Medicinal and ethnoveterinary remedies of hunters in Trinidad

BACKGROUND: Ethnomedicines are used by hunters for themselves and their hunting dogs in Trinidad. Plants are used for snakebites, scorpion stings, for injuries and mange of dogs and to facilitate hunting success. RESULTS: Plants used include Piper hispidum, Pithecelobium unguis-cati, Bauhinia excisa, Bauhinia cumanensis, Cecropia peltata, Aframomum melegueta, Aristolochia rugosa, Aristolochia trilobata, Jatropha curcas, Jatropha gossypifolia, Nicotiana tabacum, Vernonia scorpioides, Petiveria alliacea, Renealmia alpinia, Justicia secunda, Phyllanthus urinaria,Phyllanthus niruri,Momordica charantia, Xiphidium caeruleum, Ottonia ovata, Lepianthes peltata, Capsicum frutescens, Costus scaber, Dendropanax arboreus, Siparuma guianensis, Syngonium podophyllum, Monstera dubia, Solanum species, Eclipta prostrata, Spiranthes acaulis, Croton gossypifolius, Barleria lupulina, Cola nitida, Acrocomia ierensis (tentative ID). CONCLUSION: Plant use is based on odour, and plant morphological characteristics and is embedded in a complex cultural context based on indigenous Amerindian beliefs. It is suggested that the medicinal plants exerted a physiological action on the hunter or his dog. Some of the plants mentioned contain chemicals that may explain the ethnomedicinal and ethnoveterinary use. For instance some of the plants influence the immune system or are effective against internal and external parasites. Plant baths may contribute to the health and well being of the hunting dogs

Human Y chromosome azoospermia factors (AZF) mapped to different subregions in Yq11

In a large collaborative screening project, 370 men with idiopathic azoospermia or severe oligozoospermia were analysed for deletions of 76 DNA loci in Yq11, In 12 individuals, we observed de novo microdeletions involving several DNA loci, while an additional patient had an inherited deletion, They were mapped to three different subregions in Yq11. One subregion coincides to the AZF region defined recently in distal Yq11. The second and third subregion were mapped proximal to it, in proximal and middle Yq11, respectively. The different deletions observed were not overlapping but the extension of the deleted Y DNA in each subregion was similar in each patient analysed, In testis tissue sections, disruption of spermatogenesis was shown to be at the same phase when the microdeletion occurred in the same Yq11 subregion but at a different phase when the microdeletion occurred in a different Yq11 subregion, Therefore, we propose the presence of not one but three spermatogenesis loci in Yq11 and that each locus is active during a different phase of male germ cell development, As the most severe phenotype after deletion of each locus is azoospermia, we designated them as: AZFa, AZFb and AZFc. Their probable phase of function in human spermatogenesis and candidate genes involved will be discussed.5793394

Learning in disrupted projects: on the nature of corporate and personal learning

The majority of large, complex projects suffer disruptions. These can have unexpected and significant impacts on a project, resulting in excessive time and cost overruns. Disrupted projects therefore require careful management in order to minimize the impact of a disruption. One element of a project for which disruptions will have a particular impact is on any anticipated learning gains. Loss of learning from disruptions can often be very significant. This lost learning may be from individual workers (personal) or by the organization (corporate). An understanding of the impact of a particular disruption on learning is required to enable effective management of that disruption. This paper argues that improved management of learning in disrupted projects may come from the disaggregation of personal and corporate learning from the typically used aggregated learning curve presumptions. The literature is reviewed to explore whether a method of disaggregation can be determined from existing propositions about the behaviour of learning curves. The explorations demonstrate that the disaggregation of a learning curve is complex. The contribution of this paper derives from developing an understanding of the role of asymptotes in constructing learning curves, and the nature of the interaction between personal and corporate learning. These two aspects are argued to be crucial aspects in managing the impact of disruptions on learning. The main motivation for this work is to provide managers with an understanding of the disaggregation process, in order that they can think through the impact of a disruption on learning in their own projects

Evidence for an early wet Moon from experimental crystallization of the lunar magma ocean

The Moon is thought to have been covered initially by a deep magma ocean, its gradual solidification leading to the formation of the plagioclase-rich highland crust. We performed a high-pressure, high-temperature experimental study of lunar mineralogical and geochemical evolution during magma ocean solidification that yields constraints on the presence of water in the earliest lunar interior. In the experiments, a deep layer containing both olivine and pyroxene is formed in the first ∼450% of crystallization, β-quartz forms towards the end of crystallization, and the last per cent of magma remaining is extremely iron rich. In dry experiments, plagioclase appears after 68 vol.% solidification and yields a floatation crust with a thickness of ∼468 km, far above the observed average of 34-43 km based on lunar gravity. The volume of plagioclase formed during crystallization is significantly less in water-bearing experiments. Using the relationship between magma water content and the resulting crustal thickness in the experiments, and considering uncertainties in initial lunar magma ocean depth, we estimate that the Moon may have contained at least 270 to 1,650 ppm water at the time of magma ocean crystallization, suggesting the Earth-Moon system was water-rich from the start