I had a fantastic day out recently at the Great British Food Festival, held at Harewood House in Yorkshire. However, tucked away in the line-up among the hog roasts, cooking demos, and coffee kiosks was a little treat: a guide to foraging. Foraging for food in the wild has enjoyed something of a resurgence in the last decade, after two generations (really since rationing ended in the mid-1950s) of neglect. This has been helped by high profile chefs such as René Redzepi at Noma, a restaurant which has been awarded the title of “best restaurant in the world” in four years out of the last five, where locally-sourced and foraged ingredients are given centre-stage. Suddenly an innocuous-looking green weed growing up between the flags in your garden path has become haute cuisine!
I wanted to share a few interesting points that our foraging guide (Adele Nodezar) offered to the group: Continue reading
I attended a talk recently given by Dr Sara Savage from Cambridge University entitled “Bad Religion: when is faith healthy or unhealthy?”. The title was a bit of a misnomer, as there was little discussion of religion per se, but there was a greater deal of fascinating psychological research on the drivers of extremist ideology. Dr Savage outlined the theory of “integrative complexity“, developed by Peter Suedfeld over the past 30 years. Integrative complexity is a method of metacognitive reasoning (i.e. being aware of how and what you are thinking, and why) that incorporates empathic and diverse approaches towards the views of others in an attempt to construct a coherent and objective view of a given situation. The argument has been made that extremist ideologies (whether these are religious, political or social) tend to stem from a narrowing of perspectives (a drop in integrative complexity, or “IC”), and that conflict resolution is best achieved by those who “see complexity”. Indeed, Suedfeld and colleagues have published analyses of IC within the context of the Cuban missile crisis and surprise attacks. Continue reading
When we teach students how to write papers, we take it for granted that they have already absorbed the basic format of a scientific article from their reading of the primary literature. They should be familiar with abstract-intro-methods-results-discussion-references, for example, and the content that goes into each section in order to lead the reader through the work. However, it is easy to see how students might fail to grasp the general structure of a scientific paper. For example, we often hold up the high impact journals as models of scientific research, but journals such as Nature, Science, Current Biology and PNAS have a structure and a style that is really quite different from other journals (referenced abstracts, methods at the end, extremely brief structure). I have been teaching undergraduate and postgraduate students how to write scientific papers and theses for a few years now, and I thought I would share my personal method (I think I can credit Phill Watts, now at the University of Oulu, for suggesting this to me years ago):
I hope it’s useful and please do let me know if it helps, either in the comments here or on the YouTube page. The video is released under Creative Commons.
For those of you not familiar with Cordyceps fungus, that’s the one that attacks insects (and other arthropods) by infecting and then spreading through the whole body. The result is something like what you see below:
Each one of those little growths is a “fruiting body” and that is where the fungus releases its spores in order to found new patches of fungus. The most famous of these kinds of fungi is perhaps Ophiocordyceps unilateralis, which infects ants and influences their behaviour. The fungus forces an ant to climb a blade of grass or a twig and then attach there until it dies. Meanwhile the fungus produces a series of fruiting bodies that release spores from the new vantage point – the height helps those spores to disperse a greater distance. Apparently fossilised plants from 50m years ago also bear the marks of these Cordyceps-related attachments by insects, suggesting that this is an old battle.
What we don’t know is the extent to which Cordyceps influences the behaviour of other hosts. I posted the image above because it is the first time that I have seen a dragonfly infected in this way. It would make more sense (to me, at least!) for Cordyceps infecting a dragonfly to make it fly upwards while the fruiting bodies are releasing spores to broadcast those offspring as far as possible. However, the only image I have seen is this one where the animal is firmly rooted to the perch.
If it was a parasite that affected dragonfly flight then it wouldn’t be the first. A few recent studies (e.g. Suhonen et al. 2010) have suggested that dragonflies infected with parasitic mites that cling to the outside of the animal result in greater movement. It has been suggested that this could be an attempt to get out of an area with a high parasite population – after all, that’s not a great place to raise your little dragonfly family. However, we think this response has evolved to help the host and not the parasite, which is the opposite to the response elicited by the manipulative Cordyceps.
Suhonen, J., Honkavaara, J., Rantala, M.J. (2010) Activation of the immune system promotes insect dispersal in the wild, Oecologia, 162 (3): 541-547.
Image credit: Paul Bertner, https://flic.kr/p/qodUNR, all rights reserved, used with permission.
If you are interested in doing a PhD but are struggling to find funding that fits your project or have been unsuccessful in applications to the funding schemes that are scattered around (e.g. the NERC DTP schemes that are interviewing at the moment) then don’t despair! There are always funny little pots of money that you can apply to. The University of Leeds has three such scholarships available that can be used to fund PhD research in biological sciences (and some other areas). These all close on 1st June but if you are interested in applying please do get in touch with me (or one of my colleagues in the Ecology and Evolution Research Group) to discuss a potential project. The sooner the better! Continue reading
I am fascinated by the field of “biomimetics” – attempting to find solutions to problems by looking to the natural world. Sometimes this involves buildings that work like termite nests, swimsuits that use tiny hooks like those found on shark skin, or Velcro that uses the same principles as seed burrs as an inspiration. However, among the most celebrated examples of biomimetics are those involving flight.
There have been a great many legends describing early attempts at flight, with perhaps the most famous being that of Daedalus and his son Icarus. Daedalus created the Labyrinth on Crete for King Minos and the king imprisoned Daedalus in a tower so that he could not spread the knowledge of labyrinth-building to other kingdoms. Daedalus escapes with Icarus, but Icarus flies too close to the sun causing the wax holding his feathers melts and he falls into the sea and drowns. Daedalus, meanwhile, reaches Sicily (750km away). Ovid’s description of the myth states that Daedalus “…flexed each [feather] into a gentle curve, so that they imitated real bird’s wings”, and so this is clearly a calculated (if legendary) attempt to mimic bird flight. Continue reading
Academics have many draws on their time: research (grant applications, writing papers, speaking at conferences), teaching (planning lectures and workshops, delivering teaching, marking), and administration (committees on all of the above and more – admissions, marketing, student education, research, outreach). Most of that is just keeping things afloat, and so we sometimes lack the time to develop new ideas and discuss interesting and novel ways of working. Over the past couple of years I have been the “Academic Champion for Blended Learning” in the Faculty of Biological Sciences at the University of Leeds, and that has meant that I have spent a fair amount of time horizon scanning for teaching technology and working with early adopters. However, trying to roll-out big initiatives (like our brilliant new lecture capture system) can be hard because staff have limited time to engage. Recently, I tried something new to give colleagues an opportunity to talk about teaching: “Pedagogy and a Pint”.