The taxonomist - an endangered race. A practical proposal for its survival

Background

Taxonomy or biological systematics is the basic scientific discipline of biology, postulating hypotheses of identity and relationships, on which all other natural sciences dealing with organisms relies. However, the scientific contributions of taxonomists have been largely neglected when using species names in scientific publications by not citing the authority on which they are based.

Discussion

Consequences of this neglect is reduced recognition of the importance of taxonomy, which in turn results in diminished funding, lower interest from journals in publishing taxonomic research, and a reduced number of young scientists entering the field. This has lead to the so-called taxonomic impediment at a time when biodiversity studies are of critical importance. Here we emphasize a practical and obvious solution to this dilemma. We propose that whenever a species name is used, the author(s) of the species hypothesis be included and the original literature source cited, including taxonomic revisions and identification literature - nothing more than what is done for every other hypothesis or assumption included in a scientific publication. In addition, we postulate that journals primarily publishing taxonomic studies should be indexed in ISI^SM.

Summary

The proposal outlined above would make visible the true contribution of taxonomists within the scientific community, and would provide a more accurate assessment for funding agencies impact and importance of taxonomy, and help in the recruitment of young scientists into the field, thus helping to alleviate the taxonomic impediment. In addition, it would also make much of the biological literature more robust by reducing or alleviating taxonomic uncertainty.     

The ability of A-level students to name plants

he ability of A level students to recognise and name common wild flowers was shown to be very poor. Traineeteachers performed little better and nearly a third of the practising A-level biology teachers tested were able toname only three or fewer wild flowers.

Although opportunities exist at primary level for children to learn about the environment, most enter sec-ondary school with a poor knowledge of the organisms around them, particularly plants. At secondary level thedecrease in the importance of whole organism biology in the curriculum, declining opportunities for fieldworkand the concentration of A-level fieldwork on techniques and course assessment allow little time for training inidentification skills. Many A-level students feel that being able to recognise and name organisms is not important. In teaching students to be responsible citizens and to care about their environment, a knowledge of atleast the common organisms around them is vital.Initiatives are needed to engage the interest of primaryschool children and to provide more opportunities for fieldwork at secondary level, including time to teach students to recognise organisms. Training for teachers would be valuable and the role of organisations outside formal education in educating the wider public is also recognised.     

PROBLEMS WITH REGARD TO REPR0DUCTIVE BIOLOGY IN PLANT TAXONOMY

Plant taxonomists traditionally place a heayy reliance on floral charactess in assessing relationships and in arriving at taxonomic conclusions. From the standpoint of reproductive biology, differences in number, shape and position of floral parts, in perianth-color patterns, and in various phenological traits, are all features that represent adaptations to various modes of pollination. Such an awareness can immeasurably aid the plant taxonomists in making intelli-gent taxonomic assessments.     

A first attempt to bring computational biology into advanced high school biology classrooms

Computer science has become ubiquitous in many areas of biological research, yet most high school and even college students are unaware of this. As a result, many college biology majors graduate without adequate computational skills for contemporary fields of biology. The absence of a computational element in secondary school biology classrooms is of growing concern to the computational biology community and biology teachers who would like to acquaint their students with updated approaches in the discipline. We present a first attempt to correct this absence by introducing a computational biology element to teach genetic evolution into advanced biology classes in two local high schools. Our primary goal was to show students how computation is used in biology and why a basic understanding of computation is necessary for research in many fields of biology. This curriculum is intended to be taught by a computational biologist who has worked with a high school advanced biology teacher to adapt the unit for his/her classroom, but a motivated high school teacher comfortable with mathematics and computing may be able to teach this alone. In this paper, we present our curriculum, which takes into consideration the constraints of the required curriculum, and discuss our experiences teaching it. We describe the successes and challenges we encountered while bringing this unit to high school students, discuss how we addressed these challenges, and make suggestions for future versions of this curriculum.We believe that our curriculum can be a valuable seed for further development of computational activities aimed at high school biology students. Further, our experiences may be of value to others teaching computational biology at this level. Our curriculum can be obtained at http://ecsite.cs.colorado.edu/?page_id=149#biology or by contacting the authors.     

Presidential address: rediscovering parasites using molecular tools--towards revising the taxonomy of Echinococcus, Giardia and Cryptosporidium

Molecular biology has provided parasitologists with a fantastic variety of techniques that have had a major impact on research into parasites and parasitism. Molecular tools have revealed the extent and nature of genetic diversity in parasites and this information has made a significant contribution to studies on the population genetics and evolutionary biology of parasites. Similarly, epidemiology has benefited enormously from the application of molecular tools in terms of studying parasite life cycles and transmission, and in the development of specific and sensitive methods for diagnosis and surveillance. However, the theme I wish to develop in this paper is concerned with the contribution molecular tools have made to parasite taxonomy and systematics, and in particular, the fact that in many cases molecular tools are validating the proposals made many years ago by taxonomists and biologists which were discounted or not fully accepted at the time. To do this I have chosen four examples (Echinococcus, Entamoeba, Giardia, Cryptosporidium) where recent research involving molecular characterisation has confirmed observations made many years ago and has resulted in a need to revise the taxonomy of different groups of parasites.     

野生蜜蜂及其传粉作用的研究现状

传粉是维持与提升生物多样性的重要生态过程。膜翅目蜜蜂总科昆虫是自然界中最重要的传粉者, 但对野生蜜蜂的研究一直以来非常薄弱, 如野生蜜蜂类群的资源调查、种类的准确鉴别、营巢生物学与传粉生物学研究等方面。目前, 生物多样性与保护生物学方面的工作越来越多地涉及野生蜜蜂与植物的相互关系, 地方植物区系与农林作物的传粉生物学基础研究与应用项目也引起重视。本文综述了国内外野生蜜蜂的研究现状, 期望从分类学、营巢生物学与传粉生物学等方面推动野生蜜蜂传粉在农林业生产实践中的应用。     

Designing and implementing a new advanced level biology course

Salters-Nuffield Advanced Biology is a new advanced level biology course, piloted from September 2002 in England with around 1200 students. This paper discusses the reasons for developing a new advanced biology course at this time, the philosophy of the project and how the materials are being written and the specification devised. The aim of the project is to provide an up-to-date course that interests students, is considered appropriate by teachers and other professionals in biology, and takes full advantage of modern developments in biology and in teaching.     

Teachers' journal club: bridging between the dynamics of biological discoveries and biology teachers

Since biology is one of the most dynamic research fields within the natural sciences, the gap between the accumulated knowledge in biology and the knowledge that is taught in schools, increases rapidly with time. Our long-term objective is to develop means to bridge between the dynamics of biological discoveries and the biology teachers and students. Here we report on our recent initiative towards this objective in which we established a journal club forum as a means towards the professional development of biology teachers. We used the journal club format, which is common within the scientific community, in order to engage biology teachers in a constructivist type of learning in which they acquire new skills and at the same time are continuously updated as to biological discoveries, and can then develop updated activities for their biology students. We suggest using the journal club format for the long-term professional development of biology teachers.     

Making developmental biology relevant to undergraduates in an era of economic rationalism in Australia

This report describes the road map we followed at our university to accommodate three main factors: financial pressure within the university system; desire to enhance the learning experience of undergraduates; and motivation to increase the prominence of the discipline of developmental biology in our university. We engineered a novel, multi-year undergraduate developmental biology program which was "student-oriented," ensuring that students were continually exposed to the underlying principles and philosophy of this discipline throughout their undergraduate career. Among its key features are introductory lectures in core courses in the first year, which emphasize the relevance of developmental biology to tissue engineering, reproductive medicine, therapeutic approaches in medicine, agriculture and aquaculture. State-of-the-art animated computer graphics and images of high visual impact are also used. In addition, students are streamed into the developmental biology track in the second year, using courses like human embryology and courses shared with cell biology, which include practicals based on modern experimental approaches. Finally, fully dedicated third-year courses in developmental biology are undertaken in conjunction with stand-alone practical courses where students experiencefirst-hand work in a research laboratory. Our philosophy is a "cradle-to-grave" approach to the education of undergraduates so as to prepare highly motivated, enthusiastic and well-educated developmental biologists for entry into graduate programs and ultimately post-doctoral research.     

An intense half-semester developmental biology course,as taught at Uppsala University,Sweden

This intensive course, designed for advanced undergraduates and beginning graduate students, was first taught in 1995 at Uppsala University, Sweden, and consists of a half-semester (8-9 weeks) of daily lecture and laboratory sessions covering a broad range of topics and giving an overview of developmental biology and some of its applications. The labs introduce students to a diverse assortment of model systems. The course goals are to present a comparative view of animal development (gametogenesis, fertilization, gastrulation, neurulation, organogenesis), followed by lectures on cellular and molecular mechanisms that regulate development, such as induction mechanisms, cell adhesion and migration, cell-matrix interactions and genomic imprinting. The development of complex systems, such as the nervous system, limbs and flowers, is emphasized, including aspects such as malformations, homeosis and mutant analysis, reproduction and fertility problems, and the connection between development and cancer. Model organisms are emphasized, but evolutionary aspects receive due attention. Typically, during the first 5 weeks, a day begins with lectures in the morning and ends with labs or demonstrations and seminars in the afternoon. Wednesday afternoons are "free" to give time for reading. A theory test is taken at the end of this period. Then, students do supervised research for 3 weeks to give them a feel for what it is like to do "real science." Finally, students present oral and written reports on their projects. This is the only course students enroll in during this portion of the semester, so they are expected to devote full effort to it.     

On the Other "Phylogenetic Systematics"

De Queiroz and Gauthier, in a serial paper, argue that biological taxonomy is in a sad state, because taxonomists harbor "widely held belief" systems that are archaic and insufficient for modern classification, and that the bulk of practicing taxonomists are essentialists. Their paper argues for the scrapping of the current system of nomenclature, but fails to provide specific rules for the new "Phylogenetic Systematics"—instead we have been presented with a vague and sketchy manifesto based upon the assertion that "clades are individuals" and therefore must be pointed at with proper names, rather than diagnosed by synapomorphies. They claim greater stability for "node pointing," yet even their own examples show that the opposite is true, and their node pointing system is only more stable in a purely metaphysical sense detached from characters, evidence, usage of names, and composition of groups. We will show that the node pointing system is actually far LESS stable than the existing Linnaean System when stability is measured by the rational method of determining the net change in taxa (species) included in a particular group under different classifications.     

Parasite systematics in the 21st century: opportunities and obstacles

Taxonomic names and phylogenetic hypotheses are indispensable tools for modern biological research, both basic and applied. Like all disciplines, parasitology suffers from the 'taxonomic impediment' - a global shortage of professional taxonomists and systematists. Only a fraction of the species of parasites on this planet have been identified, and the evolutionary relationships of only a minority of those are understood; thus, information on how to manage parasite biodiversity, including known and potential disease agents, is incomplete. A renewal of systematic parasitology has a key role in redefining the relationship between mankind and the organisms whose biology fascinates us so much.     

Information literacy in biology education: an example from an advanced cell biology course

Information literacy skills are critically important for the undergraduate biology student. The ability to find, understand, evaluate, and use information, whether from the scientific literature or from Web resources, is essential for a good understanding of a topic and for the conduct of research. A project in which students receive information literacy instruction and then proceed to select, update, and write about a current research topic in an upper-level cell biology course is described. Students research the chosen topic using paper and electronic resources, generate a list of relevant articles, prepare abstracts based on papers read, and, finally, prepare a "state-of-the-art" paper on the topic. This approach, which extends over most of one semester, has resulted in a number of well-researched and well-written papers that incorporate some of the latest research in cell biology. The steps in this project have also led to students who are prepared to address future projects on new and complex topics. The project is part of an undergraduate course in cell biology, but parts of the assignments can be modified to fit a variety of subject areas and levels.     

Teaching systems biology: an active-learning approach

With genomics well established in modern molecular biology, recent studies have sought to further the discipline by integrating complementary methodologies into a holistic depiction of the molecular mechanisms underpinning cell function. This genomic subdiscipline, loosely termed "systems biology," presents the biology educator with both opportunities and obstacles: The benefit of exposing students to this cutting-edge scientific methodology is manifest, yet how does one convey the breadth and advantage of systems biology while still engaging the student? Here, I describe an active-learning approach to the presentation of systems biology. In graduate classes at the University of Michigan, Ann Arbor, I divided students into small groups and asked each group to interpret a sample data set (e.g., microarray data, two-hybrid data, homology-search results) describing a hypothetical signaling pathway. Mimicking realistic experimental results, each data set revealed a portion of this pathway; however, students were only able to reconstruct the full pathway by integrating all data sets, thereby exemplifying the utility in a systems biology approach. Student response to this cooperative exercise was extremely positive. In total, this approach provides an effective introduction to systems biology appropriate for students at both the undergraduate and graduate levels.     

Instructors' practices in and attitudes toward teaching ethics in the genetics classroom

There is strong consensus among educators that training in the ethical and social consequences of science is necessary for the development of students into the science professionals and well-rounded citizens needed in the future. However, this part of the curriculum is not a major focus of most science departments and it is not clear if, or how, students receive this training. To determine the current status of bioethics education of undergraduate biology students in the United States, we surveyed instructors of introductory genetics. We found that there was support for more ethics education both in the general curriculum and in the genetics classroom than is currently being given. Most instructors devote <5% of class time to ethical and social issues in their genetics courses. The majority feels that this is inadequate treatment of these topics and most cited lack of time as a major reason they were unable to give more attention to bioethics. We believe biology departments should take the responsibility to ensure that their students are receiving a balanced education. Undergraduate students should be adequately trained in ethics either within their science courses or in a specialized course elsewhere in the curriculum.     

La collaboration entre les taxonomistes et les groupes de travail de la C.I.L.B.

Summary The author examines in his report some aspects of the relations existing between the ecologists of the C.I.L.B. working teams and the taxonomists which collaborate with the identification centre, and between these taxonomists and the identification centre itself. The collaboration between taxonomists and ecologists must certainly be encouraged by the C.I.L.B., especially with regard to those biological control projects such as the Olive fly and the San Jose Scale, where behavioural caracters of the parasitic species may be determinant for their identification. Emphasis is given to the importance of the behavioural caracters in taxonomy and examples of this are reported. The collaboration between taxonomists and the identification centre of the C.I.L.B. would be favoured through the following: 1. The establishment of a card file at the C.I.L.B. head-quarters on the entomophagous insect species and their known hosts for a future publication of a synoptic catalog for the palaearctic region; 2. The institution of fellowships for taxonomists to study Museum collections; 3. The establishment of a homotype collection at the C.I.L.B. headquarters, which will constitute, with the file card system, a solid base for the future development of taxonomic work; 4. The reservation of a day for discussions about nomenclature questions at every C.I.L.B. meeting of taxonomists. The author recommends to address reprints concerning the taxonomy and systematic of entomophagous species to the C.I.L.B. headquaters (Entomologisches Institut der E.T.H., Universit?tstrasse 2, Zürich 6, Switzerland) for the establishment of an extensive reference collection to be used for publication of the bibliography on this subject.      

Using models to enhance the intellectual content of learning in developmental biology

Models have been particularly useful in developmental biology over the last 30 years. At first, underlying control mechanisms were poorly understood, but over time a wealth of detailed information became available to provide an increasingly detailed knowledge of underlying mechanisms, at levels from genes through cells to organs, organisms and populations. Models are also of great value in teaching developmental biology, as they allow students to explore phenomena hard to perceive directly because of their scale, accessibility, expense or other considerations. A model may allow students to "experiment" in ways which would be impractical in real life, as well as give them a deep understanding of competing hypotheses of development. Lastly, students can be challenged to produce models of their own, whereas only rarely are they able to carry out original experiments. I discuss two main kinds of models and their uses in generating, testing and expounding hypotheses and point out dangers in the use of models in education. Models may draw upon and reflect the consensus paradigm in the field: a researcher may be able to appreciate that models are interim conditional statements of probability and use them to generate new knowledge. A student may be less able to do so and may fail to appreciate where new knowledge will come from. And unlike physics, biology is stochastic and contingent and can never be entirely deduced from first principles, implying that models can never be as perfect in any biological field as they can be in some other fields.