DOCSLIB.ORG

Worms! Parasitic Worms

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Worms! Parasitic Worms Worms! Parasitic Worms! •" Kingdom Animalia: eukaryotic, no cell walls, heterotrophic nutrition, specialized tissues! A. Platyhelminthes! •" Flatworms! –"e.g. planarians ! Platyhelminthes! •" Trematoda = flukes ! –"leaf-shaped! –"parasitic! –"complex life cycles with several larval forms! •" larva = an immature form of an animal; does not look like the adult! •" ______________: where the larva lives! •" ______________: where the adult worm lives! Fluke anatomy! •" _________________ =# having both# functional ovaries and# testes! Clonorchis sinensis (Chinese liver fluke)! Liver fluke# life cycle! Schistosoma:# blood flukes,# male and female (in groove on males body)! ____________________ Schistosoma haematobium! •" portal of entry: skin (Cercariae Larva)! •" source of infection: larvae from fresh water snails! •" disease is not contracted in U.S.A.(we don’t have host snail here), but more than 400,000 immigrants to this country have it ( + 200 million people in Asia, Africa, S. America & the Caribbean)! •" lives primarily in the pelvic veins! •" See Chapter 23 ( page 666-667), figure 23.27! •" Monsters inside me….check it out!!!!: http://animal.discovery.com/videos/monsters- inside-me/! Platyhelminthes •" Cestoda = tapeworms •" hermaphrodi6c = having both ovaries and testes (being both sexes at the same 6me) •" Head is scolex; segments are proglods •" See figure 12.26 –"typical tapeworm: Tapeworm life cycle •" 2 hosts: •" intermediate host: infected by inges6ng tapeworm eggs; contains larval cyst in sKeletal muscle and other organs such as brain (infec6on is called cyscercosis) •" definive host: infected by inges6ng larval cyst; adult tapeworm grows in intes6ne •" examples –" Taenia saginata = beef tapeworm –" Taenia solium = porK tapeworm Tapeworms •" life cycle of porK tapeworm (Taenia solium) •" Endoscopic views of tapeworms in human intes6ne B. Aschelmenthes or Nematoda •" roundworms •" plain, unsegmented worms ranging from microscopic up to about 12 inches •" Ascaris spp. –" ascariasis = intes6nal infec6on –" the largest roundworms: up to 12 inches •" Pg. 736 –" 1/4 of world’s populaon infected (over 1.5 billion people!) –" infec6on by inges6ng worm eggs that can remain in soil 10 years! Ascaris lumbricoides Ascaris in intes6ne Ascaris life cycle •" Trichinella spiralis –"trichinosis = larval cysts in sKeletal muscle –"infecon by ingesng larvl cysts in undercooKed porK or bear meat •" See pg. 737 for life cycle Figure 25.20 Nematoda, cont’d •" Wuchereria bancro;i –"filariasis = worms in lymph vessels –"microfilaria larva transmiYed by Culex spp. mosquitoes –"grow to adults 2—3 inches long –"blocK flow of lymph –"if untreated, aer years of infestaon, leads to elephan6asis (swelling due to accumulaon of fluid in ssues) Filariasis life cycle mosquito ingests microfilaria microfilaria •" mosquito injects microfilaria adults in lymph vessels adult worms blocK lymph vessels elephan6asis Elephan6asis Now it’s 6me for the viruses ! •" ‘virus’ is the lan term for _______ •" “ a piece of bad news wrapped up in protein” •" virology –"the study of viruses A.General nature of viruses •" _____________: have only some of the characteris6cs of life –" no metabolism –" able to reproduce only with considerable help from host cell –" No ribosomes! –" No plasma membrane •" obligate intracellular parasites: can reproduce only inside of living host cells –" will not grow on ar6ficial media (agar, etc) –" do exist outside of host cells; e.g. some are transmiYed through the air •" high mutaon rate •" Viruses and Bacteria compared –" see table 13.1 B. Size of viruses •" SMALL: 20-1,000 nm (1nm = 1/1000 µm) human cell nucleus bacterium with virus inside Fig. 13.1 C. Structure •" NOT _____: much less complex –"neither procaryo6c or eucaryo6c •" individual units called virions or par6cles –"“virion” is to virus as “cell” is to a unicellular organism •" Every virus has a core of nucleic acid (genes) –"either DNA or RNA, never both –"either nucleic acid may be single or double stranded –"called the genome •" Every virus has a coat of protein (the ______) around the nucleic acid –"the capsid protects the genome –"the capsid gives shape to the virus •" Generally, the capsid is subdivided into individual protein subunits called capsomeres •" Some viruses have an outer _________ of fat, protein and carbohydrates –" derived from cell membrane of host cell –" some envelopes may have spiKes (carbo-protein molecules with viral specific components) in order to aach virus to host cells •" see figures 13.2, 13.3, 13.4, 13.5 •" virus without envelope •" ( a nonenveloped virion ) enveloped virus D.Host and 6ssue specificity •" most viruses are _________ (infect only one or a few species of hosts) •" most viruses are 6ssue specific (infect only one Kind of host 6ssue) •" ____________: the species that a pathogen can infect E.Viral replicaon (reproduc6on) and how viruses cause disease •" 5 steps (could view as vulnerabili6es for control) •" 1. _____________: to host cell virus penetrang host cell •" 2. Entry or Penetra.on: into host cell –"either whole virus or just nucleic acid (protein and envelope may be le] behind) –"either into cytoplasm or nucleus of host cell viral replicaon, cont’d •" 3. ____________________: –" A. replica.on of viral nucleic acid (may dissolve host genes to get ingredients) –" B. synthesis of viral protein: viral genes take control of host ribosomes and direct synthesis of viral protein •" 4. ________________: assembly of new virions — up to several hundred •" 5. ____________ of new virions –" enveloped viruses escape one-by-one, taking along some cell membrane for their envelope (a budding process)…host cell may survive –" other viruses may rupture host cell to escape •" About 3,000 to 4,000 virions are released from a single cell infected with poxviruses, whereas a poliovirus-infected cell can release over 100,000 virions! Release by budding The Bacteriophages •" viruses that infect bacteria •" can wipe out a bacterial culture •" some6mes just called “phage” •" the easiest viruses to grow –" See figure 13.6…plaques •" subject of much research –" They o]en make the bacteria they infect more pathogenic for humans! bacteriophage Cell lysis vs. lysogeny •" in the replicaon cycles for bacteriophages and animal viruses, the infec6on may not result in cell lysis –" virus incorporates its DNA or its RNA (via DNA) into a chromosome of the host cell –" virus is propagated each 6me the cell’s chromosome is reproduced •" lysogeny= the conditon in which viruses and bacteria coexist without damage to each other •" See figure 13.12 (next slide) Lyc Cycle vs. Lysogenic Cycle (fig 13.12) More on lysogeny •" Host’s DNA is not destroyed & viral genome remains inac6ve in the cell •" a “hibernang” virus for generaons…then excised later to a ly6c virus? •" Many bacteria that infect humans are lysogenized by phages! –" Some phage genes in the bacterial chromosome cause produc6on of toxins or enzymes that cause pathology in humans! (e.g. the diphtheria toxin is a bacteriophage product; C. diphtheriae without the phage are harmless! ) F. Classificaon of viruses •" Based on type of nucleic acid, strategy for replicaon, and morphology •" Virus family names end in -viridae •" Genus names end in -virus •" A viral species shares the same gene6c informaon and niche •" Example: Family Herpesviridae,genus Simplexvirus, human herpesvirus 2 •" See table 13.2 for reference of the families of viruses that affect humans A closer looK at one RNA virus: a retrovirus •" Retroviridae, genus: Lenvirus, HIV •" retroviruses carry their own enzyme, called__________________ •" this enzyme uses viral RNA to synthesize DNA (reversal of the usual biochemical direc6on) in the host cell •" this newly synthesized viral DNA integrates into a host cell’s chromosome as a provirus ( see figure 13.19 ) •" HIV is an example _____ •" name of virus: human immunodeficiency virus •" common name: AIDS virus –"But AIDS denotes only the final stage of a long infecon •" nucleic acid: ss-RNA w-envelope, 2 iden6cal strands of RNA –"a retrovirus –"once in host cell, changes to DNA and is incorporated into host chromosome •" HIV’s RNA becomes DNA and enters host chromo- some HIV •" related viruses: most mammals have similar viruses •" dis6nguishing features: unusual spiKes (______), reverse transcriptase HIV infec6ng a T cell HIV budding from infected host cell •" Fig. 13.19 Figure 19.14 Another RNA virus worth no6ng… •" The Influenza Virus •" Figure 24.15 •" www.flu.gov Another interes6ng ‘family’ of viruses are the Herpesviridae •" DNA viruses, nearly 100 herpesviruses known •" important diseases in this group include –"Human herpes Simplexvirus •" type I: cold sores (fever blisters) HHV - 1 •" type II: genital herpes HHV - 2 –"ChicKenpox: HHV - 3 (Varicellavirus) –"infec6ous mononucleosis: HHV - 4 –"Cytomegalovirus: HHV-5 –"Kaposi’s sarcoma: HHV-8 –"Others, too see pg. 404 •" classic examples of ________ viral infec6ons Latent infec6on •" some viruses enter host cell and remain dormant or replicate slowly with liYle damage to host cell •" may ac6vate later upon some smulus •" herpes viruses produce latent infec6ons •" examples? –" See table 13.5 G. Detec6on of viruses •" more involved and 6me-consuming than for bacteria.... why? •" can inoculate viruses into fer6lized eggs and looK for characteris6c changes due to viral replicaons •" or inoculate suspensions of material to cell cultures (6ssue cultures) and looK for cytopathic effects (fig. 13.9) •" search for viral an6bodies in the paents’ serum (serological tests) –"Next slide….
Load more

Recommended publications
  • Whatyourdrmaynottellyouabou
    What Your Doctor May Not Tell You About Parasites First published in Great Britain in 2015 by Health For The People Ltd. Tel: 0800 310 21 21 [email protected] www.hompes-method.com www.h-pylori-symptoms.com Copyright © 2015 David Hompes, Health For The People Ltd. David Hompes asserts the moral right to be identified as the author of this work. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior permission of the publishers. HEALTH DISCLAIMER The information in this book is not intended to diagnose, treat, cure or prevent any disease, nor should it replace a one-to-one relationship with your physician. You should always seek consultation with a qualified medical practitioner before commencing any protocol contained herein. This book is sold subject to the condition that it shall not, by way of trade or otherwise, be lent, resold, hired out or otherwise circulated without the publisher’s prior consent in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed upon the subsequent purchaser. British Library Cataloguing in Publication Data. 2 What Your Doctor May Not Tell You About Parasites Contents Introduction 5-13 1 What is a Parasite? 14-26 2 Where are Parasites to be found? 27-33 3 Why doesn’t the Medical System fully acknowledge 34-38 Parasites? 4 How on earth do you acquire Parasites?
    [Show full text]
  • MIM3 Draft Press Release Final Docx
    FOR IMMEDIATE RELEASE CONTACT: Tahli Kouperstein, (240) 662-2221 [email protected] EXPECT THE UNEXPECTED IN AN ALL-NEW SEASON OF ANIMAL PLANET’S MONSTERS INSIDE ME -- On October 5, Season Three Shares the Gruesome and Deadly Stories Of Parasites Living Within Us -- (Silver Spring, Md.) – Just because a parasite is not a bear, tiger or some other large predator, that doesn’t mean it can’t be as deadly…if not more so. MONSTERS INSIDE ME returns on Friday, October 5, at 8 PM (ET/PT), retelling the real-life, harrowing dramas of people infected by deadly parasites as doctors and scientists try to unravel each case before it’s too late. MONSTERS INSIDE ME reveals what happens to unsuspecting victims when the smallest creatures turn out to be the biggest monsters. Parasites are organisms that live on or in another species, which then serve as hosts from which the parasite gains nutrients. Failing to recognize or incorrectly diagnosing a parasite can wreak havoc and sometimes cause death. This season, MONSTERS INSIDE ME features stories about people who are harboring tapeworms, flesh-eating diseases, the bubonic plague, rabies, rat-bite fever, a brain-eating amoeba and more. The series also chronicles accounts of victims who suffer from objects that mistakenly are left in them during surgery. • When Kiera, from Springfield, Ohio, experiences severe headaches, she is rushed to the emergency room. Initially, doctors perform a spinal tap and suspect meningitis. After an MRI is performed, doctors realize she might have a teratoma, a tumor that is composed of cells from other organs, which can grow hair, teeth and even eyes.
    [Show full text]
  • A Study of Learning Gains and Attitudes in Biology Using an Emerging Disease Model in Teaching Ecology
    A Study of Learning Gains and Attitudes in Biology Using an Emerging Disease Model in Teaching Ecology Susan Chabot CATALySES, Summer 2017 Science Teacher/Department Chair Lemon Bay High School Englewood, Florida [email protected] Abstract Lemon Bay High School (LBHS) is a mid-sized suburban public high school on the southwest coast of Florida in Charlotte County. Although we have a robust honors and advance placement (AP) science program, the number of general students taking additional science classes is small. We have recognized this trend and account dwindling general science enrollment to the shift in biology instruction that followed the state induction of the biology end-of-course exam (EOC). All students must pass biology and take (not pass) the biology EOC to receive a high school diploma. Instruction in preparation for changing biology standards and focus over the last 15 years has drastically altered the delivery of biology content. Although currently more emphasis is placed on project-based/thematic learning units, teachers of biology have been forced to rely on direct instruction methods in order to complete the necessary material for this state-mandated test. The shift has been away from depth of understanding and scientific thinking skills to quick-coverage of material in the hopes students will recall some vocabulary and concepts during the biology end-of-course exam. With stagnant test scores in general biology classes and waning appreciation for the sciences, the belief is that student attitudes and science content understanding will improve through the integration of thematic, project-based learning units that incorporate emerging pathogens, disease, and biology content standards.
    [Show full text]
  • Download Resource Catalog EEG.Pdf
    Make the switch to DISPOSABLE EEG ELECTRODES TODAY, because you can’t afford not to! FDA Cleared MR Conditional*/CT Electrodes Artifact Free CT Invisa-Electrodes™ Standard EEG Electrodes Connect with us online to learn more at rhythmlink.com/njc [email protected] 866.633.3754 *patent pending 2 | EEG: PUBLICATIONS 12-month access to all ASET online courses from the time of first logIn. ONLINE COURSES ASET-CEUs awarded for successful completion. EEG courses were developed by recognized subject matter experts (SME) who are outstanding in the field of electroencephalography. University professors were also recruited in the development of these courses. With the ASET EEG national competencies serving as the foundation, SMEs and university professors collaborated on the outline of module topics, and course faculty collaborated on the design, development, and presentation of course offerings. All courses have been peer reviewed for content, content clarity, instructions, and time for completion. EEG 200 - FUNDAMENTALS OF NEUROANATOMY EEG 201 - TESTING PROCEDURES & TERMINOLOGY This course is an introduction to the structures and functions of This course introduces learners to the field of Neurodiagnostic the nervous system. Course content includes basic terms related to Technology by providing descriptions of Neurodiagnostic testing anatomical position, direction, body region, and body plane. The procedures and describing the profession’s Scope of Practice. The bony structures of the skull are presented as well as specific structures Scope of Practice specifies the role of ND technologists as members and functions of the nervous system, such as the brain, brainstem, of the health care team and outlines core responsibilities.
    [Show full text]
  • Lecture 5: Emerging Parasitic Helminths Part 2: Tissue Nematodes
    Readings-Nematodes • Ch. 11 (pp. 290, 291-93, 295 [box 11.1], 304 [box 11.2]) • Lecture 5: Emerging Parasitic Ch.14 (p. 375, 367 [table 14.1]) Helminths part 2: Tissue Nematodes Matt Tucker, M.S., MSPH [email protected] HSC4933 Emerging Infectious Diseases HSC4933. Emerging Infectious Diseases 2 Monsters Inside Me Learning Objectives • Toxocariasis, larva migrans (Toxocara canis, dog hookworm): • Understand how visceral larval migrans, cutaneous larval migrans, and ocular larval migrans can occur Background: • Know basic attributes of tissue nematodes and be able to distinguish http://animal.discovery.com/invertebrates/monsters-inside- these nematodes from each other and also from other types of me/toxocariasis-toxocara-roundworm/ nematodes • Understand life cycles of tissue nematodes, noting similarities and Videos: http://animal.discovery.com/videos/monsters-inside- significant difference me-toxocariasis.html • Know infective stages, various hosts involved in a particular cycle • Be familiar with diagnostic criteria, epidemiology, pathogenicity, http://animal.discovery.com/videos/monsters-inside-me- &treatment toxocara-parasite.html • Identify locations in world where certain parasites exist • Note drugs (always available) that are used to treat parasites • Describe factors of tissue nematodes that can make them emerging infectious diseases • Be familiar with Dracunculiasis and status of eradication HSC4933. Emerging Infectious Diseases 3 HSC4933. Emerging Infectious Diseases 4 Lecture 5: On the Menu Problems with other hookworms • Cutaneous larva migrans or Visceral Tissue Nematodes larva migrans • Hookworms of other animals • Cutaneous Larva Migrans frequently fail to penetrate the human dermis (and beyond). • Visceral Larva Migrans – Ancylostoma braziliense (most common- in Gulf Coast and tropics), • Gnathostoma spp. Ancylostoma caninum, Ancylostoma “creeping eruption” ceylanicum, • Trichinella spiralis • They migrate through the epidermis leaving typical tracks • Dracunculus medinensis • Eosinophilic enteritis-emerging problem in Australia HSC4933.
    [Show full text]
  • Wagenmann Named Player of the Weeksports
    Wagenmann named TESTER: MIDEAST WILL DEFINE OBAMA’S TENURE Player of the Week SPORTS MONTANA missoulian.com TUESDAY, October 7, 2014 Copyright 2014 $1 FOX CLUB DEATH Inquest to decide if shooting charges are filed By KATHRYN HAAKE Jury to determine whether use of force was justified in fatal incident ON MISSOULIAN.COM of the Missoulian ■ More coverage: A coroner’s inquest will killed in a Missoula strip club’s County Attorney Jason Marks who admitted fatally shooting Read more about the determine if charges are filed in parking lot early on the morning said the outcome of the inquest Hymel in the chest outside the Fox Club shooting the shooting death of of Sept. 1. will determine whether Fox Club Cabaret. online with this story. Christopher Hymel, the 23- In a decision announced prosecutors pursue charges year-old Louisiana man who was Monday, Deputy Missoula against Michael Gordon, the man See SHOOTING, Page A8 POTOMAC Residents HONORING SERVICE lose their 3 veterans from WWII, Vietnam, Afghanistan awarded Purple Heart cellphone coverage Sprint buys tower but doesn’t offer service in Montana; some caught off-guard By KIM BRIGGEMAN of the Missoulian POTOMAC – This valley doesn’t have cellphone service any more. The tower that stands against the pines on the southern fringe was switched off last Thursday, Oct. 1, one of the victims of the long-planned Sprint takeover of Cellular One. Some knew it was coming. Gary and Becky Douglas Delp say they didn’t. They’ve used AT&T phones for the past several years at their business, Heritage Timber, and the roaming service worked so See CELLPHONE, Page A8 SOUTH SUDAN MICHAEL GALLACHER/Missoulian U.S.
    [Show full text]
  • Residents Day Virtual Meeting Henry Ford Health System
    May 7, 2021 Residents Day Virtual Meeting Hosted by: Henry Ford Health System - Detroit Internal Medicine Residency Program Medical Student Day Virtual Meeting Sponsored by: & Residents Day & Medical Student Day Virtual Program May 7, 2021 MORNING SESSIONS 6:45 – 7:30 AM Resident Program Directors Meeting – Sandor Shoichet, MD, FACP Via Zoom 7:30 – 9:30 AM Oral Abstract Presentations Session One Abstracts 1-10 9:00 – 10:30 AM Oral Abstract Presentations Session Two Abstracts 11-20 10:30 AM – 12:00 PM Oral Abstract Presentations Session Three Abstracts 21-30 KEYNOTE SESSON COVID Perspectives: 1. “ID Perspective: Inpatient Work and Lessons from Infection Control Point of View” – Payal Patel, MD, MPH 12:00 – 1:00 PM 2. “PCCM Perspective: Adding Specific Lessons from ICU Care/Burden and Possible Response to Future Pandemics” – Jack Buckley, MD 3. “Pop Health/Insurance Perspective – Population Health/Social Net of Health/Urban Under-Represented Care During COVID” – Peter Watson, MD, MMM, FACP AFTERNOON SESSIONS RESIDENTS PROGRAM MEDICAL STUDENT PROGRAM Residents Doctor’s Dilemma™ 1:15 – 2:00 PM Nicole Marijanovich MD, FACP 1:00 – 1:30 pm COVID Overview – Andrew Jameson, MD, FACP Session 1 Residents Doctor’s Dilemma™ 2:00 – 2:45 PM 1:30 – 2:15 am COVID – A Medical Students Perspective Session 2 Residents Doctor’s Dilemma™ 4th Year Medical Student Panel: Post-Match Review 2:45 – 3:30 PM 2:15 – 3:00 pm Session 3 of Interviews Impacted by COVID Residents Doctor’s Dilemma™ Residency Program Director Panel: A Residency 3:30 – 4:15 PM 3:00 – 3:45
    [Show full text]
  • Parasites 1: Trematodes and Cestodes
    Learning Objectives • Be familiar with general prevalence of nematodes and life stages • Know most important soil-borne transmitted nematodes • Know basic attributes of intestinal nematodes and be able to distinguish these nematodes from each other and also from other Lecture 4: Emerging Parasitic types of nematodes • Understand life cycles of nematodes, noting similarities and significant differences Helminths part 2: Intestinal • Know infective stages, various hosts involved in a particular cycle • Be familiar with diagnostic criteria, epidemiology, pathogenicity, Nematodes &treatment • Identify locations in world where certain parasites exist Presented by Matt Tucker, M.S, MSPH • Note common drugs that are used to treat parasites • Describe factors of intestinal nematodes that can make them emerging [email protected] infectious diseases HSC4933 Emerging Infectious Diseases HSC4933. Emerging Infectious Diseases 2 Readings-Nematodes Monsters Inside Me • Ch. 11 (pp. 288-289, 289-90, 295 • Just for fun: • Baylisascariasis (Baylisascaris procyonis, raccoon zoonosis): Background: http://animal.discovery.com/invertebrates/monsters-inside-me/baylisascaris- [box 11.1], 298-99, 299-301, 304 raccoon-roundworm/ Video: http://animal.discovery.com/videos/monsters-inside-me-the-baylisascaris- [box 11.2]) parasite.html Strongyloidiasis (Strongyloides stercoralis, the threadworm): Background: http://animal.discovery.com/invertebrates/monsters-inside-me/strongyloides- • Ch. 14 (p. 365, 367 [table 14.1]) stercoralis-threadworm/ Videos: http://animal.discovery.com/videos/monsters-inside-me-the-threadworm.html http://animal.discovery.com/videos/monsters-inside-me-strongyloides-threadworm.html Angiostrongyliasis (Angiostrongylus cantonensis, the rat lungworm): Background: http://animal.discovery.com/invertebrates/monsters-inside- me/angiostrongyliasis-rat-lungworm/ Video: http://animal.discovery.com/videos/monsters-inside-me-the-rat-lungworm.html HSC4933.
    [Show full text]
  • Curriculum Guide: the President's Travels
    Curriculum Guide: The President’s Travels Unit 18 of 19: Fighting Tropical Disease – What Ails You? 441 Freedom Parkway, Atlanta, GA, 30312 | 404-865-7100 | www.jimmycarterlibrary.gov Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Nulla lectus mi, sodales ac, consectetuer sed, luctus sit amet, risus. Mauris tempus quam sit amet mi. Mauris sagittis augue nec augue. Fusce ipsum. Fighting Tropical Disease Lesson: What Ails You? Lesson Summary: Students will use clues to identify tropical illnesses. Objectives: Students will: Analyze data and use clues to identify illnesses. Students will conclude that identifying and eradicating diseases is a complex process that involves identifying diseases, and solving many problems that contribute to the spread of disease. Materials: Disease life cycle charts Clue cards with symptoms of various tropical illnesses and geographical clues Maps of disease regions Map analysis chart Picture analysis chart Pictures related to diseases Standards Met: Geography: Science SSWG1 The student will explain the S5L4. Students will relate how physical aspects of geography. microorganisms benefit or harm a. Describe the concept of place by larger organisms. explaining how physical characteristics b. Identify harmful microorganisms such as landforms; bodies of water, and explain why they are harmful. climate, soils, natural vegetation, and animal life are used to describe a place. S7L4. Students will examine the b. Explain how human characteristics, dependence of organisms on one such as population settlement patterns, another and their environments. and human activities, such as agriculture c. Recognize that changes in and industry, can describe a place. environmental conditions can affect the c. Analyze the interrelationship between survival of both individuals and entire physical and human characteristics of a species.
    [Show full text]
  • Invertebrates - Advanced
    Invertebrates - Advanced Douglas Wilkin, Ph.D. Jennifer Blanchette Say Thanks to the Authors Click http://www.ck12.org/saythanks (No sign in required) AUTHORS Douglas Wilkin, Ph.D. To access a customizable version of this book, as well as other Jennifer Blanchette interactive content, visit www.ck12.org EDITOR Douglas Wilkin, Ph.D. CK-12 Foundation is a non-profit organization with a mission to reduce the cost of textbook materials for the K-12 market both in the U.S. and worldwide. Using an open-source, collaborative, and web-based compilation model, CK-12 pioneers and promotes the creation and distribution of high-quality, adaptive online textbooks that can be mixed, modified and printed (i.e., the FlexBook® textbooks). Copyright © 2016 CK-12 Foundation, www.ck12.org The names “CK-12” and “CK12” and associated logos and the terms “FlexBook®” and “FlexBook Platform®” (collectively “CK-12 Marks”) are trademarks and service marks of CK-12 Foundation and are protected by federal, state, and international laws. Any form of reproduction of this book in any format or medium, in whole or in sections must include the referral attribution link http://www.ck12.org/saythanks (placed in a visible location) in addition to the following terms. Except as otherwise noted, all CK-12 Content (including CK-12 Curriculum Material) is made available to Users in accordance with the Creative Commons Attribution-Non-Commercial 3.0 Unported (CC BY-NC 3.0) License (http://creativecommons.org/ licenses/by-nc/3.0/), as amended and updated by Creative Com- mons from time to time (the “CC License”), which is incorporated herein by this reference.
    [Show full text]
  • Geza Teleki and the Emergence of Sierra Leone's Wildlife Conservation Movement Author(S): Paul Munro Source: Primate Conservation, (29):115-122
    Geza Teleki and the Emergence of Sierra Leone's Wildlife Conservation Movement Author(s): Paul Munro Source: Primate Conservation, (29):115-122. Published By: Conservation International DOI: http://dx.doi.org/10.1896/052.029.0112 URL: http://www.bioone.org/doi/full/10.1896/052.029.0112 BioOne (www.bioone.org) is a nonprofit, online aggregation of core research in the biological, ecological, and environmental sciences. BioOne provides a sustainable online platform for over 170 journals and books published by nonprofit societies, associations, museums, institutions, and presses. Your use of this PDF, the BioOne Web site, and all posted and associated content indicates your acceptance of BioOne’s Terms of Use, available at www.bioone.org/page/terms_of_use. Usage of BioOne content is strictly limited to personal, educational, and non-commercial use. Commercial inquiries or rights and permissions requests should be directed to the individual publisher as copyright holder. BioOne sees sustainable scholarly publishing as an inherently collaborative enterprise connecting authors, nonprofit publishers, academic institutions, research libraries, and research funders in the common goal of maximizing access to critical research. Primate Conservation 2015 (29): 115–122 Geza Teleki and the Emergence of Sierra Leone’s Wildlife Conservation Movement Paul Munro Environmental Humanities Program, School of Humanities and Languages, University of New South Wales, Sydney, NSW, Australia Abstract: This paper details Geza Teleki’s contributions in the development of a wildlife conservation movement in Sierra Leone in the late 1970s to early 1980s. Teleki, a primatologist researcher and an animal rights activist, arrived in Sierra Leone in 1979 to find an inactive government wildlife conservation program and a thriving primate export sector.
    [Show full text]
  • Medical and Veterinary Aspects of Snails and Slugs
    Snails and slugs aren’t just agricultural and horticultural pests David G. Robinson Ph.D. USDA APHIS National Malacology Laboratory The Academy of Natural Sciences of Drexel University, Philadelphia, PA 19103 USA Invasive mollusk species have the potential to: Introduce snail-vectored human and livestock diseases, including cerebral and abdominal angiostrongyliasis Introduce these diseases to native species and other invasive species that are already present Laboratory studies indicate that diseases such as those that affect recognized vectors (such as GAS and veronicellid slugs) can be introduced into native snail and slug populations, increasing the threat to Public Health Facilitate the spread of other diseases not normally associated with mollusks For example, large accumulations of dead GAS shells filling with rain water can provide an ideal breeding environment for mosquito larvae – producing more mosquitoes and perhaps facilitating the spread of malaria, dengue fever, yellow fever and as of 2015 chikungunya (throughout the West Indies, including the U.S. Virgin Islands), as well as Africa (where it originated) Plant pathogens such as Phytophtora spp. , not usually associated with molluscs, can also be vectored by snails including GAS Dead shells along roadside in Barbados (photo: A. Fields) The association of invasive, synanthropic snails and slugs with human habitation brings snails and slugs, if populations are high enough, into direct contact with people Directly impact urban and suburban householders, leaving slime trails, piles of feces and dead, rotting snails in homes and gardens This may also impact tourism Example: GAS on golf courses, in hotels in hotel gardens, floating dead in swimming pools, etc.
    [Show full text]