University of Missouri, St. Louis
Dr. Paz-y-Miño-C. has broad interests in evolution, animal behavior, and conservation biology. His research focuses in four areas:
Dr. Paz-y-Miño-C. is also interested in science education and the communication of evolutionary theory to the public. He participates in public lectures on evolution, the controversy science versus pseudo-science, and contributes with science editorials to various newspapers. His website Evolution Literacy outreaches the public internationally.
|Recent Publications | Graduate Students | Courses|
Paz-y-Miño-C, G. & Espinosa A. (2013). Attitudes toward evolution at New England colleges and universities, United States. New England Science Public: Series Evolution 1: 1-32.
Paz-y-Miño-C., G. & Espinosa A. (2013). The Everlasting Conflict Evolution-and-Science versus Religiosity. pp. 73-97. In G. Simpson & S. Payne (eds) Religion and Ethics NOVA Publishers, New York.
Espinosa, A.& Paz-y-Miño-C., G. (2012). Discrimination, Crypticity and Incipient Taxa in Entamoeba, Journal of Eukaryotic Microbiology 59: 105-110.
Paz-y-Miño-C., G. & Espinosa A. (2012). Educators of prospective teachers hesitate to embrace evolution due to deficient understanding of science/evolution and high religiosity, Evolution: Education and Outreach 5: 139-162.
Paz-y-Miño-C., G. & Espinosa, A. (2012). Introduction: Why People Do Not Accept Evolution: Using Protistan Diversity to Promote Evolution Literacy, Journal of Eukaryotic Microbiology 59: 101-104.
Paz-y-Miño-C., G., Espinosa A. & Bai, C. (2011). The Jackprot Simulation couples mutation rate with natural selection to illustrate how protein evolution is not random, Evolution: Education and Outreach 4: 502-514.
Paz-y-Miño-C., G. & Espinosa A. (2011). On the theory of evolution versus the concept of evolution: three observations, Evolution: Education and Outreach 4: 308–312.
Paz-y-Miño-C., G. & Espinosa A. (2011). New England faculty and college students differ in their views about evolution, creationism, intelligent design, and religiosity, Evolution: Education and Outreach 4: 323–342.
Paz-y-Miño-C., G. & Espinosa, A. (2010). Integrating horizontal gene transfer and common descent to depict evolution and contrast it with “common design,” Journal of Eukaryotic Microbiology 57: 11-18.
Paz-y-Miño-C.,G. & Espinosa, A. (2009). Acceptance of evolution increases with student academic level: a comparison between a secular and a religious college, Evolution: Education & Outreach 2: 655–675.
Espinosa, A., Pedrizet, G., Paz-y-Miño-C.,G., Lanfranchi, R. & Phay, M. (2009). Effects of iron depletion on Entamoeba histolytica alcohol dehydrogenase 2 (EhADH2) and trophozoite growth: implications for antiamoebic therapy, Journal of Antimicrobial Chemotherapy 63: 675-678.
Paz-y-Miño-C., G. & A. Espinosa. (2009). Assessment of biology majors’ versus non-majors’ views on evolution, creationism and intelligent design, Evolution Education and Outreach 2: 75-83.
Paz-y-Miño-C., G. (2007) Conservation behavior in the Galapagos, The Conservation Behaviorist 5 (1): 4-5.
Paz-y-Miño-C., G. (2006) Transitive Reasoning in Animals, Mente y Cerebro (Mind and Brain) / Investigación y Ciencia - Scientific American) ISSN 1695-0887, 19: 40-45.
Paz-y-Miño-C., G. (2005) Animal Cognition and its role in Conservation Behavior, The Conservation Behaviorist 3 (1): 4-5,9.
Paz-y-Miño-C., G., Bond, A. B., Kamil, A. C. & Balda, R. P. (2004) Pinyon Jays use transitive inference to predict social dominance, Nature 430, 778-781.
Paz-y-Miño-C., G. (2003) Behavioral unknowns: an emerging challenge for conservation, The Conservation Behaviorist 1 (2): 2.
Paz-y-Miño-C., G., Leonard, S. T. & Trimble, J. F. (2002) Self-grooming and sibling recognition in meadow voles (Microtus pennsylvanicus) and prairie voles (Microtus ochrogaster), Animal Behaviour 63: 331-338.
Salkoff L., Butler A., Fawcett G., Kunkel M., McArdle C., Paz-y-Miño-C. G., Nonet M., Walton N., Wang Z.-w., Yuan A., Wei A. (2001) Evolution tunes the excitability of individual neurons, Neuroscience 103: 853-859.
Paz-y-Miño-C., G. & Tang-Martinez, Z. (1999) Social interactions, cross-fostering, and sibling recognition in prairie voles, Microtus ochrogaster, Canadian Journal of Zoology 77: 1631-1636.
Paz-y-Miño-C., G. & Tang-Martinez, Z. (1999) Effects of exposures to siblings or sibling odors on sibling recognition in prairie voles (Microtus ochrogaster), Canadian Journal of Zoology 77: 118-123.
Paz-y-Miño-C., G. & Tang-Martinez, Z. (1999) Effects of isolation on sibling recognition in prairie voles (Microtus ochrogaster), Animal Behavior 57: 1091-1098.
MS Elsa Yeung (2009-2012), Visual Perspective Taking in The Zebra Finch: A Study of Social Cognition in A Model Organism.
Elizabeth Spinney (2011-present), Learning Reversal Task in Zebra Finches.
Undergraduate Thesis BioHonors Students
Rachael Bonoan (2010-2013), Social Interactions and Dominance Hierarchy Formation in Zebra Finches.
Felecia Clodius (2010-2013), Food Competition Trials and Dominance Hierarchy Formation in Zebra Finches.
Courses Professor Paz-y-miño has taught include:
- Biology of Organisms (BIO 121, 122)
- Biology of Organisms Honors Laboratory (BIO 131H, 132H)
- Evolutionary Biology (BIO 437/537)
- Evolution on Islands: A Case Study the Galapagos Archipelago
- Expedition to Galapagos: Natural History and Evolution
Visit Guillermo Paz-y-Miño-C.’s websites:
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