Rates of Energy Consumption and Acquisition by lecithotrophic larvae of \u3ci\u3eBugula neritina\u3c/i\u3e (Bryozoa: Cheilostomata)

Lecithotrophic larvae of the cheilostome bryozoan, Bugula neritina (L.), lose metamorphic competence 12 to 24 h after release from the maternal zooid. The high respiration rate of newly released larvae (mean=306.3 pmol O2 larva-1 h-1, range= 149.3 to 466.6, n=18 trials, 22.5 °C) from adults collected at Link Port, Fort Pierce, Florida during the winter/spring of 1990-1991 reflects their active swimming behavior. The average energy con¬tent per larva was 15.24 mJ (range: 13.35 to 20.17 mJ ind-1, n=5 groups). If all cells have an identical energy content and metabolic rate, then 2 and 20% of the total en¬ergy content would be consumed by the onset (2 h post-re¬lease) and the loss (24 h post-release) of metamorphic competence. Larvae of B. neritina are a composite of both larval and juvenile tissues and the loss of metamorphic competence may be due to regional depletion of labile en¬ergy stores in transitory “larval cells, particularly the ciliated cells that comprise the locomotory organ, the corona. Although nonfeeding , B. neritina larvae can acquire nu¬trients from the environment in the form of dissolved or¬ganic materials (DOM) in seawater. Both the amino acid alanine and the fatty acid palmitic acid can be transported from seawater ([S]=1 µM, 22.5°C). The rates of alanine influx (aptpearance of label in tissue) averaged 0.366 pmol larva-1 h-1 and, based on comparisons between rates of so¬lute transportand metabolism, would contribute little (\u3c1% of required energy) to offset the metabolic demand. The average rate of palmitic acid influx was 4.668 pmol larva-1 h-1 and, assuming that the measured influx equals the net solute flux, could account for 21 to 72% of energy requirements. These data suggest that the duration of planktonic life of B. neritina larvae is principally regulated by the amount of endogenous energy stores, but may be mod¬ulated by available DOM in seawater. Originally published in Marine Biology and used with permission

"The Market-place is the Louvre of the Common People"—Critical & Commercial ValueSystems in the Early & Late Writings of Ralph Waldo Emerson

Presenting a unique revision of the works of Ralph Waldo Emerson (1803-1882), this thesis considers Emerson’s practical and theoretical interest in quotation andappropriation relative to his developing position on American political economy and the intellectual outcomes of antebellum economic expansionism. I will reflect on the ways in which recent scholarship has sought to examine the political and economic investments of Emerson’s authorship through his conceptualizations of the act ofreading; and examine Emerson’s relationship with cultural, critical and commercial value systems relative to his historic, political and socioeconomic contexts. Emerson’s analysis of the mechanisms and responsibilities of literary criticism depends upon the coalescence of capitalist and culturalist imperatives. I will investigate the ways in which the intersection of criticism and commerce impacted his use of metaphor, ideas of critical exchange and intellectual proprietorship; and effects his efforts to conceptualize what he called the ‘mechanics of literature.’§ Reading across two major periods of activity—1836 to 1850 and 1860 to 1875—the alliance of Emerson’s early and later works will be foregrounded in order to consider the development and coherency of his thinking. His cumulative efforts to explore the cultural, political and practical effectivity of literary criticism will be read as an indicator of the value Emerson placed on market-based economics and as foundation for an examination of his ideas of cultural progress and critical practice more widely. Through the act of quotation and appropriation, in particular, the political implications of Emerson’s thinking are underscored by an identification of the importance of context and proprietorship as determiners of cultural and critical value. I will argue that this position is informed by Emerson’s receptivity to the ascendance of market ideologies in the nineteenth century, and both underpins Emerson’s conceptualization of the act of reading and effects the ways in which Emerson has subsequently been read in twentieth and twenty-first century American Studies

A Long Way From Home: Transatlantic Sea Star Migration

For a marine biologist strolling along the eastern coast of South America, finding some sea stars (popularly called starfish, and technically members of the class Asteroidea of the phylum Echinodermata) is not all that unusual. However, when closer inspection reveals the sea stars to be ones that are also found on the shores of the western coast of Africa, the marine biologist now faces an interesting question: How did these sea stars come to be so far from home? Originally published in Consortiumand used with permission

The Emotional Toil of Paying for College: Lower Socioeconomic Status White Women’s College Experiences, 1880-1920

Typically historical inquiries in higher education have been centered on privileged individuals from wealthier backgrounds who had the opportunity of attending primarily prestigious institutions. The experiences of college women from lower to middle class socioeconomic backgrounds have been for the most part ignored. This dissertation explores how socioeconomic backgrounds shaped the experiences of college women from the late nineteenth century to the early twentieth century, focusing on lower class students. With no universal financial aid program, the majority of these women were from families who could afford to pay tuition. Women from lower socioeconomic backgrounds did attend college, but their individual experiences are often missing in the literature. The historiography chapter explores how previous historians have considered the impact of socioeconomic status on the experiences of White women in higher education concerning the purpose of higher education for women, demographics, curriculum, the extracurriculum, and careers after college. Generally, the purpose of women’s higher education depended on the type of socioeconomic student that the institution attracted; wealthier college women had more options in college and were training to be wealthy wives and less wealthy women had fewer options and were training for paid employment. While little is known about these women from less advantaged backgrounds, partly because they were in the minority and partly because they are not well represented in the primary sources that exist, there are two women included in this study who give insight into the experience of being a lower to middle socioeconomic status student in college from the late nineteenth century to the early twentieth century. M. Madeline Southard struggled with financial insecurity during college, which led to food insecurity and caused anxiety that manifested in decreased mental health. She relied on her Christian faith as the main coping mechanism to alleviate the struggles of being a low socioeconomic student. The chapter on K. Gretta Ordway, describes how a middle-class student managed to attend a prestigious and expensive institution in an era before government-funded financial aid. Attending college created a financial hard in her family, and Ordway had to navigate the often-unclear institutional practices related to financial aid. Being excluded in campus life due to being a less wealthy student at a primarily wealthy college also contributed to mental health issues. These college women went to college a decade apart and in different institutions, but they are connected because of their struggle to pay for their college educations. Their experiences in higher education have the ability to shed light on the current situation students from lower socioeconomic backgrounds face today

Food for Thought : investigating the potential of a locally initiated farming based school feeding programme as educational intervention in rural Tanzania

Low-income countries like Tanzania, are financially limited and cannot afford a nation wide school feeding programme. 75% of Tanzanian schools do not have a school feeding programme - innovative and cost-efficient approaches to school feeding programme that are thus needed. The research explores the potential of locally owned farming based school feeding programmes to act as an educational intervention. In the framework of action research I studied a school that was running a school feeding programme, sourcing the food on its own farm and independently from any external government or NGO input. Action research and Freire’s (2000) concept of dialectic discourse set the methodological and theoretical framework of the research approach. The goal of this research was two fold: to better understand the potential of a farming based school feeding programme to decrease hunger, increase enrolment and improve education outcomes, and to collaborate with stakeholders of the case study to identify actions that could further improve the school feeding programme. Through participatory action research with stakeholders we derived possible actions to manage and improve identified and agreed-on deficits. This process showed two things: 1) The potential of action research as a mediating and enabling tool for critical consciousness through offering a platform of mediated dialogue. 2) The potential capacity of stakeholders of the Kibuko programme to influence their environment. The evidence of the research suggests that in-house farming based school feeding programmes have potential to improve children’s educational situation. The beneficial impact on education has been traced back to the provision of food through the school feeding programme. Analysis strongly suggests that educational improvement cannot solely be attributed to the provision of food at school. The sourcing method of the food – the school farm - contributed to the children’s improved educational performance as well. The duel holistic impact of the school feeding programme and school farming changed learning conditions at school and thus enabled an improvement in the learning outcome.M-D