Most of the major categories of adaptive behavior can be seen in all animals. This course begins with the evolution of behavior, the driver of nervous system evolution, reviewed using concepts developed in ethology, sociobiology, other comparative studies, and in studies of brain evolution. The roles of various types of plasticity are considered, as well as foraging and feeding, defensive and aggressive behavior, courtship and reproduction, migration and navigation, social activities and communication, with contributions of inherited patterns and cognitive abilities. Both field and laboratory based studies are reviewed; and finally, human behavior is considered within the context of primate studies.

Reproductive Anatomy Unit Objectives: By the end of this unit, students will be able to…-         Identify the following from both images of the reproductive tract as well as by their descriptions: uterus, vulva, oviduct, cervix, and vagina. -         List the causes of reproductive inefficiency in livestock.-         Compare and contrast natural and artificial insemination.-         Explain how each of the following change during estrus: vulva; oviduct; vagina; ovary.-         Identify and explain the purpose (if any) of each of the following cervical structures: a. Fornix   b.  Annular Rings   c.  Mucus Plug  -         Identify and explain the purpose (if any) of each of the following uterine tissues:a. Perimetrium   b.  Myometrium   c.  Endometrium   d. Caruncles-         Identify and explain the purpose (if any) of each of the following regions in the oviduct: a.  UTJ    b.  Isthmus   c.  Ampulla   d. Infundibulum-         Identify and explain the purpose (if any) of each of the following ovarian structures: a.  Ova    b.  Follicles   c.  Corpus Luteum -         List and describe the signs of estrus in a cow.-         Summarize the causes, symptoms, and implications of each of the following disorders:a. Ovarian Cyst   b.  Anestrus   c.  Freemartin   d.  Blind/Closed Cervix   e.  Dystocia  f. Metritisg. Retained Placenta  h. Anestrus  i.  Uterine Prolapse   j. Vaginal Prolapse   k.  Repeat Breeding

Reproduction Unit Objectives: By the end of this unit, students will be able to…-          Identify the following from both images of the reproductive tract as well as by their descriptions: uterus, vulva, oviduct, cervix, and vagina. -          List the causes of reproductive inefficiency in livestock.-          Compare and contrast natural and artificial insemination.-          Explain how each of the following change during estrus: vulva; oviduct; vagina; ovary.-          Identify and explain the purpose (if any) of each of the following cervical structures: a. Fornix   b.  Annular Rings   c.  Mucus Plug  -          Identify and explain the purpose (if any) of each of the following uterine tissues:a. Perimetrium   b.  Myometrium   c.  Endometrium   d. Caruncles-          Identify and explain the purpose (if any) of each of the following regions in the oviduct: a.  UTJ    b.  Isthmus   c.  Ampulla   d. Infundibulum-          Identify and explain the purpose (if any) of each of the following ovarian structures: a.  Ova    b.  Follicles   c.  Corpus Luteum -          List and describe the signs of estrus in a cow.-          Summarize the causes, symptoms, and implications of each of the following disorders:a. Ovarian Cyst   b.  Anestrus   c.  Freemartin   d.  Blind/Closed Cervix   e.  Dystocia  f. Metritisg. Retained Placenta  h. Anestrus  i.  Uterine Prolapse   j. Vaginal Prolapse   k.  Repeat Breeding-          Define and describe each of the following: a. Estrous Cycle    b.  Endocrine Gland   c.  Target Tissue   d.  Estrus   e.  Endocrine System-          Summarize how a hormone “knows” which tissues and organs to activate.-          Explain why two messenger systems are needed in the bodies of animals.-          Identify, describe, and explain the function of GnRH, FSH, LH, Estradiol, Progesterone, and PGF2α.-          Identify GnRH, FSH, LH, Estradiol, Progesterone, and PGF2α based on when the reach their peak levels in the estrous cycle.-          Explain the purpose, mechanism, and hormonal components of Lutalyse, Ovsynch, CIDR, and MGA.-          Summarize and explain each of the following stages of the estrous cycle:a.  Estrus    b.  Metestrus   c.  Diestrus    d.  Proestrus-          Explain the difference between a paracrine and endocrine hormone.-          Explain the difference between insemination and conception.-          Identify the window of time in which a cow should be bred after calving.-          Determine when it is appropriate to breed a cow by recognizing the signs of a cow in heat.-          Summarize the function of each of the following heat detection aids: heat expectancy chart, mount detection aid, tailhead markings, heat detector animals, and pedometers.-          Identify when insemination should occur based on when a cow is seen in heat.-          Summarize the purpose, function, use, and limitations of the following pregnancy detection methods: rectal palpation, ultrasounds, and blood testing.-          Compare and contrast the benefits and drawbacks of twinning in cattle.-          Summarize and define each of the following terms: dry period, lactation, gestation, and mastitis.-          Summarize the steps necessary to dry off a cow and prevent mastitis during or after the dry period.-          Diagnose a case of mastitis based on its symptoms.-          Diagnose whether or not a cow is about to calve based on her symptoms.-          Summarize the signs of normal calving vs. abnormal calving and diagnose whether or not human intervention is necessary.-          Summarize and explain the steps required to conduct a physical exam on a cow while she is calving.-          List the situations in which human intervention during calving will always be necessary.-          Explain the proper intervention methods during the following scenarios: upside down calf, backwards calf,                 calf with a head/leg bent backwards, calf that is positioned correctly but has not made any progress in at least 30 minutes.-          Summarize how to manually dilate the cervix of a cow to aid in calving.-          Demonstrate how to properly utilize and apply calving chains in order to assist with cases of dystocia.-          Demonstrate how to properly care for the cow and the calf after calving in order to ensure maximal health and prevent disease and infection. 

Reproduction Unit Objectives: By the end of this unit, students will be able to…-          Identify the following from both images of the reproductive tract as well as by their descriptions: uterus, vulva, oviduct, cervix, and vagina. -          List the causes of reproductive inefficiency in livestock.-          Compare and contrast natural and artificial insemination.-          Explain how each of the following change during estrus: vulva; oviduct; vagina; ovary.-          Identify and explain the purpose (if any) of each of the following cervical structures: a. Fornix   b.  Annular Rings   c.  Mucus Plug  -          Identify and explain the purpose (if any) of each of the following uterine tissues:a. Perimetrium   b.  Myometrium   c.  Endometrium   d. Caruncles-          Identify and explain the purpose (if any) of each of the following regions in the oviduct: a.  UTJ    b.  Isthmus   c.  Ampulla   d. Infundibulum-          Identify and explain the purpose (if any) of each of the following ovarian structures: a.  Ova    b.  Follicles   c.  Corpus Luteum -          List and describe the signs of estrus in a cow.-          Summarize the causes, symptoms, and implications of each of the following disorders:a. Ovarian Cyst   b.  Anestrus   c.  Freemartin   d.  Blind/Closed Cervix   e.  Dystocia  f. Metritisg. Retained Placenta  h. Anestrus  i.  Uterine Prolapse   j. Vaginal Prolapse   k.  Repeat Breeding-          Define and describe each of the following: a. Estrous Cycle    b.  Endocrine Gland   c.  Target Tissue   d.  Estrus   e.  Endocrine System-          Summarize how a hormone “knows” which tissues and organs to activate.-          Explain why two messenger systems are needed in the bodies of animals.-          Identify, describe, and explain the function of GnRH, FSH, LH, Estradiol, Progesterone, and PGF2α.-          Identify GnRH, FSH, LH, Estradiol, Progesterone, and PGF2α based on when the reach their peak levels in the estrous cycle.-          Explain the purpose, mechanism, and hormonal components of Lutalyse, Ovsynch, CIDR, and MGA.-          Summarize and explain each of the following stages of the estrous cycle:a.  Estrus    b.  Metestrus   c.  Diestrus    d.  Proestrus-          Explain the difference between a paracrine and endocrine hormone.-          Explain the difference between insemination and conception.-          Identify the window of time in which a cow should be bred after calving.-          Determine when it is appropriate to breed a cow by recognizing the signs of a cow in heat.-          Summarize the function of each of the following heat detection aids: heat expectancy chart, mount detection aid, tailhead markings, heat detector animals, and pedometers.-          Identify when insemination should occur based on when a cow is seen in heat.-          Summarize the purpose, function, use, and limitations of the following pregnancy detection methods: rectal palpation, ultrasounds, and blood testing.-          Compare and contrast the benefits and drawbacks of twinning in cattle.-          Summarize and define each of the following terms: dry period, lactation, gestation, and mastitis.-          Summarize the steps necessary to dry off a cow and prevent mastitis during or after the dry period.-          Diagnose a case of mastitis based on its symptoms.-          Diagnose whether or not a cow is about to calve based on her symptoms.-          Summarize the signs of normal calving vs. abnormal calving and diagnose whether or not human intervention is necessary.-          Summarize and explain the steps required to conduct a physical exam on a cow while she is calving.-          List the situations in which human intervention during calving will always be necessary.-          Explain the proper intervention methods during the following scenarios: upside down calf, backwards calf,                 calf with a head/leg bent backwards, calf that is positioned correctly but has not made any progress in at least 30 minutes.-          Summarize how to manually dilate the cervix of a cow to aid in calving.-          Demonstrate how to properly utilize and apply calving chains in order to assist with cases of dystocia.-          Demonstrate how to properly care for the cow and the calf after calving in order to ensure maximal health and prevent disease and infection. 

Reproductive Hormone Unit Objectives: By the end of this unit, studentswill be able to…- Define and describe each of the following: a. Estrous Cycle b. EndocrineGland c. Target Tissue d. Estrus e. Endocrine System- Summarize how a hormone “knows” which tissues and organs to activate.- Explain why two messenger systems are needed in the bodies of animals.- Identify, describe, and explain the function of GnRH, FSH, LH, Estradiol,Progesterone, and PGF2α.- Identify GnRH, FSH, LH, Estradiol, Progesterone, and PGF2α based on whenthe reach their peak levels in the estrous cycle.- Explain the purpose, mechanism, and hormonal components of Lutalyse,Ovsynch, CIDR, and MGA.- Summarize and explain each of the following stages of the estrous cycle:a. Estrus b. Metestrus c. Diestrus d. Proestrus- Explain the difference between a paracrine and endocrine hormone.

Robert Sandler tells the story of doliolid reproduction. The video was made with paper puppets and hand-drawn animations. Robert made this episode with support from the Society of Royce Fellows.

Scientists discuss whether or not endocrine disrupting chemicals, which may cause birth defects and other health concerns, should be controlled in the absence of conclusive proof, in this video segment adapted from FRONTLINE: Fooling with Nature.

Every living thing must be able to reproduce and make offspring. Most of us are familiar with how humans and mammals make babies, but do all creatures reproduce in the same way? Do insects, like the beetle, give birth to little insects? Also in: French | Spanish

This course is an introduction to the consideration of technology as the outcome of particular technical, historical, cultural, and political efforts, especially in the United States during the 19th and 20th centuries. Topics include industrialization of production and consumption, development of engineering professions, the emergence of management and its role in shaping technological forms, the technological construction of gender roles, and the relationship between humans and machines.

This site helps students see how plants and animals interact to accomplish pollination. Students (Grades 3-8) identify plant and animal parts involved in pollination, connections between pollination and food production, relationships between pollinators and the plants they pollinate, and ways flowers have adapted to encourage pollination.

In this lesson designed to enhance literacy skills, students learn about the advantages and disadvantages of the two basic forms of reproduction for the living things that practice them.

In this video segment adapted from NOVA, learn about the critical role of flowers in seed plant reproductive biology.

Survey and special topics designed for graduate students in the brain and cognitive sciences. Emphasizes ethological studies of natural behavior patterns and their analysis in laboratory work, with contributions from field biology (mammology, primatology), sociobiology, and comparative psychology. Stresses human behavior but also includes major contributions from studies of other vertebrates and of invertebrates.

Students discuss several human reproductive technologies available today pregnancy ultrasound, amniocentesis, in-vitro fertilization and labor anesthetics. They learn how each technology works, and that these are ways engineers have worked to improve the health of expecting mothers and babies.

Student teams learn about and devise technical presentations on four reproductive technology topics pregnancy ultrasound, amniocentesis, in-vitro fertilization or labor anesthetics. Each team acts as a panel of engineers asked to make a presentation to a group of students unfamiliar with the reproductive technology. Each group incorporates non-lecture elements into its presentation for greater effectiveness. As students learn about the technologies, by creating a presentation and listening to other groups' presentations, they also learn more about the valuable skill of technical communications.