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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

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
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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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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

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
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Francesco Redi, son of Florentine physician Cecilia de' Ghinci and Gregorio Redi, was born in Arezzo, Italy, on 18 February 1626. He studied philosophy and medicine at the University of Pisa, graduating on 1 May 1647. A year later, Redi moved to Florence and registered at the Collegio Medico. There

Francesco Redi, son of Florentine physician Cecilia de' Ghinci and Gregorio Redi, was born in Arezzo, Italy, on 18 February 1626. He studied philosophy and medicine at the University of Pisa, graduating on 1 May 1647. A year later, Redi moved to Florence and registered at the Collegio Medico. There he served at the Medici Court as both the head physician and superintendent of the ducal pharmacy and foundry. Redi was also a member of the Accademia del Cimento, which flourished from 1657-1667. It was during this decade that Redi produced his most important works.

Created2007-11-01
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Franklin Paine Mall was born into a farming family in Belle Plaine, Iowa, on 28 September 1862. While he attended a local academy, an influential teacher fueled Mall's interest in science. From 1880-1883, he studied medicine at the University of Michigan, attaining his MD degree in 1883. William J. Mayo,

Franklin Paine Mall was born into a farming family in Belle Plaine, Iowa, on 28 September 1862. While he attended a local academy, an influential teacher fueled Mall's interest in science. From 1880-1883, he studied medicine at the University of Michigan, attaining his MD degree in 1883. William J. Mayo, who later became a famous surgeon and co-founder of the Mayo Clinic in Rochester, Minnesota, was a classmate of Mall's. Throughout his studies at Michigan, he was influenced by Corydon L. Ford, a professor of anatomy, Victor C. Vaughn, a biochemist and bacteriologist, and Henry Sewall, a physiologist.

Created2007-11-01
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Born in Ypsilanti, Michigan, on 2 February 1869, Charles Manning Child was the only surviving child of Mary Elizabeth and Charles Chauncey Child, a prosperous, old New England family. Growing up in Higganum, Connecticut, Child was interested in biology from an early age. He made extensive collections of plants and

Born in Ypsilanti, Michigan, on 2 February 1869, Charles Manning Child was the only surviving child of Mary Elizabeth and Charles Chauncey Child, a prosperous, old New England family. Growing up in Higganum, Connecticut, Child was interested in biology from an early age. He made extensive collections of plants and minerals on his family farm and went on to study biology at Wesleyan University, commuting from his family home. Child received his PhB in 1890 and MS in biology in 1892, and then went on to study in Leipzig after his parents death. He worked for a short time in the psychology laboratory of Wilhelm Wundt, and then pursued studies in zoology under the supervision of Rudolf Leuckhart. His doctoral dissertation investigated morphological aspects of insect sense organs. Leuckhart emphasized the functional purpose of morphological structures and led many of his students to develop and defend the notion of teleology, including Child, who completed his PhD in 1894.

Created2007-10-23
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As the third director of the Carnegie Institute of Washington s Department of Embryology, George Washington Corner made a number of contributions to the life sciences as well as to administration. Corner was born on 12 December 1889 in Baltimore, Maryland, near the newly established Johns Hopkins University. Although Corner

As the third director of the Carnegie Institute of Washington s Department of Embryology, George Washington Corner made a number of contributions to the life sciences as well as to administration. Corner was born on 12 December 1889 in Baltimore, Maryland, near the newly established Johns Hopkins University. Although Corner was not exposed to science much in school at a young age, he developed an early appreciation for science through conversations with his father about geography and by looking through the family's National Geographic magazines.

Created2007-11-01
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Stanley Cohen is a biochemist who participated in the discovery of nerve growth factor (NGF) and epidermal growth factor (EGF). He shared the 1986 Nobel Prize in Physiology or Medicine with Rita Levi-Montalcini for their work on the discovery of growth factors. His work led to the discovery of many

Stanley Cohen is a biochemist who participated in the discovery of nerve growth factor (NGF) and epidermal growth factor (EGF). He shared the 1986 Nobel Prize in Physiology or Medicine with Rita Levi-Montalcini for their work on the discovery of growth factors. His work led to the discovery of many other growth factors and their roles in development.

Created2007-11-01
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Karl Wilhelm Theodor Richard von Hertwig is an important figure in the history of embryology for his contributions of artificial hybridization of sea urchin eggs and the formulation of his coelom theory. He was born 23 September 1850 in Friedelberg, Germany, to Elise Trapp and Carl Hertwig. Richard and his

Karl Wilhelm Theodor Richard von Hertwig is an important figure in the history of embryology for his contributions of artificial hybridization of sea urchin eggs and the formulation of his coelom theory. He was born 23 September 1850 in Friedelberg, Germany, to Elise Trapp and Carl Hertwig. Richard and his older brother Oscar began their studies at Jena under the direction of Ernst Haeckel from 1868 to 1871. In 1872 Hertwig became a lecturer in zoology at Jena while Oscar lectured in anatomy and embryology. As both brothers advanced in their respective fields, Hertwig left Jena to become a professor at Königsberg. In 1883 he was professor at Bonn and in 1885 in Munich, where he stayed until his retirement in 1925. Hertwig married Julia Braun in 1887 and had two sons and one daughter. He remained very active his entire life, outliving his brother Oscar by fifteen years.

Created2007-11-01
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Libbie Henrietta Hyman was born into a recently immigrated Jewish family on 6 December 1888 in Des Moines, Iowa. One of many siblings and daughter to parents Sabina Neumann and Joseph Hyman, who did not particularly support her interests in science, Hyman excelled in school and indulged her interests in

Libbie Henrietta Hyman was born into a recently immigrated Jewish family on 6 December 1888 in Des Moines, Iowa. One of many siblings and daughter to parents Sabina Neumann and Joseph Hyman, who did not particularly support her interests in science, Hyman excelled in school and indulged her interests in biology in her free time. From a young age, Hyman collected and cataloged flora around her home. Despite being valedictorian of her high school class, Hyman's first job was labeling cereal boxes in a local factory. It was only when a former teacher became aware of Hyman's situation that Hyman was prompted to apply for college scholarships.

Created2007-11-01