On the Trail of Digestion
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
La Logica Del Vivente in Maupertuis: Dall’Attrazione Newtoniana Al Determinismo Psicobiologico
La logica del vivente in Maupertuis: dall’attrazione newtoniana al determinismo psicobiologico Federico Focher (Istituto di Genetica Molecolare “Luigi Luca Cavalli Sforza”, CNR, Pavia) Dopo aver rilanciato con successo la teoria epigenetica della generazione, reinterpretata alla luce dell’attrazione newtoniana e delle affinità chimiche (Vénus physique, 1745), Pierre-Louis Moreau de Maupertuis (1698-1759) approfondì le proprie indagini teoretiche nel campo della genesi degli organismi e delle specie nel Système de la Nature (1754). In quest’opera, al fine di conciliare il postulato di oggettività della scienza - che respinge il ricorso alle cause finali - con le evidenti proprietà teleonomiche degli esseri viventi, e riconoscendo nel contempo inadeguati a tale scopo i pur originali principii meccanicistici avanzati nella Vénus physique, Maupertuis propose un’ardita teoria panpsichista del vivente, di ispirazione spinoziana. Postulando quindi la materia viva, dotata di istinto e di sentimento, Maupertuis immaginò che una qualche forma di intelligenza o di memoria psichica, associata alla materia, dirigesse lo sviluppo dei viventi. Alla luce delle recenti scoperte della biologia, l’originale determinismo psicobiologico avanzato da Maupertuis nel Système de la Nature appare una geniale intuizione della logica dei processi genetici ed evolutivi. Keywords: Maupertuis, teleonomia, scienze della vita, storia della biologia, informazione genetica, panpsichismo, Buffon. Introduzione Mezzo secolo dopo la scoperta della legge della gravitazione universale -
The Spontaneous Generation Controversy (340 BCE–1870 CE)
270 4. Abstraction and Unification ∗ ∗ ∗ “O`uen ˆetes-vous? Que faites-vous? Il faut travailler” (on his death-bed, to his devoted pupils, watching over him). The Spontaneous Generation Controversy (340 BCE–1870 CE) “Omne vivium ex Vivo.” (Latin proverb) Although the theory of spontaneous generation (abiogenesis) can be traced back at least to the Ionian school (600 B.C.), it was Aristotle (384-322 B.C.) who presented the most complete arguments for and the clearest statement of this theory. In his “On the Origin of Animals”, Aristotle states not only that animals originate from other similar animals, but also that living things do arise and always have arisen from lifeless matter. Aristotle’s theory of sponta- neous generation was adopted by the Romans and Neo-Platonic philosophers and, through them, by the early fathers of the Christian Church. With only minor modifications, these philosophers’ ideas on the origin of life, supported by the full force of Christian dogma, dominated the mind of mankind for more that 2000 years. According to this theory, a great variety of organisms could arise from lifeless matter. For example, worms, fireflies, and other insects arose from morning dew or from decaying slime and manure, and earthworms originated from soil, rainwater, and humus. Even higher forms of life could originate spontaneously according to Aristotle. Eels and other kinds of fish came from the wet ooze, sand, slime, and rotting seaweed; frogs and salamanders came from slime. 1846 CE 271 Rather than examining the claims of spontaneous generation more closely, Aristotle’s followers concerned themselves with the production of even more remarkable recipes. -
New Yorkers Had Been Anticipating His Visit for Months. at Columbia
INTRODUCTION ew Yorkers had been anticipating his visit for months. At Columbia University, where French intellectual Henri Bergson (1859–1941) Nwas to give twelve lectures in February 1913, expectations were es- pecially high. When first approached by officials at Columbia, he had asked for a small seminar room where he could directly interact with students and faculty—something that fit both his personality and his speaking style. But Columbia sensed a potential spectacle. They instead put him in the three- hundred-plus-seat lecture theater in Havemeyer Hall. That much attention, Bergson insisted, would make him too nervous to speak in English without notes. Columbia persisted. So, because rhetorical presentation was as impor- tant to him as the words themselves, Bergson delivered his first American lec- ture entirely in French.1 Among the standing-room-only throng of professors and editors were New York journalists and “well-dressed” and “overdressed” women, all fumbling to make sense of Bergson’s “Spiritualité et Liberté” that slushy evening. Between their otherwise dry lines of copy, the reporters’ in- credulity was nearly audible as they recorded how hundreds of New Yorkers strained to hear this “frail, thin, small sized man with sunken cheeks” practi- cally whisper an entire lecture on metaphysics in French.2 That was only a prelude. Bergson’s “Free Will versus Determinism” lec- ture on Tuesday, February 4th—once again delivered in his barely audible French—caused the academic equivalent of a riot. Two thousand people attempted to cram themselves into Havemeyer. Hundreds of hopeful New Yorkers were denied access; long queues of the disappointed snaked around the building and lingered in the slush. -
Key Answers) 1
II PUC BIOLOGY ASSIGNMENT – 11 (KEY ANSWERS) 1. With a schematic representation, explain the life cycle of HIV. (5) The HIV (retro virus) gains entry into the body through sexual contact with an infected person. The virus then enters macrophages. In macrophages RNA genome of the virus replicates to form viral DNA with the help of reverse transcriptase enzyme. The viral DNA is incorporated into the host DNA and direct infected host cells (macrophages to produce viral particle. Therefore macrophages act as HIV factory. Simultaneously HIVB enters into T-lymphocytes (TH – Helper T-cells) where it replicates and produces progeny viruses. The progeny viruses released into the blood, attack the other helper T-lymphocytes. This is repeated leading to progressive decrease in the number of helper T – lymphocytes in the body. Due to decrease in the number of T – lymphocytes, the person suffers from infections such as Mycobacterium, viruses, fungi and even parasites like Toxoplasma. The person becomes immune deficient. This lead to his death. 2. The cells of malignant tumors are considered as dangerous. – Give reason. (1) Malignant tumors grow very rapidly, damage surrounding normal tissues and spread to other parts through blood stream where they get lodged and transform the normal cells into cancer cells. ASC INDEPENDENT P. U. COLLEGE Page 1 of 6 3. Explain the salient features of double helix model of DNA. (5) WATSON AND CRICK MODEL OF DNA (Double helix model) * Rosalind Franklin is best known for her work on the X-ray diffraction images (1952) of DNA, which led to the discovery of the DNA double helix model (1953) for which Francis Crick, James Watson, and Maurice Wilkins shared the Nobel Prize in Physiology or Medicine in 1962. -
History of Microbiology: Spontaneous Generation Theory
HISTORY OF MICROBIOLOGY: SPONTANEOUS GENERATION THEORY Microbiology often has been defined as the study of organisms and agents too small to be seen clearly by the unaided eye—that is, the study of microorganisms. Because objects less than about one millimeter in diameter cannot be seen clearly and must be examined with a microscope, microbiology is concerned primarily with organisms and agents this small and smaller. Microbial World Microorganisms are everywhere. Almost every natural surface is colonized by microbes (including our skin). Some microorganisms can live quite happily in boiling hot springs, whereas others form complex microbial communities in frozen sea ice. Most microorganisms are harmless to humans. You swallow millions of microbes every day with no ill effects. In fact, we are dependent on microbes to help us digest our food and to protect our bodies from pathogens. Microbes also keep the biosphere running by carrying out essential functions such as decomposition of dead animals and plants. Microbes are the dominant form of life on planet Earth. More than half the biomass on Earth consists of microorganisms, whereas animals constitute only 15% of the mass of living organisms on Earth. This Microbiology course deals with • How and where they live • Their structure • How they derive food and energy • Functions of soil micro flora • Role in nutrient transformation • Relation with plant • Importance in Industries The microorganisms can be divided into two distinct groups based on the nucleus structure: Prokaryotes – The organism lacking true nucleus (membrane enclosed chromosome and nucleolus) and other organelles like mitochondria, golgi body, entoplasmic reticulum etc. are referred as Prokaryotes. -
Regeneration According to Spallanzani
DEVELOPMENTAL DYNAMICS 238:2357–2363, 2009 REVIEWS–A PEER REVIEWED FORUM Regeneration According to Spallanzani Panagiotis A. Tsonis* and Timothy P. Fox In this report, we elaborate on a letter that Spallanzani wrote to Bonnet reporting his findings on regeneration in worms, snails, tadpoles, and salamanders. The letter (original in French and translated in English; see Supplementary Material, which is available online) was written to discuss whether or not regeneration in these animals supports Bonnet’s theory on germs. The letter includes several drawings by Spallanzani, which were not published in the Prodromo, his book on Animal Reproduction. Spallanzani made important observations, which he described with considerable detail, but overall he was unable to confidently support Bonnet’s theory. This letter reflects the way of thinking in the 18th century that shaped the important scientific fields of regeneration and reproduction. Developmental Dynamics 238:2357–2363, 2009. © 2009 Wiley-Liss, Inc. Key words: Spallanzani; regeneration; animal reproduction Accepted 4 June 2009 INTRODUCTION of Creation. On the contrary, epigene- 1740 and on worm regeneration in sis allowed space for questioning the 1744 (Savioz, 1948; Dinsmore, 1991) Rooted in Aristotelian philosophy, the role of God. As expected when the first shocked the scientific world. Re´aumur belief that lower animals were gener- experiments in the 18th century re- and Bonnet were preformationists ated spontaneously from decay pre- vealed the regenerative power of ani- and, in fact, Re´aumur believed that vailed until the 17th century when mals, these two competing theories germs were contained within parts re- Redi in 1668 carried out well-con- trolled experiments that provided the were called upon to explain this new sponsible for regeneration. -
Oddly Enough, Vallisnieri's Positionat Padua Was Later to Be
THE SHADOWED SIDE OF SPALLANZANI JAMES B. HAMILTON An historical study of a man tends to emphasize certain char- acteristics to the exclusion of others. This, of course, enables the reader to gain more readily a mental picture, but the question arises as to whether or not a well-rounded conception can be obtained from consideration of a limited number of traits. Lazaro Spal- lanzani has been indelibly traced as a religious scientist whose force of character dominated the scientific world of his time. That is true enough, but fails in the presentation of a balanced perspective. It may be worth while, then, to dispel part of the shadows that dim his character, to portray a tricky, clever man, every bit as prone to fault as other men, one who gained his ends by craftiness when "strong- handed" means failed-a sly, greedy, yet likeable scientist who placed his work foremost. As a boy, Spallanzani exhibited the wiliness that he was to fall back on in later years at times when straight-forward domineering met with obstacles. His father, a lawyer, set the carefree son to follow in paternal footsteps, but the young lad had other indinations, slipping outside to while away the day in skipping stones over nearby waters. The story is told that while wondering what caused the stones to skip, he pondered how he could escape an approaching life of jurisprudence. An idea occurred. He left off skipping stones to study Logic, Greek, and French. After acquiring somewhat of a background, he artfully laid his plight before the great teacher, Vallisnieri, a native of Spallanzani's birthplace, Scandiano, Italy. -
De Felici1371.Pm4
Int. J. Dev. Biol. 44: 515-521 (2000) The rise of Italian embryology 515 The rise of embryology in Italy: from the Renaissance to the early 20th century MASSIMO DE FELICI* and GREGORIO SIRACUSA Department of Public Health and Cell Biology, University of Rome “Tor Vergata”, Rome, Italy. In the present paper, the Italian embryologists and their main the history of developmental biology were performed (see contributions to this science before 1900 will be shortly reviewed. "Molecularising embryology: Alberto Monroy and the origins of During the twentieth century, embryology became progressively Developmental Biology in Italy" by B. Fantini, in the present issue). integrated with cytology and histology and the new sciences of genetics and molecular biology, so that the new discipline of Embryology in the XV and XVI centuries developmental biology arose. The number of investigators directly or indirectly involved in problems concerning developmental biol- After the first embryological observations and theories by the ogy, the variety of problems and experimental models investi- great ancient Greeks Hippocrates, Aristotle and Galen, embryol- gated, became too extensive to be conveniently handled in the ogy remained asleep for almost two thousand years. In Italy at the present short review (see "Molecularising embryology: Alberto beginning of Renaissance, the embryology of Aristotle and Galen Monroy and the origins of Developmental Biology in Italy" by B. was largely accepted and quoted in books like De Generatione Fantini, in the present issue). Animalium and De Animalibus by Alberto Magno (1206-1280), in There is no doubt that from the Renaissance to the early 20th one of the books of the Summa Theologica (De propagatione century, Italian scientists made important contributions to estab- hominis quantum ad corpus) by Tommaso d’Aquino (1227-1274) lishing the morphological bases of human and comparative embry- and even in the Divina Commedia (in canto XXV of Purgatorio) by ology and to the rise of experimental embryology. -
Galileo's Microscope Test
Galileo's microscope Test This is the Test material for verifying the contents of the History and Explore sections of the web application. Texts prepared by the Institute and Museum of the History of Science in Florence. Why a test? The structured test consists of 40 multiple-choice questions designed to verify the main content of the application. Galileo's microscope was created for the purpose of furnishing, in an attractive but strictly scientific way, a great body of information on microscopy in the 17 th and 18 th centuries. To reinforce the educational effect, it has been deemed useful to provide a tool of evaluation to be used by teachers, or of self-evaluation for others. For each question, reference is made to the section in which the answer can be found, allowing users the chance to verify the content. Standard timing for the answers is generally 1 minute for each multiple-choice question (34) and 30 seconds for each true/false question (6). The whole test should thus be completed within 37 minutes. 2 1. During what period was the microscope invented? a) □ In the late 15 th – early 16 th century. b) □ Around the middle of the 16 th century. c) □ In the late 16 th – early 17 th century . d) □ Around the middle of the 17 th century. Reference: HISTORY section – The compound microscope. 2. During what period was the “Galilean” microscope constructed (IMSS inv. 3429)? a) □ First half of the 17 th century. b) □ Second half of the 17 th century . c) □ First half of the 18 th century. -
A. Antonie Van Leeuwenhoek B. Edward Jenner C. Francesco Redi
Exam 1, Micr-22, C. Briggs, ver 9.14 (scaled to 100pts) Name: ___________________________ Tip: Answer the questions you know first. At least guess on everything before you turn this in. Words, drawings, charts – all are welcome. 1. Please write a properly-formatted species name. 1pt 2. Please match the following individuals to their major microbiological contribution. 6pts ____ Challenged idea of spontaneous generation by showing that maggots A. Antonie van Leeuwenhoek B. Edward Jenner from fly eggs. C. Francesco Redi ____ Helped popularize smallpox variolation. D. Lazzaro Spallanzani E. Louis Pasteur ____ Improved microscopes, one of first to observe microorganisms. F. Robert Koch ____ Challenged idea of spontaneous generation by showing that boiled and G. Lady Mary Wortley Montague long-necked containers did not grow microbes. ____ Challenged idea of spontaneous generation by showing that boiled and sealed containers did not grow microbes. ____ Helped develop the smallpox vaccine. ____ Developed rules to determine the causes of particular infectious diseases. 3. Name two emerging diseases. 2pts 4. What are two reasons that diseases are still emerging? 2pts 5. Please identify a major benefit and a major drawback / cost of using the following types of microscope or stain. 4pts Benefit Drawback / Cost (a) Fluorescence (b) Gram stain (c) Brightfield (d) Scanning electron 6. What is a difference between a simple stain and a differential stain? 1pt 7. For the following structures, please indicate whether this can be found in a prokaryotic cell (“pro”), in a eukaryotic cell (“euk”), or in both (“both”). 5pts _____ DNA _____ Rotating flagella _____ Rough endoplasmic reticulum _____ RNA _____ Enzymes _____ Plasma membrane _____ Ribosomes _____ Peptidoglycan _____ Cell wall _____ Nucleus 8. -
The Science of Biology
Chapter 1 The Science of Biology hp://www.bozemanscience.com/biology Section 1: What is Science? • The goal of science is to investigate and understand the natural world, to explain events in the natural world, and to use those explanations to make useful predictions. • Science - is an organized way of using evidence to learn about the natural world. Thinking Like A Scientist • Why won’t the car start? Thinking Like a Scientist • Observation - The process of gathering information about events or processes in a careful, orderly way. (Usually involves the senses, particularly sight and hearing.) • Data - Information gathered from observations. o Quantitative - Expressed as numbers o Qualitative - Expressed as characteristics Thinking Like a Scientist • Inference - A logical interpretation based on prior knowledge or experiences. Explaining and Interpreting the Evidence • After the initial observation, scientists will propose one or more hypothesis. • Hypothesis - A proposed scientific explanation for a set of observations o Often referred to as an educated guess” o Only useful if it can be tested Scientists generate hypotheses using prior knowledge, (what they already know); logical inference; and informed, creative imagination. Explaining and Interpreting the Evidence • Scientists often collaborate in teams to work on complex questions or problems. Science is a way of knowing • Science is a never ending process. • New tools, techniques, and discoveries can lead to new scientific understandings. • Look at the picture below…What might a scientist do with such a discovery? Science and Human Values • Today, scientists contribute information to discussions about health and disease, and about the relationship between human beings and the living and nonliving environment. -
Lazzaro Spallanzani Y La Inseminación Artificial
EDITORIALES ISSN 0025-7680483 EDITORIAL MEDICINA (Buenos Aires) 2009; 69: 483-486 Lazzaro Spallanzani y la inseminación artificial Hace 30 años nació el primer bebé de probeta y el aniversario indujo la reflexión sobre sus conse- cuencias sobre la biología y la ética humanas1. Esta vez recordaremos el primer experimento exitoso de inseminación artificial en un mamífero, ocu- rrido hace más de 200 años. El experimentador fue el abate Lazzaro Spallanzani. Spallanzani había tenido éxito en sus experimentos de inseminación artificial realizados en anfibios: ovíparos de fecundación externa)2a. El impensado suceso en la fecundación artificial del gusano de seda (ovíparo de fecundación interna) le dio el coraje necesario para intentar la fecundación en mamíferos: vivíparos fecundados en el seno materno, gato, oveja, perro. La idea bullía en su cabeza y la hizo conocer en un artículo titulado Fecondazione artificiale publicado en el Prodromo della nuova Enciclope- dia Italiana en 1779. El éxito, real o supuesto, con el gusano de seda lo indujo a probar en una perra. En el relato del experimento seguiremos casi textualmente a Spallanzani2b. La perra era una perra de aguas (Canis aquaticus, pile crespo longo, instar. ovis. LINNÉ, Sist. Nat.) [¿Una spaniel lombarda?] que ya había tenido una parición. Spallazani la encerró en una pieza con llave apenas sospechó que llegaba al estro. El mismo le daba de beber y comer, y guardaba la llave. A los 13 días del encierro la perra dio señales inequívocas del estro (“tumefacción de las partes externas de la generación, un derrame tenue de sangre que de ellas goteaba”).