The Central Symbiosis of Molecular Biology: Molecules in Mutualism.

As illustrated by the mitochondrion and the eukaryotic cell, little in biology makes sense except in light of mutualism. Mutualisms are persistent, intimate, and reciprocal exchanges; an organism proficient in obtaining certain benefits confers those on a partner, which reciprocates by conferring different benefits. Mutualisms (i) increase fitness, (ii) inspire robustness, (iii) are resilient and resistant to change, (iv) sponsor co-evolution, (v) foster innovation, and (vi) involve partners that are distantly related with contrasting yet complementary proficiencies. Previous to this work, mutualisms were understood to operate on levels of cells, organisms, ecosystems, and even societies and economies. Here, the concepts of mutualism are extended to molecules and are seen to apply to the relationship between RNA and protein. Polynucleotide and polypeptide are Molecules in Mutualism. RNA synthesizes protein in the ribosome and protein synthesizes RNA in polymerases. RNA and protein are codependent, and trade proficiencies. Protein has proficiency in folding into complex three-dimensional states, contributing enzymes, fibers, adhesives, pumps, pores, switches, and receptors. RNA has proficiency in direct molecular recognition, achieved by complementary base pairing interactions, which allow it to maintain, record, and transduce information. The large phylogenetic distance that characterizes partnerships in organismal mutualism has close analogy with large distance in chemical space between RNA and protein. The RNA backbone is anionic and self-repulsive and cannot form hydrophobic structural cores. The protein backbone is neutral and cohesive and commonly forms hydrophobic cores. Molecules in Mutualism extends beyond RNA and protein. A cell is a consortium of molecules in which nucleic acids, proteins, polysaccharides, phospholipids, and other molecules form a mutualism consortium that drives metabolism and replication. Analogies are found in systems such as stromatolites, which are large consortia of symbiotic organisms. It seems reasonable to suggest that 'polymers in mutualism relationships' is a useful and predictive definition of life

Does Low-Density Grazing Affect Butterfly (Lepidoptera) Colonization of a Previously Flooded Tallgrass Prairie Reconstruction?

Conservation of wildlife in managed landscapes can be facilitated by partnering with livestock producers to introduce grazing disturbances. The effects of grazing in grassland systems, however, are often a function of other disturbances that may occur simultaneously. The goal of this study was to determine how grazing and flooding disturbances interacted to affect butterfly communities on wetland reserve program easements. We sampled butterflies from 2008-2011 in two large grassland habitats, one exposed to low density cow-calf grazing and one maintained as a control. Both grassland habitats were severely flooded in 2008. Repeated-measures ANOVA suggested that time since flooding and the interaction between flooding and grazing were important predictors of butterfly richness at these sites. Grazing may have delayed the post-flood recolonization by butterflies, but by 2011, the grazed system contained a slightly higher species richness of butterflies than the ungrazed system. The grazed and ungrazed grasslands converged in butterfly species composition over the course of four years. Our results suggest that grazing may be a useful tool for managing wetland reserve program easement habitats and that both flood- ing and grazing did not appear to have lasting negative impacts on butterfly communities at our sites

Brief Note Cattle Egret Nesting in Western Lake Erie

Author Institution: Department of Zoology, Ohio Universit

Brief Note Cattle Egret Nesting in Western Lake Erie

Author Institution: Department of Zoology, Ohio State Universit

The Influence of Student Housing and Selected Academic and Personal Demographic Characteristics on the Retention of Students from the Second to Third Year at a Research University (RU/VH)

The purpose of this study was to determine the influence of participation in a content-based residential college versus non-participation in a content-based residential college on retention in the second year of study at a research university-very high research activity (RU/VH) in the southern portion of the United States. The dependent variable of the study was whether or not the traditional-age, first-time freshman students enrolled at the study institution in their fifth semester, or second to third year, of study. The target population for this study was defined as traditional-age, first-time college freshmen who enrolled in a research university-very high research activity (RU/VH) in the South. The accessible population was defined as traditional age, first-time college freshmen who enrolled in one selected research university-very high research activity (RU/VH) in the 2014-2015 academic year (n = 5,542). Of these 5,542 students, 1,373 resided in a content-based residential college during their freshmen year. The data were descriptive in nature and therefore analyzed using descriptive statistics, including frequencies, percentages, means, standard deviations, the analysis of variance (ANOVA) technique, t-tests and the chi-square test of independence technique. In addition, a Multiple Discriminant Analysis was conducted to assess if a model existed that significantly increased the researcher’s ability to correctly classify students on their retention from second to third year. Findings indicated that the number of credit hours earned in each of the first four semesters influenced the retention of students into their fifth semester, and therefore, dropping below full-time status put students at risk for not completing their degree. Findings also indicated that a higher percentage of students who participated in content-based residential college were retained to fifth semester (77.9%) than those that did not participate in a content-based residential college (73.0%), suggesting that participating in a content-based residential college increased the likelihood of retention in the second to third year, or fifth semester, of study. The researcher recommends the expansion of content-based residential colleges into multiple-year offerings across a wide variety of curricula

Pembinaan Pembelajaran Bahasa Inggris Berbasis Kurikulum 2013 oleh Kepala Sekolah

The general objective of this study was to describe the founding of implementation in leraning english based on curriculum 2013 by principal in Junior High School Number 02 Arga Makmur North Bengkulu. This study is qualitative descriptive study with qualitative naturalistic approach. Subjects in this study are the principal, the vice principal of curriculum, and teacher.Data collection techniques used in this study; observation, interviews, and documentation studies. Analysis of the data used 4 phases, namely data collection, data reduction, data presentation and conclusion or verification. The results showed that the founding of implementation in learningEnglish based on Curriculum 2013 by principal have done appropriate with the principal\u27s job and obigation as a principal