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*Revelle, Roger Baltimore 18, Maryland
NATIONAL ACADEMY OF SCIENCES July 1, 1962 OFFICERS Term expires President-Frederick Seitz June 30, 1966 Vice President-J. A. Stratton June 30, 1965 Home Secretary-Hugh L. Dryden June 30, 1963 Foreign Secretary-Harrison Brown June 30, 1966 Treasurer-L. V. Berkner June 30, 1964 Executive Officer Business Manager S. D. Cornell G. D. Meid COUNCIL *Berkner L. V. (1964) *Revelle, Roger (1965) *Brown, Harrison (1966) *Seitz, Frederick (1966) *Dryden, Hugh L. (1963) *Stratton, J. A. (1965) Hutchinson, G. Evelyn (1963) Williams, Robley C. (1963) *Kistiakowsky, G. B. (1964) Wood, W. Barry, Jr. (1965) Raper, Kenneth B. (1964) MEMBERS The number in parentheses, following year of election, indicates the Section to which the member belongs, as follows: (1) Mathematics (8) Zoology and Anatomy (2) Astronomy (9) Physiology (3) Physics (10) Pathology and Microbiology (4) Engineering (11) Anthropology (5) Chemistry (12) Psychology (6) Geology (13) Geophysics (7) Botany (14) Biochemistry Abbot, Charles Greeley, 1915 (2), Smithsonian Institution, Washington 25, D. C. Abelson, Philip Hauge, 1959 (6), Geophysical Laboratory, Carnegie Institution of Washington, 2801 Upton Street, N. W., Washington 8, D. C. Adams, Leason Heberling, 1943 (13), Institute of Geophysics, University of Cali- fornia, Los Angeles 24, California Adams, Roger, 1929 (5), Department of Chemistry and Chemical Engineering, University of Illinois, Urbana, Illinois Ahlfors, Lars Valerian, 1953 (1), Department of Mathematics, Harvard University, 2 Divinity Avenue, Cambridge 38, Massachusetts Albert, Abraham Adrian, 1943 (1), 111 Eckhart Hall, University of Chicago, 1118 East 58th Street, Chicago 37, Illinois Albright, William Foxwell, 1955 (11), Oriental Seminary, Johns Hopkins University, Baltimore 18, Maryland * Members of the Executive Committee of the Council of the Academy. -
A Tale of Two Hormones
LASKER BASIC MEDICA L COMMENTARY RESEARCH AWARD A tale of two hormones Jeffrey M Friedman “Der Mensch denkt, Gott lenkt.” (“Man equivalent to a death sentence1. The only avail- Kleiner’s story had great personal resonance proposes, God disposes.”) able treatment was a starvation diet advocated for me. Here was another Jewish scientist, the —German proverb by Frederick Madison Allen, a physician work- grandson of immigrants, working a century ing at the Rockefeller Institute for Medical earlier at the same institution as me. But on A little more than a century ago, an arc of Research (now Rockefeller University) and the cusp of isolating the most important hor- research began that culminated in the identi- a leading authority on diabetes1–5. Allen was mone ever discovered, he walked away from it. fication of insulin by four scientists working the first to realize that diabetes was a general How did Kleiner come to study diabetes? Why in Toronto. With astonishing speed, this land- disorder of metabolism and that acidosis and did his studies cease so abruptly? Did Kleiner mark discovery became a life-saving treatment death could be forestalled if caloric intake was and his colleagues fully understand the impli- for thousands of people with diabetes around restricted. When acidosis developed, calories cations of his research? What was the personal the world. In time, insulin was established as were further reduced, and, for many, diabetes impact of his having missed the opportunity of the most important anabolic hormone and was a race between starvation and acidosis, the a lifetime? Kleiner’s work and career also raise found its place in the pantheon of medicine’s ultimate result of either condition often being a general question: what are the elements of a greatest discoveries. -
Kurt Lewin and Experimental Psychology in the Interwar Period
'55#466'21 @744)1%71%"#5("#0'5!"#5 2!6243&')2523&'#F4D3&')DG !& ( ) E @7#4)'1 921 11 #4)'1B #4 4 5'"#16"#4 70 2)"6E 1'9#45'6 6@7#4)'1C 42$D4D 1E #1"4'() #46@ #4#(1"#4 &')2523&'5!(7)6 6 C 42$D'!&#)#")#B & 76!&6#4C PD 42$D4D 84%#1#11 QD 42$D4D'6!&#))D 5& #46#'"'%60SD'QIPR Forward I would like to express my gratitude to Professor Dr. Jürgen Renn, Director of the Max Planck Institute for the History of Science, who supported my pre-doctoral research from the early ideation, through all of its ups and downs until the final line of the disputatio at the Humboldt University of Berlin. Beyond that, the Institute enabled my research project by granting me a PhD scholarship and providing a fruitful work environment, while the well-organized MPIWG library offered me the opportunity to assemble the majority of the material for this book. I am obliged to Professor Dr. Mitchell Ash for his commentaries and insights from his vast knowledge in the history of psychology, as well as for being part of my PhD committee de- spite the geographical distance. I would like to also thank Dr. Alexandre Métraux for advising me on questions related to Lewin’s philosophy of science. Moreover, I am highly indebted to Dr. Massimilano Badino for his scholarly advice, but even more so for his friendship and moral support whenever I needed it. In addition to that, he en- couraged and prepared me to present my work in a variety of international conferences. -
The Social Psychology of Disability
The Social Psychology of Disability ACADEMY OF REHABILITATION PSYCHOLOGY SERIES Series Editors Bruce Caplan, Editor-in-Chief Timothy Elliott Janet Farmer Robert Frank Barry Nierenberg George Prigatano Daniel Rohe Stephen Wegener Volumes in the Series Ethics Field Guide: Applications in Rehabilitation Psychology Thomas R. Kerkhoff and Stephanie L. Hanson The Social Psychology of Disability Dana S. Dunn The Social Psychology of Disability Dana S. Dunn 1 1 Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford New York Auckland Cape Town Dar es Salaam Hong Kong Karachi Kuala Lumpur Madrid Melbourne Mexico City Nairobi New Delhi Shanghai Taipei Toronto With offices in Argentina Austria Brazil Chile Czech Republic France Greece Guatemala Hungary Italy Japan Poland Portugal Singapore South Korea Switzerland Thailand Turkey Ukraine Vietnam Oxford is a registered trademark of Oxford University Press in the UK and certain other countries. Published in the United States of America by Oxford University Press 198 Madison Avenue, New York, NY 10016 © Oxford University Press 2015 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by license, or under terms agreed with the appropriate reproduction rights organization. Inquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press, at the address above. You must not circulate this work in any other form and you must impose this same condition on any acquirer. -
Еkaterina Zavershneva René Van Der Veer Editors a Selection
Perspectives in Cultural-Historical Research 2 Еkaterina Zavershneva René van der Veer Editors Vygotsky’s Notebooks A Selection Perspectives in Cultural-Historical Research Volume 2 Series editors Marilyn Fleer, Peninsula Campus, Monash University, Frankston, Victoria, Australia Fernando González Rey, Department of Psychology, University of Brasilia, Brasília -DF, Brazil Elena Kravtsova, Russian State University for the Humanities, Moscow, Russia Nikolai Veresov, Faculty of Education, Monash University, Frankston, Australia There is growing interest in the work of LS Vygotsky internationally, but also in finding new ways and perspectives for advancing cultural-historical theory for solving contemporary problems. Although Vygotsky has become one of the most influential scholars in education and psychology today, there is still a need for serious studies of his work because so much remains unexamined. The books in this series draw on the collected works of Vygotsky as a primary source of authority. They go beyond secondary sources and discuss Vygotsky’s original ideas in the context of a system of concepts or through the elaboration and theorisation of research findings so that contemporary problems can be addressed in new ways. This series collectively brings together under one umbrella a more equal representation of works from scholars across both the Northern and Southern continents. In the context of a large volume of contributions to cultural-historical theorisation and the empirical work from North America, there is an urgent need for -
The Clinical-Chemical Interface of Medical Science: Its Development in This Century*
A n n a l s o f C linical and L a b o r a t o r y Science, Vol. 4, No. 4 Copyright © 1974, Institute for Clinical Science The Clinical-Chemical Interface of Medical Science: Its Development in this Century* A. BAIRD HASTINGS, P h .D ., D .S c . Department of Neurosciences, School of Medicine, University of California, San Diego, La Jolla, CA 92073 When I seriously sat down to prepare high state of the medical sciences. But each my remarks to you this evening, I was became involved in applying chemistry to aghast to see the title that I had given clinical problems through a fortuitous state Dr. Sunderman. Who am I to presume to of circumstances. speak on the “Development of the Clinical- Let me briefly introduce them to you. Chemical Interface of Medical-Science in First is Donald Van Slyke, born in 1883 this Century?” It’s a damn good title, but of Dutch descent, who left us in 1971. He I’m certainly not qualified to live up to it. worked hard in the lab and played tennis What I’d like to hear is a panel of friends throughout his life. He was unbeatable at such as Donald Van Slyke, Otto Folin, Wil either. liam Mansfield Clark and John P. Peters Second is Otto Folin, born in Sweden in gathered here to discuss the subject. So I 1867, who was head of biochemistry at invited them—and they accepted—or at Harvard from 1907 until his death in 1934. least let’s imagine that they have. -
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CHEMICAL HERITAGE FOUNDATION ARTHUR L. BABSON Transcript of an Interview Conducted by David J. Caruso and Sarah L. Hunter-Lascoskie at Siemens Healthcare Diagnostics Flanders, New Jersey on 6 and 8 December 2011 (With Subsequent Corrections and Additions) Arthur L. Babson Upon Arthur Babson’s death in 2016, this oral history was designated Free Access. Please note: Users citing this interview for purposes of publication are obliged under the terms of the Chemical Heritage Foundation (CHF) Center for Oral History to credit CHF using the format below: Arthur Babson, interview by David Caruso and Sarah Hunter-Lascoskie at Siemens Healthcare Diagnostics, 6 and 8 December 2011 (Philadelphia: Chemical Heritage Foundation, Oral History Transcript #0681). Chemical Heritage Foundation Center for Oral History 315 Chestnut Street Philadelphia, Pennsylvania 19106 The Chemical Heritage Foundation (CHF) serves the community of the chemical and molecular sciences, and the wider public, by treasuring the past, educating the present, and inspiring the future. CHF maintains a world-class collection of materials that document the history and heritage of the chemical and molecular sciences, technologies, and industries; encourages research in CHF collections; and carries out a program of outreach and interpretation in order to advance an understanding of the role of the chemical and molecular sciences, technologies, and industries in shaping society. ARTHUR L. BABSON 1927 Born in Orange, New Jersey, on 3 March Education 1950 B.S., Zoology, Cornell University -
Teaching Guide for the History of Psychology Instructor Compiled by Jennifer Bazar, Elissa Rodkey, and Jacy Young
A Teaching Guide for History of Psychology www.feministvoices.com 1 Psychology’s Feminist Voices in the Classroom A Teaching Guide for the History of Psychology Instructor Compiled by Jennifer Bazar, Elissa Rodkey, and Jacy Young One of the goals of Psychology’s Feminist Voices is to serve as a teaching resource. To facilitate the process of incorporating PFV into the History of Psychology course, we have created this document. Below you will find two primary sections: (1) Lectures and (2) Assignments. (1) Lectures: In this section you will find subject headings of topics often covered in History of Psychology courses. Under each heading, we have provided an example of the relevant career, research, and/or life experiences of a woman featured on the Psychology’s Feminist Voices site that would augment a lecture on that particular topic. Below this description is a list of additional women whose histories would be well-suited to lectures on that topic. (2) Assignments: In this section you will find several suggestions for assignments that draw on the material and content available on Psychology’s Feminist Voices that you can use in your History of Psychology course. The material in this guide is intended only as a suggestion and should not be read as a “complete” list of all the ways Psychology’s Feminist Voices could be used in your courses. We would love to hear all of the different ideas you think of for how to include the site in your classroom - please share you thoughts with us by emailing Alexandra Rutherford, our project coordinator, -
Research Organizations and Major Discoveries in Twentieth-Century Science: a Case Study of Excellence in Biomedical Research Hollingsworth, J
www.ssoar.info Research organizations and major discoveries in twentieth-century science: a case study of excellence in biomedical research Hollingsworth, J. Rogers Veröffentlichungsversion / Published Version Arbeitspapier / working paper Zur Verfügung gestellt in Kooperation mit / provided in cooperation with: SSG Sozialwissenschaften, USB Köln Empfohlene Zitierung / Suggested Citation: Hollingsworth, J. R. (2002). Research organizations and major discoveries in twentieth-century science: a case study of excellence in biomedical research. (Papers / Wissenschaftszentrum Berlin für Sozialforschung, 02-003). Berlin: Wissenschaftszentrum Berlin für Sozialforschung gGmbH. https://nbn-resolving.org/urn:nbn:de:0168-ssoar-112976 Nutzungsbedingungen: Terms of use: Dieser Text wird unter einer Deposit-Lizenz (Keine This document is made available under Deposit Licence (No Weiterverbreitung - keine Bearbeitung) zur Verfügung gestellt. Redistribution - no modifications). We grant a non-exclusive, non- Gewährt wird ein nicht exklusives, nicht übertragbares, transferable, individual and limited right to using this document. persönliches und beschränktes Recht auf Nutzung dieses This document is solely intended for your personal, non- Dokuments. Dieses Dokument ist ausschließlich für commercial use. All of the copies of this documents must retain den persönlichen, nicht-kommerziellen Gebrauch bestimmt. all copyright information and other information regarding legal Auf sämtlichen Kopien dieses Dokuments müssen alle protection. You are not allowed -
The Making of a Biochemist Construction of Dynamic Biochemistry
Medical History, 1996, 40: 269-292 The Making of a Biochemist I: Frederick Gowland Hopkins' Construction of Dynamic Biochemistry HARMKE KAMMINGA and MARK W WEATHERALL* In this two-part study, we present a new perspective on the activities of British biochemist Frederick Gowland Hopkins (1861-1947). The title shared by the two papers -'The Making of a Biochemist'-refers first of all to Hopkins' career and his articulation of a dynamic approach to biochemistry, which Hopkins promoted actively for over twenty-five years. This is the subject of our first paper. The title also refers to the construction of a view of Hopkins by others, including his peers, his younger colleagues, and historians of biochemistry. These constructions, and the extent to which they do and do not accord with Hopkins' own endeavours and intentions, form the subject matter of our second paper, which will appear in the October issue. Historians have thus far focused primarily on Hopkins' role as a discipline builder and on the wide-ranging programme of research and teaching in biochemistry that he set up in Cambridge in the interwar period.1 This programme, characterized by its separation from medical concerns and its broad biological scope, has been viewed as the practical expression of Hopkins' prior "vision" of biochemistry.2 Here we examine related issues that have not yet received the attention they deserve, namely the relationships between Hopkins' own research and his particular view of biochemistry, and the detailed construction of Hopkins' "dynamic biochemistry" over time. To this end, we follow Hopkins himself, through the laboratory and through the public domain, examining his public pronouncements on the nature and needs of biochemistry and pointing to prominent themes in Hopkins' own research which, we argue, informed his vision of dynamic biochemistry. -
D S Dunn Cvitae Unabridged
January 2011 DANA SCOTT DUNN Curriculum Vitae OFFICE ADDRESS Department of Psychology Voice: (610) 861-1562 231 Priscilla Payne Hurd Academic Complex FAX: (610) 625-7879 Moravian College Email: [email protected] 1200 Main Street Homepage: http://home.moravian.edu/ Bethlehem, PA 18018-6650 public/psych/dunn/ EDUCATION Ph.D. University of Virginia, 1987 (Psychology) M.A. University of Virginia, 1984 (Psychology) B.A. Carnegie Mellon University, 1982 (Psychology with University Honors) EMPLOYMENT HISTORY Acting Chair, Department of Philosophy, Moravian College 2008, Spring Director, Learning in Common Curriculum, Moravian College 2004 - present Consortial (Visiting) Professor, Muhlenberg College 2004, Spring Acting Chair, Department of Philosophy, Moravian College 2003 - 2006 Professor of Psychology, Moravian College 2002 - present Chair, Department of Psychology, Moravian College 1995 - 2001 Associate Professor of Psychology, Moravian College 1994 - 2002 Consortial (Visiting) Professor, Lehigh University 1990, Spring Consortial (Visiting) Professor, Muhlenberg College 1989, Fall Assistant Professor of Psychology, Moravian College 1987- 1994 Instructor, University of Virginia 1987, Summer Research and Teaching Assistant, University of Virginia 1982 – 1987 Research and Teaching Assistant, Carnegie Mellon University 1979 - 1980 ACADEMIC AND PROFESSIONAL HONORS Fellow of the Association for Psychological Science (APS), 2010 President of the Society for the Teaching of Psychology (APA Division 2), 2010 Fellow of the American Psychological Association -
Beatrice A. Wright: a Life History
University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Doctoral Dissertations Graduate School 5-2008 Beatrice A. Wright: A Life History Sheryl Lee Wurl University of Tennessee - Knoxville Follow this and additional works at: https://trace.tennessee.edu/utk_graddiss Part of the Education Commons Recommended Citation Wurl, Sheryl Lee, "Beatrice A. Wright: A Life History. " PhD diss., University of Tennessee, 2008. https://trace.tennessee.edu/utk_graddiss/357 This Dissertation is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a dissertation written by Sheryl Lee Wurl entitled "Beatrice A. Wright: A Life History." I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of Doctor of Philosophy, with a major in Education. Diana Moyer, Major Professor We have read this dissertation and recommend its acceptance: Robert Kronick, Trena Paulus, Susan Speraw Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original signatures are on file with official studentecor r ds.) To the Graduate Council: I am submitting herewith a dissertation written by Sheryl Lee Wurl entitled, “Beatrice Wright: A Life History.” I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the requirements for the degree of Doctor of Philosophy, with a major in Education.