The model of development of science by the example of limnology

Limnology--the science about lakes is the young and relatively closed area of studies; its existence is owing to several hundreds of scientists. The International Society of Limnologists holds its meetings since 1922. We used materials of these meetings to find out the main stages of development of this science; among these stages there were both fast and relatively calm periods. Based on analysis of these data, we constructed a model of development of the science, the same data being used for tuning and verification of the model. We have suggested that the main regularities and of development of limnology can be extrapolated to other sciences. The main "acting person" in the model is population of scientists. Each scientist, with some probability, can propose new ideas as well as use in his elaborations some particular complex of the already accumulated knowledge and ideas. The model also takes into consideration how the scientific information is spreading, specifically some individual peculiarities of model scientists, such as age, experience, communicability. After the model parameters had been chosen in such a way that is described adequately the development of limnology, we performed a series of experiments by changing some of the characteristics and obtained rather unexpected results published preliminary in the short work (Levchenko V. F and Menshutkin V. V. Int. J. Comp. Anticip. Syst., 2008, vol. 22, p. 63-75) and discussed here in the greater detail. It is revealed, that the development of science is passing irregularly and sharply decelerated at low level of scientists communication and absence of scientific schools, and that the age of "scientific youth" of scientist begins usually only after 40 years.     

Don’t Call it “Darwinism”

Evolutionary biology owes much to Charles Darwin, whose discussions of common descent and natural selection provide the foundations of the discipline. But evolutionary biology has expanded well beyond its foundations to encompass many theories and concepts unknown in the 19th century. The term “Darwinism” is, therefore, ambiguous and misleading. Compounding the problem of “Darwinism” is the hijacking of the term by creationists to portray evolution as a dangerous ideology—an “ism”—that has no place in the science classroom. When scientists and teachers use “Darwinism” as synonymous with evolutionary biology, it reinforces such a misleading portrayal and hinders efforts to present the scientific standing of evolution accurately. Accordingly, the term “Darwinism” should be abandoned as a synonym for evolutionary biology.     

Intellectual property law: a primer for scientists

“Intellectual property” (IP) is a generic legal term for patents, copyrights, and trademarks, which provide legal rights to protect ideas, the expression of ideas, and the inventors and creators of such ideas. A patent provides legal protection for a new invention, an application of a new idea, discovery, or concept that is useful. Copyright provides legal protection from copying for any creative work, as well as business and scientific publications, computer software, and compilations of information. A trademark provides rights to use symbols, particular words, logos, or other markings that indicate the source of a product or service. A further method of benefiting from an invention is simply to keep it secret, rather than to disclose it—a “trade secret.” IP impinges on almost everything scientists do. As scientists are paid to come up with ideas and aspire to patent and/or publish their work, the protection of ideas and of written works especially should be of interest and concern to all.     

A century of oceanographic and fisheries exploration on the continental shelf off Argentina

A detailed analysis is presented of the main contributions, both local and international, to the fields of oceanography and fishery sciences resulting from exploratory cruises carried out on the continental shelf off Argentina over the last 100 years. The end of the 19th century is chosen as a starting point for this analysis as it marks the beginning of active marine research by Argentinian scientists and an accumulation of information on Antarctic and Subantarctic organisms in foreign journals. Mention is also made of previous contributions derived from the classic expeditions and global circumnavigational voyages during the 18th and 19th centuries. Although the aims of those were not always strictly oceanographic, they rendered significant information to this field of knowledge. In the early years, references arose mainly from the particular geographic situation of the Argentinian shelf, a necessary passage in the navigation routes to the Pacific Ocean, and later on the way to Antarctica. Sources of information are divided into four categories: (a) foreign scientific projects in the area; (b) investigation by Argentinian scientists and research vessels; (c) joint projects between Argentinian and foreign institutions; and (d) contributions from sources other than oceanographic cruises (commercial navigation, maritime weather reports, satellite images, etc.). The analysis includes an updated and classified bibliographical list of the main contributions to the fields of oceanography and fishery sciences derived from those sources, published either in international or local journals or appearing as technical and internal reports. The motivations, objectives and main achievements of foreign surveys and programmes in the area and their impact on local scientific progress are discussed. The early sixties mark a turning point in the evolution of international research in the area. The creation of biological stations along the Argentinian coast, and the support given to the pooling of human resources set the basis for the development of bilateral programmes. Similar progress in Brazil and Uruguay led to the outgrowth of regional activities. Joint scientific efforts described in this analysis include the programmes carried out by the research vessels of Germany (“Walther Herwig”, “Meteor”), Japan (“Kaiyo Maru”, “Orient Maru”, “Shinkai Maru”), Poland (“Professor Siedlecki”), Russia (“Evrika”, “Dimitry Stefanov”) and the USA (“Vema”, “Atlantis II”), the achievements of which are a landmark in the evolution of marine science in the aea.     

Science through the internet: Researching, evaluating and citing websites

This article attempts to convey the joys and frustrations of skimming the Internet trying to find relevant information concerning an academic’s work as a scientist, a student or an instructor. A brief overview of the Internet and the “do’s and don’ts” for the neophyte as well for the more seasoned “navigator” are given. Some guidelines of “what works and what does not” and “what is out there” are provided for the scientist with specific emphasis for biologists, as well as for all others having an interest in science but with little interest in spending countless hours “surfing the net”. An extensive but not exhaustive list of related websites is provided.     

“Theory” in Theory and Practice

A central obstacle to accepting evolution, both among students and the general public, is the idea that evolution is “just a theory,” where “theory” is understood in a pejorative sense as something conjectural or speculative. Although scientists and textbooks constantly explain that the scientific use of “theory” is quite different, the pejorative use continues to cause confusion, in part because of its deep roots in a popular, Baconian, understanding of science. A constructivist approach, whereby students are helped to examine the adequacy of their preconceptions about “theory” for themselves and to revise or replace them appropriately, is recommended.     

What would T. H. Huxley have made of prion diseases?

T. H. Huxley was “Darwin’s bulldog,” and took the offensive in championing the cause of evolution against skeptical scientists and outraged theologians. As such, he took part in one of the great “paradigm shifts” of biology, at the end of the nineteenth century. Huxley was a rigorous scientist and wrote important articles on scientific method, as well as publishing extensively on a wide range of subjects in natural history. In the second half of the twentieth century, the “prion hypothesis” was put forward to explain the pathogenesis of a curious group of diseases known as the transmissible spongiform encephalopathies. This also involved a “paradigm shift” because the prion hypothesis postulated that biologically relevant information could be enciphered in protein conformation (rather than encoded in nucleic acid base sequences), and could be transmitted from one molecule to another, thereby causing infectious disease. This article examines a few of Huxley’s remarks to speculate on how he might have responded to the scientific debate about prion disease had he lived a century later.     

The Inability of Primary School to Introduce Children to the Theory of Biological Evolution

A great number of research papers in the English literature of science education present difficulties pupils have in understanding natural selection. Studies show that children have essentialist and teleological intuitive ideas when dealing with organisms and that these biases hinder their ability to understand the theory of evolution by natural selection. Consequently, it is interesting to ascertain if and how the school education offered today deals with the problem, i.e., helps the children confront these biases. To that purpose, this study answered the two following research questions: (a) How is biological evolution presented—from the past to the present day—in the official documentation of primary school education, namely the science curricula and the textbooks of Greece? and (b) what are the conceptions held by Greek primary school teachers of the concepts of evolutionary theory and relevant issues that they have to teach? Our research found that not only are the intuitive ideas not “confronted” but they are also “affirmed” in Greek primary education. This phenomenon, as some other international studies have shown, must not be only a Greek one. A drastic change in the content and structure of primary school curricula and the training of educators is necessary in order to improve and facilitate the teaching of biological evolution.     

A Web of Controversies: Complexity in the Burgess Shale Debate

Using the Burgess Shale controversies as a case-study, this paper argues that controversies within different domains may interact as to create a situation of “com- plicated intricacies,” where the practicing scientist has to navigate through a context of multiple thought collectives. To some extent each of these collectives has its own dynamic complete with fairly negotiated standards for investigation and explanation, theoretical background assumptions and certain peculiarities of practice. But the intellectual development in one of these collectives may “spill over” having far reaching consequences for the treatment of apparently independent epistemic problems that are subject of investigation in other thought collectives. For the practicing scientist it is necessary to take this complex web of interactions into account in order to be able to navigate in such a situation. So far most studies of academic science have had a tendency to treat the practicing scientist as members of a single (enclosed) thought collective that stands intellectually isolated from other similar entities unless the discipline was in a state of crisis of paradigmatic proportions. The richness and complexity of Burgess Shale debate shows that this encapsulated kind of analysis is not enough.     

The “Cycle of Life” in Ecology: Sergei Vinogradskii’s Soil Microbiology, 1885–1940

Historians of science have attributed the emergence of ecology as a discipline in the late nineteenth century to the synthesis of Humboldtian botanical geography and Darwinian evolution. In this essay, I begin to explore another, largely neglected but very important dimension of this history. Using Sergei Vinogradskii’s career and scientific research trajectory as a point of entry, I illustrate the manner in which microbiologists, chemists, botanists, and plant physiologists inscribed the concept of a “cycle of life” into their investigations. Their research transformed a longstanding notion into the fundamental approaches and concepts that underlay the new ecological disciplines that emerged in the 1920s. Pasteur thus joins Humboldt as a foundational figure in ecological thinking, and the broader picture that emerges of the history of ecology explains some otherwise puzzling features of that discipline – such as its fusion of experimental and natural historical methodologies. Vinogradskii’s personal “cycle of life” is also interesting as an example of the interplay between Russian and Western European scientific networks and intellectual traditions. Trained in Russia to investigate nature as a super-organism comprised of circulating energy, matter, and life; over the course of five decades – in contact with scientists and scientific discourses in France, Germany, and Switzerland – he developed a series of research methods that translated the concept of a “cycle of life” into an ecologically conceived soil science and microbiology in the 1920s and 1930s. These methods, bolstered by his authority as a founding father of microbiology, captured the attention of an international network of scientists. Vinogradskii’s conceptualization of the “cycle of life” as chemosynthesis, autotrophy, and global nutrient cycles attracted the attention of ecosystem ecologists; and his methods appealed to practitioners at agricultural experiment stations and microbiological institutes in the United States, Western Europe, and the Soviet Union.     

A centenary of academic and less learned Food Microbiology Pitfalls of the past and promises for the future

A review is presented of the development of Food Microbiology from its roots in different disciplines — including human and animal medicine, general microbiology, agricultural science and food chemistry — to an autonomous science with the main vocation to provide the knowledge allowing providing food that is wholesome, of high quality and acceptable in the microbiological sense. This evolution entailed a change in approach from mere, and often rather primitive inspection of end-products to intervention by (i) identification of hazard points (“critical points” or CPs) by ecological studies; (ii) elimination of CPs by elaboration of Good Manufacturing and Distribution Practices (GMPs); (iii) validation of GMPs by monitoring production lines and final products at point of sale and gauging the results by Risk Analysis. It is emphasized, that although advanced and ecologically sound techniques have become available, it will still require extensive education and training at all levels before the scientific advances outlined in this review will have been fully integrated in day-to-day food production and catering in developed as well developing areas of the world. Interdisciplinary instruction and co-operation cannot be missed in attempts to reach this goal.     

J D Bernal (1901–1971) in perspective

Conclusion We must conclude that the sub-title of Bernal’s “The Social Function of Science” — “What science does: what science could do” is still the relevant challenge and indicates Bernal’s chief contribution, besides the foundation of molecular biology to our civilization. It is manifest that resources spent on armaments are a monstrous pathological symptom of our social structure. The ancient problem of “what is property” and what may be “owned” and by whom or by what organs of society is awakening.     

The potential of and limitations to marine population prognosis

Following the 19th century recognition and definition of basic ecological entities, functional analysis has been the highlight of this century. The synthesis of these findings enables ecological prognosis. The population as the basic functional unit has been repeatedly treated; in the marine field, fisheries management approaches developed into multi-species population analysis. As in planktology, theoretical ecology, and classic biocoenotic research, the population interactions are of increasing scientific interest. A mathematical model is suggested that combines these extrinsic and intrinsic functional relationships in order to define the fit of the ecological niche to the environment, the decisive measure of the expected population success, and thus of the probable population development needed for prognostic purposes. It is discussed in how far the orientation towards the predictive power or — with respect to the “skill” of meteorological prognoses — the “ecological prognostic skill” improvement may serve as a means to choose the best investigative strategy.     

The Growing Visibility of Creationism in Northern Ireland: Are New Science Teachers Equipped to Deal with the Issues?

The growing visibility of various forms of creationism in Northern Ireland raises issues for science education. Attempts have been made at political levels to have such “alternatives” to evolution taught in the science classroom, and the issue has received coverage in local press and media. A sample of 112 pre-service science teachers answered a survey on attitudes toward evolution. Preliminary analysis revealed many of these new teachers held views contrary to scientific consensus—over one fifth doubt the evidence for human evolution, and over one quarter dispute the common ancestry of life. Over two thirds indicated a preference for teaching a “range of theories” regarding these issues in science. In addition, 49 pre-service biology teachers viewed a DVD resource promoting “intelligent design” and completed an evaluation of it. The biology teachers also took part in either focus groups or additional questionnaires. A majority took the resource at face value and made positive comments regarding its utility. Many articulated views contrary to the stated positions of science academies, professional associations, and the UK government teaching directives regarding creationism. Most indicated a perception that intelligent design is legitimate science and that there is a scientific “controversy” regarding the legitimacy of evolution. Concern is raised over the ability of these new teachers to distinguish between scientific and non-scientific theories. The suggestion is made that the issue should be addressed directly with pre-service science teachers to make clear the status of such “alternatives.” The paper raises implications for science education and questions for further research.

Marvelling at the Marvel: The Supposed Conversion of A.D. Darbishire to Mendelism

The so-called “biometric-Mendelian controversy” has received much attention from science studies scholars. This paper focuses on one scientist involved in this debate, Arthur Dukinfield Darbishire, who performed a series of hybridization experiments with mice beginning in 1901. Previous historical work on Darbishire’s experiments and his later attempt to reconcile Mendelian and biometric views describe Darbishire as eventually being “converted”' to Mendelism. I provide a new analysis of this episode in the context of Darbishire’s experimental results, his underlying epistemology, and his influence on the broader debate surrounding the rediscovery and acceptance of Mendelism. Iinvestigate various historiographical issues raised by this episode in order to reflect on the idea of “conversion” to a scientific theory. Darbishire was an influential figure who resisted strong forces compelling him to convert prematurely due to his requirements that the new theory account for particularly important anomalous facts and answer the most pressing questions in the field. This revised version was published online in July 2006 with corrections to the Cover Date.     

<Emphasis Type="Italic">Physisporinus vitreus</Emphasis>: a versatile white rot fungus for engineering value-added wood products

The credo of every scientist working in the field of applied science is to transfer knowledge “from science to market,” a process that combines (1) science (fundamental discoveries and basic research) with (2) technology development (performance assessment and optimization) and (3) technology transfer (industrial application). Over the past 7 years, we have intensively investigated the potential of the white rot fungus, Physisporinus vitreus, for engineering value-added wood products. Because of its exceptional wood degradation pattern, i.e., selective lignification without significant wood strength losses and a preferential degradation of bordered pit membranes, it is possible to use this fungus under controlled conditions to improve the acoustic properties of tonewood (i.e., “mycowood”) as well as to enhance the uptake of preservatives and wood modification substances in refractory wood species (e.g., Norway spruce), a process known as “bioincising.” This minireview summarizes the research that we have performed with P. vitreus and critically discusses the challenges encountered during the development of two distinct processes for engineering value-added wood products. Finally, we peep into the future potential of the bioincising and mycowood processes for additional applications in the forest and wood industry.     

The role of experimental entomology in working out fundamental problems of physiology and medicine (L.A. Orbeli and experimental entomology)

This paper is based on the author’s lecture presented at the conference Theoretical and Applied Entomology: Past, Present and Future, dedicated to the 150th anniversary of the Russian Entomological Society, which took place on April 2, 2009 in St. Petersburg. The lecture suggested a definition of the concept “experimental entomology” and listed the most popular research objects. A brief historical review of the origin and development of some trends in experimental entomology in the XX and XXI centuries in Russia was given. Special attention was paid to the contribution of Acad. L.A. Orbeli and his ideas concerning evolution of functions and functional evolution as well as to the importance of ideas of his collaborators and followers, G.V. Gershuni, L.G. Leibson and A.L. Polenov, in developing a number of present directions of experimental entomology. These classic and ultramodern directions include comparative genetics of behavior (M.E. Lobashev, A.K. Voskresenskaya, N.G. Lopatina, I.A. Nikitina, V.B. Savvateev, V.V. Ponomarenko, N.G. Kamyshev), genetics of higher nervous activity (N.G. Lopatina), neurogenetics (E.V. Savvateeva-Popova), biorhythmology (ecological concept of photoperiodism—A.S. Danilevsky, investigation of the physiological mechanisms of photoperiodic adaptations—V.P. Tyshchenko), immunology (S.I. Chernysh), neuroendocrinology and mechanisms of stress (I.Yu. Raushenbach, S.I. Chernysh, G.V. Ben’kovskaya), psychoneuroendocrinology (the hypothesis of “dynamic neuroendocrine integration”—A.N. Knyazev), etc. A special place in the lecture was assigned to sensory physiology of insects and, first of all, to the series of monographs by F.G. Gribakin, Yu.A. Elizarov, G.A. Mazokhin-Porshnyakov, R.D. Zhantiev, A.V. Popov, V.L. Svidersky, A.V. Skirkyavichus, L.I. Frantsevich awarded the USSR State Prize in 1987. The origin of a novel field, cognitive ethology (Zh.I. Reznikova) that emerged at the intersection of ethology, ecology, theory of evolution, and comparative psychology is noted in the final part of the lecture.     

“Green water” microalgae: the leading sector in world aquaculture

Freshwater fish culture is generally considered the largest sector in world aquaculture. Several of the leading species consume “green water” plankton. This plankton—mostly microalgae (phytoplankton) and also bacteria, protozoa and zooplankton—grows in man-made fertilized water impoundments. The quantity of “green water” microalgae consumed by fish and shrimp is estimated here at a quarter billion ton fresh weight a year, about three and a half times as much as the entire recognized aquaculture. This estimate is based on the quantities of the microalgae consumed and the efficiencies of their use for growth by the main species in aquaculture. The cost of producing “green water” microalgae by the aquaculturists—mostly in SE Asia—is low. The populations in “green water” are biologically managed by the cultured fish themselves. The fish with their different feeding habits help “manage” the composition of the plankton and the overall water quality as they grow. The aquaculturists further manage “green water” through simple means, including water exchange and fertilization. Cost is remunerated partially by the income from sales of the fish and partially by bio mitigation services that “green water” polyculture ponds provide the aquaculturists in treating farm and household waste. A comprehension of the scale and importance of the microalgae sector to world aquaculture should lead to more research to improve understanding of algal population dynamics, growth factors, and efficiency of food chains. The consequent improved control of the plankton’s interaction with fish and shrimp production in “green water” will undoubtedly contribute much to the expansion in production of seafood.     

Science and the Concept of Evolution: From the Big Bang to the Origin and Evolution of Life

The common thread of evolution runs through all science disciplines, and the concept of evolution enables students to better understand the nature of the universe and our origins. “Science and the Concept of Evolution” is one of two interdisciplinary science Core courses taken by Dowling College undergraduates as part of their General Education requirements. The course examines basic principles and methods of science by following the concept of evolution from the big bang to the origin and evolution of life. Case studies of leading scientists illustrate how their ideas developed and contributed to the evolution of our understanding of the world. Evidences for physical, chemical, and biological evolution are explored, and students learn to view the evolution of matter and of ideas as a natural process of change over space and time.     

I/We Narratives Among African American Families Raising Children with Special Needs

This paper examines a statistics debate among African American caregivers raising children with disabilities for insights into the work of “African American mothering.” Using ethnographic, narrative and discourse analyses, we delineate the work that African American mothers do—in and beyond this conversation—to cross ideological and epistemological boundaries around race and disability. Their work entails choosing to be an “I” and, in some cases, actively resisting being seen as a “they” and/or part of a collective “we” in order to chart alternative futures for themselves and their children.