We have performed a comparative analysis of the effects of age of reproduction on the biochemical (protein, lipid, and glycogen content) and stress resistance (ability to survive starvation, desiccation, and exogenous paraquat) parameters on 10 sister lines of five different Drosophila strains. Four pairs of these sister lines were selected under different regimens for either early or delayed reproduction; the fifth pair was maintained in a nonselected state and served as the baseline strain to which all others were compared. It is generally accepted that the early regimens give rise to short-lived phenotypes, whereas the delayed regimens give rise to long-lived phenotypes. Our results suggest that a mechanism involving lipid and starvation resistance is not operative in our long-lived strains. In addition, a mechanism involving glycogen content and desiccation resistance is only weakly supported. Finally, there is strong support for a mechanism that gives rise to enhanced paraquat resistance and therefore may involve regulatory changes in the pattern of ADS gene expression. In addition, the 15-day early age of reproduction regimen (M type) shows qualitatively similar responses to that of the late age at reproduction regimen (L type). These results suggest that correlations between biochemical traits and longevity must be interpreted with caution. We discuss possible reasons for these results, including the possibility of multiple mechanisms, each leading to a different extended longevity phenotype.
For some professionally, vocationally,
or technically oriented
careers, curricula delivered in higher education establishments may
focus on teaching material related to a single discipline. By contrast,
multidisciplinary, interdisciplinary, and transdisciplinary teaching
(MITT) results in improved affective and cognitive learning and critical
thinking, offering learners/students the opportunity to obtain a broad
general knowledge base. Chemistry is a discipline that sits at the
interface of science, technology, engineering, mathematics, and medicine
(STEMM) subjects (and those aligned with or informed by STEMM subjects).
This article discusses the significant potential of inclusion of chemistry
in MITT activities in higher education and the real-world importance
in personal, organizational, national, and global contexts. It outlines
the development and implementation challenges attributed to legacy
higher education infrastructures (that call for creative visionary
leadership with strong and supportive management and administrative
functions), and curriculum design that ensures inclusivity and collaboration
and is pitched and balanced appropriately. It concludes with future
possibilities, notably highlighting that chemistry, as a discipline,
underpins industries that have multibillion dollar turnovers and employ
millions of people across the world.
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