You Wouldn’t Spawn in a Septic Tank, Would You?

Environmental effects of salmon farming are controversial issues. In Northern Norway, cod fishers argue that the location of salmon pens in fjords results in the cessation of local cod spawning. Research supporting or rejecting such statements is scant. There is an absence of both short-term and long-term studies on the effects that salmon farming may have on wild fish stocks. There are few studies of local ecosystem relationships in general. This article explores fishers’ arguments about the effects of salmon farming. It discusses methods of assessing the reliability and validity of fisher knowledge, and contributes to the discussion on assets and limitations of narrative data and experiential knowledge.     

Infants’ Somatotopic Neural Responses to Seeing Human Actions: I’ve Got You under My Skin

Human infants rapidly learn new skills and customs via imitation, but the neural linkages between action perception and production are not well understood. Neuroscience studies in adults suggest that a key component of imitation–identifying the corresponding body part used in the acts of self and other–has an organized neural signature. In adults, perceiving someone using a specific body part (e.g., hand vs. foot) is associated with activation of the corresponding area of the sensory and/or motor strip in the observer’s brain–a phenomenon called neural somatotopy. Here we examine whether preverbal infants also exhibit somatotopic neural responses during the observation of others’ actions. 14-month-old infants were randomly assigned to watch an adult reach towards and touch an object using either her hand or her foot. The scalp electroencephalogram (EEG) was recorded and event-related changes in the sensorimotor mu rhythm were analyzed. Mu rhythm desynchronization was greater over hand areas of sensorimotor cortex during observation of hand actions and was greater over the foot area for observation of foot actions. This provides the first evidence that infants’ observation of someone else using a particular body part activates the corresponding areas of sensorimotor cortex. We hypothesize that this somatotopic organization in the developing brain supports imitation and cultural learning. The findings connect developmental cognitive neuroscience, adult neuroscience, action representation, and behavioral imitation.     

Adenovirus’s last trick: You say lysis,we say autophagy

The last stage of the adenovirus replication cycle, lysis, is considered not very efficient and remains poorly understood. Pathogen infection induces autophagy in eukaryotic cells. In the case of viruses, autophagy is a double-edged sword that can either facilitate or impede replication. On one hand, autophagy reduces the replication capability of the herpesviruses. On the other hand, the RNA virus poliovirus uses autophagosomes to form replication complexes. Recently we characterized the autophagy induced by the oncolytic adenovirus Delta-24-RGD in brain tumor stem cells. Late in the adenoviral infectious cycle, we observed remarkable up-regulation of the Atg12-Atg5 complex and prominent autophagy. In addition, adenovirus-induced autophagy results in disruption of the cytoplasmic structure and the continuity of the cellular membrane. We speculate that adenoviruses induce autophagy to facilitate the release of viral progeny at the end of the infectious cycle. The substitution of “autophagy” for “lysis” is not just semantic. Because autophagy is a genetically programmed process and not a passive phenomenon, it immediately suggests interactions between adenovirus proteins and autophagy regulators. Understanding the mechanism underlying adenovirus-mediated autophagy should propel the development of novel vectors with enhanced capability to release viral progeny and, as a result, more potent oncolytic effect.

Addendum to: Jiang H, Gomez-Manzano C, Aoki H, Alonso MM, Kondo S, McCormick F, Xu J, Kondo Y, Bekele BN, Colman H, Lang FF, Fueyo J. Examination of the therapeutic potential of Delta-24-RGD in brain tumor stem cells: Role of autophagic cell death. J Natl Cancer Inst 2007; 99:1410-4.     

It’s Not About You: A Simple Proposition for Improving Biology Education

THE Genetics Society of America’s Elizabeth W. Jones Award for Excellence in Education recognizes significant and sustained impact on genetics education. Consistent with her philosophy of linking research and education, the 2014 Awardee Robin Wright includes undergraduate students in all of her research. She seeks to teach how to think like and to actually be a biologist, working in teams and looking at real-world problems. She emphasizes a learner-centered model of classroom work that promotes and enhances lifelong skills, and has transformed biology education at the University of Minnesota through several efforts including developing the interactive, stimulating Foundations of Biology course sequence, encouraging active learning and open-ended research; supporting the construction of Active Learning Classrooms; and establishing Student Learning Outcomes, standards that measure biology education. She serves as founding editor-in-chief of CourseSource, focusing national effort to collect learner-centered, outcomes-based teaching resources in undergraduate biology.Open in a separate windowRobin Wright     

Teaching Tree Thinking to College Students: It’s Not as Easy as You Think

The ability to understand and reason with tree-of-life diagrams (i.e., cladograms), referred to as tree thinking, is an essential skill for biology students. Yet, recent findings indicate that cladograms are cognitively opaque to many college students, leading them to misinterpret the information depicted. The current studies address the impact of prior biological background and instruction in phylogenetics on students?? competence at two foundational tree-thinking skills. In Study 1, college students with stronger (N?=?52) and weaker (N?=?60) backgrounds in biology were asked to (a) identify all the nested clades in two cladograms and (b) evaluate evolutionary relatedness among taxa positioned at different hierarchical levels (two questions) and included in a polytomy (two questions). Stronger-background students were more successful than weaker-background students. In Study 2, a subset of the stronger-background students (N?=?41) who were enrolled in an evolution class subsequently received two days of instruction on phylogenetics. As expected, these students?? tree-thinking skills generally improved with instruction. However, although these students did very well at marking the nested clades, fundamental misinterpretations of relative evolutionary relatedness remained. The latter was especially, although not exclusively, the case for taxa included in a polytomy. These results highlight the importance of teaching cladistics, as well as the need to tailor such instruction to the difficulties students have learning key macroevolutionary concepts.     

You’ll never walk alone – The effects of walkability on pregnancy behaviors and outcomes

This study investigates the relationship between local walkability and physical activity and subsequent health outcomes among pregnant women – for whom walking is the recommended, and by far most common, form of exercise. Using an EPA measure of walkability at the county level (as well as other county-level characteristics) combined with rich individual-level data on pregnant women yields evidence that higher walkability translates into improvements in maternal and infant health outcomes as well as physical activity. Using the 2011 Natality Detail Files with geographic identifiers and controlling for the overall health of women in the community as well as the individual mother’s pre-pregnancy BMI, we show that women residing in more walkable counties are less likely to experience preterm birth, low birth weight, gestational diabetes and hypertension. While one potential mechanism is through improved gestational weight gain, the evidence points to more general improvements in health as walkability does not seem to prevent excessive weight gain or macrosomic babies. Evidence that these general improvements derive at least in part from greater physical activity comes from analyses using the 2011 Behavioral Risk Factor Surveillance System, in which higher walkability translates into more physical activity among pregnant women (and also relative to their non-pregnant counterparts). Our study suggests more broadly that pregnant women’s physical activity responds to factors that facilitate it and that such activity makes a difference to birth outcomes.     

What You See Is What You Get? Exclusion Performances in Ravens and Keas

Background

Among birds, corvids and parrots are prime candidates for advanced cognitive abilities. Still, hardly anything is known about cognitive similarities and dissimilarities between them. Recently, exclusion has gained increasing interest in comparative cognition. To select the correct option in an exclusion task, one option has to be rejected (or excluded) and the correct option may be inferred, which raises the possibility that causal understanding is involved. However, little is yet known about its evolutionary history, as only few species, and mainly mammals, have been studied.

Methodology/Principal Findings

We tested ravens and keas in a choice task requiring the search for food in two differently shaped tubes. We provided the birds with partial information about the content of one of the two tubes and asked whether they could use this information to infer the location of the hidden food and adjust their searching behaviour accordingly. Additionally, this setup allowed us to investigate whether the birds would appreciate the impact of the shape of the tubes on the visibility of food. The keas chose the baited tube more often than the ravens. However, the ravens applied the more efficient strategy, choosing by exclusion more frequently than the keas. An additional experiment confirmed this, indicating that ravens and keas either differ in their cognitive skills or that they apply them differently.

Conclusion

To our knowledge, this is the first study to demonstrate that corvids and parrots may perform differently in cognitive tasks, highlighting the potential impact of different selection pressures on the cognitive evolution of these large-brained birds.