Eila Jeronen

The influence of high ambient temperature on thermoregulatory response to intrahypothalamic injections of noradrenaline and serotonin in the pigeon

Abstract1.Pigeons with chronically implanted injection cannula in the hypothalamus were injected with noradrenaline (NA, 10 μg/μl) and 5-hydroxytryptamine (5-HT, 10 μg/μl) at the ambient temperature (Ta) of 38° or 42°C.2.Initial tests at cold (6°C) indicated that birds responded hypothermically to NA and in most instances also to 5-HT.3.Intrahypothalamic injection of NA (10μ/μl) had no appreciable effect on oxygen consumption (VO2), body temperature (Tb), foot temperature (Tf), or heart and respiratory rates at Ta 38°C. The increase of VO2, Tb and Tf noted after similar injection at 42°C was in all probability due to observed excitement and bursts of struggling rather than effects on thermoregulatory mechanisms.4.5-HT (10 μg/μl) injected at Ta 38°C depressed respiratory frequency from panting (600 breaths·min−1) to normal rate (ca. 50·min−1) within 2–4 min. The absence of panting lasted about 10 min, but only a slight increase of VO2, Tb and Tf followed. At Ta 42°C, no notable changes of VO2, Tb and Tf were recorded after 5-HT injection.5.It is concluded that 5-HT has an inhibitory action on neuronal pathway controlling panting activity in the pigeon, but NA seems to be ineffective.

Effect of acute temperature stress on the plasma catecholamine, corticosterone and metabolite levels in the pigeon.

Abstract 1. Adult pigeons of both sexes were exposed to either +2°C or +32°C for 5, 15, 30 or 60 min. Furthermore, 2 groups of pigeons were housed at these temperatures for 3 weeks. 2. Acute cold or heat stress produced biphasic changes in the blood NA, A and corticosterone concentrations. Both at cold and heat an immediate rise in A level was seen, but corticosterone level increased only at cold, which was followed by a fall at 30 min. Thereafter the corticosterone levels were recovered and at 60 min even exceeded the initial values. In NA level an immediate and controversial fall both at cold and heat was seen. However, at cold, an unexpected and significant elevation above the pre-exposure level was seen at 30 min. 3. In FFA, glycerol and glucose levels an immediate fall at heat but a controversial elevation at cold was observed. 4. Our findings show that there are increased plasma glycerol, FFA, A and NA levels in cold-acclimated pigeon compared with heat-acclimated pigeon.

Effect of α-methyl-para-tyrosine and temperature stress on monoamine and metabolite levels in the pigeon

Abstract 1. 1.|The effect of heat and cold stress on catecholamine turnover in different tissues of the pigeon was studied. 2. 2.|Responses of oxygen consumption, body and foot temperatures, heart and respiratory frequencies to intramuscular α-MpT (150 mg kg−1) were unchanged at environmental temperatures of both 6° and 32°C. 3. 3.|Adrenal catecholamine turnover was decreased in heat (32°C) in comparison with cold (2°C) stressed pigeons after intraperitoneal administration of α-MpT (150 mg kg−1). Plasma NA concentration was highly elevated in heat stressed group but in cold stressed group plasma A was elevated 4 h after the administration. 4. 4.|Diencephalon NA concentration decreased after the administration but 5-HT increased in cold. Pancreas NA and 5-HT concentrations were decreased in cold 4 h but highly increased 24 h after α-MpT. DA turnover was increased both in cold and heat stresed groups. 5. 5.|The data obtained lead us to conclude that exposure to heat decreases but exposure to cold increases monoamine turnover in most tissues of birds.

Thoughts of Children and Adults about the Environment and Environmental Education

In the past in Finland, the National Board of Education and teachers used to have highly planned curricula. Nowadays, curricula are being formulated jointly by children and adults. However, we in schools do not know what children and parents think about environmental issues. Therefore, we studied the thoughts of students, student teachers, teachers and parents about the environment and Environmental Education. The aim of this research is to find ideas for Environmental Education by interpreting the writings and conversations of children and adults. The case study started in the University of Oulu in 1991 and continues today. The report includes results from 1991 to 2000. During the analysis, four areas emerged as significant: personal sensitivity, awareness, knowledge, and action. The study will help towards the establishment of a sound basis for Environmental Education in schools.

Effect of noradrenaline on the oxygen uptake in vitro by the pigeon

Abstract 1. 1. Oxygen uptake in vitro in brain, heart and pectoral muscle of cold- and warm-acclimated pigeons was stimulated by noradrenaline. 2. 2. Only slight difference was seen in the basal metabolic rate after acclimation either to cold or warm environment. 3. 3. Noradrenaline stimulated highly significantly oxygen uptake in these tissues. 4. 4. Highly significant difference was seen in the activity of succinodehydrogenase enzyme of winter-acclimated pigeon when compared to summer-captured pigeon. However, no difference was seen between cold- and warm-acclimated pigeons. Noradrenaline had no stimulatory effect on the activity of this enzyme. 5. 5. A significant decrease in the noradrenaline concentration of the blood plasma was seen only in the pigeon after acclimation to warm.

Effect of temperature stress on brain monoamine content in the pigeon

Abstract 1. 1.|Adult feral pigeons of both sexes were exposed either to 32° or 2°C for 5, 15, 30 or 60 min, respectively. 2. 2.|Acute heat or cold stress increased total 5-HT content in the diencephalon-mesencephalon region of the brain. 5-HIAA level was decreased immediately after exposure to heat. However, after PCPA treatment the increased 5-HT metabolism in heat was seen. 3. 3.|Total NA content in the same brain region was increased immediately after exposure either to cold or heat levelling out within 15min. NA and DA levels fell significantly both in heat and cold after treatment with α-MpT. 4. 4.|Both cold and heat stress increased MAO activity in the same brain region.

Nordic Student Teachers’ Views on the Importance of Species and Species Identification

ABSTRACT People’s knowledge about nature, their interest in nature, their nature experiences, and their values and emotions regarding nature are factors that promote people’s positive views on environmental issues and sustainability. Knowing the variation and patterns in teachers’ and student teachers’ views is an essential step in considering the ways in which sustainability might be interpreted and enacted in schools and in teacher education. The aim of this study is to analyze student teachers’ views on the importance of species and species identification in general and as a part of their professional development regarding their understanding of biodiversity and sustainability. A total of 426 student teachers in Finland, Norway, and Sweden answered a questionnaire consisting of fixed and open-ended questions. Mixed methods were used: t test and analysis of variance for quantitative data and inductive and deductive, model-based content analysis for qualitative data. According to the majority of student teachers (85%), both species identification and biodiversity are important for sustainability; species identification in general was important to 58% of them. Their statements about importance contained mostly ecological views (46%), followed by emotional (17%), educational (16%), and utilitarian (11%) views. The remainder of the student teachers’ statements (10%) contained negativistic or indifferent views. The reasons for the low percentage of educational views are discussed. The implications of the results for teacher education worldwide are emphasized, especially the importance of those teaching methods that have the potential to increase student teachers’ understanding of sustainability.

Assessing technology based instruction in biology and geography

Abstract The article is a report on a development project arising from collaboration between the Department of Education in the University of Oulu, the university training school in Oulu, and some secondary schools in Northern Finland. The key aims of the project have been to promote the use of Information and Communication Technology (ICT) in teacher education and in schools, to develop methods for distant education, and to train student teachers in telematics instruction in biology and geography. The concept of pedagogical action, socio-cultural communicative perspective, constructivist views of pedagogy, ideas of reflective teachers and learners, and new forms of assessment provided the theoretical basis for the project. The main findings were that student teachers are able to plan, conduct, and evaluate telematics instruction. The greatest problems are technical problems and lack of time. Sustained and effective communication between students, local teachers, student teachers, and supervisors is seen to be the key to the successful cooperative work in developing curricula and instructional methods in telematics learning environment.