Abstract. The morphology of marine invertebrate larvae is strongly correlated with egg size and larval feeding mode. Planktotrophic larvae typically have suites of morphological traits that support a planktonic, feeding life style, while lecithotrophic larvae often have larger, yolkier bodies, and in some cases, a reduced expression of larval traits. Poecilogonous species provide interesting cases for the analysis of early morphogenesis, as two morphs of larvae are produced by a single species. We compared morphogenesis in planktotrophic and lecithotrophic morphs of the poecilogonous annelid Streblospio benedicti from the trochophore stage through metamorphosis, using observations of individuals that were observed alive, with scanning electron microscopy, or in serial sections. Offspring of alternate developmental morphs of this species are well known to have divergent morphologies in terms of size, yolk content, and the presence of larval bristles. We found that some phenotypic differences between morphs occur as traits that are present in only one morph (e.g., larval bristles, bacillary cells on the prostomium and pygidium), but that much of the phenotypic divergence is based on heterochronic changes in the differentiation of shared traits (e.g., gut and coelom). Tissue and organ development are compared in both morphs in terms of their structure and ontogenetic change throughout early development and metamorphosis.
Entry-level healthcare practitioners must be able to engage in critical thinking, life long learning and be autonomous and accountable within the complex demands of healthcare in the 21st century. However, structuring learning opportunities to foster these skills within the pre-qualification curriculum can be challenging. To-date, little evidence exists in the literature to guide educators. This case report discusses how an elective module in the therapeutic use of digital photography for Master of Science in occupational therapy (MScOT) students was designed to enable students to develop an appreciation for, and ability in, scholarship and the application of theory-informed practice. The elective module is used as an example to illustrate the potential and relevance for Social Learning theory, Situated Learning theory and the concept of Most Knowledgeable Other (MKO) to guide capacity building in scholarship and theory-based practice. This collaboratively written student/faculty theoretical perspective, incorporating anecdotal evidence extracted from students’ learning assignments in the module, supports our conclusion that these types of learning modules may offer a useful vehicle in which situated learning can occur
The reaction of dichlorido(cod)palladium(II) (cod = 1,5-cyclooctadiene) with 2-(benzylsulfanyl)aniline followed by heating in N,N-dimethylformamide (DMF) produces the linear trinuclear Pd3 complex bis(μ2-1,3-benzothiazole-2-thiolato)bis[μ2-2-(benzylsulfanyl)anilinido]dichloridotripalladium(II) N,N-dimethylformamide disolvate, [Pd3(C7H4NS2)2(C13H12NS)2Cl2]·2C3H7NO. The molecule has -1 symmetry and a Pd...Pd separation of 3.2012 (4) Å. The outer Pd(II) atoms have a square-planar geometry formed by an N,S-chelating 2-(benzylsulfanyl)anilinide ligand, a chloride ligand and the thiolate S atom of a bridging 1,3-benzothiazole-2-thiolate ligand, while the central Pd(II) core shows an all N-coordinated square-planar geometry. The geometry is perfectly planar within the PdN4 core and the N-Pd-N bond angles differ significantly [84.72 (15)° for the N atoms of ligands coordinated to the same outer Pd atom and 95.28 (15)° for the N atoms of ligands coordinated to different outer Pd atoms]. This trinuclear Pd3 complex is the first example of one in which 1,3-benzothiazole-2-thiolate ligands are only N-coordinated to one Pd centre. The 1,3-benzothiazole-2-thiolate ligands were formed in situ from 2-(benzylsulfanyl)aniline.
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