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stringolactones

Course: HOS 6737c, Spring 2009
School: University of Florida
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455|11 Vol September 2008 NEWS & VIEWS IMAGEBROKER.NET/PHOTOSHOT Architectural contrasts: highly branched maple ... PLANT BIOLOGY Hormones branch out Harry Klee Evidence points to the existence of a hitherto uncharacterized type of hormone that controls different aspects of plant growth and interaction. The hunt for that hormone is heating up. Plants cant move around and so have evolved elaborate...

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455|11 Vol September 2008 NEWS & VIEWS IMAGEBROKER.NET/PHOTOSHOT Architectural contrasts: highly branched maple ... PLANT BIOLOGY Hormones branch out Harry Klee Evidence points to the existence of a hitherto uncharacterized type of hormone that controls different aspects of plant growth and interaction. The hunt for that hormone is heating up. Plants cant move around and so have evolved elaborate biochemical communication systems to control growth in response to a changing environment. One of those systems involves the ability to make shoot branches. Branching habit defines the architecture of a plant, and elsewhere in this issue Gomez-Roldan et al.1 (page 189) and Umehara et al.2 (page 195) open a fresh avenue in the quest to find out precisely what those regulatory factors are. Consider two tree species, maple and redwood, with greatly different architecture. A Californian redwood achieves great height because it is apically dominant; the apical shoot suppresses growth of subapical lateral shoots. By contrast, a maple is less apically dominant, has multiple growing shoot tips and becomes highly branched. Although architecture is largely determined by genetics, a plant must be able to modify its growth in response to the environment. If the dominant shoot is destroyed, for example, the plant responds by initiating growth of a subapical shoot bud. Hormones are essential to the communication network that provides plants with growth plasticity. Two classes of hormone in particular, auxins and cytokinins, have long been known to influence apical dominance3. In recent years, genetic and biochemical evidence has implicated another class of hormone in branching control, one derived from carotenoids46. Plants that have mutations in genes 176 encoding carotenoid-cleaving dioxygenases ( CCDs) are highly branched, indicating t hat some substance normally suppresses the growth of lateral shoots7,8. Grafting and gene-expression studies indicate that the substance is produced principally in roots and is translocated to shoots, where it suppresses subapical shoot outgrowth. This substance, therefore, conforms to the classical definition of a hormone: it is produced in one tissue and translocated to another where it exerts a strong effect on growth. Gomez-Roldan et al.1 and Umehara et al.2 ... and apically dominant redwood. report a considerable advance in identifying this new class of hormone. Between them, they have used common experimental plants pea, Arabidopsis and rice to show that levels of strigolactones, a group of terpenoid lactones thought to be derived from carotenoids, are significantly reduced in ccd branching mutants. The two studies are complementary in terms of their approaches and the test plants involved, and are consistent in their conclusions. Application of strigolactones to mutants restores normal branching. Crucial evidence comes from mutant plants that have a defect in the signalling pathway downstream of strigolactone. The defect is in a control component of the pathway, an F-box protein, which is postulated to transduce the hormone signal9. These mutants are not deficient in strigolactone synthesis and do not respond to application of strigolactone. Strigolactones are compounds that stimulate seed germination in plants, such as Striga, that parasitize the roots of other plants10. They also act as signals for symbiotic interaction with the arbuscular mycorrhizal fungi11 that colonize roots and facilitate the uptake of soil nutrients by plants. But the link with above-ground s hoot branching was unexpected. Both groups1,2 propose that strigolactones are themselves either hormones or their biosynthetic precursors. Although the teams findings link the biosynthetic pathways of strigolactones with the elusive branching hormone, the details of A. GEIGER/GETTY IMAGES NATURE|Vol 455|11 September 2008 NEWS & VIEWS the pathway(s) have yet to be determined. Strigolactones contain a large, four-ring backbone structure, probably derived from a carotenoid12. So far, three enzymes that might be involved in its synthesis have been identified by extensive mutation screenings of various plant species, but this is too few to synthesize such a complex structure. Nonetheless, applications of small amounts of strigolactone restore branching mutants to normal1,2, indicating that if a strigolactone is not the actual hormone, it is very closely related to it. Strigolactones are produced by the roots of many plants and the CCD genes are present in all higher plants. The involvement of strigolactones in mycorrhizal symbiosis suggests that they have a pivotal role in coordinating plant growth below as well as above ground. Mycorrhizal fungi promote root growth and, in turn, shoot growth. By extension, strigolactones could be the regulators that modulate appropriate shoot outgrowth. That parasitic plants in turn monitor such an influential rootproduced compound is a marvellous example of co-evolution. T he identification of compounds that alter branching, mycorrhizal colonization and the germination of parasitic-plant seeds offers hope that customized chemicals can be designed to change these various responses. Species of Striga and Orobanche another group of parasitic plants cause massive crop losses in the developing world, especially in Africa. A cheap chemical that stimulates premature germination of these parasites would have immediate and widespread application. Similarly, chemicals that predictably alter plant architecture would be welcomed, particularly by the part of the horticultural industry that produces ornamental plants. With these papers1,2, we have moved closer to the identification of an entirely new class of plant hormone, and now have a biochemical handle on the control of several aspects of plant growth. Full characterization of the biologically active compounds that regulate branching should permit rapid progress in our understanding of the downstream signalling events, and of how this pathway interfaces with the auxin and cytokinin signalling Harry pathways. Klee is in the Horticultural Sciences Department, University of Florida, Gainesville, Florida 32611-0690, USA. e-mail: hjklee@ifas.ufl.edu 1. Gomez-Roldan, V. et al. Nature 455, 189194 (2008). 2. Umehara, M. et al. Nature 455, 195200 (2008). 3. McSteen, P. & Leyser, O. Annu Rev. Plant Biol. 56, 353374 (2005). 4. Beveridge, C. A., Ross, J. J. & Murfet, I. C. Plant Physiol. 104, 953959 (1994). 5. Sorefan, K. et al. Genes Dev. 17, 14691474 (2003). 6. Booker, J. et al. Curr. Biol. 14, 12321238 (2004). 7. Schwartz, S. H., Qin, X. & Loewen, M. C. J. Biol. Chem. 279, 4694046945 (2004). 8. Auldridge, M. E. et al. Plant J. 45, 982993 (2006). 9. Stirnberg, P., van de Sande, K. & Leyser, H. M. O. Development 129, 11311141 (2002). 10. Cook, C. E. et al. J. Am. Chem. Soc. 94, 61986199 (1972). 11. Akiyama, K. et al. Nature 435, 824827 (2005). 12. Matusova, R. et al. Plant Physiol. 139, 920934 (2005). GAMMA-RAY BURSTS Light on the distant Universe Jonathan Grindlay Observations of a long-lasting -ray burst, one that has the brightest optical counterpart yet discovered, challenge theoretical understanding of these bursts but may enhance their usefulness as cosmic probes. On a clear night, from one of Earths increasingly rare dark sites, one can see roughly 3,000 stars with the naked eye. All of these point sources of light are stars within our Milky Way galaxy, and most are closer than about 1,500 light years. It is only with the rare catastrophic end of a massive stars life, in a gargantuan explosion resulting from the collapse of the stellar core, that nature extends our visible reach with a supernova. Possibly one in every thousand supernovae is not normal: as the core collapses past the state of a neutron star to a black hole, the spinning disk around the nascent black hole launches a powerful jet that drills its way out of the overlying star1 and produces an even more extreme blast: a long-duration -ray burst (GRB). These bursts typically last between 3 and 100 seconds, and are followed by fading afterglow emission at longer wavelengths (X-ray, optical, infrared and sometimes radio). On page 183 of this issue, Racusin et al.2 report observations of the optically brightest GRB yet seen. The optical emission of this burst, dubbed GRB 080319B, is a hundred times brighter than the previous record holder. GRB 080319B was detected by the Burst Alert Telescope (BAT) onboard NASAs Swift satellite on 19 March 2008. Only automated telescopes detected it, but it would have been visible to the naked eye for about 40 seconds and thus whoever saw it would have witnessed the most distant astronomical object ever directly seen. Spectra of the optical afterglow measured its redshift as z = 0.93 (ref. 3), which corresponds to a light travel time of 7.4 billion years, placing GRB 080319B more than halfway back to the Big Bang and the origin of our Universe. The only normal supernova visible to the naked eye in the past 400 years, SN 1987A, was detected4 on 24 February 1987. Its optical brightness was comparable to that of GRB 080319B, but it occurred a mere 163,000 light years away in our neighbouring satellite galaxy, the Large Magellanic Cloud. How could the similarly bright optical flash of GRB 080319B be in any way connected to the process of stellar death, given its approximately 5 104 times greater distance? The answer is beaming in which, instead of the isotropic, relatively slow emission from a normal supernova over days to months, a large fraction of the total energy of a GRB is collimated into a narrow and highly relativistic jet (that is, its bulk outflow velocity is very close to the speed of light). Racusin and colleagues2 show that the jet in GRB 080319B almost certainly has a two-component structure: a jet approximately 8 across surrounding a narrower (about 0.4) central core of higher relativistic speed for which outflow velocities are within about five parts in ten million of the speed of light. For about 100 seconds, the collimated radiation beam observable from this jet was an intense beacon illuminating the intervening Universe. It came from a GRB that occurred around 3 billion years before the Sun and Earth formed. X-ray, optical and radio observations of GRBs have shown that their afterglow emission is due to the collision of a beamed jet with the surrounding wind from the pre-supernova star and interstellar medium, and that beaming is directly indicated by the jet breaks in the afterglow light curves5. Even more convincing evidence for the relativistic expansion of the jet was provided by the radio observations of another GRB GRB 970508 which showed6 that its total energy was about ten times lower than inferred from a spherical explosion, implying a jet with an opening angle of about 30. However, until the remarkably complete broadband spectral and temporal coverage of GRB 080319B, it had not been possible to directly constrain the radial structure of the jet. Observations began before the BAT detection with optical imaging from wide-field telescopes that were already observing another burst, GRB 080319A, which was only 10 away from GRB 080319B and had gone off only 30 minutes before. This was a remarkable coincidence, given that the BAT observes only about two GRBs per week over the full sky. Ultimately, the afterglow from GRB 080319B was observed to fade by eight orders of magnitude in flux over six weeks by a worldwide suite of telescopes spanning 11 orders of magnitude in wavelength. A prediction2 of the high outflow velocities inferred for the central jet is the production of even more luminous, prompt GRB emissions of much higher-energy -rays. Such emissions would be easily detected by the recently launched Fermi Gamma-ray Space Telescope. But absorption of such high-energy -rays by the dense opticalultraviolet photons produced by synchrotron emission in the same internal shock region could attenuate such emissions, despite the small angle scattering in the narrow jet. The ultra-relativistic core of the jet in 177
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University of Florida - HOS - 6737c
StudentInformationName:_Mailingaddress_Emailaddress_Department:_Advisor_Degreesought?_When?_Haveyouhadanypreviousexperiencewithplanttissueculture?Ifso,whatwasthenatureoftheexperience?Haveyouhadanypreviousexperiencewithgenetictransformation?Ifso,
University of Florida - HOS - 6737c
University of Florida - HOS - 6737c
METHODS & APPLICATIONS OF PLANT CELL & TISSUECULTURE (HOS 6373C)Spring, 2009, 3 creditsCOURSE INSTRUCTOR: GLORIA MOORE1111 Fifield Hall, 392-4711x221, gamoore@ufl.eduTEACHING ASSISTANT: KIMBERLY NIBLETT, KNiblett.ufl.eduhttp:/www.hos.ufl.edu/moorewe
University of Florida - HOS - 6737c
Timeline of Plant Tissue Culture and Selected Molecular Biology EventsTens ofPeople wandered the earth, collecting and eating only what they foundthousands growing in nature. By about 8,000 BC, however, the first farmers decidedof yearsto stay in one
University of Florida - HOS - 6737c
Plant Biotechnology Journal (2007) 5, pp. 221229doi: 10.1111/j.1467-7652.2006.00225.xReview articlePhilippePlant transformation technology developmentOriginalUKVain Publishing Ltd2? 200620061467-7644Plant BlackwellPBI Biotechnology LtdOxford,
University of Florida - HOS - 6737c
Annu. Rev. Cell Dev. Biol. 2006.22:101-127. Downloaded from arjournals.annualreviews.orgby UNIVERSITY OF FLORIDA on 02/13/07. For personal use only.ANRV288-CB22-05ARI28 September 200621:44Agrobacterium tumefaciensand Plant Cell Interactionsand Act
University of Florida - HOS - 6737c
Cellular Microbiology (2007) 9(1), 920doi:10.1111/j.1462-5822.2006.00830.xFirst published online 3 November 2006MicroreviewBiological systems of the host cell involved inAgrobacterium infectionVitaly Citovsky,1 Stanislav V. Kozlovsky,1Benot Lacroix
University of Florida - HOS - 6737c
Agrobacterium-mediated genetic transformation of plants: biology and biotechnologyTzvi Tzra1 and Vitaly Citovsky2Agrobacterium-mediated genetic transformation is the dominant technology used for the production of genetically modied transgenic plants. Ex
University of Florida - HOS - 6737c
37BASAL SALTS, MEDIA & VITAMINSVitaminsProductNumberProduct DescriptionPackageSizeProduct NotesC149CHU N6 VITAMIN SOLUTION (1000x)Contains the vitamins as described by Chu (1975).Plant Tissue Culture TestedStorage TempSoluble In2-6 CWater
University of Florida - HOS - 6737c
Your second notebook.This is the notebook with loose leaves that can be rearranged into experiments. For eachexperiment, you should think about the following things are you arrange your data and makecomments:What was the objective of the experiment? W
University of Florida - ENY - 3005
Arthropod ClassificationWelcomeWelcome to the first unit in ENY3005/5006, the Principles of Entomology!During this unit you will learn what an insect really is.Surprisingly, most people really don't know!Journal Assignment: Please post a discussion
University of Florida - ENY - 3005
Insect EvolutionObjectives Describe the four successive stages of insect evolution. Define ametabolous, hemimetabolous and holometabolous, and thesimilar terms regarding wing development. Describe the theories of insect wing evolution.Fossil photogr
University of Florida - ENY - 3005
CopyrightAnnu. Rev. Physiol. 2000. 62:13555by Annual Reviews. All rights reservedTHE EVOLUTIONARY PHYSIOLOGY OF ANIMALFLIGHT: Paleobiological and Present PerspectivesRobert DudleySection of Integrative Biology, University of Texas, Austin, Texas, 78
University of Florida - ENY - 3005
Arthropod ActivityFor this activity you will need:1. Notetaking materials.2. A live insect such as a beetle, ant, cricket, grasshopper or butterfly. Find one in your backyard or on campus. In the winter, insects are most active during thewarmest part
University of Florida - ENY - 3005
Current Biology, Vol. 12, 17111716, October 1, 2002, 2002 Elsevier Science Ltd. All rights reserved.PII S0960-9822(02)01126-0Diverse Adaptations of an Ancestral Gill:A Common Evolutionary Origin for Wings,Breathing Organs, and SpinneretsWim G.M. Dame
University of Florida - ENY - 3005
Reprinted from Science, August 6, 1965, Vol. 149, No. 3684, pages 653-654Aggressive Mimicry in Photuris:Firefly Femmes FatalesAbstract. Firefly females of the genus Photuris, long known to be carnivorous, attract and devour males of the genusPhotinus
University of Florida - ENY - 3005
EBSCOhost1 of 5http:/weblinks2.epnet.com/citation.asp?tb=0&_ug=sid+2231826A%2.PrintFormats:E-mailCitationSaveHTML Full TextChooseChoose LanguageTranslateTitle: Gladiators: A New Order of Insect , By: Adis, Joachim, Zompro, Oliver, Moombolah-Go
University of Florida - ENY - 3005
Insect OrdersObjectivesAfter you have completed this unit you should know for each order:its common name, order name, and meaning of the order nameits development, or metamorphosis3-4 facts regarding its life history and/or economic importanceits wi
University of Florida - ENY - 3005
IntroductionIntegument, Development, and ReproductionHave you ever watched a butterfly emerge from its cocoon?If you have ever watched this amazingprocess, you may have wondered howthis happens. In this unit you will studythe molting process, includ
University of Florida - ENY - 3005
MaintenanceIntroductionIn this unit you will learn how insects digest their food, breathe oxygen, and circulatetheir body fluid. In unit 4 you were introduced to the insect reproductive system bycomparing it with our human system. As you go through th
University of Florida - ENY - 3005
Human OlfactionRECEPTION & INTEGRATION:The Nervous SystemSomeone is baking luscious bread in the kitchen. As you walk by thekitchen, chemical molecules mixed with the steam, waft up from thecooking food and enter your nose. The molecules then bind to
University of Florida - ENY - 3005
ObjectivesGetting Together & Staying Alive1.2.3.4.Name and describe 5 ways insects get together to mate.Using an example, describe each of the different ways insects protectthemselves.Define Mullerian and Batesian mimicry.Define and give example
University of Florida - ENY - 3005
Insect SocialityObjectives1.2.3.4.Describe the characteristics of subsocial and eusocial insect behavior.Compare and contrast the life histories of ants and termites.Define trophallaxis, pseudergate, caste, halpodiploidExplain superorganism and h
University of Florida - ENY - 3005
ADAPTATION TO HABITATSLecture Objectives1. Define ecology and the related terms discussed.2. Build a simple food web using only insects for theprimary, secondary and tertiary trophic levels.3. Describe the ways insects have adapted to the soil andaq
University of Florida - ENY - 3005
Thought QuestionInsect and Plant InteractionsQuestion:What does the Cold War and Insect/Plant Interactionhave in common?(CNN, 2005)1Answer2ObjectivesBelieve it or not, plant/insect interaction is very much like the coldwar and the accompanying
University of Florida - ENY - 3005
Insect ParasitismObjectives1. Differentiate the three types of symbiosis2. Describe the different ways to classify parasites3. Discuss the costs and benefits of endo and ectoparasitism4. Differentiate between parasite and parasitoid5. Define hyper,
University of Florida - ENY - 3005
Insect Pest ManagementObjectives1.2.3.4.5.6.Define the term "Pest" and discuss how it is subjective.Describe two categories of pests.Differentiate between exponential and logistic growth.Differentiate between K and r strategists.Define EIL, ET
University of Florida - ENY - 3005
ObjectivesInsecticides1. Relate four major events in the history of Pest Control2. Describe the major types of insecticides and give an example of each3. Describe in detail how organophosphates and carbamates interferewith the normal functioning of t
University of Florida - ENY - 3005
ObjectivesBiological Control1.2.3.4.5.Define biological controlDescribe the three major types of biological controlDescribe six typical augmentation productsName and describe, using a specific example, three types ofcultural control methodsExp
University of Florida - ENY - 3005
Medical EntomologyObjectives1. Describe the different types of medically related effects caused by arthropods(direct and indirect)2. Define the terms associated with disease transmission3. Describe the general characteristics of the 7 diseases covere
University of Florida - ENY - 3005
Unit One - Arthropod ClassificationStudy GuideLesson ObjectivesBy the end of the unit you should be able to:1) Define classification.2) Describe the hierarchy in classifiying any organism.3) Describe what Linnaeus did for classification.4) Give an
University of Florida - ENY - 3005
Unit Two - Insect EvolutionStudy GuideLesson ObjectivesBy the end of the unit you should be able to:Describe the four successive stages of insect evolutionDefine ametabolous, hemimetabolous and holometabolous, and the similar termsregarding wing dev
University of Florida - ENY - 3005
Unit 3 - Insect OrdersStudy GuideUnit objectives:After you have completed this unit you should know for each order:1. its common name2. its development, or metamorphosis3. 3-4 facts regarding its life history and/or economic importance4. its wing t
University of Florida - ENY - 3005
Unit 4 - Integument, Development & ReproductionStudy GuideUnit objectives1. Describe the three layers of an insect's integument.2. Describe the advantages and disadvantages of an exoskeleton.3. Using the proper terms for the structures involved, expl
University of Florida - ENY - 3005
Unit 5 - Maintenance and MovementStudy GuideUnit objectives:1. Describe embryonic origin of alimentary canal divisions.2. Draw and label generalized alimentary canal and describe function of eachcomponent.3. Draw and label generalized insect circula
University of Florida - ENY - 3005
Unit 6 - Reception & Integration: The Nervous SystemStudy GuideUnit objectives:1. Describe the origin of the insect nervous system.2. Identify the major structures of the insect nervous system and describe their function.3. Compare and contrast the p
University of Florida - ENY - 3005
Unit 7 - Getting Together & Staying AliveStudy GuideUnit objectives:1. Name and describe 5 ways insects get together to mate.2. Using an example, describe each of the different ways insects protect themselves thatwere discussed in the web lecture.3.
University of Florida - ENY - 3005
Unit 8 - Insect SocialityStudy GuideUnit objectives:1. Describe the difference between subsocial, parasocial and Eusocial insect behavior.2. Describe the difference in the life histories of ants and termites.3. Define trophallaxis, pseudergate,4. Ex
University of Florida - ENY - 3005
Unit 9-Adaptations to HabitatsStudy GuideUnit Objectives1.Define ecology and the related terms discussed.2.Build a simple food web using only insects for the primary, secondary and tertiary trophic levels.3.Describe the ways insects have adapted t
University of Florida - ENY - 3005
Unit 10 - Insect and Plant InteractionStudy GuideUnit Objectives:1. Describe how plant and insect relationships evolved together.2. Using examples, explain how insects can protect, and help propagate plants.3. Describe the ways plants protect themsel
University of Florida - ENY - 3005
Unit 11 - Insect ParasitismStudy GuideUnit objectives:1.2.3.4.5.Differentiate between the three types of symbiosis.Using examples, differentiate between parasite and parasitoid.Define gregarious, multiple and hyperparasitoidism.Using examples,
University of Florida - ENY - 3005
Unit 12 Insect Pest ManagementStudy GuideUnit Objectives1.2.3.4.5.6.Define the term pest and discuss how it is subjective!Describe 2 categories of pests.Differentiate between exponential and logistic growth.Differentiate between K and r strate
University of Florida - ENY - 3005
Unit 13- Biological ControlStudy GuideUnit Objectives1. Relate 4 major events in the history of pest control.2. Describe the major types of insecticides and give and example of each.3. Describe in detail how organophosphates and carbamates interfere
University of Florida - ENY - 3005
Unit 14 - Biological ControlStudy GuideUnit Objectives1. Define biological control.2. Describe the three major types of biological control.3. Describe six typical augmentation products.4. Explain the different components of the mole cricket biologic
University of Florida - ENY - 3005
Unit 15 - Medical EntomologyUnit Objectives1. Describe the different types of medically related problems caused by arthropods.2. Define the terms associated with disease transmission3. Describe the general characteristics of the diseases covered.-Typ
University of Florida - ENY - 3005
Unit 3 of Entomology[1]Unit 3: Insect Orders.[2]Now that youve taken a look at how things are classified, and how insects evolved, were going to takea look at some of the more common insect orders. After youve completed this unit, you should know, fo
University of Florida - ENY - 3005
Unit 4 in Entomology[1]Unit 4 Integument, Development and Reproduction.[2]Have you ever watched a butterfly emerge from its cocoon? How does it go from being a little worm likecaterpillar in to a beautiful butterfly with scaled wings and a different
University of Florida - ENY - 3005
Unit 5 of Entomology[1]Unit 5: Insect Maintenance[2]In this unit, you'll learn how insects digest their food, breathe oxygen, and circulate their body fluid. Inunit four you were introduced to the insects reproductive system by comparing it with our
University of Florida - ENY - 3005
Unit 6 in Entomology[1]Unit six. Reception and Integration: The Insect Nervous System.[2]In this unit, you'll need to describe the origin of the insect nervous system, identify the major structures ofthe insect nervous system and describe their funct
University of Florida - ENY - 3005
Unit 7 in Entomology[1]For all of you fans of Survivor and Lost, this unit is for you. Unit seven, getting together and stayingalive.[2]In this unit you will need to learn to name and describe five ways insects get together to mate. Using anexample,
University of Florida - ENY - 3005
Unit 8 in Entomology[1]Unit eight, Insect Sociality.[2]The objectives of this unit are to describe the characteristics of subsocial and eusocial insect behavior.We will also compare and contrast the life histories of ants and termites. We will define
University of Florida - ENY - 3005
Unit 9 in Entomology[1]We've learned what insects are, how they reproduce, how they digest their food, how they move around,some of their behaviors, and now we'll learn how insects adapt to their environment. Unit nine,adaptation to habitats.[2]In t
University of Florida - ENY - 3005
Unit 10 in Entomology[1]This is war. Unit 10: insect and plant interactions.[2]What does the Cold War and insect/plant interaction have in common?[3]Believe it or not, plant/insect interaction is very much like the Cold War and the accompanying arms
University of Florida - ENY - 3005
Unit 11 in Entomology[1]Unit 11: Insect Parasitism[2]In this unit, well differentiate between the three types of symbiosis, describe the different ways to classifyparasites, discuss the costs and benefits of endo versus ecto parasitism, differentiate
University of Florida - ENY - 3005
Unit 12 in Entomology[1]From agriculture to urban pest management, there's a whole realm of opportunities out there to controlpests. Unit 12: insect pest management.[2]The objectives of this unit are to define the term pest and discuss its subjective
University of Florida - ENY - 3005
Unit 13 in Entomology[1]We briefly discussed insecticides in the unit on insect pest management. Now we'll take a closer look.Unit 13: insecticides.[2]The objectives of this unit are to relate four major events in the history of pest control, describ
University of Florida - ENY - 3005
Unit 14 in Entomology[1]One principle of integrated pest management is to not only judiciously use pesticides, as we learned inthe previous unit, but also to use tactics such as biological control. Unit 14: biological control.[2]The objectives of thi
University of Florida - ENY - 3005
Unit 15 in Entomology[1]Unit 15: medical entomology.[2]The objectives in this unit are to describe the different types of medically related effects caused byarthropods, both direct and indirect, to define the terms associated with disease transmissio
University of Florida - FOR - 6934
OutlineAdvanced Topics in Forest Biometrics - FOR6934Review of correlation and RegressionCorrelation Simple Linear Regression (SLR)Formulae and degrees of freedom Hypothesis tests AssumptionsMultiple Linear RegressionFormulae and df Hypothesis tests
University of Florida - FOR - 6934
What is the impact of transformingvariables in regression?When units of x changedAdvanced Topics in ForestBiometrics - FOR6934Regression coefficients are applied to the transformedvalue of xNo impact on tests, fit statisticsUnits of y are changed
University of Florida - FOR - 6934
Assumptions of regression, correlation,etc.Advanced Topics in ForestBiometrics - FOR6934Non-linear RegressionMeeting assumptions is anextremely importantprerequisite to data analysisW e test if the DEPENDENTdata are NORMALLYDISTRIBUTEDW e test