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Although its importance is not always recognized, theory is an integral part of all biological research. Biologists' theoretical and conceptual frameworks inform every step of their research, affecting what experiments they do, what techniques and technologies they develop and use, and how they interpret their data. By examining how theory can help biologists answer questions like "What are the engineering principles of life?" or "How do cells really work?" the report shows how theory synthesizes biological knowledge from the molecular level to the level of whole ecosystems. The book concludes that theory is already an inextricable thread running throughout the practice of biology; but that explicitly giving theory equal status with other components of biological research could help catalyze transformative research that will lead to creative, dynamic, and innovative advances in our understanding of life.
Although its importance is not always recognized, theory is an integral part of all biological research. Biologists' theoretical and conceptual frameworks inform every step of their research, affecting what experiments they do, what techniques and technologies they develop and use, and how they interpret their data. By examining how theory can help biologists answer questions like "What are the engineering principles of life?" or "How do cells really work?" the report shows how theory synthesizes biological knowledge from the molecular level to the level of whole ecosystems. The book concludes that theory is already an inextricable thread running throughout the practice of biology; but that explicitly giving theory equal status with other components of biological research could help catalyze transformative research that will lead to creative, dynamic, and innovative advances in our understanding of life.
Although its importance is not always recognized, theory is an integral part of all biological research. Biologists' theoretical and conceptual frameworks inform every step of their research, affecting what experiments they do, what techniques and technologies they develop and use, and how they interpret their data. By examining how theory can help biologists answer questions like "What are the engineering principles of life?" or "How do cells really work?" the report shows how theory synthesizes biological knowledge from the molecular level to the level of whole ecosystems. The book concludes that theory is already an inextricable thread running throughout the practice of biology; but that explicitly giving theory equal status with other components of biological research could help catalyze transformative research that will lead to creative, dynamic, and innovative advances in our understanding of life.
Although its importance is not always recognized, theory is an integral part of all biological research. Biologists' theoretical and conceptual frameworks inform every step of their research, affecting what experiments they do, what techniques and technologies they develop and use, and how they interpret their data. By examining how theory can help biologists answer questions like What are the engineering principles of life? or How do cells really work? the report shows how theory synthesizes biological knowledge from the molecular level to the level of whole ecosystems. The book concludes that theory is already an inextricable thread running throughout the practice of biology; but that explicitly giving theory equal status with other components of biological research could help catalyze transformative research that will lead to creative, dynamic, and innovative advances in our understanding of life.
This volume explores the foundations of ontogeny by asking how the development of living things should be understood. It explores key concepts of developmental biology, asks whether general principles of development can be discovered, and what the role of models and theories is in developmental biology.
This book brings together for the first time philosophers of biology to write about some of the most central concepts and issues in their field from the perspective of biology education. The chapters of the book cover a variety of topics ranging from traditional ones, such as biological explanation, biology and religion or biology and ethics, to contemporary ones, such as genomics, systems biology or evolutionary developmental biology. Each of the 30 chapters covers the respective philosophical literature in detail and makes specific suggestions for biology education. The aim of this book is to inform biology educators, undergraduate and graduate students in biology and related fields, students in teacher training programs, and curriculum developers about the current state of discussion on the major topics in the philosophy of biology and its implications for teaching biology. In addition, the book can be valuable to philosophers of biology as an introductory text in undergraduate and graduate courses.
'The traditional analysis of infrastructure networks has provided the conceptual rationalization for centralized monopolies for a century. In recent years, liberalization has shown that much wider participation can be beneficial. Innovative development in decentralized networks can be driven from below if government policies permit it, as vividly demonstrated by the Internet. This book contributes to a much needed exploration into the characteristics and implications of decentralized networks being driven from below, introducing new perspectives on the conception and analysis of infrastructure networks.' William H. Melody, Aalborg University, Denmark and Delft University of Technology, The Netherlands The notion of inverse infrastructures that is, bottom-up, user-driven, self-organizing networks gives us a fresh perspective on the omnipresent infrastructure systems that support our economy and structure our way of living. This fascinating book considers the emergence of inverse infrastructures as a new phenomenon that will have a vast impact on consumers, industry and policy. Using a wide range of theories, from institutional economics to complex adaptive systems, it explores the mechanisms and incentives for the rise of these alternatives to large-scale infrastructures and points to their potential disruptive effect on conventional markets and governance models. The approach in this unique book challenges the existing literature on infrastructures, which primarily focuses on large technical systems (LTSs). Rather, this study highlights unprecedented developments, analyzing the differences and complementarity between LTSs and inverse infrastructures. It illustrates that even large infrastructures need not require a blueprint design or top-down and centralized control to run efficiently. The expert contributors draw upon a captivating and wide-ranging set of case studies, including: Wikipedia; wind energy cooperatives, Wireless Leiden, rural telecom in developing countries, local radio and television distribution, the collection of waste paper, syngas infrastructure design, and e-government projects. The book discusses the feasibility of temporary infrastructures and unheard of ownership arrangements, and concludes that inverse networks represent a critical transformation of the accepted model of infrastructure development. Laying a foundation for future research in the area and suggesting ways to bridge the gap between policy and practice, this path-breaking book will prove a riveting read for academics, students and researchers across a number of disciplines including economics, business, management, innovation, and technology and policy studies.
Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.
"More than seventy percent of the earth's surface is covered by the ocean which is home to a staggering and sometimes overwhelming diversity of organisms, the majority of which reside in pelagic form. Marine invertebrate larvae are an integral component of this pelagic diversity and have stimulated the curiosity of researchers for centuries. This accessible, upper-level text provides an important and timely update on the topic of larval evolution and ecology, representing the first major synthesis of this interdisciplinary field for more than 20 years. The content is structured around four major areas: evolutionary origins and transitions in developmental mode; functional morphology and ecology of larval forms; larval transport, settlement, and metamorphosis; larval ecology in extreme and changing environments. This novel synthesis integrates traditional larval ecology with life history theory, evolutionary developmental biology, and modern genomics research to provide a research and teaching tool for decades to come." -- from the rear cover.
As museums are increasingly asked to demonstrate not only their cultural, but also their educational and social significance, the means to understand how museum visitors learn becomes ever more important. And yet, learning can be conceptualised and investigated in many ways. Coming to terms with how theories about learning interact with one another and how they relate to ‘evidence-based learning’ can be confusing at best. Museum Learning attempts to make sense of multiple learning theories whilst focusing on a set of core learning topics in museums. Importantly, learning is considered not just as a cognitive characteristic, as some perspectives propose, but also as affective, taking into consideration interests, attitudes, and emotions; and as a social practice situated in cultural contexts. This book draws attention to the development of theory and its practical applications in museum situations such as aquariums, zoos, botanical gardens and historical re-enactment sites, among others. This volume will be of interest to museum studies students, practitioners and researchers working in informal learning contexts, and will help them to reflect on what it means to learn in museums and create more effective environments for learning.