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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:

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
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This dissertation shows that the central conceptual feature and explanatory motivation of theories of evolutionary directionality between 1890 and 1926 was as follows: morphological variation in the developing organism limits the possible outcomes of evolution in definite directions. Put broadly, these theories maintained a conceptual connection between development and evolution

This dissertation shows that the central conceptual feature and explanatory motivation of theories of evolutionary directionality between 1890 and 1926 was as follows: morphological variation in the developing organism limits the possible outcomes of evolution in definite directions. Put broadly, these theories maintained a conceptual connection between development and evolution as inextricably associated phenomena. This project develops three case studies. The first addresses the Swiss-German zoologist Theodor Eimer's book Organic Evolution (1890), which sought to undermine the work of noted evolutionist August Weismann. Second, the American paleontologist Edward Drinker Cope's Primary Factors (1896) developed a sophisticated system of inheritance that included the material of heredity and the energy needed to induce and modify ontogenetic phenomena. Third, the Russian biogeographer Leo Berg's Nomogenesis (1926) argued that the biological world is deeply structured in a way that prevents changes to morphology taking place in more than one or a few directions. These authors based their ideas on extensive empirical evidence of long-term evolutionary trajectories. They also sought to synthesize knowledge from a wide range of studies and proposed causes of evolution and development within a unified causal framework based on laws of evolution. While being mindful of the variation between these three theories, this project advances "Definitely Directed Evolution" as a term to designate these shared features. The conceptual coherence and reception of these theories shows that Definitely Directed Evolution from 1890 to 1926 is an important piece in reconstructing the wider history of theories of evolutionary directionality.
ContributorsUlett, Mark Andrew (Author) / Laubichler, Manfred D (Thesis advisor) / Hall, Brian K (Committee member) / Lynch, John (Committee member) / Maienschein, Jane (Committee member) / Smocovitis, Vassiliki B (Committee member) / Arizona State University (Publisher)
Created2014
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Evolution is the foundation of biology, yet it remains controversial even among college biology students. Acceptance of evolution is important for students if we want them to incorporate evolution into their scientific thinking. However, students’ religious beliefs are a consistent barrier to their acceptance of evolution due to a perceived

Evolution is the foundation of biology, yet it remains controversial even among college biology students. Acceptance of evolution is important for students if we want them to incorporate evolution into their scientific thinking. However, students’ religious beliefs are a consistent barrier to their acceptance of evolution due to a perceived conflict between religion and evolution. Using pre-post instructional surveys of students in introductory college biology, Study 1 establishes instructional strategies that can be effective for reducing students' perceived conflict between religion and evolution. Through interviews and qualitative analyses, Study 2 documents how instructors teaching evolution at public universities may be resistant towards implementing strategies that can reduce students' perceived conflict, perhaps because of their own lack of religious beliefs and lack of training and awareness about students' conflict with evolution. Interviews with religious students in Study 3 reveals that religious college biology students can perceive their instructors as unfriendly towards religion which can negatively impact these students' perceived conflict between religion and evolution. Study 4 explores how instructors at Christian universities, who share the same Christian backgrounds as their students, do not struggle with implementing strategies that reduce students' perceived conflict between religion and evolution. Cumulatively, these studies reveal a need for a new instructional framework for evolution education that takes into account the religious cultural difference between instructors who are teaching evolution and students who are learning evolution. As such, a new instructional framework is then described, Religious Cultural Competence in Evolution Education (ReCCEE), that can help instructors teach evolution in a way that can reduce students' perceived conflict between religion and evolution, increase student acceptance of evolution, and create more inclusive college biology classrooms for religious students.
ContributorsBarnes, Maryann Elizabeth (Author) / Brownell, Sara (Thesis advisor) / Nesse, Randolph (Committee member) / Collins, James (Committee member) / Husman, Jenefer (Committee member) / Maienschein, Jane (Committee member) / Arizona State University (Publisher)
Created2018
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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

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
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How fast is evolution? In this dissertation I document a profound change that occurred around the middle of the 20th century in the way that ecologists conceptualized the temporal and spatial scales of adaptive evolution, through the lens of British plant ecologist Anthony David Bradshaw (1926–2008). In the early 1960s,

How fast is evolution? In this dissertation I document a profound change that occurred around the middle of the 20th century in the way that ecologists conceptualized the temporal and spatial scales of adaptive evolution, through the lens of British plant ecologist Anthony David Bradshaw (1926–2008). In the early 1960s, one prominent ecologist distinguished what he called “ecological time”—around ten generations—from “evolutionary time”— around half of a million years. For most ecologists working in the first half of the 20th century, evolution by natural selection was indeed a slow and plodding process, tangible in its products but not in its processes, and inconsequential for explaining most ecological phenomena. During the 1960s, however, many ecologists began to see evolution as potentially rapid and observable. Natural selection moved from the distant past—a remote explanans for both extant biological diversity and paleontological phenomena—to a measurable, quantifiable mechanism molding populations in real time.

The idea that adaptive evolution could be rapid and highly localized was a significant enabling condition for the emergence of ecological genetics in the second half of the 20th century. Most of what historians know about that conceptual shift and the rise of ecological genetics centers on the work of Oxford zoologist E. B. Ford and his students on polymorphism in Lepidotera, especially industrial melanism in Biston betularia. I argue that ecological genetics in Britain was not the brainchild of an infamous patriarch (Ford), but rather the outgrowth of a long tradition of pastureland research at plant breeding stations in Scotland and Wales, part of a discipline known as “genecology” or “experimental taxonomy.” Bradshaw’s investigative activities between 1948 and 1968 were an outgrowth of the specific brand of plant genecology practiced at the Welsh and Scottish Plant Breeding stations. Bradshaw generated evidence that plant populations with negligible reproductive isolation—separated by just a few meters—could diverge and adapt to contrasting environmental conditions in just a few generations. In Bradshaw’s research one can observe the crystallization of a new concept of rapid adaptive evolution, and the methodological and conceptual transformation of genecology into ecological genetics.
ContributorsPeirson, Bruce Richard Erick (Author) / Laubichler, Manfred D (Thesis advisor) / Maienschein, Jane (Thesis advisor) / Creath, Richard (Committee member) / Collins, James (Committee member) / Arizona State University (Publisher)
Created2015
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The study of wasp societies (family Vespidae) has played a central role in advancing our knowledge of why social life evolves and how it functions. This dissertation asks: How have scientists generated and evaluated new concepts and theories about social life and its evolution by investigating wasp societies? It addresses

The study of wasp societies (family Vespidae) has played a central role in advancing our knowledge of why social life evolves and how it functions. This dissertation asks: How have scientists generated and evaluated new concepts and theories about social life and its evolution by investigating wasp societies? It addresses this question both from a narrative/historical and from a reflective/epistemological perspective. The historical narratives reconstruct the investigative pathways of the Italian entomologist Leo Pardi (1915-1990) and the British evolutionary biologist William D. Hamilton (1936-2000). The works of these two scientists represent respectively the beginning of our current understanding of immediate and evolutionary causes of social life. Chapter 1 shows how Pardi, in the 1940s, generated a conceptual framework to explain how wasp colonies function in terms of social and reproductive dominance. Chapter 2 shows how Hamilton, in the 1960s, attempted to evaluate his own theory of inclusive fitness by investigating social wasps. The epistemological reflections revolve around the idea of investigative framework for theory evaluation. Chapter 3 draws on the analysis of important studies on social wasps from the 1960s and 1970s and provides an account of theory evaluation in the form of an investigative framework. The framework shows how inferences from empirical data (bottom-up) and inferences from the theory (top-down) inform one another in the generation of hypotheses, predictions and statements about phenomena of social evolution. It provides an alternative to existing philosophical accounts of scientific inquiry and theory evaluation, which keep a strong, hierarchical distinction between inferences from the theory and inferences from the data. The historical narratives in this dissertation show that important scientists have advanced our knowledge of complex biological phenomena by constantly interweaving empirical, conceptual, and theoretical work. The epistemological reflections argue that we need holistic frameworks that account for how multiple scientific practices synergistically contribute to advance our knowledge of complex phenomena. Both narratives and reflections aim to inspire and inform future work in social evolution capitalizing on lessons learnt from the past.
ContributorsCaniglia, Guido (Author) / Laubichler, Manfred (Thesis advisor) / Maienschein, Jane (Thesis advisor) / Creath, Richard (Committee member) / Mitchell, Sandra (Committee member) / Arizona State University (Publisher)
Created2016
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This dissertation begins to lay out a small slice of the history of morphological research, and how it has changed, from the late 19th through the close of the 20th century. Investigators using different methods, addressing different questions, holding different assumptions, and coming from different research fields have pursued morphological

This dissertation begins to lay out a small slice of the history of morphological research, and how it has changed, from the late 19th through the close of the 20th century. Investigators using different methods, addressing different questions, holding different assumptions, and coming from different research fields have pursued morphological research programs, i.e. research programs that explore the process of changing form. Subsequently, the way in which investigators have pursued and understood morphology has witnessed significant changes from the 19th century to modern day research. In order to trace this shifting history of morphology, I have selected a particular organ, teeth, and traced a tendril of research on the dentition beginning in the late 19th century and ending at the year 2000. But even focusing on teeth would be impossible; the scope of research on this organ is far too vast. Instead, I narrow this dissertation to investigation of research on a particular problem: explaining mammalian tooth morphology. How researchers have investigated mammalian tooth morphology and what counts as an explanation changed dramatically during this period.
ContributorsMacCord, Katherine (Author) / Maienschein, Jane (Thesis advisor) / Laubichler, Manfred (Thesis advisor) / Laplane, Lucie (Committee member) / Kimbel, William (Committee member) / Creath, Richard (Committee member) / Hurlbut, Benjamin (Committee member) / Arizona State University (Publisher)
Created2017
Description
Elizabeth Grumbach, the project manager of the Institute for Humanities Research's Digital Humanities Initiative, shares methodologies and best practices for designing a digital humanities project. The workshop will offer participants an introduction to digital humanities fundamentals, specifically tools and methodologies. Participants explore technologies and platforms that allow scholars of all

Elizabeth Grumbach, the project manager of the Institute for Humanities Research's Digital Humanities Initiative, shares methodologies and best practices for designing a digital humanities project. The workshop will offer participants an introduction to digital humanities fundamentals, specifically tools and methodologies. Participants explore technologies and platforms that allow scholars of all skills levels to engage with digital humanities methods. Participants will be introduced to a variety of tools (including mapping, visualization, data analytics, and multimedia digital publication platforms), and how and why to choose specific applications, platforms, and tools based on project needs.
ContributorsGrumbach, Elizabeth (Author)
Created2018-09-26
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Computational tools in the digital humanities often either work on the macro-scale, enabling researchers to analyze huge amounts of data, or on the micro-scale, supporting scholars in the interpretation and analysis of individual documents. The proposed research system that was developed in the context of this dissertation ("Quadriga System") works

Computational tools in the digital humanities often either work on the macro-scale, enabling researchers to analyze huge amounts of data, or on the micro-scale, supporting scholars in the interpretation and analysis of individual documents. The proposed research system that was developed in the context of this dissertation ("Quadriga System") works to bridge these two extremes by offering tools to support close reading and interpretation of texts, while at the same time providing a means for collaboration and data collection that could lead to analyses based on big datasets. In the field of history of science, researchers usually use unstructured data such as texts or images. To computationally analyze such data, it first has to be transformed into a machine-understandable format. The Quadriga System is based on the idea to represent texts as graphs of contextualized triples (or quadruples). Those graphs (or networks) can then be mathematically analyzed and visualized. This dissertation describes two projects that use the Quadriga System for the analysis and exploration of texts and the creation of social networks. Furthermore, a model for digital humanities education is proposed that brings together students from the humanities and computer science in order to develop user-oriented, innovative tools, methods, and infrastructures.
ContributorsDamerow, Julia (Author) / Laubichler, Manfred (Thesis advisor) / Maienschein, Jane (Thesis advisor) / Creath, Richard (Committee member) / Ellison, Karin (Committee member) / Hooper, Wallace (Committee member) / Renn, Jürgen (Committee member) / Arizona State University (Publisher)
Created2014