Tissue engineering uniquely applies concepts and techniques from biology and engineering in order to heal or produce new tissues after disease or traumatic injury. A successful tissue engineer must have knowledge of cellular biology, cell signaling, extracellular matrix development, and tissue structure and integrate it with the application of stresses and strains, mass transfer, mechanical properties, and heat transfer. In order to train the next generation of successful tissue engineers, this text gives the reader a background in both the engineering and biology associated with tissue engineering. In reading this text, students will learn about these two different areas of study and how they can be integrated with one another to understand tissues in the human body and solve biomedical problems. Students will be introduced to definitions of engineering concepts, the practical use of stress-strain relationships, material strength, mass transfer, and heat transfer. Through examples and problems, students will apply engineering equations to medical and biomedical situations including actual tissue engineering problems. Students will be introduced to a variety of cell and tissue types and be given the background information necessary to apply the use of cells to the growth and development of new tissues. Students will learn how to select the proper material for the replacement of a particular tissue and why it is important to know about the mechanical properties and degradability of a material prior to implantation. Students will learn how the application of force, material selection, and changes in temperature can positively or negatively affect cell behavior and tissue development. Tissue structure will be described and students will learn about the direct relationship between the structure of a tissue and its properties.
It would be impossible to over-emphasize the prominence of love as a defining virtue in the Christian life. For instance, it is defined as the evidence that someone is born of God. It constitutes the connection between the Lord Jesus and his Church, and it is the well-spring of all fellowship. It is the premier fruit of the Spirit, from which all the other fruit proceed. And it the prerequisite for the operation of all spiritual gifts and disciplines. Love touches upon every aspect of our saved lives. Despite its importance to Christian doctrine and conduct, perhaps no other topic is given such short shrift in the teaching ministry. Our discussions of love are often superficial and glib. This quarter's World Mission Topics series, "The Love Seminar," is designed to address that deficit. In it, we will define natural and supernatural love. We will examine the display of God's love in the Old and New Testaments. And finally, explore the implications of the scriptural command that we exhibit love in all our relationships.
Covers the colonial origins of the three infantry regiments that comprise the Blue and Gray Division,"" the establishment of the Division in 1917, and its current status as a light infantry division in the Maryland National Guard. Contains an emphasis on the history of the 29th Infantry Division in WWII. Map displaying activity of 29th Division from June 6, 1944 through January 1, 1945 on endsheets. Hundreds of photos. Indexed
Tulane is the story of a southern school striving for national recognition in the post–World War II era of American research universities. Clarence L. Mohr and Joseph E. Gordon pre-sent a candid, in-depth treatment of the 150-year-old New Orleans institution during this transformative period, when it grappled with such pervasive issues as federal and private funding; academic freedom; an enrollment surge set in motion by the GI Bill and sustained by the postwar “baby boom”; the cold war; desegregation; the antiwar, civil rights, and student-power movements; expanding intercollegiate athletics; censorship; the clash between liberal and utilitarian conceptions of higher learning; revision of curricular content; and the role of universities as platforms for social criticism—all of which together profoundly altered the mission of American higher learning. In addition to these external forces, the authors examine the many individuals—administrators, professors, and students—whose responses in both calm and crises shaped the evolution of Tulane’s unique academic, physical, and demographic design. Like its regional peers in the 1950s and 1960s, Tulane faced the challenge of transcending its past without repudiating traditions of lasting value. From a loose confederation of locally oriented undergraduate and professional schools, it developed into a nationally focused research university serving a diverse student body selected through rigorous admissions standards. Its journey over the past half century should remind those who support, study, or teach in American universities that their own institutions during that period have in a very real sense made history as well.
This book is written for the clinician, students, and practitioners of neuropsychology, neuropsychiatry, and behavioral neurology. It has been my intent throughout to present a synthesis of ideas and research findings. I have reviewed thousands of articles and research reports and have drawn extensively from diverse sources in philosophy, psychol ogy, neurology, neurosurgery, neuropsychiatry, physiology, and neuroanatomy in order to produce this text. Of course I have also drawn from my own experience as a clinician and research scientist in preparing this work and in this regard some of my own biases and interests are represented. I have long sought to understand the human mind and the phenomena we experience as conscious awareness. After many years of studying a variety of Western and Eastern psychologists and philosophers, including the Buddhist, Taoist, and Hindu philosophical systems, I began, while still an undergraduate student, to formulate my own theory of the mind. I felt, though, that what I had come upon were only pieces of half the puzzle. What I knew of the brain was minimal. Indeed, it came as quite a surprise when one day I came across the journal Brain as I was browsing through the periodicals section of the library. I was awed. An entire journal devoted to the brain was quite a revelation. Nevertheless, although intrigued by the possibilities, I resisted.
Alabama State University is well known as a historically black university and for the involvement of its faculty and students in the civil rights movement. Less attention has been paid to the school's remarkable origins, having begun as the Lincoln Normal School in Marion, Alabama, founded by nine former slaves. These men are rightly considered the progenitors of Alabama State University, as they had the drive and perseverance to face the challenges posed by a racial and political culture bent on preventing the establishment of black schools and universities. It is thanks to the actions of the Marion Nine that Alabama's rural Black Belt produces a disproportionate number of African American Ph.D. recipients, a testament to the vision of the Lincoln Normal School's founders. From Marion to Montgomery is the story of the Lincoln Normal School's transformation into the legendary Alabama State University, including the school's move to Montgomery in 1887 and evolution from Normal School to junior college to full-fledged four-year university. It's a story of visionary leadership, endless tenacity, and a true belief in the value of education.
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