Edward Lewis and Radioactive Fallout the Impact Of
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
2017 Match Day Results by Program
Class of 2017 Match Results Anesthesiology New York Presbyterian Hospital-Columbia University Medical Center University of Illinois College of Medicine-Chicago University of Texas Medical School-Houston Icahn School of Medicine/St Luke's-Roosevelt Hospital Center (New York) University of Florida College of Medicine-Shands Hospital New York Presbyterian Hospital-Weill Cornell Medical Center Einstein/Montefiore Medical Center (New York) New York Presbyterian Hospital-Columbia University Medical Center Dermatology University at Buffalo School of Medicine (New York) University of Buffalo School of Medicine (New York) Cleveland Clinic Foundation (OH) Emergency Medicine Einstein/Montefiore Medical Center (New York) University of Massachusetts Medical School Staten Island University Hospital (New York) Stanford University Programs (California) Stony Brook Teaching Hospitals (New York) New York Hospital Medical Center Queens (New York) Eastern Virginia Medical School University of Washington Affiliated Hospitals Icahn School of Medicine/St Luke's-Roosevelt Hospital Center (New York) University of Connecticut School of Medicine Rhode Island Hospital/Brown University Wake Forest Baptist Medical Center (North Carolina) Icahn School of Medicine/St Luke's-Roosevelt Hospital Center (New York) Einstein/Montefiore Medical Center (New York) Oregon Health and Science University Dartmouth-Hitchcock Medical Center (New Hampshire) Einstein/Montefiore Medical Center (New York) University of Washington Affiliated Hospitals Einstein/Montefiore Medical Center -
Richard G. Hewlett and Jack M. Holl. Atoms
ATOMS PEACE WAR Eisenhower and the Atomic Energy Commission Richard G. Hewlett and lack M. Roll With a Foreword by Richard S. Kirkendall and an Essay on Sources by Roger M. Anders University of California Press Berkeley Los Angeles London Published 1989 by the University of California Press Berkeley and Los Angeles, California University of California Press, Ltd. London, England Prepared by the Atomic Energy Commission; work made for hire. Library of Congress Cataloging-in-Publication Data Hewlett, Richard G. Atoms for peace and war, 1953-1961. (California studies in the history of science) Bibliography: p. Includes index. 1. Nuclear energy—United States—History. 2. U.S. Atomic Energy Commission—History. 3. Eisenhower, Dwight D. (Dwight David), 1890-1969. 4. United States—Politics and government-1953-1961. I. Holl, Jack M. II. Title. III. Series. QC792. 7. H48 1989 333.79'24'0973 88-29578 ISBN 0-520-06018-0 (alk. paper) Printed in the United States of America 1 2 3 4 5 6 7 8 9 CONTENTS List of Illustrations vii List of Figures and Tables ix Foreword by Richard S. Kirkendall xi Preface xix Acknowledgements xxvii 1. A Secret Mission 1 2. The Eisenhower Imprint 17 3. The President and the Bomb 34 4. The Oppenheimer Case 73 5. The Political Arena 113 6. Nuclear Weapons: A New Reality 144 7. Nuclear Power for the Marketplace 183 8. Atoms for Peace: Building American Policy 209 9. Pursuit of the Peaceful Atom 238 10. The Seeds of Anxiety 271 11. Safeguards, EURATOM, and the International Agency 305 12. -
A Correlation of Cytological and Genetical Crossing-Over in Zea Mays. PNAS 17:492–497
A CORRELATION OF CYTOLOGICAL AND GENETICAL CROSSING-OVER IN ZEA MAYS HARRIET B. CREIGHTON BARBARA MCCLINTOCK Botany Department Cornell University Ithaca, New York Creighton, H., and McClintock, B. 1931 A correlation of cytological and genetical crossing-over in Zea mays. PNAS 17:492–497. E S P Electronic Scholarly Publishing http://www.esp.org Electronic Scholarly Publishing Project Foundations Series –– Classical Genetics Series Editor: Robert J. Robbins The ESP Foundations of Classical Genetics project has received support from the ELSI component of the United States Department of Energy Human Genome Project. ESP also welcomes help from volunteers and collaborators, who recommend works for publication, provide access to original materials, and assist with technical and production work. If you are interested in volunteering, or are otherwise interested in the project, contact the series editor: [email protected]. Bibliographical Note This ESP edition, first electronically published in 2003 and subsequently revised in 2018, is a newly typeset, unabridged version, based on the 1931 edition published by The National Academy of Sciences. Unless explicitly noted, all footnotes and endnotes are as they appeared in the original work. Some of the graphics have been redone for this electronic version. Production Credits Scanning of originals: ESP staff OCRing of originals: ESP staff Typesetting: ESP staff Proofreading/Copyediting: ESP staff Graphics work: ESP staff Copyfitting/Final production: ESP staff © 2003, 2018 Electronic Scholarly Publishing Project http://www.esp.org This electronic edition is made freely available for educational or scholarly purposes, provided that this copyright notice is included. The manuscript may not be reprinted or redistributed for commercial purposes without permission. -
Class 2014 Residency Appointments
CLASS 2014 RESIDENCY APPOINTMENTS ANESTHESIOLOGY -SUNY Health Science Center Brooklyn – NY -Thomas Jefferson University Hospital – PA -University of Rochester/Strong Memorial Hospital – NY DERMATOLOGY -Einstein/Montefiore Medical Center – NY -Emory University School of Medicine – GA EMERGENCY MEDICINE -Duke University Medical Center – NC -Florida Hospital – Orlando – FL -Maricopa Medical Center – AZ -Newark Beth Israel Medical Center –NJ -North Shore-LIJ Health System – NY -NY Medical College – Metropolitan Hospital Center – NY FAMILY MEDICINE -Einstein/Beth Israel Medical Center – NY (2) -Williamsport Hospital – PA INTERNAL MEDICINE -Albany Medical Center – NY -Allegheny General Hospital – PA -Case Western/MetroHealth Medical Center – OH -Drexel University College Of Medicine/ Hahnemann University Hospital -Icahn School of Medicine at Mount Sinai – NY -Icahn School of Medicine St. Luke’s-Roosevelt – NY -St. Mary’s Medical Center -SF-CA -St. Vincent Hospital – MA -SUNY Health Science Center Brooklyn –NY (2) -University of Chicago Medical Center – IL -Yale-New Haven Hospital – CT MEDICINE PEDIATRICS -Wayne State University/Detroit Medical Center – MI OBSTETRICS & GYNECOLOGY -Kern Medical Center – CA -Lankenau Hospital –PA -New York Presbyterian Hospital -Weill Cornell Medical Center -Newark Beth Israel Medical Center –NJ -Rochester General Hospital – NY -Rutgers-New Jersey Medical School OPHTHALMOLOGY -University of Virginia PEDIATRICS -Baystate Medical Center – MA -Children’s National Medical Center – DC -Einstein/Jacobi Medical Center – NY -Jackson Memorial Hospital – FL -Maimonides Medical Center – NY (2) -Miami Children’s Hospital – FL -North Shore-LIJ Health System – NY -Tulane University School of Medicine – LA -Winthrop- University Hospital – NY PHYSICAL MEDICINE & REHABILITATION -North Shore-LIJ Health System – NY PSYCHIATRY -Einstein/Montefiore Medical Center – NY -Emory University School of Medicine – GA -Icahn School of Medicine St. -
The Nobel Peace Prize
TITLE: Learning From Peace Makers OVERVIEW: Students examine The Dalai Lama as a Nobel Laureate and compare / contrast his contributions to the world with the contributions of other Nobel Laureates. SUBJECT AREA / GRADE LEVEL: Civics and Government 7 / 12 STATE CONTENT STANDARDS / BENCHMARKS: -Identify, research, and clarify an event, issue, problem or phenomenon of significance to society. -Gather, use, and evaluate researched information to support analysis and conclusions. OBJECTIVES: The student will demonstrate the ability to... -know and understand The Dalai Lama as an advocate for peace. -research and report the contributions of others who are recognized as advocates for peace, such as those attending the Peace Conference in Portland: Aldolfo Perez Esquivel, Robert Musil, William Schulz, Betty Williams, and Helen Caldicott. -compare and contrast the contributions of several Nobel Laureates with The Dalai Lama. MATERIALS: -Copies of biographical statements of The Dalai Lama. -List of Nobel Peace Prize winners. -Copy of The Dalai Lama's acceptance speech for the Nobel Peace Prize. -Bulletin board for display. PRESENTATION STEPS: 1) Students read one of the brief biographies of The Dalai Lama, including his Five Point Plan for Peace in Tibet, and his acceptance speech for receiving the Nobel Prize for Peace. 2) Follow with a class discussion regarding the biography and / or the text of the acceptance speech. 3) Distribute and examine the list of Nobel Peace Prize winners. 4) Individually, or in cooperative groups, select one of the Nobel Laureates (give special consideration to those coming to the Portland Peace Conference). Research and prepare to report to the class who the person was and why he / she / they won the Nobel Prize. -
Introduction and Historical Perspective
Chapter 1 Introduction and Historical Perspective “ Nothing in biology makes sense except in the light of evolution. ” modified by the developmental history of the organism, Theodosius Dobzhansky its physiology – from cellular to systems levels – and by the social and physical environment. Finally, behaviors are shaped through evolutionary forces of natural selection OVERVIEW that optimize survival and reproduction ( Figure 1.1 ). Truly, the study of behavior provides us with a window through Behavioral genetics aims to understand the genetic which we can view much of biology. mechanisms that enable the nervous system to direct Understanding behaviors requires a multidisciplinary appropriate interactions between organisms and their perspective, with regulation of gene expression at its core. social and physical environments. Early scientific The emerging field of behavioral genetics is still taking explorations of animal behavior defined the fields shape and its boundaries are still being defined. Behavioral of experimental psychology and classical ethology. genetics has evolved through the merger of experimental Behavioral genetics has emerged as an interdisciplin- psychology and classical ethology with evolutionary biol- ary science at the interface of experimental psychology, ogy and genetics, and also incorporates aspects of neuro- classical ethology, genetics, and neuroscience. This science ( Figure 1.2 ). To gain a perspective on the current chapter provides a brief overview of the emergence of definition of this field, it is helpful -
Barbara Mcclintock's World
Barbara McClintock’s World Timeline adapted from Dolan DNA Learning Center exhibition 1902-1908 Barbara McClintock is born in Hartford, Connecticut, the third of four children of Sarah and Thomas Henry McClintock, a physician. She spends periods of her childhood in Massachusetts with her paternal aunt and uncle. Barbara at about age five. This prim and proper picture betrays the fact that she was, in fact, a self-reliant tomboy. Barbara’s individualism and self-sufficiency was apparent even in infancy. When Barbara was four months old, her parents changed her birth name, Eleanor, which they considered too delicate and feminine for such a rugged child. In grade school, Barbara persuaded her mother to have matching bloomers (shorts) made for her dresses – so she could more easily join her brother Tom in tree climbing, baseball, volleyball, My father tells me that at the and football. age of five I asked for a set of tools. He My mother used to did not get me the tools that you get for an adult; he put a pillow on the floor and give got me tools that would fit in my hands, and I didn’t me one toy and just leave me there. think they were adequate. Though I didn’t want to tell She said I didn’t cry, didn’t call for him that, they were not the tools I wanted. I wanted anything. real tools not tools for children. 1908-1918 McClintock’s family moves to Brooklyn in 1908, where she attends elementary and secondary school. In 1918, she graduates one semester early from Erasmus Hall High School in Brooklyn. -
I. Hox Genes 2
School ofMedicine Oregon Health Sciences University CERTIFICATE OF APPROVAL This is certify that the Ph.D. thesis of WendyKnosp has been approved Mentor/ Advisor ~ Member Member QUANTITATIVE ANALYSIS OF HOXA13 FUNCTION IN THE DEVELOPING LIMB By Wendy M. lt<nosp A DISSERTATION Presented to the Department of Molecular and Medical Genetics and the Oregon Health & Science University School of Medicine in partial fulfillment of the requirements for the degree of Doctor of Philosophy August 2006 TABLE OF CONTENTS LIST OF FIGURES iv LIST OF ABBREVIATIONS vii ACKNOWLEDGEMENTS X ABSTRACT xii CHAPTER 1: Introduction 1 I. Hox genes 2 A. Discovery of Hox genes in Drosophila melanogaster 2 B. Hox cluster colinearity and conservation 7 C. Human Hox mutations 9 D. Hoxa13: HFGS and Guttmacher syndromes 10 II. The Homeodomain 12 A. Homeodomain structure 12 B. DNA binding 14 Ill. Limb development 16 A. Patterning of the limb axes 16 B. Digit formation 20 C. lnterdigital programmed cell death 21 IV. BMPs and limb development 23 A. BMP signaling in the limb 23 B. BMP target genes 27 V. Hoxa13 and embryonic development 30 A. The Hoxa13-GFP mouse model 30 B. Hoxa13 mutant phenotypes 34 C. HOXA 13 homeodomain 35 D. HOXA 13 protein-protein interactions 36 E. HOXA 13 target genes 37 VI. Hypothesis and Rationale 39 CHAPTER 2: HOXA13 regulates Bmp2 and Bmp7 40 I. Abstract 42 II. Introduction 43 Ill. Results 46 IV. Discussion 69 v. Materials and Methods 75 VI. Acknowledgements 83 11 CHAPTER 3: Quantitative analysis of HOXA13 function 84 HOXA 13 regulation of Sostdc1 I. -
Pandit Deendayal Petroleum University School of Liberal Studies
Pandit Deendayal Petroleum University School of Liberal Studies BSP302T Electricity and magnetism Teaching Scheme Examination Scheme Theory Practical Total L T P C Hrs/Week MS ES IA LW LE/Viva Marks 4 0 0 4 4 25 50 25 -- -- 100 COURSE OBJECTIVES To provide the basic understanding of vector calculus and its application in electricity and magnetism To develop understanding and to provide comprehensive knowledge in the field of electricity and magnetism. To develop the concepts of electromagnetic induction and related phenomena To introduce the Maxwell’s equations and understand its significance UNIT 1 REVIEW OF VECTOR CALCULUS 8 Hrs. Properties of vectors, Introduction to gradient, divergence, curl, Laplacian, Introduction to spherical polar and cylindrical coordinates, Stokes’ theorem and Gauss divergence theorem, Problem solving. UNIT 2 ELECTRICITY 14 Hrs. Coulomb’s law and principle of superposition. Gauss’s law and its applications. Electric potential and electrostatic energy Poisson’s and Laplace’s equations with simple examples, uniqueness theorem, boundary value problems, Properties of conductors, method of images Dielectrics- Polarization and bound charges, Displacement vector Lorentz force law (cycloidal motion in an electric and magnetic field). UNIT 3 MAGNETISM 16 Hrs. Magnetostatics- Biot & Savart’s law, Amperes law. Divergence and curl of magnetic field, Vector potential and concept of gauge, Calculation of vector potential for a finite straight conductor, infinite wire and for a uniform magnetic field, Magnetism in matter, -
Pauling-Linus.Pdf
NATIONAL ACADEMY OF SCIENCES L I N U S C A R L P A U L I N G 1901—1994 A Biographical Memoir by J A C K D. D UNITZ Any opinions expressed in this memoir are those of the author(s) and do not necessarily reflect the views of the National Academy of Sciences. Biographical Memoir COPYRIGHT 1997 NATIONAL ACADEMIES PRESS WASHINGTON D.C. LINUS CARL PAULING February 28, 1901–August 19, 1994 BY JACK D. DUNITZ INUS CARL PAULING was born in Portland, Oregon, on LFebruary 28, 1901, and died at his ranch at Big Sur, California, on August 19, 1994. In 1922 he married Ava Helen Miller (died 1981), who bore him four children: Linus Carl, Peter Jeffress, Linda Helen (Kamb), and Edward Crellin. Pauling is widely considered the greatest chemist of this century. Most scientists create a niche for themselves, an area where they feel secure, but Pauling had an enormously wide range of scientific interests: quantum mechanics, crys- tallography, mineralogy, structural chemistry, anesthesia, immunology, medicine, evolution. In all these fields and especially in the border regions between them, he saw where the problems lay, and, backed by his speedy assimilation of the essential facts and by his prodigious memory, he made distinctive and decisive contributions. He is best known, perhaps, for his insights into chemical bonding, for the discovery of the principal elements of protein secondary structure, the alpha-helix and the beta-sheet, and for the first identification of a molecular disease (sickle-cell ane- mia), but there are a multitude of other important contri- This biographical memoir was prepared for publication by both The Royal Society of London and the National Academy of Sciences of the United States of America. -
The Contributions of George Beadle and Edward Tatum
| PERSPECTIVES Biochemical Genetics and Molecular Biology: The Contributions of George Beadle and Edward Tatum Bernard S. Strauss1 Department of Molecular Genetics and Cell Biology, The University of Chicago, Chicago, Illinois 60637 KEYWORDS George Beadle; Edward Tatum; Boris Ephrussi; gene action; history It will concern us particularly to take note of those cases in Genetics in the Early 1940s which men not only solved a problem but had to alter their mentality in the process, or at least discovered afterwards By the end of the 1930s, geneticists had developed a sophis- that the solution involved a change in their mental approach ticated, self-contained science. In particular, they were able (Butterfield 1962). to predict the patterns of inheritance of a variety of charac- teristics, most morphological in nature, in a variety of or- EVENTY-FIVE years ago, George Beadle and Edward ganisms although the favorites at the time were clearly Tatum published their method for producing nutritional S Drosophila andcorn(Zea mays). These characteristics were mutants in Neurospora crassa. Their study signaled the start of determined by mysterious entities known as “genes,” known a new era in experimental biology, but its significance is to be located at particular positions on the chromosomes. generally misunderstood today. The importance of the work Furthermore, a variety of peculiar patterns of inheritance is usually summarized as providing support for the “one gene– could be accounted for by alteration in chromosome struc- one enzyme” hypothesis, but its major value actually lay both ture and number with predictions as to inheritance pattern in providing a general methodology for the investigation of being quantitative and statistical. -
Chapter 3: the Rise of the Antinuclear Power Movement: 1957 to 1989
Chapter 3 THE RISE OF THE ANTINUCLEAR POWER MOVEMENT 1957 TO 1989 In this chapter I trace the development and circulation of antinuclear struggles of the last 40 years. What we will see is a pattern of new sectors of the class (e.g., women, native Americans, and Labor) joining the movement over the course of that long cycle of struggles. Those new sectors would remain autonomous, which would clearly place the movement within the autonomist Marxist model. Furthermore, it is precisely the widening of the class composition that has made the antinuclear movement the most successful social movement of the 1970s and 1980s. Although that widening has been impressive, as we will see in chapter 5, it did not go far enough, leaving out certain sectors of the class. Since its beginnings in the 1950s, opposition to the civilian nuclear power program has gone through three distinct phases of one cycle of struggles.(1) Phase 1 —1957 to 1967— was a period marked by sporadic opposition to specific nuclear plants. Phase 2 —1968 to 1975— was a period marked by a concern for the environmental impact of nuclear power plants, which led to a critique of all aspects of nuclear power. Moreover, the legal and the political systems were widely used to achieve demands. And Phase 3 —1977 to the present— has been a period marked by the use of direct action and civil disobedience by protesters whose goals have been to shut down all nuclear power plants. 3.1 The First Phase of the Struggles: 1957 to 1967 Opposition to nuclear energy first emerged shortly after the atomic bomb was built.