Matching Items (14)
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- All Subjects: Embryology
- Creators: Maienschein, Jane
Description
In 1997, developmental biologist Michael Richardson compared his research team's embryo photographs to Ernst Haeckel's 1874 embryo drawings and called Haeckel's work noncredible.Science soon published <“>Haeckel's Embryos: Fraud Rediscovered,<”> and Richardson's comments further reinvigorated criticism of Haeckel by others with articles in The American Biology Teacher, <“>Haeckel's Embryos and Evolution: Setting the Record Straight <”> and the New York Times, <“>Biology Text Illustrations more Fiction than Fact.<”> Meanwhile, others emphatically stated that the goal of comparative embryology was not to resurrect Haeckel's work. At the center of the controversy was Haeckel's no-longer-accepted idea of recapitulation. Haeckel believed that the development of an embryo revealed the adult stages of the organism's ancestors. Haeckel represented this idea with drawings of vertebrate embryos at similar developmental stages. This is Haeckel's embryo grid, the most common of all illustrations in biology textbooks. Yet, Haeckel's embryo grids are much more complex than any textbook explanation. I examined 240 high school biology textbooks, from 1907 to 2010, for embryo grids. I coded and categorized the grids according to accompanying discussion of (a) embryonic similarities (b) recapitulation, (c) common ancestors, and (d) evolution. The textbooks show changing narratives. Embryo grids gained prominence in the 1940s, and the trend continued until criticisms of Haeckel reemerged in the late 1990s, resulting in (a) grids with fewer organisms and developmental stages or (b) no grid at all. Discussion about embryos and evolution dropped significantly.
ContributorsWellner, Karen L (Author) / Maienschein, Jane (Thesis advisor) / Ellison, Karin D. (Committee member) / Creath, Richard (Committee member) / Robert, Jason S. (Committee member) / Laubichler, Manfred D. (Committee member) / Arizona State University (Publisher)
Created2014
Visualizing the Embryo: Establishing Procedures for Digital image Production with the Embryo Project
Description
The Embryo Project (EP) Encyclopedia is an online database that has consolidated hundreds of development-related research articles, with subcategories addressing the context of such research. These articles are written by undergraduate students, graduate students, and professionals in the fields of biology, history, and other fields, and are intended for a diverse audience of readers from both biology and non-biology related backgrounds. As the EP addresses a public audience, it is imperative to utilize all possible means to share the information that each article covers. Until 2013, the EP Encyclopedia did not present images in articles as no formal protocol for image development existed. I have created an image style guide that outlines the basic steps of creating and submitting an image that can complement an EP article and can enhance a reader's understanding of the discussed concept. In creating this style guide, I investigated similar protocols used by other scientific journals and medical professionals. I also used different programs and based my style guide off of the procedures I used in Adobe Illustrator CS6.
ContributorsHamidi, Neekta (Author) / Maienschein, Jane (Thesis director) / Crowe, Nathan (Committee member) / O'Neil, Erica (Committee member) / Barrett, The Honors College (Contributor) / Harrington Bioengineering Program (Contributor)
Created2013-05
Description
This project focuses on the history of how teratogens, or agents which have the potential to cause birth defects, have been understood and tested for teratogenic potential in the US over the twentieth century. Prior to this time, teratogen studies were primarily concerned with cataloguing defects rather than exploring possible causes. At the turn of the twentieth century, experimental teratogen studies with the aim of elucidating mechanisms commenced. However, these early studies did not aim to discover human pregnancy outcomes and ways to prevent them, but simply focused on the results of exposing pregnant mammals to various physical and chemical insults. My project documents the change in understanding of teratogens over the twentieth century, the advancement of testing methods, and the causes of these advancements. Through the Embryo Project at Arizona State University (embryo.asu.edu), a digital encyclopedia for topics related to embryology, development, and reproductive medicine, I wrote ten encyclopedic articles that focused on chemical mechanisms of various teratogens, testing limitations in animal models, and legal and regulatory responses to well-known teratogens. As an extension of my previous work, this project bridges the current gap in research and focuses on contextualizing major events in the field of teratology to determine how these events led to various shifts in the understanding of birth defects and their causes, and how those conceptual shifts led to the creation of teratological testing guidelines. Results show that throughout the twentieth century, there are four distinct shifts in the understanding of teratogens: the first being 1900-1945, the second being 1946-1960, the third being 1961-1980, and the fourth being 1981-2000.
ContributorsTantibanchachai, Chanapa (Author) / Maienschein, Jane (Thesis director) / Laubichler, Manfred (Committee member) / O'Neil, Erica (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor)
Created2014-05
Description
The aim of this study was to examine the effects of Assisted Cycle Therapy (ACT) on self-efficacy and exercise perception in older adults with Down syndrome (DS) after a three times a week for 8 weeks intervention. Thirteen participants were in the ACT group in which a motor assisted their cycling to be performed at least 30% faster than voluntary cycling (VC), 11 participants were in the voluntary cycling group and two participants were in the no cycling (NC) group. The results showed that both exercise groups (i.e., ACT and VC) improved in their self-efficacy after the 8 week intervention. In addition, exercise perception improved following ACT and not VC or NC. Our results are discussed with respect to their future implications for exercise in the DS population. It might be that the yielded results were due to differences in effort required by each intervention group as well as the neurotrophic factors that occur when muscle contractions create synaptic connections resulting in improvement in cognition and feelings of satisfaction. In the future, research should focus on the psychological factors such as social accountability and peer interaction as they relate to ACT and physical activity in person's with DS.
ContributorsTucker, Kori Ann (Author) / Ringenbach, Shannon (Thesis director) / Arnold, Nathaniel (Committee member) / Holzapfel, Simon (Committee member) / School of Nutrition and Health Promotion (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Biology textbooks are everybody's business. In accepting the view that texts are created with specific social goals in mind, I examined 127 twentieth-century high school biology textbooks for representations of animal development. Paragraphs and visual representations were coded and placed in one of four scientific literacy categories: descriptive, investigative, nature of science, and human embryos, technology, and society (HETS). I then interpreted how embryos and fetuses have been socially constructed for students. I also examined the use of Haeckel's embryo drawings to support recapitulation and evolutionary theory. Textbooks revealed that publication of Haeckel's drawings was influenced by evolutionists and anti-evolutionists in the 1930s, 1960s, and the 1990s. Haeckel's embryos continue to persist in textbooks because they "safely" illustrate similarities between embryos and are rarely discussed in enough detail to understand comparative embryology's role in the support of evolution. Certain events coincided with changes in how embryos were presented: (a) the growth of the American Medical Association (AMA) and an increase in birth rates (1950s); (b) the Biological Sciences Curriculum Study (BSCS) and public acceptance of birth control methods (1960s); (c) Roe vs. Wade (1973); (d) in vitro fertilization and Lennart Nilsson's photographs (1970s); (e) prenatal technology and fetocentrism (1980s); and (f) genetic engineering and Science-Technology-Society (STS) curriculum (1980s and 1990s). By the end of the twentieth century, changing conceptions, research practices, and technologies all combined to transform the nature of biological development. Human embryos went from a highly descriptive, static, and private object to that of sometimes contentious public figure. I contend that an ignored source for helping move embryos into the public realm is schoolbooks. Throughout the 1900s, authors and publishers accomplished this by placing biology textbook embryos and fetuses in several different contexts--biological, technological, experimental, moral, social, and legal.
ContributorsWellner, Karen L (Author) / Maienschein, Jane (Thesis advisor) / Ellison, Karin D. (Committee member) / Robert, Jason S. (Committee member) / Arizona State University (Publisher)
Created2010
Description
Edmund Beecher Wilson contributed to cell biology, the study of cells, in the US during the end of the nineteenth and the beginning of the twentieth centuries. His three editions of The Cell in Development and Inheritance (or Heredity) in 1896, 1900, and 1925 introduced generations of students to cell biology. In The Cell, Wilson described the evidence and theories of his time about cells and identified topics for future study. He helped show how each part of the cell works during cell division and in every step of early development of an organism. Developmental biologists trained in the mid-twentieth century reported WilsonÕs text as their foundation for understanding biology, including about how cells, development, heredity, and evolution interact. Wilson considered cells as the center of all biological phenomena.
ContributorsMaienschein, Jane (Author) / Baranski, Marci (Editor) / Arizona State University. School of Life Sciences. Center for Biology and Society. Embryo Project Encyclopedia. (Publisher) / Arizona Board of Regents (Publisher)
Created2013-08-05
Description
Statistics show that the termination rates for fetuses with Down syndrome are substantially higher compared to the general population. Perhaps pregnant women are led to believe that this is the best option for them. The information that leads them to this conclusion could be one of the leading factors for the high termination rates. In an attempt to understand the reasons behind the high termination rates the following question must be addressed: “What information is available to pregnant women that may influence their decision to terminate or not terminate fetuses with Trisomy 21?” In order to answer this question I completed a comprehensive literature review of the information available to pregnant women in the United States after they find out there fetus has Trisomy 21. The results showed that many sources publish information that is straightforward, factual, and attempts to make sure that pregnant women are fully informed on the reality of life with a child with Down syndrome. However, there are also many sources that publish information that is biased and attempts to influence a woman’s decision of whether to keep or abort her fetus with Trisomy 21. The results from this study suggest that the message conveyed from a given article relies heavily on who is doing the writing, the type of article it is, and were it is published. This provides women with a confusing array of different ideas, as opposed to offering them objective facts and consistent information. When a pregnant woman is told that her fetus is positive for the Trisomy 21 disorder and will be born with Down syndrome, it can be a very scary and emotional time. Women in this situation deserve easy access the correct information in order to help them make an informed decision based on their own choice and not the opinion of someone else.
ContributorsFitzgerald, Grace (Author) / Maienschein, Jane (Thesis director) / Ziganshina, Dina (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor) / School of Molecular Sciences (Contributor)
Created2022-05
Description
"In vitro Experiments on the Effects of Mouse Sarcomas 180 and 37 on the Spinal and Sympathetic Ganglia of the Chick Embryo" were experiments conducted by Rita Levi-Montalcini in conjunction with Viktor Hamburger and Hertha Meyer and published in Cancer Research in 1954. In this series of experiments, conducted at the University of Brazil, Levi-Montalcini demonstrated increased nerve growth by introducing specific tumors (sarcomas) to chick ganglia. Ganglia are clusters of nerve cells, from which nerve fibers emerge. This work led to the discovery of nerve growth factor (NGF) and later the Nobel Prize in Physiology or Medicine in 1986.
ContributorsNavis, Adam R. (Author) / Maienschein, Jane (Editor) / Arizona State University. School of Life Sciences. Center for Biology and Society. Embryo Project Encyclopedia. (Publisher) / Arizona Board of Regents (Publisher)
Created2007-10-30
Description
Epidermal growth factor is a signaling molecule that stimulates the growth of epidermal tissues during development and throughout life. Stanley Cohen discovered epidermal growth factor (EGF) during studies of nerve growth factor as a side effect of other experiments. EGF stimulates tissue growth by initiating a variety of cellular mechanisms. This work led to the 1986 Nobel Prize in Physiology or Medicine awarded to Cohen and Rita Levi-Montalcini. At the Nobel Award ceremony Levi-Montalcini focused her acceptance speech on nerve growth factor, while Cohen focused his on epidermal growth factor. Although they presented different topics, they were close collaborators and their combined effort led to the discovery of nerve growth factor. They had worked together in Viktor Hamburger's laboratory at Washington University in St. Louis.
ContributorsNavis, Adam R. (Author) / Maienschein, Jane (Editor) / Arizona State University. School of Life Sciences. Center for Biology and Society. Embryo Project Encyclopedia. (Publisher) / Arizona Board of Regents (Publisher)
Created2007-10-30
Description
The epigenetic landscape is a concept representing embryonic development. It was proposed by Conrad Hal Waddington to illustrate the various developmental pathways a cell might take toward differentiation. The epigenetic landscape integrates the connected concepts of competence, induction, and regulative abilities of the genes into a single model designed to explain cellular differentiation, a long standing problem in embryology.
ContributorsNavis, Adam R. (Author) / Maienschein, Jane (Editor) / Arizona State University. School of Life Sciences. Center for Biology and Society. Embryo Project Encyclopedia. (Publisher) / Arizona Board of Regents (Publisher)
Created2007-10-30