scholarly journals INCUBATOR Art Lab: Reimagining Biotech Futures through Integrated Laboratory Practices

2021 ◽  
Vol 7 (2) ◽  
Author(s):  
Jennifer Willet

INCUBATOR Art Lab is an art and science research laboratory at the University of Windsor, Ontario, Canada. This image/text document explores the invisible integrated laboratory practices developed within INCUBATOR Art Lab that reimagining how scientific research is conducted within institutional settings towards more joyful and inclusive biotech futures. The piece describes new modes of engaging with institutional bureaucracy, designing infrastructure, and community-building efforts that are central to how INCUBATOR Art Lab functions as a feminist bioart laboratory. 

2021 ◽  
Vol 16 (4) ◽  
pp. 161-174
Author(s):  
Bordonskaya Lidiya A. ◽  
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Igumnova Ekaterina A. ◽  
Serebryakova Svetlana S. ◽  
◽  
...  

The article presents an analysis of the laboratory’s activities on the problems of higher education of the Transbaikal State University for a twenty-five-year period, carried out by a team under the leadership of doctor of pedagogical sciences, professor – Bordonskaya Lydia Aleksandrovna. At the university level, the laboratory successfully solved urgent problems in all main areas of activity: conceptual substantiation of the development of a pedagogical university to the level of a humanitarian-pedagogical university; the revival in 2008 of the scientific journal “Scientists notes” (1957–1971), which is published as the journal “Scientific Notes of the Transbaikal State University” and is included in the base of the State Commission for Academic Degrees and Titles journals; training of highly qualified personnel; development of international cooperation and stimulation of joint scientific research; improving the quality of education at the university. The laboratory staff worked out the problems of the development of education in general and the content of natural science and environmental education, in particular, the problems of regionalization and integration of education, improving the professional growth of teachers, accompanying talented and gifted children, and the development of modern didactic tools. In a fertile scientific environment, over the years of the laboratory’s activity, dozens of doctoral and candidate dissertations have been prepared and successfully defended, in which innovative pedagogical experience on the problems of higher, general and additional education is summarized. The laboratory staff published textbooks and monographs, prepared and published articles in the journals of the Higher Attestation Commission, Scopus databases, etc. various formats (offline and online: scientific show, scientific meeting, festival, etc.) within the framework of the Science Festival in the Transbaikal Territory. The laboratory team obtained scientific results on topical problems of education development at all levels, taking into account the tendencies of humanization and humanization, integration and regionalization of education, which today are the basis for further scientific research, taking into account modern socio-cultural conditions. Keywords: research laboratory on the problems of higher education, Transbaikal State University, anniversary, scientific activity in the field of education


2020 ◽  
Vol 47 (1) ◽  
pp. 63-75
Author(s):  
P. G. Moore

John Robertson Henderson was born in Scotland and educated at the University of Edinburgh, where he qualified as a doctor. His interest in marine natural history was fostered at the Scottish Marine Station for Scientific Research at Granton (near Edinburgh) where his focus on anomuran crustaceans emerged, to the extent that he was eventually invited to compile the anomuran volume of the Challenger expedition reports. He left Scotland for India in autumn 1885 to take up the Chair of Zoology at Madras Christian College, shortly after its establishment. He continued working on crustacean taxonomy, producing substantial contributions to the field; returning to Scotland in retirement in 1919. The apparent absence of communication with Alfred William Alcock, a surgeon-naturalist with overlapping interests in India, is highlighted but not resolved.


Author(s):  
Jorge Daher Nader ◽  
Amelia Patricia Panunzio ◽  
Marlene Hernández Navarro

Research is considered a function aimed at obtaining new knowledge and its application for the solution to problems or questions of a scientific nature, The universities framed in the fulfillment of their social function have a complex task given by training a competent professional who assumes research as part of their training and who learns to ask questions that they are able to solve through scientific research.  Scientific research is an indicator of the quality of processes in the university environment, so it must be increased by virtue of the results of the work carried out by research teachers and students the objective of this work is to know the perception of the teachers of the Faculty of Medical Sciences of the University of Guayaquil about the scientific activity. Objective: to know the perception of the teachers of the Faculty of Medical Sciences of the University of Guayaquil about the scientific activity. Methods: theoretical and empirical level were used, a questionnaire with closed questions aimed at knowing the opinions on the research activity in this institution was applied. Result: that of the sample analyzed 309 (39.3%) said they agreed with the training for the writing of scientific articles. 38.6% said they agree with the training on research projects. Conclusion: that teacher’s research should be enhanced to ensure the formation and development of research skills in students.


Author(s):  
Paul A. Bramadat

Is it possible for conservative Protestant groups to survive in secular institutional settings? Here, Bramadat offers an ethnographic study of the Inter-Varsity Christian Fellowship (IVCF) at McMaster University, a group that espouses fundamentalist interpretations of the Bible, women's roles, the age of the earth, alcohol consumption, and sexual ethics. In examining this group, Bramadat demonstrates how this tiny minority thrives within the overwhelmingly secular context of the University.


Miss Dorothy Stimson, Dean of Groucher College, U.S.A., in an article in Isis for 1 September 1935, tried to traverse the view stated in the Introduction to my Comenius in England (Oxford University Press (1932)), pp. 6-7, that the visit of Comenius (Komensky) to London in 1641-1642 marked an important stage in the development in England of the idea of a great society for scientific research which resulted in the organization of the informal ‘Invisible College’ by Theodore Haak and others in 1645, and prepared the way for the foundation of the Royal Society in 1662. She was however unable to explain away the fact that Theodore Haak, who was one of the most active supporters of Komensky’s plan for a Scientific College in 1641, was in 1645 the virtual founder of the informal ‘Invisible College,’ the precursor of the Royal Society. Miss Stimson stresses the contrast between the universal speculative plan of Comenius as outlined in his Via Lucis (1642), and the empirical and specialized activities of the Invisible College. Miss Stimson however has completely overlooked the fact that John Wilkins (1614-1672), Warden of Wadham College, Oxford, whom she rightly regards as one of the most active members of the Invisible College, held views very similar to those of Comenius on scientific method and on the desirability of a universal language.


2019 ◽  
Vol 115 ◽  
pp. 1-4
Author(s):  
Julia Havard ◽  
Erica Cardwell ◽  
Anandi Rao

The project of creating an anti-oppressive composition issue began with multi-disciplinary, multi-institutional collaboration between Julia Havard, Erica Cardwell, Anandi Rao, Juliet Kunkle and Rosalind Diaz, who crafted a call for community-building and community-transformation: to build tools, resources, and spaces for transforming our classrooms, specifically our writing classrooms; and to approach the teaching of composition in community, with accountability, and with urgency. This collaboration started as a working group at the University of California Berkeley, Radical Decolonial Queer Pedagogies of Composition, as a number of instructors at multiple levels of the academic heirarchy struggled with the differences between our writing classrooms and our research. Following Condon and Young (2016), Inoe (2015), and Gumbs (2012), our editing team wanted to create a context and process for rich unraveling of  un-teaching oppressive systems through composition. 


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