Experimental Systems

Ostroumov S.A., Shestakova T.V. Decreasing the measurable concentrations of Cu, Zn, Cd, and Pb in the water of the experimental systems containing Ceratophyllum demersum: The phytoremediation potential // Doklady Biological Sciences, 2009 (October), vol. 428, no. 1, p. 444-447. Finding: aquatic plants C. demersum induced a removal of the heavy metals Cu, Zn, Cd, and Pb from water. Abstract: Changes in the concentrations of the four heavy metals in the water of experimental systems were studied. Using the method of inversion voltamperometry, the concentrations of the heavy metals Cu, Zn, Cd, Pb were measured in the water of the experimental microcosms. Aquatic macrophytes Ceratophyllum demersum were incubated in the microcosms. The measured concentrations of all four heavy metals decreased in the microcosms with the macrophytes much faster than in the control microcosms without any aquatic plants. The new results complement the previous data on the phytoremediation potential of aquatic plants.  The new facts proved that  Ceratophyllum demersum  is a potent tool to clean water and to remove heavy metals. This is the first time the phytoremediation potential (for the mixture of metals) of this wide-spread species  was discovered. The plant removed the toxic metals cadmium, lead, copper, zink (Cd, Pb, Cu, Zn) from water with great efficiency. As a result, water quality improved dramatically with a prospect of new technology.
KEYWORDS:
concentrations, heavy metals, water quality, experimental systems, method of inversion voltamperometry, Cu, Zn, Cd, Pb, microcosms, aquatic macrophytes Ceratophyllum demersum, aquatic plants, phytoremediation, phytotechnology. [publisher: MAIK Nauka/Interperiodica];
DOI: 10.1134/S0012496609050159; www.springerlink.com/index/ML1062K7271L318N.pdf; https://www.researchgate.net/file.FileLoader.html?key=8fd8998627b86102db72c9b237c25054; http://sites.google.com/site/9dbs444/decreasing-the-measurable-concentrations-of-cu-zn-cd-and-pb-in-the-water; PMID: 19994786 [PubMed - indexed for MEDLINE]; www.ncbi.nlm.nih.gov/pubmed/19994786;
https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnw5ZGJzNDQ0fGd4OjM0N2IxNGFjNmZjNmIyYjI; http://www.citeulike.org/user/ATP/article/6039985;
https://www.academia.edu/1936807/ ;
Decreasing_the_measurable_concentrations_of_Cu_Zn_Cd_and_Pb_in_the_water_of_the_experimental_systems_containing_Ceratophyllum_demersum_The_phytoremediation_potential
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[NOTE: Pre-peer-review version! Final version available via email or from Sage Publication.]In this essay I advance three points, each in service of "extending play" as a critical conceptual category. The essay begins with Clifford Geertz's essay, "Deep Play," tracing through its lens the possibilities for "deeply extending play." The essay extends Geertz's argument: that games and play are in/as/of/through culture. Games and play are not generative of, reflective of, or just culture. Rather, they are intensely interwoven. I argue that games and play, as conceptual categories, need to be viewed as "experimental systems," and those concepts deserve to be informed by alternative perspectives. Finally, the essay returns to the notion of "meaningful play" as mechanism of sense making and cultural negotiations with structures. Meaningful Play lies at the core of exploration and encourage a different kind of reading of play(ful) spaces. Meaningful play is part of what makes games and play so fundamentally an aspect of the human (and non-human) condition.

Experiment M K Schlagworte: Experiment, Experimentalsysteme, Experimentalität, situiertes Lernen, Transdisziplinarität Wenn im öffentlichen oder akademischen Diskurs von der Freiheit der Wissenschaft die Rede ist, so wird diese hier wie oft und prototypisch als Freiheit der Forschung verstanden. Frei von politischer, sozialer, ökonomischer, religiös-weltanschaulicher oder sonst wissenschaftsfremder Einflussnahme gilt die Forschung als maßgebliches Medium der Funktion und Leistungen des Wissenschaftssystems, nämlich der Her-stellung und Kritik von wissenschaftlichem Wissen und verlässlicher Erkenntnis. Ver-nachlässigt werden dabei fast immer die Lehre und das Lernen, die doch in der Plura-lität für eben jene Wissenschaftsfreiheit nicht minder wesentlich ist. Es gilt dabei bereits im Hinblick auf die Freiheit und umgekehrt jene Freiheit selbst rechtfertigend, dass Forschung und Lehre sowohl für sich je selbst als auch im Hinblick auf Funktion und Leistung der Wissenschaften als zwei Seiten derselben Münze verstanden wer-den müssen. Mag es auch eher forschungszentrierte Institute innerhalb und außer-halb der Universitäten geben und eher auf den Bereich der Lehre konzentrierte Hoch-schulen: Wissenschaftliche Erkenntnis und Wissen beinhalten immer zugleich ihre Aushandlung wie ihre Vermittlung. Während diese Dialektik bei einer Reflexion der Forschung, etwa im Bereich der Wissenschafts-und Technikforschung, der Wissen-schaftssoziologie oder sogar der erkenntnistheoretischen Wissenschaftsphilosophie unbeachtet bleiben kann, tritt sie in der Reflexion der Lehre, ihrer Theorien und Me-thoden, disziplinärer, inter-oder transdisziplinärer Entwicklung deutlich hervor. Im Folgenden will ich dies an Überlegungen zum Experiment zwischen For-schung, Lehre und Lernen skizzieren sowie im Hinblick auf situiertes Lernen im Kon-text dieses Bandes verorten. "Situiert" bedeutet mir dabei genauer sowohl die gesell-schaftliche, kulturelle und historische Eingebundenheit allen Lernens als auch konkreter die besondere Situiertheit des Lernens als Vermittlung des Forschens und umgekehrt der Forschung als Vermittlung des Lernens, wie sie in vielleicht einmali-ger Strenge der Lehr-, Lern-und Forschungssituation an Hochschulen entspricht. In der Offenheit der Verweise ist jene Situiertheit schließlich auch als Verweis auf wei-tere soziale, politische, kulturelle u. a. Anschlusskontexte zu verstehen. Während in der Forschung das Experiment als Mittel der Erkenntnis in den Kern-bereich des idealtypisch Wissenschaftlichen fällt, ist es als Instrument disziplinärer oder transdisziplinärer Fachdidaktik noch weitgehend unterreflektiert. Dieser Mangel ist nur zum Teil auf die allgemeine Vernachlässigung der Lehre gegenüber der ruhm-reicheren Forschung zurückzuführen. Das Experiment und weiter: eine Experimenta-lität sind gefährliche, riskante Instrumente. In diesem Beitrag möchte ich das Experi

This article explores the development of a rat model of mother-infant relationships from its origins in the psychosomatic investigations of the mid-1960s to its elaboration into a theoretical system in neurobiology. I reconstruct the research trajectory of a group of neurobiologists in the United States, with a focus on the experimental practices they adopted while building this animal model. Providing a microhistory of this decade-long undertaking, I show that what drove the development of the model in practice was a serendipitous finding about infants' response to maternal separation. Detected inadvertently, the pup's separation response acquired an epistemic significance of its own and reoriented the experimental system towards unanticipated paths. To explain this intriguing phenomenon, the neurobiologists kept on refining their material manipulations and stabilizing their experimental outcomes. They thus established a series of causal relationships that connected dysregulations of the infant's physiological systems to disruptions in maternal care. As important as this interactive stabilization of technique and objects in the laboratory was how the researchers theorized the network of relationships derived from this technically constituted objectivity. Highlighting the practice-driven aspects of model-building, I demonstrate that what facilitated this theoretical process was an integrated design of complementary experiments. The outcome of each separate experiment of the research program came to bear upon the outcomes of other experiments, informing the development of future manipulations. It was this strategically driven integration process that allowed the experimenters to build expanding networks of causal relationships and consolidate them into a neurobiological theory.

The paper reconstructs PIerre Bouguer's experiments on light as a case study for understanding the transformations of material experimental settings. It especially presents the notion of segment as an analytical tool  which, once combined allow to reconstruct the genesis of an experimental system.

This article analyzes Gottfried Benn’s scene of writing. In a short autobiographic prose piece from 1952, he condenses his writing scene to the technical formula of three desks. Against the backdrop of the artistic program that Benn developed in his famous lecture „Problems of Lyric Poetry“ a year earlier, this paper will focus on the instrumental techniques of writing, in which artistic things are shaped and formed and can realize themselves as lyric poetry.

In this paper an effort is made to describe the processes of technical stabilization of the epistemic thing cochlear implant in certain stabilized scientific environments and the way in which such stabilizations are fortified, discoursified and medially produced. Such technical stabilizations can only be accomplished by rigorously excluding attributes of the social. However, the cochlear implant is born out of the need to enable participation in "normal" social life and is thus a thoroughly social actor attributed with certain social attachments. With the translation into patient networks, the technical object cochlear implant is re-inscribed with attributes of the social and is thus subject to destabilization, remediatization and re-socialization again. Being transferred from the stabilized context of biological and medical science, the discourses of the co-chlear implant are accumulated with elements of ethical or judicial discourses in which social issues are in the foreground. This will be illustrated by analyzing certain scientific viscourses and images which are used as illustrations for the successful communication between implanted children and their parents in practical guides for parents with deaf children.

Theory-free characterizations of experimental systems miss normative and conceptual components that sometimes are crucial to understanding their historical development. In the following paper, we show that these components may be part of the intrinsic capacities of experimental systems themselves. We study a case of non-exploratory and theory-oriented research in experimental neuroscience that concerns the construction of free-viewing as an experimental system to test one particular pre-existing hypothesis, the Temporal Correlation Hypothesis (TCH), at a laboratory in Santiago de Chile, during 2002-2008. We show that the system does not take well-formulated pre-existing predictions or hypotheses to test them directly, but re-creates them and re-signifies them in terms that are not implied by the theoretical background from which they originally derived. Therefore, we conclude that there is a sui generis way in which experimental systems produce proper theoretical knowledge.