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Identifying the factors that influence the citation of articles helps authors improve the impact and reach of their research. Analysis of publications in the Journal of Fish Biology between 2008 and 2021 revealed that variables such as the number of keywords, abstract length, number of authors, and page length were associated with higher impact papers. These trends applied to both review and regular papers. These findings suggest that papers that are more informative, have higher numbers of authors, and have more keywords are more likely to be cited. Adoption of some simple "best‐practice" behaviors can improve the likelihood that a paper is cited. [ABSTRACT FROM AUTHOR]

The Society for the Study of Species Biology has announced the recipient of the 17th Plant Species Biology Best Paper Award. The winning paper, titled "Environmental and genetic effects on phenotypic differences between Elaeocarpus photiniifolia ecotypes in dry and mesic habitats on a Japanese oceanic island," explores how different environmental conditions have led to reproductive isolation and genetic differentiation in a specific plant species. Another paper, titled "The epiphytic orchid Vanda falcata is predominantly associated with a single Tulasnellaceae fungus in adulthood, and Ceratobasidiaceae fungi strongly induce its seed germination in vitro," investigates the symbiotic relationships between orchids and mycorrhizal fungi at different stages of growth. Both papers are featured in recent issues of Plant Species Biology. [Extracted from the article]

Not only leaf cutting (imitation of damage by leaf-cutting ants, I Crematogaster i ) but also experimental fire induced more extrafloral nectaries and nectar production in new leaves, implying an adaptive response following rapid regrowth that produces tender leaves prone to be attacked by herbivores. B Marina Neves Delgado, Helena Castanheira de Morais, and Davi Rodrigo Rossatto, 37(4): 268-277 b Title: The role of leaf cutting and fire on extrafloral nectaries and nectar production in I Stryphnodendron adstringens i (Fabaceae, Mimosoideae) plants https://doi.org/10.1111/1442-1984.12373 The authors aimed to clarify the effect of leaf damage on extrafloral nectaries and nectar production (Figures 1 and 2). (b) and (c) Crematogaster ants visiting the extrafloral nectary (EFN) at the base of the petiole. [Extracted from the article]

Across populations, human morbidity and mortality risks generally follow clear gradients, with socially-disadvantaged individuals and groups tending to have higher morbidity and mortality at all life stages relative to those more socially advantaged. Anthropologists specialize in understanding the proximate and ultimate factors that shape variation in human biological functioning and health and are therefore well-situated to explore the relationships between social position and health in diverse ecological and cultural contexts. While human biologists have developed sophisticated methods for assessing health using minimally-invasive methods, at a disciplinary level, we have room for conceptual and methodological improvement in how we frame, measure, and analyze the social inequities that might shape health inequities. This toolkit paper elaborates on some steps human biologists should take to enhance the quality of our research on health inequities. Specifically, we address: (1) how to frame unequal health outcomes (i.e., inequalities vs. disparities vs. inequities) and the importance of identifying our conceptual models of how these inequities emerge; (2) how to measure various axes of social inequities across diverse cultural contexts, and (3) approaches to community collaboration and dissemination. We end by discussing (4) future directions in human biology research of health inequities, including understanding the ultimate causes of sensitivity to social inequities and transitioning from research to action., (© 2022 Wiley Periodicals LLC.)

Climate change, land clearing and invasive species are affecting ecosystems in concert, so effective management requires knowledge sharing and collaboration across multiple fields of applied ecological research.We provide an examination of the growth and interconnectivity of four major subfields of applied ecology: climate change biology, conservation biology, invasion biology and restoration ecology; estimated using citations from the entire population of peer‐reviewed journal articles published between 1990 and 2017.Over this period applied ecological research has grown from 2% of new ecology papers to over 20%. The subfields each represented c. 6% of new ecology publications in 2017, with the exception of restoration ecology at c. 3%. Inter‐subfield citation probabilities also increased consistently over our study period.Despite these positive trends, we identified apparent barriers to future integration of these research areas. While the probability that citations in one subfield would include at least one paper from another subfield was high, the magnitude of cross‐subfield citations was low. Subfields also exhibited segregated publishing habits, asynchronous research foci and a strong preference for citing application over theory.Synthesis and applications. Despite strong overall growth in applied ecological research, segregation of subfields in papers and journals may limit opportunities to identify co‐benefits and complementary theoretical frameworks. This has the potential to result in suboptimal ecological management outcomes. Despite strong overall growth in applied ecological research, segregation of subfields in papers and journals may limit opportunities to identify co‐benefits and complementary theoretical frameworks. This has the potential to result in suboptimal ecological management outcomes. [ABSTRACT FROM AUTHOR]

Currently 1677 species are listed under the U.S. Endangered Species Act (ESA), yet only a small percentage have been delisted due to recovery. In the fall of 2021, the U.S. Fish and Wildlife Service proposed delisting 23 species due to extinction. Tracking changes in species 'recovery status over time is critical to understanding species' statuses, informing adaptive management strategies, and assessing the performance of the ESA to prevent further species loss. In this paper, we describe four key obstacles in tracking species recovery status under the ESA. First, ESA 5‐year reviews lack a standardized format and clear documentation. Second, despite having been listed for decades, many species still suffer major data gaps in their biology and threats, rendering it difficult if not impossible to track progress towards recovery. Third, many species have continued declining after listing, yet given the above (1 & 2), understanding potential causes (proximate and/or ultimate) can be difficult. Fourth, many species currently have no path to clear recovery, which represents a potential failing of the process. We conclude with a discussion of potential policy responses that could be addressed to enhance the efficacy of the ESA. [ABSTRACT FROM AUTHOR]

Lab activities in primary and secondary education are essential to promote students' scientific skills. In this article, we propose a lab activity where different antimicrobial agents are used to the microorganisms' susceptibility to them. Moreover, we produce a rubric, a scoring tool, to quantify students' replies and evaluate the whole activity. We concluded that using the scoring rubric, we have been able to evaluate students' replies and students' benefit. [ABSTRACT FROM AUTHOR]

Senior positions in academia such as tenured faculty and editorial positions often exhibit large gender imbalances across a broad range of research disciplines. The forces driving these imbalances have been the subject of extensive speculation and a more modest body of research. Given the central role publications play in determining individual outcomes and progress in academic settings, unequal patterns of authorship across gender could be a potent driver of observed gender imbalance in academia. Here, we investigate patterns of co‐authorship across four journals in ecology and evolutionary biology at four time‐points spanning four decades. Co‐authorship patterns are of interest because collaborations are important in scientific research, affecting individual researcher productivity, and increasingly, funding opportunities. Based on inferred gender from set criteria, we found significant differences between male and female researchers in their tendency to publish with female co‐authors. Specifically, compared to women, male researchers in the last author position were more likely to co‐author papers with other males. While we did find that the proportion of female co‐authors has increased modestly over the last thirty years, this is strongly correlated with an increase in the average number of authors per paper over time. Additionally, the proportion of female co‐authors on papers remains well below the proportion of PhDs awarded to females in biology. [ABSTRACT FROM AUTHOR]

The 6th International Conference on Agricultural and Biological Sciences (ABS 2020), was planned to be held in the People's Republic of China. Due to the COVID-19 pandemic, ABS 2020, "Agricultural and Biological Sciences: Plant, Soil, Animal, and Environment", was the first online conference in Agricultural and Biological Sciences history. Each paper addressed a slightly different topic and provided identifiable challenges and research key questions in agriculture, agronomy, food production and security, and environmental hazards. The role of Agricultural and Biological Sciences of China is the generation of research knowledge that influence everyday activities. There were 41 manuscripts submitted, of which 25 were accepted for publication. The research domains varied and included the role of specific plant on soil C-cycling, haploid induction, and natural doubling of Zea mays L.; plant species and soil rhizosphere microflora; forest tree biomass succession and dynamics relevant to C-sequestration; making sandy land agriculture friendly; plantation age on C, N, and P stoichiometry; codon uses pattern of Gnetum luofuoense C.Y. Cheng using transcriptome data; suitability of plant landscape unit and natural parks; regeneration protocol of Jatropha curcas L., etc. The purpose of this special section is to generate an improved communication among international scientists that we hope will lead to enhanced food security. [ABSTRACT FROM AUTHOR]

This paper celebrates the life and legacy of psychiatrist and Jungian author Anthony Stevens, who passed away at age 90 on July 13, 2023. It outlines Stevens's origins as a research fellow in Greece, where his work on infant attachment led to a lifelong dedication to establishing the biological and evolutionary foundation of psychiatry. It details his instrumental role in the debate about the theory of archetypes and describes the current state of the literature including the responses and reactions to Stevens's biological innatist position. The paper concludes with a career retrospective in which Stevens's major works are introduced and briefly described. [ABSTRACT FROM AUTHOR]

Fourier transform infrared (FTIR) spectroscopy is a powerful tool for analyzing the biochemical properties of biological samples such as proteins, cellular materials, and tissues. It provides objective information on samples and has been adopted in many research areas of biomedical and biotechnological interest. FTIR spectroscopy can be performed using different approaches at the macro and micro levels allowing the examination of an incredibly broad class of materials. However, it has become evident that the choice of proper spectra acquisition geometries and the modalities of sample preparation in FTIR spectroscopy analysis require special consideration, especially for certain classes of materials such as cells and tissues. In the present paper, we described the different procedures used for preparing and analyzing different types of biological and biotechnological samples when the more largely available approaches are employed using a commercial FTIR spectrometer. Some basic aspects of data analysis procedures are presented in an Appendix. A certain number of our previous experimental results are reported for demonstrating once more the versatility and the potentiality of FTIR spectroscopy., (© 2022 International Union of Biochemistry and Molecular Biology, Inc.)

From this portal page, our readers can choose the journals they want to read, and manuscript authors can select the most suitable journals for their submissions by comparing the journal scopes, objectives, and recent papers. Furthermore, the editors of the three journals can recommend authors to transfer their manuscripts to another of the three journals if the submitted manuscript better matches their scopes and targets. Early View articles are complete full-text articles published online in advance of their publication in a printed issue. [Extracted from the article]

Since the early 1990s, ecologists and evolutionary biologists have aggregated primary research using meta‐analytic methods to understand ecological and evolutionary phenomena. Meta‐analyses can resolve long‐standing disputes, dispel spurious claims, and generate new research questions. At their worst, however, meta‐analysis publications are wolves in sheep's clothing: subjective with biased conclusions, hidden under coats of objective authority. Conclusions can be rendered unreliable by inappropriate statistical methods, problems with the methods used to select primary research, or problems within the primary research itself. Because of these risks, meta‐analyses are increasingly conducted as part of systematic reviews, which use structured, transparent, and reproducible methods to collate and summarise evidence. For readers to determine whether the conclusions from a systematic review or meta‐analysis should be trusted – and to be able to build upon the review – authors need to report what they did, why they did it, and what they found. Complete, transparent, and reproducible reporting is measured by 'reporting quality'. To assess perceptions and standards of reporting quality of systematic reviews and meta‐analyses published in ecology and evolutionary biology, we surveyed 208 researchers with relevant experience (as authors, reviewers, or editors), and conducted detailed evaluations of 102 systematic review and meta‐analysis papers published between 2010 and 2019. Reporting quality was far below optimal and approximately normally distributed. Measured reporting quality was lower than what the community perceived, particularly for the systematic review methods required to measure trustworthiness. The minority of assessed papers that referenced a guideline (~16%) showed substantially higher reporting quality than average, and surveyed researchers showed interest in using a reporting guideline to improve reporting quality. The leading guideline for improving reporting quality of systematic reviews is the Preferred Reporting Items for Systematic reviews and Meta‐Analyses (PRISMA) statement. Here we unveil an extension of PRISMA to serve the meta‐analysis community in ecology and evolutionary biology: PRISMA‐EcoEvo (version 1.0). PRISMA‐EcoEvo is a checklist of 27 main items that, when applicable, should be reported in systematic review and meta‐analysis publications summarising primary research in ecology and evolutionary biology. In this explanation and elaboration document, we provide guidance for authors, reviewers, and editors, with explanations for each item on the checklist, including supplementary examples from published papers. Authors can consult this PRISMA‐EcoEvo guideline both in the planning and writing stages of a systematic review and meta‐analysis, to increase reporting quality of submitted manuscripts. Reviewers and editors can use the checklist to assess reporting quality in the manuscripts they review. Overall, PRISMA‐EcoEvo is a resource for the ecology and evolutionary biology community to facilitate transparent and comprehensively reported systematic reviews and meta‐analyses. [ABSTRACT FROM AUTHOR]

This paper comments on five articles in the special issue "Circulating Images in the Life Sciences." It sees the papers as unified by two themes. The first is their attention to the processes of legitimation. The second is the embedding of the images in textual cultures, which changed over time from the mid‐nineteenth century to the very recent past, most notably with the recent advent of digital culture. [ABSTRACT FROM AUTHOR]

Dear colleagues, I Plant Species Biology i is published jointly with two international journals, namely, I Ecological Research i and I Population Ecology i . Our readers can choose the journals they want to read from this portal page, and manuscript authors can select the most suitable journals for their submissions by comparing the journal scopes, objectives, and recent papers. The three journal editors can also recommend authors to transfer their manuscripts to another of the three journals if the submitted manuscript better matches their scopes and targets. [Extracted from the article]

There is a tension at the heart of Aristotle's understanding of organic activities, created by his appeals to the productive activities of craftsmen and his use of normative language to characterize the goals of such activities. In this paper I discuss two ways of interpreting Aristotle's teleology aimed at resolving this tension, and discuss a closely analogous tension at the heart of a number of contemporary defenses of teleological reasoning in biology. [ABSTRACT FROM AUTHOR]

Background: With the rapid proliferation of online education, it is incumbent upon teachers to find ways to provide online students with science laboratory experiences. Existing research on online labs focuses heavily on computer‐supported inquiry learning environments, such as virtual laboratories and remote laboratories. There are limited studies on kitchen labs or home labs. Objectives: This study investigated the effectiveness of home labs using lab kits from two perspectives: students' perceptions and experiences of labs conducted in a home environment, as well as whether home labs help with students' knowledge acquisition. Methods: This study employed lab quizzes to assess students' performance and lab reports to evaluate students' ability to interpret the lab results accurately in the authentic home lab contexts. Surveys and semi‐structured interviews were used to collect students' perceptions and experience data regarding these hands‐on experiments at home. Results and Conclusions: We found that students' perceptions of home labs are similar to that of face‐to‐face labs, but they generally perceive home labs to be less complex. Students' performances on lab quizzes and lab reports indicate that the majority of them were able to apply the key scientific concepts to accurately interpret lab results in authentic home lab contexts. Students perceived that home labs provide flexibility and help in connecting learning to the real world. However, they also face challenges such as unexpected results and ambiguity during the process. Implications: Based on the key findings from this study and our reflections, four practice guidelines were provided for teaching hands‐on experiments online. Lay Description: What is already known about this topic: Science‐laboratory activities play a critical role in science education. The lack of best practices for teaching science laboratory activities online has become one of the most significant barriers to online education.Existing online labs research focuses heavily on computer‐supported inquiry learning environments, such as virtual laboratories and remote laboratories. There are limited studies on kitchen labs or home labs and some research has mainly an exploratory nature. What this paper adds: The value of authentic hands‐on learning experience is more than the acquisition of laboratory design skills, but also the acquisition of problem‐solving skills in real‐world.This study reported findings of the evaluation of hands‐on home laboratory activities in an online science course from both students' perception and their knowledge acquisition perspectives.This study also explored the benefits and challenges students faced in home labs. Implication for practice and/or policy: Practical guidance and implications for teaching and learning science online using laboratory activities were provided by sharing our experience and lessons learned through the whole process.We recommend that practitioners incorporate more scaffolding and peer collaboration opportunities as well as key concept reflection as teaching strategies to improve the effectiveness of home lab activities. [ABSTRACT FROM AUTHOR]

Telomere biology disorder (TBD) can present within a wide spectrum of symptoms ranging from severe congenital malformations to isolated organ dysfunction in adulthood. Diagnosing TBD can be challenging given the substantial variation in symptoms and age of onset across generations. In this report, we present two families, one with a pathogenic variant in ZCCHC8 and another with a novel variant in TERC. In the literature, only one family has previously been reported with a ZCCHC8 variant and TBD symptoms. This family had multiple occurrences of pulmonary fibrosis and one case of bone marrow failure. In this paper, we present a second family with the same ZCCHC8 variant (p.Pro186Leu) and symptoms of TBD including pulmonary fibrosis, hematological disease, and elevated liver enzymes. The suspicion of TBD was confirmed with the measurement of short telomeres in the proband. In another family, we report a novel likely pathogenic variant in TERC. Our comprehensive description encompasses hematological manifestations, as well as pulmonary and hepatic fibrosis. Notably, there are no other reports which associate this variant to disease. The families expand our understanding of the clinical implications and genetic causes of TBD. [ABSTRACT FROM AUTHOR]

Background: While the effectiveness of tutoring‐style videos has been reported in previous studies conducted in laboratories, how these types of videos facilitate students' learning experiences and achievement has not been much explored in prior studies, which prevents discussion on how to design such tutoring‐style videos. Objectives: In this study, we addressed the limitations reported in studies conducted in authentic classes and attempted to explore students' learning patterns and experiences with tutoring‐style videos involving interactions between the instructor and agents. In addition, we attempted to reveal what instructional strategies can be used in tutoring‐style videos to enhance students' engagement and achievement. Methods: The study took place in an undergraduate introductory biology class offered at a university located in the Midwest of the United States. The same instructor taught two sections of this course which lasted for 15 weeks during a Spring semester. The two sections were randomly assigned to an experimental group in which participants watched tutoring‐style videos and a control group with participants watching traditional videos. The experiment was administered in a module lasting two and a half weeks focused on microbiology. Surveys and tests were conducted to determine whether the tutoring‐style videos had a positive impact on student engagement and achievement. In addition, a video content analysis was carried out to elicit insights on how to design effective tutoring‐style videos. Results: For students' emotional engagement and perceived usefulness, no significant difference was found between the two groups, even though the descriptive statistics indicated slightly higher scores from the experimental group than the control group on both subscales. In terms of achievement, the participants reported significantly more learned concepts from watching rich‐interactions in the tutoring‐style videos than the participants in the control group; and they also reported a significantly smaller number of learned concepts from watching one‐interactions in the videos than the control group participants. We also found that instruction in the tutoring‐style videos used effective strategies for facilitating students' participation and cognitive processing. Conclusions: Our findings indicate that tutoring‐style videos can be effective learning materials by allowing students to engage in interactions between instructors and agents in the videos. The more instructional strategies used to facilitate the interactions between the instructor and the agents, the higher engagement can be expected from viewers. Our study would inform the design and development of effective tutoring‐style videos. Lay Description: What is already known about this topic: One‐on‐one tutoring is the gold standard in teaching.Tutoring‐style videos are found to be effective in teaching as well. What this paper adds: Tutoring‐style videos that film rich interactions lead to better learning.Tutoring‐style videos that film limited interactions are ineffective.Students who see agents in tutoring‐style videos as helpful perform better. Implications for practice and/or policy: Tutoring‐style videos should film rich interactions of tutoring sessions.Strategies should be used in videos to facilitate perceived agents' usefulness.Tutoring sessions filmed in videos should encourage a participatory atmosphere. [ABSTRACT FROM AUTHOR]

Among biologists and philosophers, there is an ongoing debate over the Modern Synthesis and the Extended Evolutionary Synthesis. Some argue that our current evolutionary biology is in need of (at least) some substantial revision or nontrivial extension, while others maintain that the Modern Synthesis remains the foundational framework for evolutionary biology. It has been widely debated whether the Extended Evolutionary Synthesis provides a more promising framework than the Modern Synthesis. The nature and methodological implications of the Extended Evolutionary Synthesis were also examined. This paper offers an integrated historical and philosophical examination of the debate over the Extended Evolutionary Synthesis. It reviews the development of evolutionary biology of the twentieth century. It argues that there are substantial conceptual and theoretical differences between the Modern Synthesis and the Extended Evolutionary Synthesis, but they are not incommensurable paradigms in the Kuhnian sense. It also argues for a functional approach to the debate over these two frameworks of evolutionary theory. [ABSTRACT FROM AUTHOR]

Aim: To examine the different methods currently used in molecular biogeography. Methods of interpreting evolution in space (ancestral‐area algorithms) always find a centre of origin for a group in the region of a paraphyletic basal grade, although regionally restricted basal grades can also be generated by simple vicariance. Current analyses of the timeline of evolution are usually based on the conversion of fossil‐calibrated ages (minimum clade ages) into maximum clade ages by imposing arbitrary, subjective priors. Thus, methods of analysing both space and time in evolution are flawed in theory. They are also inefficient in practice, as indicated by recent papers on the history of the New Caledonian biota, examined here as a case‐study. Work using current methods has left the phenomena as unexplained 'conundrums' and 'enigmas'. Location: New Caledonia and surrounding areas. Taxon: Various plants and animals. Methods: The method favoured here is a synthesis of biogeography and geology. Tectonic features that coincide spatially with phylogenetic breaks (nodes) are identified. Fossils are used to provide estimates of minimum clade age, while the age of the tectonic features provides estimate of actual clade age. If the sequence of nodes in the phylogeny and the chronological sequence of the tectonic events match, a coherent sequence of vicariance events is indicated. Results: Several critical studies on New Caledonian biogeography have been published in the last 5 years. The results from these can be analysed using revised methodology and integrated to give an alternative model of regional history. Main Conclusions: The synthesis of geology and biology suggests a new interpretation of the New Caledonian biota, one in which the key processes are tectonic history, vicariance and metapopulation dynamics, rather than chance dispersal (as a mode of speciation), adaptation and radiation. The new model recognises the autochthonous, Mesozoic roots of many New Caledonian lineages. [ABSTRACT FROM AUTHOR]

Malaria remains a threat to global public health and the available antimalarial drugs are undermined by side effects and parasite resistance, suggesting an emphasis on new potential targets. Among the novel targets, Plasmodium falciparum autophagy‐related proteins (PfAtg) remain a priority. In this paper, we reviewed the existing knowledge on the functions and structural biology of PfAtg including the compounds with inhibitory activity toward P. falciparum Atg8‐Atg3 protein–protein interaction (PfAtg8‐PfAtg3 PPI). A total of five PfAtg (PfAtg5, PfAtg8, PfAtg12, PfAtg18, and Rab7) were observed to have autophagic and/or non‐autophagic roles. Available data showed that PfAtg8 has conserved hydrophobic pockets, which allows it to interact with PfAtg3 to form PfAtg8‐PfAtg3 PPI. Additionally, 2‐bromo‐N‐(4‐pyridin‐2‐yl‐1,3‐thiazol‐2‐yl) benzamide was identified as the most powerful inhibitor of PfAtg8‐PfAtg3 PPI. Due to the dearth of knowledge in this field, we hope that the article would open an avenue to further research on the remaining PfAtg as possible drug candidates. [ABSTRACT FROM AUTHOR]

In many fields of biology, both the phenomena to be explained and the mechanisms proposed to explain them are commonly presented in diagrams. Our interest is in how scientists construct such diagrams. Researchers begin with evidence, typically developed experimentally and presented in data graphs. To arrive at a robust diagram of the phenomenon or the mechanism, they must integrate a variety of data to construct a single, coherent representation. This process often begins as the researchers create a first sketch, and it continues over an extended period as they revise the sketch until they arrive at a diagram they find acceptable. We illustrate this process by examining the sketches developed in the course of two research projects directed at understanding the generation of circadian rhythms in cyanobacteria. One identified a new aspect of the phenomenon itself, whereas the other aimed to develop a new mechanistic account. In both cases, the research resulted in a paper in which the conclusion was presented in a diagram that the authors deemed adequate to convey it. These diagrams violate some of the normative 'cognitive design principles' advanced by cognitive scientists as constraints on successful visual communication. We suggest that scientists' sketching is instead governed by norms of success that are broadly explanatory: conveying the phenomenon or mechanism. [ABSTRACT FROM AUTHOR]

Background: The use of minimally invasive biomarkers (MIBs - physiological biomarkers obtained from minimally invasive sample types) has expanded rapidly in science and medicine over the past several decades. The MIB approach is a methodological strength in the field of human and non-human primate evolutionary biology (HEB). Among humans and our closest relatives, MIBs provide unique opportunities to document phenotypic variation and to operationalize evolutionary hypotheses., Aims: This paper overviews the use of MIBs in HEB. Our objectives are to (1) highlight key research topics which successfully implement MIBs, (2) identify promising yet under-investigated areas of MIB application, and (3) discuss current challenges in MIB research, with suggestions for advancing the field., Discussion and Conclusions: A range of MIBs are used to investigate focal topics in HEB, including energetics and life history variation/evolution, developmental plasticity, and social status and dominance relationships. Nonetheless, we identify gaps in existing MIB research on traits such as physical growth and gut function that are central to the field. Several challenges remain for HEB research using MIBs, including the need for additional biomarkers and methods of assessment, robust validations, and approaches that are standardized across labs and research groups. Importantly, researchers must provide better support for adaptation and fitness effects in hypothesis testing (e.g., by obtaining complementary measures of energy expenditure, demonstrating redundancy of function, and performing lifetime/longitudinal analyses). We point to continued progress in the use of MIBs in HEB to better understand the past, present, and future of humans and our closest primate relatives., (© 2022 The Authors. American Journal of Human Biology published by Wiley Periodicals LLC.)

Evolutionary developmental biology, and especially ecological developmental biology, is essential for discussions of sustainability and the responses to global climate change. First, this paper explores examples of animals that have successfully altered their development to accommodate human‐made changes to their environments. We next document the ability of global warming to disrupt the development of those organisms with temperature‐dependent sex‐determination or with phenologies coordinating that organism's development with those of other species. The thermotolerance of Homo sapiens is also related to key developmental factors concerning brain development and maintenance, and the development of corals, the keystone organisms of tropical reefs, is discussed in relation to global warming as well as to other anthropogenic changes. While teratogenic and endocrine‐disrupting compounds are not discussed in this essay, the ability of glyphosate herbicides to block insect development is highlighted. Last, the paper discusses the need to creatively integrate developmental biology with ecological, political, religious, and economic perspectives, as the flourishing of contemporary species may require altering the ways that Western science has considered the categories of nature, culture, and self. Research Highlights: Knowledge of developmental biology is critical for discussions of sustainability and for the possibilities of multispecies flourishing. Endangered coral reefs and turtle species highlight the developmental interactions between the biotic and abiotic portions of the environment. Developmental biology must interact creatively with philosophy, economics, religion, politics in order for environmental survival. [ABSTRACT FROM AUTHOR]

Background: The professional knowledge of pre‐service teachers is highly important for effective and successful teaching. In recent years, many research groups have been engaged in developing simulated classroom environments to capture especially the pedagogical knowledge (PK) of pre‐service teachers, neglecting the content‐related facets of professional knowledge such as pedagogical content knowledge (PCK). Objectives: In the present study, we describe the development of a simulated classroom environment—the Simulated Classroom Biology (SCRBio)—and provide evidence regarding its validity to assess pre‐service biology teachers' action‐oriented PCK in the area of evolution. Methods: This study examined the evidence supporting the validity of using the SCRBio to investigate action‐oriented PCK of pre‐service biology teachers. The (1) evidence based on test content (expert ratings) and the (2) evidence based on relation to other variables (known‐groups comparison) was obtained. We tested the SCRBio with N = 76 German pre‐service biology teachers. Results and Conclusions: Our results show the successfully operationalized PCK in the SCRBio through explicit allocation of specific misconceptions to each virtual student's answer and the valid measurement of pre‐service biology teachers' action‐oriented PCK. This results in a validated simulated classroom environment for pre‐service but also in‐service teachers. In the future, the SCRBio will be developed from an assessment instrument to a training tool to simulate explicit teaching situations. This allows to complement the predominantly theoretical components of university‐based teacher education with practice‐based simulated classroom environments. Lay Description: What is already known about this topic: The professional knowledge of pre‐service teachers is a prerequisite for quality teaching in the future, as well as student achievement.Simulated classroom environments are already being used, primarily to examine and train the pedagogical knowledge of pre‐service teachers.The action‐oriented character of simulated classroom environments can bridge the theory‐practice gap of university‐based education programs. What this paper adds: Description of an innovative simulated classroom environment—the Simulated Classroom Biology.Ability to capture several domains of professional knowledge in an action‐oriented setting.Validation of the Simulated Classroom Biology using various validity aspects.Implications of study findings for practitioners.Description of validation steps for developing simulated classroom environments.A validated simulated classroom environment is provided to capture various knowledge domains of professional knowledge in an actionable setting.The Simulated Classroom Biology can be adapted to new subjects and teaching topics by changing the content. [ABSTRACT FROM AUTHOR]

In this short paper, we argue that there is a fundamental connection between the medical sciences and evolutionary biology as both are sciences of biological variation. Medicine studies pathological variation among humans (and domestic animals in veterinary medicine) and evolutionary biology studies variation within and among species in general. A key principle of evolutionary biology is that genetic differences among species have arisen first from mutations originating within populations. This implies a mechanistic continuity between variation among individuals within a species and variation between species. This fact motivates research that seeks to leverage comparisons among species to unravel the genetic basis of human disease vulnerabilities. This view also implies that genetically caused diseases can be understood as extreme states of an underlying trait, that is, an axis of variation, rather than distinct traits, as often assumed in GWAS studies. We illustrate these points with a number of examples as diverse as anatomical birth defects, cranio‐facial variation, preeclampsia and vulnerability to metastatic cancer. [ABSTRACT FROM AUTHOR]

We describe an advanced, inquiry driven undergraduate course in Cancer Biology that combines faculty lectures typical of undergraduate courses with literature‐driven discussions typical of graduate courses. As a capstone course, one goal of this course is to integrate knowledge from previous coursework in physiology, cell and molecular biology, genetics, and chemistry, so that students acquire a state‐of‐the‐art understanding of cancer and cancer treatment. A related goal is for students to learn, from the primary literature, how science is performed and how new scientific knowledge is used to improve cancer treatment. We report on the development of this course and the methods used to accomplish the course goals. We present the results of a 5‐year survey that provides a detailed picture of the demographics of the class and demonstrates that the course results in improved understanding of both cancer biology and how science is performed. Student responses to our survey strongly support the use of original literature as a teaching tool. We suggest that incorporation of primary literature into advanced undergraduate science courses is an effective approach for improving scientific literacy. © 2019 International Union of Biochemistry and Molecular Biology, 47(4):408–416, 2019. [ABSTRACT FROM AUTHOR]

Thomas Cavalier‐Smith, born in London, U.K., on October 21, 1942, was a Professor of Evolutionary Biology in the Department of Zoology at the University of Oxford at the time of his death on March 19, 2021. Credited with at least 235 research works and over 20,000 citations, Cavalier‐Smith was a well‐known and widely respected scientist who took a bold and detailed approach to understanding major transitions in evolution, including the role of endosymbiosis. He was noted for his willingness to question theories and constantly accumulate and evaluate data, motivated by science for the sake of science. This paper reviews Thomas Cavalier‐Smith's major accomplishments, examines his theoretical approaches, and provides highlights from the "Tree of Life Symposium" sponsored by the International Society of Protistologists (ISOP) and the International Society of Evolutionary Protistology (ISEP) on June 21, 2021, to celebrate Tom's life and work. [ABSTRACT FROM AUTHOR]

Sixty years ago, the geneticist James Neel proposed that the epidemics of obesity and diabetes today may have evolutionary roots. Specifically, he suggested that our ancestors may have accumulated mutations during periods of famine that provided a survival advantage at that time. However, the presence of this "thrifty genotype" in today's world, where food is plentiful, would predispose us to obesity and diabetes. The "thrifty gene" hypothesis, attractive to some, has been challenged over the years. The authors have previously postulated that the loss of the uricase gene, resulting in a rise in serum and intracellular uric acid levels, satisfies the criteria of a thrifty genotype mutation. This paper reviews and brings up-to-date the evidence supporting the hypothesis and discusses the current arguments that challenge this hypothesis. Although further studies are needed to test the hypothesis, the evidence supporting a loss of uricase as a thrifty gene is substantial and supports a role for evolutionary biology in the pathogenesis of the current obesity and diabetes epidemics. [ABSTRACT FROM AUTHOR]