scholarly journals Erratum to: Building Integrated Explanatory Models of Complex Biological Phenomena: From Mill’s Methods to a Causal Mosaic

Author(s):  
Alan Love
1965 ◽  
Vol 2 (3) ◽  
pp. 201-219 ◽  
Author(s):  
Everett Mendelsohn

SynopsisThe response to physics and chemistry which characterized mid-nineteenth century physiology took two major directions. One, found most prominently among the German physiologists, developed explanatory models which had as their fundamental assumption the ultimate reducibility of all biological phenomena to the laws of physics and chemistry. The other, characteristic of the French school of physiology, recognized that physics and chemistry provided potent analytical tools for the exploration of physiological activities, but assumed in the construction of explanatory models that the organism involved special levels of organization and that there must, in consequence, be special biological laws.The roots of this argument about concept formation in physiology are explored in the works of Theodor Schwann, Johannes Müller, François Magendie and Claude Bernard among others.


2019 ◽  
Vol 56 (4) ◽  
pp. 1148-1216 ◽  
Author(s):  
Susan R. Goldman ◽  
Cynthia Greenleaf ◽  
Mariya Yukhymenko-Lescroart ◽  
Willard Brown ◽  
Mon-Lin Monica Ko ◽  
...  

This article reports the results of a randomized control trial of a semester-long intervention designed to promote ninth-grade science students’ use of text-based investigation to create explanatory models of biological phenomena. The main research question was whether the student participants in the intervention outperformed the students in the control classes, as assessed by several measures of comprehension and application of information to modeling biological phenomena not covered in the instruction. A second research question examined the impact on the instructional practices of the teachers who implemented the intervention. Multilevel modeling of outcome measures, controlling for preexisting differences at individual and school levels, indicated significant effects on the intervention students and teachers relative to the controls. Implications for classroom instruction and teacher professional development are discussed.


IJOHMN ◽  
2019 ◽  
Vol 5 (3) ◽  
pp. 22-52
Author(s):  
Jalal Uddin Khan

Overlapping and interconnected, interdisciplinary and heterogeneous, amorphous and multi-layered, and deep and broad as it is, countless topics on ecoliterature make ecocriticism a comprehensive catchall term that proposes to look at a text--be it social, cultural, political, religious, or scientific--from naturalist perspectives and moves us from “the community of literature to the larger biospheric community which […] we belong to even as we are destroying it” (William Rueckert). As I was in the middle of writing and researching for this article, I was struck by a piece of nature writing by an eleven year old sixth grader born to his (South Asian and American) mixed parents, both affiliated with Johns Hopkins and already proud to belong to the extended family of a Nobel Laureate in Physics. The young boy, Rizwan Thorne-Lyman, wrote, as his science story project, an incredibly beautiful essay, “A Day in the Life of the Amazon Rainforest.” Reading about the rainforest was one of his interests, I was told. In describing the day-long activities of birds and animals among the tall trees and small plants, the 2 pp.-long narrative actually captures the eternally continuing natural cycle of the Amazon. The budding naturalist’s neat classification of the wild life into producers (leafy fruit and flowering plants and trees), consumers (caimans/crocodiles, leafcutter ants, capuchin monkey), predators (macaws, harpy eagles, jaguars, green anaconda), decomposers (worms, fungi and bacteria), parasites (phorid flies) and scavengers (millipedes) was found to be unforgettably impressive. Also the organization of the essay into the Amazon’s mutually benefitting and organically functioning flora and fauna during the day--sunrise, midday, and sunset--was unmistakably striking. I congratulated him as an aspiring environmentalist specializing in rain forest. I encouraged him that he should try to get his essay published in a popular magazine like Reader’s Digest (published did he get in no time indeed![i]) and that he should also read about (and visit) Borneo in Southeast Asia, home to other great biodiverse rainforests of the world. I called him “soft names” as a future Greenpeace and Environmental Protection leader and theorist, a soon-to-be close friend of Al Gore’s. The promising boy’s understanding, however short, of the Amazon ecology and ecosystem and the biological phenomena of its living organisms was really amazing. His essay reminded me of other famous nature writings, especially those by Fiona Macleod (see below), that are the pleasure of those interested in the ecocriticism of the literature of place--dooryards, backyards, outdoors, open fields, parks and farms, fields and pastures, and different kinds of other wildernesses.   [i] https://stonesoup.com/post/a-day-in-the-life-in-the-amazon-rainforest/


2011 ◽  
Vol 42 (2) ◽  
pp. 65-70 ◽  
Author(s):  
Leszek Koczanowicz

The Dialogical concept of consciousness in L.S. Vygotsky and G.H. Mead and its relevance for contemporary discussions on consciousness In my paper I show the relevance of cultural-activity theory for solving the puzzles of the concept of consciousness which encounter contemporary philosophy. I reconstruct the main categories of cultural-activity theory as developed by M.M. Bakhtin, L.S. Vygotsky, G.H. Mead, and J. Dewey. For the concept of consciousness the most important thing is that the phenomenon of human consciousness is consider to be an effect of intersection of language, social relations, and activity. Therefore consciousness cannot be reduced to merely sensual experience but it has to be treated as a complex process in which experience is converted into language expressions which in turn are used for establishing interpersonal relationships. Consciousness thus can be accounted for by its reference to objectivity of social relationships rather than to the world of physical or biological phenomena.


1992 ◽  
Vol 26 (3-4) ◽  
pp. 907-914 ◽  
Author(s):  
A. Attal ◽  
M. Brigodiot ◽  
P. Camacho ◽  
J. Manem

The purpose of this study is to gain a better understanding of the biological phenomena involved in the production of hydrogen sulfide in urban wastewater (UWW) systems. It is found that the UWW itself naturally possesses the biomass needed to consume the sulfates. These heterotrophic sulfate-reducing bacteria populations, though immediately active in strict anaerobic conditions, are present only in very low concentrations in the UWW. A concentration of them was studied within the pressure pipes, in the form of deposits, and this justifies the high concentrations of sulfides measured in certain wastewater networks. There are two reasons why the ferrous sulfate used as a treatment in any wastewater networks should not cause the production of additional sulfides. Firstly, the sulfate consumption kinetics are always too slow, relative to the residence time of the water in the pipe, for all of the sulfates to be consumed anyway. Secondly, the amount of assimilable carbon, soluble carbon, and carbon from suspended solid (SS) hydrolysis is insufficient.


1997 ◽  
Vol 36 (2-3) ◽  
pp. 1-8 ◽  
Author(s):  
P. Grau ◽  
B. P. Da-Rin

An unusually severe case of toxicity accompanied by activated sludge filamentous bulking was observed at the wastewater treatment plant Sao Paulo-Barueri. Treatment efficiency of the plant, operated without major problems for more than five years before, was significantly hindered for almost six months. Occurrence of toxic shocks was confirmed partly directly but mostly indirectly by inhibition of nitrification and biological phenomena related to toxicity. Several measures adopted, including the recycled activated sludge chlorination, are described in the paper.


2019 ◽  
Vol 14 (7) ◽  
pp. 598-606
Author(s):  
Sarah Albogami

Background:: Regeneration is the process by which body parts lost as a result of injury are replaced, as observed in certain animal species. The root of regenerative differences between organisms is still not very well understood; if regeneration merely recycles developmental pathways in the adult form, why can some animals regrow organs whereas others cannot? In the regulation of the regeneration process as well as other biological phenomena, epigenetics plays an essential role. Objective:: This review aims to demonstrate the role of epigenetic regulators in determining regenerative capacity. Results:: In this review, we discuss the basis of regenerative differences between organisms. In addition, we present the current knowledge on the role of epigenetic regulation in regeneration, including DNA methylation, histone modification, lysine methylation, lysine methyltransferases, and the SET1 family. Conclusion:: An improved understanding of the regeneration process and the epigenetic regulation thereof through the study of regeneration in highly regenerative species will help in the field of regenerative medicine in future.


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