text:
Rick Santorum doesn't care about the unemployment rate. Newt Gingrich has "more baggage than the airlines." Both are Washington insiders who have bent their principles for money and influence. So say Republican presidential candidate Mitt Romney and his allies.
NEW YORK — Rick Santorum doesn't care about the unemployment rate. Newt Gingrich has "more baggage than the airlines." Both are Washington insiders who have bent their principles for money and influence.
So say Republican presidential candidate Mitt Romney and his allies.
That advertising playbook has helped make Romney his party's likely presidential nominee and could offer a preview of what awaits President Barack Obama in this summer's general election campaign.
Voters in early primary states have seen plenty of this ad strategy already: a torrent of attacks on Romney's opponents along with a few positive spots about the GOP front-runner's biography and business experience. The strategy, devised by Romney's campaign and an allied independent group, has been focused and unforgiving, all but eviscerating the former Massachusetts governor's rivals while portraying the candidate as an effective manager and devoted family man.
"The ads have been very effective," says Jonathan Collegio, a spokesman for American Crossroads, a conservative-leaning super political action committee. They've catapulted Romney "into a very strong position in the Republican primary without going so far that he's alienated swaths of independent voters."
The general election phase of the campaign will tell whether that's true.
One thing that's certain is that the Romney team's approach has successfully shepherded him through a primary season in which voters have been far more conservative than the candidate was perceived to be.
Romney's team now faces a far greater challenge: persuading a more centrist general electorate to bounce Obama, who polling shows has much higher favorability ratings than his Romney himself.
The Romney campaign and Restore Our Future, a super PAC supporting his candidacy, together have poured about $50 million into television ads in the primary campaign so far, according to information provided to The Associated Press by ad buyers. No other candidate or super PAC has come close to that level of spending.
Restore Our Future, which is run by several former Romney advisers, has spent more than $35 million on TV ads alone, almost of which have been negative attacks against Santorum and Gingrich.
ROF's approach has been clear and unadorned: Cut straight to the heart of Romney's rivals' vulnerabilities, often using their own words against them. Make accusations about their records, citing news sources as support.
There are signs a similar approach will be used against Obama.
ROF has released one ad scoffing at the president's history as a community organizer and law professor. And while Romney's campaign itself has run mostly positive ads during the primary, it has released several online videos using Obama's words against him, including his observation in a TV interview that if the economy doesn't improve under his stewardship, his presidency will be a "one-term proposition."
Democratic media strategist Tad Devine says the approach has served Romney well so far but will face limitations against Obama, who, unlike Romney's Republican rivals, will not lack for resources to go after his challenger on the air
"There's a great risk to the strategy he's pursued," Devine said of Romney. "When you define yourself as totally negative, you don't give voters any reassurance against the attacks that might be made against you."
Devine, who advised Democrat John Kerry on media strategy during Kerry's unsuccessful effort to unseat President George W. Bush in 2004, said Kerry's campaign had run largely positive ads about the Massachusetts senator even after the Bush campaign went on the air with attack ads. A host of liberal-leaning independent groups ran negative ads against Bush, but they were less closely aligned with the Kerry campaign than the current breed of super PACs is to the GOP campaigns those groups support.
"The Romney campaign and Restore Our Future are not functionally separate," Devine said.
ROF clipped Gingrich's rise in Iowa and later in Florida by airing ads that slammed the former House speaker as an ethically challenged Washington influence peddler. The group also taunted Gingrich with his own words, noting the many times he said he'd made mistakes and boasted about working closely with President Ronald Reagan.
"Reagan rejected Newt's ideas," the ad said.
ROF has also slowed Santorum by painting the former Pennsylvania senator as an unprincipled deal-maker and an outspoken champion of home-state spending projects known as earmarks.
"I'm very proud of all the earmarks I put in bills," Santorum is shown saying in one ad.
In Wisconsin, which holds its primary April 3, Restore our Future is spending $2.3 million on ads against Santorum, including one that begins and ends with a clip of him saying "I don't care what the unemployment rate's going to be. It doesn't matter to me."
Santorum made that remark at a campaign appearance earlier this month in Illinois. He later clarified his comment by saying his campaign was about freedom from an intrusive government, not just monthly jobless figures.
Collegio, the spokesman for American Crossroads, one of many independent groups that are expected to spend millions this year attacking Obama, said Romney and Republicans wouldn't be alone in running negative ads during the campaign.
"Obama will have a much harder time winning if it's a referendum on him and his administration. More than anything they want 2012 to be about their challenger," Collegio said. "And if that's Mitt Romney, it means (his former private equity company) Bain Capital, his net worth and other things they view as comprising Romney's negatives."
Or not.
Ken Goldstein, of Kantar Media/Campaign Media Analysis Group, which tracks political advertising, said the TV ad strategy on both sides may bear little resemblance to how the Republican nominating contest has gone so far.
"People either love or hate Obama, and those in the middle, who are going to decide the 2012 election, haven't tuned in yet," Goldstein said. "Do you think they'll be moved more by ads or by realities like the economy?"
Follow Beth Fouhy on Twitter: http://www.twitter.com/bfouhy
Copyright 2012 The Associated Press.


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Business Monday
Colleges, universities look to online programs to navigate an uncertain future
Measured strictly by size, the University of Florida's recent Fundamentals of Human Nutrition class was a resounding success. The class, offered this past spring, was UF's first foray into the online trend of Massive Open Online Courses, or MOOCs. The class was open to anyone interested, from around the world, and more than 69,000 students signed up.
For comparison purposes, UF as a university has a total enrollment of about 50,000 a year.
In other ways, though, UF's MOOC — and the track record of MOOCs in general — is less impressive. With the courses generally offered free of charge (hence the "open" part of their title) some inevitably sign up simply out of curiosity, or because it allows them to listen to the lectures of big-name professors at far-away schools such as Harvard or MIT.
Students often have no real intention of doing the work. Completion rates are generally abysmal, with more than 90 percent of students dropping out.
At UF, tens of thousands of students registered but didn't even watch one class presentation.
Also, if stadium-sized online classes are indeed a glimpse into the future of higher education (and many have suggested they are), how are universities supposed to stay financially afloat when they're giving away their product for free? Another issue: MOOCs usually don't include any college credit, so how useful can they be for students who want a credential that is recognized and valued by employers?
The ongoing debate over MOOCs is a microcosm of America's higher education industry, which is now at an Internet-created crossroads. Across Florida and the country, online learning allows schools to expand their reach, but it is also threatening the traditional business model of how to deliver knowledge and also how much to charge for it.
Across all sectors of the industry — public, private, and for-profit — there is the sense that online learning offers the greatest opportunity for future growth. For-profit universities such as the University of Phoenix and Strayer University were the first to truly embrace online, and their revenues soared as a result. Between 1998 and 2008, enrollment in U.S. for-profit colleges jumped by 236 percent, according to the independent advocacy group Education Trust.
Aside from their early mastery of the online platform, the for-profits excelled at marketing to adult, nontraditional students, as well as tailoring the educational experience to their unique needs. The University of Phoenix, for example, compressed its classes into five or six-week mini-semesters, with the idea that it's easier for busy adults to absorb one fast-paced class than to juggle four classes in a full-length college semester.
More recently, though, for-profits have been criticized for using overly-agggressive, car-salesman-like selling tactics to recruit students. The schools often charge higher tuition than public colleges, and the student loan default rates at for-profit schools are dramatically higher than at other types of colleges.
The combination of bad publicity and stricter government oversight has slowed for-profits' recent growth. In 2011, Fort Lauderdale-based Keiser University took the unusual step of switching its status from for-profit to non-profit, but the school still had to contend with a Florida Attorney General's office investigation that began before the switch. Keiser last year agreed to a settlement with Attorney General Pam Bondi in which the school would offer free retraining to thousands of former students, while also changing its policies to add new consumer protections.
At the same time that for-profits have struggled, traditional public and private colleges have aggressively expanded their menu of fully online degree programs.
And when it comes to the MOOC experiment, UF isn't the only Florida school taking part: Florida International University has offered community-oriented MOOCs in entrepreneurship or real estate, while the University of Miami is targeting teens with its MOOCs in Advanced Placement subjects like calculus.
UM has been hesitant to join the mad dash toward offering fully online degrees. For years, FIU has run online master's degree programs, and UF has a staggering array of graduate-level online degrees — 70 in all.
This fall, UM will unveil its first online degree: a bachelor's in general studies that targets adult learners who have some college experience and want to get enough credits to finally graduate.
"Overall, UM sees itself as coming cautiously to this party, and wanting to look very carefully at what the implications are for making the shift to online learning," said Rebecca Fox, UM's dean of continuing and international education.
For UM, which prides itself on small classes and high interaction between students and faculty, the task of teaching online presents a challenge to its whole institutional identity.
Ray Schroeder, director of the Center for Online Learning, Research and Service at the University of Illinois Springfield, says universities are now facing the same decisions that confronted the music and newspaper industries years ago when the Internet turned their whole operating structure upside down.
"Colleges and universities should be excited — this is an important change and movement in higher education," Schroeder said, although he warned that online learning means colleges will face increased, and tougher, competition. Schroeder noted that well-known Harvard business professor Clayton Christensen predicts that about half of U.S. colleges and universities will go bankrupt during the next 15 years.
"There certainly will be a shakeout," Schroeder said.
Davie's Nova Southeastern University was an early pioneer in the realm of online learning — the school began offering an online master's degree program back in 1986. Limited by the technology of the times, that master's degree in computer-based learning was entirely text-based, with instructors typing out a lesson and students responding with typed questions.
Flash forward to 2010, and Nova had advanced tools such as "interactive teleconferencing," which it used to train doctors in Iraq on emergency pediatric procedures. In a room located thousands of miles away, the Iraqi students practiced their techniques on plastic dummies, while Nova instructors at the Davie campus virtually looked over their shoulder online.
Where will things go from here? Perhaps the future will be something like the fully online (and bargain-priced) bachelor's degree programs that UF will launch next year. State lawmakers in April approved a new initiative where UF will offer online bachelor's degrees priced at no more than 75 percent of the university's face-to-face tuition. With Floridians increasingly struggling to pay for college tuition, state leaders have pitched online classes as a way to rein in the cost of getting a degree.
But W. Andrew McCollough, associate provost for teaching and technology at UF, warns that online classes don't automatically solve the college-affordability problem.
"There is no inexpensive way to develop quality online learning," McCollough said. "If you're going to maintain the quality you insist on, you need scale."
That means online classes of 200 students, not 20, McCollough said. Regarding MOOCs, McCollough views the gigantic courses as an initiative to freely spread the knowledge of the nation's best professors worldwide — but without awarding college credit.
Others think MOOCs will eventually shift to a for-credit model, thereby allowing students to take a sizable chunk of their college courses for free. But for now, only a handful of colleges nationwide grant transfer credits for a completed MOOC.
At in-state schools such as FlU, the University of Central Florida and Miami Dade College, the online classes taken for college credit are actually slightly more expensive than traditional face-to-face classes. That's because the schools, in an effort to offset the cost of developing online courses, tack on an extra online-learning fee. FIU's online fee is $160 for a standard three-credit course, added to the normal tuition of $615 per class.
Such fees haven't slowed the popularity of online learning at UCF, where an astounding 74 percent of students take at least one online course, Even with the fees, President John Hitt argues that the online revolution is saving students money.
Thanks to online courses, Hitt said, UCF is no longer constrained by the number of classrooms available at its Orlando campus. As a result, the university can offer more of the classes that students need to graduate on time preventing students from having to stick around for an additional year.
"That's easily $10,000 or so for a year," Hitt said. "That's a huge savings."
UCF has built a national reputation as a leader in online education, and Hitt says he's "very optimistic" about what the future will hold.
Administrators say online classes — perhaps suprisingly — are helping enliven the school's traditional campus. Most UCF students aren't fully online — they take a mix of online and face-to-face classes. But the scheduling flexibility of online classes has given students more time to hang out on campus and participate in student clubs or other activities, administrators say.
Online classes have also transformed the teaching practices of traditional face-to-face classes. At UCF, it's common for professors teaching classroom courses to nevertheless use the online learning management system to post interactive activities for students. The standard "chalk and talk" lecture approach is fast disappearing, said Joel Hartman, UCF's vice provost for information technologies and resources.
"There aren't that many pure face-to-face courses left anymore," Hartman said.
When UCF students rate their courses at the end of the semester, blended learning classes (combining in-person and online instruction) have received the highest marks. Fully online classes, and then traditional classroom courses, rank the next highest in student satisfaction.
"It's not that face-to-face classroom is low, it's that these others have risen to the top," Hartman said.
At Florida International University, history professor Brian Peterson teaches both online and traditional classes. In his face-to-face classes, he also uses the online teaching platform — Peterson might give a 15-minute lecture and then break up the students into research teams, or they may evaluate each other's written papers online.
"What we're doing in class is interacting ... It's making face-to-face classes better," Peterson said.
Still, Peterson has mixed emotions about the rise of fully online classes. He said he has noticed that students in his online classes seem less engaged (with less-frequent attendance, for example) and that they often sign up for online classes assuming the course will be easier in that format.
The course does end up being easier online, Peterson said, if only because he can't push these unmotivated students as far.
"You have to set the bar lower online if you want to keep an acceptable number of students," Peterson said. "Yeah, it bothers me, but I think that my job is to do the best I can with the circumstances that I have."
Another issue is whether online education is the right fit for all types of students. Some research has suggested that community college students — who are often unprepared for college-level work when they enroll — are particularly ill-suited for online courses.
A 2011 Columbia University study found that community college students had an 82 percent chance of completing an online course — compared to 90 percent for face-to-face courses. In remedial classes, the gap grew even larger, with 85 percent of face-to-face students succeeding, but only 74 percent of online students completing the course.
Ruth Ann Balla, who heads Miami Dade College's Virtual College, said online students are about 5 percent more likely to either fail or drop out of an MDC course. To help students succeed online, the college caps its classes at 30 students, and MDC designs its classes to keep students engaged: There are lots of discussion groups and group projects, and assignments are due every week instead of only at the end of the semester. The college will also call students who are not regularly logging in.
"We, by intention, are very aware and really track what's happening in the online classes," Balla said. About 10,000 MDC students are taking online courses each semester, and the college offers 16 different online degree or certificate programs.
But MDC isn't offering any MOOCs, Balla said, in part because of concerns that its students would struggle in a class that has little to no interaction with faculty. Balla also isn't sold on the whole MOOC concept in general.
"I have to question why do you have 1,000 or 5,000 or 50,000 people in a course when fewer than 10 percent are finishing?" she asked. "What's the point?"
Investors are clearly more bullish on the future of MOOCs. The massive courses have generated considerable Silicon Valley buzz, and Coursera — the MOOC provider that partners with UF as well as more than 80 other schools — has had no trouble raising money, even though the firm has yet to turn a profit. In a span of about 15 months, Coursera has raised roughly $65 million.
MOOC users in some instances rave about the experience. The website Coursetalk allows the public to search for MOOCs based on subject area or student reviews. There are several other similar websites, such as Course Buffet and Class Central — all of them aiming to become the "Yelp" of the MOOC universe.
Of the hundreds of courses listed on Coursetalk, the top-rated MOOC is "An Introduction to Interactive Programming in Python" at Rice University.
Closer to home, South Miami-Dade student Max Goldberg is quite satisfied with the UM MOOC he took in AP Calculus. Max, 17, also took the AP course in person at his high school, Belen Jesuit, but he credits the UM course with helping him brush up on the topic before sitting for the actual AP test.
Thanks in part to the UM course, Max scored a 3 on the exam — enough to earn him college credit at some schools.
In keeping with its university philosophy of smaller classes, UM's MOOCs are somewhat smaller than what you'll find at other colleges. Max's class, for example, had hundreds, not thousands, of students.
Although Max praised the UM class as interesting and engaging (with an instructor who answered questions and even gave out his phone number), the teen still favors a traditional classroom. When taking classes online, he said, it's too easy to lose focus and start wasting time surfing the Web.
"I'm more of a fan of face-to-face," he said. Looking ahead to college, Max said, online classes "would not be my first option."

subset: commoncrawl


text:
One of the most exciting and interesting days of the hockey season is nearly upon us. With just seven
days until the deadline, general managers all over the NHL are positioning themselves to deal a number
of assets before the deadline passes next Wednesday.
The trade deadline hasn't been the firework filled affair that it was a few seasons back, when teams
would swap assets willingly, but rather a day of measured decisions that has been impacted by in-
season deals.
Thanks to Ray Shero's brilliant maneuvering, the Penguins managed to add a trio of well-seasoned
veterans to a roster that was already teeming with talent. As a team expected to be a major buyer,
the Penguins haven't disappointed. Even after acquiring Brenden Morrow and Douglas Murray last
week, Shero managed to pull an 11th hour deal for Jarome Iginla to polish off a roster only found on the
memory of an Xbox or Playstation.
Things may shift significantly with Iginla off the market. Since the deadline's biggest name has already
moved, there may only be ancillary trades made for most of the day next Wednesday. That isn't to say
that there won't be any shocking deals – there always is – but the expectations will certainly be lower
than they were before the Iginla deal went down.
If you're holding out hope that this deadline will have some fireworks, pin your hopes to the fact that
the salary cap for next season is dropping and there will be teams looking to get out from under heavy
contracts. If a team is desperate enough, there might just be some big names moved.
Down at one Seymour H Knox III Plaza, Darcy Regier is likely working the phones on a handful of hockey
trades. Local media (and some national media) have wondered if Jason Pominville, Ryan Miller or even
Thomas Vanek could be on the block as the Sabres look to hit the reset button on their roster.
I, for one, think that Regier could find solid value for Pominville and Miller. However, he may be better
suited to shop that pair in the offseason as the league's general managers have a better idea of how
they will settle into next year's cap situation.
Maybe Regier will managed to pull the trigger on a blockbuster trade that ships out one of the team's
core leaders before the clock strikes midnight on the third. However, I expect to see at least three trades
come from the Sabres. Two will be to ship out potential rental players (see: Regehr and Leopold) while
the third will be a textbook hockey trade.
Regier made a brilliant move last year when he sent Zack Kassian and Marc-Andre Gragnani to
Vancouver for Cody Hodgson and Alexander Sulzer. While Sulzer was a pleasant surprise, Hodgson has
blossomed into a dynamic scoring center. It was a trade that benefitted both organizations and went a
long way in addressing a primary need that the Sabres had. The same could be said of the deal he swung
to acquire Steve Ott and Adam Pardy. The Sabres gave up something, but also obtained pieces that can
be used now and in the future.
For a team in desperate need of a fresh start in a number of places, don't be surprised to see Regier
swing a trade that not only improves the roster, but that you didn't expect to see come through.
There are some names that keep cropping up in trade rumors, here are a few thoughts on each:
Ryane Clowe: Now that Iginla is off the market there isn't necessarily one single pending UFA who could
be considered the gem of the deadline class. Clowe is one of those players that every team wants. He is
a gritty forward who isn't afraid to get his nose dirty while adding a significant offensive touch. Granted,
he has gone a long while without scoring a goal this season, but he still has the type of intangibles that
playoff teams value.
Reports point to Clowe's pricetag as a first round pick and a prospect. That is an awful lot to pay for a
rental who hasn't scored a goal yet this season. However, for teams who are desperate for depth on the
wing, Clowe will be an attractive option.
Robyn Regehr/Jordan Leopold: For those fans in Buffalo, this hits a little closer to home. Both
defensemen have playoff experience, are upcoming free agents and are playing for a team that has been
said to be selling on everyone. Regehr has been connected to a number of Western Conference teams,
namely the LA Kings while Leopold has also had his name crop up in a number of circles.
While many fans may scoff at the idea of Regehr or Leopold fetching any sort of return, remember
that Regier managed to snage a first round pick for Paul Gaustad last season. While neither of these
defensemen would be worth that much, don't be surprised if they bring back more than many were
Derek Roy: Here is a name that has only been mentioned recently as some reporters have indicated that
he and the Stars haven't been able to reach an agreement on a new contract. Aside from the fact that
the Steve Ott trade would look that much better for the Sabres, Roy could certainly be worthwhile on
the trade market.
Roy does have some limited playoff experience and is a gifted playmaker. He is also an adept faceoff
man who can kill penalties if need be. He is a valuable asset and could certainly fetch an impressive
price tag if the right team came calling. Considering that the Blackhawks and Kings missed out on Iginla, I
could see them kicking the tires on Roy.
Valterri Filppula: Filppula is one player who I don't expect to get moved. While he is a pending free
agent, the Wings will likely look to keep him on board for this season's playoffs and for the long-term as
they will soon see some of their world-class mainstays skate into retirement.
While Filppula would be a tremendous asset for any team to add, I'd also expect the asking price to be
high. One scenario I could envision would be a team looking to rebuild offered a number of pieces to the
Wings in exchange for Filppula (with the hope of re-signing him) and picks. While it might be unlikely,
that's probably the only way he is moved.
Even if Iginla is the only name on this list who is traded next week, it will mark the biggest name moved
at the deadline in a number of years. Just for that alone, this will be a fun deadline to keep track of.


text:
Disconnect and firmly reconnect the controller's USB connector to the console connector.
For more information, including troubleshooting tips, see Connect a controller to your Xbox 360. If this information doesn't help resolve the problem, your controller will have to be replaced.
If your controller still doesn't vibrate, try updating your console software.
This can occur for one or more of the following reasons:
Try to determine which part of the recharging system is causing the problem.
Xbox 360 Wireless Controller
Try using fresh AA batteries, or try a different Xbox 360 Rechargeable Battery Pack in the controller to make sure nothing is wrong with the controller. If it works with different batteries, the controller isn't causing the problem.
Xbox 360 Play & Charge cable
Try a different Play & Charge cable to charge the battery. If the battery charges correctly with a different charge cable, the original charge cable is faulty.
Xbox 360 Rechargeable Battery Pack
Once you've determined the source of the problem, replace or exchange the faulty part.
Note Rechargeable batteries eventually wear out. The length of time that a rechargeable battery lasts depends on how frequently you use the battery and how frequently you charge it. If you use the battery frequently, it won't last as long as if you use it only occasionally.
Disconnect and reconnect the headset firmly to the controller's connector.
If this doesn't solve the problem, see Xbox 360 Wired Headset troubleshooting.
For help with your wireless headset, click the headset that you have:
Try the following:
To find information about how to troubleshoot issues with other Xbox accessories, such as the Xbox 360 Chatpad, the Xbox 360 Wireless Microphone, and the Xbox 360 Wireless Speed Wheel, see Learn about Xbox 360 accessories.
To find warranty information about Xbox 360 accessories, see Warranty and service: FAQ.
Thanks for your feedback!
Provide feedback for this topic
Would you like to contact Support regarding the "Xbox 360 controllers, headsets and wireless accessories" issue you were reading about or a different issue?


text:
The Solar Deal Tracker offers comprehensive database coverage of downstream project activity in key end-markets globally. This frequently updated database provides detailed information for both completed and planned projects. Clients can monitor projects by installer, project developer, market segment, city, country, installation type, and other important criteria - in a simple online dashboard format. The completion status of all pipeline projects are tracked across various stages, from pre-planning to application approval, to projects currently being installed. This allows projects currently at 'shovel-ready' status to be monitored in real time.
IHS is pleased to announce the new online Solar Deal Tracker. We have given the platform a major overhaul to improve usability for subscribers. You will now be able to download your custom set of project data directly from this site.
Features of the online Solar Deal Tracker:
- An online dashboard for quick access to data
- Create your own watchlists to quickly access the data set you want
- Easy view and download of new and updated projects
- Custom download of datasets – for manageable data
- Filter the projects of your interest
- Find the projects that you are looking for
- Simplify viewing by moving and hiding columns
- Access company information with a simple search or by clicking in the project list
The new releases will continue to be published monthly.
For best performance, we recommend using Chrome, IE 11 or higher, or Firefox.
Christine Beadle
Senior Analyst, Solar Supply Chain
Based in California, USA, Christine Beadle analyzes market activity and emerging trends for the downstream US photovoltaic (PV) segment.


text:
Robert Malison, MD, BA
Professor of Psychiatry; Director, Clinical Neuroscience Research Unit; Director, Neuroscience Research Training Program
Departments & Organizations
Psychiatry: Adult Psychiatry | Clinical Neuroscience Research Unit | Connecticut Mental Health Center | Division of Human Genetics | Neuroscience Research Training Program (NRTP) | Substance Abuse Research | Yale Cocaine Research Clinic | Yale Global Mental Health Program
Office of International Medical Student Education
PET Radioligand Development for Mental Health (PRDMH)
Office of Cooperative Research
Dr. Malison completed his undergraduate degree at Williams College, before obtaining his M.D. degree at Yale University School of Medicine. He remained at Yale for psychiatry residency training as part of the Clinical Neuroscience Research Training Program in Psychiatry. After a one-year addiction fellowship at the University of Pennsylvania, he returned to Yale to join faculty and is currently a Professor in the Department of Psychiatry. Dr. Malison has devoted 20 years to patient-oriented research into the neurobiology, neuropharmacology, and genetics of stimulant, including both cocaine and methamphetamine, addiction. His research has applied numerous clinical-translational approaches, including stimulant administration (cocaine, methylphenidate, and amphetamine), medications development (e.g., modafinil), drug-drug interaction (e.g., disulfiram-cocaine), human genetic, brain activation (e.g., fMRI), and neurochemical brain imaging (e.g., SPECT/PET) methods. His group has applied these techniques to studies of the regulation of stimulant self-administration behavior, drug-induced neuroplasticity, and individual (including genetic) differences in vulnerability to stimulant effects. He is Director of the Clinical Neuroscience Research Unit at the Connecticut Mental Health Center and Program Director / Principal Investigator of three NIH-funded research training programs, including the Clinical Neuroscience Research Training Program in Psychiatry.
Education & Training
|Yale University (1987)
|Williams College, Chemistry (1982)
|University of Pennsylvania School of Medicine
|Yale University School of Medicine
Honors & Recognition
Top Doctors, Addiction PsychiatryCastle Connelly (2015)
Teacher of the YearYale Psychiatry Residents Association (PRA) (2015)
Genetic study of methamphetamine dependence Bangkok, Thailand; Bangkok, Thailand (2015)
Genetic study of methamphetamine dependence


text:
Game Day
Dope Sheet
Other links:
The Vikings season thus far:
Huge win over the 49ers and they've already swept the Lions. Coming off a loss to the Bears this is an extremely important game for them.Code:2012-09-09 Jaguars 26 23 W 2012-09-16 @Colts 20 23 L 2012-09-23 49ers 24 13 W 2012-09-30 @Lions 20 13 W 2012-10-07 Titans 30 7 W 2012-10-14 @Redskins 26 38 L 2012-10-21 Cardinals 21 14 W 2012-10-25 Buccaneers 17 36 L 2012-11-04 @Seahawks 20 30 L 2012-11-11 Lions 34 24 W 2012-11-25 @Bears 10 28 L 2012-12-02 @Packers 7-4-0 2012-12-09 Bears 8-3-0 2012-12-16 @Rams 4-6-1 2012-12-23 @Texans 10-1-0 2012-12-30 Packers 7-4-0
Moving on...
Lang is a pretty good guard, but not a great tackle. Perhaps changing sides makes it more difficult but I'm inclined to believe he's just an inside kinda guy (short arms and all that). I wish they'd stick EDS (or someone) at RT and deal with 1 problem instead of flopping around and creating 2. Campen and/or McCarthy are so darned set on having everyone jump around, it makes me crazy at times.
Kyle Rudolph and Harrison Smith have both passed concussion protocols and will likely to play. Percy Harvin is still listed as doubtful as of this writing.
Greg Jennings makes his long awaited return. I'm not expecting much which could make for a very pleasant surprise if things go well.
Quarless is a man of mystery, I hope he makes the field this year but I sure don't want to see them rush it. Wilson, Shields and Woodson are out. Matthews is almost certainly going to join them in sweats (it's official now).
Buck and Aikman have the call but it's not a national game.
It is however, a division game. Allen is going to running around like a wild man. If Robison joins him it's going to be a long day.
The Vikings secondary has been better than what Packer fans have become accustomed to over the last couple of years. We'll likely see a bunch of dink and dunk as they sort of what they can do unless the plan goes up in smoke 10 minutes in.
With Wilson and Matthews out, stopping Peterson is going to be a huge challenge. He's always liked to get his gallop on in the second half and that appears to the plan this year as well.
Should the Packers lose, they'll be in a wild battle to make the playoffs at all.


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The Ottoman contribution to science and technology during their six hundred year rule is beyond measure. This article is a brief outline of just some of the Ottoman scientific activities and related institutions that brought about the revival of culture, science, and learning in civilization throughout the Islamic world and beyond. To instantiate the Ottoman scientific contributions, the author focuses on two significant examples from astronomy and geography in the 16th century: the foundation of Istanbul Observatory and Taqi Al-Din's achievements therein, map making and mapmakers such as the famous sailors Piri Reis, Saydi Ali Reis and Macar Ali Reis.
Salim Aydüz, PhD*
Table of contents
1. Setting the stage
2. Astronomy
3. Geography
4. Conclusion
In its history and development, the innovative features of Ottoman science are obvious and various. Whilst the older Islamic centres of science and culture influenced initially Ottoman scientific tradition, it quickly reached a point where it could itself influence these old centres and serve as an example to them.
Figure 1: The overview of the astronomical instruments and staff of the Istanbul Observatory with Taqi Al-Din Rasid at work. Source: Shahinshahnāme Istanbul University Library, F 1404, fol. 57a.
The great changes in the scientific and educational life of the Ottomans were achieved over an extensive period of time. Consequently, it is difficult to connect the radical changes in Ottoman history to specific events or to start from a certain date. In general, "old and new" existed side by side. To substantiate such a claim, focus will be laid in this section on the formation and development of the classical Ottoman scientific tradition that was based on the Islamic classical scientific tradition, including the heritage of the Seljuks and other Muslim and Turkish states [1].
The Ottoman Empire was established as a small principality at the turn of the 14th century and gradually expanded into the Byzantine Empire and other Muslim and non-Muslim states. Its authority reached its highest point in the 16th century, and it became the most powerful state of the world. The Empire extended from Central Europe to the Indian Ocean and lasted for many centuries by keeping the balance of power with modern Europe [2].
Scientific activities in the Ottoman state emerged and developed in Anatolian cities from the scientific legacy and institutions of the pre-Ottoman Seljuk period and benefited from the activities of scholars who came from Egypt, Syria, Iran, and Turkestan—that is, from the substantial scientific and cultural centres of the time. Alongside the old centres of Islamic civilization, new centres, such as Bursa, Edirne, Istanbul, Amasya, Skopje, and Sarajevo flourished during to Ottoman period. The developments of this period form the heritage that constitutes the cultural identity and scientific legacy of present-day Turkey, as well as an important part of the intellectual history of several Middle Eastern, North African, and Balkan countries. The Ottomans also benefited greatly from their non-Muslim subjects and European neighbours, and provided very favourable working conditions for scientists from many different fields, including medicine, astronomy, and mathematics, by inviting them to conduct their studies at the important centres of science and culture in the Islamic world [3]. Engaging the services of scientists and artists from either the west or the east as needed, without regard to religion or nationality, was an established and advantageous practice in the Ottoman Empire [4].
Figure 2: The figure of the Sextant (mushabbaha bi'l-monātiq), an important astronomical instrument of Tāqī al-Din. Source: Ālāt al-rasadiya li-zīj al-shāhinshāhiyya, Library of the Topkapi Palace Museum, Hazine 452, fol. 14b.
During the classical period, Ottoman scientists and scholars showed remarkable success in developing science and were able to produce many works in various branches. This paper provides an overview, with examples, of the formation and development of Ottoman science and scientific activities in the fields of geography and astronomy.
From as far back as the time of the Prophet, we know that Muslims had needed astronomy for the determination of times, an important factor in religious duties, and geography to find the direction of the Ka'ba. The precise calculation of the prayer times, as well as of the beginning and the end of the daily fast in the month of Ramadan, fell naturally within the domain of the astronomer. It is true that for the times of regular prayers, for example, Muslims were given approximate directions and were allowed some latitude; simple rules concerning these matters could be found in the Traditions. From the very beginning of Islam, Muslim scholars had to work on these two subjects under very strict rules. Due to closeness of the fields, most of the Muslim scholars had a deep knowledge of both sciences and they produced a considerable number of books.
Astronomical studies in the Islamic civilization started in the very early days. Observations of the sun and the moon and the calculation of the prayer times required precision. The observatory was one of the most highly developed institutions of science and learning in Islam and one of the high-water marks of the Muslim civilization. There is no doubt that the observatory, as a specialized scientific institution, owes a great deal to Islam. It may very reasonably be claimed that it was in Islam that the observatory, as a specialized institution with an official and legal status and with a fixed location where observation and other work on stellar bodies was systematically carried out through the cooperation of several scientists, first came into existence.
Already early in the 9th century, the Caliph Al-Ma'mun initiated the tradition of founding observatories in Islam, by founding two major but very short-lived observatories, the Shammasiya in Baghdad and Qasiyun in Damascus. There are eight other examples of the building of full-fledged and elaborate official state observatories in the Islamic realm up to the 17th century.
The Maragha Observatory, founded in 1259 under the patronage of Hulagu, was one of the most elaborate institutions of its kind and the scene of important work. Prince Ulugh Bey built another gigantic observatory in Samarqand in 1420, and finally the Tophane Observatory in Istanbul was founded by Murad III in 1577.
2.1. Istanbul Observatory
In the Ottoman civilization, scientific institutions, in the field of astronomy, included the chief astronomer's office (munajjimbashi), the muvaqqithānes and the Istanbul Observatory. Though one can find original and translated works in the fields of astronomy and astrology from the early period, the first calendrical works only began during the time of Sultan Murad II (1421-1451). These calendars were prepared as palace almanacs and we have no idea about the authors [5]. They continued the classical Islamic astronomical tradition in this field, and combined the traditions of both the Samarkand and Maragha astronomy schools of astronomy in their works. Ulug Bey's Zīj, which was prepared in the Samarkand observatory, became a very significant manual for Ottoman astronomers and astrologers [6].
The Ottomans had well organized astronomical institutions such as the post of Chief-astronomer (munajjimbashilik) and time keeping houses (muwaqqithānas). In the Ottoman palace administration, the person in charge of directing the astronomers was called munajjimbashi, that is Chief Astronomer. The position of Chief Astronomer was established sometime between the late 15th and early 16th centuries. The Chief Astronomer's most important duty was the preparation of annual calendars. They were responsible for determining the beginning of fasting times (imsāqiya) before the month of Ramadan and preparing horoscopes (zāyija) and astronomical tables (zījs) for the palace people and prominent officials.
The timekeeper's offices (muvaqqithānes) were public buildings located in the courtyards of mosques or masjids in almost every town. They were widely built by the Ottomans especially after the conquest of Istanbul. They were administered by the foundation (waqf) of the complex (külliye) and the people who worked in the muvaqqithānes were named muvaqqit, meaning the person who kept the time, especially for the times of prayer.
In addition to other science related institutions, the observatory founded in Istanbul was administered by the chief astronomer Taqī al-Dīn al-Rasid (d. 1585). The first Ottoman observatory was also the last big observatory of the Islamic Civilization. With the support of Sultan Murad III, he started the construction of the Istanbul observatory. As well as using the existing instruments of observation, Taqī al-Dīn invented new ones in order to determine the equinoxes. He also developed and used gravity and spring driven mechanical clocks and invented a six-cylinder pump (engine) for raising water in a continuous manner [7]. In addition, he wrote more than thirty books in mathematics, astronomy, mechanics, and medicine.
Taqi al-Din, who was born in Damascus in 1526, worked for a time as a qadīi and a teacher after completing his education in Damascus and Egypt. During his time in Egypt and Damascus, he produced some important works in the fields of astronomy and mathematics. In 1570, he came to Istanbul from Cairo, and one year later (1571-2) was appointed Chief Astronomer (Munajjimbashi) on the death of the Chief Astronomer Mustafa b. Ali al-Muwaqqit. Taqi al-Din maintained close relationships with many important members of the ulemā (scholars) and statesmen, chief among whom was Hoca Sādeddin, and was presented to Sultan Murad by the Grand Vizier Sokullu Mehmed Pasha [8].
Taqi al-Din informed Sultan Murad, who had an interest in astronomy and astrology, that the Ulug Beg's Astronomical Tables contained certain observational errors, resulting in errors in the calculations based on those tables. Taqi al-Din indicated that these errors could be corrected if new observations were made and proposed that an observatory be built in Istanbul for that purpose. Sultan Murad was very pleased to be the patron of the first observatory in Istanbul and asked that construction begin immediately. He also provided all the financial assistance required for the project. In the meantime, Taqi al-Din pursued his studies at the Galata Tower, and continued them in 1577, at the partially completed new observatory called Dār al-Rasad al-Jadīd (the New Observatory).
The observatory, consisting of two separate buildings, one large and one small, was constructed at a location in the higher part of Tophane in Istanbul. Taqi al-Din had the instruments used in the old Islamic observatories reproduced with great care. In addition, he invented some new instruments, which were used for observational purposes for the first time. The observatory had a staff of sixteen people: eight "observers" (rāsid), four clerks, and four assistants [9].
The observatory was designed to provide for the needs of the astronomers and included a library largely consisting of books on astronomy and mathematics. This institution was conceived as one of the largest observatories in the Islamic world and was completed in 1579. It was comparable to Tycho Brahe's (1546-1601) Uranienborg observatory built in 1576 [10]. In addition, there is a striking similarity between the instruments of Tycho Brahe and those of Taqi al-Din but those of Taqi al-Din were of superior quality [11]. When compared with those of his contemporary Danish astronomer, Taqi al-Din's observations are more precise.
In Taqi al-Din's astronomical tables, called the Sidratu Muntaha'l-Afkār fī Malakut al-Falak al-Davvār (Lotus of Culmination of Thoughts in the Kingdom of Rotating Spheres), Taqi al-Din states that he started astronomical activities in Istanbul with 15 assistants in 1573 [12]. The observatory continued to function until 22 January 1580, the date of its destruction. Religious arguments were put forth to justify this action, but it was really rooted in certain internal political struggles [13].
2.2. New observational instruments of Taqi al-Din
Taqi al-Din invented new observational instruments that were added to those already in use for observation in the Islamic world. Among the instruments invented by Taqi al-Din in the observatory were the following:
- The Sextant (mushabbaha bi-'l manātiq): used to measure the distances between the stars. Taqi al-Din's mushabbaha bi'l manātiq and Tycho Brahe's sextant should be considered among the great achievements of the 16th century astronomy. A mushabbaha bi-l manātiq is composed of three rulers. Two of them are attached as the rulers of the triquetrum. An arc is attached to the end of one of the rulers. Taqi al-Din made this instrument to observe the radius of Venus that was mentioned in the Xth book of the Almagest [14].
- The instrument with cords (Dhāt al-awtar): designates the spring and autumn equinoxes. Some astronomers set up a ring, which was not divided, parallel to the equator to designate this. The instrument was composed of a base in the form of a rectangle and four columns. The two columns were set on this base so that a string was stretched between them. One of them was equal to the cosine of the latitude of the country and the other to the sine. A hole was made on each of these parts according to this proportion. A rope was hung from these holes with a plumb [15].
Figure 3: The figure of Dhāt al-awtār. Source: Ālāt al-rasadiya li-zīj al-shāhinshāhiyya, Library of the Topkapi Palace Museum, Hazine 452, fol. 13b.
- The astronomical clock: Taqi al-Din used a mechanical clock, which he made himself for his observations, and a wooden wall dial, which he set up in the observatory. He wrote in The Astronomical Instruments for the Emperor's Table: "The ninth instrument is an astronomical clock. The following statement is recorded from Ptolemy: 'I would have been able to establish a great regularity in method if I was able to measure the time precisely.' Now Taqi al-Din planned, with the help of God, the astronomical clock by the command of the Sultan, God perpetuates his ruling days. Thus, he was able to do what Ptolemy had failed to do." Taqi al-Din says in Sidrat al-muntahā: "we built a mechanical clock with a dial showing the hours, minutes and seconds and we divided every minute into five seconds." This is a more precise clock than clocks used previously and is, as a result, considered to be one of the most important 16th century developments in applied astronomy [16].
When we compare the instruments which Taqi al-Din used in his observatory with those used by Tycho Brahe, they are mostly similar, but some of Taqi al-Din's are larger and more precise. Both, for example, used a mural quadrant (Libna) for the observations of the declinations of the sun and the stars. It is said that Taqi al-Din preferred the mural quadrant to the Fakhri sextant (Suds-i Fakhrī) and two rings used by previous astronomers. Taqi al-Din's quadrant was composed of two brass quadrants with a radius of six meters; it was placed on a wall and erected on the meridian. Tycho Brahe's similar instrument was only two meters in diameter [17].
In his work, Taqi al-Din integrated two traditions of astronomy, those of Damascus and Samarkand. His first task at the observatory was to correct the Zīj book (Astronomical Table) of Ulugh Beg. He also undertook various observations of eclipses of the sun and the moon. The comet that was present in the skies of Istanbul for one month during September 1578 was observed day and night and the results of the observations were presented to the sultan. As a result of the new methods he developed and the equipment he invented, Taqi al-Din was able to approach his observations in an innovative way and produce novel solutions to astronomical problems. He also substituted the use of a decimally based system for a sexagesimal one and prepared trigonometric tables based on decimal fractions. He determined the ecliptic degree as 23° 28' 40", which is very close to the current value of 23° 27'. He used a new method in calculating solar parameters. He determined that the magnitude of the annual movement of the sun's apogee was 63 seconds. Considering that the value known today is 61 seconds, the method he used appears to have been more precise than that of Copernicus (24 seconds) and Tycho Brahe (45 seconds). Taqi al-Din also wrote the first Ottoman book on automatic machines, titled el-Turuq al-Saniyya fi'l-ālāt al-rūhāniyya [18].
The observatory was witness to a great deal of activity within a short period of time. Observations undertaken there were collected in the above mentioned treatise Sidratu Muntahā'l-Afkār fī Malakūt al-Falak al-Davvār.
2.3. Mustafa bin Ali Al-Muwaqqit
Mustafa b. Ali al-Muwaqqit al-Salīmī was another essential Ottoman polymath scholar [19]. He was well-known in the second half of the 16th century as an astronomer, mathematician, geographer, clock-maker (sa'atji) and muwaqqit (timekeeper). He made valuable contributions in the fields of astronomy and geography, producing many books of which those on making and using astronomical instruments are particularly important. These books were used as textbooks in madrasas, and some of them were copied until the middle of the 19th century.
Figure 4: The figure of astronomical clock. Source: Ālāt al-rasadiya li-zīj al-shāhinshāhiyya (T), Library of the Topkapi Palace Museum, Hazine 452, fol. 16a.
He was initially timekeeper at the Yavuz Selim Mosque in Istanbul and later became the Chief Astronomer (munajjimbashi) for ten years. He took astronomy courses and became muwaqqit at the Sultan Selim Mosque Muwaqqithana. He wrote most of his works while holding this post. He invented a new instrument for astronomical observation called the "rub-i āfākī" (horizontal quadrant).
There are 24 works which are definitely known to have been written by him; three in Arabic, the rest is in Turkish. By writing in the Turkish language about astronomical matters, he was aiming to make astronomical works accessible in this language who was becoming the scientific language of the Ottoman Empire. He also produced new and original solutions to astronomical problems. Therefore, his ideas became widely diffused among astronomers, muwaqqits and other educated people. In particular, his book explaining astronomical instruments was very popular among those interested in astronomy. In addition to astronomy, he also wrote three treatises of geography: Hallu Dā'irati Mu'addil al-Nahār, I'lam al-'Ibād fī A'lām al-Bilād I'lām al-'Ibād fī A'lām al-Bilād and Kifayāt al-Wakt li Ma'rifat al-Dā'ir wa Fazlihī wa al-Samt [20].
Figure 5: Sample extracts form Mustafa b. Ali al-Muwaqqit's I'lam al-'Ibād fī A'lām al-Bilād. Source: Kandilli Rasathanesi El Yazmalari 1: Türkçe Yazmalar, proje sorumlusu: Günay Kut, İstanbul: Boǧaziçi Üniversitesi Yayinevi, 2007, p. 538.
As in the field of astronomy, the Ottomans continued the classical tradition in the field of geography. The Ottomans needed geographical knowledge in order to determine the borders of their continuously expanding territory and to establish control over military and commercial activities. They made use of both the geographical works of previous Muslim geographers and works of European origin. By adding their own observations, Ottoman geographers also produced original material [21]. The Samarkand school of geography and astronomy provided the primary sources for the Ottoman's knowledge of geography, map-making and related fields. From the 16th century onwards, Pīrī Reis, Matrakci Nasuh, Saydī Ali Celebi and other scholars produced noteworthy geographical works.
3.1. Pīrī Reīs
The most prominent Ottoman geographer is Muhiddin Pīrī Reīs (d. 962 A.H./1554 C.E.) who also produced original works in the fields of marine geography and navigation at the court of Selim I and Suleyman the Magnificent. He was interested in the science of cartography and completed a map of the world in 1513 C.E. This map is part of the large scale world map prepared in two parts on a gazelle hide, of which only the western part is preserved. It was drawn based on both his rich and detailed drafts and European maps, including Columbus' map of America. This was the first Ottoman map which included preliminary information about the New World depicts southwestern Europe, northwestern Africa, southeastern and Central America. The map has the shape of a "portland" type of map which does not contain latitudinal and longitudinal lines, but includes coastlines and islands and serves to familiarize one with the various regions of the world.
Pīrī Reīs also drew a second world map in 1528 C.E. which he presented to Süleyman the Magnificent. Only the portion depicting the western hemisphere survives. It is in colour and has ornamental figures on the margins with explanatory notes. The extant portion shows the northern part of the Atlantic Ocean and the newly discovered regions of North and Central America. It shows four wind roses and the Tropic of Cancer, which was not shown in his first map of the world, appears on this map. The scales used in the second map are larger than the first. The drawing of the coastlines shows a great improvement in technique and also bears a close resemblance to the modern conception of these areas. The stony and rocky sections are given special care.
Pīrī Reis also wrote a book on marine geography entitled Kitāb-i Bahriye (Book of the Sea, 1521). In this work, he presents drawings and maps of the cities on the Mediterranean and Aegean coasts, and gives extensive information about navigation and nautical astronomy. The book contains 209 chapters with 215 maps, charts and pictures to give exact account of the coasts and islands of the Mediterranean and the Black Sea, along with a description of the seas. Basically the book is a kind of guide to navigation and is based on his personal observations. He gathered together all previous information on the subject but added to it other practical knowledge necessary for sailors on the most important coastal routes, and drew large maps for every chapter. In this way, the book became not only a simple guide book, but also the greatest Ottoman contemporary portolano with the most advanced cartography techniques.
3.2. Seydī Ali Reis
Another outstanding personality was the Ottoman admiral, geographer, astronomer and poet Seydī 'Ali Reis (also as known Kātibī or Kātib-i Rûmī) (d. 1562), who was an expert on marine geography [22]. He wrote books on geography, mathematics and astronomy which show his scientific and navigational experience and knowledge. His works, written in Turkish, are chiefly translations from Persian or Arabic and deal with mathematics, astronomy and navigation in the Indian Ocean. Some of his works have been translated into many languages. In addition to geography, he also wrote books on mathematics and astronomy. He wrote a very valuable work in Turkish, entitled Kitāb al-Muhīt fī 'ilm al-aflāk wa al-Abhur well-known as al-Muhīt (The Ocean) containing the astronomical and geographical information required for long sea voyages as well as his own observations about the Indian Ocean. After his travelogue, this is Saydī 'Ali's most famous work, and is based on Arabic works dealing with navigation in the Indian Ocean. The al-Muhīt consists of 10 sections and of Portuguese voyages of discovery, including Magellan's circumnavigation of the globe [23]. Saydī 'Ali's account enhances the reputation of the Ottoman sultan among his co-religionists everywhere he travelled, and demonstrates the universality of the Turkish element and the effectiveness of Ottoman Turkish soldiers, who were in demand at every court.
In addition to this geographical work, he also wrote treatises on astronomy. The first of which is Mir'āt-i kāināt (Mirror of the Universe), a treatise on astronomical measurements and instruments, chiefly applicable to the art of navigation by celestial observation. This has been translated into many languages. His second book on astronomy is Hulāsat al-hay'a (Essence of Astronomy), a treatise on geometry and mathematics containing a translation of 'Ali Qushji's al-Fathiyya fī al-Hay'a, enriched with excerpts from Chaghmīnī and Kadizade-i Rumī. His other books on astronomy are: Risala-i Dhāt al-Qursī a treatise about astronomy and some astronomical instruments; Risala-i mir'at-i kā'inat min alāt-i irtifa' which is called the Mirror of the Universe according to instruments for measuring altitude. His other works are: Risala-yi hay'at (Treatise on Astronomy); Sayahat-nāma-yi asturlab rub' mujayyab 'amal bi'l-jayb muqantarāt da'ira al-mu'addal dhāt al-kursī (Book of travel on the astrolabe, sine Quadrant, Equatorial Circle, and the Instrument with a Throne); Risala-i Da'irat al-Mu'addil [24];Risala-i Asturlab and Risala-i Rub'i Mujayyab.
Figure 6: Pīrī Reis' first map presented to Sultan Selim I. Source: Topkapi Palace Museum Library, H. 1824.
Another significant Ottoman polymath scholar was Matrakci Nasûh b. Karagöz al-Bosnawī al-Silahī [25]. He was renowned in the 16th century as a mathematician, historian, geographer, cartographer, topographer, musketeer, and was an outstanding soldier, calligrapher and engineer. He made contributions in the fields of geography, mathematics, history, military art and calligraphy and produced important books. He also invented a military lawn game called "Matrak". Matrakçi Nasuh was an important figure in the field of descriptive geography. His first important book Bayān-i Manāzil-i Safar Iraqayn (Explanation of encamping places of two expeditions of Iraq) was in Turkish [26]. His miniatures showing the roads connecting Istanbul, Tabriz and Baghdad are like maps. His history of the 1534-36 campaign to Iran and Iraq [27] includes a double folio depicting Istanbul with all the contemporary structures of the city shown in remarkable detail [28]. The Golden Horn runs vertically in the centre, separating the Galata section with its famous tower (on the left) from the city proper (on the right), which includes such major structures as the Topkapi Palace, Hagia Sophia, At Meydani (Hippodrome), Grand Bazaar, Old Palace, and the complex (kulliya) of Mehmed II. A major document for the study of Istanbul in the 1530's, the illustration is an example of the topographic genre of painting initiated by Nasuh that continued for centuries.
Figure 7: The map of Istanbul. Source: Matrakci Nasuh, Bayān-i Manāzil-i Safar Iraqayn. Source: Istanbul university library. T 5964.
Matrakçi's land maps are considered equal with Pīrī Reis' portland maritime maps to be found in his Kitāb-i Bahriye [29]. Two other works of Matrakçi containing miniatures are important from a geographical perspective. In one called Ta'rikh-i Fath-i Shiklos wa Estergon wa Istolnibelgrad, Matrakçi drew the inns between Istanbul and Budapest as well as the cities of Nice, Toulon and Marseilles during Barbaros' visits and the Ottoman fleet with which he came [30].
As a member of the administration, Nasuh accompanied Suleyman the Magnificent on various campaigns and carefully recorded the events and illustrated the cities and ports conquered by the Ottomans. He participated in the Mohaç campaign (1526) and the two Baghdad expeditions of Suleyman. He painted the picture of every city where the army was billeted or passed by [31].
Figure 8: The world map from Tarih-i Hind-i Garbī. Source: Beyazit Library, MS 4696.
Another work of the 16th century in the field of geography, which contains information about the geographical discoveries and the New World (America), is the book entitled Tārih-i Hind-i Garbī (History of the West Indies) (probably written by Muhammad b. Amir al-Suûdī al-Niksarī (d. 1591) in the 16th century) [32]. This work, based on Spanish and Italian geographical sources, was presented to Sultan Murād III in 1573. It is important in showing that the Ottomans knew about the geographical discoveries of the West. The work has three parts; but the real weight, consisting of two-thirds of the book, is in the third section where Columbus' discovery of America and the European conquests over the period of sixty years between 1492 and 1552 are related. Tarih-i Hind-i Garbī tells the amazing stories of the explorations and conquests of Columbus, Cortes, Pizarro, and others, and it also endeavours to incorporate the new geographic information into the body of Islamic knowledge. It presents a major effort by an Ottoman Muslim scholar, almost unique in the 16th century; firstly, to transmit through translation information from one culture (European Christendom) to another (Ottoman Islam), and secondly, to correct and expand Islamic geography and cartography [33].
In the Topkapi Palace Museum Library (Hazine 644), Istanbul, there is an Atlas entitled "Ali Macar Reis Atlas". The atlas consists of six portolan charts and one mappamundi, all on double pages, i.e., there are fourteen pages [34]. They are drawn on parchment leaves and bound in leather, forming an appealing small volume [35]. As a work of art, this atlas certainly ranks among the most successful. The artist-cartographer who drew these charts must have been professionally connected to those who drew other similar maps in Christian Europe; and the artistic perfection of this atlas strongly argues against it being the isolated work of a captain who would only have been imitating such models; the author must have been a craftsman with great experience of this type of work.
Figure 9: World Map in Ali Macar Reis' Atlas. Source: Topkapi Palace Museum Library, H. 644 (1577/3594).
Cartography seems to have been organized as a profession in the Ottoman Empire; for example, in the 17th century, fifteen individuals were occupied with the art of surveying, in eight locations in Istanbul and nearby areas.
Ottoman geographers were able to obtain information about both West and East at a time when there were no maps of the East available in Europe. This indicates that the Ottomans were more advanced in this area than had previously been thought.
Ottoman contributions to geography including cartography are very significant, vast, in content and have a definite place in the history of geography. It is also true that while the Arabs mostly influenced the Turks they did not follow them slavishly. Ottoman geographers especially cartographers made some very significant contributions and they may be said to have formed a bridge between medieval Islamic and modern cartography [36].
Ottoman contributions to Science and Technology during a six hundred year rule over a huge domain are beyond measure. The above is merely a brief outline of some of the Ottoman scientific activities and related institutions that brought about the revival of culture, science, and learning in civilizations throughout the world. Many excellent works exist that can guide future researchers interested in this subject. Opportunities for further study abound, as the examples presented in this paper could certainly be extended to cover a larger percentage of the vast contributions the Ottomans made over six hundred years. The classical scientific tradition that produced its finest works in the most magnificent period of the Empire was set forth in the scientific and educational institutions that have been briefly mentioned, in the scholarly circles established, and developed around these institutions. Still, the Ottoman classical tradition was preserved during this second phase of Ottoman science, when many more translations and transfers were made from European languages, and survived with some of its basic elements until the second half of the 19th century.
End Notes
[1] Ekmeleddin Ihsanoglu, "Ottoman Educational and Scholarly-Scientific Institutions," in vol. 2 of History of the Ottoman State, Society and Civilisation, ed. Ekmeleddin Ihsanoglu (İstanbul: IRCICA, 2002), 361-512.
[2] Halil Inalcik, The Ottoman Empire: Conquest, Organization and Economy, (London: Variorum, 1978).
[3] Salim Aydüz, Tophâne-i Âmire ve Top Döküm Teknolojisi, (Ankara: Türk Tarih Kurumu, 2006).
[4] Cevat İzgi, Osmanli Medreselerinde İlim, vol. I, (İstanbul, İz Yayincilik, 1998), 224-226.
[5] Osman Turan, İstanbul'un Fethinden Önce Yazilmiş Tarihî Takvimler (Ankara: Türk Tarih Kurumu, 1984).
[6] Salim Ayduz, "Uluǧ Bey Zici'nin Osmanli Astronomi Çalişmalarindaki Yeri ve Önemi" Bilig, Ankara (Spring 2003), issue 25, pp. 139-172.
[7] Al-Hassani, Salim, and Al-Lawati, Mohammed A., The Six Cylinder Water Pump of Taqī al-Dīn. Published on www.MuslimHeritage.com (21 July, 2008).
[8] J. H. Mordtmann, "Das Observatorium des Taqi ed-din zu Pera," Der Islam vol. 12 (1913): 93; Ramazan Şeşen, "Meşhur Osmanli Astronomu Takiyüddin El-Râsid'in Soyu Üzerine," Erdem 4, issue 10 (1988): 165-171; Cevat İzgi, Osmanli Medreselerinde İlim, vol. 1 (İstanbul: İz Yayincilik, 1997): 301-302, 327, 192; İzgi, vol. 2: 128-132; Salim Aydüz, "Takiyüddin Râsid," Yaşamlari ve Yapitlariyla Osmanlilar Ansiklopedisi, vol. 1 (İstanbul: Yapi Kredi Yayinlari, 1999): 603-605. See for Taqi Al-Din's list of manuscripts and related works: Aydüz, Salim, Taqī al-Dīn Ibn Ma'rūf: A Bio-Bibliographical Essay. Published on www.MuslimHeritage.com (26 June, 2008).
[9] Ahmet Süheyl Ünver, İstanbul Rasathânesi (Ankara: Türk Tarih Kurumu, 1986): 43-47.
[10] J. L. E. Dreyer, Tycho Brahe: A Picture of Scientific Life and Work in the Sixteenth Century (New York/London: Dover Publications/Constable, 1963).
[11] Sevim Tekeli, "Nasiruddin, Takiyüddin ve Tycho Brahe'nin Rasat Aletlerinin Mukayesesi," Ankara Üniversitesi, Dil ve Tarih Coǧrafya Fakültesi Dergisi 16, no. 3-4 (1958): 224-259.
[12] Topkapi Palace Museum Library, MS Hazine no. 465/1. In addition, look: Sevim Tekeli, "Trigonometry in Two Sixteenth Century Works; The De Revolutionibus Orbium Coelestium and the Sidra al-Muntaha," History of Oriental Astronomy (Cambridge: Cambridge University Press, 1987), 209-214.
[13] Sevim Tekeli, "İstanbul Rasathânesinin Araçlari," Araştirma 11 (1979): 29-44; S. Tekeli, "Takiyüddin'de Kiriş 2° ve Sin 1° nin Hesabi," Araştirma 3 (1965): 123-127; S. Tekeli, "Takiyüddin'in Delos Problemi ile ilgili Çalişmalari," Araştirma 6 (1968): 1-9; S. Tekeli, "Takiyüddin'in Sidret ül-müntehasinda Aletler Bahsi," Belleten 30, no. 98 (1961): 213-227.
[14] Sevim Tekeli, "Astronomical Instruments for the Zîj of Emperor," Arastirma 1 (1963): 86-97.
[15] Ibid.
[16] Aydin Sayili, The Observatory in Islam (Ankara: Türk Tarih Kurumu, 1991), 289–305; Aydin Sayili, "Alauddin Mansur'un İstanbul Rasathânesi Hakkindaki Şiirleri," Belleten 20, no. 79 (1956): 414, 466.
[17] Sevim Tekeli, "Meçhul bir yazarin İstanbul Rasathesi Aletlerinin Tasvirini veren: Alat-i Rasadiye li Zic-i Şehinşahiye Adli Eseri," Araştirma 1 (1963): 12–71.
[18] Egypt, Cairo National Library, falak no. 3845, miqat no. 557/4.
[19] He was also known as "Müneccimbaşi Mustafa Çelebi" and "Koca Saatçi".
[20] Yavuz Unat, "Mustafa Ibn Ali el-Muvakkît ve İ'lâm el-'İbâd fî A'lâm el-Bilâd (Şehirler Aleminde Mesafelerin Bildirimi) Adli Risalesi", EJOS, VII, (2004), No. 10, pp. 1-47.
[21] History of geographical literature during the Ottoman period, Ekmeleddin İhsanoǧlu and others, (İstanbul: IRCICA, 2000).
[22] Abbas 'al-`Azzawi. Tarikh `ilm 'al-falak fi 'al-`Iraq wa-`alaqatihi bi-'al-'aqtar 'al-'Islamiyah wa-'al-`Arabiyah fi 'al-`uhud 'al-taliyah li-'ayyam 'al-`Abbasiyin: min sanat 656 H.=1258 M. 'ila sanat 1335 H.=1917 M. [Baghdad]: Matba`at 'al-Majma` 'al-`Ilmi 'al-`Iraqi, 1958, 254-257; Adivar, A. Adnan. Osmanli Turklerinde Ilim. Ankara: Remzi Kitabevi, 1970, pp. 85-89; Ak, Mahmut. "Saydī 'Ali Reis". Yasamlari ve Yapitlariyla Osmanlilar Ansiklopedisi. Istanbul: Yapi Kredi Kultur Yayinlari, 1999, II, pp. 525-527; Bursali Mehmed Tahir. Osmanli Muellifleri. Istanbul: Matbaa-i Amire, 1923. III, 270-272; Diez, H. Friedrich. Denkwürdigkeiten von Asien. Berlin 1815, II, 133-267; Hajji Khalifa. Kashf al-Zunun 'an isama al-kutub wa'l-funun. Ankara: Milli Egitim Bakanligi, 1941, I, 807; History of Astronomical Literature during the Ottoman Period. By. Ekmeleddin Ihsanoglu and others. Istanbul: Research Center for Islamic History, Art and culture, 1997. I, 140-145; History of Geographical Literature during the Ottoman Period. By. Ekmeleddin Ihsanoglu and others. Istanbul: Research Center for Islamic History, Art and culture, 2000. I, 35-38; Izgi, Cevat. Osmanli Medreselerinde Ilim. Istanbul: Iz Yayincilik, 1997, I, 344, 388, 394, 449, 450; II, 256, 257; King, David A. A survey of the scientific manuscripts in the Egyptian National Library. Winona Lake [Ind.]: Eisenbrauns, 1986. 171; Krachkovskiy, Ignatiy Yulianovich. Arabskaya Geograficheskaya Literatura. Izbrannyye sochineiniya. 4. M.-Lg., 1957. pp. 569-578; Mehmed Sureyya. Sijill-i Osmani. Istanbul: Matbaa-i Amire, 1308. II, 498-499; Ors, Hayrullah and Mustafa Nihad Ozon. Hindistan'dan Istanbul'a. Ankara 1935; Rosenfeld, Boris A. and Ekmeleddin Ihsanoglu, Mathematicians, astronomers and other scholars of Islamic civilisation and their Works (7th -19th c.). Istanbul: Research Center for Islamic History, Art and culture, 2003, pp. 325-326, No. 977; Soucek, Svat. "Sidi 'Ali Reis. (Saydī 'Ali Reis)", Encyclopaedia of Islam. CD-ROM Edition 1999, Koninklijke Brill NV, Leiden, The Netherlands; C.A. Storey, Persian Literature: A Bio-bibliographical survey. Leiden: Published by the Royal Asiatic Society of Great Britain and Ireland, Sole agents: E. J. Brill, 1977, II, 76-77; Süssheim, Karl. "'Ali (Sidi 'Ali) b. Husain", Encyclopeida of Islam, Ist ed., 1913, 301-302; Suter, Heinrich. "Die Mathematiker und Astronomen der Araber und ihre Werke", Abhandlungen zur Geschichte der mathematischen Wissenschaften mit Einschluss ihrer Anwendungen; 10. Hft. Leipzig: B. G. Teubner, 1900. A, 188-190; Turan, Serefeddin. "Saydī 'Ali Reis", Islam Ansiklopedisi. Ankara: Milli Egitim Bakanligi, 1966, X, 528-531; Uzuncarsili, Ismail Hakki. Osmanli Tarihi. Ankara: Turk Tarih Kurumu, 1998, II, 398-400, 606.
[23] M. Bittner, "Die topographischen Capital des indischen Seespiegels, Mohit", Festschrift 1897; Comprehensive (Book) on the Science of Heavens and Seas (al-Muhīt fi 'ilm al-aflak wa'l-abhur), Naples, Vienna 1277; Gabriel, Ferrand. L'amiral Sidi 'Ali et le Muhit. Introduction à l'astronomie nautique Arabe. Paris 1936; Mir'at al-mamalik. The travels and adventures of the Turkish Admiral Sidi 'Ali Reis in India, Afghanistan, Central Asia, and Persia, during the years 1553-1556. Trans. by. A. Vambéry. London: Luzac, 1899; Mir'atu'l-Memalik: Inceleme, metin, indeks, Saydī 'Ali Reis. Published by Mehmet Kiremit. Ankara: Turk Dil Kurumu, 1999; Saydī 'Ali Rais. Mir'atul mamolik (Mamlakatlar kuzgusi). By. S. Zumnunab. Tashkent, 1963; Saydī 'Ali Reis, Mir'at al-Mamalik. By Ahmad Jawdat Pasha. Istanbul: Ikdam Matbaasi, 1313 (1895); Sidi Rais. Die topographische Capitel des indischen Seespiegel Mohit. Übers. Von M. Bittner, mit einer Einleitung von W. Tomaschek. Wien, 1897.
[24] William Brice, Colin Imber and Richard Lorch, The Da'ire-yi Mu'addel of Saydī 'Ali Re'is, Seminar on Early Islamic Science, Monograph No. 1. Manchester: The University of Manchester, 1976.
[25] Goodrich, Thomas D., "Old Maps in the Library of Topkapi Palace in Istanbul", Imago Mundi, vol. 45. (1993), pp. 120-133; Grabar, Oleg, "An Exhibition of High Ottoman Art". Muqarnas, vol. 6 (1989), pp. 1-11; History of Geography Literature during the Ottoman Period. Edited by Ekmeleddin İhsanoǧlu et al., Istanbul: IRCICA, 2000, I, 42-45; History of Mathematical Literature during the Ottoman Period. Edited by Ekmeleddin İhsanoǧlu et al., Istanbul: IRCICA, 1999, I, 68-73; History of Military Art and Science Literature During the Ottoman Period. Edited by. Ekmeleddin İhsanoǧlu et al., Istanbul: IRCICA, 2004, I, 10-11; İhsanoǧlu, Ekmeleddin, "The Ottoman Scientific-Scholarly Literature". In History of the Ottoman State, Society and Civilization, II, Istanbul: IRCICA, 2002, pp. 543, 567-568; Johnston, Norman J., "The Urban World of the Matraki Manuscript", Journal of Near Eastern Studies, vol. 30, No. 3. (July 1971), pp. 159-176; Kara, I., "Nasuh Matrakçi", Türk Dili ve Edebiyati Ansiklopedisi, Devirler, isimler, terimler. İstanbul: Dergah Yayinlari, 1977, VI, pp. 527-8; Mahir, Banu-İhsan Fazlioǧlu, "Nasuh (Matrakçi)", . Istanbul: YKB, 1999, II, 350-351; Matrakçi Nasuh Bey b. Abdulah (Karagöz) al-Silahi, Beyân-i Menâzil-i Sefer-i Irakeyn-i sultan süleyman han. Published by H. G. Yurdaydin. Ankara, 1976; Selen, H. S., "16inci asirda yapilmiş Anadolu atlasi: Nasuh Silahi'nin Menâzil'i", İkinci türk tarih kongresi, Istanbul 20-25 Eylül 1937 kongrenin çalişmalari, kongreye sunulan tebliǧler. Istanbul, 1943, pp. 813-817; Soucek, S., "Islamic Charting in the Mediterranean", in The History of Cartography: Cartography in the Traditional Islamic and South Asian Societies, edited by J. B. Harley and David Woodward. Chicago: The University of Chicago, 1992, pp. 235-253; Taeschner, Franz, "The Itinerary of the First Persian Campaign of Sultan Süleyman, 1534-36, According to Nasuh al-Matraki", Imago Mundi, vol. 13 (1956), pp. 53-55; Yurdaydin, H. G., "An Ottoman Historian of the XVIth Century: Nasuh al-Matrakî and his Beyân-i Menâzil-i Sefer-i 'Irakeyn and its Importance for some Iraki Cities", Turcica, vii (1975), pp. 179-87; Yurdaydin, H. G., "Matrakçi Nasuh'un Minyatürlü iki yeni eseri". Atti II. Congree İnternational Acta Turca, Venezia, 1963. Venedik, 1965, pp. 283-286; Yurdaydin, H. G., "Matrakçi", Encyclopaedia of Islam, Leiden: Brill, CD version, 2001; Yurdaydin, H. G., Matrakçi Nasuh. Ankara, 1963.
[26] Nasuh b. Abdullah Matrakçi Nasuh, Beyan-i menazil-i sefer-i Irakeyn-i Sultan Süleyman Han, ed. Hüseyin G. Yurdaydin (Ankara: Türk Tarih Kurumu, 1976).
[27] Franz Taeschner, "The Itinerary of the First Persian Campaign of Sultan Süleyman, 1534-36, According to Nasuh al-Matraki", Imago Mundi, vol. 13 (1956), pp. 53-55.
[28] S. Soucek, "Islamic Charting in the Mediterranean", in The History of Cartography: Cartography in the Traditional Islamic and South Asian Societies, edited by J. B. Harley and David Woodward. Chicago: The University of Chicago, 1992, pp. 235-253.
[29] Thomas D. Goodrich, "Old Maps in the Library of Topkapi Palace in Istanbul", Imago Mundi, vol. 45. (1993), pp. 120-133.
[30] Norman J. Johnston, "The Urban World of the Matraki Manuscript", Journal of Near Eastern Studies, vol. 30, No. 3. (July 1971), pp. 159-176.
[31] Turkish history institution (Turk Tarih Kurumu) published the city paintings he made during the expedition (edited and published by H. G. Yurdaydin, in 1976).
[32] This manuscript is stored at the Beyazit Library, MS 4696.
[33] This book published as facsimile by Cultural Ministry of Turkey: Muhammed b. Emir el-Hasan Sudi, Tarih-i Hind-i Garbi veya Hadis-i Nev: A History of the Discovery of America, İstanbul: Kültür ve Turizm Bakanliǧi, 1987. Thomas D. Goodrich, The Ottoman Turks and the New World: A Study of Tarih-i Hind-i Garbi and Sixteenth-Century Ottoman Americana, Near and Middle East monographs, new series, vol. 3, Wiesbaden: O. Harrassowitz, 1990, pp. 1-3.
[34] On the page 4b there is one note about the author. It is a short sentence in Arabic along the right hard margin of the page, in the area of the Atlantic along the western coast of Spain; the approximate translation: 'The Humble Ali Macar wrote it with the aid of the Lord of Decision (i.e., God) in the month of Safar, year 975', i.e., between August 7 and September 4, 1567. No other chart or atlas made by him is known. The first impression thus might be that an Ottoman seaman made this atlas on the basis of his maritime experience. And despite the date given of 1567, there is minor yet significant evidence that he drew this atlas before 1542; for on 6a, Scotland is separated from England by a channel which disappeared from Italian charts after that year.
[35] S. Soucek, "The 'Ali Macar Reis Atlas' and The Deniz Kitabi: Their Place in the Genre of Portolan Charts and Atlases", Imago Mundi. A Review of Early Cartography, N. 25 (1971), pp. 17-27; Özdemir, Kemal. Ottoman Nautical Charts and the Atlas of Ali Macar Reis, A Marmara publication. Istanbul: Creative Yayincilik ve Tanitim, 1992.
[36] New Encyclopedia of Islam, vol. IV, p. 1082; N. Akmal Ayyubi, "Turkish Contributions to Islamic Geography", Erdem, vol IX, 26 (Ankara 2002) pp. 483-489.
*Senior Researcher at the Foundation for Science, Technology and Civilisation (FSTC) and Visiting Scholar at the University of Manchester and Associate Professor at Fatih University, Istanbul. Email: email@example.com.


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Collection Items
Evropae Relief shown pictorially. Includes notes, ill., and cartouche with dedicaton and text. Available also through the Library of Congress Web site as a raster image. Fold-lined. LC copy imperfect: Margin in upper and lower left corner of sheet cut out. Pin holes in margins of all corners.
- Contributor: Arnoldi, Arnoldo DI - Florimi, Matteo
- Date: 1600


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Home > News & Events > Wayland Press Release Archives > 2006 News Releases > June 2006 > New major, ongoing research helping beef up science program at Wayland
New major, ongoing research helping beef up science program at Wayland
PLAINVIEW – The scientific world is much different now than it was a few decades ago, and that's no surprise to most people. It's surely not a surprise to Dr. Adam Reinhart, assistant professor of biological and physical sciences at Wayland Baptist University.
And the changing face of science and science professions over time has changed the way Reinhart and his fellow faculty members at Wayland are approaching the educational role of the department.
The department recently added a new molecular biology major, a move Reinhart said came from looking at class enrollment patterns.
"When we looked at what our students were taking to prepare for medical schools, grad schools or biotech research fields, the classes for the most part satisfied a biology degree but then there were several extras," he explained. "Most students were biology majors and chemistry minors or double majors in biology and chemistry."
The molecular biology degree combines the best of those worlds by counting two semesters of biochemistry. The degree plan calls for 20 required hours – including genetics, microbiology, cell and molecular biology and biochemistry I and II – which Reinhart said reflect what students need most for any science-related careers.
The remainder of the 32-hour major is open to the students' choice and the direction to which they want to focus the degree. Choices include anatomy and physiology, vertebrate biology, developmental biology, parasitology, plant anatomy and physiology, ecology, plant taxonomy and instrumental analysis.
"This gives flexibility for students and a good foundation of courses," Reinhart said, adding that some students choose the physical therapy focus and take the anatomy courses while others may choose the chemistry research focus and take those classes.
In combination with the research programs instituted a few years back and the summer research program begun last year with a grant from the Welch Foundation, Reinhart said WBU students are graduating with strong preparation for pre-health career programs or research jobs.
This summer's research students, Vanessa Carey and Marcia Peck, are beginning to work on projects involving medicinal plants and their effects on natural steroid production in cells, a new project headed by Reinhart. Students Philip Carlson and Lori Pretzer are working with Dr. Joel Boyd, assistant professor of chemistry, on some of the same projects started last summer, working with removing nitrogen-containing contaminants from water using titanium dioxide and light to convert it to nitrogen gas.
That hands-on experience is paying off, Reinhart said, in the career choices and advancement of science majors. For instance, two students from last summer are now pursuing graduate degrees in molecular pathology, a field they were introduced to during their research projects.
In general, the science department is turning out graduates who are pursuing a vastly different world of options for careers. Where years ago many biology and chemistry majors might have pursued traditional medical school after Wayland, Reinhart said grads are branching out more now.
"There's a lot more diversity to what our students want to do now versus 15 years ago," he said. "Some of these fields didn't even exist 15 years ago. They're choosing fields other than traditional medical fields, and for several different reasons."
Reinhart said physical therapy continues to be a popular career choice, but more students are choosing physician's assistant training and even law, given the growing issues in biotechnical ethics and law.
Any changes that come down the pike are meant to strengthen the program, obviously, and that can only make the education and preparation for Wayland graduates better. When it comes to the rigorous demands and expectations for pre-health programs, Reinhart said Wayland is able to compete greatly among her peers.
"We do some things differently here that can be real advantages to students," Reinhart said, mentioning the preparation for the MCAT tests (for entrance to medical schools), interview skills workshops, mock interviews and the like. "We also hold students accountable grade-wise so they're on target for the program."
Reinhart said Wayland's smaller classes mean more hands-on experiences for students with equipment and projects that at some universities may be handled solely by lab assistants. He also touts leadership, internship and missions opportunities as added benefits to studying for pre-health degrees at WBU.
For more information in pre-health science programs at WBU, contact Reinhart at 291-1124 or the office of admissions at (800) 588-1928.


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Police Department
Welcome! The Purdue University Police Department in West Lafayette, Indiana is a professional law enforcement department empowered by the University. State law grants Purdue police officers the same powers of arrest and law enforcement authority that city and county police officers have. Purdue officers protect and serve with a focus on meeting the special needs of the campus community numbering over 38,000 students and nearly 15,000 faculty and staff members. Guided by a community policing philosophy, the police department offers a variety of crime prevention and educational programs. While we understand no environment is free of crime, the Purdue University Police Department is committed to partnering with our campus community to foster an environment conducive to learning, discovery, and engagement in support of the mission of Purdue University.
ANNUAL SECURITY REPORT: "Your Campus Your Safety" This report includes statistics for the previous three years concerning reported crimes that occurred on-campus; in certain off-campus buildings or property owned or controlled by Purdue University; and on public property within, or immediately adjacent to and accessible from the campus. The report includes institutional policies concerning campus security, such as policies concerning sexual assault, and other matters. It also includes crime reporting procedures for students and staff, along with emergency reporting procedures and information about various crime-prevention programs. You can obtain a copy of this report by contacting the Purdue University Police Department at (765) 494-8221 or by accessing the report online.
EQUAL ACCESS: In accordance with Purdue policies, all persons have equal access to Purdue University's educational programs, services and activities, without regard to race, religion, color, sex, age, national origin or ancestry, marital status, parental status, sexual orientation, disability, or status as a veteran. For a more complete statement of Purdue's policies of equal access and equal opportunity, CLICK HERE. If you have any questions or concerns regarding these policies, please contact the Office of the Vice President for Ethics and Compliance at firstname.lastname@example.com or (765) 494-5830.