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The Life Sciences Recent Progress and Application to Human Affairs The World of Biological Research Requirements for the Future (1970)
National Academy of Sciences (NAS)

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. "Chapter 4: The Academic Endeavor in the Life Sciences." The Life Sciences Recent Progress and Application to Human Affairs The World of Biological Research Requirements for the Future. Washington, DC: The National Academies Press, 1970.

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Page
278
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Page
278
Front Matter (R1-R10)
Contents (R11-R20)
Major Conclusions and Recommendations (1-31)
Chapter 1: Frontiers of Biology (32-35)
The Language of Life (36-51)
The Life and Times of a Cell (52-70)
Development of an Organism (71-79)
Form and Function (80-91)
The Nervous System (92-108)
Behavior (109-114)
Ecology (115-121)
The Origin of Life (122-125)
Heredity and Evolution (126-132)
The Diversity of Life (133-141)
Chapter 2: Biology in the Service of Man- Biological Research and Medical Practice (142-176)
On Feeding Man (177-187)
Man and His Environment (188-194)
Renewable Resources (195-209)
Industrial Technology (210-219)
Chapter 3: The World of Biological Research (220-222)
Where Life Scientists Work (223-228)
Mobility of Life Scientists (229-229)
Previous Education of Working Life Scientists (230-238)
Postdoctoral Training (239-244)
Educational Limitations (245-245)
With What Materials Do Life Scientists Work? (245-247)
With What Species Do Life Scientists Work? (248-251)
What Facilities and Tools Do Life Scientists Use? (252-256)
The Research Group (257-260)
What Do Life Scientists Do? (261-263)
Financial Support of Research in the Life Sciences (264-274)
Research Institutes (275-275)
Natural History Museums (275-275)
Biological Disciplines (276-277)
Chapter 4: The Academic Endeavor in the Life Sciences (278-278)
Academic Departments (279-305)
Medical Schools as Research and Educational Enterprises (306-313)
Agricultural Schools as Research and Educational Enterprises (314-315)
Financing Academic Research in Life Sciences (316-331)
Chapter 5: Requirements for the Future of the Academic Endeavor in the Life Sciences (332-332)
Individual Scientists (333-339)
Department Chairmen (340-350)
National Considerations (351-356)
Chapter 6: Education in Biology (357-359)
Elementary and Secondary Education (360-363)
University Education (364-384)
Chapter 7: Digital Computers in the Life Sciences (385-385)
General Facts about Computer Usage (385-387)
The State of Computer Application in the Life Sciences (388-401)
Conclusions and Recommedations (402-404)
Chapter 8: Communication in the Life Sciences (405-406)
Special Problems in Handling Biological Information (407-407)
Users of Biological Information (408-408)
Informal Information Transfer (408-410)
Primary Publication (411-418)
Review Articles and Data Compliation (419-422)
Secondary Information Services (423-423)
Specialized Information Center (424-424)
Libraries (425-425)
Looking Forward (426-426)
Chapter 9: Biology and the Future of Man- The Nature of Man (427-427)
The Great Hazards (428-451)
The Opportunities (452-470)
Methodology: Survey of Individual Life Scientists (471-499)
Methodology: Survey of Academic Life Science Departments (500-519)
Panels and Contributors (520-526)

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OCR for page 278
CHAPTER FOUR THE ACADEMIC ENDEAVOR IN THE LIFE S CIEN CES The present studies, which revealed a wealth of detail descriptive of the life sciences endeavor in academic institutions, are insufficient to charac- terize research in the life sciences in private industry, nonprofit research institutes, or government laboratories. This is a consequence of a number of circumstances: the greater ease of identification of academic institutions, their departments, and individual academic investigators; the diversity of organizational forms in both industry and government, which make it diffi- cult to identify the equivalent of an academic "principal investigator"; the difficulty of locating industrial laboratories that employ significant numbers of research-performing biological scientists; and the fact that most previous statistical compilations have focused on academia. Our studies have also provided a more complete picture of life in schools of arts and sciences and agriculture and a clearer picture of the preclinical component of medical schools than of clinical departments. Thus, our pair of questionnaires located approximately equal numbers of preclinical and clinical academic faculty, yet the latter are known to comprise 69 percent of total medical faculty. The very nature of our questionnaires, with their emphasis on elements of graduate education, undoubtedly discouraged responses from numbers of clinical investigators and chairmen of clinical departments. And the task of completing the chairmen's questionnaire might well have appalled the chairmen of some very large clinical depart 278

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