Vol. 1 No. 1 2018
Science, Technology & Innovation Snapshots
INSIDE: Unlocking the Secrets of Bush Medicine Restoring Jamaica’s Coral Reefs Graduating Entrepreneurs Improving GSAT & CSEC Science Grades Weaning Lambs: The Effects
of Castration
Climate Change Affecting Agriculture
FEATURE
A Chat with
Dr. Lawrence Williams
Table of Contents A Chat with Dr. Lawrence Williams Interview conducted by Kerry-Ann Curtis, Manager ISD, Scientific Research Council (SRC), Jamaica
Unlocking the Medicinal Secrets of Turnera campaniflora
Ryan Francis and Shishca Higgins, SRC, Jamaica
INVOCAB set to Improve GSAT and CSEC Science Grades in Jamaica Yanique Wallace, INVOCAB Project, SRC, Jamaica
Response of the Agriculture Sector to the Negative Impact of Climate Change Vincent Thompson, Jamaica Social Investment Fund
Ensuring Entrepreneurial and Innovation Literacy Among Graduates Paul Ivey, University of Technology, Jamaica
Effects of Pre-Weaning Castration on Crossbred Dorper Lambs Dwight McKie et. al. , Bodles Research Station, Jamaica
Coral Reef Restoration Using Climate Change Resilient Species Centre for Marine Sciences, University of the West Indies,Mona, Jamaica
6 8 10 14 16 18 19
A Word from the Publisher Dear readers, It is our pleasure to present the first issue of Discovery: Science, Technology & Innovation Snapshots. This magazine highlights some of the activities taking place in Jamaica, specifically in the areas of Science, Technology and Innovation. There are many agencies, institutions and individuals, that in their own way, are contributing to our economic, social, educational and environmental well being. Discovery brings these recent discoveries and experiments to the fore, with the aim of keeping the public informed. It is the hope of the Editorial Committee that there will be great interest in our local research and as it grows, we will continue to facilitate, encourage and share the passion for Science.
The Scientific Research Council
A Chat with
Dr. Lawrence Williams
Kerry-Ann: Thank you for agreeing to do this interview Dr. Williams. Tell us what is your current role and title here.
Dr. Williams: I am an Adjunct Professor at the University of Technology, as well as Researcher for Timeless Herbal Care. I have an agreement to conduct research for both institutions, and to guide graduate students at UTech.
Kerry-Ann: Tell us about your early upbringing. Dr. Williams: I was born in Siloah, St. Elizabeth. As a young child I attended Siloah Primary, and later on when my family moved to Kingston, I went to Norman Manley High School.
Kerry-Ann: Can you remember your first memorable experience with Science? Dr. Williams: I was always fascinated with the work of Rutherford, Madame Curie, and Alexander Fleming. I was always reading. A book I remember was “ 100 great Scientists Who Shaped World History�, which inspired me. Science is a love that developed. It is a lot of hard work and can be frustrating. Not every experiment will work.
Kerry-Ann: What role did your teachers play in you
becoming a scientist? Dr. Williams: My teacher at Norman Manley High , Dr. Adolph Cameron told me I had a good knack for the Sciences. I did well in my exams, and got a transfer to Calabar High School for 4th form. When I was in 6th form at Calabar High, my teacher Dr. Russell really inspired me to take the Sciences seriously.
Kerry-Ann: You are famous for doing work on the Dried Guinea Hen weed leaves
Guinea Hen weed. Tell us how long have you been doing this.
Dr. Williams: I began work on Guinea Hen weed in 1987. So for 31 years I have been doing research.
Kerry-Ann: That is a long time to be working on one plant! Did you hear about it growing up? What inspired you to study the Guinea Hen weed in particular?
Dr. Williams: The plant is easy to work with because it has thin leaves, and not much insect damage. So I decided to do an insecticidal evaluation for my PhD. I discovered the extracts in ethanol prevented the laying process of cattle ticks.
Kerry-Ann: So that discovery led to further work? Dr. Williams: Yes it did. After my PhD, I worked at the Scientific Research Council. I collaborated
with Dr. Lyndon Johnson who isolated a tri-sulphide and tetra-sulphide from the Guinea Hen weed. Further investigations showed that poly-sulphides cause enlargement of the thymus in mice.
“Not every experiment will work” Kerry-Ann: What was the significance of that finding? Dr. Williams: The thymus is an organ that is critical in the aging process. So increasing the size of the thymus, means that the extract can have anti-aging properties.
Kerry-Ann: Tell me about some of the work you are doing currently.
Dr. Williams: I can’t say too much, but, I am looking
Dr. Williams prepares to run an extraction on the Guinea Hen Weed
at enhancing the activity of dibenzyl-trisulphide (DTS) in Guinea Hen weed, as well as cannabinoids in ganja that may have anti-cancer activity.
Kerry-Ann: What do you see yourself doing in five years? Dr. Williams: I will continue to work on the DTS in Guinea Hen weed, to formulate a marketable
drug. Drive to continue is crucial to success. Recent diseases in Jamaica like chik-v and zik-v have peaked my interest to investigate the anti-viral properties of Guinea Hen weed.
Kerry-Ann: What can our education system do to encourage students to pursue the Sciences? Dr. Williams: There is more room for experimentation needed. Research projects need to start
from early, not just at the tertiary or graduate level. Group work is important in high school level to encourage creativity. The SRC has a role to play as they host Science Fair each year. Some good projects have come out of that competition. I’d love to see more of those projects.
Unlocking the Medicinal Secrets of Turnera campaniflora Ryan D. Francis and Shishca C. Higgins Scientific Research Council, Kingston, Jamaica The Turnera genus consists of approximately 140 species native to the Americas, ranging from Southern United States of America to Central Argentina and two species native to Africa. Species of Turnera can be herbaceous annuals or perennials, shrubs or trees. According to researchers Mercedes and Espert [9], the Turnera sp. flowers are epiphyllous and solitary, pedicel is absent, while the leaves show basal marginal nectarines, the fruit is granulose, naked and the seeds are glabrous and reticulate. The flowers may be pollinated by a wide diversity of butterflies and bees [9]. In Jamaica, the species Turnera campaniflora
Figure 1. Tissue cultured Turnera campaniflora in shade house
Figure 2. Turnera aphrodisiaca in field [4]
(Figure 1) can be found growing naturally in the community of Ritchies, Clarendon. The leaves of the close relative Turnera aphrodisiaca (Figure 2), also known as “Damiana” or “Ram goat dash along” has been used in traditional systems of medicine as a laxative, aphrodisiac, tonic, diuretic, stimulant, nerve tonic. It is also used to treat menstrual and pregnancy disorders [5-8, 10]. It is reported that T. aphrodisiaca has been used to treat gastrointestinal and respiratory diseases and gonorrhoea in some countries [5, 6]. However, the British Herbal Pharmacopoeia [2], associates T. aphrodisiaca with anxiety neurosis, impotency, depression, nervous dyspepsia, constipation and incompetence during sexual intercourse. Nevertheless, T. aphrodisiaca has developed a reputation for treatment of sexual impotence where it is used with strychnine, phosphorus or other forms of stimulants in homoeopathic formulations [6, 7]. Due to the taxonomical and
morphological similarity between T. campaniflora and T. aphrodisiaca, it is suspected that both species may express similar medicinal benefits. Therefore, the Scientific Research Council considered it worthwhile to research the possible pharmacological implications of T. campaniflora using plants propagated by in One or more phytochemicals vitro tissue culture. This ensures conservation that may lead to the and sustainable harvesting, because currently, T. development of nutraceutical campaniflora is documented as endangered flora or pharmaceutical products according to the National Environment and Planning Agency (NEPA). This study should reveal one or more phytochemicals that may lead to the development of nutraceutical or pharmaceutical products. The pharmaceutical and nutraceutical industries have been reported as multi-billion dollar industries [1] awaiting unearthing by the Jamaican community of scientists and entrepreneurs.
REFERENCES 1.
Battelle/Pharmaceutical Research and Manufacturers of America (PhRMA), The U.S. Biopharmaceutical Industry: Perspectives on Future Growth and The Factors That Will Drive It, http://www.phrma.org/ sites/default/files/pdf/2014- economic-futures-report.pd
2. British Herbal Pharmacopoeia. West Yorks: British Herbal Medicine Association; 1983. Through www. phytotherapies.org/monograph-detail.com.
3. Damiana medicinal herb can be used the urinary system. Through http://www.medicinalherbs-4u.com/ damiana.html as a diuretic herb which can cleanse 4. Hocking, G. M. (1955). Dictionary of terms in pharmacognosy and other divisions of economic botany. 5. Koch, L. (1936). Drug collection from Bolivia systematically, anatomically and chemically exam-ined. Arch Pharmacol, 274, 343-369.
6. Kumar, S., and Sharma, A. (2005). Anti-anxiety activity studies on homoeopathic formulations of Turnera aphrodisiaca Ward. Evidence-based Complementary and Alternative Medicine, 2(1), 117-119.
7. Kumar, S., and Sharma, A. (2006). Apigenin: The Anxiolytic Constituent of Turnera aphrodisiaca. Pharmaceutical biology, 44(2), 84-90.
8. Kumar, S., Madaan, R., and Sharma, A. (2008). Pharmacological evaluation of bioactive principle of Turnera aphrodisiaca. Indian journal of pharmaceutical sciences, 70(6), 740.
9. Mercedes Arbo, M., and Espert, S. M. (2009). Morphology, phylogeny and biogeography of Turnera L. (Turneraceae). Taxon, 58(2), 457-467.
10. Singh, R., Ali, A., Gupta, G., Semwal, A., & Jeyabalan, G. (2013). Some medicinal plants with aphrodisiac potential: A current status. Journal of Acute Disease, 2(3), 179-188.
INVOCAB Project set to Improve GSAT and CSEC Science Grades in Jamaica Yanique Wallace, Junior Expert, INVOCAB Project, Scientific Research Council, Jamaica Since 2014, the Improving Innovation Capacities in the Caribbean ‘INVOCAB’ Project has been promoting Science, Technology and Innovation at both the Primary and Secondary levels. The project seeks to increase student passes in the Sciences for external examinations at the Primary and Secondary levels. Through a series of activities, the project has increased the competence of both students and teachers within the sixteen (16) participating institutions, selected in Jamaica and Trinidad & Tobago.
Primary level
Subjects
Participating Schools
General Science Mathematics
Belle Castle Primary and Infant Windsor Castle All Age Seaward Primary and Junior High Bull Bay All Age
Secondary level
Integrated Science Agricultural Science Chemistry Physics Biology Human & Social Biology
Greater Portmore High Horace Clarke High Carron Hall High Yallahs High
Table 1 The subjects and schools monitored throughout the project
The Jamaican arm of the project, spearheaded by the Scientific Research Council, started with the baseline assessment of 15 Primary and 15 Secondary schools from which 4 Primary and 4 Secondary schools were selected. The project catered to students in grades four to six at the primary level and grades nine to eleven at the secondary level.
School-based Interventions To achieve the goal of increased innovation capacities in schools, the institutions selected were equipped with science resources including computers, cameras, laboratory equipment, reagents and other items necessary for science laboratories. All 8 schools were encouraged to rejuvenate, and in some cases start
a school Science Club, where the entire school population could participate in activities which blended critical thinking, the application of scientific principles and fun. The project staff visited these clubs quarterly to monitor progress and facilitate activities.
Summer Camps Both students and teachers participated in three summer camps held each year from summer 2015 to 2017. Students from the target schools vied for an opportunity to participate in the INVOCAB residen-tial summer camps. The summer camps were designed to be the perfect blend of fun, Science and Innovation with programmes including musical mathematics, exploring flora and fauna, scavenger hunts and visiting the local zoo. The camps included practical sessions including Trash for Cash Pro-jects, Innovation challenges, ‘Meet the Scientist’ events, exposure to Tissue Culture, soap making, lip balm making and a percentages game called “Money-poly”.
Students and teachers participating in hands-on sessions during the INVOCAB Summer Camps (Top: 2015 camp held at The Mico University College; Bottom: 2016 camp held at Church Teachers’ College)
Science Manual Review Teachers spent four days reviewing science manuals created through the project, in the subject areas of Primary Science and High school Agricultural Science, Integrated Science, Biology and Chemistry.
Teachers interacting with session facilitators during the workshops
Innovation Competition This activity was part of the camp activities. Each participating school selected a team of students supervised by at least one science teacher. Each team embarked on a project aimed at solving a problem in their school or community related to Energy access and efficiency and/or Agriculture and food security. Students and their supervising teachers paired with local innovators as mentors. The mentors assisted the teams in preparing their display boards, improving their project ideas, understanding their project’s impact and facilitated team work.
Through a series of activities, the project has increased the competencies of both students and teachers within the 16 participating institutions, selected in Jamaica and Trinidad and Tobago.
Bull Bay All Age emerged victors at the Primary level with their innovative twist on the ‘Solar Water Heater’. While Horace Clarke High School copped the Secondary level prize with their project ‘Chicko Bio-Panic’ which recycled nutrients from the school’s poultry unit to crops on the school’s farm.
Workshops & other training opportunities Teachers from the selected schools were privy to three sets of workshops focusing on topics highlighted as problem areas in the project’s baseline assessment. These workshops drafted specialist in the focus areas to present or assist in designing interactive sessions which teachers can replicate with their students to reinforce concepts. Quarterly observation visits were made to the schools where teachers were observed in their classes based on Domain two and three of the “Charlotte Danielson Framework for Teaching”.
Retrofitting Science Resource Centers To facilitate the long term sustainability of positive effects from the INVOCAB Project the Mico University College Science Resource Centre in Kingston & St. Andrew was equipped and a Science Resource Centre Established at Church Teachers’ College in Mandeville, both to host Primary and Secondary student field trips to explore scientific principles through a visual and tactile experience. These resources are accessible not only to the schools that participated in the project, but to all schools across the island; schools are able to visit these centres and utilize the tactile teaching/learning resources.
Dignitaries discuss the various types of equipment handed over at the MICO University College
Monitoring and evaluation of the interventions was done by assessment of student term grades, external grades, teachers’ participation in workshops, summer camp participation, participation in Science Clubs and other training opportunities provided by the MOEYI and the SRC. The data collected throughout this project are uploaded to the project’s website invocab.org, which is an interactive platform that allows project and school administrators easy access to student and teacher progress throughout the project. Additionally, students and teachers are able access photos and videos from the project activities through the ‘INVOCAB Project’ Facebook page. The INVOCAB Project is simultaneously executed in Jamaica and Trinidad and Tobago by the Scientific Research Council and the National Institute of Higher Education, Research, Science and Technolo-gy (NIHERST) respectively. Both organizations are agencies of their respective Ministries of Science and are executing the projects in collaboration with their respective Ministries of Education and other local partners. The project is funded by the European Union and the participating countries’ governments. In Jamaica, the Scientific Research Council works in collaboration with the Ministry of Education, Youth and Information (MOEYI), University of Technology (UTech), The Mico University College (The Mico) and Church Teachers’ College (CTC).
Response of the Agriculture Sector to the Negative Impact of Climate Change Vincent Thompson Jamaica Social Investment Fund, Jamaica The impact of the El Niño effect on Jamaica’s agriculture began dramatically in 2004 with the passage of Hurricane Ivan. Prior to the passage of this major hurricane, Jamaica experienced on average a hurricane every 9.6 years dating back to Hurricane Charlie in 1951. Following Hurricane Ivan, there were approximately 6 hurricanes which affected Jamaica in some manner leading to Hurricane Sandy in 2012.
From 2013 onwards Jamaica began to experience periods of heavy rainfall and flooding followed by periods of drought resulting in significant damage to the agriculture sector. The severe and prolonged droughts which occurred in 2014 and 2015 damaged and in some cases destroyed a significant number of vegetable farms across Jamaica, in particular farms in St. Elizabeth which is often referred to as the breadbasket parish. This has undermined the country’s food security and therefore warrants a response.
Going forward it is recommended that serious considerations are given to protected agriculture (greenhouse) as a means of mitigating the negative impact of climate change. The template for this intervention is already in place as exemplified by the Jamaica Social Investment Fund (JSIF) and the Jamaica Bauxite Institute (JBI) Water Harvesting and Greenhouse Cluster Project developed and implemented during the 2014 -2016 period. This successful project modified mined out bauxite pits to form storage reservoirs by inserting Protected (greenhouse) lining in the pits in order to store rainwater agriculture ensures that there runoff and then used that to supply water to the greenhouses. These reservoirs are able to harvest is all year-round production and store in excess of 24 million liters of water which prevents price volatility. and solar driven submersible pumps are used to lift the water into secondary 1,000 gallons water storage tanks. A total of 20 wooden greenhouses were constructed among each cluster within the vicinity of the water storage reservoirs. Because of the low cost of establishing and repairing wooden greenhouses,this type of structure is preferred to metal greenhouses. In this model, the former open-field farmers were trained in the construction of the greenhouses and so can effect repairs when necessary. Another example for selecting wood over metal is the response of the structure to stress from high winds associated with storms. The use of the locking profile with the wiggle wire to secure the side mesh and the plastic roofing is common to both types of structures and upon the approach of a tropical storm or hurricane, where the operators of the greenhouse is aware of its path, it’s a simple operation to dismantle and secure the plastic and the side mesh and reinstall it after the passage of the event. However, in the case where the greenhouse operators are unaware of the imminent occurrence of a freak storm ,the metal can be bent by the force of the wind against the structure whereas in the case of the wooden structure the lumber leans when pushed by the force of the wind. Replacing metal is more expensive and harder to source than lumber which can be obtained from most hardware stores. Protected agriculture (greenhouse) ensures that there is all year-round production which prevents price volatility. It facilitates production planning, utilizes less land, less pesticides and uses fertilizers and water more efficiently to produce higher quality vegetables. Integral to this model: • Adequate training of the persons using the greenhouse to ensure they understand the procedures • Water storage – tanks or alternate solution must be provided • “Starter resources” of items such as fertilizer, pesticides and greenhouse construction materials need to be provided initially so the first crop can be produced and provide money for replacement growing resources.
Ensuring Entrepreneurial and Innovation Literacy among Graduates through an Evidence-Based Approach to Inform Curricula Interventions at the University of Technology, Jamaica Paul W. Ivey, PhD University of Technology, Jamaica The University of Technology, Jamaica (UTech, Jamaica) is successor to the Jamaica Institute of Technology (JTI), which was founded in 1958 and re-named the College of Arts, Science, and Technology (CAST) in 1959. The College was accorded the status of a University since September 1, 1999. As the national University, UTech, Jamaica has a critical role to play in the realization of Vision 2030, which is Jamaica’s first long-term National Development Plan. Vision 2030 is aimed at the achievement of developed country status by the year 2030. In making its contribution to the country’s development prospects, the UTech, Jamaica is acutely aware that the knowledge and skills set of its graduates are of paramount importance. Therefore, as a derivative of the strategic objective of “providing high quality, innovative academic and research programmes,” the institution has developed a ‘Graduate Attributes Policy.’
‘Graduate Attributes Policy’
...graduates will: “understand the application of entrepreneurial skills and innovation in wealth creation.”
The ‘Graduate Attributes Policy’ defines the characteristics that all UTech, Jamaica graduates will have developed during their studies, and which will enable them to add value to society. With respect to entrepreneurship and innovation, the ‘Graduate Attributes Policy” states that all graduates will: “understand the application of entrepreneurial skills and innovation in wealth creation.” At its core, the ‘Graduate Attributes Policy’ reflects the envisioned outcomes of the University’s curricula. This is indeed the case because of the importance of the curriculum in the teaching-learning process. The significance of the curriculum is also related to the fact that, included among the goals of higher education institutions, is the exhibition of “fitness-for-purpose (i.e., the fulfillment of specified requirements or stated outcomes) by their graduates. As mentioned earlier, regarding entrepreneurship and innovation, the ‘Graduate Attributes Policy” states that all graduates of the University will: “understand the application of entrepreneurial skills and innovation in wealth creation.” But how does the institution assure itself that graduates are indeed
acquiring entrepreneurial and innovation literacy through the curricula being pursued? To answer this question, the institution went in search of evidence.
Curricula Knowledge Gap Analysis Within the framework of the European Union co-financed project, ‘Knowledge transfer capacity building for enhanced energy access and efficiency in the Caribbean (CAP4INNO),’ on which UTech, Jamaica was one of nine partners, a knowledge gap analysis was conducted to gather information from final year students in six academic units at the institution. The purpose of the analysis was to ascertain students’ level of awareness of innovation, entrepreneurship, and related areas (e.g. intellectual property). Any identified knowledge gaps would subsequently be addressed through targeted curricula and other interventions.
RESULTS The final year students reported knowledge gaps in key areas related to innovation and entrepreneurship, such as knowledge and technology transfer; innovation management; intellectual property (IP) rights; intellectual property evaluation; intellectual property commercialization; intellectual property and business strategy; and use of patent databases for technology surveillance.
Curricula and other Interventions The results of the knowledge gap analysis conducted among final year students from six academic units at the University provided evidentiary basis for targeted curricula and other interventions to address the identified gaps, so that UTech, Jamaica’s graduates will have the capacity to develop innovative solutions to problems/address needs; effectively transfer knowledge to society; and use the intellectual property system for technology surveillance, as well as to inform entrepreneurial decisions. In this regard, the outlines of two existing courses have been revised and two new ones developed that specifically address the areas of knowledge deficits that were unearthed. In addition, workshops and DISCOVERY 20 seminars aimed at “integrating innovation as a necessary basic into curricula” were conducted at the University. CONCLUSION As the country’s national University, UTech, Jamaica must contribute to the achievement of the goals articulated in Vision 2030 Jamaica, Jamaica’s first long-term National Development Plan. One way for UTech, Jamaica to ensure that it does this is to continue to design and implement curricula that pro-duce the entrepreneurial and innovation literate human capital (graduates that are ‘fit-for-purpose’) needed to drive Jamaica’s innovation-centric sustainable development agenda.
Effects of Pre-weaning Castration and Age at Slaughter on Growth Performance and Carcass Characteristics of Crossbred Dorper Lambs Dwight Mckie1*, Dean H. Avril1, Audley Facey2, Khalil Brown1 Ministry of Industry, Commerce, Agriculture and Fisheries, Research and Development Division, Bodles Research Station, Livestock Research and Improvement Unit, Old Harbour, St Catherine Jamaica W.I.
1
Ministry of Industry, Commerce, Agriculture and Fisheries, Research and Development Division, Hounslow Demonstration and Training Centre, Hounslow, St Elizabeth Jamaica W.I
2
Castration of ram lambs is a practice that has elicited varying degrees of responses from producers locally. Due to highly variable results in growth and carcass quality the practice is often deemed to be unnecessary and furthermore undesired by some markets where the intact male is preferred. An experiment was conducted with twenty (20) weaner, crossbred Dorper ram lambs to determine the effect of castration and age at slaughter on the quality of carcass that was produced. Castration was performed before weaning (3 month old) using the rubber ring method, prior to the start of the experiment. The animals were subsequently fed and fattened until slaughter at 6 and 8 months old. Their body weight was measured every week and these values were used to calculate the average daily weight gain over the period. After slaughtering at 6 and 8 months carcass quality traits measured were, carcass weight, dressing percentage, loin eye area, internal organ mass, abdominal fat deposits and the mass of offal (entrails). These were all measured since they are products of economic significance derived from the fabrication of lamb in the local market.
...castration before weaning in Dorper ram lambs slows down their growth rate
Initial body weights were not different for the intact lambs compared to the castrated lambs at the start of the experiment. Average daily weight gain, at week 7 of the trial, was significantly higher for intact lambs, indicating that the intact lambs grew faster up to 7 weeks. Final live weight at the end of the trial was not affected by castration as such both groups had similar live weights. Slaughter time, 6 or 8 months affected the carcass quality traits such that heavier carcasses were obtained from 8 month old lambs. The researchers also noticed that intact animals at 8 month produced the heaviest carcasses. The study revealed that castration before weaning in Dorper ram lambs slows down their growth rate. The best quality carcasses were produced from intact lambs slaughtered at 8 months old. The research team therefore recommends that castration of lambs before weaning is undesirable and does not improve carcass quality traits for market.
Coral Reef Restoration using Climate Change Resilient Species by Identifying the Genes involved in Coral Resilience Centre for Marine Sciences, Department of Life Sciences, U.W.I., Mona, Jamaica Coral reefs are unique tropical systems that provide numerous ecosystem functions including protecting shorelines, producing sand and supporting fish and other biodiversity. Their global decline in the face of anthropogenic stresses (overfishing and pollution) has been extensively documented. Currently, issues related to climate change (coral bleaching and disease) have led to heightened activity around how to effectively restore degraded and damaged reefs. Several local and international organisations have been conducting coral reef restoration using nursery grown corals for the past decade, with varying levels of success. Awareness is growing that the propagation of resilient corals is critical to the survival of coral reefs in the face of climate change effects. The University of the West Indies (UWI) Centre for Marine Sciences was therefore contracted by the Inter-American Development Bank (IDB) to carry out novel research aimed at conducting effective coral reef restoration by selecting and propagating Selection of healthy and diseased corals growing side by side climate-change resilient corals. Part of the consultancy involved identifying the genetic structure of coral species that are showing natural resilience in Jamaica’s marine environment. We recognise that corals that are continually under pressure from natural and anthropogenic stressors must adapt to their changing environment to avoid local extinction. Defining genetic diversity and structure as well as identifying genes involved in coral resilience ...corals that are continually can improve coral conservation and restoration efforts. under pressure from Identifying resilience at the genetic level involved first making collections in Discovery Bay and Alligator Head of coral species that were surviving and thriving under poor conditions while adjacent corals of the same
natural and anthropogenic stressors must adapt to their changing environment to avoid local extinction
species were succumbing to the effects. Understanding the genetic structure of resilient corals compared to that of those less resilient can potentially identify changes in allele frequencies that identify resilience, which can be used as a guide for restoration efforts. The Centre for Marine Sciences received assistance from Mote Marine Laboratory, Sarasota, Florida with the genetic analysis as well as in the training of staff who travelled to Mote to conduct the analysis.
Ms. Deana-Lee Douglas1 and Mr. Dalelan Anderson2 monitor coral fragments found at Alligator Head Marine Laboratory. (Photo credit: Merrick Cousley). 1
Discovery Bay Marine Lab, 2 Department of Life Sciences, UWI
Species specific microsatellite markers were used to genotype Acropora palmata and Orbicella faveolata corals. When comparing the gene expression of the healthy corals to that of the unhealthy corals “frontloading” (a proposed mechanism for resilience) of some of the gene transcripts can be observed. The “frontloading” of the O. faveolata gene transcripts was much higher in the Discovery Bay samples than the Alligator Head samples suggesting that the Discovery Bay corals are more resilient than the Alligator Head corals.
Orbicella faveolata coral fragment