biology

Katie Randall's picture

Medical Authority in the Discourses of Disability and Transsexuality

Medical Authority in the Discourses of Disability and Transsexuality

 

Exile and Pride: Disability, Queerness and Liberation is an impossibly far-ranging book. Its author Eli Clare covers many topics that are entangled within his own life: tensions of class, sexuality, gender, abuse, disability, environmentalism and exile. Here I want to use his discussion of the medicalization of disability as a springboard to approach Rachel Ann Heath’s description of the pathologization of transsexuality in The Praeger Handbook of Transsexuality: Changing Gender to Match Mindset. Medicalization and pathologization are not precisely equivalent terms, but to me both represent a process of delegitimizing their subjects and placing this lost authority into the hands of medical professionals. Both produce negative or limiting effects that are not widely acknowledged. In addition, both are oriented towards “curing” or “normalizing” difference.

 

Exile and Pride: disability history

Kaye's picture

Sex and Gender Differences in Cognition and Neurobiology

I just received an announcement about this very relevant conference that is being held at Drexel University College of Medicine on Thursday, October 27, 2011 from 9 am - 4 pm.  Regisration is free.  Please see the website for more information. 

lissiem's picture

Education levels the playing field

The playing field in America is definitely not level, but I believe that education is not at fault.  Education is something everyone should acquire because it allows people to further themselves in life.  For instance, in Shorris' study where he gave lower class a basic education, it allowed them to continue on to college and hold their own.  However, even though many people are becoming education, those who "make it" or find the level where they can compete with others in life, have certain characteristics that allow them to reach this place, and its not their level of education.  It is money and connections.  Shorris' students, although they did not have money, found the connections through his program that allowed them to continue onto college and make a name for themselves.  Other students have money. The ability to pay for college automatically puts that person ahead of one who cannot afford an education. And even on a smaller scale with kids in the same school district, some parents may be able to afford to send them on community service trips or pay for music lessons.  The ability to pay for these things is basically the ability to buy yourself into college, because it is these things, the extra circulars, that make a difference in the college application. Basically, the playing field really can't be leveled when personal finances come into play. 

Cell Structure and Function – Major Concepts and Learning Activities

This overview presents key concepts that students often do not learn from standard textbook presentations and suggests a sequence of learning activities to help students understand how the parts of a cell work together to accomplish the multiple functions of a dynamic living cell.  Suggested activities also reinforce student understanding of the relationships between molecules, organelles and cells, the diversity of cell structure and function, and the importance and limitations of diffusion. This overview provides links to web resources, hands-on activities, and discussion activities.

  The attached file has the key concepts and suggested learning activities.

Diffusion and Cell Size and Shape

This analysis and discussion activity helps students understand that cell size is limited by the very slow rate of diffusion over any substantial distance and the insufficient surface-area-to-volume ratio for larger cells.  In addition, students calculate why these problems do not apply to long slender cells or parts of cells (e.g. the axons of neurons that extend from your spinal cord to your foot).

 The first attached file has the Student Handout and the second attached file has the Teacher Notes.

Cells As Molecular Factories

This discussion/worksheet activity reviews how eukaryotic cells are molecular factories in two senses: cells produce molecules and cells are made up of molecules.  The questions guide students to think about how the different parts of a eukaryotic cell cooperate to function as a protein-producing factory and as a recycling plant.  Additional questions require students to identify the locations and functions of different types of molecules in eukaryotic cells.

 The first attached file has the Student Handout and the second attached file has the Teacher Notes

Cell Vocabulary Review Game

This game helps students to enjoy reviewing vocabulary related to cells, organelles, and the plasma membrane.  Each card in the deck has a target vocabulary word and two related taboo words that the student may not use as he/she gives clues so the other students in his/her small group can guess the target word.  Many students have trouble learning the substantial new vocabulary required for biology, and this game lets students have fun while reinforcing their understanding of key terms. 

The first file below provides the master copy for creating the card decks for this game, and the second file below provides the teacher notes, including instructions for playing the game.

How do biological organisms use energy?

This analysis and discussion activity is designed to help students understand the basic principles of how biological organisms use energy, with a focus on the roles of ATP and cellular respiration. This activity provides a useful basic understanding of cellular respiration and provides an important conceptual framework for students who will be learning the complex specifics of cellular respiration. This activity concludes with a brief introduction to two important principles: conservation of energy and the inefficiency of energy transformations. 

The first attached file has the Student Handout and the second attached file has the Teacher Notes. The Teacher Notes provide background information and instructional suggestions and explain how this activity is aligned with the Next Generation Science Standards.

Gavia's picture

Transects Evolit Final Paper

Final Project: Comparison


      I noticed partway through this course that the concept of storytelling has actually been use in a number of the courses I have taken so for, though it has been presented in different ways and for different purposes.  I have had the experience of three separate professors in three different disciplines give me a very similar assignment.  I found that, when I looked at these pieces in conjunction with this course that they seemed much more connected than I thought they were, I was able to trace some of my own academic development through them, and the styles I used to present them clearly showed how each class biased my presentation.

AnnaP's picture

AnnaP's Final Presentation Write-up

My final project was a collaborative one with cr88, in which we created word clouds of the full texts of The Plague and The Origin of Species to look at 1) the differences and commonalities between scientific and literary texts, as embodied by this bizarre representational form, and 2) different forms of literary analysis outside of the ones we are used to and how they can be useful. These were the images we produced:

The Origin of Species

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