Data on the reproductive patterns of the Brazilian slender opossum (Marmosops paulensis) were col... more Data on the reproductive patterns of the Brazilian slender opossum (Marmosops paulensis) were collected in an area of Montane Atlantic forest, southeastern Brazil, from August 2002 to July 2004. Reproduction occurred from September to March in both years, a period of high food supply, probably as a way to maximize survival of juveniles. There was nearly zero postmating survival, thus, no individual took part in more than 1 breeding event. This pattern characterizes a semelparous life history, which has been described in other small didelphids and dasyurids. Females were reproductively active during months with longer day lengths and abundant fruit supply. Breeding seems to be initiated by a 12L:12D photoperiod and a rapid rate of change in day length, as demonstrated in semelparous dasyurids. Hence, the effect of photoperiodic cues on the onset of reproduction also may stand for other semelparous didelphids. We suggest that fruit availability controlled the length of breeding activity in M. paulensis, and it could play a role in the occurrence of semelparity in this species. However, semelparity may occur only due to phylogenetic constraints, whereas food supply works as a selective force maintaining this trait.
Ecological science contributes to solving a broad range of environmental problems. However, lack ... more Ecological science contributes to solving a broad range of environmental problems. However, lack of ecological literacy in practice often limits application of this knowledge. In this paper, we highlight a critical but often overlooked demand on ecological literacy: to enable professionals of various careers to apply scientific knowledge when faced with environmental problems. Current university courses on ecology often fail to persuade students that ecological science provides important tools for environmental problem solving. We propose problembased learning to improve the understanding of ecological science and its usefulness for real-world environmental issues that professionals in careers as diverse as engineering, public health, architecture, social sciences, or management will address. Courses should set clear learning objectives for cognitive skills they expect students to acquire. Thus, professionals in different fields will be enabled to improve environmental decision-making processes and to participate effectively in multidisciplinary work groups charged with tackling environmental issues.
Data on the reproductive patterns of the Brazilian slender opossum (Marmosops paulensis) were col... more Data on the reproductive patterns of the Brazilian slender opossum (Marmosops paulensis) were collected in an area of Montane Atlantic forest, southeastern Brazil, from August 2002 to July 2004. Reproduction occurred from September to March in both years, a period of high food supply, probably as a way to maximize survival of juveniles. There was nearly zero postmating survival, thus, no individual took part in more than 1 breeding event. This pattern characterizes a semelparous life history, which has been described in other small didelphids and dasyurids. Females were reproductively active during months with longer day lengths and abundant fruit supply. Breeding seems to be initiated by a 12L:12D photoperiod and a rapid rate of change in day length, as demonstrated in semelparous dasyurids. Hence, the effect of photoperiodic cues on the onset of reproduction also may stand for other semelparous didelphids. We suggest that fruit availability controlled the length of breeding activity in M. paulensis, and it could play a role in the occurrence of semelparity in this species. However, semelparity may occur only due to phylogenetic constraints, whereas food supply works as a selective force maintaining this trait.
Ecological science contributes to solving a broad range of environmental problems. However, lack ... more Ecological science contributes to solving a broad range of environmental problems. However, lack of ecological literacy in practice often limits application of this knowledge. In this paper, we highlight a critical but often overlooked demand on ecological literacy: to enable professionals of various careers to apply scientific knowledge when faced with environmental problems. Current university courses on ecology often fail to persuade students that ecological science provides important tools for environmental problem solving. We propose problembased learning to improve the understanding of ecological science and its usefulness for real-world environmental issues that professionals in careers as diverse as engineering, public health, architecture, social sciences, or management will address. Courses should set clear learning objectives for cognitive skills they expect students to acquire. Thus, professionals in different fields will be enabled to improve environmental decision-making processes and to participate effectively in multidisciplinary work groups charged with tackling environmental issues.
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Papers by Wesley Silva