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Developmental Biology

Developmental Biology's excellent reputation in Freiburg goes back to the days of the Hans Spemann who received the Nobel prize for his groundbreaking discovery of an "organizer center" in early amphibian embryos that controls the behavior and fate of surrounding cells. Today the University of Freiburg is one of the few universities in Germany that offers a full curriculum in Developmental Biology.


Becoming a Successful Scientist: Strategic Thinking for Scientific
Although the idea of furthering one's career has universal appeal, it can be quite difficult to determine the best way to fulfill our professional aspirations. In Becoming a Successful Scientist, Dr. Craig Loehle attempts to describe the mental tools required for an aspiring scientist. The bulk of the book is dedicated to problem-solving strategies and guidelines for scientific discovery, but brief discussions of science-related careers and the relationship between science and the community are also included. Dr. Loehle's basic tenet is that scientific discovery is a process that requires creative thinking, appreciation of the nature of discovery, the ability to navigate complex problems, and the capacity to verify experimental results. Throughout the book, he tries to demonstrate how the practical application of these processes can improve scientific inquiry and help increase individual productivity.
Becoming a Successful Scientist appears to be designed for individuals who are considering, or who have just begun, a career in a science. The text itself draws on examples from a multitude of disciplines and uses frequent analogies to everyday life in order to illustrate the author's points. Yet although these comparisons make the text accessible to a large number of readers, their frequent use is often confusing and makes it difficult for the reader to understand the underlying concepts. Further, these underlying notions may not always be of use to readers. For instance, important concepts such as the ability to identify complex, solvable questions that have scientific merit are glossed over in general terms and would benefit from a more in-depth analysis. In contrast, the section entitled "Strategic Problem Solving" extensively discusses a mathematical model to characterize productivity without demonstrating how the reader might use this model to influence their own productivity.
The chief point of interest in the book is its strong physiological component. Dr. Loehle believes that an individual's personality influences the way he or she approaches problems but states that differing personalities will not impair an individual's productivity provided they learn how to use their skill sets correctly. The subsequent discussion of creativity-promoting tools, problemsolving skills, and data analysis techniques is absorbing and contains several useful tips for the interested reader. In the end, Becoming a Successful Scientist touches on a number of important concepts for aspiring scientists, yet the general nature of this text prevents an in-depth discussion of any one skill or discipline which ultimately limits the usefulness of the work. A friend of mine once attended a developmental biology conference where he had the great fortune to sit near Scott Gilbert. The details of the talks he heard have long since fled his mind, but his interactions with Professor Gilbert, both the insights and amusements, remain indelibly etched in his memory. I imagine that reading the 9th edition of Developmental Biology is not unlike sitting next to Gilbert. Sprinkled throughout the precise and clear text are footnotes providing additional clarifications, witticisms, and interesting (if sometimes unnecessary) factoids.
Developmental Biology is an ideal textbook for graduate level developmental biologists. The text is question-driven, prompting students to actually think about what they're reading. The chapters are well-written, progressing from general to more specific descriptions of development. Even more helpful, the book is littered with specific examples to help translate theoretical concepts into concrete images.
In addition to the excellent prose, a great strength of Developmental Biology is its figures. Almost every figure combines cartoon representations with actual photographs (including electron micrographs and bright-field and fluorescent images). This presentation style greatly improves the book's comprehensibility. For instance, such figures enable students to locate tissues of interest in the context of a whole embryo. The multiple image types also provide clarity of function coupled with real-life depictions of form.
Developmental Biology is less appropriate, however, for an introductory undergraduate class. Far too many details are given, and every discrepancy is pointed out. Frighteningly complex diagrams that would make the staunchest undergraduate blanch accompany the text. Further, some terms new to students (such as fluorescein-conjugated dextran) are left unexplained. No description is given of plant development. Thus, although the 9th edition of Developmental Biology makes an ideal resource for scientists, it should not be mistaken for an introductory primer.
The 9th edition also boasts several additional study tools. A glossary is included in the back, and terms are presented in bold font in the main text. Further, a summary of the material presented, called a "Snapshot," appears at the end of every chapter. Yet while these Snapshots are too verbose to make a good outline for study purposes, they also lack the detail and definitions needed to provide a shortcut for students opposed to reading the entire chapter. An additional feature is the frequent inclusion of "Sidelights & Speculations" insets that discuss current research and novel experimental methods. But again, the motivation behind this element is more laudable than the end result. Many of these summaries read more like academic reviews than an undergraduate textbook, often making the content dry and overly technical.
Jamie Schwendinger-Schreck MCDB Department Yale University Graduate School of Arts and Sciences V. Kalueff and Justin L. LaPort. Cambridge, MA: Cambridge University Press;2010. 380 pp. US $110.00 Hardcover. ISBN: 978-0521514873. Serotonin is a neurotransmitter involved in emotional regulation and nervous system development. The most commonly prescribed antidepressants are the selective serotonin reuptake inhibitors (SSRIs) that target the serotonin transporter (SERT). In human populations, the SERT gene has a promoter region polymorphism that controls SERT expression level. The short allele is associated with lower SERT level, anxietylike traits, and depression, making this gene of great interest in behavioral neurogenetics. In Experimental Models in Serotonin Transporter Research, a team of experts from diverse backgrounds critically review the most recent research on SERT and its clinical relevance.

Experimental Models in Serotonin Transporter Research. Edited by Allan
The first two chapters are a useful review of the current efforts to understand the cellular and molecular mechanisms underlying SERT phenotypes in rodents. Unfortunately, a range of dosages, delivery methods, and different durations and timings of treatment frequently generate conflicting results. Constitutive and chronic disruption of SERT is contrasted with perturbations administered in adulthood. Chapter 3 specifically addresses the developmental, or "structural," role of serotonin and SERT, which is a fascinating field in itself and provides critical background for interpreting chronic perturbations to the serotonin system.
The subsequent chapters review the use of SERT mutant rodents to model depression and anxiety. Rodents are invaluable for understanding the interplay between genetics, environment, and behavior as they can be genetically manipulated and studied in a controlled environment. SERT knockout and knockdown mice have been studied extensively using a variety of behavioral testing paradigms and biological markers thought to correspond to human symptoms. Two approaches to modeling serotonin function in rats are presented: a SERT knockout line and