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Evolution of mechanisms controlling epithelial morphogenesis across animals: new insights from dissociation-reaggregation experiments in the sponge Oscarella lobularis
- Research article
- Open access
- Published:
- Amélie Vernale1,2,
- Maria Mandela Prünster2,3,
- Fabio Marchianò3,
- Henry Debost2,
- Nicolas Brouilly2,
- Caroline Rocher1,
- Dominique Massey-Harroche2,
- Emmanuelle Renard1,2na1,
- André Le Bivic2na1,
- Bianca H. Habermann2,3na1 &
- …
- Carole BorchielliniORCID: orcid.org/0000-0003-0512-77241na1
BMC Ecology and Evolutionvolume 21, Article number: 160 (2021) Cite this article
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Abstract
Background
The ancestral presence of epithelia in Metazoa is no longer debated. Porifera seem to be one of the best candidates to be the sister group to all other Metazoa. This makes them a key taxon to explore cell-adhesion evolution on animals. For this reason, several transcriptomic, genomic, histological, physiological and biochemical studies focused on sponge epithelia. Nevertheless, the complete and precise protein composition of cell–cell junctions and mechanisms that regulate epithelial morphogenetic processes still remain at the center of attention.
Results
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Scientist Spotlight Homework Assignments Shift Students’ Stereotypes of Scientists and Enhance Science Identity in a Diverse Introductory Science Class
INTRODUCTION
Whether or not we consciously register the impacts of this messaging, we are regularly bombarded with information regarding the types of people who work in science, technology, engineering, and mathematics (STEM). From television shows and movies to websites, news articles, and advertisements, the media recurrently conveys images of who does science, more often than not showcasing a relatively narrow view of science and scientists. Setting the media aside, perhaps we need look no further than our own classrooms to understand the ways scientists are portrayed. Many students are likely to get their earliest and most direct experiences with “real” scientists when attending college STEM classes—classes taught by a mostly white, mostly male faculty nationwide (National Science Foundation, 2013). Our textbooks, in the very rare instances they connect content to discussions of specific scientists, can tend to focus the most attention on individuals matching common scientist stereotypes (e.g., Darwin and Mendel in Reece et al., 2014). Even our classrooms themselves may, through their physical layouts and decorations,
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