrated processes: Science of Biology and its subdivisions: Botany, Zoology, Biochemistry, Microbiology, Ecology, Entomology, Genetics, etc. The Relevance of Biology to man: Application in conservation, agriculture, Public Health, Medical Sciences etc Relation of Biology to other science subjects Principles of classification Brief history of classification nomenclature and systematic The 5 kingdom system of classification Living and non-living things: General characteristics of living things. Differences between plants and animals. COURSE OUTLINE FOR BIOLOGY DEPARTMENT ADEYEMI COLLEGE OF EDUCATION COURSE CODE: BIO 112 COURSE TITLE: Cell Biology COURSE OUTLINE (a) A brief history of the concept of cell and cell theory. The structure of a generalized plant cell and generalized animal cell, and their comparison Protoplasm and its properties. Cytoplasmic Organelles: Definition and functions of nucleus, endoplasmic reticulum, cell membrane, mitochondria, ribosomes, Golgi, complex, plastids, lysosomes and other cell organelles. (b) Chemical constituents of cell - salts, carbohydrates, proteins, fats -
Reproductionreview
REPRODUCTIONREVIEW Focus on Implantation Embryonic diapause and its regulation Flavia L Lopes, Joe¨lle A Desmarais and Bruce D Murphy Centre de Recherche en Reproduction Animale, Faculte´ de Me´decine Ve´te´rinaire, Universite´ de Montre´al, 3200 rue Sicotte, St-Hyacinthe, Quebec, Canada J2S7C6 Correspondence should be addressed to B D Murphy; Email: [email protected] Abstract Embryonic diapause, a condition of temporary suspension of development of the mammalian embryo, occurs due to suppres- sion of cell proliferation at the blastocyst stage. It is an evolutionary strategy to ensure the survival of neonates. Obligate dia- pause occurs in every gestation of some species, while facultative diapause ensues in others, associated with metabolic stress, usually lactation. The onset, maintenance and escape from diapause are regulated by cascades of environmental, hypophyseal, ovarian and uterine mechanisms that vary among species and between the obligate and facultative condition. In the best- known models, the rodents, the uterine environment maintains the embryo in diapause, while estrogens, in combination with growth factors, reinitiate development. Mitotic arrest in the mammalian embryo occurs at the G0 or G1 phase of the cell cycle, and may be due to expression of a specific cell cycle inhibitor. Regulation of proliferation in non- mammalian models of diapause provide clues to orthologous genes whose expression may regulate the reprise of proliferation in the mammalian context. Reproduction (2004) 128 669–678 Introduction recently been discussed in depth (Dey et al. 2004). In this presentation we address the characteristics of the embryo Embryonic diapause, also known as discontinuous devel- in diapause and focus on the mechanisms of regulation of opment or, in mammals, delayed implantation, is among this phenomenon, including the environmental and meta- the evolutionary strategies that ensure successful repro- bolic stimuli that induce and terminate this condition, the duction. -
Hydra Effects in Stable Communities and Their Implications for System Dynamics
Ecology, 97(5), 2016, pp. 1135–1145 © 2016 by the Ecological Society of America Hydra effects in stable communities and their implications for system dynamics MICHAEL H. CORTEZ,1,3 AND PETER A. ABRAMS2 1Department of Mathematics and Statistics, Utah State University, Logan, Utah 84322, USA 2Department of Ecology and Evolutionary Biology, University of Toronto, 25 Harbord St., Toronto, ON M5S 3G5, Canada Abstract. A hydra effect occurs when the mean density of a species increases in response to greater mortality. We show that, in a stable multispecies system, a species exhibits a hydra effect only if maintaining that species at its equilibrium density destabilizes the system. The stability of the original system is due to the responses of the hydra-effect species to changes in the other species’ densities. If that dynamical feedback is removed by fixing the density of the hydra-effect species, large changes in the community make-up (including the possibility of species extinction) can occur. This general result has several implications: (1) Hydra effects occur in a much wider variety of species and interaction webs than has previously been described, and may occur for multiple species, even in small webs; (2) conditions for hydra effects caused by predators (or diseases) often differ from those caused by other mortality factors; (3) introducing a specialist or a switching predator of a hydra-effect species often causes large changes in the community, which frequently involve extinction of other species; (4) harvest policies that attempt to maintain a constant density of a hydra-effect species may be difficult to implement, and, if successful, are likely to cause large changes in the densities of other species; and (5) trophic cascades and other indirect effects caused by predators of hydra-effect species can exhibit amplification of effects or unexpected directions of change. -
Acclimatization of Aquatic Organisms in Culture - Gilles Boeuf
FISHERIES AND AQUACULTURE – Vol. IV – Acclimatization of Aquatic Organisms in Culture - Gilles Boeuf ACCLIMATIZATION OF AQUATIC ORGANISMS IN CULTURE Gilles Bœuf Laboratoire Arago, Université Pierre et Marie Curie, BP 44, 66650 Banyuls-sur-mer and Muséum National d’Histoire Naturelle, 57 rue Cuvier, 75005 Paris, France. Keywords: aquaculture, acclimatization, mollusc, shrimp, fish, environmental factors, temperature, salinity, light, oxygen, intensive culture, extensive culture. Contents 1. Introduction 2. Biological characteristics of aquatic species 2.1. They live and breathe in water 2.1.1. Stabilization and movements 2.1.2. Respiration and excretion 2.1.3. Salinity and light 2.2. They do not control their internal temperature 2.3. They often are "carnivorous" 3. From the wild to domestication 3.1. Rearing based on juvenile or breeder capture from the wild 3.1.1. Capture of juveniles 3.1.2. Capture of wild breeders 3.2. Juvenile releases into the wild 3.3. Entire completion of rearing cycle 4. Conclusions Acknowledgements Glossary Bibliography Biographical Sketch Summary Human introduced many aquatic species in culture for a long time, essentially mollusks, shrimps and fishes. These animals live and breathe in water and face very specific situations,UNESCO compared to terrestrial species –. DifferentEOLSS environmental factors such as salinity, light, very variable oxygen content or presence of ammonia involve particular capabilities of adaptation. SAMPLE CHAPTERS They do not control their internal temperature and this raises very particular questions, compared to "commonly-reared" birds and mammals. Moreover, very often, some of them are "carnivorous". All these facts influence the type of rearing techniques usable to produce them and though, the level of acclimatization in culture. -
Insect Cold-Hardiness: to Freeze Or Not to Freeze Richard E. Lee, Jr. Bioscience, Vol. 39, No. 5
Insect Cold-Hardiness: To Freeze or Not to Freeze Richard E. Lee, Jr. BioScience, Vol. 39, No. 5. (May, 1989), pp. 308-313. Stable URL: http://links.jstor.org/sici?sici=0006-3568%28198905%2939%3A5%3C308%3AICTFON%3E2.0.CO%3B2-8 BioScience is currently published by American Institute of Biological Sciences. Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/about/terms.html. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/journals/aibs.html. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. The JSTOR Archive is a trusted digital repository providing for long-term preservation and access to leading academic journals and scholarly literature from around the world. The Archive is supported by libraries, scholarly societies, publishers, and foundations. It is an initiative of JSTOR, a not-for-profit organization with a mission to help the scholarly community take advantage of advances in technology. For more information regarding JSTOR, please contact [email protected]. http://www.jstor.org Tue Jan 8 14:40:48 2008 Insect Cold-hardiness: To Freeze or Not to Freeze How insects survive low temperatures by Richard E. -
How to Use Hydra As a Model System to Teach Biology in the Classroom PATRICIA BOSSERT1 and BRIGITTE GALLIOT*,2
Int. J. Dev. Biol. 56: 637-652 (2012) doi: 10.1387/ijdb.123523pb www.intjdevbiol.com How to use Hydra as a model system to teach biology in the classroom PATRICIA BOSSERT1 and BRIGITTE GALLIOT*,2 1University of Stony Brook, New York, USA and 2 Department of Genetics and Evolution, University of Geneva, Switzerland ABSTRACT As scientists it is our duty to fight against obscurantism and loss of rational thinking if we want politicians and citizens to freely make the most intelligent choices for the future gen- erations. With that aim, the scientific education and training of young students is an obvious and urgent necessity. We claim here that Hydra provides a highly versatile but cheap model organism to study biology at any age. Teachers of biology have the unenviable task of motivating young people, who with many other motivations that are quite valid, nevertheless must be guided along a path congruent with a ‘syllabus’ or a ‘curriculum’. The biology of Hydra spans the history of biology as an experimental science from Trembley’s first manipulations designed to determine if the green polyp he found was plant or animal to the dissection of the molecular cascades underpinning, regenera- tion, wound healing, stemness, aging and cancer. It is described here in terms designed to elicit its wider use in classrooms. Simple lessons are outlined in sufficient detail for beginners to enter the world of ‘Hydra biology’. Protocols start with the simplest observations to experiments that have been pretested with students in the USA and in Europe. The lessons are practical and can be used to bring ‘life’, but also rational thinking into the study of life for the teachers of students from elementary school through early university. -
WILDLIFE in WINTER Do You Know What Different Animals Do During the Winter?
WILDLIFE IN WINTER Do you know what different animals do during the winter? Animals have different strategies for surviving the winter. The most common strategies are hibernation, brumation, diapause, torpor, migration and adaptation. Hibernation Torpor Hibernation occurs when an animal enters a deep sleep Torpor is a state that some animals for the entire winter. Animals that hibernate eat extra food enter during the winter. Similar to during the fall to store up fat before winter begins. When it’s hibernation, the animal lowers its body time to hibernate, the animal drops its body temperature temperature and slows its breathing and by 20 °C or more and slows its heart rate and breathing in heart rate. However, animals that use torpor order to use less energy. during the winter may wake up occasionally or regularly to hunt, eat and defecate. Some animals Brumation are also able to go in and out of torpor regularly, like Brumation is a state of inactivity that cold-blooded creatures when it gets very cold at night. enter during winter. Think of this as hibernation for reptiles and amphibians. During extended cold periods, their bodies Migration produce high levels of sugar and slow or shutdown their Migration is the act of moving from one place to another. internal processes. Some animals can even freeze! Some creatures migrate to a warmer location when the weather gets too cold. They may travel alone or in large Diapause groups to areas where food is plentiful. Diapause occurs when insects pause their development to prepare for winter. Some insects stop all body processes and Adaptation sometimes freeze until the weather warms up in the spring, Adaptation to winter weather can take many different forms. -
OREGON ESTUARINE INVERTEBRATES an Illustrated Guide to the Common and Important Invertebrate Animals
OREGON ESTUARINE INVERTEBRATES An Illustrated Guide to the Common and Important Invertebrate Animals By Paul Rudy, Jr. Lynn Hay Rudy Oregon Institute of Marine Biology University of Oregon Charleston, Oregon 97420 Contract No. 79-111 Project Officer Jay F. Watson U.S. Fish and Wildlife Service 500 N.E. Multnomah Street Portland, Oregon 97232 Performed for National Coastal Ecosystems Team Office of Biological Services Fish and Wildlife Service U.S. Department of Interior Washington, D.C. 20240 Table of Contents Introduction CNIDARIA Hydrozoa Aequorea aequorea ................................................................ 6 Obelia longissima .................................................................. 8 Polyorchis penicillatus 10 Tubularia crocea ................................................................. 12 Anthozoa Anthopleura artemisia ................................. 14 Anthopleura elegantissima .................................................. 16 Haliplanella luciae .................................................................. 18 Nematostella vectensis ......................................................... 20 Metridium senile .................................................................... 22 NEMERTEA Amphiporus imparispinosus ................................................ 24 Carinoma mutabilis ................................................................ 26 Cerebratulus californiensis .................................................. 28 Lineus ruber .........................................................................