Biography (Modified, After Festetics 1983)
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M.S. and Ph.D. Sequences in Neuroscience and Physiology
Neuroscience and Physiology are distinct but overlapping disciplines. • M.S. and Ph.D. students take three core Whereas Neuroscience investigates courses in neuroscience, physiology and neural substrates of behavior, Physiology biostatistics, and elective courses in more studies multiple functions. However, specific areas of these fields, as well as in M.S. and Ph.D. both seek to understand at an integrated related fields, such as cellular and level across molecules, cells, tissues, molecular biology, behavior, chemistry Sequences in whole organism, and environment. and psychology The workings of our brain and body • The curriculum provides a canonical Neuroscience and define us. When problems occur, results conceptual foundation for students can be devastating. According to the pursuing master’s and doctoral research in Physiology National Institutes of Health, neurological neuroscience and physiology and heart disease are two of the largest world health concerns and more than 50 • Our sequences provide a “cohort” million people in this country endure experience for new students, by offering a School of Biological some problem with the nervous system. cohesive curriculum for those students interested in pursuing graduate study in Sciences Our graduate sequences in Neuroscience neuroscience and physiology. and Physiology provide an exciting and Illinois State University challenging academic environment by combining research excellence with a strong commitment to education. We offer a comprehensive curriculum to graduate students interested in Neuroscience and Physiology. Both M.S. For more information, contact Dr. Paul A. and Ph.D. programs are also tightly Garris ([email protected]) or visit integrated into laboratory research. bio.illinoisstate.edu/graduate and goo.gl/9YTs4X Byron Heidenreich, Ph.D. -
Insight from the Sociology of Science
CHAPTER 7 INSIGHT FROM THE SOCIOLOGY OF SCIENCE Science is What Scientists Do It has been argued a number of times in previous chapters that empirical adequacy is insufficient, in itself, to establish the validity of a theory: consistency with the observable ‘facts’ does not mean that a theory is true,1 only that it might be true, along with other theories that may also correspond with the observational data. Moreover, empirical inadequacy (theories unable to account for all the ‘facts’ in their domain) is frequently ignored by individual scientists in their fight to establish a new theory or retain an existing one. It has also been argued that because experi- ments are conceived and conducted within a particular theoretical, procedural and instrumental framework, they cannot furnish the theory-free data needed to make empirically-based judgements about the superiority of one theory over another. What counts as relevant evidence is, in part, determined by the theoretical framework the evidence is intended to test. It follows that the rationality of science is rather different from the account we usually provide for students in school. Experiment and observation are not as decisive as we claim. Additional factors that may play a part in theory acceptance include the following: intuition, aesthetic considerations, similarity and consistency among theories, intellectual fashion, social and economic influences, status of the proposer(s), personal motives and opportunism. Although the evidence may be inconclusive, scientists’ intuitive feelings about the plausibility or aptness of particular ideas will make it appear convincing. The history of science includes many accounts of scientists ‘sticking to their guns’ concerning a well-loved theory in the teeth of evidence to the contrary, and some- times in the absence of any evidence at all. -
The Joys and Burdens of Our Heroes 12/05/2021
More Fun Than Fun: The Joys and Burdens of Our Heroes 12/05/2021 An iconic photo of Konrad Lorenz with his favourite geese. Photo: Willamette Biology, CC BY-SA 2.0 This article is part of the ‘More Fun Than Fun‘ column by Prof Raghavendra Gadagkar. He will explore interesting research papers or books and, while placing them in context, make them accessible to a wide readership. RAGHAVENDRA GADAGKAR Among the books I read as a teenager, two completely changed my life. One was The Double Helix by Nobel laureate James D. Watson. This book was inspiring at many levels and instantly got me addicted to molecular biology. The other was King Solomon’s Ring by Konrad Lorenz, soon to be a Nobel laureate. The study of animal behaviour so charmingly and unforgettably described by Lorenz kindled in me an eternal love for the subject. The circumstances in which I read these two books are etched in my mind and may have partly contributed to my enthusiasm for them and their subjects. The Double Helix was first published in London in 1968 when I was a pre-university student (equivalent to 11th grade) at St Joseph’s college in Bangalore and was planning to apply for the prestigious National Science Talent Search Scholarship. By then, I had heard of the discovery of the double-helical structure of DNA and its profound implications. I was also tickled that this momentous discovery was made in 1953, the year of my birth. I saw the announcement of Watson’s book on the notice board in the British Council Library, one of my frequent haunts. -
Eric Kandel Form in Which This Information Is Stored
RESEARCH I NEWS pendent, this system would be expected to [2] HEEsch and J E Bums. Distance estimation work quite well, since the new recruit bees by foraging honeybees, The Journal ofExperi mental Biology, Vo1.199, pp. 155-162, 1996. tend to take the same route as the experi [3] M V Srinivasan, S W Zhang, M Lehrer, and T enced scout bee. What dOJhe ants do when S Collett, Honeybee Navigation en route to they cover similarly several kilometres on the goal: Visual flight control and odometry, foot to look for food? Preliminary evidence The Journal ofExperimental Biology, Vol. 199, pp. 237-244, 1996. indicates that they don't use an odometer but [4] M V Srinivasan, S W Zhang, M Altwein, and instead might count steps! J Tautz, Honeybee Navigation: Nature and Calibration of the Odometer, Science, Vol. Suggested Reading 287, pp. 851-853, 1996. [1] Karl von Frisch, The dance language and OT Moushumi Sen Sarma, Centre for Ecological Sci ientation of bees, Harvard Univ. Press, Cam ences, Indian Institute of Science, Bangalore 560012, bridge, MA, USA, 1993. India. Email: [email protected] Learning from a Sea Snail: modify future behaviour, then memory is the Eric Kandel form in which this information is stored. Together, they represent one of the most valuable and powerful adaptations ever to Rohini Balakrishnan have evolved in nervous systems, for they In the year 2000, Eric Kandel shared the allow the future to access the past, conferring Nobel Prize in Physiology and Medicinel flexibility to behaviour and improving the with two other neurobiologists: Arvid chances of survival in unpredictable, rapidly Carlsson and Paul Greengard. -
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 -
2862 001 OCR DBL ZIP 0.Pdf
, , .- GREAT SCIENTIFIC EXPERIMENTS Twenty Experiments that Changed our View of the World ROM HARRE Oxford New York OXFORD UNIVERSITY PRESS 1983 Whi'te Oalt OXford Um'wrsity Press, Waftoff Street, OXfordOX'2 6DP LondonGlasgov) New Yorn Toronto Delhi &mbay Calcutta Madras Knrachi Kuala'LumpurSingapore HangKnng·Tokyo Nairobi Dar es Salaam Cape Town Mel~urne Auckland and associates in Beirut Berlin [hac/an Mexico City Nicosia © Phaidon Press limited 1981 First published by Phaidon Press Limited /981 First issued as an Oxford University Press Paperback 1983 All n'ghts reserved. No port of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by atiy means, electronic, mechanical, photocopying, recording, or otherwise, without ., the prior permission oj Oxford University Press This book is sold subject to the condition that it shall n(Jt,~by way oftrade or otherwise, be Jent, re-sold, hired out or otheruxse circulated without the pilblisher's prior consent in any fonn of binding or cover other than that in which it is published and ulithout a similar condition including this condition being imposed on the subsequent purchaser British Library Cataloguing in Publication Data Ham, Rom Great scientific experiments.-{Oxford paperbacks) 1. Science-experiments-History 1. Title SfJ1'.24 Q125 ISBN 0-19-286036-4 library of Congress Cataloging in Publication Data , Harrl, Rmnimo. Great scientific experimetus. (Oxford paperbacks) " Biblwgraphy: p. Includes index. 1. Scieni:e-MethodlJ~(Ue studies. 2.-Science-Expen"men/$-PhI1osopf!y. 3. Science-Histo1y--Sources. 4. Scientists_Biograpf!y. I. Title. QI75.H32541983 507'.2 82';'19035 ISBN 0-19-286036-4 (pbk.) Printed in Great Britain by R. -
CONTEMPORARY AUSTRIAN STUDIES Volume 18
The Schüssel Era in Austria Günter Bischof, Fritz Plasser (Eds.) CONTEMPORARY AUSTRIAN STUDIES Volume 18 innsbruck university press Copyright ©2010 by University of New Orleans Press, New Orleans, Louisiana, USA. All rights reserved under International and Pan-American Copyright Conventions. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without prior permission in writing from the publisher. All inquiries should be addressed to UNO Press, University of New Orleans, ED 210, 2000 Lakeshore Drive, New Orleans, LA, 70119, USA. www.unopress.org. Printed in the United States of America. Published and distributed in the United States by Published and distributed in Europe by University of New Orleans Press: Innsbruck University Press: ISBN 978-1-60801-009-7 ISBN 978-3-902719-29-4 Library of Congress Control Number: 2009936824 Contemporary Austrian Studies Sponsored by the University of New Orleans and Universität Innsbruck Editors Günter Bischof, CenterAustria, University of New Orleans Fritz Plasser, Universität Innsbruck Production Editor Copy Editor Assistant Editor Ellen Palli Jennifer Shimek Michael Maier Universität Innsbruck Loyola University, New Orleans UNO/Vienna Executive Editors Franz Mathis, Universität Innsbruck Susan Krantz, University of New Orleans Advisory Board Siegfried Beer Sándor Kurtán Universität Graz Corvinus University Budapest Peter Berger Günther Pallaver Wirtschaftsuniversität -
Human Anatomy and Physiology
LECTURE NOTES For Nursing Students Human Anatomy and Physiology Nega Assefa Alemaya University Yosief Tsige Jimma University In collaboration with the Ethiopia Public Health Training Initiative, The Carter Center, the Ethiopia Ministry of Health, and the Ethiopia Ministry of Education 2003 Funded under USAID Cooperative Agreement No. 663-A-00-00-0358-00. Produced in collaboration with the Ethiopia Public Health Training Initiative, The Carter Center, the Ethiopia Ministry of Health, and the Ethiopia Ministry of Education. Important Guidelines for Printing and Photocopying Limited permission is granted free of charge to print or photocopy all pages of this publication for educational, not-for-profit use by health care workers, students or faculty. All copies must retain all author credits and copyright notices included in the original document. Under no circumstances is it permissible to sell or distribute on a commercial basis, or to claim authorship of, copies of material reproduced from this publication. ©2003 by Nega Assefa and Yosief Tsige All rights reserved. Except as expressly provided above, no part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without written permission of the author or authors. This material is intended for educational use only by practicing health care workers or students and faculty in a health care field. Human Anatomy and Physiology Preface There is a shortage in Ethiopia of teaching / learning material in the area of anatomy and physicalogy for nurses. The Carter Center EPHTI appreciating the problem and promoted the development of this lecture note that could help both the teachers and students. -
James Watson and Francis Crick
James Watson and Francis Crick https://www.ducksters.com/biography/scientists/watson_and_crick.php biographyjameswatsonandfranciscrick.mp3 Occupation: Molecular biologists Born: Crick: June 8, 1916 Watson: April 6, 1928 Died: Crick: July 28, 2004 Watson: Still alive Best known for: Discovering the structure of DNA Biography: James Watson James Watson was born on April 6, 1928 in Chicago, Illinois. He was a very intelligent child. He graduated high school early and attended the University of Chicago at the age of fifteen. James loved birds and initially studied ornithology (the study of birds) at college. He later changed his specialty to genetics. In 1950, at the age of 22, Watson received his PhD in zoology from the University of Indiana. James Watson and Francis Crick https://www.ducksters.com/biography/scientists/watson_and_crick.php James D. Watson. Source: National Institutes of Health In 1951, Watson went to Cambridge, England to work in the Cavendish Laboratory in order to study the structure of DNA. There he met another scientist named Francis Crick. Watson and Crick found they had the same interests. They began working together. In 1953 they published the structure of the DNA molecule. This discovery became one of the most important scientific discoveries of the 20th century. Watson (along with Francis Crick, Rosalind Franklin, and Maurice Wilkins) was awarded the Nobel Prize in Physiology or Medicine in 1962 for the discovery of the DNA structure. He continued his research into genetics writing several textbooks as well as the bestselling book The Double Helix which chronicled the famous discovery. Watson later served as director of the Cold Spring Harbor Lab in New York where he led groundbreaking research into cancer. -
Balcomk41251.Pdf (558.9Kb)
Copyright by Karen Suzanne Balcom 2005 The Dissertation Committee for Karen Suzanne Balcom Certifies that this is the approved version of the following dissertation: Discovery and Information Use Patterns of Nobel Laureates in Physiology or Medicine Committee: E. Glynn Harmon, Supervisor Julie Hallmark Billie Grace Herring James D. Legler Brooke E. Sheldon Discovery and Information Use Patterns of Nobel Laureates in Physiology or Medicine by Karen Suzanne Balcom, B.A., M.L.S. Dissertation Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The University of Texas at Austin August, 2005 Dedication I dedicate this dissertation to my first teachers: my father, George Sheldon Balcom, who passed away before this task was begun, and to my mother, Marian Dyer Balcom, who passed away before it was completed. I also dedicate it to my dissertation committee members: Drs. Billie Grace Herring, Brooke Sheldon, Julie Hallmark and to my supervisor, Dr. Glynn Harmon. They were all teachers, mentors, and friends who lifted me up when I was down. Acknowledgements I would first like to thank my committee: Julie Hallmark, Billie Grace Herring, Jim Legler, M.D., Brooke E. Sheldon, and Glynn Harmon for their encouragement, patience and support during the nine years that this investigation was a work in progress. I could not have had a better committee. They are my enduring friends and I hope I prove worthy of the faith they have always showed in me. I am grateful to Dr. -
Konrad Lorenz, NL Nobel Laureate in Physiology Or Medicine-1973
Glossary on Kalinga Prize Laureates UNESCO – Kalinga Prize Winner – 1974 Konrad Lorenz, NL Nobel Laureate in Physiology or Medicine-1973 Great Zoologist and Ethologist [Birth : 7th November 1903 in Vienna, Austria Death : 27th February 1989, Vienna] Truth in Science can be defined as the working hypothesis best suited to open the way to the next better one. …Konrad Lonenz It is a good morning exercise for a research scientist to discard a Pet hypothesis every day before breakfast. It keeps him young. …Konrad Lonenz 1 Glossary on Kalinga Prize Laureates Konrad Lorenz Biography Ethology – Imprinting Konrad Lorenz (Konard Zacharisa Lorenz) was born on November 7, 1903 in Vienna, Austria. As a little boy, he loved animals and had a collection that include fish, dogs, monkeys, insects, ducks, and geese. His interest in animal behaviour was intense.When he was 10 years old, Lorenz became aware of the existence of the Theory of Evolution through reading a book by Wilhelm Bölsche in which he was fascinated by a picture of an Archaeopteryx. Evolution gave him insight-his father had explained that the word “insect” was derived from the notches, the “incisions” between the segments-if reptiles could become birds, annelid worms could develop into insects. As he grew towards adulthood he wanted to become a paleontologist, however he reluctantly followed his father’s wishes, and studied medicine at the University of Vienna and at Columbia University. He later regarded this compliance to have been in his own best interests as one of his teachers of anatomy, Ferdinand Hochstetter, proved to be a brilliant comparative anatomist and embryologist and a dedicated teacher of the comparative method. -
Chapter 1, Version A
GENDERING THE WORKPLACE: THE DISPOSITIF OF CONTEMPORARY WESTERN SCIENCE Janice McGibbon Crerar Bachelor of Science (Hons.) Graduate Diploma Secondary Education Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy Northern Institute College of Indigenous Futures, Arts and Society Charles Darwin University September 2018 Keywords science; science education; sex/gender; feminist; poststructural; performativity. Gendering the workplace: the dispositif of contemporary western science i Abstract This thesis interrogates qualitative data from women scientists and women science teachers using feminist poststructural techniques. Social elements and power relations that produce and reproduce the ‘problem’ of women and science are described through the application of Foucauldian methodology. The interrelation and interplay of material and immaterial elements of the dispositif of contemporary Western science are used to identify potential points of disruption. Relations between sex/gender and science emerge as key elements in producing and reproducing discourses, statements and practices that maintain societal status quo in relation to the problem of women and science. The impact of binary categorisation of sex/gender definitions in policy, legislation and practice is critically examined in relation to social theories of gender subjectification, drawing on Judith Butler and Luce Irigaray. Through this analysis, the problem of women and science can be seen as an outcome of socio-cultural conditions of patriarchy emerging at the time of the Enlightenment and persisting into the 21st Century, despite legislation and rhetoric to the contrary. Many current programs, policies and initiatives are unlikely to effect the change required since they maintain the social conditions that make the problem inevitable. Instead, future research and educational strategies are recommended to disrupt the problem of women and science by challenging social assumptions about sex and gender.