Ann Campbell Burke examines the development and evolution of vertebrates, in particular, turtles. Her Harvard University experiments, described in Development of the Turtle Carapace: Implications for the Evolution of a Novel Bauplan, were published in 1989. Burke used molecular techniques to investigate the developmental mechanisms responsible for the formation of the turtle shell. Burke's work with turtle embryos has provided empirical evidence for the hypothesis that the evolutionary origins of turtle morphology depend on changes in the embryonic and developmental mechanisms underpinning shell production.

Two main elements characterize the skeletal morphology of turtles: the carapace and the plastron. For a turtle, the carapacial ridge begins in the embryo as a bulge posterior to the limbs but on both sides of the body. Such outgrowths are the first indication of shell development in turtle embryos. While the exact mechanisms underpinning the formation of the carapacial ridge are still not entirely known, some biologists argue that understanding these embryonic mechanisms is pivotal to explaining both the development of turtles and their evolutionary history.

Turtle morphology is unlike that of any other vertebrate. The uniqueness of the turtle's bodyplan is attributed to the manner in which the turtle's ribs are ensnared within its hard upper shell. The exact embryological and genetic mechanisms underpinning this peculiar anatomical structure are still a matter of debate, but biologists agree that the evolution of the turtle shell lies in the embryonic development of the turtle.

The nonmedical use of prescription ADHD medications by American college students for the purpose of enhancing academic performance has been well-documented for more than a decade. A closer look at this trend through the lens of biomedicalization theory shows us that this behavior, which is often dismissed as a simple abuse of the system by deviant young people, is consistent with broader trends in post-modern medicine and health. The goal of this project was to describe the biomedicalization of studying by illustrating the historical, sociocultural, and politico-economic roots of nonmedical stimulant use by college students in the United States. An online survey was administered to students at ASU and responses from students studying in the College of Liberal Arts and Sciences (n=233) were analyzed. A 12.4% lifetime prevalence of illicit stimulant use was found among the sample population. Thematic analysis was performed on students' open-ended commentary and several themes related to the biomedicalization framework were uncovered including Necessity, Identity, Inextricability from academia, and Trust in the system. Through these themes it was found that many of the theorized transitions of biomedicalization were visible in the data set, confirming the idea that nonmedical stimulant use is embedded in the complex network of processes that represents post-modern medicine today.

The study of wasp societies (family Vespidae) has played a central role in advancing our knowledge of why social life evolves and how it functions. This dissertation asks: How have scientists generated and evaluated new concepts and theories about social life and its evolution by investigating wasp societies? It addresses this question both from a narrative/historical and from a reflective/epistemological perspective. The historical narratives reconstruct the investigative pathways of the Italian entomologist Leo Pardi (1915-1990) and the British evolutionary biologist William D. Hamilton (1936-2000). The works of these two scientists represent respectively the beginning of our current understanding of immediate and evolutionary causes of social life. Chapter 1 shows how Pardi, in the 1940s, generated a conceptual framework to explain how wasp colonies function in terms of social and reproductive dominance. Chapter 2 shows how Hamilton, in the 1960s, attempted to evaluate his own theory of inclusive fitness by investigating social wasps. The epistemological reflections revolve around the idea of investigative framework for theory evaluation. Chapter 3 draws on the analysis of important studies on social wasps from the 1960s and 1970s and provides an account of theory evaluation in the form of an investigative framework. The framework shows how inferences from empirical data (bottom-up) and inferences from the theory (top-down) inform one another in the generation of hypotheses, predictions and statements about phenomena of social evolution. It provides an alternative to existing philosophical accounts of scientific inquiry and theory evaluation, which keep a strong, hierarchical distinction between inferences from the theory and inferences from the data. The historical narratives in this dissertation show that important scientists have advanced our knowledge of complex biological phenomena by constantly interweaving empirical, conceptual, and theoretical work. The epistemological reflections argue that we need holistic frameworks that account for how multiple scientific practices synergistically contribute to advance our knowledge of complex phenomena. Both narratives and reflections aim to inspire and inform future work in social evolution capitalizing on lessons learnt from the past.