Jun 072012
 

UPDATE: It turns out my first theory involving oestrid bot flies was full of holes. I’ll leave it up because the biology of the individual parasites is accurate and interesting, but see the bottom of  the post for an accurate description of what happened in the photo. I apologize for the misinformation.

Recently, I was catching up on Twitter late at night when @PsiWaveFunction shared a link to a photo on Reddit that stopped me cold in my tracks and that has kept me morbidly fascinated since. I’ve spent the better part of a day thinking about the photo, and I think I’ve pieced together the series of events and organisms that lead to the case of the mystery myiasis. If my theory is correct, this might be one of the coolest cases of parasitism I’ve ever encountered, and features a fly who’s life history beautifully illustrates the intricacies of evolution, another fly that’s threatening the birds which helped Darwin develop his theory of evolution through natural selection, and a bird who is being selected against by the worst possible luck.

Normally I’d include the photo in question right about here, but out of respect for those victims readers who are a tad squeamish at the sight of parasites (or birds), I’ll simply link to it and allow your curiosity to battle your better judgement1. I’ll give you a moment to decide and, should you accept the challenge, digest what you’ve just seen.

“This baby bird has no face… only maggots”

So, were you amazed? Disgusted? Wondering what the hell you were looking at? If you’re like me, you probably felt a little bit of all three, and then immediately went back to take a closer look.

Welcome to the wonderful world of warble flies (family Oestridae)! Each of those oddly formed lumps is actually a bot fly maggot which has burrowed beneath the skin of the chick to feed and develop. You’ll notice two dark marks on the exposed end of each maggot; these are the spiracles through which the maggot breathes. After a few weeks, each of the maggots will wriggle free from the bird, drop to the ground and pupate, eventually emerging as an adult ready to breed. Normally the host is left mostly unharmed after providing safe harbour for a bot fly, but in this case I suspect the bird might have problems due to the shear number of maggots present (at least 15 that I could make out).

Dermatobia hominis

Dermatobia hominis -- Photo by J. Eibl, Systematic Entomology Laboratory, USDA.

What’s odd about this situation2 is that these bot flies have parasitized a bird. You see, almost all bot flies are mammal parasites, infesting anything from rodents to elephants, and are usually very specific about their host species. One bot fly however, Dermatobia hominis, is a generalist, and has been recorded infesting a number of different animals, from humans and monkeys to dogs and cats, and of relevance to this story, birds on occasion. In a family of narrow specialists, it’s a wonder that D. hominis is such a broad generalist; until you learn how D. hominis distributes its offspring — by hijacking other flies to serve as expedited egg couriers.

Psorophora sp. (Culicidae) with D. hominis eggs attached.

Psorophora sp. (Culicidae) with D. hominis eggs attached. Illustration by A. Cushman, Systematic Entomology Laboratory, USDA.

After mating, female D. hominis will snatch up other parasitic flies, like mosquitoes, flesh flies and muscid flies3, and lay a clutch of eggs on the enlisted fly. When the carrier fly locates and lands on a host to feed4, the body heat of the victim signals the bot fly egg to hatch and fall from the carrier onto its new home, where it quickly burrows in to begin feeding. This amazing life cycle means that the female bot fly has little control over where, and on what species, its offspring ultimately end up infesting, resulting in a nearly random generalist parasite that must be able to survive on whatever host it finds itself on, including our small bird.

Obviously the natural world is a complex system, and unfortunately for our bird, it’s full of a diverse array of parasites, all looking for a free meal. Let me introduce you to another player in this saga, Philornis downsi (Muscidae), a fly native to continental South America and Trinidad & Tobago, where our unfortunate bird lives.

Philornis in bird beak O'Connor et al. 2010

Philornis in nasal cavity of deceased bird. Image from O'Connor et al. 2010

While adults are unassuming, feeding on pollen and nectar, Philornis downsi larvae are brood parasites of nesting birds. Hiding out of sight during the day in the bottom of the nest, maggots emerge after dark to crawl within the nasal passages of developing chicks, feeding on their blood and tissue, sapping their energy. As the maggots continue to grow, they begin feeding elsewhere on the nestlings, causing severe damage and ultimately death. Throughout the Galapagos, where the fly was introduced sometime prior to 1964, Philornis downsi has been causing nestling mortality rates as high as 95% in Darwin’s finches, the unique birds who’s diverse beak shapes inspired Charles Darwin’s theory of evolution by natural selection. While there has been a great deal of work done on P. downsi in the Galapagos in an effort to save these ecologically important birds5, I assume it is also receiving research attention in its native range, which is where we return to Reddit, our original photo and what I think happened.

Of all the parasites, in all the nest boxes, in all the world, she flies into mine.

The photo that began all this was uploaded to Reddit by marrgalo, who explained they found the bird while monitoring bird nests on Tobago for Philornis downsi as part of their research program. Tobago is also well within the range of Dermatobia hominis. Here’s what I think may have happened:

My theory was wrong. See below for information about the actual parasite.

  • A recently mated female Dermatobia bot fly was looking for a carrier fly
  • A female Philornis downsi happened to fly by, was quickly snatched by the bot fly and entrusted with a load of bot fly eggs
  • The female Philornis was released, and continued her search for a bird’s nest to deposit her eggs in
  • Finding a nest, the Philornis female walked around, laying eggs among the nesting material, and happened to tread across the young bird in the nest

  • The bot eggs, sensing the proximity of a warm-bodied host, hatched and quickly found their way to the unlucky bird’s face
  • The Philornis female finished laying her eggs and took off from the nest, leaving chaos brewing in her wake
  • Later, a social media-conscious research assistant comes along, finds the disfigured nestling, and does the only logical thing; takes a picture and posts it to the internet for all to enjoy!

Of course, this is only a theory based on a single photo and a very small fraction of information about the team’s research, but given the evidence and biology of the species potentially involved, I think it’s certainly a plausible hypothesis. There are a lot of potential fallacies in my theory, like whether the bot fly larvae are actually Dermatobia, or whether Dermatobia even uses Philornis as a vector (although it’s known to use 11 species of Muscidae), but these are the sort of questions that can be observed and tested eventually. Hopefully the researchers behind the photo will rear the maggots from the bird’s face, identify the parasites involved, and then publish their work so I can find out whether any of these ideas turned out to be accurate6.

Whether my theories were correct or not, the fact that they’re even plausible keeps me interested and excited about entomology and the intricate roles parasites play in our daily lives!

References:

ResearchBlogging.org

Eibel, J.M., Woodley, N.E. 2004. Dermatobia hominis (Linnaeus Jr., 1781) (Diptera: Oestridae). The Diptera Site. Accessed June 6, 2012. http://1.usa.gov/MbTexi

Fessl B, Sinclair BJ, & Kleindorfer S (2006). The life-cycle of Philornis downsi (Diptera: Muscidae) parasitizing Darwin’s finches and its impacts on nestling survival. Parasitology, 133 (Pt 6), 739-47 PMID: 16899139

O’Connor, J.A., Robertson, J. & Kleindorfer, S. (2010). Video analysis of host–parasite interactions in nests of Darwin’s finches, Oryx, 44 (04) 594. DOI: 10.1017/S0030605310000086

 

UPDATE June 7, 2012 @ 3:30PM EST: It turns out that the maggots in the bird’s face aren’t Dermatobia hominis, or even bot flies of the family Oestridae at all! After doing some further research, I’ve learned that they are more likely to be another species of Philornis fly. I was totally unaware that there were flies outside of the oestrid bot flies which burrow into the skin of hosts and form warbles like these, but it turns out there are.

While Philornis downsi are ectoparasites that feed on nestling birds as I described, it seems that there are several species in the same genus which burrow within the skin and form welts similar to oestrid bot flies. Here’s an example of Philornis vulgaris infesting a Tropical Mockingbird nestling from Colombia:

Philornis vulgaris infestation Amat et al. 2007

Philornis vulgaris infestation from Amat et al. 2007

Looks vaguely familiar no? I think it’s safe to say now that this is what happened in the original photo and not the complex tale of 2 parasites like I described above.

I’m incredibly embarrassed by my Taxonomy Fail here (which holds a TFI of 11.3). Although the biology of the two parasitic species I originally discussed are accurate, the chances of them having anything to do with one another appear to be unlikely. I sincerely apologize for publishing a story that spread such inaccurate information, and I’ll do my best to not let it happen again.

Note to self: don’t assume you know anything, especially when it involves parasites.

On the bright side, I learned something new about Diptera (and humility) today, and we can all rest comfortably knowing that there are multiple, unrelated groups of flies that get under the skin of their hosts. Because I’m sure that makes everyone feel better.

 

More information about subcutaneous Philornis:

Amat, E., J. Olano, F. Forero & C. Botero 2007. Notas sobre Philornis vulgaris (Couri, 1984) (Diptera: Muscidae) en nidos del sinsonte tropical Mimus gilvus (Viellot, 1808) en los Andes de Co- lombia. Acta Zoológica Mexicana, 23(2): 205-207. http://bit.ly/LwsHh1

Uhazy, L.S., Arendt, W.J. 1987. Pathogenesis associated with philornid myiasis (Diptera: Muscidae) on nestling pearly-eyed thrashers (Aves: Mimidae) in the Luquillo Rain Forest, Puerto Rico. Journal of Wildlife Diseases 22 (2): 224-237. http://bit.ly/KlXBGR

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1- If you can’t decide, I vote you click and look. You can thank me later.

2- Beyond the whole face-of-a-million-maggots of course.

3- Among other groups including blow flies and even ticks.

4- Something these blood-sucking flies have evolved to do quite well obviously. The fact that bot flies “cheat the system” in this regard, getting their eggs to their host without needing to invest energy in complex host-finding senses, just goes to show that nothing is more awesome than evolution in action.

5- See O’Connor et al. 2010 for a good synopsis of work and observations, and check out some of the videos she’s posted to YouTube of the maggots interacting with nestlings.

6- If you happen to have research contacts in Tobago who might know about work being done on Philornis, can you let them know I’m curious? Thanks.

May 122012
 

I come across a large number of interesting blog posts, news articles, scientific papers and various other types of media every week, which I try and share through Twitter on a regular basis. Since I know not everyone has been bitten by the Twitter bug yet1, I figured I’d start a weekly round up of links to some of the stories I find interesting, important or just plain entertaining.

True to form, most of these links will be insect related, but I have broad interests, so some other topics are sure to turn up from time to time2. The internet is full of talented people, and I hope you enjoy their work as much as I have.

 

The Flies (Diptera)

The 8th International Congress of Dipterology is coming up in a few years, so be sure to start saving your pennies for the trip to Potsdam, Germany!

I prefer studying flies (dead or alive), but if that’s not your thing, check out these creative photos of dead house flies and blow flies having the times of their (already finished) lives. Here’s the full collection by photographer Nicholas Hendrickx.

The BugBlog has a nice series of photos of Helophilus pendulus, commonly called the Footballer Hoverfly in the UK. Why call it that, you might ask? Apparently the striped patterns on the thorax reminded someone of a soccer jersey.

The Dragonfly Lady shows off a nice hilltopping site in Arizona. Plenty of fly talk in the comments.

The Beetles (Coleoptera)

The Edmonton Journal has a great biography of Dr. George Ball, a beetle taxonomist at the University of Alberta who has impacted the careers of dozens of top entomologists across North America.

This short film is both beautiful and bizarre all at once. A stop-motion portrayal of the life of a beetle taxonomist who makes the discovery of a lifetime.

Emerald Ash Borer (Agrilus planipennis) has now been found in most major urban centres across Ontario, and has recently turned up in Quebec. Chris Buddle discusses the affect that EAB will have on Montreal.

While not EAB, Chrysobothris vivida looks quite similar on first glance. The Field Museum shows off the holotype and label data, helping to explain the role that natural history collections play in day to day science.

Speaking of natural history collections, a volunteer at the Natural History Museum in London, England shares why she loves helping out with the beetle collection in her spare time.

Check out this awesome longhorn beetle (Cerambycidae) Ted McRae of Beetles in the Bush came across while working in Argentina recently. While you’re there, share your ideas on the purpose of the strange tufts of hair!

The Ants, Bees, and Wasps (Hymenoptera)

The School of Ants is gearing up for another summer of discovery by sampling the ants around our houses and picnic areas.

Ants are to ________ as clown fish are to anemones. Think you know the answer? Better check Not Exactly Rocket Science (NERS) by Ed Yong for an excellent tale of commensalism.

It may not be 1984, but Big Brother is watching what Orchid Bees are up to (but don’t worry, it’s for a good reason).

Scientific American ran an interesting story about native bee populations in eastern North America, and included an excellent slideshow of some beautiful bees with it.

Some of photos in that slideshow came out of the Packer Bee Lab at York University, as did a newly published review and key to the Dufourea bees (Halictidae) of Canada in the Canadian Journal of Arthropod Identification.

Other Arthropods

Marine water striders (Gerridae) are making the news this week with the release of a new study finding that a massive raft of plastic pollution in the Pacific is harboring a growing population of these bugs. Ed Yong is excellent again on his NERS blog, and the paper is Open Access if you’d like to take a look yourself.

These plastic-loving water striders aren’t the only insects that have taken to the open ocean, and the North Carolina State University Insect Collection has a few more examples to share.

Caterpillars come in a wide variety of colours, shapes and forms, but these translucent, jelly Jewel Caterpillars are some of the most beautiful!

I saw Avengers this week, and it was really, really good. Prior to the movie, there was a trailer for the upcoming Spiderman reboot, promising plenty of web-slinging action. Before the movie comes out this summer, meet the backyard spider that may have served as inspiration for Peter Parker’s gadgets.

Taxonomy, Biodiversity, Academia, Science Communication/Photography

Although written by a marine ecologist and discussing a paper about plant taxonomists, this post on the Sea Monster Blog is one of the most best stories about the role of taxonomy and the decrease in taxonomists being hired and funded. A must read for anyone who depends on biology in their day-to-day lives (that means you).

The NCSU group shares an entertaining story and asks you to decide whether it’s fact or fiction. What do you think?

The Tepuis of Brazil are way up on the list of places I want to explore and collect one day. This excellent New York Times article by Carl Zimmer makes me want to go even more.

A new project was launched this week which hopes to provide interactive range maps for all the worlds flora & fauna! Nature has a nice feature explaining some of the goals and obstacles the project faces in the early phases. Right now they only have terrestrial vertebrates and North American freshwater fish mapped, but the interface is excellent and has a lot of potential! Now to get some insects into the project…

Most research papers only discuss results and experiments that worked. The Canadian Field Naturalists Blog discusses the importance of publishing projects which didn’t work as expected.

Just because it’s summer vacation for undergraduate university students, doesn’t mean their professors get a break too. Chris Buddle outlines some of his labs plans for the summer.

To get a job in academia, your peers (and more importantly, your hiring committees) need to know you and your work. But is all self-promotion viewed equally? Excellent discussion on the evolving role of social media and blogging to the world of academia by Scicurious.

Photography & Other Fun Stuff

Have you ever wondered what it’d be like to be a press photographer tasked with covering President Obama? This account by a Reuters photographer shows just how stressful the assignment can be.

I don’t know who started it, but the #InsectSongs suggested by Twitter users this week was an afternoon of hilarity. Check out some of my favourites, and then see which ones Bug Girl selected.

Finally, enjoy this fun stop-motion video detailing the everyday lives of insects.

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1- If you need more convincing why you should sign up for Twitter, here’s another excellent piece on the benefits of Twitter for academics

2- Ed Yong, and Bora Zivkovic do extensive weekly link round-ups covering a very broad spectrum of science writing if you need something else to read this weekend!

Mar 302012
 

You may have noticed that this blog has been rather quiet lately. Too quiet… My apologies for that, as there’s been a lot of cool science going on in my absence! I hope to get caught up on some of the delightful Diptera discoveries that have been published lately, not to mention all sorts of other fun stories, but for now they’ll have to wait for another day.

Why have I been neglecting the blog as of late? In January I was offered the opportunity to build and teach a Horticultural Integrative Pest Management and Plant Health course for Mohawk College in Hamilton, and I saw it as an excellent chance to expand my CV and gain valuable teaching experience (also make some money, ’cause that’s pretty important). I knew from the outset that I was in for a challenge; I was hired less than 2 weeks before the course began; my combined knowledge of IPM, botany and horticulture amounted to 1 university IPM course and some extremely black thumbs; and oh yeah, I’ve never constructed and taught a course before! Nevertheless, I took the rough curriculum the college provided and set out to make my mark on the horticulture class of 2012.

I expected this course to be as much a learning exercise for myself as it would be for my students, and it certainly lived up to expectations. Here are a few things I learned while teaching.

1) Lesson preparation will take longer than you anticipate

Before accepting the position I tried to guess how much time I would need to devote to the different projects/duties I have on the go:

Time Management Guess

An example of poorly estimated time commitments (and poor penmanship)

You probably guessed that those 6 hours/week of blogging didn’t happen, with much of that time being spent on lecture preparation. The amount of time needed to prepare lectures from scratch really blew me away, and I usually ended up spending at least one day on the weekend plus all day Monday & Tuesday getting ready for my 5 hour lecture on Wednesday. Because IPM isn’t my area of expertise, a lot of my time was spent on background research, getting up to speed on topics before trying to teach it back to my students. Theoretically that prep time would go down if I was teaching something I was more familiar with (i.e. taxonomy or general insect diversity), but the decrease probably wouldn’t be that dramatic. I must admit that I learned and retained more having to teach these topics than I did as a student sitting through class…

 

2) Five hour lectures require creativity (and a good night’s sleep)

A 5 hour class is not an ideal learning environment, especially for a group of students who would much prefer to be outside! In order to try and retain their attention, I broke my class into 4 segments with short breaks in between: 1 hour of review & quiz covering the previous week’s work, 45 minute lecture on Topic A, 1 hour lecture on Topic B, and 1.5 hour pest identification lab. I found this worked pretty well, with the students still paying attention through most of the classes, and only occasionally head bobbing (which is pretty hilarious to see from the front of the room, albeit a little disheartening).

Trying to keep the students engaged for each of these lessons required a little more work. I found YouTube to be invaluable, providing a lot of great resources to help illustrate my points (and give me a chance to grab a sip of water). If you’re interested, I’ve created a playlist of all the videos I included (or promoted) in my lectures; 72 clips in all. Some of them might seem a little odd out of context, but they made sense (mostly). Of all the videos I showed, I think I got the largest reaction out of the early DDT propaganda videos; seems the students didn’t like the idea of eating their cereal with a helping of insecticide…

I tried to draw on my natural history & pop culture knowledge to draw the students into the topics. Whether it was using Jacob from the Twilight series to introduce the concept of the “silver bullet” (heh) or using movie plots to explain the differences between invasive species control tactics (Containment = Outbreak; Control = Night of the Living Dead; Eradication = Independence Day), by bringing pop culture references into the lecture I could usually get the students to show signs of life. My students also seemed to enjoy parasititism, so anytime I could find a way to work a parasite into a topic I did.

Also, it seems giving a 5 hour lecture is physically exhausting! I’m not sure whether it was the standing/pacing or the mental marathon to stay ahead of the students, but I was pretty wiped each afternoon following my class. Make sure to eat your Wheaties prior to teaching, and have something to drink nearby!

 

3) Blog posts are a great way to keep students engaged outside of the classroom

Every week I assigned my students a blog post to read, and rewarded those that read it with a bonus question on the next week’s quiz. It was a great way to expose the students to topics and stories that tied back to our lectures but which weren’t necessarily about IPM. Judging by how many students got the bonus question correct each week I think they enjoyed the posts as well. Here are the posts I assigned over the semester (they’re all worth a read, believe me):

The Home Bug Garden – Clivia Foodweb: Part II

Not Exactly Rocket Science – The world’s biggest market (and it’s underground)

This Scientific Life – Berry Butts: Parasitized Black Ants Resemble Red Berries

The Beacon News – Hunting for the super-bug

Not Exactly Rocket Science – Since pythons invaded, Florida’s mammal populations have crashed

BioBlog – blood-sucking vampire moths!

Not Exactly Rocket Science – Scientists and tourists bring thousands of alien seeds into Antarctica

About.com Insects – Before You Mulch, Read This

 

Look Ma, no wings! (female Fall Cankerworm - Alsophila pometaria)

4) Seeing a student make a breakthrough makes all the hard work worthwhile!

It’s amazingly rewarding when a student asks a question that shows they’re engaged and curious about a topic. Case in point, while discussing gypsy moths (Lymantria dispar) I noted that adult females don’t fly, instead waiting for males to come to them. Having discussed the Fall Cankerworm1 a few minutes earlier, one of my students eagerly asked why female gypsy moths invest energy in developing wings which they never use2? Suffice to say I could hardly answer because I was geeking out over the question! Not only was she clearly connecting the dots between ideas, but she was applying advanced ecological & evolutionary concepts to something she’d only just been introduced to! SO AWESOME. It was these sort of moments that made every second I spent on lecture preparation worthwhile!

Of all the things I learned over the course of the semester, the most important was that I really enjoy teaching! I’ve had some experience with teaching before3, but never to this degree. There are certainly some areas of my teaching that I’d like to improve on moving forward, but overall the semester was a success, and my students walked away happy (or so they tell me at least). This course was a nice confirmation that I’m heading down the correct career path, and I’m already excited to give it another shot in the future.

IPM Class Photo 2012

My class on our grower field trip. Thanks for a great semester everyone!

 

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1 – Female Fall Cankerworms are also flightless, but have wings that are reduced to tiny little stubs.

2 – This is almost an exact quote, she actually said “invest energy”. It blew my mind in a good way!

3 – I’ve given several guest lectures at the University of Guelph and was a teacher’s assistant on an entomology field course.

Mar 122012
 

I’d like to introduce Dr. Blake Bextine, an associate professor at The University of Texas at Tyler who specializes in the interactions between plants, insects and pathogens in agricultural ecosystems. While at the Entomological Society of America meeting in Reno last fall, I had the opportunity to hear Dr. Bextine speak on his use of Facebook to facilitate undergraduate student learning. I thought it was an interesting discussion and so I invited Blake to share his ideas here.

The statements that will be made in this article should be prefaced by saying that I have mixed feelings about technology in the classroom. On one hand, I am a strong believer that the one-on-one interactions between the student and teacher or between a student and another student are very difficult to replicate with technology. On the other hand, technology can facilitate these interactions by adding a forum where students that traditionally do not participate are more comfortable. I also teach in the sciences, not any other subjects, so I cannot comment on the outcomes of using technology (strictly on-line delivery) in other disciplines.

At the 2011 Southeast Branch ESA meeting I spoke at a session on Technology in Entomology Teaching and took the hardline against on-line teaching but heard several talks from people that have has much success using alternative delivery methods. Realizing that I had not taught this way before, I decided to give it a shot in the Fall 2011 semester in my Cell Molecular Biology class at the University of Texas at Tyler. I took a summer coarse on Technology in the Classroom and was ready to go with my new hybrid lecture course (50% in class/50% on-line) when the year began. I found both good and bad things came from my experience. One positive that surprised me was that students whom were usually quiet in class were more vocal in on-line discussion. Student comments were also easier to track and participation was easy to monitor. I found my way to engage them by tracking them. A negative that surprised me was that it was easy for me to start a discussion and then let the class go, which lead to me stepping away and engaging with them less. This brought a dilemma that I had not previously considered…we always talk about “student engagement”, but what about “teacher engagement”?

So, I think we have much to think about with respect to technology in the classroom. There is no “one size fits all” answer to being a proponent or opponent of the new teaching methods. To use a few clichés, we are operating in the “new normal” and there has been a “paradigm shift”. We need to utilize technology when it fits and avoid using it simply because it makes economic sense.

A major point that needs to be considered is what technology we should utilize. I have seen classes where students have to learn to use three computer programs to access class content. Often, we think students in this current generation all know how to use every type of technology we can throw at them…they don’t. In fact, many have limited knowledge, often not past using Apps on their smartphone. That is why I like to utilize technology that they are familiar with, like Facebook. It is free, almost everyone has seen it, and most people check it often throughout the day. The result is no learning curve and very fast adoption at the beginning of the semester. It provides a platform to post media, articles, and comments while organizing the posts in chronological order. Facebook is currently used in all my classes as well as my research laboratory. It has become the central way we keep in touch. In short, I am utilizing technology to better engage the students by meeting them halfway with “their” technology and as a side product, I have become better engaged in the process.

Jan 022012
 

Spoof cover of book Twitter for ScientistsToday is my 1 year Twitterversary, making it as good a time as any to share why I think Twitter is one of the most important resources available to scientists, how to make the most of it, and what makes it great for interacting with non-scientists.

Twitter is as simple a social network as you can get, “limited” to text-based updates of 140 characters telling people “What’s Happening” in your life. But as they say, it’s not the size of the tweet that matters, but rather how you use it, and there are roughly 2 million ways in which to interact with the Twitterverse, sharing and finding all manner of relevant content, ideas, and information!

So what makes Twitter the ultimate scientific resource? Networking. If there’s one thing I’ve realized about academia, it’s that what you know is not all that matters when it comes to finding opportunities (although it is extremely important). Many times it also matters who you know, and maybe more importantly, who knows you! Through Twitter I’ve “met” entomologists of all disciplines; apiculturists, IPM consultants, taxonomists, ecologists and physiologists across the spectrum of amateurs, graduate students, post-docs, museum staff or university faculty. But I’ve also interacted with individuals who I would normally never come in contact with, like marine biologists, scientific illustrators, botanists, bioinformaticians, evolutionary biologists, statisticians, microbiologists and many, MANY science writers! Joshua Drew (a marine biology post-doc in Chicago) hit the nail on the head:

 

These people won’t be at the usual conferences I attend, but that doesn’t mean my research isn’t related to theirs. By exposing myself to a wide array of scientists, I have found inspiration to apply to my own projects, methods to experiment with in future, and kindred spirits who are also working their way through the trials of academia and provide invaluable advice. As I move forward, who knows how these individuals may influence my career, with each “tweep” a potential collaborator, advisor or hiring committee member; fortune favours the prepared, and Twitter has allowed me to diversify my knowledge base significantly, better preparing me for future research obstacles.

With over 200 million users posting more than 95 million tweets per day, you may find it daunting to discover tweeters relevant to your field of science. Luckily there are several ways to get the most out of Twitter with minimal time investment. You can easily subscribe to lists of scientist twitter users, or super-tweeters like @BoraZ who share content from a wide variety of scientists (or you can start with who I follow even). It’s important to note that when you follow someone on Twitter, the information being shared is unilateral, meaning you can see what that person posts, but they don’t see what you post (unless they reciprocate and follow you). This means you can tailor the information you receive to only those you find interesting, without getting inundated with updates by all the people who may follow and interact with you.

However, to unlock the real power of Twitter, I recommend exploring the #hashtag. Integrated by Twitter as an automatic search term, hashtags allow you to filter tweets from all 200 million+ users simply and directly. There are a number of interesting and widely adopted science hashtags which may interest you, but you can create, use and follow any hashtag which you consider interesting or relevant (like #Diptera, or #ScienceShare perhaps). There are 2 in particular however which I have found to be the most powerful; #madwriting and #IcanhazPDF.

#madwriting is a rallying call for those that may struggle with writing or dedicating the time to do so. Created to develop a shared sense of community, accountability and encouragement, #madwriting bouts last about 30 minutes, and encourage undistracted writing, followed by a sharing of progress after the time is up. Major portions of my Master’s thesis were accomplished thanks to the #madwriting community, as well as numerous blog posts (including this one).

Although grammatically terrible, #IcanhazPDF is the most useful hashtag for scientists in my opinion. If you or your institution does not have access to a journal, it can be frustrating, time-consuming and difficult to obtain a copy of a paper. Traditionally this obstacle would be overcome using interlibrary loan or contacting authors or other colleagues at different institutions and requesting copies directly. With #IcanhazPDF, the Twitter community has changed the game, crowd-sourcing paper requests from complete strangers across the world. The speed at which you can obtain a paper has now gone from days or weeks to minutes, allowing you to go on with your research & writing without delay. I can personally attest to this system, having made a request last spring and receiving the PDF via email less than 20 minutes later. While no different from making direct requests from colleagues (which has gone on for decades), there is the potential for legal trouble, so be sure to make an informed decision before taking part.

As you can see, there are numerous ways for scientists to benefit from Twitter, but Twitter is also a great way to reach out to the general public and give back. Whether you share tales from your research (or more personal stories that demonstrate that scientists are human too), pass along links to popular science articles or blog posts (or even open-access journal articles), develop citizen science projects, or simply interact with the public by answering questions, it’s easy to give back on Twitter and potentially inspire future generations of scientists. I’ve helped identify insects for people, provided answers on biodiversity, and tried to change people’s opinions about flies in general, all via Twitter. The 140 character limit I mentioned earlier has also forced me to become more concise with my writing, and lead me to change my use of verbose terms common to scientific jargon. I can also see Twitter being incorporated in the classroom, facilitating interactions between students and teachers/professors or being used as extra credit (recording wildlife sightings, extracurricular readings, etc).

While I understand scientists are busy people and may be hesitant to join a(nother) social network, I feel that careful integration of Twitter into a research program can actually increase productivity and innovation. If you’re not already tweeting, I encourage you to give it a chance and explore what you may be missing!

You can find me on Twitter @BioInFocus.
 
UPDATE (Jan. 3. 2011, 00:30): @BoraZ sent me a link to another great clearing house of science twitterers, Science Pond. At this time their tweet display algorithm seems to be down, but you can still browse the long list of scientist users on the left hand side.
Dec 132011
 

Mendeley logoThe first step when starting any new research project is to become familiar with the past literature, and know who did what, and when. This is especially true for taxonomy, where each and every paper published in the past 250 years regarding the description of new species or discussion of the framework for the tree of life for any given taxon is relevant and needs to be examined. This can result in a huge library of publications to keep track of, for which there are a number of options available to the beginning biologist.

One in particular however, has something a little extra incorporated in it; a social network.

Mendeley was developed as a freely available, online, cloud-based reference manager, where individual users add citations & publications to a central repository, which in turn is accessible to all other users for building citation catalogs of their own. There are several benefits to this system, one of which is a recommendation of other publications which may be relevant to your field of research, some of which you may not have been previously aware of. The other benefit is of more use for evaluating the impact of a publication (including your own).

Mendeley Stats

User statistics for Gibson et al, 2011

Because all 1 million current users are building citation lists from the same pool, it’s possible to obtain basic demographics of the people reading your work. Take for example a recent paper I collaborated on regarding PCR primers specific for Diptera phylogenetics. 3 people (other than myself) have added the paper to their Mendeley citation list, with 2 working in the US and one in the UK. While these aren’t groundbreaking numbers, nor the stats overly informative, it’s encouraging to see researchers are noticing the work we did. I would like it if you could see who exactly was reading your papers, as I think it could be useful for finding future collaborators or potential advisors for graduate or post-doctoral work, but I’ll take the simple gratification that our work is being read by 0.0003% of the Mendeley community!

Mendeley has also incorporated several other networking tools, including profiles where you can share your CV, publications, funding sources and contact information (similar to the tools available to LinkedIn users), as well as infrastructure  for sharing publications and holding discussions specific to your field of research in both public and private groups. Being based primarily online, it’s pretty simple to add references to your library using available web browser add-ons, and there are also desktop & mobile clients available which allow you to access your reference library anywhere or while on the go, although I’ve found them both to be a little buggy and prone to crashing (on my iPhone 4S and Windows XP PC).

The central citation database built by the community of users also holds the potential for some interesting data-mining projects, like Roderic Page’s goal of linking species names with the literature containing their original description. If you’re interested in cybertaxonomy, I’d recommend checking out Rod’s blog for more information (it’s pretty cool, but a little on the technical side).

Ultimately, Mendeley is attempting to streamline the accumulation and distribution of scientific literature for researchers. If you’re looking for a reference manager, or are interested in exploring some of it’s capabilities, feel free to look me up; who knows how we might connect!

 

 

Gibson, J. F., Kelso, S., Jackson, M. D., Kits, J. H., Miranda, G. F. G., & Skevington, J. H. (2011). Diptera-Specific Polymerase Chain Reaction Amplification Primers of Use in Molecular Phylogenetic Research. Annals of the Entomological Society of America, 104(5), 976-997. Available online (OPEN ACCESS)

Dec 122011
 

In the past few months, the topic of scientists taking to the netwaves to broadcast their ideas, opinions and research has been a popular topic. Here’s a list of some of the different discussions that I’ve found regarding scientists participating in social media.

Christie Wilcox (Cell & Molecular Biology Grad Student)  – Science Sushi

Christie did  a series of excellent posts on the topic, explaining why she felt that all/most scientists should try and reach out in some manner.
Part 1: It’s Our Job
Part 2: You Do Have Time
Part 2.5: Breaking Stereotypes
Part 3: Win-Win

Being scientists, other bloggers had differing opinions on Christie’s series, and made interesting counterpoints.

Steven Hamblin (Evolutionary Biology Post-Doc) – A Bit of Behavioural Ecology
Science communication? I wish it were that easy…
The economics of science blogging

Kevin Zelnio (Marine Biologist) – EvoEcoLab
On Naïveté Among Scientists Who Wish to Communicate

It’s not just science bloggers expounding the need for researchers to take to social media, with two short opinion/editorial pieces recently published in Nature highlighting social media’s role in scientific discourse.

Time to Tweet – Gaston Small, Nature 479, November 2, 2011
The press under pressure – Editorial, Nature 480, December 8, 2011

My fellow insect bloggers have also chimed in of course!

Bug Girl (Internet Insect Pundit/Comedienne) – Bug Girl’s Blog
How to become an online social media goddess (and transcript)

Alex Wild (Formicidologist/Insect Photographer) – Myrmecos
So you want to be a bug blogger

The Geek in Question (Insect Ecology Grad Student) – The Bug Geek
Information exchange (and stuff, too) via social media

At the recent Entomological Society of America meeting, University of Guelph graduate student Laura Burns spoke to several entomologists interested in social media, and the video of these talks was just shared on the Entomological Society of America YouTube channel.

I’m sure that this list isn’t nearly comprehensive, so if you have written science & social media, or know of someone else who has, please let me know and I’ll update the list!

Apr 132011
 

My MSc Defense Poster

 

The Quest for the Master’s Degree is nearing it’s conclusion! If you’ll be in the Guelph area on Monday, I invite you to stop in and see what I’ve been up to for the past 3.5 years. I can promise plenty of taxonomic discussion (hopefully well defended by yours truly), plenty of pictures and diagrams, and the world premiere of 3 species new to science! There will be Timbits and coffee for those who require further encouragement/bribes.

The last month has been all over the place, with periods of extremely long days full of final revisions and paperwork, and an eerie academic Limbo without needing to work on my thesis for the first time in years. There’s always work to be done however, and I’ve been preparing the chapters for peer-reviewed publication. Once everything is said and done, I’ll be doing a series of posts reflecting back on my first graduate degree; the highs, the lows, and some tips for those considering doing graduate work in taxonomy. Until then, have a good weekend, and I’ll see you on the other side!

Dec 232010
 

Ever wish you didn’t need those pesky references, formal writing style, or time consuming computer graphics when going to publish your work? A new study published in Biology Letters demonstrates that as long as your science is well done, nothing else matters. The project I’m referring to was done by a group of 8-10 year old elementary school children under the guidance of an ophthalmology professor at University College London (Dr. Beau Lotto), and studied the ability of bumblebees to utilize colour and spatial information while foraging. There have been papers published in the past by student researchers, but what makes this paper special is that the students not only helped with the experiments, but dictated the actual paper itself over a Coke at the local pub and hand drew the figures!

Figure 1 from Blackawton Bees (Blackawton P.S. et al)

Figure 1 from Blackawton Bees (Blackawton P.S. et al)

There are absolutely no references within the paper as it was argued that the comprehension level of the background material was beyond that of the research group, and ultimately irrelevant to their experimental design and conclusions. Likewise, the writing itself is refreshingly simple and full of truths that many researchers (or at least many grad students I know) can’t put into their papers. My favourite quote (discussing the need to train the bees prior to experimentation):

We did this so that they would learn not to go just to the colours, but had to learn the pattern. Otherwise they might fail the test, and it would be a disaster.

It apparently took Lotto 18 months to find a journal willing to accept it for review given its unorthodox style, with the likes of Nature, Science and pLOS One turning it down before the Royal Linnean Society agreed to run with it. Biology Letters included several independent commentaries on the paper vouching for the novelty of the study. The research itself is a nice little example of citizen science, and worth a read all on its own, but the style in which it was presented is a huge paradigm shift for the scientific community. While I wouldn’t want this sort of publication to become commonplace, it does illustrate that just because someone doesn’t have the resources of an extensive library or 8 years of postgraduate work (heck, even a high school diploma) behind them, doesn’t mean they have nothing to contribute to our understanding of the natural world. The kids say it best:

Science is cool and fun because you get to do stuff that no one has ever done before.

Reference:

Blackawton, P. S., S. Airzee, A. Allen, S. Baker, A. Berrow, C. Blair, M. Churchill, J. Coles, R. F. J. Cumming, L. Fraquelli, C. Hackford, A. Hinton Mellor, M. Hutchcroft, B. Ireland, D. Jewsbury, A. Littlejohns, G. M. Littlejohns, M. Lotto, J. McKeown, A. O’Toole, H. Richards, L. Robbins-Davey, S. Roblyn, H. Rodwell-Lynn, D. Schenck, J. Springer, A. Wishy, T. Rodwell-Lynn, D. Strudwick and R. B. Lotto “Blackawton bees.” Biology Letters.

http://rsbl.royalsocietypublishing.org/content/early/2010/12/18/rsbl.2010.1056.abstract

Thanks to Danielle Fife for passing along the story!

Jul 122010
 

Natural-born talent is something of a rare occurrence, with athletes like Mantle or Gretzky, or composers like Beethoven or Bach only coming along once or twice a generation. But does natural-born talent apply to a field like taxonomy? Are some people more adept at recognizing the differences and similarities between species, perhaps better connected to the “natural order”? In her book, “Naming Nature; the clash between instinct and science”, Carol Kaesuk Yoon examines not only this idea but also provides an historical account of how taxonomy has been done, from early hunter-gatherers to today.

Naming Nature by Carol Yoon Cover

Image from www.carolyoon.com

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