Chromosome-Centric Human Proteome Project Allies with Developmental Biology: A Case Study of the Role of Y Chromosome Genes in Organ Development

2017 ◽  
Vol 16 (12) ◽  
pp. 4259-4272 ◽  
Author(s):  
Anna Meyfour ◽  
Paria Pooyan ◽  
Sara Pahlavan ◽  
Mostafa Rezaei-Tavirani ◽  
Hamid Gourabi ◽  
...  
Keyword(s):  
Developmental Biology ◽  
Y Chromosome ◽  
Human Proteome ◽  
Organ Development ◽  
Human Proteome Project

scholarly journals On the Role of Autonomous Control in Organ Development

2013 ◽  
Vol 135 (6) ◽  
Author(s):  
Ashok Ramasubramanian
Keyword(s):  
Developmental Biology ◽  
Control Systems ◽  
Autonomous Control ◽  
Future Research ◽  
Organ Development ◽  
Mature Animal ◽  
Final Shape ◽  
Complex Shapes ◽  
Mechanical Feedback

Developmental biology (“development” for short) deals with how the mature animal or plant results from a single fertilized cell. This paper is concerned with one aspect of development, morphogenesis—the formation of complex shapes from simpler ones. In particular, this paper focuses on organ development and illustrates the central role that mechanical feedback plays in effecting the final shape of various organs. The first aim of this paper is to illustrate how self-governing autonomous control systems can lead to the development of organs such as the heart. Although feedback plays a key role in these processes, the field is largely unexplored by controls engineers; hence, the second aim of this paper is to introduce mechanical feedback during development to controls engineers and suggest avenues for future research.

scholarly journals A set of online virtual experimental scenarios for teaching developmental biology

2014 ◽  
Author(s):  
Daniel Levin ◽  
Keith Brennan ◽  
Adam Hurlstone ◽  
Kathryn Hentges
Keyword(s):  
Developmental Biology ◽  
Undergraduate Students ◽  
Data Interpretation ◽  
Student Knowledge ◽  
Important Addition ◽  
Experimental Protocols ◽  
Second Year ◽  
Postgraduate Research

Teaching developmental biology to undergraduates can be complicated because it is a discipline most undergraduate students have never experienced before their first in-depth developmental biology course. This case study presents a set of online scenarios created to aid our students in learning developmental biology concepts, in which the student assumes the role of a postgraduate research student. These scenarios complement the course unit Principles of Developmental Biology taught to second-year undergraduate students. In each scenario students must work through experimental simulations and predict their results, answering a series of questions related to concepts taught in accompanying lectures or interpretations of data presented in the scenario. The scenarios focus on concepts common to developmental processes in animals. Additionally, one scenario is solely based on plant development. Student evaluations of these scenarios are very positive. Additionally, students report that working through the scenarios improves their knowledge of experimental techniques. Extending student knowledge of experimental protocols and data interpretation through eLearning approaches is an important addition to the course unit, as the unit is not supplemented by any specific laboratory work.

The role of multiplicity in a cult: A case study

1987 ◽  
Author(s):  
William A. Worrall ◽  
Ann W. Stockman

Endangered Butterflies and their Non-Native Host Plants: Examining Shifting Values of Belonging in Restoration

2019 ◽  
Vol 3 (1) ◽  
pp. 1-9
Author(s):  
Robert M. Anderson ◽  
Amy M. Lambert
Keyword(s):  
Ecological Restoration ◽  
Native Species ◽  
Puget Sound ◽  
A Value ◽  
The Social ◽  
Remote Island ◽  
Scientific Truth ◽  
Native Host

The island marble butterfly (Euchloe ausonides insulanus), thought to be extinct throughout the 20th century until re-discovered on a single remote island in Puget Sound in 1998, has become the focus of a concerted protection effort to prevent its extinction. However, efforts to “restore” island marble habitat conflict with efforts to “restore” the prairie ecosystem where it lives, because of the butterfly’s use of a non-native “weedy” host plant. Through a case study of the island marble project, we examine the practice of ecological restoration as the enactment of particular norms that define which species are understood to belong in the place being restored. We contextualize this case study within ongoing debates over the value of “native” species, indicative of deep-seated uncertainties and anxieties about the role of human intervention to alter or manage landscapes and ecosystems, in the time commonly described as the “Anthropocene.” We interpret the question of “what plants and animals belong in a particular place?” as not a question of scientific truth, but a value-laden construct of environmental management in practice, and we argue for deeper reflexivity on the part of environmental scientists and managers about the social values that inform ecological restoration.

Drama in Education Reaching Beyond the “Art Form or Teaching Tool” Dichotomy

2018 ◽  
Vol 5 (3) ◽  
pp. 70-77
Author(s):  
Irina Lešnik
Keyword(s):  
Elementary Education ◽  
Social Issues ◽  
Drama In Education ◽  
History Curriculum ◽  
Art Form ◽  
Creative Solutions ◽  
Theatre Pedagogy ◽  
Emotional Level

Abstract In the following article we try to re-evaluate, the place drama occupies in contemporary elementary education. By limiting the role of drama to literature studies and theatre productions, we lose a greater potential Theatre Pedagogy has to offer to a much broader educational spectrum. The participatory practices of Theatre and Drama in Education (TiE, DiE) promote active learning, based on a most organic children’s activity - play. While students co-create the fictional world of drama, teacher's guidance is crucial in setting new challenges, encouraging students to find creative solutions and reflect on often-complex social issues. Because of its art component, drama challenges the participants on a cognitive as well as emotional level, becoming a truly transformational experience. As such, Drama in Education is especially useful when approaching sensitive and controversial topics. This thesis is presented on a case study observing Year 6 students at St’ Michael’s CE Academy in Birmingham, UK, using Drama in Education method as part of History curriculum.

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