2011年10月31日 星期一

‘A Toad-Eat-Toad World,’ and Other Tales of Animal Cannibals

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‘A Toad-Eat-Toad World,’ and Other Tales of Animal Cannibals

Clockwise from top left: B.G. Thomson/Photo Researchers; Photo Researchers, via Getty Images; Ian Waldie, via Getty Images; and Steffen Schmidt.

Midsize cane toads lure younger cane toads, which the bigger toads then swallow whole. A mother caecilian, top right, stays by her young and literally feeds them herself. Tamarin monkeys don't eat their offspring, except when they do. The female redback spider makes a meal of her mates.


When Richard Shine, a biologist at the University of Sydney in Australia, first heard the mystery of the missing eggs, he feared it was another case of what might be called invasive toadkill. He and his colleagues were studying the cane toad, Rhinella marina, a big, warty, sludge-colored Latin American amphibian that was brought to the continent years ago in an ill-fated effort at beetle control.


The researchers already knew that many large Australian carnivores like freshwater crocodiles and marsupial quolls had died after naïvely feasting on the highly toxic adult toads. Now it seemed that smaller predators were going after the toad’s equally poisonous eggs, and Dr. Shine worried that they too would be doomed.

Follow-up field studies soon revealed the identity of the caviar thieves. To the researchers’ astonishment, Dr. Shine said, it was cane toads themselves — or rather their tadpoles, which would swim over to each fresh batch of Rhinella eggs and “desperately consume” every slick black spherelet they could find.

Significantly, the tadpoles weren’t simply hungry for a generic omelette. Reporting in the journal Animal Behaviour, Dr. Shine and his co-workers showed that when given a choice between cane toad eggs and the similar-looking egg masses of other frog species, Rhinella tadpoles overwhelmingly picked the cannibal option. Oh, little cane toads lacking legs, how greedily you snack on pre-toads packed in eggs!

Life after metamorphosis brought scant relief from fraternal threats. The scientists also demonstrated that midsize cane toads wriggle digits on their hind feet to lure younger cane toads, which the bigger toads then swallow whole. “A cane toad’s biggest enemy is another cane toad,” Dr. Shine said. “It’s a toad-eat-toad world out there.”

Rhinella’s brutal appetite is among a string of recent revelations of what might be called extreme or uncanny cannibalism, when one animal’s determination to feed on its fellows takes such a florid or subversive turn that scientists are left, as Mark Wilkinson of the Natural History Museum in London put it, “gobsmacked” by the sight.

There are males that demand to be cannibalized by their lovers and males that seek to avoid that fate by stopping midcourtship and hammily feigning rigor mortis. There are mother monkeys that act like hipster zombies, greeting unwanted offspring with a ghoulish demand for brains; and there are infant caecilians — limbless, soil-dwelling amphibians — that grow fat by repeatedly skinning their mother alive.

In the past, animal cannibalism was considered accidental or pathological: Walk in on a mother rabbit giving birth, and the shock will prod her to eat her bunnies. Now scientists realize that cannibalism can sometimes make good evolutionary sense, and for each new example they seek to trace the selective forces behind it.

Why do cane toad tadpoles cannibalize eggs? Researchers propose three motives. The practice speeds up maturation; it eliminates future rivals who, given a mother toad’s reproductive cycle, are almost certainly unrelated to you; and it means exploiting an abundant resource that others find toxic but to which you are immune.

“We’re talking about a tropical animal that was relocated to one of the driest places on earth,” Dr. Shine said. “Cannibalism is one of those clever tricks that makes it such a superb colonizer and a survival machine.”

Maydianne Andrade, a biologist at the University of Toronto Scarborough in Ontario, has studied the redback spider, a type of black widow in which males willingly fling themselves onto the fangs of their much bigger mates. Dr. Andrade has found that the self-sacrificial act is simply the grand finale of an elaborate Ringling Brothers courtship performance that can last hours.

The suitor leaps around the web to vibrate its silken strands just so. He vaults up and over the female, back to front, side to side, again and again. He somersaults tantalizingly close to her mouth and then flips himself clear.

Is she ready to mate? She allows the male to mount her and fill one of her paired sperm storage organs, but then, hold on buster, it’s time for more jitterbugging, more lordly leaping. The male dances around her jaws again, she lets him fill sperm receptacle No. 2, his genitals break off to help seal the deal, and that’s it. He somersaults toward her fangs for real, she makes a quick meal of him, and he dies in arachnirvana, his gametes well positioned to sire thousands of next-generation redbacks.

But woe to any suitor that lacks a daredevil stripe. The female will cut short his wan routine, cannibalize him prematurely and then instantly mate with a rival, as if out of spite.

Dr. Andrade said the male redback’s suicidal efforts made sense. Males are the size of rice grains and blown about by the wind, females are spottily distributed and hard to find, and a vast majority of males never encounter a single female. For the lucky few who do, there’s no time to waste: This is their one shot at legacy, and they throw their hearts and parts in her hands.

“It’s what we call a terminal investment,” Dr. Andrade said.

For males with better dating prospects than the redback, the idea of connubial cannibalism may not seem so sexy, and the males do what they can to keep peckish females at bay. Among some species of widow spiders, males are preferentially drawn to females that smell as if they’ve just finished dinner, and hence are less likely to view approaching mate as a meal.

Studying Pisaura mirabilis, a slender, half-inch-long brown garden spider found in Denmark, Trine Bilde of Aarhus University and her colleagues have discovered that the males sometimes resort to a particularly melodramatic anticannibalism gambit. A male woos a female with a nuptial gift, a fresh-caught insect neatly bundled in silk and held aloft in his fangs. The female latches onto the gift with her fangs, and if she starts eating it calmly, the male slowly positions himself around her and starts transferring sperm.

If, however, the female grabs the parcel a little too hungrily, the male counters the predatory threat by playing spider possum. “He’s still holding onto the gift, but he stretches himself out into a deathlike pose, completely motionless, with his legs lagging behind,” Dr. Bilde said.

The female starts running around with the gift, the limp male dangling from it. Only when she finally grows tranquil enough to treat her present with care will the male dare to rouse himself back to life and lovemaking.

“This sort of death-feigning behavior has never been observed before in a sexual context,” Dr. Bilde said. “It’s very spectacular to see.”

Another skin-tingling spectacle is the kind of living cannibalism recently identified in two species of caecilians. These limbless tropical amphibians may live in soil and look like worms, but the mothers act like saints. For some three months after her young have hatched, the mother stays by their side, and repeatedly, literally feeds them herself.

Over a three-day period, the outer layer of the female’s skin gradually swells with lipids and turns pale and glisteny. When moment and maternal epidermis are ripe, a half-dozen famished young caecilians surround her, and using rows of temporary, specialized teeth that look like slotted spoons or grappling hooks, they peel her, potato-style, from top to tail. They tug and yank. They fight over hanks.

“Within 10 minutes of fairly frenzied activity, they have peeled all the mother’s skin off,” said Dr. Wilkinson of the Natural History Museum, who with his colleagues reported on skin-feeding behavior in the journals Nature and Biology Letters. Mother Caecilia doesn’t seem to mind. Like a lactating Madonna, “she remains placid the whole time,” Dr. Wilkinson said.

Not all mothers are martyrs, of course, and even the good ones may have their monstrous moments. Tamarin monkeys are normally famed for extravagant devotion to their offspring, but in a recent issue of the journal Primates, Laurence Culot, now of São Paulo State University in Brazil, and her colleagues described witnessing a rare case of maternal cannibalism among wild mustached tamarins of Peru.

A mother tamarin holding her infant son was foraging for fruit with her adult daughter. One moment the charming tableau looked fine, baby monkey clinging adorably to mother’s fur. The next, the researchers watched as the mother bit through the baby’s skull and ate out its brain. And once the mother had polished off the entire head, her adult daughter partook of some shoulder.

“I was really, really surprised — it was a totally unexpected thing to see among wild tamarins,” Dr. Culot said. “I couldn’t help thinking, ‘Oh, my God, I forgot my camera!’ ”

The researchers propose that, in a way, the grisly act was an expression of maternal love. The adult daughter turned out to be pregnant at the time. Tamarin infants are so demanding that rearing them is a group affair, and if the mother’s infant survived, the daughter’s wouldn’t have a chance. Through a shared act of cannibalism, mother and daughter made their pact.

2011年10月29日 星期六

A Silicon Valley School That Doesn’t Compute

Grading the Digital School

A Silicon Valley School That Doesn’t Compute

Jim Wilson/The New York Times

The Waldorf School in Los Altos, Calif., eschews technology. Here, Bryn Perry reads on a desktop. More Photos »


LOS ALTOS, Calif. — The chief technology officer of eBay sends his children to a nine-classroom school here. So do employees of Silicon Valley giants like Google, Apple, Yahoo and Hewlett-Packard.

Grading the Digital School

Blackboards, Not Laptops

Articles in this series are looking at the intersection of education, technology and business as schools embrace digital learning.

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Jim Wilson/The New York Times

Cathy Waheed helps Shira Zeev, a fifth grader. Waldorf parents are happy to delay their children's engagement with technology. More Photos »

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But the school’s chief teaching tools are anything but high-tech: pens and paper, knitting needles and, occasionally, mud. Not a computer to be found. No screens at all. They are not allowed in the classroom, and the school even frowns on their use at home.

Schools nationwide have rushed to supply their classrooms with computers, and many policy makers say it is foolish to do otherwise. But the contrarian point of view can be found at the epicenter of the tech economy, where some parents and educators have a message: computers and schools don’t mix.

This is the Waldorf School of the Peninsula, one of around 160 Waldorf schools in the country that subscribe to a teaching philosophy focused on physical activity and learning through creative, hands-on tasks. Those who endorse this approach say computers inhibit creative thinking, movement, human interaction and attention spans.

The Waldorf method is nearly a century old, but its foothold here among the digerati puts into sharp relief an intensifying debate about the role of computers in education.

“I fundamentally reject the notion you need technology aids in grammar school,” said Alan Eagle, 50, whose daughter, Andie, is one of the 196 children at the Waldorf elementary school; his son William, 13, is at the nearby middle school. “The idea that an app on an iPad can better teach my kids to read or do arithmetic, that’s ridiculous.”

Mr. Eagle knows a bit about technology. He holds a computer science degree from Dartmouth and works in executive communications at Google, where he has written speeches for the chairman, Eric E. Schmidt. He uses an iPad and a smartphone. But he says his daughter, a fifth grader, “doesn’t know how to use Google,” and his son is just learning. (Starting in eighth grade, the school endorses the limited use of gadgets.)

Three-quarters of the students here have parents with a strong high-tech connection. Mr. Eagle, like other parents, sees no contradiction. Technology, he says, has its time and place: “If I worked at Miramax and made good, artsy, rated R movies, I wouldn’t want my kids to see them until they were 17.”

While other schools in the region brag about their wired classrooms, the Waldorf school embraces a simple, retro look — blackboards with colorful chalk, bookshelves with encyclopedias, wooden desks filled with workbooks and No. 2 pencils.

On a recent Tuesday, Andie Eagle and her fifth-grade classmates refreshed their knitting skills, crisscrossing wooden needles around balls of yarn, making fabric swatches. It’s an activity the school says helps develop problem-solving, patterning, math skills and coordination. The long-term goal: make socks.

Down the hall, a teacher drilled third-graders on multiplication by asking them to pretend to turn their bodies into lightning bolts. She asked them a math problem — four times five — and, in unison, they shouted “20” and zapped their fingers at the number on the blackboard. A roomful of human calculators.

In second grade, students standing in a circle learned language skills by repeating verses after the teacher, while simultaneously playing catch with bean bags. It’s an exercise aimed at synchronizing body and brain. Here, as in other classes, the day can start with a recitation or verse about God that reflects a nondenominational emphasis on the divine.

Andie’s teacher, Cathy Waheed, who is a former computer engineer, tries to make learning both irresistible and highly tactile. Last year she taught fractions by having the children cut up food — apples, quesadillas, cake — into quarters, halves and sixteenths.

“For three weeks, we ate our way through fractions,” she said. “When I made enough fractional pieces of cake to feed everyone, do you think I had their attention?”

Some education experts say that the push to equip classrooms with computers is unwarranted because studies do not clearly show that this leads to better test scores or other measurable gains.

Is learning through cake fractions and knitting any better? The Waldorf advocates make it tough to compare, partly because as private schools they administer no standardized tests in elementary grades. And they would be the first to admit that their early-grade students may not score well on such tests because, they say, they don’t drill them on a standardized math and reading curriculum.

When asked for evidence of the schools’ effectiveness, the Association of Waldorf Schools of North America points to research by an affiliated group showing that 94 percent of students graduating from Waldorf high schools in the United States between 1994 and 2004 attended college, with many heading to prestigious institutions like Oberlin, Berkeley and Vassar.

Of course, that figure may not be surprising, given that these are students from families that value education highly enough to seek out a selective private school, and usually have the means to pay for it. And it is difficult to separate the effects of the low-tech instructional methods from other factors. For example, parents of students at the Los Altos school say it attracts great teachers who go through extensive training in the Waldorf approach, creating a strong sense of mission that can be lacking in other schools.

Absent clear evidence, the debate comes down to subjectivity, parental choice and a difference of opinion over a single world: engagement. Advocates for equipping schools with technology say computers can hold students’ attention and, in fact, that young people who have been weaned on electronic devices will not tune in without them.

Ann Flynn, director of education technology for the National School Boards Association, which represents school boards nationwide, said computers were essential. “If schools have access to the tools and can afford them, but are not using the tools, they are cheating our children,” Ms. Flynn said.

Paul Thomas, a former teacher and an associate professor of education at Furman University, who has written 12 books about public educational methods, disagreed, saying that “a spare approach to technology in the classroom will always benefit learning.”

“Teaching is a human experience,” he said. “Technology is a distraction when we need literacy, numeracy and critical thinking.”

And Waldorf parents argue that real engagement comes from great teachers with interesting lesson plans.

“Engagement is about human contact, the contact with the teacher, the contact with their peers,” said Pierre Laurent, 50, who works at a high-tech start-up and formerly worked at Intel and Microsoft. He has three children in Waldorf schools, which so impressed the family that his wife, Monica, joined one as a teacher in 2006.

And where advocates for stocking classrooms with technology say children need computer time to compete in the modern world, Waldorf parents counter: what’s the rush, given how easy it is to pick up those skills?

“It’s supereasy. It’s like learning to use toothpaste,” Mr. Eagle said. “At Google and all these places, we make technology as brain-dead easy to use as possible. There’s no reason why kids can’t figure it out when they get older.”

There are also plenty of high-tech parents at a Waldorf school in San Francisco and just north of it at the Greenwood School in Mill Valley, which doesn’t have Waldorf accreditation but is inspired by its principles.

California has some 40 Waldorf schools, giving it a disproportionate share — perhaps because the movement is growing roots here, said Lucy Wurtz, who, along with her husband, Brad, helped found the Waldorf high school in Los Altos in 2007. Mr. Wurtz is chief executive of Power Assure, which helps computer data centers reduce their energy load.

The Waldorf experience does not come cheap: annual tuition at the Silicon Valley schools is $17,750 for kindergarten through eighth grade and $24,400 for high school, though Ms. Wurtz said financial assistance was available. She says the typical Waldorf parent, who has a range of elite private and public schools to choose from, tends to be liberal and highly educated, with strong views about education; they also have a knowledge that when they are ready to teach their children about technology they have ample access and expertise at home.

The students, meanwhile, say they don’t pine for technology, nor have they gone completely cold turkey. Andie Eagle and her fifth-grade classmates say they occasionally watch movies. One girl, whose father works as an Apple engineer, says he sometimes asks her to test games he is debugging. One boy plays with flight-simulator programs on weekends.

The students say they can become frustrated when their parents and relatives get so wrapped up in phones and other devices. Aurad Kamkar, 11, said he recently went to visit cousins and found himself sitting around with five of them playing with their gadgets, not paying attention to him or each other. He started waving his arms at them: “I said: ‘Hello guys, I’m here.’ ”

Finn Heilig, 10, whose father works at Google, says he liked learning with pen and paper — rather than on a computer — because he could monitor his progress over the years.

“You can look back and see how sloppy your handwriting was in first grade. You can’t do that with computers ’cause all the letters are the same,” Finn said. “Besides, if you learn to write on paper, you can still write if water spills on the computer or the power goes out.”