17 research outputs found

    The natural history of the chimpanzee (Pan troglodytes verus) at Mt. Assirik, Senegal

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    This study examines the natural history of wild chimpanzees (Pan troglodytes verus) in Senegal, West Africa. This western form of chimpanzee is the least studied of the three geographical races. Ecological studies of chimpanzees have been neglected in favour of behavioural investigations. Those studies which have focussed on ecology have often been distorted by unnatural human intervention. Field studies of chimpanzees are reviewed in terms of their length, the extent of disturbance at the site, and the methods involved. The study area is described: its hot, arid climate and undisturbed state are emphasised. Methods were devised to gain knowledge of the chimpanzees' ecology without interfering with their behaviour or habitat. A detailed description of the types of vegetation is given, and their proportional distribution reveals that there is less forest and woodland at Mt. Assirik than at any other site where chimpanzees have been studied. Chimpanzees use the types of vegetation differentially and this shows seasonal variation. Forest is most used at the end of the dry season. At other times of the year, extensive use is made of woodland. Grassland is used during the wet season. Data from observations of chimpanzees and their nests is used to estimate the population size, range and density. The total number of chimpanzees at Mt. Assirik is estimated as about 25 to 30, density is reckoned as 0.1/kmÂČ and their home range as 250 to 300kmÂČ. The chimpanzees appear to be healthy. Many features of social behaviour, described elsewhere, were confirmed for this subspecies. A high proportion of mixed parties was discovered. This is thought to be an adaptation to an area of open vegetation: its distribution of food, water, and the presence of large carnivores. The chimpanzees are omnivorous. Although mainly frugivorous, they also eat leaves, flowers, seeds, bark, honey, insects and meat. Two species of insect are eaten seasonally, and two types of tool are used to obtain termites and driver ants respectively. Chimpanzees appear to specialise in nocturnal prosimians as mammalian prey. Nests are examined in detail and found to be similar to those made elsewhere. Preferences, for certain species are demonstrated for the first time. Finally, the results of the study are compared with the cultural ecology of a human hunter-gatherer society, the !Kung San of Southern Africa. The comparison is used as a basis for speculation on the behaviour of the ancestral hominids

    Introduction: Toward an Engaged Feminist Heritage Praxis

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    We advocate a feminist approach to archaeological heritage work in order to transform heritage practice and the production of archaeological knowledge. We use an engaged feminist standpoint and situate intersubjectivity and intersectionality as critical components of this practice. An engaged feminist approach to heritage work allows the discipline to consider women’s, men’s, and gender non-conforming persons’ positions in the field, to reveal their contributions, to develop critical pedagogical approaches, and to rethink forms of representation. Throughout, we emphasize the intellectual labor of women of color, queer and gender non-conforming persons, and early white feminists in archaeology

    Finishing the euchromatic sequence of the human genome

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    The sequence of the human genome encodes the genetic instructions for human physiology, as well as rich information about human evolution. In 2001, the International Human Genome Sequencing Consortium reported a draft sequence of the euchromatic portion of the human genome. Since then, the international collaboration has worked to convert this draft into a genome sequence with high accuracy and nearly complete coverage. Here, we report the result of this finishing process. The current genome sequence (Build 35) contains 2.85 billion nucleotides interrupted by only 341 gaps. It covers ∌99% of the euchromatic genome and is accurate to an error rate of ∌1 event per 100,000 bases. Many of the remaining euchromatic gaps are associated with segmental duplications and will require focused work with new methods. The near-complete sequence, the first for a vertebrate, greatly improves the precision of biological analyses of the human genome including studies of gene number, birth and death. Notably, the human enome seems to encode only 20,000-25,000 protein-coding genes. The genome sequence reported here should serve as a firm foundation for biomedical research in the decades ahead

    Convalescent plasma in patients admitted to hospital with COVID-19 (RECOVERY): a randomised controlled, open-label, platform trial

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    SummaryBackground Azithromycin has been proposed as a treatment for COVID-19 on the basis of its immunomodulatoryactions. We aimed to evaluate the safety and efficacy of azithromycin in patients admitted to hospital with COVID-19.Methods In this randomised, controlled, open-label, adaptive platform trial (Randomised Evaluation of COVID-19Therapy [RECOVERY]), several possible treatments were compared with usual care in patients admitted to hospitalwith COVID-19 in the UK. The trial is underway at 176 hospitals in the UK. Eligible and consenting patients wererandomly allocated to either usual standard of care alone or usual standard of care plus azithromycin 500 mg once perday by mouth or intravenously for 10 days or until discharge (or allocation to one of the other RECOVERY treatmentgroups). Patients were assigned via web-based simple (unstratified) randomisation with allocation concealment andwere twice as likely to be randomly assigned to usual care than to any of the active treatment groups. Participants andlocal study staff were not masked to the allocated treatment, but all others involved in the trial were masked to theoutcome data during the trial. The primary outcome was 28-day all-cause mortality, assessed in the intention-to-treatpopulation. The trial is registered with ISRCTN, 50189673, and ClinicalTrials.gov, NCT04381936.Findings Between April 7 and Nov 27, 2020, of 16 442 patients enrolled in the RECOVERY trial, 9433 (57%) wereeligible and 7763 were included in the assessment of azithromycin. The mean age of these study participants was65·3 years (SD 15·7) and approximately a third were women (2944 [38%] of 7763). 2582 patients were randomlyallocated to receive azithromycin and 5181 patients were randomly allocated to usual care alone. Overall,561 (22%) patients allocated to azithromycin and 1162 (22%) patients allocated to usual care died within 28 days(rate ratio 0·97, 95% CI 0·87–1·07; p=0·50). No significant difference was seen in duration of hospital stay (median10 days [IQR 5 to >28] vs 11 days [5 to >28]) or the proportion of patients discharged from hospital alive within 28 days(rate ratio 1·04, 95% CI 0·98–1·10; p=0·19). Among those not on invasive mechanical ventilation at baseline, nosignificant difference was seen in the proportion meeting the composite endpoint of invasive mechanical ventilationor death (risk ratio 0·95, 95% CI 0·87–1·03; p=0·24).Interpretation In patients admitted to hospital with COVID-19, azithromycin did not improve survival or otherprespecified clinical outcomes. Azithromycin use in patients admitted to hospital with COVID-19 should be restrictedto patients in whom there is a clear antimicrobial indication

    The drama in sociodramatic play: implications for curriculum and pedagogy

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    The research outlined in this article uses drama as a methodology to effect levels of engagement in sociodramatic play. The study draws on research by the initiators of sociodramatic play training, and provides quantitative and qualitative results in relation to children aged three to six, in a disadvantaged setting. It is shown that children will not always learn to play by playing and that the use of drama pedagogy can develop children’s ability to access dramatic play worlds. Borders and commonalities in discourse around drama in education and early childhood education are examined. Conclusions are made around the importance of the educator’s subject knowledge of drama as a key component of a play pedagogy which best supports sociodramatic play. Working in role, supported by the educator, is centralised as the curriculum provision children need in order to be able to explore the narrative of their worlds
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