Metamorphosis In Animals Research Articles

Analysis of Ca1-xSrxCO3 phases generated by competitive Sr2+ replacement in pre-formed aragonite

The ratio of Sr/Ca ions in marine biogenic minerals is considered advantageous for tracking geochemical and biomineralization processes that occur in the oceans. It is debatable, though, whether the ratio in biominerals such as coral skeleton is simply related to values in the seawater environment or controlled by the organism. Recent data show that coral larvae produce partially disordered immature aragonite in Mg-containing Sr-poor calcifying fluids, which transforms into well-ordered aragonite in Mg-depleted Sr-enriched environments, upon animal metamorphosis into the sessile polyp state.Inspired by the process in young coral, we explored in vitro substitution of Ca by Sr in aragonite by exposing aragonite crystals precipitated a priori to Sr solutions with variable concentrations. The resulting biphasic material, comprised of Sr-doped aragonite and Ca-doped strontianite, was carefully analyzed for foreign cation substitution in each polymorph. This allowed to establish a linear correlation between Sr levels in mineralizing solutions and Sr in aragonite as well as Ca in strontianite. It indicated that ca. 5-fold higher Sr solution concentration is needed for substitution in the crystal to reach the level found in corals. It also provided with Sr levels required for a putative strontianite phase to form.

Metagenomic insights into jellyfish-associated microbiome dynamics during strobilation.

Host-associated microbiomes can play key roles in the metamorphosis of animals. Most scyphozoan jellyfish undergo strobilation in their life cycles, similar to metamorphosis in classic bilaterians. The exploration of jellyfish microbiomes may elucidate the ancestral mechanisms and evolutionary trajectories of metazoan-microbe associations and interactions during metamorphosis. However, current knowledge of the functional features of jellyfish microbiomes remains limited. Here, we performed a genome-centric analysis of associated microbiota across four successive life stages (polyp, early strobila, advanced strobila, and ephyra) during strobilation in the common jellyfish Aurelia coerulea. We observed shifts in taxonomic and functional diversity of microbiomes across distinct stages and proposed that the low microbial diversity in ephyra stage may be correlated with the high expression of the host-derived antimicrobial peptide aurelin. Furthermore, we recovered 43 high-quality metagenome-assembled genomes and determined the nutritional potential of the dominant Vibrio members. Interestingly, we observed increased abundances of genes related to the biosynthesis of amino acids, vitamins, and cofactors, as well as carbon fixation during the loss of host feeding ability, indicating the functional potential of Aurelia-associated microbiota to support the synthesis of essential nutrients. We also identified several potential mechanisms by which jellyfish-associated microbes establish stage-specific community structures and maintain stable colonization in dynamic host environments, including eukaryotic-like protein production, bacterial secretion systems, restriction-modification systems, and clustered regularly interspaced short palindromic repeats-Cas systems. Our study characterizes unique taxonomic and functional changes in jellyfish microbiomes during strobilation and provides foundations for uncovering the ancestral mechanism of host-microbe interactions during metamorphosis.

Audio-Assisted Smartbox Learning Media in IPAS Content of Metamorphosis of Animals for Fourth-Grade Students

One of the prevalent issues faced by students in the IPAS subject is the utilization of monotonous media, resulting in lower learning outcomes. This research aims to develop and evaluate the feasibility and effectiveness of SmartBox media assisted by audio for the IPAS subject, specifically focusing on the topic of animal life cycles. Employing the Borg and Gall method, this study falls under the category of research and development with the research sample consisting of 27 students. The data collection techniques encompassed observation, interviews, tests, questionnaires, and document analysis. The evaluation results from expert validators in both content and media fields revealed scores of 98% and 92%, respectively, indicating a highly suitable categorization. Moreover, the media garnered positive responses from both students and teachers. Additionally, the developed media demonstrated its effectiveness in enhancing learning outcomes, as evidenced by a t-test result with a Sig. value of 0.000, indicating a significant difference between pretest and post-test data. This finding is supported by an n-gain score of 0.44, classified as moderate, signifying an increase in the average results of pretest and post-test using the audio-assisted SmartBox learning media. In conclusion, the SmartBox learning media with audio assistance for the IPAS subject on animal life cycles is deemed highly appropriate, effective, and valid for implementation in the teaching process, as it effectively improves student learning outcomes.

PENGARUH MODEL PEMBELAJARAN TWO STAY TWO STRAY (TS-TS) TERHADAP HASIL BELAJAR IPA PADA SISWA

Based on data obtained from interviews with the homeroom teacher in class IV SDIT Bina Bangsa, information was obtained that in social studies subjects there were still many students whose grades had not reached the KKM, due to students' low understanding of the subject matter. The things that become obstacles in learning are because the learning process that occurs is designed without varied learning models and the lack of use of learning media in the teaching and learning process so that students are not enthusiastic in learning and students also experience difficulties in understanding the material presented. The purpose of this research is (1) to determine the effect of implementing the Two Stay Two Stray (TS-TS) learning model on student learning outcomes in social studies subjects on animal metamorphosis. (2) to determine the significant differences between the social studies learning outcomes of experimental class and control class students. (3) to determine students' responses to the application of the Two Stay Two Stray (TS-TS) learning model. The type of research used was Quasi-experimental, with a population of all SDIT Bina Bangsa students for the 2022-2023 academic year, sampling using a purposive sampling technique. Data collection techniques in this research used tests and non-tests. Data analysis was carried out at the beginning of learning (pre test) and after learning (post test). The research results show that the average learning outcome of students in the experimental class which uses the Two Stay Two Stray (TS-TS) learning model is 86.00 and the average learning outcome in the control class which uses the conventional learning model is 63.33. The results of hypothesis testing with the help of SPSS version 26 using the Independent Simple t Test statistics show a significance value of 0.000<0.05 so it can be concluded that Ho is rejected, which means that there is an influence of using the Two Stay Two Stray (TS-TS) learning model on science learning outcomes on students class IV SDIT Bina Bangsa

PENGARUH PENGGUNAAN MODEL PEMBELAJARAN PICTURE AND PICTURE TERHADAP HASIL BELAJAR PESERTA DIDIK KELAS IV SDN 06 PONTIANAK

This reseach so that students have not been able to maximize the picture and picture learning model so that the ability of students to increase students' learning motivation and improve learning outcomes to the fullest. The purpose of this study was to (1) determine the learning outcomes of students before and after using the picture and picture learning model on the learning outcomes of students on animal metamorphosis. (2) Knowing student learning outcomes after using the picture and picture learning model on student learning outcomes for animal metamorphosis for class IV SDN 06 East Pontianak in 2021/2022. To achieve this goal, this research uses quantitative methods with experimental types. The conclusions of this study (1) The learning outcomes of students before using the picture and picture learning model (pretest) have obtained an overall average value of 62.86 with sufficient categories. This result has not reached the Minimum Completeness Criteria (KKM) which is 75 in animal metamorphosis material. (2) The learning outcomes of students after using the picture and picture learning model (posttest) increased with an average value of 81.07 with a good category on animal metamorphosis material.

DEVELOPMENT OF SCRAPOPBOX (SCRAP AND POP-UP BOX) ANIMAL METAMORPHOSIS IN ELEMENTARY SCHOOLS

In learning science in elementary schools, there are still many misconceptions, especially about animal metamorphosis material. Based on this then conducted research That aims To develop learning media Scrapopbox animal metamorphosis material. The process of developing learning media uses the development model that has been developed by Reiser and Mollenda, the ADDIE model with five stages, namely analysis, planning, development, implementation, and evaluation. The results of the development are in the form of Scrapopbox learning media in which there are scrap, pop-ups, and miniature toy animals. This study involved 18 grade V students. The data collection used was the validation of learning media, THB, and response questionnaires. With data analysis, namely analysis of validity, analysis of effectiveness, and analysis of user responses. Based on the analysis of data validation results, trials and user responses of Scrapopbox media, animal metamorphosis material meets the good criteria. The results of learning media validation by two media expert validators obtained a percentage of 87.5% which was categorized as valid and could be used during the learning process. It is categorized as effective from the results of THB, the results of the percentage of classical learning completeness are 100%, then the students' learning completeness is achieved because it reaches a score of ≥ 75%, for the results of students' responses to Scrapopbox media reaching a percentage of 98.33 % which is categorized as very good.

Metamorphosis Imposes Variable Constraints on Genome Expansion through Effects on Development.

Genome size varies ∼100,000-fold across eukaryotes and has long been hypothesized to be influenced by metamorphosis in animals. Transposable element accumulation has been identified as a major driver of increase, but the nature of constraints limiting the size of genomes has remained unclear, even as traits such as cell size and rate of development co-vary strongly with genome size. Salamanders, which possess diverse metamorphic and non-metamorphic life histories, join the lungfish in having the largest vertebrate genomes-3 to 40 times that of humans-as well as the largest range of variation in genome size. We tested 13 biologically-inspired hypotheses exploring how the form of metamorphosis imposes varying constraints on genome expansion in a broadly representative phylogeny containing 118 species of salamanders. We show that metamorphosis during which animals undergo the most extensive and synchronous remodeling imposes the most severe constraint against genome expansion, with the severity of constraint decreasing with reduced extent and synchronicity of remodeling. More generally, our work demonstrates the potential for broader interpretation of phylogenetic comparative analysis in exploring the balance of multiple evolutionary pressures shaping phenotypic evolution.

Game Edukasi Metamorfosis Hewan Dengan Augmented Reality Berbasis Android

There are several problems found in elementary school learning. One of them is learning media. Currently, there are many types of learning media, some are digital-based such as learning media using audio media, multimedia computers, and there are also conventional learning that still uses books, pictures in the teaching and learning process such as metamorphosis learning which still uses books in the teaching process. To improve the learning process at SD No. 3 Ungasan in grades 3,4, and 5 in the field of natural science, an educational game of animal metamorphosis was made with android-based augmented reality as a learning medium. The purpose of this research is to build an Android-based augmented reality animal metamorphosis educational game to help elementary school students and teachers. This educational game is built in the C# programming language using the Unity Engine. The method used in making this game is Multimedia Development Life Cycle (MDLC). The test system used is blackbox testing, where the results of system testing conclude that the system is in line with expectations. Based on the results of user testing, this educational game got a 100% increase in satisfaction from 17 responses consisting of 2 teachers and 15 students.

Innovation in Science Learning Using Augmented Reality in Animal Metamorphosis Materials

Currently, there are still many science lessons that use the lecture method and are teacher-centred. There are still many students' natural science scores whose grades are below the KKM; the cause of low grades in this era is monotonous and unpleasant learning. Teacher-centred learning also makes students easily bored and bored, so they are not interested in learning related to the material being presented. Regarding this problem, the authors created a learning media in the form of an augmented reality application that functions to help students get to know and interact in real-time about Natural Sciences subjects, especially on animal metamorphosis material. The author uses the Multimedia Development Life Cycle (MDLC) development model through six stages, namely concept, design, collecting, assembly, testing, and distribution. From the results of making this application, animal metamorphosis learning will be easily recognized through augmented reality media, and students can enthusiastically learn using this application. Therefore, it is essential to make this learning media because students will be interested in learning new things, primarily related to 3D from augmented reality. Moreover, this technology is still rarely encountered and used in learning today.

The effect of learning cycle 5E+Powtoon on students’ motivation: The concept of animal metamorphosis

During the Covid-19 pandemic period, elementary school students experienced many learning difficulties, which resulted in decreased learning motivation. This study aimed to determine the effect of the 5e+Powtoon learning cycle learning model on learning motivation in science. This quasi-experimental research was conducted at public Elementary School (ES) Teladan Ambon, Maluku. There were two groups, one as the experimental class and another as a control class with 60 students. The research design used was a pretest-posttest non-equivalent control group. The instrument used is a learning motivation questionnaire, with a value of validity = 0.769 and reliability = 0.897. The analysis results with ANCOVA showed the value of Sig = 0.000 > alpha (0.05), so applying the 5E+Powtoon model effect students' learning motivation. Thus, the 5e+Powtoon learning cycle can be recommended to increase elementary school students learning motivation. Further research is suggested to compare student motivation in Maluku with other developed countries by using the 5E model with other online learning applications.

Bacteria-Stimulated Metamorphosis: an Ocean of Insights from Investigating a Transient Host-Microbe Interaction.

Recent research on host-microbe interactions has focused on intimate symbioses. Yet transient interactions, such as the stimulation of animal metamorphosis by bacteria, can have significant impacts on each partner. During these short-lived interactions, swimming animal larvae identify a desirable location on the seafloor and undergo metamorphosis into a juvenile based on the presence of specific bottom-dwelling bacteria. While this phenomenon is critical for seeding new animals to establish or maintain benthic ecosystems, there is an ocean of fundamental questions that remain unanswered. Here, I propose an updated model of how bacteria stimulate animal metamorphosis based on evidence that bacteria inject a stimulatory protein that prompts tubeworm metamorphosis. I consider what we hope to learn about stimulatory bacterial products, how animals recognize these products, and the consequences for both partners. Finally, I provide examples of how studying an enigmatic host-microbe interaction can serve as an engine for scientific discovery.

Exposure impacts of Imazapyr formulation on larval development and thyroid histology of Xenopus laevis.

There are increased concerns about the thyroidal effects of many anthropogenic substances in the environment. These substances include agricultural pesticides and industrial and pharmaceutical chemicals among others. Their potential thyroidal effects are of serious health and ecological concerns, as thyroid hormones mediate numerous physiological processes, including growth regulation, general metabolism and metamorphosis in metamorphic animals. This study assessed thyroidal activities of Arsenal formulation (Imazapyr) at environmentally relevant concentrations of 0.5, 2.0 and 3.5 mg/L following a Xenopus metamorphosis assay (XEMA). The result shows that the Arsenal formulation significantly delayed the tadpole development, reduced the hind-limb length (HLL) and increased the whole-body mass (WBM) at a concentration of 3.5 mg/L relative to the control exposure. In histopathology, the formulation increased the epithelium height, at all exposure concentrations, but reduced the colloidal area at 0.5 and 2 mg/L, respectively, and the gland area at 2 mg/L relative to the control. Consequently, the Arsenal formulation is thyroid-active at environmentally relevant concentrations and poses a threat to both human and wildlife, especially metamorphic organisms. With this exposure impact, more studies are imperative to further characterise other endocrine-disrupting potential of this formulation, while future applications should be reduced or restricted to less risk environment, if it cannot be stopped from sensitive aquatic systems.

Les contes de Mme D’Aulnoy : de l’amour precieux au libertinage voilé

À la fin du XVIIe siècle, la mode des contes de fées se répand dans la littérature française. Cette mode se présente sous deux versants : l’un décliné au masculin illustré par les oeuvres de Charles Perrault, l’autre, au féminin illustré par des conteuses, descendantes des Précieuses. Parmi ces femmes, Mme D’Aulnoy est la plus célèbre. Cette dernière publia, en 1697 et en 1698, deux recueils de contes,destinés à l’origine aux adultes lettrés mais qui, au fil des siècles, furent repris dans la littérature de jeunesse, souvent pour répondre aux premiers émois des jeunes-filles. Ces contes de fées sont tous des quêtes d’amour très influencées par la préciosité aussi bien en ce qui concerne l’idée de l’amour que sa forme d’expression. Le conte intitulé Gracieuse et Percinet est l’équivalent d’un roman précieux enminiature. Pourtant, au-delà de ce premier niveau de lecture, on peut distinguer une forme de pastichedont l’illustration est le conte intitulé La Princesse Printanière. Sous l’expression précieuse de l’amourse cache donc un libertinage voilé qui se manifeste souvent grâce à la métamorphose animale despersonnages.Mots clés : amour, contes de fées, préciosité, libertinage

Goethe's Natural Poems “The Metamorphosis of Plants” and “Metamorphosis of Animals”

Goethe's Natural Poems “The Metamorphosis of Plants” and “Metamorphosis of Animals”

METAMORPHOSIS VISUALIZATION WITH AUGMENTED REALITY USING MARKER-BASED TRACKING

Metamorphosis is a cycle of biological animal growth. Learning Metamorphosis is a part of learning for students in schools specifically in the area of biology subjects. Unfortunately, the observing activities take time, and finding an animal specimen is limited to study the metamorphosis cycle. This research proposes an innovative solution to overcome these problems which is the implementation of augmented reality technology. The animal metamorphosis cycle process is visualized into 4-dimensional objects to improve interaction for the student on learning metamorphosis during learning sessions. The Marker-Based Tracking method is used as an approach where the location of the tracking pattern on the marker has been determined in advance as the place where the augmented reality object appears. The results of this study indicate that using a marker-based tracking method can improve students' understanding of metamorphosis.

The Influence of Bacteria on Animal Metamorphosis.

The swimming larvae of many marine animals identify a location on the seafloor to settle and undergo metamorphosis based on the presence of specific surface-bound bacteria. While bacteria-stimulated metamorphosis underpins processes such as the fouling of ship hulls, animal development in aquaculture, and the recruitment of new animals to coral reef ecosystems, little is known about the mechanisms governing this microbe-animal interaction. Here we review what is known and what we hope to learn about how bacteria and the factors they produce stimulate animal metamorphosis. With a few emerging model systems, including the tubeworm Hydroides elegans, corals, and the hydrozoan Hydractinia, we have begun to identify bacterial cues that stimulate animal metamorphosis and test hypotheses addressing their mechanisms of action. By understanding the mechanisms by which bacteria promote animal metamorphosis, we begin to illustrate how, and explore why, the developmental decision of metamorphosis relies on cues from environmental bacteria.

Niemann-Pick type C1 regulates cholesterol transport and metamorphosis in silkworm, Bombyx mori (Dazao)

NPC1 is a large glycoprotein with 13 transmembrane-spanning domains, which plays a crucial biological role in cholesterol transport and metamorphosis of animals. However, the physiological functions of this gene have rarely been elucidated in insects. Here, we isolated the NPC1 gene from Bombyx mori (BmNPC1), sequenced and evaluated its physiological functions. BmNPC1 comprised of 3702 bp open reading frame, encoding a protein of 1233 amino acid residues. The recombinant protein was expressed, and anti-BmNPC1 antibodies were synthesized. Immunofluorescence assay revealed that BmNPC1 protein localized in the cytoplasm of the cells. The qRT-PCR analysis showed that BmNPC1 expression was most significant in the testis, followed by the malpighian tubules, hemocytes, and ovary. The knockdown of BmNPC1 by double-stranded RNA caused the accumulation of cholesterol in the cells. Furthermore, suppression of this gene influenced the expression of ecdysone-responsive genes and also prevented the molting in B. mori (Dazao) larvae. Overall, BmNPC1 may have different biological roles in the physiology of silkworm, B. mori (Dazao), since it regulates the cholesterol transport and molting process.

Fairy-Tale Metamorphosis and Becoming–Animal: The Posthumanism of Italo Calvino’s Fiabe Italiane

This paper focuses on Italo Calvino’s Fiabe Italiane (1956) and its relationship with posthumanism by analyzing a case of human–animal metamorphosis. Following Serenella Iovino’s (2014) insight that Calvino’s literary production can be seen as encapsulating some of the tenets of posthumanism, the paper first investigates Calvino’s conception of storytelling, arguing that in Fiabe Italiane folk and fairy tales can be compared to Calvino’s investigation of variants, leading to the development of a post-anthropocentric type of narrative. Employing Gilles Deleuze’s concept of becoming, it then discusses metamorphosis as a form of becoming–animal, challenging the idea of an ontological categorization of humans and animals. Ultimately, the paper proposes a posthumanist reading of “Body-without-Soul” by highlighting how becoming–animal allows a rearrangement of the hierarchy between humans and the non-human world and promotes behaviors based on trust and codependence. Based on these findings, one can hypothesize that the magical realm of fairy tales can already be regarded as a place of experimentation where an alternative reality, as described by posthumanist theories, can be imagined and possibly actualized.

Animal Transformation in Early Modern English Witchcraft Pamphlets

Animal metamorphosis was a traditional component of witchcraft beliefs during the European early modern witch-hunts, during which it was taken for granted that witches could and did turn into animals regularly in order to easier do evil. It must be noted, however, that the witch-turned-animal motif was much less common in England, where witches did possess the shape-shifting abilities but relatively rarely used them. A likely reason for the difference, explored in the present paper, was the specifically English belief that most witches were accompanied and served by familiar spirits, petty demons that customarily assumed the shape of animals. It seems that the ubiquity of such demonic shape-shifters effectively satisfied the demand for magical transformations in the English witchcraft lore.

The Concept of Metamorphosis and its Metaphors

The article examines a number of links between the metaphorical uses of the concept of metamorphosis in literature and the various changes of the meaning of the concept that took place at the beginning of the modern scientific age between the 17th and 19th centuries, a period during which the notion of metamorphosis resurfaced in conflict with evolutionist thinking. We present the extent to which the concept of animal metamorphosis, the object of multiple redefinitions over the course of this historical period, became the vector of a very strong metaphorical meaning, which emerged in the literature of the period and survives to this day in certain children’s storybooks belonging to what we term the genre of “realistic fiction”. We intend, from a pedagogical standpoint, to identify which specific attributes of these metaphors exist in those storybooks, and to gauge the extent to which those attributes contradict the scientific characteristics and fictional representations of the concept of metamorphosis.