Using partnerships with scientists to enhance teacher capacity to address the NGSS

NASA Astrophysics Data System (ADS)

Pavelsky, T.; Haine, D. B.; Drostin, M.

2013-12-01

Increasingly, scientists are seeking outreach experts to assist with the education and outreach components of their research grants. These experts have the skills and expertise to assist with translating scientific research into lessons and activities that are aligned to the Next Generation Science Standards (NGSS) as well as state standards, are STEM-focused and that address the realities of the K-12 science classroom. Since 2007, the Institute for the Environment (IE) at the University of North Carolina at Chapel Hill has been conducting teacher professional development and high school student science enrichment programs to promote climate literacy. Partnering with scientists to deepen content knowledge and promote engagement with technology and real data has been a successful strategy for cultivating increased climate literacy among teachers and students. In this session, we will share strategies for effectively engaging scientists in K-12 educational activities by providing specific examples of the various ways in which scientists can be integrated into programming and their research translated into relevant classroom activities. Engaging scientists and translating their research into classroom activities is an approach that becomes even more relevant with the advent of the NGSS. The NGSS's Disciplinary Core Ideas (DCIs) that encompass climate literacy can be addressed by partnering with scientists to provide teachers with current content knowledge and technological tools needed to promote integration of relevant science and engineering practices and cross-cutting themes. Here we highlight a successful partnership in which IE science educators collaborated with with a faculty member to develop a lesson for North Carolina teachers introducing them to new research on satellite remote sensing of the water cycle, while also promoting student engagement with local data. The resulting lesson was featured during a two-day, IE-led teacher workshop for 21 North Carolina high school teachers in July 2013 titled, 'Observing regional and global water resources: Using remote sensing and field data to better understand the hydrologic cycle.'

Where the Wild Microbes Are: Education and Outreach on Sub-Seafloor Microbes

NASA Astrophysics Data System (ADS)

Cooper, S. K.; Kurtz, K.; Orcutt, B.; Strong, L.; Collins, J.; Feagan, A.

2014-12-01

Sub-seafloor microbiology has the power to spark the imaginations of children, students and the general public with its mysterious nature, cutting-edge research, and connections to the search for extraterrestrial life. These factors have been utilized to create a number of educational and outreach products to bring subsurface microbes to non-scientist audiences in creative and innovative ways. The Adopt a Microbe curriculum for middle school students provides hands-on activities and investigations for students to learn about microbes and the on-going research about them, and provides opportunities to connect with active expeditions. A new series of videos engages non-scientists with stories about research expeditions and the scientists themselves. A poster and associated activities explore the nature of science using a microbiologist and her research as examples. A new e-book for young children will engage them with age-appropriate text and illustrations. These projects are multidisciplinary, involve science and engineering practices, are available to all audiences and provide examples of high level and meaningful partnerships between scientists and educators and the kinds of products that can result. Subseafloor microbiology projects such as these, aimed at K-12 students and the general public, have the potential to entice the interest of the next generation of microbe scientists and increase general awareness of this important science.

From ivory tower to prison watchtower: The STEM Ambassador Program promotes exchange outside of traditional venues

NASA Astrophysics Data System (ADS)

Nadkarni, N.; Weber, C.

2017-12-01

Scientists can be effective in engaging the public, due to their deep content knowledge and passion for their research. However, most training programs prepare scientists to communicate with public groups who seek out informal science education (ISE) activities at science centers and zoos, but not all Americans regularly participate in ISE activities. Opportunities for scientists to exchange information with those who may not seek out science but who hold the potential to contribute novel ideas and generate political support for our discipline can enhance the scientific enterprise. With support of the National Science Foundation (NSF), we created the "STEM Ambassador Program" (STEMAP), a research and public engagement project that aims to bridge science and society by training scientists to engage audiences outside of traditional venues. Activities are based on commonalities between the scientist's research interests and/or personal characteristics, and the interests, professions, and recreational pursuits of community groups. Scientists are encouraged to work with underserved communities (e.g., senior citizens), communities facing barriers to science learning (e.g., incarcerated men and women), and non-academic stakeholders in scientific research (e.g., decision-makers). STEMAP training is derived from three NSF-funded ISE models: Portal to the Public, the Research Ambassador Program, and Design Thinking. In 2016-2017, two cohorts of 20 scientists each, representing 15 departments at the University of Utah, received training. Examples of engagement activities included: An engineer presented his work to develop air quality monitoring devices to a local government council, and invited members to participate in his understanding of regional air quality. A microbiologist provided a microscope view of the microbes that are involved in fermentation with classes at a local cooking school. An urban planning researcher met with inmates in a horticulture training program at the Salt Lake County Jail to discuss waterwise landscaping practices of the horticulture industry. STEMAP researchers and evaluators collect data from Ambassadors and community participants to inform program development. STEMAP is now expanding to offer workshop, cohort, and online formats to institutions nationwide.

To Crowdfund Research, Scientists Must Build an Audience for Their Work.

PubMed

Byrnes, Jarrett E K; Ranganathan, Jai; Walker, Barbara L E; Faulkes, Zen

2014-01-01

As rates of traditional sources of scientific funding decline, scientists have become increasingly interested in crowdfunding as a means of bringing in new money for research. In fields where crowdfunding has become a major venue for fundraising such as the arts and technology, building an audience for one's work is key for successful crowdfunding. For science, to what extent does audience building, via engagement and outreach, increase a scientist's abilities to bring in money via crowdfunding? Here we report on an analysis of the #SciFund Challenge, a crowdfunding experiment in which 159 scientists attempted to crowdfund their research. Using data gathered from a survey of participants, internet metrics, and logs of project donations, we find that public engagement is the key to crowdfunding success. Building an audience or "fanbase" and actively engaging with that audience as well as seeking to broaden the reach of one's audience indirectly increases levels of funding. Audience size and effort interact to bring in more people to view a scientist's project proposal, leading to funding. We discuss how projects capable of raising levels of funds commensurate with traditional funding agencies will need to incorporate direct involvement of the public with science. We suggest that if scientists and research institutions wish to tap this new source of funds, they will need to encourage and reward activities that allow scientists to engage with the public.

To Crowdfund Research, Scientists Must Build an Audience for Their Work

PubMed Central

Byrnes, Jarrett E. K.; Ranganathan, Jai; Walker, Barbara L. E.; Faulkes, Zen

2014-01-01

As rates of traditional sources of scientific funding decline, scientists have become increasingly interested in crowdfunding as a means of bringing in new money for research. In fields where crowdfunding has become a major venue for fundraising such as the arts and technology, building an audience for one's work is key for successful crowdfunding. For science, to what extent does audience building, via engagement and outreach, increase a scientist's abilities to bring in money via crowdfunding? Here we report on an analysis of the #SciFund Challenge, a crowdfunding experiment in which 159 scientists attempted to crowdfund their research. Using data gathered from a survey of participants, internet metrics, and logs of project donations, we find that public engagement is the key to crowdfunding success. Building an audience or “fanbase” and actively engaging with that audience as well as seeking to broaden the reach of one's audience indirectly increases levels of funding. Audience size and effort interact to bring in more people to view a scientist's project proposal, leading to funding. We discuss how projects capable of raising levels of funds commensurate with traditional funding agencies will need to incorporate direct involvement of the public with science. We suggest that if scientists and research institutions wish to tap this new source of funds, they will need to encourage and reward activities that allow scientists to engage with the public. PMID:25494306

[Almost an autobiography: a study of social scientists in health based on the Lattes Curriculum].

PubMed

do Nascimento, Juliana Luporini; Nunes, Everardo Duarte

2014-04-01

Among the various ways of adopting the biographical approach, we used the curriculum vitaes (CVs) of Brazilian researchers who work as social scientists in health as our research material. These CVs are part of the Lattes Platform of CNPq - the National Council for Scientific and Technological Development, which includes Research and Institutional Directories. We analyzed 238 CVs for this study. The CVs contain, among other things, the following information: professional qualifications, activities and projects, academic production, participation in panels for the evaluation of theses and dissertations, research centers and laboratories and a summarized autobiography. In this work there is a brief review of the importance of autobiography for the social sciences, emphasizing the CV as a form of "autobiographical practice." We highlight some results, such as it being a group consisting predominantly of women, graduates in social sciences, anthropology, sociology or political science, with postgraduate degrees. The highest concentration of social scientists is located in Brazil's southern and southeastern regions. In some institutions the main activities of social scientists are as teachers and researchers with great thematic diversity in research.

History and Outcomes of 50 Years of Physician-Scientist Training in Medical Scientist Training Programs.

PubMed

Harding, Clifford V; Akabas, Myles H; Andersen, Olaf S

2017-10-01

Physician-scientists are needed to continue the great pace of recent biomedical research and translate scientific findings to clinical applications. MD-PhD programs represent one approach to train physician-scientists. MD-PhD training started in the 1950s and expanded greatly with the Medical Scientist Training Program (MSTP), launched in 1964 by the National Institute of General Medical Sciences (NIGMS) at the National Institutes of Health. MD-PhD training has been influenced by substantial changes in medical education, science, and clinical fields since its inception. In 2014, NIGMS held a 50th Anniversary MSTP Symposium highlighting the program and assessing its outcomes. In 2016, there were over 90 active MD-PhD programs in the United States, of which 45 were MSTP supported, with a total of 988 trainee slots. Over 10,000 students have received MSTP support since 1964. The authors present data for the demographic characteristics and outcomes for 9,683 MSTP trainees from 1975-2014. The integration of MD and PhD training has allowed trainees to develop a rigorous foundation in research in concert with clinical training. MSTP graduates have had relative success in obtaining research grants and have become prominent leaders in many biomedical research fields. Many challenges remain, however, including the need to maintain rigorous scientific components in evolving medical curricula, to enhance research-oriented residency and fellowship opportunities in a widening scope of fields targeted by MSTP graduates, to achieve greater racial diversity and gender balance in the physician-scientist workforce, and to sustain subsequent research activities of physician-scientists.

Navigating the Path to a Biomedical Science Career

NASA Astrophysics Data System (ADS)

Zimmerman, Andrea McNeely

The number of biomedical PhD scientists being trained and graduated far exceeds the number of academic faculty positions and academic research jobs. If this trend is compelling biomedical PhD scientists to increasingly seek career paths outside of academia, then more should be known about their intentions, desires, training experiences, and career path navigation. Therefore, the purpose of this study was to understand the process through which biomedical PhD scientists are trained and supported for navigating future career paths. In addition, the study sought to determine whether career development support efforts and opportunities should be redesigned to account for the proportion of PhD scientists following non-academic career pathways. Guided by the social cognitive career theory (SCCT) framework this study sought to answer the following central research question: How does a southeastern tier 1 research university train and support its biomedical PhD scientists for navigating their career paths? Key findings are: Many factors influence PhD scientists' career sector preference and job search process, but the most influential were relationships with faculty, particularly the mentor advisor; Planned activities are a significant aspect of the training process and provide skills for career success; and Planned activities provided skills necessary for a career, but influential factors directed the career path navigated. Implications for practice and future research are discussed.

Expedition Earth and Beyond: Engaging Classrooms in Student-Led Research Using NASA Data, Access to Scientists, and Integrated Educational Strategies

NASA Technical Reports Server (NTRS)

Graff, P. V.; Stefanov, W. L.; Willis, K. J.; Runco, S.; McCollum, T.; Baker, M.; Lindgren, C.; Mailhot, M.

2011-01-01

Classroom teachers are challenged with engaging and preparing today s students for the future. Activities are driven by state required skills, education standards, and high-stakes testing. Providing educators with standards-aligned, inquiry-based activities that will help them engage their students in student-led research in the classroom will help them teach required standards, essential skills, and help inspire their students to become motivated learners. The Astromaterials Research and Exploration Science (ARES) Education Program, classroom educators, and ARES scientists at the NASA Johnson Space Center created the Expedition Earth and Beyond education program to help teachers promote student-led research in their classrooms (grades 5-14) by using NASA data, providing access to scientists, and using integrated educational strategies.

Teaching through Trade Books: Becoming a Citizen Scientist

ERIC Educational Resources Information Center

Royce, Christine Anne

2017-01-01

Engaging students in elementary science is often done within the confines of the classroom. Citizen science projects, however, bring students, families, teachers, and communities together to help scientists with their research. Students become active participants in real research, use their three-dimensional understanding of science, and…

FNL Scientists Introduce Concept That Could Help the Immune System Respond to Vaccines | Frederick National Laboratory for Cancer Research

Cancer.gov

Scientists have discovered an efficient and straightforward model to manipulate RNA nanoparticles, a new concept that could help trigger desirable activation of the immune system with vaccines and therapies. A multi-institutional team of researchers

Modeling the data systems role of the scientist (for the NEEDS Command and Control Task)

NASA Technical Reports Server (NTRS)

Hei, D. J., Jr.; Winter, W. J., Jr.; Brookes, R.; Locke, M.

1981-01-01

Research was conducted into the command and control activities of the scientists for five space missions: International Ultraviolet Explorer, Solar Maximum Mission, International Sun-Earth Explorer, High-Energy Astronomy Observatory 1, and Atmospheric Explorer 5. A basis for developing a generalized description of the scientists' activities was obtained. Because of this characteristic, it was decided that a series of flowcharts would be used. This set of flowcharts constitutes a model of the scientists' activities within the total data system. The model was developed through three levels of detail. The first is general and provides a conceptual framework for discussing the system. The second identifies major functions and should provide a fundamental understanding of the scientists' command and control activities. The third level expands the major functions into a more detailed description.

Developing scientists in Hispanic substance use and health disparities research through the creation of a national mentoring network

PubMed Central

Bazzi, Angela R.; Mogro-Wilson, Cristina; Negi, Nalini Junko; Gonzalez, Jennifer M. Reingle; Cano, Miguel Ángel; Castro, Yessenia; Cepeda, Alice

2017-01-01

Hispanics are disproportionately affected by substance use and related health harms yet remain underrepresented across scientific disciplines focused on researching and addressing these issues. An interdisciplinary network of scientists committed to fostering the development of social and biomedical researchers focused on Hispanic substance use and health disparities developed innovative mentoring and career development activities. We conducted a formative evaluation study using anonymous membership and conference feedback data to describe specific mentoring and career development activities developed within the national network. Successful mentoring initiatives and career development activities were infused with cultural and community values supportive of professional integration and persistence. Mentoring initially occurred within an annual national conference and was then sustained throughout the year through formal training programs and informal mentoring networks. Although rigorous evaluation is needed to determine the success of these strategies in fostering long-term career development among scientists conducting Hispanic health and substance use research, this innovative model may hold promise for other groups committed to promoting career development and professional integration and persistence for minority (and non-minority) scientists committed to addressing health disparities. PMID:28804254

Professional identity in clinician-scientists: brokers between care and science.

PubMed

Kluijtmans, Manon; de Haan, Else; Akkerman, Sanne; van Tartwijk, Jan

2017-06-01

Despite increasing numbers of publications, science often fails to significantly improve patient care. Clinician-scientists, professionals who combine care and research activities, play an important role in helping to solve this problem. However, despite the ascribed advantages of connecting scientific knowledge and inquiry with health care, clinician-scientists are scarce, especially amongst non-physicians. The education of clinician-scientists can be complex because they must form professional identities at the intersection of care and research. The successful education of clinician-scientists requires insight into how these professionals view their professional identity and how they combine distinct practices. This study sought to investigate how recently trained nurse- and physiotherapist-scientists perceive their professional identities and experience the crossing of boundaries between care and research. Semi-structured interviews were conducted with 14 nurse- and physiotherapist-scientists at 1 year after they had completed MSc research training. Interviews were thematically analysed using insights from the theoretical frameworks of dialogical self theory and boundary crossing. After research training, the initial professional identity, of clinician, remained important for novice clinician-scientists, whereas the scientist identity was experienced as additional and complementary. A meta-identity as broker, referred to as a 'bridge builder', seemed to mediate competing demands or tensions between the two positions. Obtaining and maintaining a dual work position were experienced as logistically demanding; nevertheless, it was considered beneficial for crossing the boundaries between care and research because it led to reflection on the health profession, knowledge integration, inquiry and innovation in care, improved data collection, and research with a focus on clinical applicability. Novice clinician-scientists experience dual professional identities as care providers and scientists. The meta-position of being a broker who connects care and research is seen as core to the unique clinician-scientist identity. To develop this role, identity formation and boundary-crossing competencies merit explicit attention within clinician-scientist programmes. © 2017 The Authors Medical Education published by Association for the Study of Medical Education and John Wiley & Sons Ltd.

Opportunities and Resources for Scientist Participation in Education and Public Outreach

NASA Astrophysics Data System (ADS)

Buxner, Sanlyn; CoBabe-Ammann, E.; Shipp, S.; Hsu, B.

2012-10-01

Active engagement of scientists in Education and Public Outreach (E/PO) activities results in benefits for both the audience and scientists. Most scientists are trained in research but have little formal training in education. The Planetary Science Education and Public Outreach (E/PO) Forum helps the Science Mission Directorate support scientists currently involved in E/PO and to help scientists who are interested in becoming involved in E/PO efforts find ways to do so through a variety of avenues. We will present current and future opportunities and resources for scientists to become engaged in education and public outreach. These include upcoming NASA SMD E/PO funding opportunities, professional development resources for writing NASA SMD E/PO proposals (webinars and other online tools), toolkits for scientists interested in best practices in E/PO (online guides for K-12 education and public outreach), EarthSpace (a community web space where instructors can find and share about teaching space and earth sciences in the undergraduate classroom, including class materials news and funding opportunities, and the latest education research), thematic resources for teaching about the solar system (archived resources from Year of the Solar System), and an online database of scientists interested in connecting with education programs. Learn more about the Forum and find resources at http://smdepo.org/.

ASPIRE: Teachers and researchers working together to enhance student learning

NASA Astrophysics Data System (ADS)

Yager, P. L.; Garay, D. L.; Warburton, J.

2016-02-01

Given the impact of human activities on the ocean, involving teachers, students, and their families in scientific inquiry has never been more important. Science, Technology, Engineering, and Math (STEM) disciplines have become key focus areas in the education community of the United States. Newly adopted across the nation, Next Generation Science Standards require that educators embrace innovative approaches to teaching. Transforming classrooms to actively engage students through a combination of knowledge and practice develops conceptual understanding and application skills. The partnerships between researchers and educators during the Amundsen Sea Polynya International Research Expedition (ASPIRE) offer an example of how academic research can enhance K-12 student learning. In this presentation, we illustrate how ASPIRE teacher-scientist partnerships helped engage students with actual and virtual authentic scientific investigations. Scientists benefit from teacher/researcher collaborations as well, as funding for scientific research also depends on effective communication between scientists and the public. While contributing to broader impacts needed to justify federal funding, scientists also benefit by having their research explained in ways that the broader public can understand: collaborations with teachers produce classroom lessons and published work that generate interest in the scientists' research specifically and in marine science in general. Researchers can also learn from their education partners about more effective teaching strategies that can be transferred to the college level. Researchers who work with teachers in turn gain perspectives on the constraints that teachers and students face in the pre-college classroom. Crosscutting concepts of research in polar marine science can serve as intellectual tools to connect important ideas about ocean and climate science for the public good.

Oxidation of Ethidium Using TAML Activators: A Model for High School Research Performed in Partnership with University Scientists

ERIC Educational Resources Information Center

Pueyo, Natalie C.; Raub, Andrew G.; Jackson, Sean; Metz, Madalyn M.; Mount, Allegra C.; Naughton, Kyle L.; Eaton, Ashley L.; Thomas, Nicole M.; Hastings, Peter; Greaves, John; Blumberg, Bruce; Collins, Terrence J.; Sogo, Steven G.

2013-01-01

A chemical research program at a public high school has been developed. The full-year Advanced Chemical Research class (ACR) in the high school enrolls 20-30 seniors each year, engaging them in long-term experimental projects. Through partnerships involving university scientists, ACR high school students have had the opportunity to explore a…

Life After Research Misconduct.

PubMed

Galbraith, Kyle L

2017-02-01

Research misconduct is a serious violation of a scientific community's ethical standards. Scientists who commit research misconduct typically face corrective actions from employers and funding agencies, as well as significant professional stigma. Unfortunately, there is little systematic data about the post-misconduct career of these guilty parties. Through a review of Office of Research Integrity (ORI) case summaries, I identified a pool of 284 researchers who engaged in research misconduct and were subject to ORI corrective actions. To assess the prevalence of post-misconduct research activities for these scientists, I searched publicly available databases and online resources for evidence of post-misconduct research activities (such as publications and federal research support). The data demonstrate that researchers often receive second chances as researchers, with indicators of post-misconduct research activities identified for 134 (47.18%) of the offending researchers. In addition, those researchers have received more than US$123 million in federal support for their post-misconduct research efforts.

NASA/DOD Aerospace Knowledge Diffusion Research Project. Paper 56: Technical Communications in Engineering and Science: The Practices Within a Government Defense Laboratory

NASA Technical Reports Server (NTRS)

VonSeggern, Marilyn; Jourdain, Janet M.; Pinelli, Thomas E.

1996-01-01

Research in recent decades has identified the varied information needs of engineers versus scientists. While most of that research looked at the differences among organizations, we surveyed engineers and scientists within a single Air Force research and development laboratory about their information gathering, usage, and production practices. The results of the Phillips Laboratory survey confirm prior assumptions about distinctions between engineering and science. Because military employees responded at a much higher rate than civilian staff, the survey also became an opportunity to profile a little-known segment of the engineer/scientist population. In addition to the effect Phillips Laboratory's stated mission may have on member engineers and scientists, other factors causing variations in technical communication and information-related activities are identified.

Alcohol research and the alcoholic beverage industry: issues, concerns and conflicts of interest.

PubMed

Babor, Thomas F

2009-02-01

Using terms of justification such as 'corporate social responsibility' and 'partnerships with the public health community', the alcoholic beverage industry (mainly large producers, trade associations and 'social aspects' organizations) funds a variety of scientific activities that involve or overlap with the work of independent scientists. The aim of this paper is to evaluate the ethical, professional and scientific challenges that have emerged from industry involvement in alcohol science. Source material came from an extensive review of organizational websites, newspaper articles, journal papers, letters to the editor, editorials, books, book chapters and unpublished documents. Industry involvement in alcohol science was identified in seven areas: (i) sponsorship of research funding organizations; (ii) direct financing of university-based scientists and centers; (iii) studies conducted through contract research organizations; (iv) research conducted by trade organizations and social aspects/public relations organizations; (v) efforts to influence public perceptions of research, research findings and alcohol policies; (vi) publication of scientific documents and support of scientific journals; and (vii) sponsorship of scientific conferences and presentations at conferences. While industry involvement in research activities is increasing, it constitutes currently a rather small direct investment in scientific research, one that is unlikely to contribute to alcohol science, lead to scientific breakthroughs or reduce the burden of alcohol-related illness. At best, the scientific activities funded by the alcoholic beverage industry provide financial support and small consulting fees for basic and behavioral scientists engaged in alcohol research; at worst, the industry's scientific activities confuse public discussion of health issues and policy options, raise questions about the objectivity of industry-supported alcohol scientists and provide industry with a convenient way to demonstrate 'corporate responsibility' in its attempts to avoid taxation and regulation.

Mammals, milk, molecules, and micelles.

PubMed

Fox, P F

2011-01-01

After a brief description of my family background and school days, my professional career as a dairy scientist is described under three headings: research, teaching, and writing. My research activities fall into four areas: biochemistry of cheese, fractionation and characterization of milk proteins, heat stability of milk, and dairy enzymology. Finally, I offer some advice to young scientists.

20th International Conference for Students and Young Scientists: Modern Techniques and Technologies (MTT'2014)

NASA Astrophysics Data System (ADS)

2014-10-01

The active involvement of young researchers in scientific processes and the acquisition of scientific experience by gifted youth currently have a great value for the development of science. One of the research activities of National Research Tomsk Polytechnic University, aimed at the preparing and formation of the next generation of scientists, is the International Conference of Students and Young Scientists ''Modern Techniques and Technologies'', which was held in 2014 for the twentieth time. Great experience in the organization of scientific events has been acquired through years of carrying the conference. There are all the necessary resources for this: a team of organizers - employees of Tomsk Polytechnic University, premises provided with modern office equipment and equipment for demonstration, and leading scientists - professors of TPU, as well as the status of the university as a leading research university in Russia. This way the conference is able to attract world leading scientists for the collaboration. For the previous years the conference proved itself as a major scientific event at international level, which attracts more than 600 students and young scientists from Russia, CIS and other countries. The conference provides oral plenary and section reports. The conference is organized around lectures, where leading Russian and foreign scientists deliver plenary presentations to young audiences. An important indicator of this scientific event is the magnitude of the coverage of scientific fields: energy, heat and power, instrument making, engineering, systems and devices for medical purposes, electromechanics, material science, computer science and control in technical systems, nanotechnologies and nanomaterials, physical methods in science and technology, control and quality management, design and technology of artistic materials processing. The main issues considered by young researchers at the conference were related to the analysis of contemporary problems using new techniques and application of new technologies.

Partnership with informal education learning centers to develop hands-on activities for research outreach efforts

NASA Astrophysics Data System (ADS)

Courville, Z.; Haynes, R.; DeFrancis, G.; Koh, S.; Ringelberg, D.

2012-12-01

Outreach informed by scientific research plays an important role in fostering interest in science by making science and scientists accessible, fun, and interesting. Developing an interest in science in young, elementary-aged students through outreach is a rewarding endeavor for researchers, in that audiences are usually receptive, requirements for broader impacts are met, and bonds are formed between researchers and members of their local and surrounding communities. Promoting such interest among young students is imperative not only for an individual researcher's own self interest, but also for the strength of American science and innovation moving forward, and is the responsibility of the current generation of scientists. Developing genuine and successful inquiry-based, hands-on activities for elementary-aged students is outside the expertise of many researchers. Partnering with an informal education learning center (i.e. science museum or after-school program) provides researchers with the expertise they might be lacking in such endeavors. Here, we present a series of polar-, engineering- and microbiology-themed hands-on activities that have been developed by researchers at a government lab in partnership with a local science museum. Through a series of workshops, the science education staff at the museum provided researchers with background and instruction on inquiry and hands-on activities, and then collaborated with the researchers to develop activities which were later demonstrated at the museum to museum-goers. Education staff provided feedback about the presentation of the activities for further refinement. The program provided an opportunity for researchers to develop fun, on-target and age-appropriate science activities for elementary-aged students, an audience for outreach, and enabled general public audiences the chance to interact with researchers and scientists in an informal setting.

National Ice Center Visiting Scientist Program

NASA Technical Reports Server (NTRS)

Austin, Meg

2002-01-01

The long-term goal of the University Corporation for Atmospheric Research (UCAR) Visiting Scientist Program at the National Ice Center (NIC) is to recruit the highest quality visiting scientists in the ice research community for the broad purpose of strengthening the relationship between the operational and research communities in the atmospheric and oceanic sciences. The University Corporation for Atmospheric Research supports the scientific community by creating, conducting, and coordinating projects that strengthen education and research in the atmospheric, oceanic and earth sciences. UCAR accomplishes this mission by building partnerships that are national or global in scope. The goal of UCAR is to enable researchers and educators to take on issues and activities that require the combined and collaborative capabilities of a broadly engaged scientific community.

Graduating College Students' Orientations toward Scientific Research Activity

ERIC Educational Resources Information Center

Zubova, L. G.; Andreeva, O. N.; Antropova, O. A.

2009-01-01

The population of scientists in Russia is aging, and it is difficult to attract young graduates to enter the profession. Greater efforts need to be made to change the condition of work for scientists in order to make it attractive to those who will become the next generation of Russian scientists. Creating the conditions favorable to the…

Is there a glass ceiling for highly cited scientists at the top of research universities?

PubMed

Ioannidis, John P A

2010-12-01

University leaders aim to protect, shape, and promote the missions of their institutions. I evaluated whether top highly cited scientists are likely to occupy these positions. Of the current leaders of 96 U.S. high research activity universities, only 6 presidents or chancellors were found among the 4009 U.S. scientists listed in the ISIHighlyCited.com database. Of the current leaders of 77 UK universities, only 2 vice-chancellors were found among the 483 UK scientists listed in the same database. In a sample of 100 top-cited clinical medicine scientists and 100 top-cited biology and biochemistry scientists, only 1 and 1, respectively, had served at any time as president of a university. Among the leaders of 25 U.S. universities with the highest citation volumes, only 12 had doctoral degrees in life, natural, physical or computer sciences, and 5 of these 12 had a Hirsch citation index m < 1.0. The participation of highly cited scientists in the top leadership of universities is limited. This could have consequences for the research and overall mission of universities.

EarthTrek - helping scientists to get citizens involved in real science. (Invited)

NASA Astrophysics Data System (ADS)

Lewis, G.

2010-12-01

Citizen science programs are not new and many scientists can report good success at engaging the public in their research. However, many scientists who could really benefit from the collective pool of eager volunteers do not have the time or patience to develop system to track and manage the collective “enthusiasm”. EarthTrek takes on that role and provides scientists with the support for their venture into a citizen science program. EarthTrek manages the people, rewards them for their involvement and provides avenues for scientists to communicate with the participants. Scientists concentrate on developing sounds collection protocols (with EarthTrek’s help if needed) and then provide feedback once the data stars to come in. EarthTrek is about linking people with real research. EarthTrek will work with scientists from every field as long as projects are collecting data for research, are time constrained and the lead scientists agree to a communication schedule for results back to participants. Examples of active science projects include weathering rates on gravestones, invasive plant species and phenology. EarthTrek is a project of the Geological Society of America and partners around the globe. EarthTrekker collecting data for the Gravestone Project

How Academic Biologists and Physicists View Science Outreach

PubMed Central

Ecklund, Elaine Howard; James, Sarah A.; Lincoln, Anne E.

2012-01-01

Scholars and pundits alike argue that U.S. scientists could do more to reach out to the general public. Yet, to date, there have been few systematic studies that examine how scientists understand the barriers that impede such outreach. Through analysis of 97 semi-structured interviews with academic biologists and physicists at top research universities in the United States, we classify the type and target audiences of scientists’ outreach activities. Finally, we explore the narratives academic scientists have about outreach and its reception in the academy, in particular what they perceive as impediments to these activities. We find that scientists’ outreach activities are stratified by gender and that university and disciplinary rewards as well as scientists’ perceptions of their own skills have an impact on science outreach. Research contributions and recommendations for university policy follow. PMID:22590526

NREL: International Activities - Working with Us

Science.gov Websites

opportunities to develop technology partnerships and researcher-driven collaboration. Technology Partnerships expertise, including our energy analysis capabilities. Researcher-Driven Collaboration NREL scientists formal means, such as collaboration on specific technical topics. NREL researchers also actively

Enhance Your Science With Social Media: No ... Really

NASA Astrophysics Data System (ADS)

Goss, H.; Aiken, A. C.; Sams, A.

2016-12-01

The ability to communicate the societal value of basic research to nonacademic audiences is morphing from an optional soft skill to a crucial tool for scientists who are competing over finite or shrinking resources for research. Former National Academy of Sciences President Ralph Cicerone argued as early as 2006 that "scientists themselves must do a better job of communicating directly to the public," taking advantage of "new, non-traditional outlets" on the Internet. Findings suggest that scientists have begun to embrace social media as a viable tool for communicating research and keeping abreast of advancements in their fields. Social media is changing the way that scientists are interacting with each other and with the global community. Scientists are taking to popular social media (Twitter, Facebook, etc.) to challenge weak research, share replication attempts in real time, and counteract hype. Incorporating social media into the different stages of a scientific publication: Accelerates the pace of scientific communication and collaboration Facilitates interdisciplinary collaboration Makes it possible to communicate results to a large and diverse audience Encourages post-publication conversations about findings Accelerates research evaluation Makes science more transparent Amplifies the positive effects of scientists' interactions with more traditional media Our presentation will demonstrate how scientists can use social media as a tool to support their work, collaborate with peers around the world, and advance the cause of science. Information will be presented by communications experts and research librarians in collaboration with scientists who are already active on social media. Content will focus on pragmatic best practices for engaging peers, other stakeholders, promoting science and scientific research, and measuring success.

Successfully Engaging Scientists in NASA Education and Public Outreach: Examples from a Teacher Professional Development Workshop Series and a Planetary Analog Festival

NASA Astrophysics Data System (ADS)

Jones, A. P.; Hsu, B. C.; Bleacher, L.; Shaner, A. J.

2014-12-01

The Lunar Workshops for Educators are a series of weeklong workshops for grade 6-9 science teachers focused on lunar science and exploration, sponsored by the Lunar Reconnaissance Orbiter (LRO). These workshops have been held across the country for the past five years, in places underserved with respect to NASA workshops and at LRO team member institutions. MarsFest is a planetary analog festival that has been held annually in Death Valley National Park since 2012, made possible with support from the Curiosity (primarily the Sample Analysis at Mars) Education and Public Outreach team, NASA's Ames Research Center, NASA's Goddard Space Flight Center, the SETI Institute, and Death Valley National Park. Both the Lunar Workshops for Educators and MarsFest rely strongly on scientist engagement for their success. In the Lunar Workshops, scientists and engineers give talks for workshop participants, support facility tours and field trips, and, where possible, have lunch with the teachers to interact with them in a less formal setting. Teachers have enthusiastically appreciated and benefited from all of these interactions, and the scientists and engineers also provide positive feedback about their involvement. In MarsFest, scientists and engineers give public presentations and take park visitors on field trips to planetary analog sites. The trips are led by scientists who do research at the field trip sites whenever possible. Surveys of festival participants indicate an appreciation for learning about scientific research being conducted in the park from the people involved in that research, and scientists and engineers report enjoying sharing their work with the public through this program. The key to effective scientist engagement in all of the workshops and festivals has been a close relationship and open communication between the scientists and engineers and the activity facilitators. I will provide more details about both of these programs, how scientists and engineers are involved in them, and offer suggestions for others who would like to engage scientists and engineers in similar activities.

Scientists Shaping the Discussion

NASA Astrophysics Data System (ADS)

Abraham, J. A.; Weymann, R.; Mandia, S. A.; Ashley, M.

2011-12-01

Scientific studies which directly impact the larger society require an engagement between the scientists and the larger public. With respect to research on climate change, many third-party groups report on scientific findings and thereby serve as an intermediary between the scientist and the public. In many cases, the third-party reporting misinterprets the findings and conveys inaccurate information to the media and the public. To remedy this, many scientists are now taking a more active role in conveying their work directly to interested parties. In addition, some scientists are taking the further step of engaging with the general public to answer basic questions related to climate change - even on sub-topics which are unrelated to scientists' own research. Nevertheless, many scientists are reluctant to engage the general public or the media. The reasons for scientific reticence are varied but most commonly are related to fear of public engagement, concern about the time required to properly engage the public, or concerns about the impact to their professional reputations. However, for those scientists who are successful, these engagement activities provide many benefits. Scientists can increase the impact of their work, and they can help society make informed choices on significant issues, such as mitigating global warming. Here we provide some concrete steps that scientists can take to ensure that their public engagement is successful. These steps include: (1) cultivating relationships with reporters, (2) crafting clear, easy to understand messages that summarize their work, (3) relating science to everyday experiences, and (4) constructing arguments which appeal to a wide-ranging audience. With these steps, we show that scientists can efficiently deal with concerns that would otherwise inhibit their public engagement. Various resources will be provided that allow scientists to continue work on these key steps.

Build infrastructure in publishing scientific journals to benefit medical scientists

PubMed Central

Dai, Ni; Xu, Dingyao; Zhong, Xiyao; Li, Li; Ling, Qibo

2014-01-01

There is urgent need for medical journals to optimize their publishing processes and strategies to satisfy the huge need for medical scientists to publish their articles, and then obtain better prestige and impact in scientific and research community. These strategies include optimizing the process of peer-review, utilizing open-access publishing models actively, finding ways of saving costs and getting revenue, smartly dealing with research fraud or misconduct, maintaining sound relationship with pharmaceutical companies, and managing to provide relevant and useful information for clinical practitioners and researchers. Scientists, publishers, societies and organizations need to work together to publish internationally renowned medical journals. PMID:24653634

Build infrastructure in publishing scientific journals to benefit medical scientists.

PubMed

Dai, Ni; Xu, Dingyao; Zhong, Xiyao; Li, Li; Ling, Qibo; Bu, Zhaode

2014-02-01

There is urgent need for medical journals to optimize their publishing processes and strategies to satisfy the huge need for medical scientists to publish their articles, and then obtain better prestige and impact in scientific and research community. These strategies include optimizing the process of peer-review, utilizing open-access publishing models actively, finding ways of saving costs and getting revenue, smartly dealing with research fraud or misconduct, maintaining sound relationship with pharmaceutical companies, and managing to provide relevant and useful information for clinical practitioners and researchers. Scientists, publishers, societies and organizations need to work together to publish internationally renowned medical journals.

Student and Community Engagement in Earth, Space, and Environmental Sciences Through Experiential Learning and Citizen Science as Part of Research Broader Impact

NASA Astrophysics Data System (ADS)

Ibrahim, Alaa; Ahmed, Yasmin

2015-04-01

Fulfilling the broader impact of a research project in Earth and environmental sciences is an excellent opportunity for educational and outreach activities that connect scientists and society and enhance students and community engagement in STEM fields in general and in Earth, space, and environmental sciences in particular. Here we present the experience developed in this endeavor as part of our Partnerships for Enhanced Engagement in Research (PEER) project sponsored by USAID/NSF/NAS. The project introduced educational and outreach activities that included core curriculum course development for university students from all majors, community-based learning projects, citizen science and outreach programs to school students and community members. Through these activities, students worked with the project scientists on a variety of activities that ranged from citizen science and undergraduate research to run mass experiments that measure the quality of air, drinking water, and ultraviolet level in greater Cairo, Egypt, to community awareness campaigns through the production of short documentaries and communicating them with stakeholders and target groups, including schools and TV stations. The activities enhanced students learning and the public awareness on climate change and the underlying role of human activities. It also connected effectively the project scientists with college and university students a well as the wider segments of the society, which resulted in a host of benefits including better scientific literacy and appreciation to the role of scientists, promoting scientists as role models, sharing the values of science, and motivating future generations to puruse a career in science This work is part of the PEER research project 2-239 sponsored by USAID/NSF/NAS Project Link (at National Academies website): http://sites.nationalacademies.org/PGA/dsc/peerscience/PGA_084046.htm website: http://CleanAirEgypt.org Links to cited work: Core Curriculum Course: http://bit.ly/FutureLife Citizen Science Project: Quality of Air, Drinking Water, and U.V. Level in Greater Cairo: Map 1: http://bit.ly/AirWaterLightMap1 Map 2: http://bit.ly/AirWaterLightMap2 Short Documentaries Student Projects: https://vimeo.com/science2society/videos Project video: https://vimeo.com/100427525

In the trenches: lessons for scientists from California's Proposition 71 campaign

PubMed Central

Goldstein, Lawrence S. B.

2011-01-01

I describe a number of valuable lessons I learned from participating in California's Proposition 71 effort about the role that scientists and rigorous scientific advice can play in a public political process. I describe how scientists can provide valuable information and advice and how they can also gain a great deal from the experience that is valuable to a practicing research scientist. Finally, I argue that in the future, building similar broad coalitions to support biomedical and other areas of scientific research will be essential to protect publicly funded science. Thus, a key lesson from the Proposition 71 experience is that engagement of scientists with diverse nonscientific groups can make a big difference and that scientists must actively engage with the public in the future if we are to contribute robustly to the medical and economic health of our communities. PMID:22039069

Leadership Roles and Activities Among Alumni Receiving Postdoctoral Fellowship Training in Cancer Prevention.

PubMed

Nelson, David E; Faupel-Badger, Jessica M; Izmirlian, Grant

2018-02-28

This study was conducted in 2016-2017 to better understand formal and informal leadership roles and activities of alumni from postdoctoral research training programs in cancer prevention. Data were obtained from surveys of 254 employed scientists who completed cancer prevention postdoctoral training within the National Cancer Institute (NCI) Cancer Prevention Fellowship Program, or at US research institutions through NCI-sponsored National Research Service Award (NRSA) individual postdoctoral fellowship (F32) grants, from 1987 to 2011. Fifteen questions categorized under Organizational Leadership, Research Leadership, Professional Society/Conference Leadership, and Broader Scientific/Health Community Leadership domains were analyzed. About 75% of respondents had at least one organizational leadership role or activity during their careers, and 13-34% reported some type of research, professional society/conference, or broader scientific/health community leadership within the past 5 years. Characteristics independently associated with leadership from regression models were being in earlier postdoctoral cohorts (8 items, range for statistically significant ORs = 2.8 to 10.8) and employment sector (8 items, range for statistically significant ORs = 0.4 to 11.7). Scientists whose race/ethnicity was other than white were less likely to report organizational leadership or management responsibilities (OR = 0.4, 95% CI 0.2-0.9). Here, many alumni from NCI-supported cancer prevention postdoctoral programs were involved in leadership, with postdoctoral cohort and employment sector being the factors most often associated with leadership roles and activities. Currently, there is relatively little research on leadership roles of biomedical scientists in general, or in cancer prevention specifically. This study begins to address this gap and provide a basis for more extensive studies of leadership roles and training of scientists.

Research, conservation, and collaboration: The role of visiting scientists in developing countries

USGS Publications Warehouse

Foster, Mercedes S.

1993-01-01

As awareness of environmental problems and the need to protect our natural resources or use them wisely has grown, scientists have become increasingly interested in conservation. Some individuals are involved in conservation-related activities through research or teaching, but most of us participate only as citizens concerned about the world in which we live. Often, we decline to take an active role in conservation issues because we think that "it will take too much time away from our science," or that it is "too much trouble." Both perspectives, I think, are inaccurate. Sometimes investigators fail to participate because they are ignorant of the ways in which scientists (or scientific organizations) interface with conservation - in other words, of how one goes about getting personally involved. Whatever the reason, this lack of involvement is unfortunate, because scientists, and especially "whole organism" biologists (including ornithologists), can make unique contributions to conservation programs, as scientists, without a significant increase in effort or any change in the quality of their work. At the same time, they reap both professional and personal rewards.

From Local to EXtreme Environments (FLEXE) Student-Scientist Online Forums: hypothesis-based research examining ways to involve scientists in effective science education

NASA Astrophysics Data System (ADS)

Goehring, L.; Carlsen, W.; Fisher, C. R.; Kerlin, S.; Trautmann, N.; Petersen, W.

2011-12-01

Science education reform since the mid-1990's has called for a "new way of teaching and learning about science that reflects how science itself is done, emphasizing inquiry as a way of achieving knowledge and understanding about the world" (NRC, 1996). Scientists and engineers, experts in inquiry thinking, have been called to help model these practices for students and demonstrate scientific habits of mind. The question, however, is "how best to involve these experts?" given the very real challenges of limited availability of scientists, varying experience with effective pedagogy, widespread geographic distribution of schools, and the sheer number of students involved. Technology offers partial solutions to enable Student-Scientist Interactions (SSI). The FLEXE Project has developed online FLEXE Forums to support efficient, effective SSIs, making use of web-based and database technology to facilitate communication between students and scientists. More importantly, the FLEXE project has approached this question of "how best to do this?" scientifically, combining program evaluation with hypothesis-based research explicitly testing the effects of such SSIs on student learning and attitudes towards science. FLEXE Forums are designed to showcase scientific practices and habits of mind through facilitated interaction between students and scientists. Through these Forums, students "meet" working scientists and learn about their research and the environments in which they work. Scientists provide students with intriguing "real-life" datasets and challenge students to analyze and interpret the data through guiding questions. Students submit their analyses to the Forum, and scientists provide feedback and connect the instructional activity with real-life practice, showcasing their activities in the field. In the FLEXE project, Forums are embedded within inquiry-based instructional units focused on essential learning concepts, and feature the deep-sea environment in contrast to students' local environments to deepen students' understanding of earth systems processes. This presentation will provide an overview of the FLEXE project, a partnership between the Ridge2000 research scientists, science learning researchers, and educators, and will report findings from pilot studies implemented in collaboration with the GLOBE program, a worldwide network of scientists, science educators, and their students. FLEXE Forums have been tested with approximately 1400 students in the US, Germany, Australia and Thailand in 2009, and 1100 students in the US, Thailand, England and Costa Rica in 2010. Description of research methods (e.g., educational hypotheses, assessment of student learning and attitudes through analysis of student writing, and "quick question" surveys) and results will be shared, along with current tests examining the transferability of the approach to other scientists/science educator teams.

Bringing Hands-on Activities and Real Scientists to Students: Bishop Museum's X-treme Science Exhibit, Holoholo Science Program, and Planned Science Learning Center

NASA Astrophysics Data System (ADS)

Hills, D. J.; Fullerton, K.; Hoddick, C.; Ali, N.; Mosher, M. K.

2002-12-01

Bishop Museum developed the "X-treme Science: Exploring Oceans, Volcanoes, and Outer Space" museum exhibit in conjunction with NASA as part of their goal to increase educational outreach. A key element of the exhibit was the inclusion of real scientists describing what they do, and fostering the interaction between scientists and students. Highlights of the exhibit were interviews with local (Hawaii-based) scientists involved in current ocean, volcano, and space research. These interviews were based on questions that students provided, and were available during the exhibit at interactive kiosks. Lesson plans were developed by local teachers and scientists, and provided online to enhance the exhibit. However, one limitation of the museum exhibit was that not all students in the state could visit, or spend enough time with it. To serve more remote schools, and to provide for additional enrichment for those who did attend, the education department at Bishop Museum developed a traveling program with the X-treme Science exhibit as the basis. The Holoholo (Hawaiian for "fun outing") Science program brings a scientist into the classroom with a hands-on scientific inquiry activity. The activity is usually a simplified version of a problem that the scientist actually deals with. The students explore the activity, reach conclusions, and discuss their results. They are then given the opportunity to question the scientist about the activity and about what the scientist does. This allows students to understand that science is not something mystical, but rather something attainable. A key element of Holoholo remains the active participation of real-life scientists in the experience. The scientists who have participated in the program have had overwhelmingly positive experiences. Bishop Museum is developing a science learning center, with the objective of meeting local and national science standards using inquiry based science. The unifying theme of all three of these projects is involving students with active scientists who are accessible to them. AGU scientists are vital to realizing this goal.

The institutional workers of biomedical science: Legitimizing academic entrepreneurship and obscuring conflicts of interest.

PubMed

Axler, Renata E; Miller, Fiona A; Lehoux, Pascale; Lemmens, Trudo

2018-06-01

Given growing initiatives incentivizing academic researchers to engage in 'entrepreneurial' activities, this article examines how these academic entrepreneurs claim value in their entrepreneurial engagements, and navigate concerns related to conflicts of interest. Using data from qualitative interviews with twenty-four academic entrepreneurs in Canada, we show how these scientists value entrepreneurial activities for providing financial and intellectual resources to academic science, as well as for their potential to create impact through translation. Simultaneously, these scientists claimed to maintain academic norms of disinterested science and avoid conflicts of interest. Using theories of institutional work, we demonstrate how entrepreneurial scientists engage in processes of institutional change-through-maintenance, drawing on the maintenance of academic norms as institutional resources to legitimize entrepreneurial activities. As entrepreneurial scientists work to legitimize new zones of academic scientific practice, there is a need to carefully regulate and scrutinize these activities so that their potential harms do not become obscured.

Overcoming the obstacles: Life stories of scientists with learning disabilities

NASA Astrophysics Data System (ADS)

Force, Crista Marie

Scientific discovery is at the heart of solving many of the problems facing contemporary society. Scientists are retiring at rates that exceed the numbers of new scientists. Unfortunately, scientific careers still appear to be outside the reach of most individuals with learning disabilities. The purpose of this research was to better understand the methods by which successful learning disabled scientists have overcome the barriers and challenges associated with their learning disabilities in their preparation and performance as scientists. This narrative inquiry involved the researcher writing the life stories of four scientists. These life stories were generated from extensive interviews in which each of the scientists recounted their life histories. The researcher used narrative analysis to "make sense" of these learning disabled scientists' life stories. The narrative analysis required the researcher to identify and describe emergent themes characterizing each scientist's life. A cross-case analysis was then performed to uncover commonalities and differences in the lives of these four individuals. Results of the cross-case analysis revealed that all four scientists had a passion for science that emerged at an early age, which, with strong drive and determination, drove these individuals to succeed in spite of the many obstacles arising from their learning disabilities. The analysis also revealed that these scientists chose careers based on their strengths; they actively sought mentors to guide them in their preparation as scientists; and they developed coping techniques to overcome difficulties and succeed. The cross-case analysis also revealed differences in the degree to which each scientist accepted his or her learning disability. While some demonstrated inferior feelings about their successes as scientists, still other individuals revealed feelings of having superior abilities in areas such as visualization and working with people. These individuals revealed beliefs that they developed these special abilities as a result of their learning differences, which made them better than their non-learning disabled peers in certain areas. Finally, the researcher discusses implications of these findings in the light of special accommodations that can be made by teachers, school counselors, and parents to encourage learning disabled children who demonstrate interest in becoming scientists.

FNL Scientists Introduce Concept That Could Help the Immune System Respond to Vaccines | FNLCR Staging

Cancer.gov

Scientists have discovered an efficient and straightforward model to manipulate RNA nanoparticles, a new concept that could help trigger desirable activation of the immune system with vaccines and therapies. A multi-institutional team of researchers

One Model for Scientist Involvement in K-12 Education: Teachers Experiencing Antarctica and the Arctic Program

NASA Astrophysics Data System (ADS)

Meese, D.; Shipp, S. S.; Porter, M.; Bruccoli, A.

2002-12-01

Scientists involved in the NSF-funded Teachers Experiencing Antarctica and the Arctic (TEA) Program integrate a K-12 science teacher into their polar field project. Objectives of the program include: having the science teacher immersed in the experience of research; 2) through the teacher, leveraging the research experience to better inform teaching practices; and 3) sharing the experience with the broader educational and general community. The scientist - or qualified team member - stays involved with the teacher throughout the program as a mentor. Preparation of the teacher involves a week-long orientation presented by the TEA Program, and a two week pre-expedition visit at the scientist's institution. Orientation acquaints teachers with program expectations, logistical information, and an overview of polar science. While at the scientist's institution, the teacher meets the team, prepares for the field, and strengthens content knowledge. In the field, the teacher is a team member and educational liaison, responding to questions from students and colleagues by e-mail, and posting electronic journals describing the research experience. Upon return, the teachers work closely with colleagues to bring the experience of research into classrooms through creation of activities, design of longer-term student investigations, and presentations at scientific, educational, and community meetings. Interaction with the scientific team continues with a visit by the scientist to the teacher's classrooms, collaboration on presentations at scientific meetings, and consultation on classroom activities. In some cases, the teacher may participate in future expeditions. The involvement by scientists in mentor relationships, such as those of the TEA Program, is critical to improving science education. Many teachers of science have not had the opportunity to participate in field research, which offers valuable first-hand experience about the nature of science, as well as about specific content. The value to the scientist lies in deepening the understanding of current science education, increasing exposure to new ways to communicate information, and developing a path to having the research shared with the classroom and community via the TEA teacher's outreach. This long-term interaction between a scientist and a teacher can result in meaningful impact through increasing depth of understanding - not just about science content, but about the process of science. Equipped with this understanding based on experience, the teacher can multiply the impact with colleagues and students.

Research &Discover: A Pipeline of the Next Generation of Earth System Scientists

NASA Astrophysics Data System (ADS)

Hurtt, G. C.; Einaudi, F.; Moore, B.; Salomonson, V.; Campbell, J.

2006-12-01

In 2002, the University of New Hampshire (UNH) and NASA Goddard Space Flight Center (GSFC) started the educational initiative Research &Discover with the goals to: (i) recruit outstanding young scientists into research careers in Earth science and Earth remote sensing (broadly defined), and (ii) support Earth science graduate students enrolled at UNH through a program of collaborative partnerships with GSFC scientists and UNH faculty. To meet these goals, the program consists of a linked set of educational opportunities that begins with a paid summer research internship at UNH for students following their Junior year of college, and is followed by a second paid summer internship at GSFC for students following their Senior year of college. These summer internships are then followed by two-year fellowship opportunities at UNH for graduate studies jointly supervised by UNH faculty and GSFC scientists. After 5 years of implementation, the program has awarded summer research internships to 22 students, and graduate research fellowships to 6 students. These students have produced more than 78 scientific research presentations, 5 undergraduate theses, 2 Masters theses, and 4 peer-reviewed publications. More than 80% of alums are actively pursuing careers in Earth sciences now. In the process, the program has engaged 19 faculty from UNH and 15 scientists from GSFC as advisors/mentors. New collaborations between these scientists have resulted in new joint research proposals, and the development, delivery, and assessment of a new course in Earth System Science at UNH. Research &Discover represents an educational model of collaboration between a national lab and university to create a pipeline of the next generation of Earth system scientists.

Hidden concerns of sharing research data by low/middle-income country scientists.

PubMed

Bezuidenhout, Louise; Chakauya, Ereck

2018-01-01

There has considerable interest in bringing low/middle-income countries (LMIC) scientists into discussions on Open Data - both as contributors and users. The establishment of in situ data sharing practices within LMIC research institutions is vital for the development of an Open Data landscape in the Global South. Nonetheless, many LMICs have significant challenges - resource provision, research support and extra-laboratory infrastructures. These low-resourced environments shape data sharing activities, but are rarely examined within Open Data discourse. In particular, little attention is given to how these research environments shape scientists' perceptions of data sharing (dis)incentives. This paper expands on these issues of incentivizing data sharing, using data from a quantitative survey disseminated to life scientists in 13 countries in sub-Saharan Africa. This interrogated not only perceptions of data sharing amongst LMIC scientists, but also how these are connected to the research environments and daily challenges experienced by them. The paper offers a series of analysis around commonly cited (dis)incentives such as data sharing as a means of improving research visibility; sharing and funding; and online connectivity. It identifies key areas that the Open Data community need to consider if true openness in research is to be established in the Global South.

Education and Outreach: Advice to Young Scientists

NASA Astrophysics Data System (ADS)

Lopes, R. M. C.

2005-08-01

Carl Sagan set an example to all scientists when he encouraged us to reach out to the public and share the excitement of discovery and exploration. The prejudice that ensued did not deter Sagan and, with the passing of years, more and more scientists have followed his example. Although at present scientists at all ranks are encouraged by their institutions to do outreach, the balancing of a successful scientific career with teaching and outreach is often not an easy one. Young scientists, in particular, may worry about how their outreach efforts are viewed in the community and how they will find the time and energy for these efforts. This talk will offer suggestions on how to balance an active science research program with outreach activities, the many different ways to engage in education and public outreach, and how the rewards are truly priceless.

Techniques for Engaging the Public in Planetary Science

NASA Astrophysics Data System (ADS)

Shupla, Christine; Shaner, Andrew; Smith Hackler, Amanda

2017-10-01

Public audiences are often curious about planetary science. Scientists and education and public engagement specialists can leverage this interest to build scientific literacy. This poster will highlight research-based techniques the authors have tested with a variety of audiences, and are disseminating to planetary scientists through trainings.Techniques include:Make it personal. Audiences are interested in personal stories, which can capture the excitement, joy, and challenges that planetary scientists experience in their research. Audiences can learn more about the nature of science by meeting planetary scientists and hearing personal stories about their motivations, interests, and how they conduct research.Share relevant connections. Most audiences have very limited understanding of the solar system and the features and compositions of planetary bodies, but they enjoy learning about those objects they can see at night and factors that connect to their culture or local community.Demonstrate concepts. Some concepts can be clarified with analogies, but others can be demonstrated or modeled with materials. Demonstrations that are messy, loud, or that yield surprising results are particularly good at capturing an audience’s attention, but if they don’t directly relate to the key concept, they can serve as a distraction.Give them a role. Audience participation is an important engagement technique. In a presentation, scientists can invite the audience to respond to questions, pause to share their thoughts with a neighbor, or vote on an answer. Audiences can respond physically to prompts, raising hands, pointing, or clapping, or even moving to different locations in the room.Enable the audience to conduct an activity. People learn best by doing and by teaching others; simple hands-on activities in which the audience is discovering something themselves can be extremely effective at engaging audiences.This poster will cite examples of each technique, resources that can help planetary scientists develop presentations, demonstrations, and activities for public engagement events, and the research that supports the use of these techniques.

Bringing Exoplanet Habitability Investigations to High School

NASA Astrophysics Data System (ADS)

Woody, M. A.; Sohl, L. E.

2016-12-01

Habitability, a.k.a. habitat suitability, is a topic typically discussed in Biology class. We present here a curriculum unit that introduces the topic in a Physics classroom, allowing students to engage in cutting-edge science and re-framing an otherwise "typical" unit. Unit development was made possible by the Climate Change Research Initiative (CCRI) at the NASA Goddard Institute for Space Studies, a year-long program that partners a scientist-mentor with a high school educator to engage in research and curriculum development. At its core, habitability is a temperature-dependent quality that is introduced and explored during the Energy unit. Students conducted a research project with the goal of determining the habitability state for a chosen exoplanet. Classroom implementation was modeled after the scientist-mentor's actual research plan, with content and resources for lesson activities also contributed by the scientist. Students first engaged in discussion of 5 basic habitability factors and explored these variables through climate modeling software. Students then chose an exoplanet to examine through the lens of those habitability factors, an activity that required them to perform authentic research on the exoplanet and its host star. Students also developed hypotheses about factors beyond currently available mission data, such as atmospheric composition and surface albedo of their exoplanet. They then used the modeling software to collect data, test hypotheses, and draw conclusions. Lastly, students communicated their findings in a poster session and presentation at the high school's annual science symposium. This scientist/educator partnership had a strongly positive impact on the high school students involved. By bringing actual science and research practices to the classroom, the students were not only more actively engaged with the required Physics course content, but also gained a better understanding of how scientific research is done.

Evaluating Academic Scientists Collaborating in Team-Based Research: A Proposed Framework

PubMed Central

Mazumdar, Madhu; Messinger, Shari; Finkelstein, Dianne M.; Goldberg, Judith D.; Lindsell, Christopher J.; Morton, Sally C.; Pollock, Brad H.; Rahbar, Mohammad H.; Welty, Leah J.; Parker, Robert A.

2015-01-01

Criteria for evaluating faculty are traditionally based on a triad of scholarship, teaching, and service. Research scholarship is often measured by first or senior authorship on peer-reviewed scientific publications and being principal investigator on extramural grants. Yet scientific innovation increasingly requires collective rather than individual creativity, which traditional measures of achievement were not designed to capture and, thus, devalue. The authors propose a simple, flexible framework for evaluating team scientists that includes both quantitative and qualitative assessments. An approach for documenting contributions of team scientists in team-based scholarship, non-traditional education, and specialized service activities is also outlined. While biostatisticians are used for illustration, the approach is generalizable to team scientists in other disciplines. PMID:25993282

COSPAR, a platform for international cooperation in space research

NASA Astrophysics Data System (ADS)

Fellous, Jean-Louis

The Committee on Space Research (COSPAR) was founded by the International Council for Science (ICSU) in 1958, with the aim of favouring the dialogue between the USSR and USA in the time of the Cold War. Fifty-six years later, COSPAR is continuing its mission of service to the worldwide space research community. Thousands of scientists attend COSPAR assemblies, read and publish their results in its journals, participate in its workshops, colloquia and symposia, but many are unaware of the wealth of activities that COSPAR undertakes or supports. Many of them ignore the processes through which this organisation develops its activities, how it is structured, how to get involved in its governance, how to promote new initiatives with its help, etc. Young space scientists do not know the history of, and prominent roles played by COSPAR, past and present, and more importantly need to understand better the benefits that can be accrued from their involvement within COSPAR. This presentation will review these aspects and offer all interested scientists a detailed overview of COSPAR activities and plans for the future.

Involving Scientists in Outreach: Incentives, Barriers, and Recommendations from Research Findings

NASA Astrophysics Data System (ADS)

Melton, G.; Laursen, S.; Andrews, E.; Weaver, A.; Hanley, D.; Shamatha, J. H.

2004-12-01

Public agencies that fund scientific research are increasingly requiring that researchers invest some of their funding in education or outreach activities that have a "broader impact." Yet barriers exist that inhibit scientists' motivation to participate in K-12 outreach. We will share findings from a quantitative and qualitative study that examined the motivations, rewards, and obstacles for scientists who participate in outreach. We found that most researchers became interested in doing outreach out of a desire to contribute and an expectation of having fun and enjoying the experience. They typically gave outreach presentations away from work, acted as a resource for school teachers, or helped with teacher professional development. However, scientists viewed outreach as a form of volunteer work that was auxiliary to their other responsibilities. Thus, time constraints, a lack of information about outreach opportunities, and the lower value placed on outreach by departments constituted significant barriers to their participation. Scientists involved in outreach typically found their efforts to be rewarding, but occasionally factors left a negative impression, such as poor audience response, classroom management difficulties, organizational problems, or demonstrations not going as planned. Based upon our findings, we offer recommendations on how scientists' participation and experiences in K-12 outreach can be improved, including how to successfully recruit scientists, create a positive outreach experience, and increase institutional support for outreach work.

Student and Community Engagement in Earth, Space, and Environmental Sciences Through Experiential Learning and Citizen Science as Part of Research Broader Impact

NASA Astrophysics Data System (ADS)

Ibrahim, A. I.; Tutwiler, R.; Zakey, A.; Shokr, M. E.; Ahmed, Y.; Jereidini, D.; Eid, M.

2014-12-01

Fulfilling the broader impact of a research project in Earth and environmental sciences is an excellent opportunity for educational and outreach activities that connect scientists and society and enhance students and community engagement in STEM fields in general and in Earth, space, and environmental sciences in particular. Here we present the experience developed in this endeavor as part of our Partnerships for Enhanced Engagement in Research (PEER) project sponsored by USAID/NSF/NAS. The project introduced educational and outreach activities that included core curriculum course development for university students from all majors, community-based learning projects, citizen science and outreach programs to school students and community members. Through these activities, students worked with the project scientists on a variety of activities that ranged from citizen science and undergraduate research to run mass experiments that measure the quality of air, drinking water, and ultraviolet level in greater Cairo, Egypt, to community awareness campaigns through the production of short documentaries and communicating them with stakeholders and target groups, including schools and TV stations. The activities enhanced students learning and the public awareness on climate change and the underlying role of human activities. It also connected effectively the project scientists with college and university students a well as the wider segments of the society, which resulted in a host of benefits including better scientific literacy and appreciation to the role of scientists, promoting scientists as role models, sharing the values of science, and motivating future generations to puruse a career in science Note: This presentation is a PEER project sponsored by USAID/NSF/NAS Project Link (at National Academies website): http://sites.nationalacademies.org/PGA/dsc/peerscience/PGA_084046.htmwebsite: http://CleanAirEgypt.orgLinks to cited work: Core Curriculum Course: http://bit.ly/FutureLife Citizen Science Project: Quality of Air, Drinking Water, and U.V. Level in Greater Cairo: Map 1: http://bit.ly/AirWaterLightMap1 Map 2: http://bit.ly/AirWaterLightMap2 Short Documentaries Student Projects: https://vimeo.com/science2society/videos Project video: http://CleanAirEgypt.org

Research fellowship programs as a pathway for training independent clinical pharmacy scientists.

PubMed

Mueller, Eric W; Bishop, Jeffrey R; Kanaan, Abir O; Kiser, Tyree H; Phan, Hanna; Yang, Katherine Y

2015-03-01

The American College of Clinical Pharmacy (ACCP) Research Affairs Committee published a commentary in 2013 on training clinical pharmacy scientists in the context of changes in economic, professional, political, and research environments. The commentary centered on the opportunities for pharmacists in clinical/translational research including strategies for ACCP, colleges of pharmacy, and the profession to increase the number and impact of clinical pharmacy scientists. A postdoctoral fellowship is cited as a current training pathway, capable of producing independent and productive pharmacy researchers. However, a decline in the number of programs, decreased funding availability, and variability in fellowship program activities and research focus have brought into question the relevance of this research training pathway to meet demand and opportunities. In response to these points, this commentary examines the state of research fellowship training including the current ACCP research fellowship review process, the need for standardization of research fellowship programs, and strategies to strengthen and promote research fellowships as relevant researcher training pathways. © 2015 Pharmacotherapy Publications, Inc.

Using Biological-Control Research in the Classroom to Promote Scientific Inquiry & Literacy

ERIC Educational Resources Information Center

Richardson, Matthew L.; Richardson, Scott L.; Hall, David G.

2012-01-01

Scientists researching biological control should engage in education because translating research programs into classroom activities is a pathway to increase scientific literacy among students. Classroom activities focused on biological control target all levels of biological organization and can be cross-disciplinary by drawing from subject areas…

Modeling the Skills and Practices of Scientists through an “All-Inclusive” Comparative Planetology Student Research Investigation

NASA Technical Reports Server (NTRS)

Graff, Paige; Bandfield, J.; Stefanov, W.; Vanderbloemen, L.; Willis, K.; Runco, S.

2013-01-01

To effectively prepare the nation's future Science, Technology, Engineering, and Mathematics (STEM) workforce, students in today's classrooms need opportunities to engage in authentic experiences that model skills and practices used by STEM professionals. Relevant, real-world authentic research experiences allow students to behave as scientists as they model the process of science. This enables students to get a true sense of STEM-related professions and also allows them to develop the requisite knowledge, skills, curiosity, and creativity necessary for success in STEM careers. Providing professional development and opportunities to help teachers infuse research in the classroom is one of the primary goals of the Expedition Earth and Beyond (EEAB) program. EEAB, facilitated by the Astromaterials Research and Exploration Science (ARES) Directorate at the NASA Johnson Space Center, is an Earth and planetary science education program designed to inspire, engage, and educate teachers and students in grades 5-12 by getting them actively involved with exploration, discovery, and the process of science. The program combines the expertise of scientists and educators to ensure the professional development provided to classroom teachers is scientifically valid and also recognizes classroom constraints. For many teachers, facilitating research in the classroom can be challenging. In addition to addressing required academic standards and dealing with time constraints, challenges include structuring a research investigation the entire class can successfully complete. To build educator confidence, foster positive classroom research experiences, and enable teachers to help students model the skills and practices of scientists, EEAB has created an "allinclusive" comparative planetology research investigation activity. This activity addresses academic standards while recognizing students (and teachers) potentially lack experience with scientific practices involved in conducting research. Designed as an entry level research engagement investigation, the activity introduces, illustrates, and teaches the skills involved in each step of the research process. Students use astronaut photos, provided through the ARES Crew Earth Observations (CEO) payload on the International Space Station (ISS) as well as remote sensing imagery of other planetary worlds. By including all the necessary tools to complete the investigation, students can focus on gaining experience in the process of science. Additionally, students are able to extend their experience of modeling the skills and practices of scientists through the opportunity to request new data of Earth from the ISS. Professional development offered through in-person and webinar trainings, along with the resources provided, enable educators to gain first-hand experience implementing a structured research investigation in the classroom. Through data and feedback collected from teachers, this type of "all-inclusive" investigation activity aims to become a model that can be utilized for other research topics and STEM disciplines.

Modeling the Skills and Practices of Scientists through an 'All-Inclusive' Comparative Planetology Student Research Investigation

NASA Astrophysics Data System (ADS)

Graff, P. V.; Bandfield, J. L.; Stefanov, W. L.; Vanderbloemen, L.; Willis, K. J.; Runco, S.

2013-12-01

To effectively prepare the nation's future Science, Technology, Engineering, and Mathematics (STEM) workforce, students in today's classrooms need opportunities to engage in authentic experiences that model skills and practices used by STEM professionals. Relevant, real-world authentic research experiences allow students to behave as scientists as they model the process of science. This enables students to get a true sense of STEM-related professions and also allows them to develop the requisite knowledge, skills, curiosity, and creativity necessary for success in STEM careers. Providing professional development and opportunities to help teachers infuse research in the classroom is one of the primary goals of the Expedition Earth and Beyond (EEAB) program. EEAB, facilitated by the Astromaterials Research and Exploration Science (ARES) Directorate at the NASA Johnson Space Center, is an Earth and planetary science education program designed to inspire, engage, and educate teachers and students in grades 5-12 by getting them actively involved with exploration, discovery, and the process of science. The program combines the expertise of scientists and educators to ensure the professional development provided to classroom teachers is scientifically valid and also recognizes classroom constraints. For many teachers, facilitating research in the classroom can be challenging. In addition to addressing required academic standards and dealing with time constraints, challenges include structuring a research investigation the entire class can successfully complete. To build educator confidence, foster positive classroom research experiences, and enable teachers to help students model the skills and practices of scientists, EEAB has created an 'all-inclusive' comparative planetology research investigation activity. This activity addresses academic standards while recognizing students (and teachers) potentially lack experience with scientific practices involved in conducting research. Designed as an entry level research engagement investigation, the activity introduces, illustrates, and teaches the skills involved in each step of the research process. Students use astronaut photos, provided through the ARES Crew Earth Observations (CEO) payload on the International Space Station (ISS) as well as remote sensing imagery of other planetary worlds. By including all the necessary tools to complete the investigation, students can focus on gaining experience in the process of science. Additionally, students are able to extend their experience of modeling the skills and practices of scientists through the opportunity to request new data of Earth from the ISS. Professional development offered through in-person and webinar trainings, along with the resources provided, enable educators to gain first-hand experience implementing a structured research investigation in the classroom. Through data and feedback collected from teachers, this type of 'all-inclusive' investigation activity aims to become a model that can be utilized for other research topics and STEM disciplines.

High Return on Investments in Scientist-Educator Partnerships: Broader Impact Strategies That Endure and Propagate

NASA Astrophysics Data System (ADS)

Peach, C. L.; Franks, S. E.

2004-12-01

Tackling the broader impact section of a research proposal need not be a dilemma that "rears its ugly head" with each proposal deadline. By investing in partnerships with informal science education (ISE) organizations, researchers can establish a foundation for efficient, high quality, research-based educational outreach (EO) that can help them fulfill their broader impact obligations for years to come. Just as an interdisciplinary research project requires collaboration among scientists from a variety of disciplines, a research project with exemplary EO requires partnerships with those who specialize in science education. By engaging in such partnerships scientists gain access to professionals who have expertise in translating research topics into concept-centered programs, exhibits and online resources, and to the diverse student, teacher and public audience reached through ISE. By leveraging the intellectual and material resources of researchers and educators, these potentially long-lived relationships provide an efficient and effective means for achieving broader impact. Ultimately, the efficacy of this investment strategy depends on relieving the researcher of the time consuming burden of seeking out appropriate partners, initiating partnerships and conferring with science educators on potential projects. Recognizing this barrier to scientists' participation, the California Center for Ocean Sciences Education Excellence (CACOSEE) has adopted a unique approach - one in which CACOSEE serves primarily as a catalyst and facilitator of researchers EO activities rather than as an EO provider. We have apprised ourselves of the programs, interests and needs of a carefully selected group of ISE organizations and used this information as the basis for creating a spectrum of EO opportunities for researchers. These options are flexible, scalable and easily customized to fit the research interests, time constraints and budgetary limitations of any researcher. Through e-mail and personal inquiry we actively recruit PIs who are contemplating or preparing proposals. We rapidly review the research proposed, assess the PIs' goals and preferences with respect to broader impact, and present them with a small number of well fitting options. PIs then indicate their preferences, and we make the necessary connections with individuals and organizations, write/edit the relevant proposal text, budgets, justifications, work plans, support letters, coordinate with the responsible business offices, and make sure that both the PIs and the education partners are happy with the final plan. Business is flourishing as are the scientist-educator partnerships catalyzed through COSEE. As the COSEE network matures, these catalytic activities are rapidly becoming a national network effort. An unanticipated outcome of our work is that our initial "brokering" sometimes ignites scientist-educator interactions that expand and propagate without additional effort on our part and in some cases even without our knowledge. So, while catalyzing long-lived partnerships has always been our goal, we are excited and motivated by this phenomenon that we hope will one day be a hallmark of a transformed academic culture in which scientists' investments in educational outreach have ever higher returns.

Student Scientist Partnerships: Shrewd Maneuvers.

ERIC Educational Resources Information Center

Tinker, Robert F.

1997-01-01

Explores student-scientist partnerships (SSPs) that help students gain a unique understanding of both the content and the process of science. Discusses the potential of SSPs, the range of SSP activities, a strategy for national impact, the educational importance of SSPs, the research importance of SSPs, and technology as a facilitator. (JRH)

Profile Building, Research Sharing and Data Proliferation using Social Media Tools for Scientists (RTI presentation)

EPA Science Inventory

Many of us nowadays invest significant amounts of time in sharing our activities and opinions with friends and family via social networking tools such as Facebook, Twitter or other related websites. However, despite the availability of many platforms for scientists to connect and...

Evaluating the High School Lunar Research Projects Program

NASA Technical Reports Server (NTRS)

Shaner, A. J.; Shupla, C.; Shipp, S.; Allen, J.; Kring, D. A.

2013-01-01

The Center for Lunar Science and Exploration (CLSE), a collaboration between the Lunar and Planetary Institute and NASA s Johnson Space Center, is one of seven member teams of the NASA Lunar Science Institute (NLSI). In addition to research and exploration activities, the CLSE team is deeply invested in education and outreach. In support of NASA s and NLSI s objective to train the next generation of scientists, CLSE s High School Lunar Research Projects program is a conduit through which high school students can actively participate in lunar science and learn about pathways into scientific careers. The objectives of the program are to enhance 1) student views of the nature of science; 2) student attitudes toward science and science careers; and 3) student knowledge of lunar science. In its first three years, approximately 168 students and 28 teachers from across the United States have participated in the program. Before beginning their research, students undertake Moon 101, a guided-inquiry activity designed to familiarize them with lunar science and exploration. Following Moon 101, and guided by a lunar scientist mentor, teams choose a research topic, ask their own research question, and design their own research approach to direct their investigation. At the conclusion of their research, teams present their results to a panel of lunar scientists. This panel selects four posters to be presented at the annual Lunar Science Forum held at NASA Ames. The top scoring team travels to the forum to present their research in person.

Activating social strategies: Face-to-face interaction in technology-mediated citizen science.

PubMed

Cappa, Francesco; Laut, Jeffrey; Nov, Oded; Giustiniano, Luca; Porfiri, Maurizio

2016-11-01

The use of crowds in research activities by public and private organizations is growing under different forms. Citizen science is a popular means of engaging the general public in research activities led by professional scientists. By involving a large number of amateur scientists, citizen science enables distributed data collection and analysis on a scale that would be otherwise difficult and costly to achieve. While advancements in information technology in the past few decades have fostered the growth of citizen science through online participation, several projects continue to fail due to limited participation. Such web-based projects may isolate the citizen scientists from the researchers. By adopting the perspective of social strategy, we investigate within a measure-manipulate-measure experiment if motivations to participate in a citizen science project can be positively influenced by a face-to-face interaction with the scientists leading the project. Such an interaction provides the participants with the possibility of asking questions on the spot and obtaining a detailed explanation of the citizen science project, its scientific merit, and environmental relevance. Social and cultural factors that moderate the effect brought about by face-to-face interactions on the motivations are also dissected and analyzed. Our findings provide an exploratory insight into a means for motivating crowds to participate in online environmental monitoring projects, also offering possible selection criteria of target audience. Copyright © 2016 Elsevier Ltd. All rights reserved.

Creating Successful Scientist-Teacher-Student Collaborations: Examples From the GLOBE Program

NASA Astrophysics Data System (ADS)

Geary, E.; Wright, E.; Yule, S.; Randolph, G.; Larsen, J.; Smith, D.

2007-12-01

Actively engaging students in research on the environment at local, regional, and globe scales is a primary objective of the GLOBE (Global Learning and Observations to Benefit the Environment) Program. During the past 18 months, GLOBE, an international education and science program in 109 countries and tens of thousands of schools worldwide, has been working with four NSF-funded Earth System Science Projects to involve K-12 students, teachers, and scientists in collaborative research investigations of Seasons and Biomes, the Carbon Cycle, Local and Extreme Environments, and Watersheds. This talk will discuss progress to date in each of these investigation areas and highlight successes and challenges in creating effective partnerships between diverse scientific and educational stakeholders. More specifically we will discuss lessons learned in the following areas: (a) mutual goal and responsibility setting, (b) resource allocation, (c) development of adaptable learning activities, tools, and services, (d) creation of scientist and school networks, and (e) development of evaluation metrics, all in support of student research.

Outcomes of a Novel Training Program for Physician-Scientists: Integrating Graduate Degree Training With Specialty Fellowship.

PubMed

Wong, Mitchell D; Guerrero, Lourdes; Sallam, Tamer; Frank, Joy S; Fogelman, Alan M; Demer, Linda L

2016-02-01

Although physician-scientists generally contribute to the scientific enterprise by providing a breadth of knowledge complementary to that of other scientists, it is a challenge to recruit, train, and retain physicians in a research career pathway. To assess the outcomes of a novel program that combines graduate coursework and research training with subspecialty fellowship. A retrospective analysis was conducted of career outcomes for 123 physicians who graduated from the program during its first 20 years (1993-2013). Using curricula vitae, direct contact, and online confirmation, data were compiled on physicians' subsequent activities and careers as of 2013. Study outcomes included employment in academic and nonacademic research, academic clinical or private practice positions, and research grant funding. More than 80% of graduates were actively conducting research in academic, institutional, or industrial careers. The majority of graduates (71%) had academic appointments; a few (20%) were in private practice. Fifty percent had received career development awards, and 19% had received investigator-initiated National Institutes of Health (NIH) R01 or equivalent grants. Individuals who obtained a PhD during subspecialty training were significantly more likely to have major grant funding (NIH R series or equivalent) than those who obtained a Master of Science in Clinical Research. Trainees who obtained a PhD in a health services or health policy field were significantly more likely to have research appointments than those in basic science. Incorporation of graduate degree research, at the level of specialty or subspecialty clinical training, is a promising approach to training and retaining physician-scientists.

Goddard Visiting Scientist Program for the Space and Earth Sciences Directorate

NASA Technical Reports Server (NTRS)

Kerr, Frank

1992-01-01

A visiting scientist program was conducted in the space and earth sciences at GSFC. Research was performed in the following areas: astronomical observations; broadband x-ray spectral variability; ground-based spectroscopic and photometric studies; Seyfert galaxies; active galactic nuclei (AGN); massive stellar black holes; the differential microwave radiometer (DMR) onboard the cosmic background explorer (COBE); atmospheric models; and airborne and ground based radar observations. The specific research efforts are detailed by tasks.

Provenance-Powered Automatic Workflow Generation and Composition

NASA Astrophysics Data System (ADS)

Zhang, J.; Lee, S.; Pan, L.; Lee, T. J.

2015-12-01

In recent years, scientists have learned how to codify tools into reusable software modules that can be chained into multi-step executable workflows. Existing scientific workflow tools, created by computer scientists, require domain scientists to meticulously design their multi-step experiments before analyzing data. However, this is oftentimes contradictory to a domain scientist's daily routine of conducting research and exploration. We hope to resolve this dispute. Imagine this: An Earth scientist starts her day applying NASA Jet Propulsion Laboratory (JPL) published climate data processing algorithms over ARGO deep ocean temperature and AMSRE sea surface temperature datasets. Throughout the day, she tunes the algorithm parameters to study various aspects of the data. Suddenly, she notices some interesting results. She then turns to a computer scientist and asks, "can you reproduce my results?" By tracking and reverse engineering her activities, the computer scientist creates a workflow. The Earth scientist can now rerun the workflow to validate her findings, modify the workflow to discover further variations, or publish the workflow to share the knowledge. In this way, we aim to revolutionize computer-supported Earth science. We have developed a prototyping system to realize the aforementioned vision, in the context of service-oriented science. We have studied how Earth scientists conduct service-oriented data analytics research in their daily work, developed a provenance model to record their activities, and developed a technology to automatically generate workflow starting from user behavior and adaptability and reuse of these workflows for replicating/improving scientific studies. A data-centric repository infrastructure is established to catch richer provenance to further facilitate collaboration in the science community. We have also established a Petri nets-based verification instrument for provenance-based automatic workflow generation and recommendation.

Peace Research

ERIC Educational Resources Information Center

Boulding, Kenneth E.

1977-01-01

Describes the impact of interdisciplinary thinking on research activities of individuals within the peace research movement. Identifies peace researchers by disciplinary affiliation as 35 percent political scientists, 21 percent sociologists, 14 percent lawyers, 8 percent general systems practitioners, and approximately 6 percent each from the…

Communicating science in public controversies: Strategic considerations of the German climate scientists.

PubMed

Post, Senja

2016-01-01

In public controversies on scientific issues, scientists likely consider the effects of their findings on journalists and on the public debate. A representative survey of 123 German climate scientists (42%) finds that although most climate scientists think that uncertainties about climate change should be made clearer in public they do not actively communicate this to journalists. Moreover, the climate scientists fear that their results could be misinterpreted in public or exploited by interest groups. Asking scientists about their readiness to publish one of two versions of a fictitious research finding shows that their concerns weigh heavier when a result implies that climate change will proceed slowly than when it implies that climate change will proceed fast. © The Author(s) 2014.

WATERS - Integrating Science and Education Through the Development of an Education & Outreach Program that Engages Scientists, Students and Citizens

NASA Astrophysics Data System (ADS)

Eschenbach, E. A.; Conklin, M. H.

2007-12-01

The need to train students in hydrologic science and environmental engineering is well established. Likewise, the public requires a raised awareness of the seriousness of water quality and availability problems. The WATERS Network (WATer and Environmental Research Systems Network ) has the potential to significantly change the way students, researchers, citizens, policy makers and industry members learn about environmental problems and solutions regarding water quality, quantity and distribution. This potential can be met if the efforts of water scientists, computer scientists, and educators are integrated appropriately. Successful pilot projects have found that cyberinfrastructure for education and outreach needs to be developed in parallel with research related cyberinfrastructure. We propose further integration of research, education and outreach activities. Through the use of technology that connects students, faculty, researchers, policy makers and others, WATERS Network can provide learning opportunities and teaching efficiencies that can revolutionize environmental science and engineering education. However, there are a plethora of existing environmental science and engineering educational programs. In this environment, WATERS can make a greater impact through careful selection of activities that build upon its unique strengths, that have high potential for engaging the members, and that meet identified needs: (i) modernizing curricula and pedagogy (ii) integrating science and education, (iii) sustainable professional development, and (iv) training the next generation of interdisciplinary water and social scientists and environmental engineers. National and observatory-based education facilities would establish the physical infrastructure necessary to coordinate education and outreach activities. Each observatory would partner with local educators and citizens to develop activities congruent with the scientific mission of the observatory. An unprecedented opportunity exists for educational research of both formal and informal environmental science and engineering education in order to understand how the Network can be efficiently used to create effective technology-based learning environments for all participants.

Recent Research in Antihypertensive Activity of Food Protein-derived Hydrolyzates and Peptides.

PubMed

Saleh, Ahmed S M; Zhang, Qing; Shen, Qun

2016-01-01

Year to year obesity prevalence, reduced physical activities, bad habits/or stressful lifestyle, and other environmental and physiological impacts lead to increase in diseases such as coronary heart disease, stroke, cancer, diabetes, and hypertension worldwide. Hypertension is considered as one of the most common serious chronic diseases; however, discovery of medications with high efficacy and without side effects for treatment of patients remains a challenge for scientists. Recent trends in functional foods have evidenced that food bioactive proteins play a major role in the concepts of illness and curing; therefore, nutritionists, biomedical scientists, and food scientists are working together to develop improved systems for the discovery of peptides with increased potency and therapeutic benefits. This review presents a recent research carried out to date for the purpose of isolation and identification of bioactive hydrolyzates and peptides with angiotensin I converting enzyme inhibitory activity and antihypertensive effect from animal, marine, microbial, and plant food proteins. Effects of food processing and hydrolyzation conditions as well as some other impacts on formation, activity, and stability of these hydrolyzates and peptides are also presented.

Researching the Rain Forest.

ERIC Educational Resources Information Center

Chazdon, Robin L.

1995-01-01

An autobiography of a female ecologist working in the Costa Rican rainforest is provided as an inspiration for girls. The scientist briefly tells her life story and describes her research activities. (LZ)

Scientists and Science Education: Working at the Interface

NASA Astrophysics Data System (ADS)

DeVore, E. K.

2004-05-01

"Are we alone?" "Where did we come from?" "What is our future?" These questions lie at the juncture of astronomy and biology: astrobiology. It is intrinsically interdisciplinary in its study of the origin, evolution and future of life on Earth and beyond. The fundamental concepts of origin and evolution--of both living and non-living systems--are central to astrobiology, and provide powerful themes for unifying science teaching, learning, and appreciation in classrooms and laboratories, museums and science centers, and homes. Research scientists play a key role in communicating the nature of science and joy of scientific discovery with the public. Communicating the scientific discoveries with the public brings together diverse professionals: research scientists, graduate and undergraduate faculty, educators, journalists, media producers, web designers, publishers and others. Working with these science communicators, research scientists share their discoveries through teaching, popular articles, lectures, broadcast and print media, electronic publication, and developing materials for formal and informal education such as textbooks, museum exhibits and documentary television. There's lots of activity in science communication. Yet, the NSF and NASA have both identified science education as needing improvement. The quality of schools and the preparation of teachers receive national attention via "No Child Left Behind" requirements. The number of students headed toward careers in science, technology, engineering and mathematics (STEM) is not sufficient to meet national needs. How can the research community make a difference? What role can research scientists fulfill in improving STEM education? This talk will discuss the interface between research scientists and science educators to explore effective roles for scientists in science education partnerships. Astronomy and astrobiology education and outreach projects, materials, and programs will provide the context for this discussion.

Improving climate change knowledge in the Northern Rocky Mountains, USA.

NASA Astrophysics Data System (ADS)

Fagre, D. B.

2007-12-01

There are many challenges to involving authentic scientists in classroom and media communications and one is the willingness of scientists to participate. The reticence of scientists to be involved has various roots but one solution is to partner with individuals and institutions experienced in outreach. At Glacier National Park, USGS scientists have worked closely with the Crown of the Continent Research and Learning Center, part of a U.S. National Park Service initiative to improve science-based decisionmaking. The controversial topic of global warming has been embraced as a science theme and research results have been crafted into compact messages for various audiences. The interpretive staff developed a core curriculum on climate change and receive annual training directly from scientists on the most recent research. The interpretive staff interact directly while leading hikes, giving campfire talks, and at visitor centers with many of the 2.2 million visitors each year who are generally more receptive while on vacation than during busy daily lives. Wayside exhibits along the Going-to- the-Sun Road explain climate change and melting glaciers, free brochures describe other aspects of climate change, electronic kiosks have short movies, and a newsletter handout at the entrance station has a science feature in it. To aid this effort, scientists have worked harder at developing compelling graphics, creating animations, serving more media-savvy materials on websites, and providing CDs with scientific data and backup materials. A website developed for serving historic and current photographs of glaciers has been so popular with the media that it has received as many as 8,000 hits in a day. Active participation by scientists in network newscasts and documentaries may involve up to 2 days of hiking TV crews into the backcountry and much effort in reviewing scripts and confirming information. This is essential to keeping credible information going to the public despite the considerable time investments by scientists. Articles in the print media are facilitated by maintaining a photograph/graphic database of research activities but working directly with reporters is still the critical link. Finally, new approaches have been explored by collaborating with artists to take science messages to different audiences.

The Lasting Impacts of an Oceanographic Teacher Research Experiences in a Land-locked Classroom (Invited)

NASA Astrophysics Data System (ADS)

Manning, C.; Pockalny, R. A.; D'Hondt, S. L.

2009-12-01

Authentic science research opportunities for classroom teachers, like the NSF-funded ARMADA Project, improves teacher motivation, enables rigor and relevance in the classroom, and provides mentoring to new teachers. This project also facilitates communication between scientists, educators, and the public by connecting scientists to a broader audience through the teacher. In January and February 2009, we participated in a six-week cruise aboard the R/V Knorr studying the oceanographic controls and distribution of subseafloor microbial life in the equatorial Pacific. The international team of scientists employed geophysics, geochemistry, microbiology, and geology to characterize microbial activity. The integrated techniques demonstrate how modern science is not separated by discipline, but relies on the strengths of many to understand the complexities of the natural world. This experience has affected dramatic change in teaching about natural resources, plate tectonics, and climate in Honors Earth Science and ecology, sustainability, and global change in AP Environmental Science. Integrating many different approaches to studying natural phenomenon creates a more challenging and interesting learning environment that both students and parents respect, making them less likely to question more rigorous assignments. The ARMADA Project encourages teachers to journal daily about their experiences, which resulted in real-time web-log of cruise activities that documented how teachers, scientists and crew work together to achieve scientific goals. Finally, the authentic research experience demonstrates that when teachers and scientists work together to communicate research goals and results, both communities benefit, mutual respect is enhanced, and potential long-term collaborations are fostered.

The Doris Duke Clinical Scientist Development Award: implications for early-career physician scientists.

PubMed

Escobar-Alvarez, Sindy N; Myers, Elizabeth R

2013-11-01

The Doris Duke Charitable Foundation Clinical Scientist Development Award (CSDA) supports early-career physician scientists in their transition to independent research funding. The authors aimed to analyze the characteristics associated with success in CSDA competitions, determine whether attainment of a CSDA is associated with receiving subsequent research funding, and assess whether alumni remain in research. In 2011, the authors tested for associations between gender, age, race/ethnicity, academic degree, National Institutes of Health (NIH) funding rank of the applicant's institution, and success in CSDA competitions. They compared NIH R01 grant attainment, defined as the percentage of individuals who received at least one R01 grant, between CSDA alumni and highly ranked but unsuccessful CSDA applicants (1998-2007). Finally, the authors surveyed alumni to learn more about their professional activities. Demographic factors were not predictors of success in CSDA competitions; academic degree and funding rank of the applicant's institution, however, were. A greater percentage of CSDA alumni than nonalumni received at least one R01 grant (62% [74/120] versus 42% [44/105]). For CSDA alumni who were 10 or more years from the start of their award, their median percent effort toward research activities was 68%. The factors associated with success in a CSDA competition included a combined clinical and doctoral research degree and affiliation with a well-funded institution. More alumni received NIH independent research funding than those who applied but did not receive the award. Thus, the CSDA is associated with physicians establishing independent and recognized research careers.

Technical Communications in Engineering and Science: The Practices within a Government Defense Laboratory.

ERIC Educational Resources Information Center

Von Seggern, Marilyn; Jourdain, Janet M.

1996-01-01

A survey of the different technical communications and information-related activities of 305 engineers and scientists from 3 sites of the Philips Laboratory, an Air Force research and development laboratory, found that scientists have a closer affinity for libraries and traditional information sources than do engineers. Eight tables depict survey…

Identification and evaluation of scientific uncertainties related to fish and aquatic resources in the Colorado River, Grand Canyon - summary and interpretation of an expert-elicitation questionnaire

USGS Publications Warehouse

Kennedy, Theodore A.

2013-01-01

Identifying areas of scientific uncertainty is a critical step in the adaptive management process (Walters, 1986; Runge, Converse, and Lyons, 2011). To identify key areas of scientific uncertainty regarding biologic resources of importance to the Glen Canyon Dam Adaptive Management Program, the Grand Canyon Monitoring and Research Center (GCMRC) convened Knowledge Assessment Workshops in May and July 2005. One of the products of these workshops was a set of strategic science questions that highlighted key areas of scientific uncertainty. These questions were intended to frame and guide the research and monitoring activities conducted by the GCMRC in subsequent years. Questions were developed collaboratively by scientists and managers. The questions were not all of equal importance or merit—some questions were large scale and others were small scale. Nevertheless, these questions were adopted and have guided the research and monitoring efforts conducted by the GCMRC since 2005. A new round of Knowledge Assessment Workshops was convened by the GCMRC in June and October 2011 and January 2012 to determine whether the research and monitoring activities conducted since 2005 had successfully answered some of the strategic science questions. Oral presentations by scientists highlighting research findings were a centerpiece of all three of the 2011–12 workshops. Each presenter was also asked to provide an answer to the strategic science questions that were specific to the presenter’s research area. One limitation of this approach is that these answers represented the views of the handful of scientists who developed the presentations, and, as such, they did not incorporate other perspectives. Thus, the answers provided by presenters at the Knowledge Assessment Workshops may not have accurately captured the sentiments of the broader group of scientists involved in research and monitoring of the Colorado River in Glen and Grand Canyons. Yet a fundamental ingredient of resilient decisionmaking and problem-solving is incorporation of a wide range of perspectives (Carpenter and others, 2009). To ensure that a wide range of scientists had an opportunity to weigh in on the strategic science questions, the GCMRC elicited additional perspectives through written questionnaires. Independently soliciting responses from scientists through questionnaires had the added advantage of allowing all scientists to freely and openly share their views on complex and controversial topics—something which may not have occurred in the group setting of the June 2011 Knowledge Assessment Workshop because of dominance by one or more scientists. The purpose of this report is to document and interpret the questionnaire responses.

Considerations for higher efficiency and productivity in research activities.

PubMed

Forero, Diego A; Moore, Jason H

2016-01-01

There are several factors that are known to affect research productivity; some of them imply the need for large financial investments and others are related to work styles. There are some articles that provide suggestions for early career scientists (PhD students and postdocs) but few publications are oriented to professors about scientific leadership. As academic mentoring might be useful at all levels of experience, in this note we suggest several key considerations for higher efficiency and productivity in academic and research activities. More research is needed into the main work style features that differentiate highly productive scientists and research groups, as some of them could be innate and others could be transferable. As funding agencies, universities and research centers invest large amounts of money in order to have a better scientific productivity, a deeper understanding of these factors will be of high academic and societal impact.

PIXEL: Japanese InSAR community for crustal deformation research

NASA Astrophysics Data System (ADS)

Furuya, M.; Shimada, M.; Ozawa, T.; Fukushima, Y.; Aoki, Y.; Miyagi, Y.; Kitagawa, S.

2007-12-01

In anticipation of the launch of ALOS (Advanced Land Observation Satellite) by JAXA (Japan Aerospace eXploration Agency), and in order to expand and bolster the InSAR community for crustal deformation research in Japan, a couple of scientists established a consortium, PIXEL, in November 2005 in a completely bottom-up fashion. PIXEL stands for Palsar Interferometry Consortium to Study our Evolving Land. Formally, it is a research contract between JAXA and Earthquake Research Institute (ERI), University of Tokyo. As ERI is a shared institute of the Japanese universities and research institutes, every scientist at all Japanese universities and institutes can participate in this consortium. The activity of PIXEL includes information exchange by mailing list, tutorial workshop for InSAR software, research workshop, and PALSAR data sharing. After the launch of ALOS, we have already witnessed several earthquakes and volcanic activities using PALSAR interferometry. We will briefly show and digest some of those observation results.

Why nursing has not embraced the clinician--scientist role.

PubMed

Mackay, Martha

2009-10-01

Reasons for the limited uptake of the clinician-scientist role within nursing are examined, specifically: the lack of consensus about the nature of nursing science; the varying approaches to epistemology; and the influence of post-modern thought on knowledge development in nursing. It is suggested that under-development of this role may be remedied by achieving agreement that science is a necessary, worthy pursuit for nursing, and that rigorous science conducted from a clinical perspective serves nursing well. Straddling practice and research is a powerful strategy for ensuring relevant research while forging strong links with practice. The clinician-scientist role, typically requiring a 75:25 ratio between research and clinical activities, is well established in medicine. Nursing, however, has been slow to institute the role; it is rare within North America, Australia, and western European countries, and almost non-existent outside those areas. Beyond structural obstacles, philosophical issues may explain nursing's reluctance to implement the role. Following a survey of clinician-scientist roles throughout the world, the nature of nursing science and epistemology, and the influence of post-modern thought on nursing attitudes to research are examined with respect to their influence on this role. The nurse clinician-scientist role holds promise for making strides in clinically relevant research, and for accelerating the knowledge cycle from clinical problem to research question to change in clinical practice.

Final Report. Center for Scalable Application Development Software

DOE Office of Scientific and Technical Information (OSTI.GOV)

Mellor-Crummey, John

2014-10-26

The Center for Scalable Application Development Software (CScADS) was established as a part- nership between Rice University, Argonne National Laboratory, University of California Berkeley, University of Tennessee – Knoxville, and University of Wisconsin – Madison. CScADS pursued an integrated set of activities with the aim of increasing the productivity of DOE computational scientists by catalyzing the development of systems software, libraries, compilers, and tools for leadership computing platforms. Principal Center activities were workshops to engage the research community in the challenges of leadership computing, research and development of open-source software, and work with computational scientists to help them develop codesmore » for leadership computing platforms. This final report summarizes CScADS activities at Rice University in these areas.« less

Behavioural science at work for Canada: National Research Council laboratories.

PubMed

Veitch, Jennifer A

2007-03-01

The National Research Council is Canada's principal research and development agency. Its 20 institutes are structured to address interdisciplinary problems for industrial sectors, and to provide the necessary scientific infrastructure, such as the national science library. Behavioural scientists are active in five institutes: Biological Sciences, Biodiagnostics, Aerospace, Information Technology, and Construction. Research topics include basic cellular neuroscience, brain function, human factors in the cockpit, human-computer interaction, emergency evacuation, and indoor environment effects on occupants. Working in collaboration with NRC colleagues and with researchers from universities and industry, NRC behavioural scientists develop knowledge, designs, and applications that put technology to work for people, designed with people in mind.

Promoting Science Outdoor Activities for Elementary School Children: Contributions from a Research Laboratory

ERIC Educational Resources Information Center

Boaventura, Diana; Faria, Claudia; Chagas, Isabel; Galvao, Cecilia

2013-01-01

The purposes of the study were to analyse the promotion of scientific literacy through practical research activities and to identify children's conceptions about scientists and how they do science. Elementary school children were engaged in two scientific experiments in a marine biology research laboratory. A total of 136 students answered a…

Scientists as citizens and knowers in the detection of deforestation in the Amazon.

PubMed

Monteiro, Marko; Rajão, Raoni

2017-08-01

This paper examines how scientists deal with tensions emerging from their role as providers of objective knowledge and as citizens concerned with how their research influences policy and politics in Brazil. This is accomplished through an ethnographic account of scientists using remote sensing technology, of their knowledge-making activities and of the broader socio-political controversies that permeate the detection of deforestation in the Amazon rainforest. Strategies for mitigating uncertainty are central aspects of the knowledge practices analyzed, bringing controversies 'external' to the laboratory 'into' the lab, making these boundaries conceptually problematic. In particular, the anticipation of alternative interpretations of rainforest cover is a crucial way that scientists bring the world into the lab, helping to shed light on how scientists, usually seen and analyzed as isolated, are in fact often in constant dialogue with the broader political controversies related to their work. These insights help question the idea that the monitoring of deforestation through remote sensing is a form of secluded research, drawing a more complex picture of the dual role of scientists as knowledge producers and concerned citizens.

Communicating Science to Society

NASA Astrophysics Data System (ADS)

Illingworth, Samuel; Muller, Jennifer; Leather, Kimberley; Morgan, William; O'Meara, Simon; Topping, David; Booth, Alastair; Llyod, Gary; Young, Dominique; Bannan, Thomas; Simpson, Emma; Percival, Carl; Allen, Grant; Clark, Elaine; Muller, Catherine; Graves, Rosemarie

2014-05-01

"Nothing in science has any value to society if it is not communicated." So goes the 1952 quote from Anne Roe, the noted twentieth century American psychologist and writer. She went on to say that "scientists are beginning to learn their social obligations", and now over 60 years later there is certainly evidence to support her assertions. As scientists, by communicating our research to the general public we not only better inform the tax payer where their money is being spent, but are also able to help put into context the topical environmental challenges and issues that society faces, as well as inspiring a whole new generation of future scientists. This process of communication is very much a two-way street; by presenting our work to people outside of our usual spheres of contemporaries, we expose ourselves to alternative thoughts and insights that can inspire us, as scientists, to take another look at our research from angles that we had never before considered. This work presents the results and experiences from a number of public engagement and outreach activities across the UK, in which geoscientists engaged and interacted with members of the general public. These include the design and implementation of Raspberry Pi based outreach activities for several hundred high school students; the process of running a successful podcast (http://thebarometer.podbean.com); hosting and participating in science events for thousands of members of the general public (e.g. http://www.manchestersciencefestival.com and http://sse.royalsociety.org/2013); and creating a citizen science activity that involved primary school children from across the UK. In communicating their research it is imperative that scientists interact with their audience in an effective and engaging manner, whether in an international conference, a classroom, or indeed down the pub. This work also presents a discussion of how these skills can be developed at an early stage in the careers of a research scientist, presenting the results and methodology of a groundbreaking lecture series at the University of Manchester, in which undergraduate and postgraduate students were taught how to be more effective communicators using methods derived from theatrical technique. Carl Sagan told us, "Science is an absolutely essential tool for any society. And if the scientists will not bring this about, who will?" It is our job to engage with the general public to ensure that this is the case.

Science is innate!

DOE PAGES

Gilbert, Jack A.

2014-10-02

I am a professional scientist. What does that mean? I think it is safe to say it means that, to the best of my ability, I apply the scientist method to test hypotheses and gain a clearer understanding of the world around me. Furthermore, I am also a human being, and so when I am asked, as I often am, about how my research findings have influenced my day-to-day activities, I like to take a step back and think about what it means to be a scientist.

Preparing Earth Data Scientists for 'The Sexiest Job of the 21st Century'

NASA Technical Reports Server (NTRS)

Kempler, Steven

2014-01-01

What Exactly do Earth Data Scientists do, and What do They Need to Know, to do It? There is not one simple answer, but there are many complex answers. Data Science, and data analytics, are new and nebulas, and takes on different characteristics depending on: The subject matter being analyzed, the maturity of the research, and whether the employed subject specific analytics is descriptive, diagnostic, discoveritive, predictive, or prescriptive, in nature. In addition, in a, thus far, business driven paradigm shift, university curriculums teaching data analytics pertaining to Earth science have, as a whole, lagged behind, andor have varied in approach.This presentation attempts to breakdown and identify the many activities that Earth Data Scientists, as a profession, encounter, as well as provide case studies of specific Earth Data Scientist and data analytics efforts. I will also address the educational preparation, that best equips future Earth Data Scientists, needed to further Earth science heterogeneous data research and applications analysis. The goal of this presentation is to describe the actual need for Earth Data Scientists and the practical skills to perform Earth science data analytics, thus hoping to initiate discussion addressing a baseline set of needed expertise for educating future Earth Data Scientists.

Scientists Needed! The Year of the Solar System: Opportunities for Scientist Involvement

NASA Astrophysics Data System (ADS)

Shipp, S. S.; Buxner, S.; Cobabe-Ammann, E. A.; Scalice, D.; Bleacher, L.

2011-12-01

Spanning a Martian Year - 23 months from October 2010 through August 2012 - the Year of the Solar System (YSS) celebrates the amazing discoveries of numerous new and ongoing NASA missions and research efforts as they explore our near and distant neighbors and probe the outer edges of our solar system. The science revealed by these endeavors is dramatically revising our understanding of the formation and evolution of our solar system. YSS offers opportunities for planetary scientists to become involved in education and public outreach (E/PO) in meaningful ways. By getting involved in YSS E/PO activities, scientists can help to raise awareness of, build excitement in, and make connections with educators, students and the public about current planetary science research and exploration. Each month during YSS a different compelling aspect of the solar system - its formation, volcanism, ice, life - is explored. The monthly topics, tied to the big questions of planetary science, include online resources that can be used by scientists to engage their audiences: hands-on learning activities, demonstrations, connections to solar system and mission events, ideas for partnering with other organizations, and other programming ideas. Resources for past, present, and future YSS monthly topics can be found at: http://solarsystem.nasa.gov/yss. Scientists are encouraged to get involved in YSS through an avenue that best fits their available time and interests. Possible paths include: contacting the YSS organizational team to provide content for or to review the monthly topics; integrating current planetary research discoveries into your introductory college science classes; starting a science club; prompting an interview with the local media, creating a podcast about your science, sharing YSS with educators or program coordinators at your local schools, museums, libraries, astronomical clubs and societies, retirement homes, or rotary club; volunteering to present your science in one of these venues for a YSS event; co-hosting a YSS event for an audience with educators or other local partners; or hosting a YSS event at your own institution. YSS offers rich and diverse ways for scientists to actively engage with the public about planetary science; we invite you to get involved!

75 FR 63517 - Agency Information Collection Activities: Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2010-10-15

... days a year (including Federal holidays). SUPPLEMENTARY INFORMATION: Title: Major Research... applicable. Abstract The Major Research Instrumentation Program (MRI) catalyzes new knowledge and discoveries by providing the Nation's scientists and engineers with state-of-the-art research instrumentation...

76 FR 72678 - Atlantic Highly Migratory Species; Exempted Fishing, Scientific Research, Display, and Chartering...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-11-25

... from regulation. Examples of research conducted under LOAs include tagging and releasing of sharks... researchers to collect HMS from bona fide research vessels. One example of research conducted under SRPs... require scientists to report their activities associated with these tags. Examples of research conducted...

A Case Study in the Use of Primary Literature in the Context of Authentic Learning Pedagogy in the Undergraduate Neuroscience Classroom.

PubMed

O'Keeffe, Gerard W; McCarthy, Marian M

2017-01-01

Providing opportunities for undergraduate science students to develop causal reasoning skills and the ability to think like research scientists is a crucial part of their preparation for professional practice as a scientist and/or a clinician. This has led many to question whether the traditional academic in-class lecture still has a functional role in today's undergraduate science education. Here, we performed a case study to attempt to maximize the use of in-class time to create a more authentic learning opportunity for undergraduate neuroscience students in our institution, the majority of whom go on to be research active scientists. We hypothesised that using seminal research papers as a teaching tool in a flipped classroom setting would model for neuroscience students what it means to think like a research scientist, would provide an opportunity for them to develop their causal reasoning skills and allow them to become more comfortable with the nature of professional practice (i.e., research) in the context of the discipline. We describe the design and implementation of this teaching approach to undergraduate final year neuroscience students, and evaluate their perception of it. We provide evidence that this approach models for the students what it means to reason like a research scientist, and discuss the implications of these findings for future practice. We propose that these findings will help add to the educational experience of all Neuroscience students whether they are on pre-med or on a research track.

Legislation may support STaRS

NASA Astrophysics Data System (ADS)

Congressman Vernon Ehlers (R, MI) has offered three bills in the House of Representatives that support K-12 science, math, engineering, and technology (SMET) education (Eos, April 18, 2000). Although no dollar amounts are mentioned, the three bills contain numerous provisions for improving and expanding SMET education activities at the Department of Education and the National Science Foundation, and for tax incentives for pre-service teacher education and in-service professional development. Of particular interest is Section 15 of H.R. 4271, the National Science Education Act, which directs the NSF to provide scholarships for K-12 teachers to participate in research programs in government agencies, colleges and universities, or private research establishments. Such scholarships could support AGU's Science Teacher and Research Scientist (STaRS) effort, which is intended to provide opportunities for teachers to participate in research under the direction of AGU scientists, and for those same scientists to participate in science teaching under the teachers' direction.

International environmental and occupational health: From individual scientists to networked science Hubs.

PubMed

Rosenthal, Joshua; Jessup, Christine; Felknor, Sarah; Humble, Michael; Bader, Farah; Bridbord, Kenneth

2012-12-01

For the past 16 years, the International Training and Research in Environmental and Occupational Health program (ITREOH) has supported projects that link U.S. academic scientists with scientists from low- and middle-income countries in diverse research and research training activities. Twenty-two projects of varied duration have conducted training to enhance the research capabilities of scientists at 75 institutions in 43 countries in Asia, Africa, Eastern Europe, and Latin America, and have built productive research relationships between these scientists and their U.S. partners. ITREOH investigators and their trainees have produced publications that have advanced basic sciences, developed methods, informed policy outcomes, and built institutional capacity. Today, the changing nature of the health sciences calls for a more strategic approach. Data-rich team science requires greater capacity for information technology and knowledge synthesis at the local institution. More robust systems for ethical review and administrative support are necessary to advance population-based research. Sustainability of institutional research capability depends on linkages to multiple national and international partners. In this context, the Fogarty International Center, the National Institute of Environmental Sciences and the National Institute for Occupational Safety and Health, have reengineered the ITREOH program to support and catalyze a multi-national network of regional hubs for Global Environmental and Occupational Health Sciences (GEOHealth). We anticipate that these networked science hubs will build upon previous investments by the ITREOH program and will serve to advance locally and internationally important health science, train and attract first-class scientists, and provide critical evidence to guide policy discussions. Published in 2012. This article is a U.S. Government work and is in the public domain in the USA.

Cincinnati, OH Lab--Office of Research and Development

EPA Pesticide Factsheets

Scientists in Cincinnati conduct a wide range of environmental and public health research. ORD activities have significant impacts on the Greater Cincinnati region—which includes south-west Ohio, northern Kentucky and southeastern Indiana.

DCO-VIVO: A Collaborative Data Platform for the Deep Carbon Science Communities

NASA Astrophysics Data System (ADS)

Wang, H.; Chen, Y.; West, P.; Erickson, J. S.; Ma, X.; Fox, P. A.

2014-12-01

Deep Carbon Observatory (DCO) is a decade-long scientific endeavor to understand carbon in the complex deep Earth system. Thousands of DCO scientists from institutions across the globe are organized into communities representing four domains of exploration: Extreme Physics and Chemistry, Reservoirs and Fluxes, Deep Energy, and Deep Life. Cross-community and cross-disciplinary collaboration is one of the most distinctive features in DCO's flexible research framework. VIVO is an open-source Semantic Web platform that facilitates cross-institutional researcher and research discovery. it includes a number of standard ontologies that interconnect people, organizations, publications, activities, locations, and other entities of research interest to enable browsing, searching, visualizing, and generating Linked Open (research) Data. The DCO-VIVO solution expedites research collaboration between DCO scientists and communities. Based on DCO's specific requirements, the DCO Data Science team developed a series of extensions to the VIVO platform including extending the VIVO information model, extended query over the semantic information within VIVO, integration with other open source collaborative environments and data management systems, using single sign-on, assigning of unique Handles to DCO objects, and publication and dataset ingesting extensions using existing publication systems. We present here the iterative development of these requirements that are now in daily use by the DCO community of scientists for research reporting, information sharing, and resource discovery in support of research activities and program management.

Science and scientists from the children point of view, an overlook from drawings

NASA Astrophysics Data System (ADS)

D'Addezio, Giuliana; Marsili, Antonella; Rubbia, Giuliana; Carosi, Alessandro

2013-04-01

The Istituto Nazionale di Geofisica e Vulcanologia (INGV) is currently the largest European scientific institution dealing with Earth Sciences research and real-time surveillance, early warning, and forecast activities in geophysics and volcanology. The Laboratorio Didattica e Divulgazione Scientifica of INGV organizes every year educational and outreach activities with schools of different levels and with general public to convey scientific knowledge and to promote the Research on Earth Science, focusing on volcanic and seismic hazard. Among the most successful initiatives is the creation of a calendar designed for the schools and realized based on a competition devoted to children of primary school. The intent is to provide a pleasant stimulus for discussion for teachers and students. Schools participate with enthusiasm by sending drawings made by children on a specified theme, different each year, chosen among geophysics and earth sciences arguments. For 2011, the theme was selected also with the aims to investigate on the image the young generations have of the Research and on its potential and future prospective. The title was "Scienziato anche io! La Scienza e gli scienziati visti dai bambini" (I'm a scientist too! Science and scientists from the children point of view), with the purpose of give a shape to the image children have of the world of science, its potential and the figure of the scientists. We asked the children to realized a draw suggesting some possible arguments between: 1. How do you imagine a scientist? How do you imagine the daily activities of a researcher? 2. What is the invention you consider the most important among all those you know? 3. What would you invent? The 986 drawings realized by 6 up to 10 years old boys and girls from 48 schools distributed throughout the Italian territory, report us a generally positive picture of the work of scientists and also highlight a great level of confidence in the potential of science, capable to respond to needs and problems of the humanity and of the environment in which we live. Moreover, the drawings provide us a direct and unconventional approach to point out how we convey the scientific research (a strategic topic for a suitable future of the humanity) to the players of the world of tomorrow.

A Technique to Eliminate External Transport Barriers and Stabilize Fiscal Instabilities

NASA Astrophysics Data System (ADS)

Heeter, Robert F.

1997-11-01

The case is made for a coordinated national effort to diffuse plasma science knowledge to the public. Like earlier "fiscal instabilities" in plasma research, the 1995-7 magnetic fusion budget disruption can be attributed to a lack of public awareness about the value of science research, as reflected in the attitude of Congress. Magnetic fusion researchers now create "internal transport barriers" to reduce plasma heat loss, but observations also reveal a problematic "external transport barrier" in all of plasma science - the inadequate diffusion of knowledge beyond the scientists. Public funding creates scientific knowledge for the public good, and now the public cares - and deserves to know - what it pays for. Eliminating the external transport barrier should suppress the fiscal instability: theory predicts that funding should stabilize - or even increase - if the value of plasma science is understood by the bulk of Congress' members before they're elected, rather than just a small population of patrons energetically lobbied in office. If the public understands the value of plasma research, Congress will too. But plasmas are poorly represented in both contemporary classrooms and public perception. To reach the "Lawson Criterion" for ignition of public understanding, we should reach out to the public and to educators nationwide. Education and outreach activities are, and ought to be, part of the professional life of a plasma scientist. Our current activities consist largely of teaching our own classes, writing papers, lobbying Congress, giving lab tours, making Web pages, and promoting education locally; these have been useful, but insufficient. Now we must do better. To stabilize fiscal instabilities for good, we should restructure not only our research programs, but our sense of what it means to be a scientist. We should coordinate our education and outreach activities on a national scale, maximizing impact while minimizing cost in time, labor, and money. To this end our existing education and outreach activities are evaluated, and new activities are suggested. A coordinated education and outreach effort is sketched, involving the DPP, the DOE, labs and universities, and everyone from our senior management to our enthusiastic students. A modification of the professional physics pipeline is proposed to encourage recruitment, retention, and development of scientists who are not only sources of new knowledge, but who also conduct, convect, and radiate their knowledge to others. The implantation of plasma topics and examples into the educational system is advocated, not to make learning harder, but so plasmas are actually treated as the fourth state of matter. If younger scientists adopt this "Coordinated Civic Science" professional spirit, and older scientists and program leaders support it, we should succeed.

Forensic scientists' conclusions: how readable are they for non-scientist report-users?

PubMed

Howes, Loene M; Kirkbride, K Paul; Kelty, Sally F; Julian, Roberta; Kemp, Nenagh

2013-09-10

Scientists have an ethical responsibility to assist non-scientists to understand their findings and expert opinions before they are used as decision-aids within the criminal justice system. The communication of scientific expert opinion to non-scientist audiences (e.g., police, lawyers, and judges) through expert reports is an important but under-researched issue. Readability statistics were used to assess 111 conclusions from a proficiency test in forensic glass analysis. The conclusions were written using an average of 23 words per sentence, and approximately half of the conclusions were expressed using the active voice. At an average Flesch-Kincaid Grade level of university undergraduate (Grade 13), and Flesch Reading Ease score of difficult (42), the conclusions were written at a level suitable for people with some tertiary education in science, suggesting that the intended non-scientist readers would find them difficult to read. To further analyse the readability of conclusions, descriptive features of text were used: text structure; sentence structure; vocabulary; elaboration; and coherence and unity. Descriptive analysis supported the finding that texts were written at a level difficult for non-scientists to read. Specific aspects of conclusions that may pose difficulties for non-scientists were located. Suggestions are included to assist scientists to write conclusions with increased readability for non-scientist readers, while retaining scientific integrity. In the next stage of research, the readability of expert reports in their entirety is to be explored. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

NASA/DOD Aerospace Knowledge Diffusion Research Project. Paper 1: The value of scientific and technical information (STI), its relationship to Research and Development (R/D), and its use by US aerospace engineers and scientists

NASA Technical Reports Server (NTRS)

Pinelli, Thomas E.; Barclay, Rebecca O.; Glassman, Myron; Oliu, Walter E.

1990-01-01

This paper is based on the premise that scientific and technical information (STI), its use by aerospace engineers and scientists, and the aerospace research and development (R&D) process are related. We intend to support this premise with data gathered from numerous studies concerned with STI, the relationship of STI to the performance and management of R&D activities, and the information use and seeking behavior of engineers in general and aerospace engineers and scientists in particular. We intend to develop and present a synthesized appreciation of how aerospace R&D managers can improve the efficacy of the R&D process by understanding the role and value of STI in this process.

The role of veterinary research laboratories in the provision of veterinary services.

PubMed

Verwoerd, D W

1998-08-01

Veterinary research laboratories play an essential role in the provision of veterinary services in most countries. These laboratories are the source of new knowledge, innovative ideas and improved technology for the surveillance, prevention and control of animal diseases. In addition, many laboratories provide diagnostic and other services. To ensure the optimal integration of various veterinary activities, administrators must understand the functions and constraints of research laboratories. Therefore, a brief discussion is presented of the following: organisational structures methods for developing research programmes outputs of research scientists and how these are measured the management of quality assurance funding of research. Optimal collaboration can only be attained by understanding the environment in which a research scientist functions and the motivational issues at stake.

Real World Connections Through Videoconferences

NASA Technical Reports Server (NTRS)

Peterson, Ruth; Lytle, John (Technical Monitor)

2002-01-01

The Learning Technologies Project (LTP) is a partner in the National Aeronautics and Space Administration's (NASA's) educational technology program unit, an electronic community center that fosters interaction, collaboration, and sharing among educators, learners, and scientists. The goal of the NASA Glenn Research Center's Learning Technologies Project is to increase students' interest and proficiency in mathematics, science, and technology through the use of computing and communications technology and by using NASA's mission in aerospace technology as a theme. The primary components are: (1) Beginner's Guide to Aeronautics, including interactive simulation packages and teacher-created online activities. (2) NASA Virtual Visits, videoconferences (with online pre-post-conference activities) connecting students and teachers to NASA scientists and researchers.

The International Polar Year in Portugal: A New National Polar Programme and a Major Education and Outreach project

NASA Astrophysics Data System (ADS)

Mendes-Victor, L.; Vieira, G.; Xavier, J.; Canario, A.

2008-12-01

Before the International Polar Year, in Portugal polar research was conducted by a very small group of scientists integrated in foreign projects or research institutions. Portugal was not member of the Scientific Committee for Antarctic Research (SCAR), the European Polar Board (EPB), neither a subscriber of the Antarctic Treaty. In 2004 Portuguese Polar researchers considered the IPY as an opportunity to change this situation and organized the national Committee for the IPY. The objectives were ambitious: to answer the aforementioned issues in defining and proposing a National Polar Programme. In late 2008, close to the end of the IPY, the objectives were attained, except the Antarctic Treaty signature that is, however, in an advanced stage, having been approved by consensus at the National Parliament in early 2007. Portugal joined SCAR in July 2006, the EPB in 2007 and a set of 5 Antarctic research projects forming the roots of the National Polar Programme (ProPolar) have been approved by the Foundation for Science and Technology (FCT-MCTES). Scientifically, the IPY can already be considered a major success in Portugal with an improvement in polar scientific research, in the number of scientists performing field work in the Antarctic, organizing polar science meetings and producing an expected increase in the number of polar science peer- reviewed papers. The Portuguese IPY scientific activities were accompanied by a major education and outreach project funded by the Agencia Ciência Viva (MCTES): LATITUDE60! Education for the Planet in the IPY. This project lead by the universities of Algarve, Lisbon and by the Portuguese Association of Geography Teachers is heavily interdisciplinary, programmed for all ages, from kindergarten to adults, and hoped to bring together scientists and society. LATITUDE60! was a major success and focussed on showing the importance of the polar regions for Earth's environment, emphasising on the implications of polar change for Portuguese society. Hundreds of events were organized, with activities lead by polar scientists and by about 400 teachers and thousands of students that got deeply involved in the IPY. The main activities were: the scientists go to school initiative, a national contest with over 8,000 participants that lead to a major exhibition and to the participation of 7 students in the Students on Ice Antarctic Expedition, an educational theatre play for kids presented n tens of schools, an IPY exhibition in the major shopping centers, public talks by scientists, production of educational materials (websites, a polar portal, on-line educational games, DVDs and class-oriented material), field stages with polar scientists, and the Polar Science Weekend with an attendance of over 7,000 people.

Intra-professional dynamics in translational health research: the perspective of social scientists.

PubMed

Currie, Graeme; El Enany, Nellie; Lockett, Andy

2014-08-01

In contrast to previous studies, which focus upon the professional dynamics of translational health research between clinician scientists and social scientists (inter-professional contestation), we focus upon contestation within social science (intra-professional contestation). Drawing on the empirical context of Collaborations for Leadership in Applied Health Research and Care (CLAHRCs) in England, we highlight that although social scientists accept subordination to clinician scientists, health services researchers attempt to enhance their position in translational health research vis-à-vis organisation scientists, whom they perceive as relative newcomers to the research domain. Health services researchers do so through privileging the practical impact of their research, compared to organisation scientists' orientation towards development of theory, which health services researchers argue is decoupled from any concern with healthcare improvement. The concern of health services researchers lies with maintaining existing patterns of resource allocation to support their research endeavours, working alongside clinician scientists, in translational health research. The response of organisation scientists is one that might be considered ambivalent, since, unlike health services researchers, they do not rely upon a close relationship with clinician scientists to carry out research, or more generally, garner resource. Copyright © 2014 Elsevier Ltd. All rights reserved.

The new alchemy: Online networking, data sharing and research activity distribution tools for scientists

PubMed Central

Williams, Antony J.; Peck, Lou; Ekins, Sean

2017-01-01

There is an abundance of free online tools accessible to scientists and others that can be used for online networking, data sharing and measuring research impact. Despite this, few scientists know how these tools can be used or fail to take advantage of using them as an integrated pipeline to raise awareness of their research outputs. In this article, the authors describe their experiences with these tools and how they can make best use of them to make their scientific research generally more accessible, extending its reach beyond their own direct networks, and communicating their ideas to new audiences. These efforts have the potential to drive science by sparking new collaborations and interdisciplinary research projects that may lead to future publications, funding and commercial opportunities. The intent of this article is to: describe some of these freely accessible networking tools and affiliated products; demonstrate from our own experiences how they can be utilized effectively; and, inspire their adoption by new users for the benefit of science. PMID:28928951

A visiting scientist program for the burst and transient source experiment

NASA Technical Reports Server (NTRS)

Kerr, Frank J.

1995-01-01

During this project, Universities Space Research Association provided program management and the administration for overseeing the performance of the total contractual effort. The program director and administrative staff provided the expertise and experience needed to efficiently manage the program.USRA provided a program coordinator and v visiting scientists to perform scientific research with Burst and Transient Source Experiment (BATSE) data. This research was associated with the primary scientific objectives of BATSE and with the various BATSE collaborations which were formed in response to the Compton Gamma Ray Observatory Guest Investigator Program. USRA provided administration for workshops, colloquia, the preparation of scientific documentation, etc. and also provided flexible program support in order to meet the on-going needs of MSFC's BATSE program. USRA performed tasks associated with the recovery, archiving, and processing of scientific data from BATSE. A bibliography of research in the astrophysics discipline is attached as Appendix 1. Visiting Scientists and Research Associates performed activities on this project, and their technical reports are attached as Appendix 2.

Advancing the fundamental sciences: proceedings of the Forest Service National Earth Sciences Conference, San Diego, CA, 18-22 October 2004.

Treesearch

Michael J. Furniss; Catherine F. Clifton; Kathryn L. Ronnenberg

2007-01-01

This conference was attended by nearly 450 Forest Service earth scientists representing hydrology, soil science, geology, and air. In addition to active members of the earth science professions, many retired scientists also attended and participated. These 60 peer-reviewed papers represent a wide spectrum of earth science investigation, experience, research, and...

At the Elbows of Scientists: Shaping Science Teachers' Conceptions and Enactment of Inquiry-Based Instruction

NASA Astrophysics Data System (ADS)

McLaughlin, Cheryl A.; MacFadden, Bruce J.

2014-12-01

This study stemmed from concerns among researchers that reform efforts grounded in promoting inquiry as the basis for teaching science have not achieved the desired changes in American science classrooms. Many science teachers assume that they are employing inquiry-based strategies when they use cookbook investigations with highly structured step-by-step instructions. Additionally, most science teachers equate hands-on activities with classroom inquiry and, as such, repeatedly use prepackaged, disconnected activities to break the monotony of direct instruction. Despite participation in numerous professional development activities, many science teachers continue to hold misconceptions about inquiry that influence the way they design and enact instruction. To date, there is very limited research exploring the role of inquiry-based professional development in facilitating desired changes in science teachers' conceptions of inquiry. This qualitative study of five high school science teachers explores the ways in which authentic inquiry experiences with a team of scientists in Panama shaped their conceptions and reported enactments of inquiry-based instruction. Our findings suggest that professional development experiences engaging science teachers in authentic research with scientists have the potential to change teachers' naïve conceptions of inquiry, provided that necessary supports are provided for reflection and lesson design.

SCUBAnauts International: Exploration and Discovery in the Ocean Sciences

NASA Astrophysics Data System (ADS)

Moses, C. S.; Palandro, D.; Coble, P.; Hu, C.

2007-12-01

The SCUBAnauts International program originated in 2001, as a 501(c)(3) non-profit organization designed to increase the attraction to science and technology careers in today's youth. SCUBAnauts International (SNI) consists of a diverse group of 12 to 18 year-old young men and women mentored by academic, federal, and state research scientists in an informal education environment. The program's mission is to promote interest in science and technology topics and careers by involving secondary education students as young explorers in the marine sciences and research activities, such as special environmental and undersea conservation projects that educate, promote active citizenship, and develop effective leadership skills. With help from mentors, SNI students collect and interpret research-quality data to meet the needs of ocean scientists, maintaining direct interaction between the scientists and the young men and women in the program. The science component of the program includes collection of benthic habitat, water quality, optics, and coral reef health data. During the school year, the SCUBAnauts are tasked with sharing their experiences to raise the environmental awareness of a larger audience by providing education outreach in formal and informal venues. Here we highlight results from recent SNI activities including data collection and program methodologies, and discuss future plans for the program.

Medical scientists in the Nazi era.

PubMed

Bloch, Felicity

1986-02-15

Benno Müller-Hill's book on "genetic" science in Nazi Germany, Tödliche Wissenschaft (Hamburg: Rowohlt Taschenbuch Verlag; 1984), is reviewed. The work is divided into three parts: a detailed documentary record of genetic and eugenic activities in the Third Reich; the author's interpretation of Nazi racial ideology; and interviews with surviving researchers, technicians and assistants, and the relatives of dead scientists. Müller-Hill concludes that, despite their post-war claims of integrity, German scientists were willing collaborators with the political authorities, and that their work provided the intellectual and scientific underpinnings for Nazi racial policies.

ENVIRONMENTAL BIOINFORMATICS AND COMPUTATIONAL TOXICOLOGY CENTER

EPA Science Inventory

The Center activities focused on integrating developmental efforts from the various research projects of the Center, and collaborative applications involving scientists from other institutions and EPA, to enhance research in critical areas. A representative sample of specif...

The APECS Virtual Poster Session: a virtual platform for science communication and discussion

NASA Astrophysics Data System (ADS)

Renner, A.; Jochum, K.; Jullion, L.; Pavlov, A.; Liggett, D.; Fugmann, G.; Baeseman, J. L.; Apecs Virtual Poster Session Working Group, T.

2011-12-01

The Virtual Poster Session (VPS) of the Association of Polar Early Career Scientists (APECS) was developed by early career scientists as an online tool for communicating and discussing science and research beyond the four walls of a conference venue. Poster sessions often are the backbone of a conference where especially early career scientists get a chance to communicate their research, discuss ideas, data, and scientific problems with their peers and senior scientists. There, they can hone their 'elevator pitch', discussion skills and presentation skills. APECS has taken the poster session one step further and created the VPS - the same idea but independent from conferences, travel, and location. All that is needed is a computer with internet access. Instead of letting their posters collect dust on the computer's hard drive, scientists can now upload them to the APECS website. There, others have the continuous opportunity to comment, give feedback and discuss the work. Currently, about 200 posters are accessible contributed by authors and co-authors from 34 countries. Since January 2010, researchers can discuss their poster with a broad international audience including fellow researchers, community members, potential colleagues and collaborators, policy makers and educators during monthly conference calls via an internet platform. Recordings of the calls are available online afterwards. Calls so far have included topical sessions on e.g. marine biology, glaciology, or social sciences, and interdisciplinary calls on Arctic sciences or polar research activities in a specific country, e.g. India or Romania. They attracted audiences of scientists at all career stages and from all continents, with on average about 15 persons participating per call. Online tools like the VPS open up new ways for creating collaborations and new research ideas and sharing different methodologies for future projects, pushing aside the boundaries of countries and nations, conferences, offices, and disciplines, and provide early career scientists with easily accessible training opportunities for their communication and outreach skills, independent of their location and funding situation.

A Case Study in the Use of Primary Literature in the Context of Authentic Learning Pedagogy in the Undergraduate Neuroscience Classroom

PubMed Central

O’Keeffe, Gerard W.; McCarthy, Marian M.

2017-01-01

Providing opportunities for undergraduate science students to develop causal reasoning skills and the ability to think like research scientists is a crucial part of their preparation for professional practice as a scientist and/or a clinician. This has led many to question whether the traditional academic in-class lecture still has a functional role in today’s undergraduate science education. Here, we performed a case study to attempt to maximize the use of in-class time to create a more authentic learning opportunity for undergraduate neuroscience students in our institution, the majority of whom go on to be research active scientists. We hypothesised that using seminal research papers as a teaching tool in a flipped classroom setting would model for neuroscience students what it means to think like a research scientist, would provide an opportunity for them to develop their causal reasoning skills and allow them to become more comfortable with the nature of professional practice (i.e., research) in the context of the discipline. We describe the design and implementation of this teaching approach to undergraduate final year neuroscience students, and evaluate their perception of it. We provide evidence that this approach models for the students what it means to reason like a research scientist, and discuss the implications of these findings for future practice. We propose that these findings will help add to the educational experience of all Neuroscience students whether they are on pre-med or on a research track. PMID:29371836

Communicating Experience and Ideas to the General Public

NASA Astrophysics Data System (ADS)

Illingworth, S. M.; Clark, E.; Allen, G.; Muller, J.; Leather, K.; Percival, C.; Morgan, W.; O'Meara, S.; Young, D. E.; Booth, A.; Simpson, E.; Lloyd, G.; Bannan, T.; Muller, C. L.; Graves, R. R.

2013-12-01

According to Niels Bohr, as scientists: 'Our task is to communicate experience and ideas to others', but this communication should not be limited to fellow peers and experts. By communicating our research to the general public we not only better inform the tax payer where their money is being spent, but we are also able to educate and inspire a whole new generation of scientists. This process of communication is very much a two-way street; by presenting our work to people outside of our usual spheres of contemporaries, we expose ourselves to alternative thoughts and insights that can inspire us, as scientists, to take another look at our research from angles that we had never before considered. This work presents the results and experiences from a number of scientific communication case studies across the UK, in which researchers from the field of atmospheric science engaged and interacted with members of the general public. These include the design and implementation of an outreach activity for several hundred high school students; the process of running a successful podcast (http://thebarometer.podbean.com); hosting and participating in science events for thousands of members of the general public (e.g. http://www.manchestersciencefestival.com and http://sse.royalsociety.org/2013); and creating a citizen science activity that involved elementary school children from across the UK. In communicating their research it is imperative that scientists interact with their audience in an effective and engaging manner, whether in an international conference, a classroom, or indeed the pub. This work also presents a discussion of how these skills can be developed at an early stage in the careers of a research scientist, presenting the results and methodology of a groundbreaking lecture series at the University of Manchester, in which undergraduate and postgraduate students were taught how to be more effective communicators using methods derived from theatrical technique. Goethe told us that 'Science... belong(s) to the whole world', and it is our job as scientists to ensure that this is the case.

Evaluating Academic Scientists Collaborating in Team-Based Research: A Proposed Framework.

PubMed

Mazumdar, Madhu; Messinger, Shari; Finkelstein, Dianne M; Goldberg, Judith D; Lindsell, Christopher J; Morton, Sally C; Pollock, Brad H; Rahbar, Mohammad H; Welty, Leah J; Parker, Robert A

2015-10-01

Criteria for evaluating faculty are traditionally based on a triad of scholarship, teaching, and service. Research scholarship is often measured by first or senior authorship on peer-reviewed scientific publications and being principal investigator on extramural grants. Yet scientific innovation increasingly requires collective rather than individual creativity, which traditional measures of achievement were not designed to capture and, thus, devalue. The authors propose a simple, flexible framework for evaluating team scientists that includes both quantitative and qualitative assessments. An approach for documenting contributions of team scientists in team-based scholarship, nontraditional education, and specialized service activities is also outlined. Although biostatisticians are used for illustration, the approach is generalizable to team scientists in other disciplines.The authors offer three key recommendations to members of institutional promotion committees, department chairs, and others evaluating team scientists. First, contributions to team-based scholarship and specialized contributions to education and service need to be assessed and given appropriate and substantial weight. Second, evaluations must be founded on well-articulated criteria for assessing the stature and accomplishments of team scientists. Finally, mechanisms for collecting evaluative data must be developed and implemented at the institutional level. Without these three essentials, contributions of team scientists will continue to be undervalued in the academic environment.

Preparing Earth Data Scientists for 'the sexiest job of the 21st century'

NASA Astrophysics Data System (ADS)

Kempler, S. J.

2014-12-01

What Exactly do Earth Data Scientists do, and What do They Need to Know, to do It? There is not one simple answer, but there are many complex answers. Data Science, and data analytics, are new and nebulas, and takes on different characteristics depending on: The subject matter being analyzed, the maturity of the research, and whether the employed subject specific analytics is descriptive, diagnostic, discoveritive, predictive, or prescriptive, in nature. In addition, in a, thus far, business driven paradigm shift, university curriculums teaching data analytics pertaining to Earth science have, as a whole, lagged behind, and/or have varied in approach. This presentation attempts to breakdown and identify the many activities that Earth Data Scientists, as a profession, encounter, as well as provide case studies of specific Earth Data Scientist and data analytics efforts. I will also address the educational preparation, that best equips future Earth Data Scientists, needed to further Earth science heterogeneous data research and applications analysis. The goal of this presentation is to describe the actual need for Earth Data Scientists and the practical skills to perform Earth science data analytics, thus hoping to initiate discussion addressing a baseline set of needed expertise for educating future Earth Data Scientists.

Research Results

NASA Astrophysics Data System (ADS)

2012-01-01

In situ Oxidation Study of Pt (110) and Its Interaction with CO Chinese Scientists Published a Paper on Prevention of Drug Craving and Relapse by Memory Retrieval-extinction Procedure in Science Series Papers Published in Energy Policy: Modeling Energy Use of China's Road Transport and Policy Evaluation Breakthrough in the Ambient Catalytic Destruction of Formaldehyde Novel Findings for High Altitude Adaptation from the Yak Genome Binary Colloidal Structures Assembled through Ising Interactions Reemergence of superconductivity at 48K in Compressed Iron Selenide Based Superconductors Nucleosomes Suppress Spontaneous Mutations Base-Specifically in Eukaryotes Single-Chain Fragmented Antibodies Guided SiRNA Delivery in Breast Cancer Does Yeast Suicide? China Scientists Developed Important Methodologies for Spatiotemporal Detecting and Manipulating of Cellular Activities Scorpions Inspire Chinese Scientists in Making Bionic Non-eroding Surfaces for Machinery Research on Phylogenetic Placement of Borthwickia and Description of a New Family of Angiosperms, Borthwickiaceae Plasmoid Ejection and Secondary Current Sheet Generation from Magnetic Reconnection in Laser-plasma Interaction Cotton Bollworm Adapts to Bt Cotton via Diverse Mutations A Histone Acetyltransferase Regulates Active DNA Demethylation in Arabidopsis

EASI: An electronic assistant for scientific investigation

DOE Office of Scientific and Technical Information (OSTI.GOV)

Schur, A.; Feller, D.; DeVaney, M.

1991-09-01

Although many automated tools support the productivity of professionals (engineers, managers, architects, secretaries, etc.), none specifically address the needs of the scientific researcher. The scientist's needs are complex and the primary activities are cognitive rather than physical. The individual scientist collects and manipulates large data sets, integrates, synthesizes, generates, and records information. The means to access and manipulate information are a critical determinant of the performance of the system as a whole. One hindrance in this process is the scientist's computer environment, which has changed little in the last two decades. Extensive time and effort is demanded from the scientistmore » to learn to use the computer system. This paper describes how chemists' activities and interactions with information were abstracted into a common paradigm that meets the critical requirement of facilitating information access and retrieval. This paradigm was embodied in EASI, a working prototype that increased the productivity of the individual scientific researcher. 4 refs., 2 figs., 1 tab.« less

One More Legacy of Paul F. Brandwein: Creating Scientists

NASA Astrophysics Data System (ADS)

Fort, Deborah C.

2011-06-01

This paper studies the influence of Paul F. Brandwein, author, scientist, teacher and mentor, publisher, humanist, and environmentalist, on gifted youngsters who later became scientists, based primarily on information gathered from surveys completed by 25 of his students and one colleague. It also traces his profound interactions with science educators. It illuminates the theories of Brandwein and his protégés and colleagues about the interaction of environment, schooling, and education and Brandwein's belief in having students do original research (that is, research whose results are unknown) on their way to discovering their future scientific paths. It tests Brandwein's 1955 hypothesis on the characteristics typical of the young who eventually become scientists, namely: Three factors are considered as being significant in the development of future scientists: a Genetic Factor with a primary base in heredity (general intelligence, numerical ability, and verbal ability); a Predisposing Factor, with a primary base in functions which are psychological in nature; an Activating Factor, with a primary base in the opportunities offered in school and in the special skills of the teacher. High intelligence alone does not make a youngster a scientist (p xix).

Laboratory for Atmospheres 2008 Technical Highlights

NASA Technical Reports Server (NTRS)

Cote, Charles E.

2009-01-01

The 2008 Technical Highlights describes the efforts of all members of the Laboratory for Atmospheres. Their dedication to advancing Earth Science through conducting research, developing and running models, designing instruments, managing projects, running field campaigns, and numerous other activities, is highlighted in this report. The Laboratory for Atmospheres (Code 613) is part of the Earth Sciences Division (Code 610), formerly the Earth Sun Exploration Division, under the Sciences and Exploration Directorate (Code 600) based at NASA s Goddard Space Flight Center in Greenbelt, Maryland. In line with NASA s Exploration Initiative, the Laboratory executes a comprehensive research and technology development program dedicated to advancing knowledge and understanding of the atmospheres of Earth and other planets. The research program is aimed at understanding the influence of solar variability on the Earth s climate; predicting the weather and climate of Earth; understanding the structure, dynamics, and radiative properties of precipitation, clouds, and aerosols; understanding atmospheric chemistry, especially the role of natural and anthropogenic trace species on the ozone balance in the stratosphere and the troposphere; and advancing our understanding of physical properties of Earth s atmosphere. The research program identifies problems and requirements for atmospheric observations via satellite missions. Laboratory scientists conceive, design, develop, and implement ultraviolet, infrared, optical, radar, laser, and lidar technology for remote sensing of the atmosphere. Laboratory members conduct field measurements for satellite data calibration and validation, and carry out numerous modeling activities. These modeling activities include climate model simulations, modeling the chemistry and transport of trace species on regional-to-global scales, cloud-resolving models, and development of next-generation Earth system models. Interdisciplinary research is carried out in collaboration with other laboratories and research groups within the Earth Sciences Division, across the Sciences and Exploration Directorate, and with partners in universities and other Government agencies. The Laboratory for Atmospheres is a vital participant in NASA s research agenda. Our Laboratory often has relatively large programs, sizable satellite missions, and observational campaigns that require the cooperative and collaborative efforts of many scientists. We ensure an appropriate balance between our scientists responsibility for these large collaborative projects and their need for an active individual research agenda. This balance allows members of the Laboratory to continuously improve their scientific credentials. Members of the Laboratory interact with the general public to support a wide range of interests in the atmospheric sciences. Among other activities, the Laboratory raises the public s awareness of atmospheric science by presenting public lectures and demonstrations, by making scientific data available to wide audiences, by teaching, and by mentoring students and teachers. The Laboratory makes substantial efforts to attract new scientists to the various areas of atmospheric research. We strongly encourage the establishment of partnerships with Federal and state agencies that have operational responsibilities to promote the societal application of our science products. This report describes our role in NASA s mission, gives a broad description of our research, and summarizes our scientists major accomplishments during calendar year 2008. The report also contains useful information on human resources, scientific interactions, and outreach activities.

PCBs in schools--where communities and science come together.

PubMed

Osterberg, David; Scammell, Madeleine Kangsen

2016-02-01

A novel aspect of the 8th International PCB Workshop at Woods Hole, MA, was the interaction between scientists and activists. While earlier workshops in this series had mentioned policy making, this Workshop focused on the problem of PCBs in schools. Focus on a problem brought an activist to give a plenary talk and facilitated a 1-day registration for other non-scientists to attend. The workshop was cohosted by the Superfund Research Programs at University of Iowa and Boston University and included active participation of each Program's Research Translation and Community Engagement Cores. A mandate of each National Institute of Environmental Health Science (NIEHS)-funded Superfund Research Program is bidirectional communication between scientists and community groups. The authors describe the events leading up to community involvement in the Workshop and the substance of the community engagement aspects of the workshop, in particular the participation by a parent-teacher group, Malibu Unites. The authors also discuss the value of such communication in terms of making important research accessible to those who are most affected by the results and poised to use it and the value of making scientists aware of the important role they play in society in addressing difficult questions that originate in community settings.

Equal Opportunities for Women in Marine Sciences in Kiel: Activities and Measures

NASA Astrophysics Data System (ADS)

Kamm, Ruth

2016-04-01

Women are still largely underrepresented in geosciences in general. Particularly at the level of professorships and permanent research staff positions this also applies to marine science institutions in Kiel, i.e. the research focus Kiel Marine Sciences at Kiel University and the GEOMAR Helmholtz Centre for Ocean Research Kiel. Both institutions are closely collaborating, for instance in the frame of two major third-party funded collaborative projects: The Cluster of Excellence 'The Future Ocean', funded within the German Excellence Initiative, and the Collaborative Research Centre 'Climate - Biogeochemistry Interactions in the Tropical Ocean' (SFB 754) financed through the German Research Foundation (DFG). Both funding schemes request for measures to increase the participation of female scientists in leading positions. As an innovative approach, The Future Ocean and SFB 754 jointly finance the position of a coordinator for gender measures who is based at the university's Central Office for Gender Equality, Diversity & Family since 2012. This allows for the coordinated development and implementation of programmes to support female marine scientists, with a focus on the postdoctoral phase, and to offer a broader spectrum of activities to raise awareness of gender imbalance in the research community. The aim of this presentation is to give insight into activities and achievements, among them the mentoring programme via:mento_ocean for female postdocs in marine sciences. The programme via:mento_ocean has been acknowledged as a best practice instrument to support women scientists in a close disciplinary but international setting and was incorporated into the DFG's online toolbox of gender equality measures.

U. S. GEOLOGICAL SURVEY LAND REMOTE SENSING ACTIVITIES.

USGS Publications Warehouse

Frederick, Doyle G.

1983-01-01

USGS uses all types of remotely sensed data, in combination with other sources of data, to support geologic analyses, hydrologic assessments, land cover mapping, image mapping, and applications research. Survey scientists use all types of remotely sensed data with ground verifications and digital topographic and cartographic data. A considerable amount of research is being done by Survey scientists on developing automated geographic information systems that can handle a wide variety of digital data. The Survey is also investigating the use of microprocessor computer systems for accessing, displaying, and analyzing digital data.

GLOBE at Night: Scientific Research outside of the Classroom

NASA Astrophysics Data System (ADS)

Henderson, S.; Walker, C. E.; Geary, E.; Pompea, S. M.

2005-12-01

Increased and robust understanding of our environment requires learning opportunities that take place outside of the traditional K-12 classroom and beyond the confines of the school day. GLOBE at Night is a new event within The GLOBE Program that provides a mechanism for a nontraditional learning activity involving teachers, students, and their families taking observations of the night sky around the world and reporting their observations via a central data base for analysis. To support activities centered on authentic research experiences such as GLOBE at Night, The GLOBE Program has changed its approach to professional development (PD). The new focus of GLOBE PD efforts is centered on teachers being able to facilitate student research in and out of the classroom reflective of authentic scientific research experiences. It has been recognized that there is a critical need for effective teacher professional development programs that support teacher involvement in meaningful scientific research that encourages partnerships between scientists, teachers, and students. Partnerships promoting scientific research for K-12 audiences provides the foundation for The GLOBE Program, an international inquiry-based program designed to engage teachers with their students in partnership with research scientists to better understand the environment at local, regional, and global scales. GLOBE is an ongoing international science and education program that unites students, teachers, and scientists in the study of the Earth System. Students participating in GLOBE engage in hands-on activities, including the collection, analysis, and sharing of research quality scientific data with their peers around the world. Students interact with members of the science community who use the data collected from locations around the world in their research - data that would often not be available otherwise. As of September 2005, over 30,000 teachers representing over 16,000 schools worldwide have participated in GLOBE workshops resulting in over 13 million environmental measurements reported by students to the GLOBE Web site. GLOBE at Night will utilize the GLOBE infrastructure and network to promote a week of night observations (February 2006) by teachers and students. The quality of the night sky for stellar observations is impacted by several factors, including human influences. GLOBE at Night will help scientists assess how the quality of the night sky varies around the world. The data that is collected will be accessible via the GLOBE Web site by scientists studying light pollution and will be available for use by teachers and students worldwide. GLOBE at Night is a collaborative effort of the NASA-sponsored GLOBE Program and the National Optical Astronomy Observatory (NOAO).

Challenging 21st Century Students to Take the Step-By-Step Approach to a Scientific Investigation by Incorporating Interactive Multimedia Events with a Real Scientist.

NASA Astrophysics Data System (ADS)

Delaney, M. P.; Hoban, S.

2006-12-01

Rousing students to go beyond the textbook and apply science inquiry skills is one of the most difficult tasks of today`s teacher. Moreover, finding valuable inquiry-based activities that will interest a student can also be daunting. The NASA Exploring Space Challenges was developed last year to provide middle school teachers with an opportunity to get their students involved in real scientific investigations. The framework of the Challenges is not to just give a teacher an activity and leave it to their own timetables to perform in the classroom, if at all. Rather, teachers are provided with an activity with hands-on training, interactivity for their students with a real scientist and a strict timeline students must adhere to. The Challenges model requires students to emulate the same procedures as a scientist when conducting a research project. Students first design a project, submit a short proposal, receive feedback, then conduct an investigation by collecting real data. Students can then ground-truth their results by researching data that may already exist in similar context. Finally, students present their findings to a panel, just as a real scientist would at a professional conference. The activity is taken one step further by providing students with lessons on basic measurement and data collecting skills through a series of videoconferences. The golden carrot, however, is the incentive of a competition. Students have an opportunity to give their oral presentation to a panel of NASA scientists and educators. This format has been a huge success. For example, we found that students are more productive, often due to the need to impress the scientist during a videoconference. Students and teachers are also forced to use technology often under-utilized during the typical school day. We also found that teachers are given access to additional support during the activity, through the videoconferencing events or outside communication. Most importantly, teachers are provided with validation. Teachers report that their students "finally believe in them" if the same information is provided by a real scientist. An added bonus we found is that at the end, more students are inclined to consider a STEM career.

RIACS FY2002 Annual Report

NASA Technical Reports Server (NTRS)

Leiner, Barry M.; Gross, Anthony R. (Technical Monitor)

2002-01-01

The Research Institute for Advanced Computer Science (RIACS) carries out basic research and technology development in computer science, in support of the National Aeronautics and Space Administration's missions. Operated by the Universities Space Research Association (a non-profit university consortium), RIACS is located at the NASA Ames Research Center, Moffett Field, California. It currently operates under a multiple year grant/cooperative agreement that began on October 1, 1997 and is up for renewal in September 2003. Ames has been designated NASA's Center of Excellence in Information Technology. In this capacity, Ames is charged with the responsibility to build an Information Technology (IT) Research Program that is preeminent within NASA. RIACS serves as a bridge between NASA Ames and the academic community, and RIACS scientists and visitors work in close collaboration with NASA scientists. RIACS has the additional goal of broadening the base of researchers in these areas of importance to the nation's space and aeronautics enterprises. RIACS research focuses on the three cornerstones of IT research necessary to meet the future challenges of NASA missions: 1) Automated Reasoning for Autonomous Systems; 2) Human-Centered Computing; and 3) High Performance Computing and Networking. In addition, RIACS collaborates with NASA scientists to apply IT research to a variety of NASA application domains including aerospace technology, earth science, life sciences, and astrobiology. RIACS also engages in other activities, such as workshops, seminars, visiting scientist programs and student summer programs, designed to encourage and facilitate collaboration between the university and NASA IT research communities.

The National Institute of Environmental Health Sciences Superfund Research Program: a model for multidisciplinary training of the next generation of environmental health scientists.

PubMed

Carlin, Danielle J; Henry, Heather; Heacock, Michelle; Trottier, Brittany; Drew, Christina H; Suk, William A

2018-03-28

The National Institute of Environmental Health Sciences (NIEHS) Superfund Research Program (SRP) funds university-based, multidisciplinary research on human health and environmental science and engineering with the central goals to understand how hazardous substances contribute to disease and how to prevent exposures to these environmental chemicals. This multi-disciplinary approach allows early career scientists (e.g. graduate students and postdoctoral researchers) to gain experience in problem-based, solution-oriented research and to conduct research in a highly collaborative environment. Training the next generation of environmental health scientists has been an important part of the SRP since its inception. In addition to basic research, the SRP has grown to include support of broader training experiences such as those in research translation and community engagement activities that provide opportunities to give new scientists many of the skills they will need to be successful in their field of research. Looking to the future, the SRP will continue to evolve its training component by tracking and analyzing outcomes from its trainees by using tools such as the NIEHS CareerTrac database system, by increasing opportunities for trainees interested in research that goes beyond US boundaries, and in the areas of bioinformatics and data integration. These opportunities will give them the skills needed to be competitive and successful no matter which employment sector they choose to enter after they have completed their training experience.

The NRC Research Associateship Program has Greatly Enhanced the Solar Research at Marshall Space Flight Center During the Last Quarter Century

NASA Technical Reports Server (NTRS)

Gary, G. A.

2003-01-01

Under the educational Resident Research Associateships (RRA) program, NASA Headquarters funds post-doctoral research scientists through a contract with the National Research Council (NRC). This short article reviews the important influence that the RRAs have had on solar research at NASA s Marshall Space Flight Center (MSFC). Through the RRA program the National Research Council under the National Academy of Sciences has provided the Marshall Space Flight Center s Solar Physics Group with 29 post-doctorial research associateships since 1975. This starting date corresponds with the increased research activity in solar physics at MSFC. A number of MSFC scientists had been working on and supporting NASA s Skylab Mission in operation from May 1973 until February 1974. This scientific effort included the development MSFC s X-ray telescope SO56 and the development of the United States first full-vector magnetograph. Numerous engineers and scientists at MSFC supported the development and operation of the cluster of solar telescopes on the Apollo Telescope Mount (ATM), a principal part of the Skylab orbiting workshop. With the enormous volume of new and exciting solar data of the solar corona, MSFC dedicated a group of scientists to analyze these data and develop new solar instruments and programs. With this new initiative, came the world- renowned solar prominence expert, Dr. Einar Tandberg-Hanssen, from the High Altitude Observatory in Boulder, Colorado and the support of the first two RRAs in support of solar physics research.

The professional and the scientist in nineteenth-century America.

PubMed

Lucier, Paul

2009-12-01

In nineteenth-century America, there was no such person as a "professional scientist". There were professionals and there were scientists, but they were very different. Professionals were men of science who engaged in commercial relations with private enterprises and took fees for their services. Scientists were men of science who rejected such commercial work and feared the corrupting influences of cash and capitalism. Professionals portrayed themselves as active and useful members of an entrepreneurial polity, while scientists styled themselves as crusading reformers, promoters of a purer science and a more research-oriented university. It was this new ideology, embodied in these new institutions, that spurred these reformers to adopt a special name for themselves--"scientists". One object of this essay, then, is to explain the peculiar Gilded Age, American origins of that ubiquitous term. A larger goal is to explore the different social roles of the professional and the scientist. By attending to the particular vocabulary employed at the time, this essay tries to make clear why a "professional scientist" would have been a contradiction in terms for both the professional and the scientist in nineteenth-century America.

Sun-Earth Scientists and Native Americans Collaborate on Sun-Earth Day

NASA Astrophysics Data System (ADS)

Ng, C. Y.; Lopez, R. E.; Hawkins, I.

2004-12-01

Sun-Earth Connection scientists have established partnerships with several minority professional societies to reach out to the blacks, Hispanics and Native American students. Working with NSBP, SACNAS, AISES and NSHP, SEC scientists were able to speak in their board meetings and national conferences, to network with minority scientists, and to engage them in Sun-Earth Day. Through these opportunities and programs, scientists have introduced NASA research results as well indigenous views of science. They also serve as role models in various communities. Since the theme for Sun-Earth Day 2005 is Ancient Observatories: Timeless Knowledge, scientists and education specialists are hopeful to excite many with diverse backgrounds. Sun-Earth Day is a highly visible annual program since 2001 that touches millions of students and the general public. Interviews, classroom activities and other education resources are available on the web at sunearthday.nasa.gov.

Decade of the Brain 1990--2000: Maximizing human potential

DOE Office of Scientific and Technical Information (OSTI.GOV)

Not Available

1991-04-01

The US Decade of the Brain offers scientists throughout the Federal Government a unique opportunity to advance and apply scientific knowledge about the brain and nervous system. During the next 10 years, scientists hope to maximize human potential through studies of human behavior, senses and communication, learning and memory, genetic/chemical alterations, and environmental interactions. Progress in these areas should lead to reductions in mortality from brain and nervous system disorders and to improvements in the quality of life. This report identifies nine research areas that could form the basis of an integrated program in the brain and behavioral sciences. Amore » chart summarizing the Federal activities in these nine areas may be found at the back of the report. In addition, three areas that span the nine research areas -- basic research, technology and international activities -- are considered.« less

Advantages of a Unified Earth and Space Science Approach for Geoscience Education: Perspectives from the National Center for Atmospheric Research

NASA Astrophysics Data System (ADS)

Johnson, R. M.; Barnes, T.; Bergman, J.; Carbone, L.; Eastburn, T.; Foster, S.; Gardiner, L.; Genyuk, J.; Henderson, S.; Lagrave, M.; Munoz, R.; Russell, R.; Araujo-Pradere, E.; Metcalfe, T.; Mastie, D.; Pennington, P.

2005-05-01

The intellectual divisions common among scientists involved in research in specific disciplines are frequently not shared by the broader community of learners. For example, in K-12 education, the Earth sciences and the space sciences have generally been taught in an integrated approach, until opportunities for more advanced courses become available at the higher grade levels in some fortunate school districts. When scientists involved in EPO activities retain a perspective limited to their particular science mission, rather than stepping back to a broader perspective that places the research in a larger context, they risk limiting the usefulness of these activities to a broad cross-section of learners that seek to learn in a contextual framework. The re-integration of Earth and space sciences within NASA's Science Mission Directorate provides an opportunity to more systematically take advantage of the fact that Earth is one of many examples of possible planetary evolution scenarios presented in our solar system and beyond. This development should encourage integration of research across the SMD into a broader context that encourages the development of higher learning skills and a systems thinking approach. At the National Center for Atmospheric Research, the interdisciplinary nature of the research problems we address requires an approach that integrates Earth and space science, and we parallel this in our education and outreach activities, ranging from our exhibits on climate change to our professional development workshops and online courses to our websites and curriculum development efforts. The Windows to the Universe project (http://www.windows.ucar.edu), initiated at the University of Michigan with support from NASA in 1995 and now developed and maintained at the University Corporation for Atmospheric Research, has maintained this integrated approach from its inception with great success - leading to over 6 million users of our English and Spanish language content, curriculum activities, and interactives from around the world in 2004. An exciting new web-based development interface utilizing templates and an image database allows scientists from around the world to collaborate with the Windows to the Universe team, becoming remote developers on the website. This approach has proven to work effectively for scientists eager to efficiently get their science research results out to the public, taking advantage of their specialized expertise and yet not requiring them to become specialists in informal or formal K-12 education.

Integrative Curriculum Development in Nuclear Education and Research Vertical Enhancement Program

DOE Office of Scientific and Technical Information (OSTI.GOV)

Egarievwe, Stephen U.; Jow, Julius O.; Edwards, Matthew E.

Using a vertical education enhancement model, a Nuclear Education and Research Vertical Enhancement (NERVE) program was developed. The NERVE program is aimed at developing nuclear engineering education and research to 1) enhance skilled workforce development in disciplines relevant to nuclear power, national security and medical physics, and 2) increase the number of students and faculty from underrepresented groups (women and minorities) in fields related to the nuclear industry. The program uses multi-track training activities that vertically cut across the several education domains: undergraduate degree programs, graduate schools, and post-doctoral training. In this paper, we present the results of an integrativemore » curriculum development in the NERVE program. The curriculum development began with nuclear content infusion into existing science, engineering and technology courses. The second step involved the development of nuclear engineering courses: 1) Introduction to Nuclear Engineering, 2) Nuclear Engineering I, and 2) Nuclear Engineering II. The third step is the establishment of nuclear engineering concentrations in two engineering degree programs: 1) electrical engineering, and 2) mechanical engineering. A major outcome of the NERVE program is a collaborative infrastructure that uses laboratory work, internships at nuclear facilities, on-campus research, and mentoring in collaboration with industry and government partners to provide hands-on training for students. The major activities of the research and education collaborations include: - One-week spring training workshop at Brookhaven National Laboratory: The one-week training and workshop is used to enhance research collaborations and train faculty and students on user facilities/equipment at Brookhaven National Laboratory, and for summer research internships. Participants included students, faculty members at Alabama A and M University and research collaborators at BNL. The activities include 1) tour and introduction to user facilities/equipment at BNL that are used for research in room-temperature semiconductor nuclear detectors, 2) presentations on advances on this project and on wide band-gap semiconductor nuclear detectors in general, and 3) graduate students' research presentations. - Invited speakers and lectures: This brings collaborating research scientist from BNL to give talks and lectures on topics directly related to the project. Attendance includes faculty members, researchers and students throughout the university. - Faculty-students team summer research at BNL: This DOE and National Science Foundation (NSF) program help train students and faculty members in research. Faculty members go on to establish research collaborations with scientists at BNL, develop and submit research proposals to funding agencies, transform research experience at BNL to establish and enhance reach capabilities at home institution, and integrate their research into teaching through class projects and hands-on training for students. The students go on to participate in research work at BNL and at home institution, co-author research papers for conferences and technical journals, and transform their experiences into developing senior and capstone projects. - Grant proposal development: Faculty members in the NERVE program collaborate with BNL scientists to develop proposals, which often help to get external funding needed to expand and sustain the continuity of research activities and supports for student's wages and scholarships (stipends, tuition and fees). - Faculty development and mentoring: The above collaboration activities help faculty professional development. The experiences, grants, joint publications in technical journals, and supervision of student's research, including thesis and dissertation research projects, contribute greatly to faculty development. Senior scientists at BNL and senior faculty members on campus jointly mentor junior faculty members to enhance their professional growth. - Graduate thesis and dissertation research: Brookhaven National Laboratory provides unique opportunities and outstanding research resources for the NERVE program graduate research. Scientists from BNL serve in master's degree thesis and PhD dissertation committees, where they play active roles in the supervision of the research. (authors)« less

Engaging Medical Students in Research: Reaching out to the Next Generation of Physician-Scientists

PubMed Central

Cluver, Jeffrey S.; Book, Sarah W.; Brady, Kathleen T.; Thornley, Nicola; Back, Sudie E.

2013-01-01

Objective The authors describe a multifaceted educational training approach aimed at increasing medical student involvement in psychiatric research. Method A description of the initiative is provided, including the rationale and expected impact of each component. Results Medical student involvement in research projects has increased steadily since implementation. This applies to summer research projects as well as elective research rotations for senior medical students. Furthermore, a substantial proportion of students who participate in research continue to engage in research activities following completion of the program (e.g., through additional research participation, conference presentations). Conclusion A proactive and well-organized approach to encouraging medical student participation in research can increase the number of students who choose to engage in a research and may ultimately help increase the number of physician-scientists. PMID:24913099

An Analysis of the Impact of Student-Scientist Interaction in a Technology Design Activity, Using the Expectancy-Value Model of Achievement Related Choice

ERIC Educational Resources Information Center

Masson, Anne-Lotte; Klop, Tanja; Osseweijer, Patricia

2016-01-01

Many education initiatives in science and technology education aim to create enthusiasm among young people to pursue a career in Science, Technology, Engineering, and Mathematics (STEM). Research suggests that personal interaction between secondary school students and scientists could be a success factor, but there is a need for more in-depth…

Climate Change What We Know and What We Need to Learn

DOE Office of Scientific and Technical Information (OSTI.GOV)

LLNL - University of California Television

2008-05-01

How is human activity changing the climate and what are the consequences? Is global warming the cause of more frequent droughts, stronger storms and less snow in the mountains? Lawrence Livermore National Laboratory Scientist Dave Bader explores what scientists know about climate change and the research tools used to study the climate. Series: Science on Saturday [10/2006] [Science] [Show ID: 11544

Climate Change What We Know and What We Need to Learn

ScienceCinema

LLNL - University of California Television

2017-12-09

How is human activity changing the climate and what are the consequences? Is global warming the cause of more frequent droughts, stronger storms and less snow in the mountains? Lawrence Livermore National Laboratory Scientist Dave Bader explores what scientists know about climate change and the research tools used to study the climate. Series: Science on Saturday [10/2006] [Science] [Show ID: 11544

77 FR 12884 - Agency Information Collection Activities: Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2012-03-02

... colleges, universities, K-12 school systems, businesses, informal science organizations and other research... welfare by supporting research and education in all fields of science and engineering.'' NSF has had a... scientists, engineers, and science and engineering educators. NSF funds research and education in most fields...

Next Generation Science Partnerships

NASA Astrophysics Data System (ADS)

Magnusson, J.

2016-02-01

I will provide an overview of the Next Generation Science Standards (NGSS) and demonstrate how scientists and educators can use these standards to strengthen and enhance their collaborations. The NGSS are rich in content and practice and provide all students with an internationally-benchmarked science education. Using these state-led standards to guide outreach efforts can help develop and sustain effective and mutually beneficial teacher-researcher partnerships. Aligning outreach with the three dimensions of the standards can help make research relevant for target audiences by intentionally addressing the science practices, cross-cutting concepts, and disciplinary core ideas of the K-12 science curriculum that drives instruction and assessment. Collaborations between researchers and educators that are based on this science framework are more sustainable because they address the needs of both scientists and educators. Educators are better able to utilize science content that aligns with their curriculum. Scientists who learn about the NGSS can better understand the frameworks under which educators work, which can lead to more extensive and focused outreach with teachers as partners. Based on this model, the International Ocean Discovery Program (IODP) develops its education materials in conjunction with scientists and educators to produce accurate, standards-aligned activities and curriculum-based interactions with researchers. I will highlight examples of IODP's current, successful teacher-researcher collaborations that are intentionally aligned with the NGSS.

The SUPER Program: A Research-based Undergraduate Experience

NASA Astrophysics Data System (ADS)

Ernakovich, J. G.; Boone, R. B.; Boot, C. M.; Denef, K.; Lavallee, J. M.; Moore, J. C.; Wallenstein, M. D.

2014-12-01

Producing undergraduates capable of broad, independent thinking is one of the grand challenges in science education. Experience-based learning, specifically hands-on research, is one mechanism for increasing students' ability to think critically. With this in mind, we created a two-semester long research program called SUPER (Skills for Undergraduate Participation in Ecological Research) aimed at teaching students to think like scientists and enhancing the student research experience through instruction and active-learning about the scientific method. Our aim was for students to gain knowledge, skills, and experience, and to conduct their own research. In the first semester, we hosted active-learning workshops on "Forming Hypotheses", "Experimental Design", "Collecting and Managing Data", "Analysis of Data", "Communicating to a Scientific Audience", "Reading Literature Effectively", and "Ethical Approaches". Each lesson was taught by different scientists from one of many ecological disciplines so that students were exposed to the variation in approach that scientists have. In the second semester, students paired with a scientific mentor and began doing research. To ensure the continued growth of the undergraduate researcher, we continued the active-learning workshops and the students attended meetings with their mentors. Thus, the students gained technical and cognitive skills in parallel, enabling them to understand both "the how" and "the why" of what they were doing in their research. The program culminated with a research poster session presented by the students. The interest in the program has grown beyond our expectations, and we have now run the program successfully for two years. Many of the students have gone on to campus research jobs, internships and graduate school, and have attributed part of their success in obtaining their positions to their experience with the SUPER program. Although common in other sciences, undergraduate research experiences are rare in ecology. We feel that development and implementation of these types of active-learning, research based programs can help universities to produce undergraduate researchers capable of contributing meaningfully to research, and to greater societal issues by enhancing their problem solving and critical thinking skills.

Undergraduate research: an innovative student-centered committee from the Kingdom of Saudi Arabia.

PubMed

Alamodi, Abdulhadi A; Abu-Zaid, Ahmed; Anwer, Lucman A; Khan, Tehreem A; Shareef, Mohammad Abrar; Shamia, Ahmed A; Nazmi, Salman M; Alshammari, Abdullah M; Rahmatullah, Hassan; Alsheikh, Ammar J; Chamseddin, Ranim A; Dweik, Loai M; Yaqinuddin, Ahmed

2014-04-01

Concern has been expressed in recent times whether medical schools have adapted sufficiently to cater for the increasing demand of physician-scientists. Studies have shown that research involvement at the undergraduate level is vital to accommodate this growing need. Enhanced communication skills, improved problem-solving abilities and better future employment opportunities are among the other many benefits of undergraduate research (UR). Herein, we report projects run by a unique student driven undergraduate research committee (URC) at Alfaisal University, Riyadh, Saudi Arabia aimed at providing the future generation of physicians training opportunities for pursuing a research intensive career. The article describes the unique structure of the URC and provides an in-depth description of the various programs and activities used in promoting students' research activities. We analyzed students' perception of URC activities via a questionnaire and analyzed research-output of the first graduating batches through their publication record. Overall, more than 60% of the graduating students were involved in the various research programs offered by the URC and around 50% published in peer-reviewed journals with an average impact factor of 2.4. Research involvement by medical students is an essential need of the twenty-first century and models like URC could provide crucial platform for research training to the new generation of physician-scientists.

CosmoQuest: Supporting Subject Matter Experts in Broadening the Impacts of their Work beyond their Institutional Walls.

NASA Astrophysics Data System (ADS)

Noel-Storr, J.; Buxner, S.; Grier, J.; Gay, P.

2016-12-01

CosmoQuest is a virtual research facility, which, like its physical counterparts, provides tools for scientists to acquire reduced data products (thanks to our cadre of citizen scientists working to analyze images and produce results online), and also to participate in education and outreach activities either directly through CosmoQuest activities (such as CosmoAcademy and the Educators' Zone) or with the support of CosmoQuest. Here, we present our strategies to inspire, engage and support Subject Matter Experts (SMEs - Scientists, Engineers, Technologists and Mathematicians) in activities outside of their institutions, and beyond college classroom teaching. We provide support for SMEs who are interested in increasing the impacts of their science knowledge and expertise by interacting with people online, or in other venues outside of their normal work environment. This includes a broad spectrum of opportunities for those interested in hosting webinars; running short courses for the public; using Facebook, Twitter or other social media to communicate science; or other diverse activities such as supporting an open house, science fair, or star party. As noted by Katheryn Woods-Townsend and colleagues, "...face-to-face interactions with scientists allowed students to view scientists as approachable and normal people, and to begin to understand the range of scientific areas and careers that exist. Scientists viewed the scientist-student interactions as a vehicle for science communication" (2015). As CosmoQuest fosters these relationships, it We present a framework for SMEs which combine opportunities for continuing professional development (virtually and in person at conferences) with ongoing online support, creating a dynamic professional learning network. The goal of this is to deepen SME capacity-knowledge, attitudes and behaviors-both encouraging and empowering them to connect to broader audiences in new ways.

Scientist-Centered Workflow Abstractions via Generic Actors, Workflow Templates, and Context-Awareness for Groundwater Modeling and Analysis

DOE Office of Scientific and Technical Information (OSTI.GOV)

Chin, George; Sivaramakrishnan, Chandrika; Critchlow, Terence J.

2011-07-04

A drawback of existing scientific workflow systems is the lack of support to domain scientists in designing and executing their own scientific workflows. Many domain scientists avoid developing and using workflows because the basic objects of workflows are too low-level and high-level tools and mechanisms to aid in workflow construction and use are largely unavailable. In our research, we are prototyping higher-level abstractions and tools to better support scientists in their workflow activities. Specifically, we are developing generic actors that provide abstract interfaces to specific functionality, workflow templates that encapsulate workflow and data patterns that can be reused and adaptedmore » by scientists, and context-awareness mechanisms to gather contextual information from the workflow environment on behalf of the scientist. To evaluate these scientist-centered abstractions on real problems, we apply them to construct and execute scientific workflows in the specific domain area of groundwater modeling and analysis.« less

The EuroSprite2005 Observational Campaign: an example of training and outreach opportunities for CAL young scientists

NASA Astrophysics Data System (ADS)

Chanrion, O.; Crosby, N. B.; Arnone, E.; Boberg, F.; van der Velde, O.; Odzimek, A.; Mika, Á.; Enell, C.-F.; Berg, P.; Ignaccolo, M.; Steiner, R. J.; Laursen, S.; Neubert, T.

2007-07-01

The four year "Coupling of Atmospheric Layers (CAL)" EU FP5 Research Training Network project studied unanswered questions related to transient luminous events (sprites, jets and elves) in the upper atmosphere. Consisting of ten scientific work-packages CAL also included intensive training and outreach programmes for the young scientists hired. Educational activities were based on the following elements: national PhD programmes, activities at CAL and other meetings, a dedicated summer school, and two European sprite observational campaigns. The young scientists were strongly involved in the latter and, as an example, the "EuroSprite2005" observational campaign is presented in detail. Some of the young scientists participated in the instrument set-up, others in the campaign logistics, some coordinated the observations, and others gathered the results to build a catalogue. During the four-month duration of this campaign, all of them took turns in operating the system and making their own night observations. The ongoing campaign activities were constantly advertised and communicated via an Internet blog. In summary the campaign required all the CAL young scientists to embark on experimental work, to develop their organisational skills, and to enhance their ability to communicate their activities. The campaign was a unique opportunity to train and strengthen skills that will be an asset to their future careers and, overall, was most successful.

Climate Research by K-12 Students: Can They Do It? Will Anybody Care?

NASA Astrophysics Data System (ADS)

Brooks, D. R.

2011-12-01

Starting from the premise that engaging students in authentic science research is an activity that benefits science education in general, it is first necessary to consider whether students, in collaboration with teachers and climate scientists, can do climate-related research that actually has scientific value. A workshop held in November 2010, co-sponsored by NSF and NOAA, addressed this question. It took as its starting point this "scientific interest" test: "If students conduct a climate-related research project according to protocols designed in collaboration with climate scientists, when they get done, will any of those scientists care whether they did it or not?" If the answer to this question is "yes," then the project may constitute authentic research, but if the answer is "no," then the project may have educational value, but it is not research. This test is important because only when climate scientists (and other stakeholders interested in climate and climate change) are invested in the outcomes of student research will meaningful student research programs with sustainable support be forthcoming. The absence of climate-related projects in high-level student science fair competitions indicates that, currently, the investment and infrastructure required to support student climate research is lacking. As a result, climate science is losing the battle for the "hearts and minds" of today's best students. The critical task for student climate research is to define projects that are theoretically and practically accessible. This excludes the "big questions" of climate science, such as "Is Earth getting warmer?", but includes many observationally based projects that can help to refine our understanding of climate and climate change. The characteristics of collaborative climate research with students include: 1. carefully drawn distinctions between inquiry-based "learning about" activities and actual research; 2. an identified audience of potential stakeholders who will care about the results of the research; 3. clearly defined expectations, logistics, and outcomes for all participants. Some examples of appropriate data-based research topics include: 1. monitoring black carbon, atmospheric aerosols, and water vapor; 2. pyranometry at sufficiently high temporal resolution to study cloud patterns; 3. urban heat island and other microclimate effects; 4. monitoring benthic habitats and seafloor temperatures; 5. monitoring free-floating ocean buoys to help in the establishment of mobile marine sanctuaries; 6. monitoring surface reflectivity to generate highly localized normalized difference vegetation indices; 7. tracking habitats for vector-borne disease carriers in developing countries. Both education and science communities need to work harder to support student climate research. Educational institutions must build authentic student research into their mission statements. Scientists need to be more aware of the constraints under which teachers and their students must operate on a day-to-day basis. But, students can participate in authentic climate research if educators and scientists expect them to do real research, are honest with them about what is required to do real research, and are willing to provide persistent ongoing support.

Bridging the Research-to-Practice Gap: The Role of the Nurse Scientist.

PubMed

Brant, Jeannine M

2015-11-01

To describe the emerging role of the nurse scientist in health care organizations. Historical perspectives of the role are explored along with the roles of the nurse scientist, facilitators, barriers, and future implications. Relevant literature on evidence-based practice and research in health care organizations; nurse scientist role; interview with University of Colorado nurse scientist. The nurse scientist role is integral for expanding evidence-based decisions and nursing research. A research mentor is considered the most important facilitator for a successful nursing research program. Organizations should consider including the nurse scientist role to facilitate evidence-based practice and expand opportunities for nursing research. Copyright © 2015 Elsevier Inc. All rights reserved.

Annual program analysis of the NASA Space Life Sciences Research and Education Support Program

NASA Technical Reports Server (NTRS)

1994-01-01

The basic objectives of this contract are to stimulate, encourage, and assist research and education in NASA life sciences. Scientists and experts from a number of academic and research institutions in this country and abroad are recruited to support NASA's need to find a solution to human physiological problems associated with living and working in space and on extraterrestrial bodies in the solar system. To fulfill the contract objectives, a cadre of staff and visiting scientists, consultants, experts, and subcontractors has been assembled into a unique organization dedicated to the space life sciences. This organization, USRA's Division of Space Life Sciences, provides an academic atmosphere, provides an organizational focal point for science and educational activities, and serves as a forum for the participation of eminent scientists in the biomedical programs of NASA. The purpose of this report is to demonstrate adherence to the requirement of Contract NAS9-18440 for a written review and analysis of the productivity and success of the program. In addition, this report makes recommendations for future activities and conditions to further enhance the objectives of the program and provides a self-assessment of the cost performance of the contract.

Chemical engineering: Measurements for a competitive age

NASA Technical Reports Server (NTRS)

1986-01-01

The NIST (National Institute of Standards and Technology) activities supporting chemical research, environmental research, combustion and fuel research, and related industries are described in this video. Highlights include private sector involvement in the research and associated and guest scientist programs, the calibration of customers' instruments, and the direct funding for the NIST research projects by outside industries.

An alternative path to improving university Earth science teaching and developing the geoscience workforce: Postdoctoral research faculty involvement in clinical teacher preparation

NASA Astrophysics Data System (ADS)

Zirakparvar, N. A.; Sessa, J.; Ustunisik, G. K.; Nadeau, P. A.; Flores, K. E.; Ebel, D. S.

2013-12-01

It is estimated that by the year 2020 relative to 2009, there will be 28% more Earth Science jobs paying ≥ $75,000/year1 in the U.S.A. These jobs will require advanced degrees, but compared to all arts and science advanced degrees, the number of physical science M.S. and Ph.D. awarded per year decreased from 2.5% in 1980 to 1.5% in 20092. This decline is reflected on a smaller scale and at a younger age: in the New York City school system only 36% of all 8th graders have basic proficiency in science 3. These figures indicate that the lack achievement in science starts at a young age and then extends into higher education. Research has shown that students in grades 7 - 12 4,5 and in university level courses 6 both respond positively to high quality science teaching. However, much attention is focused on improving science teaching in grades 7- 12, whereas at many universities lower level science courses are taught by junior research and contingent faculty who typically lack formal training, and sometimes interest, in effective teaching. The danger here is that students might enter university intending to pursue geoscience degrees, but then encounter ineffective instructors, causing them to lose interest in geoscience and thus pursue other disciplines. The crux of the matter becomes how to improve the quality of university-level geoscience teaching, without losing sight of the major benchmark of success for research faculty - scholarly publications reporting innovative research results. In most cases, it would not be feasible to sidetrack the research goals of early career scientists by placing them into a formal teacher preparation program. But what happens when postdoctoral research scientists take an active role in clinical teacher preparation as part of their research appointments? The American Museum of Natural History's Masters of Arts in Teaching (AMNH-MAT) urban residency pilot program utilizes a unique approach to grade 7 - 12 Earth Science teacher preparation in that postdoctoral research scientists are directly involved in the clinical preparation of the teacher candidates7. In this program, professional educators and senior scientists guide and work closely with the postdoctoral scientists in developing lessons and field experiences for the teacher candidates. This exposes the postdoctoral scientists to pedagogical techniques. Furthermore, postdoctoral scientists make regular visits to partner schools and share their research interests with high school science students8. Regular assessments about the quality of the postdoctoral scientist's teaching, in the form of course evaluations and informal discussions with the teacher candidates and professional educators, further augments the postdoctoral scientists teaching skills. These experiences can ultimately improve university level science teaching, should the postdoctoral scientists find positions within a university setting. Here, five postdoctoral researchers present self-studies of changing instructional practice born of their involvement in clinical teacher preparation in the AMNH-MAT program.

Meet EPA Scientist Sherri Hunt, Ph.D.

EPA Pesticide Factsheets

Dr. Sherri Hunt is the Assistant Center Director for the Air, Climate, and Energy (ACE) Research Program. She plays an active leadership role in the ACE program planning and coordination and was a key author for the Research Action Plan development

Ashutosh Mittal | NREL

Science.gov Websites

@nrel.gov | 303-384-6136 Research Interests Ashutosh Mittal received an M.S. in 2004 and a Ph.D. in 2007 in Laboratory (NREL), he is actively involved in research on biomass pretreatment and conversion of biomass ., Environmental Resource Engineering, SUNY, ESF, Syracuse Professional Experience Research Scientist IV, NREL

“Shovel-ready” Sequences as a Stimulus for the Next Generation of Life Scientists

PubMed Central

Boyle, Michael D.

2010-01-01

Genomics and bioinformatics are dynamic fields well-suited for capturing the imagination of undergraduates in both research laboratories and classrooms. Currently, raw nucleotide sequence is being provided, as part of several genomics research initiatives, for undergraduate research and teaching. These initiatives could be easily extended and much more effective if the source of the sequenced material and the subsequent focus of the data analysis were aligned with the research interests of individual faculty at undergraduate institutions. By judicious use of surplus capacity in existing nucleotide sequencing cores, raw sequence data could be generated to support ongoing research efforts involving undergraduates. This would allow these students to participate actively in discovery research, with a goal of making novel contributions to their field through original research while nurturing the next generation of talented research scientists. PMID:23653696

"Shovel-ready" Sequences as a Stimulus for the Next Generation of Life Scientists.

PubMed

Boyle, Michael D

2010-01-01

Genomics and bioinformatics are dynamic fields well-suited for capturing the imagination of undergraduates in both research laboratories and classrooms. Currently, raw nucleotide sequence is being provided, as part of several genomics research initiatives, for undergraduate research and teaching. These initiatives could be easily extended and much more effective if the source of the sequenced material and the subsequent focus of the data analysis were aligned with the research interests of individual faculty at undergraduate institutions. By judicious use of surplus capacity in existing nucleotide sequencing cores, raw sequence data could be generated to support ongoing research efforts involving undergraduates. This would allow these students to participate actively in discovery research, with a goal of making novel contributions to their field through original research while nurturing the next generation of talented research scientists.

Good and Bad Research Collaborations: Researchers' Views on Science and Ethics in Global Health Research.

PubMed

Parker, Michael; Kingori, Patricia

2016-01-01

There has been a dramatic rise in the scale and scope of collaborative global health research. A number of structural and scientific factors explain this growth and there has been much discussion of these in the literature. Little, if any, attention has been paid, however, to the factors identified by scientists and other research actors as important to successful research collaboration. This is surprising given that their decisions are likely to play a key role in the sustainability and effectiveness of global health research initiatives. In this paper, we report on qualitative research with leading scientists involved in major international research collaborations about their views on good and bad collaborations and the factors that inform their decision-making about joining and participating actively in research networks. We identify and discuss eight factors that researchers see as essential in judging the merits of active participation in global health research collaborations: opportunities for active involvement in cutting-edge, interesting science; effective leadership; competence of potential partners in and commitment to good scientific practice; capacity building; respect for the needs, interests and agendas of partners; opportunities for discussion and disagreement; trust and confidence; and, justice and fairness in collaboration. Our findings suggest that the sustainability and effectiveness of global health research collaborations has an important ethical or moral dimension for the research actors involved.

How scientists view the public, the media and the political process.

PubMed

Besley, John C; Nisbet, Matthew

2013-08-01

We review past studies on how scientists view the public, the goals of communication, the performance and impacts of the media, and the role of the public in policy decision-making. We add to these past findings by analyzing two recent large-scale surveys of scientists in the UK and US. These analyses show that scientists believe the public is uninformed about science and therefore prone to errors in judgment and policy preferences. Scientists are critical of media coverage generally, yet they also tend to rate favorably their own experience dealing with journalists, believing that such interactions are important both for promoting science literacy and for career advancement. Scientists believe strongly that they should have a role in public debates and view policy-makers as the most important group with which to engage. Few scientists view their role as an enabler of direct public participation in decision-making through formats such as deliberative meetings, and do not believe there are personal benefits for investing in these activities. Implications for future research are discussed, in particular the need to examine how ideology and selective information sources shape scientists' views.

[How EPMEWSE* worked with supporting programs for female scientists in STEM** fields in Japan].

PubMed

Ohtsubo, Hisako

2013-09-01

In gender equality, Japan is still lagging behind other developed nations. The ratio of female to male researchers is only at 14% in 2012, the lowest among developed countries. The Ministry of Education, Culture, Sports, Science and Technology (MEXT) in Japan has started the programs to support the female researchers and to develop their leadership activities. Our survey revealed that there are too few women in higher positions who can help younger women with career enhancement. Also, male scientists have unconscious bias when they evaluate their female colleagues. At the same time, female scientists often underestimate their ability when seeking leadership roles. The MEXT programs will only exert a long-term effect on the ratio and roles of women in science if the academic climate and leadership changes in Japan. In Japan, a long-term strategy with support by government and universities is essential to overcome the gender gap and maximize the potential of female scientists.

The culture of scientific research.

PubMed

Joynson, Catherine; Leyser, Ottoline

2015-01-01

In 2014, the UK-based Nuffield Council on Bioethics carried out a series of engagement activities, including an online survey to which 970 people responded, and 15 discussion events at universities around the UK to explore the culture of research in the UK and its effect on ethical conduct in science and the quality of research. The findings of the project were published in December 2014 and the main points are summarised here. We found that scientists are motivated in their work to find out more about the world and to benefit society, and that they believe collaboration, multidisciplinarity, openness and creativity are important for the production of high quality science. However, in some cases, our findings suggest, the culture of research in higher education institutions does not support or encourage these goals or activities. For example, high levels of competition and perceptions about how scientists are assessed for jobs and funding are reportedly contributing to a loss of creativity in science, less collaboration and poor research practices. The project led to suggestions for action for funding bodies, research institutions, publishers and editors, professional bodies and individual researchers.

Application of oral history to contemporary history of medicine in Korea: with a focus on medical scientists.

PubMed

Kim, Ock-Joo

2013-08-01

The oral history helps researchers to fill the gap in historical documents in research on the contemporary history of medicine in Korea. More and more studies in history of contemporary medicine in Korea have come out using oral history of doctors and patients. Based upon the author's research on development of neurosurgery in late 20th century Korea, this paper discusses how to apply oral history to contemporary history of medicine, focusing on oral history of doctors in Korea. In this paper the author describes how to do and use oral history of key doctors and medical scientists in the contemporary history of medicine in Korea. The oral history can be a powerful tool to complement the written documents as following. First, from their interview, doctors and medical scientists often provide valuable information which historians cannot get from documents and written sources. As intelligent interviewees, they not only understand the purpose of research but also help actively the historianresearcher- interviewer. Second, the oral history facilitates further searches and often it leads to more findings of informants, and written and image material. More often than not, doctors and medical scientists do their own research on the topic and provide the historian with valuable historical source material from their laboratories, bedsides, family and friends. Third, interviews with medical scientists and oral material produced by doctors and medical scientists helped the researcher to understand and interpret the papers and written documents. Fourth, the subjective stories told by the medical scientists provide perspectives and historical source as narrative truth. Before a historian attempts to use the oral material as complementary historial evidence, he or she needs to cross-check the validity and of objectivity of the oral material. Oral material is produced through bidirectional intersubjective interaction between the interviewer and interviewee, and critical reflection over the relationship between the two is crucial. Especially the researcher should keep an eye on the possible bias and strive for the objectivity of the oral material with discernment and reflection, when she or he found the interviewees of doctors and medical scientists closely connected together and tied together in a web of relationship with a common interest or agenda.

Scientists in an alternative vision of a globalized world

NASA Astrophysics Data System (ADS)

Erzan, Ayse

2008-03-01

Why should ``increasing the visibility of scientists in emergent countries'' be of interest? Can increasing the relevance and connectedness of scientific output, both to technological applications at home and cutting edge basic research abroad contribute to the general welfare in such countries? For this to happen, governments, inter-governmental and non-governmental organizations must provide incentives for the local industry to help fund and actively engage in the creation of new technologies, rather than settling for the solution of well understood engineering problems under the rubric of collaboration between scientists and industry. However, the trajectory of the highly industrialized countries cannot be retraced. Globalization facilitates closer interaction and collaboration between scientists but also deepens the contrasts between the center and the periphery, both world wide and within national borders; as it is understood today, it can lead to the redundancy of local technology oriented research, as the idea of a ``local industry'' is rapidly made obsolete. Scientists from all over the world are sucked into the vortex as both the economic and the cultural world increasingly revolve around a single axis. The challenge is to redefine our terms of reference under these rapidly changing boundary conditions and help bring human needs, human security and human happiness to the fore in elaborating and forging alternative visions of a globalized world. Both natural scientists and social scientists will be indispensable in such an endeavor.

Good and Bad Research Collaborations: Researchers’ Views on Science and Ethics in Global Health Research

PubMed Central

Parker, Michael; Kingori, Patricia

2016-01-01

There has been a dramatic rise in the scale and scope of collaborative global health research. A number of structural and scientific factors explain this growth and there has been much discussion of these in the literature. Little, if any, attention has been paid, however, to the factors identified by scientists and other research actors as important to successful research collaboration. This is surprising given that their decisions are likely to play a key role in the sustainability and effectiveness of global health research initiatives. In this paper, we report on qualitative research with leading scientists involved in major international research collaborations about their views on good and bad collaborations and the factors that inform their decision-making about joining and participating actively in research networks. We identify and discuss eight factors that researchers see as essential in judging the merits of active participation in global health research collaborations: opportunities for active involvement in cutting-edge, interesting science; effective leadership; competence of potential partners in and commitment to good scientific practice; capacity building; respect for the needs, interests and agendas of partners; opportunities for discussion and disagreement; trust and confidence; and, justice and fairness in collaboration. Our findings suggest that the sustainability and effectiveness of global health research collaborations has an important ethical or moral dimension for the research actors involved. PMID:27737006

Report on the Joint EU-US Workshop on Microbial Community Dynamics: Cooperation and Competition

DOE Office of Scientific and Technical Information (OSTI.GOV)

Wall, Judy D.

2013-07-01

The European Commission (EC)-United States (US) Task Force on Biotechnology Research has a longstanding joint Working Group on Biotechnology for the Environment whose mission is to foster collaborations between researchers in the European Union (EU) and US in the field of environmental biotechnology. A special focus of the Working Group is to increase scientific interchange between early career scientists in the US and EU. Such interactions initiate a foundation of respect and trust needed to develop long-term collaborations. In order to realize the full potential for the application of modern technologies to obtain a sustainable biosphere, it is vital tomore » create conduits for knowledge exchange among scientists worldwide engaged in environmental microbial biotechnology research. Since its formation in 1994, the Working Group has organized many activities for early career scientists designed to promote this scientific exchange, including two week courses with hands-on research experience, intensive workshops of two or three days, and research scholar exchanges of one to six months. These interactions are focused on environmental problems that respect no international boundaries.« less

Participatory Design of Human-Centered Cyberinfrastructure (Invited)

NASA Astrophysics Data System (ADS)

Pennington, D. D.; Gates, A. Q.

2010-12-01

Cyberinfrastructure, by definition, is about people sharing resources to achieve outcomes that cannot be reached independently. CI depends not just on creating discoverable resources, or tools that allow those resources to be processed, integrated, and visualized -- but on human activation of flows of information across those resources. CI must be centered on human activities. Yet for those CI projects that are directed towards observational science, there are few models for organizing collaborative research in ways that align individual research interests into a collective vision of CI-enabled science. Given that the emerging technologies are themselves expected to change the way science is conducted, it is not simply a matter of conducting requirements analysis on how scientists currently work, or building consensus among the scientists on what is needed. Developing effective CI depends on generating a new, creative vision of problem solving within a community based on computational concepts that are, in some cases, still very abstract and theoretical. The computer science theory may (or may not) be well formalized, but the potential for impact on any particular domain is typically ill-defined. In this presentation we will describe approaches being developed and tested at the CyberShARE Center of Excellence at University of Texas in El Paso for ill-structured problem solving within cross-disciplinary teams of scientists and computer scientists working on data intensive environmental and geoscience. These approaches deal with the challenges associated with sharing and integrating knowledge across disciplines; the challenges of developing effective teamwork skills in a culture that favors independent effort; and the challenges of evolving shared, focused research goals from ill-structured, vague starting points - all issues that must be confronted by every interdisciplinary CI project. We will introduce visual and semantic-based tools that can enable the collaborative research design process and illustrate their application in designing and developing useful end-to-end data solutions for scientists. Lastly, we will outline areas of future investigation within CyberShARE that we believe have the potential for high impact.

Climate Literacy Through Student-Teacher-Scientist Research Partnerships

NASA Astrophysics Data System (ADS)

Niepold, F.; Brooks, D.; Lefer, B.; Linsley, A.; Duckenfield, K.

2006-12-01

Expanding on the GLOBE Program's Atmosphere and Aerosol investigations, high school students can conduct Earth System scientific research that promotes scientific literacy in both content and the science process. Through the use of Student-Teacher-Scientist partnerships, Earth system scientific investigations can be conducted that serve the needs of the classroom as well as participating scientific investigators. During the proof-of-concept phase of this partnership model, teachers and their students developed science plans, through consultation with scientists, and began collecting atmospheric and aerosol data in support of the Gulf of Mexico Atmospheric Composition and Climate Study (GoMACCS) campaign in Houston Texas. This effort uses some pre-existing GLOBE materials, but draws on a variety of other resources to tailor the teacher development activities and intended student participation in a way that addresses local and regional problems. Students and teachers have learned about best practices in scientific inquiry and they also helped to expand the pipeline of potential future scientists and researchers for industry, academia, and government. This work began with a Student-Teacher-Scientist partnership started in 2002 during a GLOBE Aerosol Protocol Cross- Ground Validation of AERONET with MODIS Satellite Aerosol Measurements. Several other GLOBE schools, both national and international, have contributed to this research. The current project support of the intensive GoMACCS air quality and atmospheric dynamics field campaign during September and October of 2006. This model will be evaluated for wider use in other project-focused partnerships led by NOAA's Climate Program Office.

Involving scientists in public and pre-college education at Princeton University

NASA Astrophysics Data System (ADS)

Steinberg, D. J.

2011-12-01

The Princeton Center for Complex Materials (PCCM) is a National Science Foundation (NSF) funded Materials Research Science and Engineering Center (MRSEC). As a MRSEC, it is part of the PCCM's mission to inspire and educate school children, teachers and the public about STEM and materials science. Research shows that it is critical to excite students at a young age and maintain that excitement, and without that these students are two to three times less likely to have any interest in science and engineering and pursue science careers as adults. We conduct over a dozen different education programs at Princeton University, in which scientists and engineers are directly involved with students, teachers and the public. As an ongoing MRSEC education and outreach program, we have developed many successful educational partnerships to increase our impact. The scientists and engineers who participate in our programs are leading experts in their research field and excellent communicators to their peers. They are not experts in precollege pedagogy or in communication to the public. Scientists often require some preparation in order to have the greatest chance of success. The amount and type of professional development required for these scientists to succeed in education programs depends on many factors. These include the age of the audience, the type of interaction, and the time involved. Also different researchers require different amount of help, advice, and training. Multiple education programs that involve Princeton University researchers will be discussed here. We will focus on what has worked best when preparing scientists and engineers for involvement in education programs. The Princeton University Materials Academy (PUMA) is a three week total immersion in science for minority high school students involving many faculty and their research groups. Our Making Stuff day reaches 100's of middle school students in which faculty interact directly with students and teachers at activity tables give auditorium presentations. Teacher development programs and holiday lectures will be highlighted as well.

Center for Plant and Microbial Complex Carbohydrates at the University of Georgia Complex Carbohydrate Research Center: Progress Report for the Funding Period November 1, 2002 - October 31, 2003

DOE Office of Scientific and Technical Information (OSTI.GOV)

Albersheim, Peter; Darvill, Alan

2003-10-31

This progress report describes the research, service, and training activities conducted with the support of the DOE center grant. The research activities are summarized in the form of reprints or abstracts of 46 papers citing support from the DOE center grant that were produced during the reporting period. These papers include those that are published, in press, submitted, or in preparation. The papers include those produced entirely by CCRC personnel and those papers representing research work conducted in collaboration with scientists at other institutions. (See Appendix I.) A major component of this grant is to provide service to researchers atmore » other academic institutions and industries located throughout the US and other parts of the world. A summary of all our service activities during the reporting period is also included with this report, including samples of poly/oligosaccharides and antibodies distributed to scientists (see Appendix II). A description of the three training courses held at the CCRC during 2003 is also provided, together with the names and affiliations of participants who attended the courses (see Appendix III).« less

APECS: A Network for Polar Early Career Scientist Professional Development

NASA Astrophysics Data System (ADS)

Enderlin, E. M.

2014-12-01

The Association of Polar Early Career Researchers (APECS) is an international and interdisciplinary organization for undergraduate and graduate students, postdoctoral researchers, early faculty members, educators and others with interests in the polar regions, alpine regions and the wider Cryosphere. APECS is a scientific, non-profit organization with free individual membership that aims to stimulate research collaborations and develop effective future leaders in polar research, education, and outreach. APECS grew out of the 4th International Polar Year (2007-08), which emphasized the need to stimulate and nurture the next generation of scientists in order to improve the understanding and communication of the polar regions and its global connections. The APECS organizational structure includes a Council and an elected Executive Committee that are supported by a Directorate. These positions are open to all individual members through a democratic process. The APECS Directorate is funded by the Norwegian Research Council, the University of Tromsø and the Norwegian Polar Institute and is hosted by the University of Tromsø. Early career scientists benefit from a range of activities hosted/organized by APECS. Every year, numerous activities are run with partner organizations and in conjunction with major polar conferences and meetings. In-person and online panels and workshops focus on a range of topics, from developing field skills to applying for a job after graduate school. Career development webinars are hosted each fall and topical research webinars are hosted throughout the year and archived online (http://www.apecs.is). The APECS website also contains abundant information on polar news, upcoming conferences and meetings, and job postings for early career scientists. To better respond to members' needs, APECS has national/regional committees that are linked to the international overarching organization. Many of these committees organize regional meetings or informal meet-ups, providing a means to personally interact with a subset of APECS' 4725 members. The combination of in-person and online activities and resources hosted/organized by APECS provides members with unique opportunities for networking, career development, and international and interdisciplinary collaboration.

Maximizing ship-to-shore connections via telepresence technologies

NASA Astrophysics Data System (ADS)

Fundis, A. T.; Kelley, D. S.; Proskurowski, G.; Delaney, J. R.

2012-12-01

Live connections to offshore oceanographic research via telepresence technologies enable onshore scientists, students, and the public to observe and participate in active research as it is happening. As part of the ongoing construction effort of the NSF's Ocean Observatories Initiative's cabled network, the VISIONS'12 expedition included a wide breadth of activities to allow the public, students, and scientists to interact with a sea-going expedition. Here we describe our successes and lessons learned in engaging these onshore audiences through the various outreach efforts employed during the expedition including: 1) live high-resolution video and audio streams from the seafloor and ship; 2) live connections to science centers, aquaria, movie theaters, and undergraduate classrooms; 3) social media interactions; and 4) an onboard immersion experience for undergraduate and graduate students.

Magazine or journal--what is the difference? The role of the monitoring editor.

PubMed

Bretscher, Anthony

2013-04-01

Scientific communication, career advancement, and funding decisions are all dependent on research publications. The way manuscripts are handled by high-visibility, professionally edited magazines differs from the way academic journals evaluate manuscripts, using active scientists as monitoring editors. In this essay, I discuss the benefits that come with the involvement of active scientists. I enumerate the decisions a monitoring editor has to make, and how he or she goes about making them. Finally, I indicate ways in which authors can help to make the process a smoother and more positive experience.

Common Characteristics of Models in Present-Day Scientific Practice

ERIC Educational Resources Information Center

Van Der Valk, Ton; Van Driel, Jan H.; De Vos, Wobbe

2007-01-01

Teaching the use of models in scientific research requires a description, in general terms, of how scientists actually use models in their research activities. This paper aims to arrive at defining common characteristics of models that are used in present-day scientific research. Initially, a list of common features of models and modelling, based…

Scientists as Communicators: Inclusion of a Science/Education Liaison on Research Expeditions

NASA Astrophysics Data System (ADS)

Sautter, L. R.

2004-12-01

Communication of research and scientific results to an audience outside of one's field poses a challenge to many scientists. Many research scientists have a natural ability to address the challenge, while others may chose to seek assistance. Research cruise PIs maywish to consider including a Science/Education Liaison (SEL) on future grants. The SEL is a marine scientist whose job before, during and after the cruise is to work with the shipboard scientists to document the science conducted. The SEL's role is three-fold: (1) to communicate shipboard science activities near-real-time to the public via the web; (2) to develop a variety of web-based resources based on the scientific operations; and (3) to assist educators with the integration of these resources into classroom curricula. The first role involves at-sea writing and relaying from ship-to-shore (via email) a series of Daily Logs. NOAA Ocean Exploration (OE) has mastered the use of web-posted Daily Logs for their major expeditions (see their OceanExplorer website), introducing millions of users to deep sea exploration. Project Oceanica uses the OE daily log model to document research expeditions. In addition to writing daily logs and participating on OE expeditions, Oceanica's SEL also documents the cruise's scientific operations and preliminary findings using video and photos, so that web-based resources (photo galleries, video galleries, and PhotoDocumentaries) can be developed during and following the cruise, and posted on the expedition's home page within the Oceanica web site (see URL). We have created templates for constructing these science resources which allow the shipboard scientists to assist with web resource development. Bringing users to the site is achieved through email communications to a growing list of educators, scientists, and students, and through collaboration with the COSEE network. With a large research expedition-based inventory of web resources now available, Oceanica is training teachers and college faculty on the use and incorporation of these resources into middle school, high school and introductory college classrooms. Support for a SEL on shipboard expeditions serves to catalyze the dissemination of the scientific operations to a broad audience of users.

Women in science.

PubMed

Dean, Caroline; Osborn, Mary; Oshlack, Alicia; Thornton, Janet

2012-01-01

To coincide with International Women's Day, Genome Biology asked several female scientists about their experience of an academic career, how they managed to balance an active research career with family life, and what should be done to encourage more women to pursue research careers to stop the 'leaky' pipeline.

H3Africa and the African life sciences ecosystem: building sustainable innovation.

PubMed

Dandara, Collet; Huzair, Farah; Borda-Rodriguez, Alexander; Chirikure, Shadreck; Okpechi, Ikechi; Warnich, Louise; Masimirembwa, Collen

2014-12-01

Interest in genomics research in African populations is experiencing exponential growth. This enthusiasm stems in part from the recognition that the genomic diversity of African populations is a window of opportunity for innovations in postgenomics medicine, ecology, and evolutionary biology. The recently launched H3Africa initiative, for example, captures the energy and momentum of this interest. This interdisciplinary socio-technical analysis highlights the challenges that have beset previous genomics research activities in Africa, and looking ahead, suggests constructive ways H3Africa and similar large scale science efforts could usefully chart a new era of genomics and life sciences research in Africa that is locally productive and globally competitive. As independent African scholars and social scientists, we propose that any serious global omics science effort, including H3Africa, aiming to build genomics research capacity and capability in Africa, needs to fund the establishment of biobanks and the genomic analyses platforms within Africa. Equally they need to prioritize community engagement and bioinformatics capability and the training of African scientists on these platforms. Historically, the financial, technological, and skills imbalance between Africa and developed countries has created exploitative frameworks of collaboration where African researchers have become merely facilitators of Western funded and conceived research agendas involving offshore expatriation of samples. Not surprisingly, very little funding was allocated to infrastructure and human capital development in the past. Moving forward, capacity building should materialize throughout the entire knowledge co-production trajectory: idea generation (e.g., brainstorming workshops for innovative hypotheses development by African scientists), data generation (e.g., genome sequencing), and high-throughput data analysis and contextualization. Additionally, building skills for political science scholarship that questions the unchecked assumptions of the innovation performers be they funders, scientists, and social scientists, would enable collective innovation that is truly sustainable, ethical, and robust.

Alliance for Computational Science Collaboration HBCU Partnership at Fisk University. Final Report 2001

DOE Office of Scientific and Technical Information (OSTI.GOV)

Collins, W. E.

2004-08-16

Computational Science plays a big role in research and development in mathematics, science, engineering and biomedical disciplines. The Alliance for Computational Science Collaboration (ACSC) has the goal of training African-American and other minority scientists in the computational science field for eventual employment with the Department of Energy (DOE). The involvements of Historically Black Colleges and Universities (HBCU) in the Alliance provide avenues for producing future DOE African-American scientists. Fisk University has been participating in this program through grants from the DOE. The DOE grant supported computational science activities at Fisk University. The research areas included energy related projects, distributed computing,more » visualization of scientific systems and biomedical computing. Students' involvement in computational science research included undergraduate summer research at Oak Ridge National Lab, on-campus research involving the participation of undergraduates, participation of undergraduate and faculty members in workshops, and mentoring of students. These activities enhanced research and education in computational science, thereby adding to Fisk University's spectrum of research and educational capabilities. Among the successes of the computational science activities are the acceptance of three undergraduate students to graduate schools with full scholarships beginning fall 2002 (one for master degree program and two for Doctoral degree program).« less

An Astrobiology Microbes Exhibit and Education Module

NASA Technical Reports Server (NTRS)

Lindstrom, Marilyn M.; Allen, Jaclyn S.; Stocco, Karen; Tobola, Kay; Olendzenski, Lorraine

2001-01-01

Telling the story of NASA-sponsored scientific research to the public in exhibits is best done by partnerships of scientists and museum professionals. Likewise, preparing classroom activities and training teachers to use them should be done by teams of teachers and scientists. Here we describe how we used such partnerships to develop a new astrobiology augmentation to the Microbes! traveling exhibit and a companion education module. "Additional information is contained in the original extended abstract."

CCR scientists gain new understanding of cellular mechanisms during infection | Center for Cancer Research

Cancer.gov

A new study published August 10, 2017, in Molecular Cell reveals how changes in the architecture of the nucleus can enable B lymphocytes to spring to action during an immune system attack and help fight infection. The discovery could lead scientists to a better understanding of how some tumor cells, especially blood cancer cells, make similar transitions from a dormant to an active state. Read more. . .

Building the Next Generation of Earth Scientists: the Deep Carbon Observatory Early Career Scientist Workshops

NASA Astrophysics Data System (ADS)

Pratt, K.; Fellowes, J.; Giovannelli, D.; Stagno, V.

2016-12-01

Building a network of collaborators and colleagues is a key professional development activity for early career scientists (ECS) dealing with a challenging job market. At large conferences, young scientists often focus on interacting with senior researchers, competing for a small number of positions in leading laboratories. However, building a strong, international network amongst their peers in related disciplines is often as valuable in the long run. The Deep Carbon Observatory (DCO) began funding a series of workshops in 2014 designed to connect early career researchers within its extensive network of multidisciplinary scientists. The workshops, by design, are by and for early career scientists, thus removing any element of competition and focusing on peer-to-peer networking, collaboration, and creativity. The successful workshops, organized by committees of early career deep carbon scientists, have nucleated a lively community of like-minded individuals from around the world. Indeed, the organizers themselves often benefit greatly from the leadership experience of pulling together an international workshop on budget and on deadline. We have found that a combination of presentations from all participants in classroom sessions, professional development training such as communication and data management, and field-based relationship building and networking is a recipe for success. Small groups within the DCO ECS network have formed; publishing papers together, forging new research directions, and planning novel and ambitious field campaigns. Many DCO ECS also have come together to convene sessions at major international conferences, including the AGU Fall Meeting. Most of all, there is a broad sense of camaraderie and accessibility within the DCO ECS Community, providing the foundation for a career in the new, international, and interdisciplinary field of deep carbon science.

From Laboratories to Classrooms: Involving Scientists in Science Education

NASA Astrophysics Data System (ADS)

DeVore, E. K.

2001-12-01

Scientists play a key role in science education: the adventure of making new discoveries excites and motivates students. Yet, American science education test scores lag behind those of other industrial countries, and the call for better science, math and technology education is widespread. Thus, improving American science, math and technological literacy is a major educational goal for the NSF and NASA. Today, funding for research often carries a requirement that the scientist be actively involved in education and public outreach (E/PO) to enhance the science literacy of students, teachers and citizens. How can scientists contribute effectively to E/PO? What roles can scientists take in E/PO? And, how can this be balanced with research requirements and timelines? This talk will focus on these questions, with examples drawn from the author's projects that involve scientists in working with K-12 teacher professional development and with K-12 curriculum development and implementation. Experiences and strategies for teacher professional development in the research environment will be discussed in the context of NASA's airborne astronomy education and outreach projects: the Flight Opportunities for Science Teacher EnRichment project and the future Airborne Ambassadors Program for NASA's Stratospheric Observatory for Infrared Astronomy (SOFIA). Effective partnerships with scientists as content experts in the development of new classroom materials will be described with examples from the SETI Institute's Life in the Universe curriculum series for grades 3-9, and Voyages Through Time, an integrated high school science course. The author and the SETI Institute wish to acknowledge funding as well as scientific and technical support from the National Science Foundation, the National Aeronautics and Space Administration, the Hewlett Packard Company, the Foundation for Microbiology, and the Combined Federated Charities.

Integrating Scientists into Teacher Professional Development—Strategies for Success

NASA Astrophysics Data System (ADS)

Lynds, S. E.; Buhr, S. M.; Smith, L. K.

2010-12-01

Professional development workshops for science teachers can be greatly enhanced by scientist participation. Such workshops may promote a collegial community and mutual understanding between researchers and educators. The CIRES (Cooperative Institute for Research in Environmental Sciences) Education and Outreach (EO) group at the University of Colorado, Boulder, has over a decade of experience in successfully developing and hosting such events. Scientist participation in these workshops varies widely—from giving formal presentations to working one-on-one with educators in designing a research project. Researchers from CIRES, NOAA (National Oceanic and Atmospheric Administration), NSIDC (National Snow and Ice Data Center), and other Colorado agencies and institutions have participated in the workshops. In addition, graduate students in scientific research programs at the University of Colorado are frequently involved. Such workshops can be effective broader impacts components of scientific programs. One example of a long-running successful program was the Earthworks project (1998-2007), a one-week workshop for secondary science teachers from around the country. With the help of practicing geoscientists, participants working in teams designed and conducted a field-based interdisciplinary study. Attendees were so enthusiastic that the ongoing Listserv community (including both scientist and educators) is still active and engaged three years after the last workshop. In a more recent example, since 2009 CIRES EO has been hosting an annual week-long summer workshop as the COSEE (Centers for Ocean Science Education Excellence) West—Colorado Collaborative. The COSEE workshops have had a different theme each year. In 2010, the workshop explored the link between Arctic sea ice, the Greenland ice sheet, sea level, and global climate processes. Extensive evaluation efforts have been included in the design of each workshop and the evaluation results are used to improve subsequent workshops. To measure achievement of program goals, feedback surveys, interviews, and workshop observation are employed. Evaluation data have shown consistently throughout the years that both educators and scientists value the time spent with each other at these workshops. Scientists enjoy sharing their topic areas with motivated and energetic educators. Conversely, science teachers appreciate the opportunity to work directly with scientists and to hear about cutting-edge research being done. This paper will review the most successful strategies for including scientists in professional development workshops, from both the teachers’ and the scientists’ perspectives.

Tools You Can Use! E/PO Resources for Scientists and Faculty to Use and Contribute To: EarthSpace and the NASA SMD Scientist Speaker’s Bureau

NASA Astrophysics Data System (ADS)

Buxner, Sanlyn; Shupla, C.; CoBabe-Ammann, E.; Dalton, H.; Shipp, S.

2013-10-01

The Planetary Science Education and Public Outreach (E/PO) Forum has helped to create two tools that are designed to help scientists and higher-education science faculty make stronger connections with their audiences: EarthSpace, an education clearinghouse for the undergraduate classroom; and NASA SMD Scientist Speaker’s Bureau, an online portal to help bring science - and scientists - to the public. Are you looking for Earth and space science higher education resources and materials? Come explore EarthSpace, a searchable database of undergraduate classroom materials for faculty teaching Earth and space sciences at both the introductory and upper division levels! In addition to classroom materials, EarthSpace provides news and information about educational research, best practices, and funding opportunities. All materials submitted to EarthSpace are peer reviewed, ensuring that the quality of the EarthSpace materials is high and also providing important feedback to authors. Your submission is a reviewed publication! Learn more, search for resources, join the listserv, sign up to review materials, and submit your own at http://www.lpi.usra.edu/earthspace. Join the new NASA SMD Scientist Speaker’s Bureau, an online portal to connect scientists interested in getting involved in E/PO projects (e.g., giving public talks, classroom visits, and virtual connections) with audiences! The Scientist Speaker’s Bureau helps educators and institutions connect with NASA scientists who are interested in giving presentations, based upon the topic, logistics, and audience. The information input into the database will be used to help match scientists (you!) with the requests being placed by educators. All Earth and space scientists funded by NASA - and/or engaged in active research using NASA’s science - are invited to become part of the Scientist Speaker’s Bureau. Submit your information into the short form at http://www.lpi.usra.edu/education/speaker.

The AirWaterGas Teacher Professional Development Program: Lessons Learned by Pairing Scientists and Teachers to Develop Curriculum on Global Climate Change and Regional Unconventional Oil and Gas Development

NASA Astrophysics Data System (ADS)

Gardiner, L. S.; Hatheway, B.; Rogers, J. D.; Casey, J. G.; Lackey, G.; Birdsell, D.; Brown, K.; Polmear, M.; Capps, S.; Rosenblum, J.; Sitterley, K.; Hafich, K. A.; Hannigan, M.; Knight, D.

2015-12-01

The AirWaterGas Teacher Professional Development Program, run by the UCAR Center for Science Education, brought together scientists and secondary science teachers in a yearlong program culminating in the development of curriculum related to the impacts of unconventional oil and gas development. Graduate students and research scientists taught about their research area and its relationship to oil and gas throughout three online courses during the 2015-16 school year, during which teachers and scientists engaged in active online discussions. Topics covered included climate change, oil and gas infrastructure, air quality, water quality, public health, and practices and policies relating to oil and gas development. Building upon their initial online interactions and a face-to-face meeting in March, teachers were paired with appropriate AirWaterGas team members as science advisors during a month-long residency in Boulder, Colorado. During the residency, graduate student scientists provided resources and feedback as teachers developed curriculum projects in collaboration with each other and UCAR science educators. Additionally, teachers and AirWaterGas researchers shared experiences on an oil and gas well site tour, and a short course on drilling methods with a drilling rig simulator. Here, we share lessons learned from both sides of the aisle, including initial results from program assessment conducted with the participating teachers.

ARES Biennial Report 2012 Final

NASA Technical Reports Server (NTRS)

Stansbery, Eileen

2014-01-01

Since the return of the first lunar samples, what is now the Astromaterials Research and Exploration Science (ARES) Directorate has had curatorial responsibility for all NASA-held extraterrestrial materials. Originating during the Apollo Program (1960s), this capability at Johnson Space Center (JSC) included scientists who were responsible for the science planning and training of astronauts for lunar surface activities as well as experts in the analysis and preservation of the precious returned samples. Today, ARES conducts research in basic and applied space and planetary science, and its scientific staff represents a broad diversity of expertise in the physical sciences (physics, chemistry, geology, astronomy), mathematics, and engineering organized into three offices (figure 1): Astromaterials Research (KR), Astromaterials Acquisition and Curation (KT), and Human Exploration Science (KX). Scientists within the Astromaterials Acquisition and Curation Office preserve, protect, document, and distribute samples of the current astromaterials collections. Since the return of the first lunar samples, ARES has been assigned curatorial responsibility for all NASA-held extraterrestrial materials (Apollo lunar samples, Antarctic meteorites - some of which have been confirmed to have originated on the Moon and on Mars - cosmic dust, solar wind samples, comet and interstellar dust particles, and space-exposed hardware). The responsibilities of curation consist not only of the longterm care of the samples, but also the support and planning for future sample collection missions and research and technology to enable new sample types. Curation provides the foundation for research into the samples. The Lunar Sample Facility and other curation clean rooms, the data center, laboratories, and associated instrumentation are unique NASA resources that, together with our staff's fundamental understanding of the entire collection, provide a service to the external research community, which relies on access to the samples. The curation efforts are greatly enhanced by a strong group of planetary scientists who conduct peerreviewed astromaterials research. Astromaterials Research Office scientists conduct peer-reviewed research as Principal or Co-Investigators in planetary science (e. g., cosmochemistry, origins of solar systems, Mars fundamental research, planetary geology and geophysics) and participate as Co-Investigators or Participating Scientists in many of NASA's robotic planetary missions. Since the last report, ARES has achieved several noteworthy milestones, some of which are documented in detail in the sections that follow. Within the Human Exploration Science Office, ARES is a world leader in orbital debris research, modeling and monitoring the debris environment, designing debris shielding, and developing policy to control and mitigate the orbital debris population. ARES has aggressively pursued refinements in knowledge of the debris environment and the hazard it presents to spacecraft. Additionally, the ARES Image Science and Analysis Group has been recognized as world class as a result of the high quality of near-real-time analysis of ascent and on-orbit inspection imagery to identify debris shedding, anomalies, and associated potential damage during Space Shuttle missions. ARES Earth scientists manage and continuously update the database of astronaut photography that is predominantly from Shuttle and ISS missions, but also includes the results of 40 years of human spaceflight. The Crew Earth Observations Web site (http://eol.jsc.nasa.gov/Education/ESS/crew.htm) continues to receive several million hits per month. ARES scientists are also influencing decisions in the development of the next generation of human and robotic spacecraft and missions through laboratory tests on the optical qualities of materials for windows, micrometeoroid/orbital debris shielding technology, and analog activities to assess surface science operations. ARES serves as host to numerous students and visiting scientists as part of the services provided to the research community and conducts a robust education and outreach program. ARES scientists are recognized nationally and internationally by virtue of their success in publishing in peer-reviewed journals and winning competitive research proposals. ARES scientists have won every major award presented by the Meteoritical Society, including the Leonard Medal, the most prestigious award in planetary science and cosmochemistry; the Barringer Medal, recognizing outstanding work in the field of impact cratering; the Nier Prize for outstanding research by a young scientist; and several recipients of the Nininger Meteorite Award. One of our scientists received the Department of Defense (DoD) Joint Meritorious Civilian Service Award (the highest civilian honor given by the DoD). ARES has established numerous partnerships with other NASA Centers, universities, and national laboratories. ARES scientists serve as journal editors, members of advisory panels and review committees, and society officers, and several scientists have been elected as Fellows in their professional societies. This biennial report summarizes a subset of the accomplishments made by each of the ARES offices and highlights participation in ongoing human and robotic missions, development of new missions, and planning for future human and robotic exploration of the solar system beyond low Earth orbit.

Surveying Space Scientists' Attitudes, Involvement, and Needs in Education and Public Outreach

NASA Astrophysics Data System (ADS)

Grier, J.; Buxner, S.; Schneider, N. M.

2014-12-01

Empowering scientists in education and public outreach (E/PO) activities is an important component of the work of the NASA Science Mission Directorate (SMD) E/PO Forums. This work includes understanding the attitudes of scientists towards E/PO, why they do or do not engage in E/PO activities, and what resources and professional development they need to be the most efficient in their E/PO efforts. The Planetary Science E/PO Forum has conducted both surveys and interviews of space scientists regarding E/PO to ascertain how they (the Forum) and the professional societies to which those scientists belong, can help to meet their needs in E/PO. Specifically, a recent series of semi-structured interviews with members of the American Astronomical Society Division of Planetary Sciences (AAS-DPS) has helped pinpoint specific areas that can be addressed. This presentation will discuss our survey methods, responses to questions, and compare those to previous research. We will describe new products and other resources developed in response to expressed needs, as well as offer information to continue the conversation about how professional societies can better meet the needs of their members in E/PO.

In Brief: European Earth science network for postdocs

NASA Astrophysics Data System (ADS)

Showstack, Randy

2008-12-01

The European Space Agency (ESA) has launched a new initiative called the Changing Earth Science Network, to support young scientists undertaking leading-edge research activities aimed at advancing the understanding of the Earth system. The initiative will enable up to 10 young postdoctoral researchers from the agency's member states to address major scientific challenges by using Earth observation (EO) satellite data from ESA and its third-party missions. The initiative aims to foster the development of a network of young scientists in Europe with a good knowledge of the agency and its EO programs. Selected candidates will have the option to carry out part of their research in an ESA center as a visiting scientist. The deadline to submit proposals is 16 January 2009. Selections will be announced in early 2009. The Changing Earth Science Network was developed as one of the main programmatic components of ESA's Support to Science Element, launched in 2008. For more information, visit http://www.esa.int/stse.

Spacelab

NASA Image and Video Library

1985-06-01

Spacelab-3 launched aboard STS-51B, with the major science objective being to perform engineering tests on two new facilities: the rodent animal holding facility and the primate animal holding facility. In addition, scientists observed the animals to obtain first hand knowledge of the effects of launch and reentry stresses and behavior. The need for suitable animal housing to support research in space led to the development of the Research Animal Holding Facility at the Ames Research Center. Scientists often study animals to find clues to human physiology and behavior. Rats, insects, and microorganisms had already been studied aboard the Shuttle on previous missions. On Spacelab-3, scientists had a chance to observe a large number of animals living in space in a specially designed and independently controlled housing facility. Marshall Space Flight Center (MSFC) had management responsibility for the Spacelab-3 mission. This photograph depicts activities during the mission at the Huntsville Operations Support Center (HOSC) Spacelab Payload Operations Control Center (SL POCC) at MSFC.

Spacelab

NASA Image and Video Library

1985-05-01

Spacelab-3 launched aboard STS-51B, with the major science objective being to perform engineering tests on two new facilities: the rodent animal holding facility and the primate animal holding facility. In addition, scientists observed the animals to obtain first hand knowledge of the effects of launch and reentry stresses and behavior. The need for suitable animal housing to support research in space led to the development of the Research Animal Holding Facility at the Ames Research Center. Scientists often study animals to find clues to human physiology and behavior. Rats, insects, and microorganisms had already been studied aboard the Shuttle on previous missions. On Spacelab-3, scientists had a chance to observe a large number of animals living in space in a specially designed and independently controlled housing facility. Marshall Space Flight Center (MSFC) had management responsibility for the Spacelab 3 mission. This photograph depicts activities during the mission at the Huntsville Operations Support Center (HOSC) Spacelab Payload Operations Control Center (SL POCC) at MSFC.

Spacelab

NASA Image and Video Library

1985-05-01

Spacelab-3 launched aboard STS-51B, with the major science objective being to perform engineering tests on two new facilities: the rodent animal holding facility and the primate animal holding facility. In addition, scientists observed the animals to obtain first hand knowledge of the effects of launch and reentry stresses and behavior. The need for suitable animal housing to support research in space led to the development of the Research Animal Holding Facility at the Ames Research Center. Scientists often study animals to find clues to human physiology and behavior. Rats, insects, and microorganisms had already been studied aboard the Shuttle on previous missions. On Spacelab-3, scientists had a chance to observe a large number of animals living in space in a specially designed and independently controlled housing facility. Marshall Space Flight Center (MSFC) had management responsibility for the Spacelab-3 mission. This photograph depicts activities during the mission at the Huntsville Operations Support Center (HOSC) Spacelab Payload Operations Control Center (SL POCC) at MSFC.

Around Marshall

NASA Image and Video Library

1985-06-01

Spacelab-3 launched aboard STS-51B, with the major science objective being to perform engineering tests on two new facilities: the rodent animal holding facility and the primate animal holding facility. In addition, scientists observed the animals to obtain first hand knowledge of the effects of launch and reentry stresses and behavior. The need for suitable animal housing to support research in space led to the development of the Research Animal Holding Facility at the Ames Research Center. Scientists often study animals to find clues to human physiology and behavior. Rats, insects, and microorganisms had already been studied aboard the Shuttle on previous missions. On Spacelab-3, scientists had a chance to observe a large number of animals living in space in a specially designed and independently controlled housing facility. Marshall Space Flight Center (MSFC) had management responsibility for the Spacelab-3 mission. This photograph depicts activities during the mission at the Huntsville Operations Support Center (HOSC) Spacelab Payload Operations Control Center (SL POCC) at MSFC.

Women in Science

PubMed Central

2012-01-01

To coincide with International Women's Day, Genome Biology asked several female scientists about their experience of an academic career, how they managed to balance an active research career with family life, and what should be done to encourage more women to pursue research careers to stop the 'leaky' pipeline. PMID:22405408

Using biological control research in the classroom to promote scientific inquiry and literacy

USDA-ARS?s Scientific Manuscript database

Many scientists who research biological control also teach at universities or more informally through cooperative outreach. The purpose of this paper is to review biological control activities for the classroom in four refereed journals, The American Biology Teacher, Journal of Biological Education...

Occupational physical activity assessment for chronic disease prevention and management: A review of methods for both occupational health practitioners and researchers.

PubMed

Scott, Kenneth A; Browning, Raymond C

2016-01-01

Occupational physical activity (OPA) is an occupational exposure that impacts worker health. OPA is amenable to measurement and modification through the hierarchy of controls. Occupational exposure scientists have roles in addressing inadequate physical activity, as well as excessive or harmful physical activity. Occupational health researchers can contribute to the development of novel OPA exposure assessment techniques and to epidemiologic studies examining the health impacts of physical activity at work. Occupational health practitioners stand to benefit from understanding the strengths and limitations of physical activity measurement approaches, such as accelerometers in smartphones, which are already ubiquitous in many workplaces and in some worksite health programs. This comprehensive review of the literature provides an overview of physical activity monitoring for occupational exposure scientists. This article summarizes data on the public health implications of physical activity at work, highlighting complex relationships with common chronic diseases. This article includes descriptions of several techniques that have been used to measure physical activity at work and elsewhere, focusing in detail on pedometers, accelerometers, and Global Positioning System technology. Additional subjective and objective measurement strategies are described as well.

Research Interactions between Industry and Higher-Education: An Examination of the Major Legal Issues Involved in Four Representative Contracts.

ERIC Educational Resources Information Center

Reams, Bernard Dinsmore

The use of complex research agreements for joint research activities between industry and universities is assessed, with attention to the legal rights of the contracting parties. The focus is research relationships between a university and a company or an individual scientist and industry. The historical development and legal foundation of…

A Transdisciplinary Training Program for Behavioral Oncology and Cancer Control Scientists

PubMed Central

McDaniel, Anna M.; Champion, Victoria L.; Kroenke, Kurt

2008-01-01

Transdisciplinary health research training has been identified as a major initiative to achieve the vision for research teams of the future as articulated in the NIH Roadmap for Medical Research. To address the need for scientists who can integrate diverse scientific approaches and work in transdisciplinary teams to solve complex health problems, Indiana University has designed an innovative training program that will provide the didactic and research experiences to enable trainees to establish productive careers in behavioral oncology and cancer control research. Development of a successful transdisciplinary training program requires mentorship, research, and a specialized curriculum that encompass a broad range of disciplines. The program capitalizes on a unique set of existing and emerging training opportunities resulting from the collaborative activities of the Indiana University (IU) Simon Cancer Center, the IU Schools of Nursing and Medicine, and multiple research institutes and academic centers located in Indiana and neighboring states. PMID:18501750

Lunar Reconnaissance Orbiter Lunar Workshops for Educators

NASA Astrophysics Data System (ADS)

Jones, A. P.; Hsu, B. C.; Hessen, K.; Bleacher, L.

2012-12-01

The Lunar Workshops for Educators (LWEs) are a series of weeklong professional development workshops, accompanied by quarterly follow-up sessions, designed to educate and inspire grade 6-12 science teachers, sponsored by the Lunar Reconnaissance Orbiter (LRO). Participants learn about lunar science and exploration, gain tools to help address common student misconceptions about the Moon, find out about the latest research results from LRO scientists, work with data from LRO and other lunar missions, and learn how to bring these data to their students using hands-on activities aligned with grade 6-12 National Science Education Standards and Benchmarks and through authentic research experiences. LWEs are held around the country, primarily in locations underserved with respect to NASA workshops. Where possible, workshops also include tours of science facilities or field trips intended to help participants better understand mission operations or geologic processes relevant to the Moon. Scientist and engineer involvement is a central tenant of the LWEs. LRO scientists and engineers, as well as scientists working on other lunar missions, present their research or activities to the workshop participants and answer questions about lunar science and exploration. This interaction with the scientists and engineers is consistently ranked by the LWE participants as one of the most interesting and inspiring components of the workshops. Evaluation results from the 2010 and 2011 workshops, as well as preliminary analysis of survey responses from 2012 participants, demonstrated an improved understanding of lunar science concepts among LWE participants in post-workshop assessments (as compared to identical pre-assessments) and a greater understanding of how to access and effectively share LRO data with students. Teachers reported increased confidence in helping students conduct research using lunar data, and learned about programs that would allow their students to make authentic contributions to lunar science. Participant feedback on workshop surveys was enthusiastically positive. 2012 was the third and final year for the LWEs in the current funding cycle. They will continue in a modified version at NASA Goddard Space Flight Center in Greenbelt, MD, where the LRO Project Office and Education and Public Outreach Team are based. We will present evaluation results from our external evaluator, and share lessons learned from this workshop series. The LWEs can serve as a model for others interested in incorporating scientist and engineer involvement, data from planetary missions, and data-based activities into a thematic professional development experience for science educators. For more information about the LWEs, please visit http://lunar.gsfc.nasa.gov/lwe/index.html.

Physician Scientist Research Pathway Leading to Certification by the American Board of Pathology.

PubMed

Weiss, Sharon W; Johnson, Rebecca L

2016-01-01

In 2014, the American Board of Pathology, in response to the pathology community, approved a physician scientist research pathway. This brief report summarizes the history of and objectives for creating the physician scientist research pathway and the requirements of the American Board of Pathology for the certification of physician scientist research pathway trainees.

Snail Tales

ERIC Educational Resources Information Center

Phelps, Cynthia L.; Willcockson, Irmgard U.; Houtz, Lynne

2004-01-01

A team of teachers, scientists, and high school students at the University of Texas Health Science Center at Houston has developed activities to teach concepts in learning through an inquiry-based laboratory method. The Learning Education and Research Network (LEARN) activities were field tested at the Society for Neuroscience Conference, in the…

A Tribute to Professor Steven L. Wechsler (1948-2016): The Man and the Scientist.

PubMed

Nesburn, Anthony B; BenMohamed, Lbachir

2017-01-01

Professor Steven L. Wechsler, a world-renowned eye researcher and virologist, passed away unexpectedly on June 12, 2016 at the age of 68. Many scientists came to know Professor Wechsler as a gifted researcher in the field of ocular Herpes Simplex Virus (HSV-1) latency, reactivation, and pathogenesis. Professor Wechsler published over 150 peer-reviewed scientific papers during his career, pushing forward the frontiers of his field eye research. His colleagues would say, 'Steve literally wrote the book on herpes latency and reactivation.' He was the first to show that the HSV-1 latency-associated transcript (LAT) is essential for the HSV-1 high spontaneous reactivation phenotype and that LAT has anti-apoptosis activity. This discovery of LAT's anti-apoptosis activity, which is a key factor in how the LAT gene enhances reactivation, was published in Science in 2000 and created a new paradigm that greatly increased understanding of HSV-1 latency and reactivation. In collaboration with Professor Lbachir BenMohamed, an immunologist, they later demonstrated that LAT also acts as an immune evasion gene. He was a caring scientist who truly enjoyed working and sharing his experience and expertise with young researchers. He will be remembered as a significant pillar within scientific and ocular herpes research communities worldwide. Professor Wechsler's dedication to science, his compassionate character, and wonderful sense of humor were exemplary. We, who were his friends and colleagues, will mourn his passing deeply.

Avenues for Scientist Involvement in Planetary Science Education and Public Outreach

NASA Astrophysics Data System (ADS)

Shipp, S. S.; Buxner, S.; Cobabe-Ammann, E. A.; Dalton, H.; Bleacher, L.; Scalice, D.

2012-12-01

The Planetary Science Education and Public Outreach (E/PO) Forum is charged by NASA's Science Mission Directorate (SMD) with engaging, extending, and supporting the community of E/PO professionals and scientists involved in planetary science education activities in order to help them more effectively and efficiently share NASA science with all learners. A number of resources and opportunities for involvement are available for planetary scientists involved in - or interested in being involved in - E/PO. The Forum provides opportunities for community members to stay informed, communicate, collaborate, leverage existing programs and partnerships, and become more skilled education practitioners. Interested planetary scientists can receive newsletters, participate in monthly calls, interact through an online community workspace, and attend annual E/PO community meetings and meetings of opportunity at science and education conferences. The Forum also provides professional development opportunities on a myriad of topics, from common pre-conceptions in planetary science to program evaluation, to delivering effective workshops. Thematic approaches, such as the Year of the Solar System (http://solarsystem.nasa.gov/yss), are coordinated by the Forum; through these efforts resources are presented topically, in a manner that can be easily ported into diverse learning environments. Information about the needs of audiences with which scientists interact - higher education, K-12 education, informal education, and public - currently is being researched by SMD's Audience-Based Working Groups. Their findings and recommendations will be made available to inform the activities and products of E/PO providers so they are able to better serve these audiences. Also in production is a "one-stop-shop" of SMD E/PO products and resources that can be used in conjunction with E/PO activities. Further supporting higher-education efforts, the Forum coordinates a network of planetary science faculty, bringing them together at science conferences to share resources and experiences and to discuss pertinent education research. An online higher education clearinghouse, (EarthSpace - http://www.lpi.usra.edu/earthspace), has been developed to provide faculty with news and funding information, the latest education research and resources for teaching undergraduates, and undergraduate course materials, including lectures, labs, and homework. The presentation will explore the Planetary Science E/PO Forum pathways and tools available to support scientists involved in - or interested in being involved in - E/PO.

Reflections on the current and future roles of clinician-scientists.

PubMed

Baumal, Reuben; Benbassat, Jochanan; Van, Julie A D

2014-08-01

"Clinician-scientists" is an all-inclusive term for board-certified specialists who engage in patient care and laboratory-based (biomedical) research, patient-based (clinical) research, or population-based (epidemiological) research. In recent years, the number of medical graduates who choose to combine patient care and research has declined, generating concerns about the future of medical research. This paper reviews: a) the various current categories of clinician-scientists, b) the reasons proposed for the declining number of medical graduates who opt for a career as clinician-scientists, c) the various interventions aimed at reversing this trend, and d) the projections for the future role of clinician-scientists. Efforts to encourage students to combine patient care and research include providing financial and institutional support, and reducing the duration of the training of clinician-scientists. However, recent advances in clinical and biomedical knowledge have increased the difficulties in maintaining the dual role of care-providers and scientists. It was therefore suggested that rather than expecting clinician-scientists to compete with full-time clinicians in providing patient care, and with full-time investigators in performing research, clinician-scientists will increasingly assume the role of leading/coordinating interdisciplinary teams. Such teams would focus either on patient-based research or on the clinical, biomedical and epidemiological aspects of specific clinical disorders, such as hypertension and diabetes.

Science communication in the field of fundamental biomedical research (editorial).

PubMed

Illingworth, Sam; Prokop, Andreas

2017-10-01

The aim of this special issue on science communication is to inspire and help scientists who are taking part or want to take part in science communication and engage with the wider public, clinicians, other scientists or policy makers. For this, some articles provide concise and accessible advice to individual scientists, science networks, or learned societies on how to communicate effectively; others share rationales, objectives and aims, experiences, implementation strategies and resources derived from existing long-term science communication initiatives. Although this issue is primarily addressing scientists working in the field of biomedical research, much of it similarly applies to scientists from other disciplines. Furthermore, we hope that this issue will also be used as a helpful resource by academic science communicators and social scientists, as a collection that highlights some of the major communication challenges that the biomedical sciences face, and which provides interesting case studies of initiatives that use a breadth of strategies to address these challenges. In this editorial, we first discuss why we should communicate our science and contemplate some of the different approaches, aspirations and definitions of science communication. We then address the specific challenges that researchers in the biomedical sciences are faced with when engaging with wider audiences. Finally, we explain the rationales and contents of the different articles in this issue and the various science communication initiatives and strategies discussed in each of them, whilst also providing some information on the wide range of further science communication activities in the biomedical sciences that could not all be covered here. Copyright © 2017 The Authors. Published by Elsevier Ltd.. All rights reserved.

76 FR 7224 - National Institute of Mental Health; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2011-02-09

... Emphasis Panel; Biobehavioral Research Awards for Innovative New Scientists (BRAINS). Date: March 1, 2011... . (Catalogue of Federal Domestic Assistance Program Nos. 93.242, Mental Health Research Grants; 93.281, Scientist Development Award, Scientist Development Award for Clinicians, and Research Scientist Award; 93...

Comments about "Earth 3.0"

NASA Technical Reports Server (NTRS)

Dator, Jim

2006-01-01

Dr. Christopher P. McKay, Planetary Scientist with the Space Science Division of NASA Ames. Chris received his Ph.D. in AstroGeophysics from the University of Colorado in 1982 and has been a research scientist with the NASA Ames Research Center since that time. His current research focuses on the evolution of the solar system and the origin of life. He is also actively involved in planning for future Mars missions including human exploration. Chris been involved in research in Mars-like environments on Earth, traveling to the Antarctic dry valleys, Siberia, the Canadian Arctic, and the Atacama desert to study life in these Mars-like environments. His was a co-I on the Titan Huygen s probe in 2005, the Mars Phoenix lander mission for 2007, and the Mars Science Lander mission for 2009.

Integration of Science and Outreach: Setting New Precedents during IPY

NASA Astrophysics Data System (ADS)

Salmon, R. A.; Munro, N.; Carlson, D.; Pauls, M.; Zicus, S.

2008-12-01

IPY has been a phenomenal opportunity for scientists to engage in exciting research as part of a large interdisciplinary and international effort. It has also been an opportunity to share this research with the public, and demonstrate how individual projects fit into a much larger picture. Through international and interdisciplinary cooperation, IPY has catalysed thousands of local initiatives that have collectively had a global impact. Teachers, artists, journalists, parents, scientists, policy makers, polar visitors, film-makers, book readers and internet enthusiasts from around the world have become excited by polar research as a result of IPY. Coordinated IPY events during this time have engaged these new enthusiasts and catalysed a range of local activities that focus on polar research. These activities, often involving international dialogue, occur concurrently and thus help each participant feel they are part of a greater global event, much like the structure of IPY. The overall impact has therefore been to raise awareness of polar issues and research globally. This talk will present some of the achievements and highlights of IPY Education, Outreach and Communication that have occurred on a local, national, and international scale.

Becoming a scientist: A qualitative study of the educational experience of undergraduates working in an American and a Brazilian research laboratory

NASA Astrophysics Data System (ADS)

Pascoa, Maria Beatriz Amorim

Because the production of scientific and technological innovations has been at the center of debates for economic growth, scientists are recognized as important actors in the current global market. In this study, I will examine the undergraduate education of future scientists by focusing on students working in research projects of faculty members. This research activity has been promoted by American and Brazilian public agencies as an attempt to attract more college students to scientific careers as well as to improve their future performance in science. Evaluations of these programs have focused on important quantitative indicators focusing mainly on the amount of students that later choose to pursue scientific careers. However, these studies fail to address important educational aspects of undergraduates' experience. In this research, I explore the educational processes taking place as students are introduced to the making of science in order to understand how and what they are learning. Three bodies of literature illuminates the formulation and the analysis of the research questions: (1) theories of globalization situate the education of scientists within the dynamics of a broader social, economic, cultural, and historical framework; (2) the critical pedagogy of Paulo Freire is the basis for the understanding of the pedagogical processes shaping undergraduate students' experiences within the research site; (3) Critical and Cultural Studies of Science and Technology illuminate the analysis of the complex interactions and practices constructed within the laboratory. In order to understand the educational processes shaping the experiences of undergraduate students engaged in research activities, I conducted a qualitative investigation based on participant-observation and in-depth interviews in an American and a Brazilian laboratories. The two sites constituted insightful case studies that illuminated the understanding of inquires about the training of students in science. In addition, the study of two countries enriched the research inquiry, adding to the findings reflections on the ways differences in national contexts affects scientific training and scientific practices. Mainly, this qualitative research of students in laboratories offers some concrete recommendations and illuminating reflections for science educators, science policy makers, and for those working in the understanding of science epistemologies.

The Impact of a Web-Based Research Simulation in Bioinformatics on Students' Understanding of Genetics

ERIC Educational Resources Information Center

Gelbart, Hadas; Brill, Gilat; Yarden, Anat

2009-01-01

Providing learners with opportunities to engage in activities similar to those carried out by scientists was addressed in a web-based research simulation in genetics developed for high school biology students. The research simulation enables learners to apply their genetics knowledge while giving them an opportunity to participate in an authentic…

Student-Organized College of Education "Educational Research Exchanges" from the Student and Former Student Perspective.

ERIC Educational Resources Information Center

Henson, Robin K.; Guthrie, Abbie

2001-01-01

Discusses how some colleges of education (COEs) attempt to develop academic climate and facilitate graduate student research activity, addressing the role of student-organized internal research conferences in the transformation of student to social scientist and explicating the benefits of these internal conferences to students, faculty, and COEs.…

Interdisciplinary Research in a Dense Summer Bridge: The Role of a Writing Intensive Chemistry Seminar

ERIC Educational Resources Information Center

Waratuke, Stephen; Kling, Thomas

2016-01-01

We describe the structure of a writing-intensive, chemistry first year seminar designed to support a three week, research focused summer bridge program. Writing assignments in the seminar helped students understand their research activities, learn to conduct themselves as scientists, and reflect upon their lab work. The writing intensive seminar…

The Benefits of Being a Student of Teacher Researchers Experiences (sotre)

NASA Astrophysics Data System (ADS)

Eubanks, E.; Guinan, E.; Chiste, M.; Lavoie, A.

2016-02-01

Being a Student of Teacher Researcher Experiences (SoTRE), gets students excited for science. Eubanks brings real, current science to the classroom because of time spent in Teacher Researcher Experiences (TRE), where she works with researchers in and out of the field. She involves students in many programs including the National Oceanographic and Atmospheric Administration (NOAA), Polar TREC (Teachers and Researchers & Exploring & Collaboration), National Science Foundation (NSF) funded researchers, (EARTH) Education and Research: Testing Hypothesis, the RJ Dunlap Marine Conservation Program, C-DEBI (Center for Dark Energy Biosphere Investigations and (STARS) Sending Teachers Aboard Research Ships. Being in these programs gives students special privileges such as understanding unique research ideas, tracking tagged sharks, following daily journals written on location, taking part in cross-continental experiments, tracking real time data, exploring current research via posters or visiting universities. Furthermore, contacts made by a TRE give students an added set of resources. When doing experiments for class or advancing their education or career goals, Mrs. Eubanks helps students connect with scientists. This gives students a unique opportunity to learn from real scientists. Being part of these relationships with NOAA, Polar TREC, EARTH, RJ Dunlap, STARS and NSF funded scientists who are actively working, makes being SoTRE the ultimate learning experience. Many students have felt so strongly about the TRE relationship that they have presented at several local and international science conferences. Their message is to encourage scientists to partner with teachers. The benefits of participation in such conferences have included abstract writing and submission, travel, poster creation, networking and presentation, all tools that they will carry with them for a lifetime.

Why do scientists do outreach, what do we achieve, and how can we better learn from each other, and from research in this field?

NASA Astrophysics Data System (ADS)

Salmon, R. A.; Roop, H. A.

2014-12-01

Using four very different polar outreach case studies, we will discuss scientists' motivations, expectations, and institutional incentives (and dis-incentives) to engage with the public, and argue that improved training, evaluation, and academic value needs to be associated with scientist-led communication efforts - as well as clearer fora for sharing best practice in this field. We will illustrate our argument using examples from an Antarctic festival with public lectures and science cafes, outreach associated with an Antarctic expedition, the global launch of a climate change documentary that had a significant focus on Antarctica, and a series of "Polar Weeks" led by an international community of scientists and educators. While there is an excellent culture of accountability in both formal and informal science communication sectors, the same rigour is not applied to the majority of 'outreach' activities that are initiated by the science research community. Many of these activities are undertaken based on 'what feels right' and opportunism, and are proclaimed to be a success based on little or no formal evaluation. As a result, much of this work goes undocumented, is not evaluated from the perspective of the science community, and is rarely subject to peer-review and its associated benefits, including professional rewards. We therefore conclude with suggestions of new opportunities for publication in this field that would encourage science communication theory and practice to better inform each other, and for scientists to gain professional recognition for their efforts in this arena.

Perspectives of clinician and biomedical scientists on interdisciplinary health research.

PubMed

Laberge, Suzanne; Albert, Mathieu; Hodges, Brian D

2009-11-24

Interdisciplinary health research is a priority of many funding agencies. We surveyed clinician and biomedical scientists about their views on the value and funding of interdisciplinary health research. We conducted semistructured interviews with 31 biomedical and 30 clinician scientists. The scientists were selected from the 2000-2006 membership lists of peer-review committees of the Canadian Institutes of Health Research. We investigated respondents' perspectives on the assumption that collaboration across disciplines adds value to health research. We also investigated their perspectives on funding agencies' growing support of interdisciplinary research. The 61 respondents expressed a wide variety of perspectives on the value of interdisciplinary health research, ranging from full agreement (22) to complete disagreement (11) that it adds value; many presented qualified viewpoints (28). More than one-quarter viewed funding agencies' growing support of interdisciplinary research as appropriate. Most (44) felt that the level of support was unwarranted. Arguments included the belief that current support leads to the creation of artificial teams and that a top-down process of imposing interdisciplinary structures on teams constrains scientists' freedom. On both issues we found contrasting trends between the clinician and the biomedical scientists. Despite having some positive views about the value of interdisciplinary research, scientists, especially biomedical scientists, expressed reservations about the growing support of interdisciplinary research.

Non-Equilibrium Radiation from Shock-Heated Air

DTIC Science & Technology

1991-07-01

Supported by 510I-I T and managed by the Arm\\ Research Office Staff Scientist, AIA A Senior Member Director, CUBRC and AIAA FellowI Research Scientist...Scientist, AIAA Senior Member "" CUBRC Consultant and AIAA Fellow "Research Scientist Copyright 01990 American Institute of Aeronautics and Astronautics

Developing the Talents of Teacher/Scientists

ERIC Educational Resources Information Center

Robinson, George

2004-01-01

Going on an expedition enables teachers to become better scientists and researchers and, thus, better classroom instructors. Teachers have the opportunities to go on exotic field trips around the world as amateur research assistants, do hands on research in their own backyards, or vicariously experience another scientist?s work via the Internet. A…

Making Social Scientists, or Not?: Glimpses of the Unmentionable in Doctoral Education

ERIC Educational Resources Information Center

Mills, David; Paulson, Julia

2014-01-01

Recent research on doctoral education in the U.K. has revealed the increasing number and diversity of academic relationships that shape the lives of research students, and students' own role in activating, mobilising and maintaining these relationships. Higher education policy reforms promoting doctoral "skills training",…

Research and management issues in large-scale fire modeling

Treesearch

David L. Peterson; Daniel L. Schmoldt

2000-01-01

In 1996, a team of North American fire scientists and resource managers convened to assess the effects of fire disturbance on ecosystems and to develop scientific recommendations for future fire research and management activities. These recommendations - elicited with the Analytic Hierarchy Process - include numerically ranked scientific and managerial questions and...

Improving the effectiveness of communication about climate science: Insights from the "Global Warming's Six Americas" audience segmentation research project

NASA Astrophysics Data System (ADS)

Maibach, E.; Roser-Renouf, C.

2011-12-01

That the climate science community has not been entirely effective in sharing what it knows about climate change with the broader public - and with policy makers and organizations that should be considering climate change when making decisions - is obvious. Our research shows that a large majority of the American public trusts scientists (76%) and science-based agencies (e.g., 76% trust NOAA) as sources of information about climate change. Yet, despite the widespread agreement in the climate science community that the climate is changing as a result of human activity, only 64% of the public understand that the world's average temperature has been increasing (and only about half of them are sure), less than half (47%) understand that the warming is caused mostly by human activity, and only 39% understand that most scientists think global warming is happening (in fact, only 13% understand that the large majority of climate scientists think global warming is happening). Less obvious is what the climate science community should do to become more effective in sharing what it knows. In this paper, we will use evidence from our "Global Warming's Six Americas" audience segmentation research project to suggest ways that individual climate scientists -- and perhaps more importantly, ways in which climate science agencies and professional societies -- can enhance the effectiveness of their communication efforts. We will conclude by challenging members of the climate science community to identify and convey "simple, clear messages, repeated often, by a variety of trusted sources" - an approach to communication repeatedly shown to be effective by the public health community.

The Amateur Scientist.

ERIC Educational Resources Information Center

Walker, Jearl

1984-01-01

Discusses how to stop a spinning object (such as rotating fan blades) by humming and the perception of curious blue arcs around a light. Background information, relevant research, and activities related to these two topics are provided. (JN)

RIACS

NASA Technical Reports Server (NTRS)

Moore, Robert C.

1998-01-01

The Research Institute for Advanced Computer Science (RIACS) was established by the Universities Space Research Association (USRA) at the NASA Ames Research Center (ARC) on June 6, 1983. RIACS is privately operated by USRA, a consortium of universities that serves as a bridge between NASA and the academic community. Under a five-year co-operative agreement with NASA, research at RIACS is focused on areas that are strategically enabling to the Ames Research Center's role as NASA's Center of Excellence for Information Technology. Research is carried out by a staff of full-time scientist,augmented by visitors, students, post doctoral candidates and visiting university faculty. The primary mission of RIACS is charted to carry out research and development in computer science. This work is devoted in the main to tasks that are strategically enabling with respect to NASA's bold mission in space exploration and aeronautics. There are three foci for this work: Automated Reasoning. Human-Centered Computing. and High Performance Computing and Networking. RIACS has the additional goal of broadening the base of researcher in these areas of importance to the nation's space and aeronautics enterprises. Through its visiting scientist program, RIACS facilitates the participation of university-based researchers, including both faculty and students, in the research activities of NASA and RIACS. RIACS researchers work in close collaboration with NASA computer scientists on projects such as the Remote Agent Experiment on Deep Space One mission, and Super-Resolution Surface Modeling.

[NASA/DOD Aerospace Knowledge Diffusion Research Project. Paper 1:] The value of Scientific and Technical Information (STI), its relationship to Research and Development (R&D), and its use by US aerospace engineers and scientists

NASA Technical Reports Server (NTRS)

Pinelli, Thomas E.; Glassman, Myron; Barclay, Rebecca O.; Oliu, Walter E.

1990-01-01

The relationship between scientific and technical information (STI), its use by aerospace engineers and scientists, and the aerospace R&D process is examined. Data are presented from studies of the role of STI in the performance and management of R&D activities and the behavior of engineers when using and seeking information. Consideration is given to the information sources used to solve technical problems, the production and use of technical communications, and the use of libraries, technical information centers, and on-line data bases.

Clinician-scientists in Canada: barriers to career entry and progress.

PubMed

Lander, Bryn; Hanley, Gillian E; Atkinson-Grosjean, Janet

2010-10-04

Clinician-scientists play an important role in translating between research and clinical practice. Significant concerns about a decline in their numbers have been raised. Potential barriers for career entry and progress are explored in this study. Case-study research methods were used to identify barriers perceived by clinician-scientists and their research teams in two Canadian laboratories. These perceptions were then compared against statistical analysis of data from Canadian Institutes of Health Research (CIHR) databases on grant and award performance of clinician-scientists and non-clinical PhDs for fiscal years 2000 to 2008. Three main barriers were identified through qualitative analysis: research training, research salaries, and research grants. We then looked for evidence of these barriers in the Canada-wide statistical dataset for our study period. Clinician-scientists had a small but statistically significant higher mean number of degrees (3.3) than non-clinical scientists (3.2), potentially confirming the perception of longer training times. But evidence of the other two barriers was equivocal. For example, while overall growth in salary awards was minimal, awards to clinician-scientists increased by 45% compared to 6.3% for non-clinical PhDs. Similarly, in terms of research funding, awards to clinician-scientists increased by more than 25% compared with 5% for non-clinical PhDs. However, clinician-scientist-led grants funded under CIHR's Clinical thematic area decreased significantly from 61% to 51% (p-value<0.001) suggesting that clinician-scientists may be shifting their attention to other research domains. While clinician-scientists continue to perceive barriers to career entry and progress, quantitative results suggest improvements over the last decade. Clinician-scientists are awarded an increasing proportion of CIHR research grants and salary awards. Given the translational importance of this group, however, it may be prudent to adopt specific policy and funding incentives to ensure the ongoing viability of the career path.

Clinician-Scientists in Canada: Barriers to Career Entry and Progress

PubMed Central

Lander, Bryn; Hanley, Gillian E.; Atkinson-Grosjean, Janet

2010-01-01

Background Clinician-scientists play an important role in translating between research and clinical practice. Significant concerns about a decline in their numbers have been raised. Potential barriers for career entry and progress are explored in this study. Methods Case-study research methods were used to identify barriers perceived by clinician-scientists and their research teams in two Canadian laboratories. These perceptions were then compared against statistical analysis of data from Canadian Institutes of Health Research (CIHR) databases on grant and award performance of clinician-scientists and non-clinical PhDs for fiscal years 2000 to 2008. Results Three main barriers were identified through qualitative analysis: research training, research salaries, and research grants. We then looked for evidence of these barriers in the Canada-wide statistical dataset for our study period. Clinician-scientists had a small but statistically significant higher mean number of degrees (3.3) than non-clinical scientists (3.2), potentially confirming the perception of longer training times. But evidence of the other two barriers was equivocal. For example, while overall growth in salary awards was minimal, awards to clinician-scientists increased by 45% compared to 6.3% for non-clinical PhDs. Similarly, in terms of research funding, awards to clinician-scientists increased by more than 25% compared with 5% for non-clinical PhDs. However, clinician-scientist-led grants funded under CIHR's Clinical thematic area decreased significantly from 61% to 51% (p-value<0.001) suggesting that clinician-scientists may be shifting their attention to other research domains. Conclusion While clinician-scientists continue to perceive barriers to career entry and progress, quantitative results suggest improvements over the last decade. Clinician-scientists are awarded an increasing proportion of CIHR research grants and salary awards. Given the translational importance of this group, however, it may be prudent to adopt specific policy and funding incentives to ensure the ongoing viability of the career path. PMID:20957175

Chapter 3. Responses of Freshwater Fish to Temperature ...

EPA Pesticide Factsheets

Scientists at the NHEERL, and its predecessor—the Office of Environmental Processes and Effects Research—initiated research in 1988 anticipating the Global Change Research Act. The purpose of this document is to summarize ecological research conducted by NHEERL scientists under the EPA’s contribution to the USGCRP from the onset of research through approximately 2002. The intent is to provide that information as reference material for scientists investigating the potential impacts of climate change on ecosystems Scientists at the NHEERL, and its predecessor—the Office of Environmental Processes and Effects Research—initiated research in 1988 anticipating the Global Change Research Act. The purpose of this document is to summarize ecological research conducted by NHEERL scientists under the EPA’s contribution to the USGCRP from the onset of research through approximately 2002. The intent is to provide that information as reference material for scientists investigating the potential impacts of climate change on ecosystems

So you want to share your science…. Connecting to the world of informal science learning.

PubMed

Alpert, Carol Lynn

2018-04-25

Scientists can reap personal rewards through collaborations with science and natural history museums, zoos, botanical gardens, aquaria, parks, and nature preserves, and, while doing so, help to advance science literacy and broaden participation in the natural sciences. Beyond volunteer opportunities, which allow scientists to contribute their knowledge and passion within the context of existing programs and activities, there are also opportunities for scientists to bring their knowledge and resources to the design and implementation of new learning experiences for visitors to these informal science learning organizations (ISLOs). Well-designed education outreach plans that leverage the expertise and broad audiences of ISLOs can also enhance the prospects of research grant proposals made to agencies such as National Science Foundation, which encourage researchers to pay careful attention to the broader impacts of their research as well as its intellectual merit. Few scientists, however, have had the opportunity to become familiar with the pedagogy and design of informal or 'free-choice' science learning, and fewer still know how to go about the process of collaborating with ISLO's in developing and implementing effective programs, exhibits, and other learning experiences. This article, written by an experienced science museum professional, provides guidance for individual scientists and research groups interested in pursuing effective education outreach collaborations with science museums and other ISLOs. When prospective partners begin discussions early in the proposal development process, they increase the likelihood of successful outcomes in funding, implementation, and impact. A strategic planning worksheet is provided, along with a carefully-selected set of further resources to guide the design and planning of informal science learning experiences.

CosmoQuest: Training Educators and Engaging Classrooms in Citizen Science through a Virtual Research Facility

NASA Astrophysics Data System (ADS)

Buxner, Sanlyn; Bracey, Georgia; Summer, Theresa; Cobb, Whitney; Gay, Pamela L.; Finkelstein, Keely D.; Gurton, Suzanne; Felix-Strishock, Lisa; Kruse, Brian; Lebofsky, Larry A.; Jones, Andrea J.; Tweed, Ann; Graff, Paige; Runco, Susan; Noel-Storr, Jacob; CosmoQuest Team

2016-10-01

CosmoQuest is a Citizen Science Virtual Research Facility that engages scientists, educators, students, and the public in analyzing NASA images. Often, these types of citizen science activities target enthusiastic members of the public, and additionally engage students in K-12 and college classrooms. To support educational engagement, we are developing a pipeline in which formal and informal educators and facilitators use the virtual research facility to engage students in real image analysis that is framed to provide meaningful science learning. This work also contributes to the larger project to produce publishable results. Community scientists are being solicited to propose CosmoQuest Science Projects take advantage of the virtual research facility capabilities. Each CosmoQuest Science Project will result in formal education materials, aligned with Next Generation Science Standards including the 3-dimensions of science learning; core ideas, crosscutting concepts, and science and engineering practices. Participating scientists will contribute to companion educational materials with support from the CosmoQuest staff of data specialists and education specialists. Educators will be trained through in person and virtual workshops, and classrooms will have the opportunity to not only work with NASA data, but interface with NASA scientists. Through this project, we are bringing together subject matter experts, classrooms, and informal science organizations to share the excitement of NASA SMD science with future citizen scientists. CosmoQuest is funded through individual donations, through NASA Cooperative Agreement NNX16AC68A, and through additional grants and contracts that are listed on our website, cosmoquest.org.

The Study Team for Early Life Asthma Research (STELAR) consortium ‘Asthma e-lab’: team science bringing data, methods and investigators together

PubMed Central

Custovic, Adnan; Ainsworth, John; Arshad, Hasan; Bishop, Christopher; Buchan, Iain; Cullinan, Paul; Devereux, Graham; Henderson, John; Holloway, John; Roberts, Graham; Turner, Steve; Woodcock, Ashley; Simpson, Angela

2015-01-01

We created Asthma e-Lab, a secure web-based research environment to support consistent recording, description and sharing of data, computational/statistical methods and emerging findings across the five UK birth cohorts. The e-Lab serves as a data repository for our unified dataset and provides the computational resources and a scientific social network to support collaborative research. All activities are transparent, and emerging findings are shared via the e-Lab, linked to explanations of analytical methods, thus enabling knowledge transfer. eLab facilitates the iterative interdisciplinary dialogue between clinicians, statisticians, computer scientists, mathematicians, geneticists and basic scientists, capturing collective thought behind the interpretations of findings. PMID:25805205

The effect of historical, non-fiction, trade books on third-grade students' perceptions of scientists

NASA Astrophysics Data System (ADS)

Farland, Donna Lynn

Researchers do not know what, if any, specific influence such stereotypical images have on the shaping of children's perceptions in science (Schibeci & Sorenson, 1983), but the indications are that stereotypical images translate into negative perceptions of science. Commonly held stereotypic images are in direct opposition to what students should understand about science as identified by the National Science Education Standards (1996) in which learning about 'Science as a Human Endeavor' begins as early as grades K--4. Nationally, many schools are moving toward kit-based science instruction, which generally consists of a series of guided discovery activities that lead children toward description and understanding of scientific phenomena. It is proposed that by supplementing these kits with historical, non-fiction, trade books, children will gain a broader understanding of the diversity of scientists, their work, and the variety of places science is done. No studies, to date, have been conducted to examine students' understanding of the concepts included in 'Science as a Human Endeavor' as they receive kit-based science instruction. This research has been designed to answer the following question: Does the inclusion of historical, non-fiction, trade books, presenting scientists as people working with or developing an idea, as part of kit-based science instruction influence third grade students' representations of the contemporary scientist and his/her work? It was found that students who were read historical, non-fiction, trade books in conjunction with kit-based instruction demonstrated significant differences in their drawings of scientists from those produced by students who were not exposed to the trade books with respect to two criteria; appearance of scientists, and the activity performed by scientists. This study also revealed that students were able to maintain the improvement in their representations of scientists four weeks after the intervention had ended. This study indicates that there is a need for explicit teaching of the concepts of 'Science as a Human Endeavor'. It is suggested that historical, non-fiction, trade books provide the means by which third grade students gain a broader understanding of who does science and what their work involves. (Abstract shortened by UMI.)

Focused Campaign Increases Activity among Participants in "Nature's Notebook," a Citizen Science Project

ERIC Educational Resources Information Center

Crimmins, Theresa M.; Weltzin, Jake F.; Rosemartin, Alyssa H.; Surina, Echo M.; Marsh, Lee; Denny, Ellen G.

2014-01-01

Science projects, which engage non-professional scientists in one or more stages of scientific research, have been gaining popularity; yet maintaining participants' activity level over time remains a challenge. The objective of this study was to evaluate the potential for a short-term, focused campaign to increase participant activity in a…

Name that Gene: A Meaningful Computer-Based Genetics Classroom Activity that Incorporates Tolls Used by Real Research Scientists

ERIC Educational Resources Information Center

Wefer, Stephen H.

2003-01-01

"Name That Gene" is a simple classroom activity that incorporates bioinformatics (available biological information) into the classroom using "Basic Logical Alignment Search Tool (BLAST)." An excellent classroom activity involving bioinformatics and "BLAST" has been previously explored using sequences from bacteria, but it is tailored for college…

76 FR 28793 - Office of Biotechnology Activities, Office of Science Policy, Office of the Director; Notice of...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-05-18

...: ``Strategies to Educate Non-Traditional Audiences about Dual Use Research in the Life Sciences: Amateur Biologists and Scientists in Non-Life Science Disciplines;'' (3) update on activities of NSABB Working Groups... Activities, Office of Science Policy, Office of the Director; Notice of Meeting Pursuant to section 10(a) of...

Starting a Conversation: Engaging Scientists with the Public through Interactive Activities

NASA Astrophysics Data System (ADS)

Bartel, B. A.; Charlevoix, D. J.

2016-12-01

While demonstrations are a handy tool, research shows conversations are an even more effective way to have a lasting impact. UNAVCO joined the Portal to the Public Network (PoPNet) in March 2016 to offer PoPNet-style hands-on communication training to the geodetic scientific community. Portal to the Public is a system of professional development tools designed to better connect scientists and the public in positive dialogue, in informal education settings such as museums. The framework focuses not on one-way messaging, but on conversations. PoPNet is the network of museums and other institutions implementing PoP training. UNAVCO developed and launched a pilot program in summer 2016 with a cohort of graduate students. In the PoPNet model, museums bring local scientists to the museum to learn about and practice science communication to the general public. UNAVCO does not have a museum but rather is an international community of geoscientists who can receive training on informal communications and then practice their skills at a museum local to them. The skills learned are useful in communicating science not only to the public, but also to policy makers, funders, and anyone outside the immediate scientific discipline. Developing communications skills also encourages scientists to think more holistically about their research and its impacts.In the 2016 pilot program, UNAVCO offered a seven-week workshop to UNAVCO Student Internship Program (USIP) interns. The students spent two hours per week working on communication skills through hands-on activities and discussions, and developed tabletop activities based on their research. These tabletop activities are hands-on demonstrations of scientific concepts such as tsunami early warning and volcano deformation designed for interaction rather than one-way show-and-tell. The program culminated in an evening with the tabletop activities at the Boulder County Farmers Market. All six participating interns indicated on the exit survey that UNAVCO should "Yes-absolutely!" offer the program again. The program will continue with interns in summer 2017 and PoP training in a compressed form at the 2017 EarthScope National Meeting.

Metchnikoff's Munchies

ERIC Educational Resources Information Center

Cluett, Edward; Gould, Jessica

2006-01-01

This article describes an inquiry-based activity for high school students in which they determine the pH of the digestive compartment in "Paramecia" using different pH indicators. This lab activity introduces students to the challenges of research on the cellular level and illustrates one of the primary methods that scientists use to measure the…

Laboratory for Oceans

NASA Technical Reports Server (NTRS)

1988-01-01

A review is made of the activities of the Laboratory for Oceans. The staff and the research activities are nearly evenly divided between engineering and scientific endeavors. The Laboratory contributes engineering design skills to aircraft and ground based experiments in terrestrial and atmospheric sciences in cooperation with scientists from labs in Earth sciences.

Developments in Space Research in Nigeria

NASA Astrophysics Data System (ADS)

Oke, O.

2006-08-01

Nigeria's desire to venture into space technology was first made known to ECA/ OAU member countries at an inter-governmental meeting in Addis Ababa, 1976. The Nigerian space research is highly rated in Africa in terms of reputation and scientific results. The National Space Research and Development Agency (NASRDA), Nigeria's space research coordinating body; has taken a more active role to help Nigeria's space research community to succeed internationally. The paper presents recent examples of Nigeria's successes in space and its detailed applications in areas such as remote sensing, meteorology, communication and Information Technology. and many more. It gave an analysis of the statistics of Nigerian born space scientists working in the other space-faring nations. The analysis have been used to develop a model for increasing Nigerian scientist's involvement in the development of space research in Nigeria. It concluded with some thoughts on the current and future of Nigeria's space borne scientific experiments, policies and programs.

A New Approach to Data Publication in Ocean Sciences

NASA Astrophysics Data System (ADS)

Lowry, Roy; Urban, Ed; Pissierssens, Peter

2009-12-01

Data are collected from ocean sciences activities that range from a single investigator working in a laboratory to large teams of scientists cooperating on big, multinational, global ocean research projects. What these activities have in common is that all result in data, some of which are used as the basis for publications in peer-reviewed journals. However, two major problems regarding data remain. First, many data valuable for understanding ocean physics, chemistry, geology, biology, and how the oceans operate in the Earth system are never archived or made accessible to other scientists. Data underlying traditional journal articles are often difficult to obtain. Second, when scientists do contribute data to databases, their data become freely available, with little acknowledgment and no contribution to their career advancement. To address these problems, stronger ties must be made between data repositories and academic journals, and a “digital backbone” needs to be created for data related to journal publications.

BAID: The Barrow Area Information Database - an interactive web mapping portal and cyberinfrastructure for scientific activities in the vicinity of Barrow, Alaska

NASA Astrophysics Data System (ADS)

Cody, R. P.; Kassin, A.; Gaylord, A.; Brown, J.; Tweedie, C. E.

2012-12-01

The Barrow area of northern Alaska is one of the most intensely researched locations in the Arctic. The Barrow Area Information Database (BAID, www.baidims.org) is a cyberinfrastructure (CI) that details much of the historic and extant research undertaken within in the Barrow region in a suite of interactive web-based mapping and information portals (geobrowsers). The BAID user community and target audience for BAID is diverse and includes research scientists, science logisticians, land managers, educators, students, and the general public. BAID contains information on more than 9,600 Barrow area research sites that extend back to the 1940's and more than 640 remote sensing images and geospatial datasets. In a web-based setting, users can zoom, pan, query, measure distance, and save or print maps and query results. Data are described with metadata that meet Federal Geographic Data Committee standards and are archived at the University Corporation for Atmospheric Research Earth Observing Laboratory (EOL) where non-proprietary BAID data can be freely downloaded. BAID has been used to: Optimize research site choice; Reduce duplication of science effort; Discover complementary and potentially detrimental research activities in an area of scientific interest; Re-establish historical research sites for resampling efforts assessing change in ecosystem structure and function over time; Exchange knowledge across disciplines and generations; Facilitate communication between western science and traditional ecological knowledge; Provide local residents access to science data that facilitates adaptation to arctic change; (and) Educate the next generation of environmental and computer scientists. This poster describes key activities that will be undertaken over the next three years to provide BAID users with novel software tools to interact with a current and diverse selection of information and data about the Barrow area. Key activities include: 1. Collecting data on research activities, generating geospatial data, and providing mapping support. 2. Maintaining, updating and innovating the existing suite of BAID geobrowsers. 3. Maintaining and updating aging server hardware supporting BAID. 4. Adding interoperability with other CI using workflows, controlled vocabularies and web services. 5. Linking BAID to data archives at the National Snow and Ice Data Center (NSIDC). 6. Developing a wireless sensor network that provides web based interaction with near-real time climate and other data. 7. Training next generation of environmental and computer scientists and conducting outreach.

Natural IQ: Investigating questions about climate

Treesearch

Babs McDonald; Jessica Nickelsen; Julia Dobish; Elissa Riley; Michelle Andrews; Emily Melear-Daniels

2014-01-01

Scientists report their research in journals, which are special booklets that enable scientists to share information with one another. This journal, Natural IQ, was created so that scientists can share their research with you and with other middle school students. Each article tells you about scientific research conducted by scientists in the Forest Service, U.S....

Researchers Dispute Notion that America Lacks Scientists and Engineers

ERIC Educational Resources Information Center

Monastersky, Richard

2007-01-01

Researchers who track the American labor market told Congress last week that, contrary to conventional wisdom, the United States has more than enough scientists and engineers and that federal agencies and universities should reform the way they train young scientists to better match the supply of scientists with the demand for researchers. At a…

Bringing Space Scientists, Teachers, and Students Together With The CINDI E/PO Program

NASA Astrophysics Data System (ADS)

Urquhart, M.; Hairston, M.

2007-12-01

We will report on the activities, challenges, and successes of the ongoing collaboration between the William B. Hanson Center for Space Sciences (CSS) and the Department of Science/Mathematics Education (SME) at the University of Texas at Dallas. At the core of our partnership is the Education and Public Outreach program for the Coupled Ion / Neutral Dynamics Investigation (CINDI) instrument. CINDI is a NASA-funded program on the Air Force's Communication / Navigation Outage Forecast Satellite (C/NOFS) which will be launched in summer 2008. The CSS faculty and research scientists and the SME faculty and students have created a dynamic program that brings scientists and K-12 teachers together. Our activities include middle and high school curriculum development, teachers workshops, graduate course work for teachers, creation of the popular "Cindi in Space" educational comic book, and bringing K-12 teachers and students to work and/or visit with the CINDI scientists. We will present the outcomes of this collaborative effort as well as our recent experience of having a physics teacher from a local high school as our Teacher in Residence at CSS in summer 2007.

Education and Outreach from the JOIDES Resolution during IODP Expedition 360 : linking onboard research and classroom activities during and after the Expedition.

NASA Astrophysics Data System (ADS)

Burgio, M.; Zhang, J.; Kavanagh, L.; Martinez, A. O.; Expedition 360 Scientists, I.

2016-12-01

The International Ocean Discovery Program (IODP) expeditions provide an excellent opportunity for onboard Education Officers (EO) to communicate and disseminate exciting shipboard research and discoveries to students around the world. During expedition 360, the EOs carried out 140 live webcasts, using different strategies to create an effective link between both students and scientists. Below are examples of strategies we used: -Primary school: The Beauty of Gabbro! and Life in the rocks! During the webcasts, students could virtually tour the ship, interview scientists, and see and discuss samples of the cored gabbro and minerals in thin sections. Artistic contextualization by J. Zhang, facilitated these activities. Moreover, highlighting the search for microbes in the Earth's crust , was particularly successful in engaging the students. -Middle and High school: Fun and relationships in science. Students were able to email expert scientists in the scientific discipline they chose to research and interview them during a live webcast. Some students created a song about the expedition. "on the boat - cup song - IODP project" https://www.youtube.com/watch?v=qex-w9aSV7c-University: Travels, research and the everyday life of professors onboard. We used webcasts to connect with universities in France, Japan and Italy, to create vibrant interactions between students and scientists that enabled students to get closer to their professors and understand better the life of onboard researchers. In collaboration with the science party we developed new strategies to keep in touch with students after completion of the cruise. We generated teaching kits consisting of pedaqgoical sets of pictures, exercises using onboard data, a continuously updated map "tracking geologists", and live webcasts to be organized from laboratories to schools. We already have had enthusiastic feedback from teachers that took part in our webcasts and the challenge is to continue to foster the relationships we created.

Laboratory for Atmospheres: Philosophy, Organization, Major Activities, and 2001 Highlights

NASA Technical Reports Server (NTRS)

Hoegy, Walter R.; Cote, Charles, E.

2002-01-01

How can we improve our ability to predict the weather? How is the Earth's climate changing? What can the atmospheres of other planets teach us about our own? The Laboratory for Atmospheres is helping to answer these and other scientific questions. The Laboratory conducts a broad theoretical and experimental research program studying all aspects of the atmospheres of the Earth and other planets, including their structural, dynamical, radiative, and chemical properties. Vigorous research is central to NASA's exploration of the frontiers of knowledge. NASA scientists play a key role in conceiving new space missions, providing mission requirements., and carrying out research to explore the behavior of planetary systems, including, notably, the Earth's. Our Laboratory's scientists also supply outside scientists with technical assistance and scientific data to further investigations not immediately addressed by NASA itself. The Laboratory for Atmospheres is a vital participant in NASA's research program. The Laboratory is part of the Earth Sciences Directorate based at NASA's Goddard Space Flight Center in Greenbelt, Maryland. The Directorate itself comprises the Global Change Data Center; the Earth and Space Data Computing Division; three laboratories: the Laboratory for Atmospheres, the Laboratory for Terrestrial Physics, and the Laboratory for Hydrospheric Processes; and the Goddard Institute for Space Studies (GISS) in New York, New York. In this report, you will find a statement of our philosophy and a description of our role in NASA's mission. You'll also find a broad description of our research and a summary of our scientists' major accomplishments in 2001. The report also presents useful information on human resources, scientific interactions, and outreach activities with the outside community. For your convenience, we have published a version of this report on the Internet. Our Web site includes links to additional information about the Laboratory's Offices and Branches. You can find us on the World Wide Web at http://atmospheres.gsfc.nasa.gov.

Exploring Oil Pollution

ERIC Educational Resources Information Center

Rillo, Thomas J.

1974-01-01

Discusses damages of oil tanker spillage to the marine organisms and scientists' research in oil pollution removal techniques. Included is a list of learning activities concerning the causes and effects of oil pollution and methods of solving the problem. (CC)

We Need You! The Importance of Scientist Involvement in Education and Public Outreach (E/PO)

NASA Astrophysics Data System (ADS)

Buxner, S.; Hsu, B. C.; Meinke, B. K.; Shipp, S. S.; Schwerin, T. G.; Peticolas, L. M.; Smith, D.; Dalton, H.

2013-12-01

Active engagement of scientists in education and public outreach (E/PO) activities is beneficial for scientists, classrooms, and the general public. Scientist visibility in the public arena is important to garner public support, whose tax dollars fund scientific programs. Scientists are important disseminators of current, accurate scientific knowledge. They also, perhaps more importantly, understand the nature and process of science and have the means of understanding and addressing many of the issues facing society. Research has shown that while the public is interested in science, not all members are necessarily scientifically literate; additionally there is evidence than many students are not prepared for, or choosing to participate in science careers. And yet, a scientifically engaged, literate, and supportive public is a necessary partner in addressing important global challenges of the future. E/PO is a wonderful opportunity for scientists to demonstrate that science is interesting, exciting, fun, challenging, and relevant to society. In doing so, they can transfer ownership of science to the public through a variety of vehicles by increasing access to scientific thought and discovery. Through partnerships with E/PO professionals, teachers, or journalists, scientists can improve their communication and teaching skills, whether in an E/PO setting or their higher education careers. Sharing with the public what scientists do is an effective way to engage people in the scientific process and to express scientists' enthusiasm for what they do. Scientist involvement in E/PO also shows the public that scientists are real people and provides important role models for the next generation of scientists. There are many opportunities to get involved in E/PO! Find information on EarthSpace, a national clearinghouse for higher education materials in Earth and space science through an abstract by Nicholas Gross, et al. Learn about NASA Science Mission Directorate (SMD)'s Scientist Speaker's Bureau in an abstract by Heather Dalton, et al. Discover the many resources and opportunities provided by NASA SMD's Science E/PO Forums in abstracts by Stephanie Shipp, et al. and Laura Peticolas, et al. Join the fun - get involved in E/PO!

Research at the Dairy and Functional Foods Research Unit

USDA-ARS?s Scientific Manuscript database

Dr. Peggy Tomasula is Research Leader of the Dairy and Functional Foods Research Unit (DFFRU), ARS, USDA, Wyndmoor, PA, a group that includes 11 Research Scientists, 4 of whom are Lead Scientists (LS), 13 support scientists, and 3 Retired Collaborators. The mission of the DFFRU is to solve critical ...

Inspiring the Next Generation of Explorers: Scientist Involvement in the Expedition Earth and Beyond Program

NASA Astrophysics Data System (ADS)

Graff, P. V.; Stefanov, W. L.; Willis, K.; Runco, S.

2012-12-01

Scientists, science experts, graduate and even undergraduate student researchers have a unique ability to inspire the next generation of explorers. These science, technology, engineering, and mathematics (STEM) experts can serve as role models for students and can help inspire them to consider future STEM-related careers. They have an exceptional ability to instill a sense of curiosity and fascination in the minds of students as they bring science to life in the classroom. Students and teachers are hungry for opportunities to interact with scientists. They feel honored when these experts take time out of their busy day to share their science, their expertise, and their stories. The key for teachers is to be cognizant of opportunities to connect their students with scientists. For scientists, the key is to know how to get involved, to have options for participation that involve different levels of commitment, and to work with educational specialists who can help facilitate their involvement. The Expedition Earth and Beyond (EEAB) Program, facilitated by the Astromaterials Research and Exploration Science (ARES) Directorate at the NASA Johnson Space Center, is an Earth and planetary science education program designed to inspire, engage, and educate teachers and students by getting them actively involved with NASA exploration, discovery, and the process of science. One of the main goals of the program is to facilitate student research in the classroom. The program uses astronaut photographs, provided through the ARES Crew Earth Observations (CEO) payload on the International Space Station (ISS) as the hook to help students gain an interest in a research topic. Student investigations can focus on Earth or involve comparative planetology. Student teams are encouraged to use additional imagery and data from Earth or planetary orbital spacecraft, or ground-based data collection tools, to augment the astronaut photography dataset. A second goal of the program is to provide opportunities for meaningful connections between scientists and classrooms. To do this, EEAB offers multiple opportunities for scientist involvement. One opportunity involves having scientists work as mentors for student teams conducting research. These student teams, ranging from grades 4 through 12, are able to obtain guidance, suggestions, and input from STEM experts as they conduct a research investigation. Another opportunity for scientist involvement is participation in Classroom Connection Distance Learning (DL) events. These DL events entail interactive and engaging presentations that enable STEM experts to share their expertise with students and teachers (grades 3 through 12) from all across the nation. A third opportunity for scientist involvement involves participation in virtual student team science presentations. Student teams have the opportunity to share their research and results by presenting it to science experts through the use of WebEx, an easy-to-use online conferencing tool. The impact STEM experts have on students in today's classrooms is powerful. They serve as role models to these students, and they open students' eyes to a potential career path they may not have known existed otherwise. The more scientists and STEM experts we can connect with students, the greater the impact we can make as we strive to inspire and prepare our nation's next generation of explorers.

Inspiring the Next Generation of Explorers: Scientist Involvement in the Expedition Earth and Beyond Program

NASA Technical Reports Server (NTRS)

Graff, Paige; Stefanov, William; Willis, Kim; Runco, Susan

2012-01-01

Scientists, science experts, graduate and even undergraduate student researchers have a unique ability to inspire the next generation of explorers. These science, technology, engineering, and mathematics (STEM) experts can serve as role models for students and can help inspire them to consider future STEM-related careers. They have an exceptional ability to instill a sense of curiosity and fascination in the minds of students as they bring science to life in the classroom. Students and teachers are hungry for opportunities to interact with scientists. They feel honored when these experts take time out of their busy day to share their science, their expertise, and their stories. The key for teachers is to be cognizant of opportunities to connect their students with scientists. For scientists, the key is to know how to get involved, to have options for participation that involve different levels of commitment, and to work with educational specialists who can help facilitate their involvement. The Expedition Earth and Beyond (EEAB) Program, facilitated by the Astromaterials Research and Exploration Science (ARES) Directorate at the NASA Johnson Space Center, is an Earth and planetary science education program designed to inspire, engage, and educate teachers and students by getting them actively involved with NASA exploration, discovery, and the process of science. One of the main goals of the program is to facilitate student research in the classroom. The program uses astronaut photographs, provided through the ARES Crew Earth Observations (CEO) payload on the International Space Station (ISS) as the hook to help students gain an interest in a research topic. Student investigations can focus on Earth or involve comparative planetology. Student teams are encouraged to use additional imagery and data from Earth or planetary orbital spacecraft, or ground-based data collection tools, to augment the astronaut photography dataset. A second goal of the program is to provide opportunities for meaningful connections between scientists and classrooms. To do this, EEAB offers multiple opportunities for scientist involvement. One opportunity involves having scientists work as mentors for student teams conducting research. These student teams, ranging from grades 4 through 12, are able to obtain guidance, suggestions, and input from STEM experts as they conduct a research investigation. Another opportunity for scientist involvement is participation in Classroom Connection Distance Learning (DL) events. These DL events entail interactive and engaging presentations that enable STEM experts to share their expertise with students and teachers (grades 3 through 12) from all across the nation. A third opportunity for scientist involvement involves participation in virtual student team science presentations. Student teams have the opportunity to share their research and results by presenting it to science experts through the use of WebEx, an easy-to-use online conferencing tool. The impact STEM experts have on students in today s classrooms is powerful. They serve as role models to these students, and they open students eyes to a potential career path they may not have known existed otherwise. The more scientists and STEM experts we can connect with students, the greater the impact we can make as we strive to inspire and prepare our nation s next generation of explorers.

Physician scientist research pathway leading to certification by the American Board of Pathology.

PubMed

Weiss, Sharon W; Johnson, Rebecca L

2016-06-01

In 2014, the American Board of Pathology, in response to the pathology community, approved a physician scientist research pathway (PSRP). This brief report summarizes the history of and objectives for creating the physician scientist research pathway and the requirements of the American Board of Pathology for the certification of physician scientist research pathway trainees. Copyright © 2016 The Authors. Published by Elsevier Inc. All rights reserved.

The Research and Training Activities for the Joint Institute for Aeronautics and Acoustics

NASA Technical Reports Server (NTRS)

Cantwell, Brian

1997-01-01

This proposal requests continued support for the program of activities to be undertaken by the Ames-Stanford Joint Institute for Aeronautics and Acoustics during the one-year period October 1, 1997 to September 30, 1998. The emphasis in this program is on training and research in experimental and computational methods with application to aerodynamics, acoustics and the important interactions between them. The program comprises activities in active flow control, Large Eddy Simulation of jet noise, flap aerodynamics and acoustics, high lift modeling studies and luminescent paint applications. During the proposed period there will be a continued emphasis on the interaction between NASA Ames, Stanford University and Industry, particularly in connection with the noise and high lift activities. The program will be conducted within the general framework of the Memorandum of Understanding (1976) establishing the Institute, as updated in 1993. As outlined in the agreement, the purposes of the Institute include the following: (1) To conduct basic and applied research; (2) to promote joint endeavors between Center scientists and those in the academic community; (3) to provide training to graduate students in specialized areas of aeronautics and acoustics through participation in the research programs of the Institute; (4) to provide opportunities for Post-Doctoral Fellows to collaborate in research programs of the Institute; and (5) to disseminate information about important aeronautical topics and to enable scientists and engineers of the Center to stay abreast of new advances through symposia, seminars and publications.

The Research and Training Activities for the Joint Institute for Aeronautics and Acoustics

NASA Technical Reports Server (NTRS)

Cantwell, Brian

1996-01-01

This proposal requests continued support for the program of activities to be undertaken by the Ames-Stanford Joint Institute for Aeronautics and Acoustics during the one-year period October 1, 1996 to September 30, 1997. The emphasis in this program is on training and research in experimental and computational methods with application to aerodynamics, acoustics and the important interactions between them. The program comprises activities in active flow control, Large Eddy Simulation of jet noise, flap aerodynamics and acoustics, high lift modeling studies and luminescent paint applications. During the proposed period there will be a continued emphasis on the interaction between NASA Ames, Stanford University and Industry, particularly in connection with the noise and high lift activities. The program will be conducted within the general framework of the Memorandum of Understanding (1976) establishing the Institute, as updated in 1993. As outlined in the agreement, the purposes of the institute include the following: To conduct basic and applied research. To promote joint endeavors between Center scientists and those in the academic community To provide training to graduate students in specialized areas of aeronautics and acoustics through participation in the research programs of the Institute. To provide opportunities for Post-Doctoral Fellows to collaborate in research programs of the Institute. To disseminate information about important aeronautical topics and to enable scientists and engineers of the Center to stay abreast of new advances through symposia, seminars and publications.

Epistemological undercurrents in scientists' reporting of research to teachers

NASA Astrophysics Data System (ADS)

Glasson, George E.; Bentley, Michael L.

2000-07-01

Our investigation focused upon how scientists, from both a practical and epistemological perspective, communicated the nature and relevance of their research to classroom teachers. Six scientists were observed during presentations of cutting-edge research at a conference for science teachers. Following the conference, these scientists were interviewed to discern how each perceived the nature of science, technology, and society in relation to his particular research. Data were analyzed to determine the congruence and/or dissimilarity in how scientists described their research to teachers and how they viewed their research epistemologically. We found that a wide array of scientific methodologies and research protocols were presented and that all the scientists expressed links between their research and science-technology-society (STS) issues. When describing their research during interviews, the scientists from traditional content disciplines reflected a strong commitment to empiricism and experimental design, whereas engineers from applied sciences were more focused on problem-solving. Implicit in the data was a commitment to objectivity and the tacit assumption that science may be free of values and ethical assumptions. More dialogue is recommended between the scientific community, science educators, and historians/philosophers of science about the nature of science, STS, and curriculum issues.

Boreal Forest Watch: A BOREAS Outreach Program

NASA Technical Reports Server (NTRS)

Rock, Barrett N.

1999-01-01

The Boreal Forest Watch program was initiated in the fall of 1994 to act as an educational outreach program for the BOREAS project in both the BOREAS Southern Study Area (SSA) and Northern Study Area (NSA). Boreal Forest Watch (13FW) was designed to introduce area high school teachers and their students to the types of research activities occurring as part of the BOREAS study of Canadian boreal forests. Several teacher training workshops were offered to teachers from central and northern Saskatchewan and northern Manitoba between May, 1995 and February, 1999; teachers were introduced to techniques for involving their students in on-going environmental monitoring studies within local forested stands. Boreal Forest Watch is an educational outreach program which brings high school students and research scientists together to study the forest and foster a sustainable relationship between people and the planetary life-support system we depend upon. Personnel from the University of New Hampshire (UNH), Complex Systems Research Center (CSRC), with the cooperation from the Prince Albert National Park (PANP), instituted this program to help teachers within the BOREAS Study Areas offer real science research experience to their students. The program has the potential to complement large research projects, such as BOREAS, by providing useful student- collected data to scientists. Yet, the primary goal of BFW is to allow teachers and students to experience a hands-on, inquiry-based approach to leaming science - emulating the process followed by research scientists. In addition to introducing these teachers to on-going BOREAS research, the other goals of the BFW program were to: 1) to introduce authentic science topics and methods to students and teachers through hands-on, field-based activities; and, 2) to build a database of student-collected environmental monitoring data for future global change studies in the boreal region.

Values in environmental research: Citizens' views of scientists who acknowledge values.

PubMed

Elliott, Kevin C; McCright, Aaron M; Allen, Summer; Dietz, Thomas

2017-01-01

Scientists who perform environmental research on policy-relevant topics face challenges when communicating about how values may have influenced their research. This study examines how citizens view scientists who publicly acknowledge values. Specifically, we investigate whether it matters: if citizens share or oppose a scientist's values, if a scientist's conclusions seem contrary to or consistent with the scientist's values, and if a scientist is assessing the state of the science or making a policy recommendation. We conducted two 3x2 factorial design online experiments. Experiment 1 featured a hypothetical scientist assessing the state of the science on the public-health effects of exposure to Bisphenol A (BPA), and Experiment 2 featured a scientist making a policy recommendation on use of BPA. We manipulated whether or not the scientist expressed values and whether the scientist's conclusion appeared contrary to or consistent with the scientist's values, and we accounted for whether or not subjects' values aligned with the scientist's values. We analyzed our data with ordinary least squares (OLS) regression techniques. Our results provide at least preliminary evidence that acknowledging values may reduce the perceived credibility of scientists within the general public, but this effect differs depending on whether scientists and citizens share values, whether scientists draw conclusions that run contrary to their values, and whether scientists make policy recommendations.

A Citizen Empowered Online Platform for Communicating Climate Science to the General Public

NASA Astrophysics Data System (ADS)

Bourqui, Michel

2014-05-01

This presentation introduces a project, currently in development, of a new online platform for the interaction between climate scientists and citizen. It consists of an open-access, multi-lingual, and peer-reviewed journal publishing climate articles in non-scientific language. It follows three main long-term objectives. The first objective is to establish an ever-growing, multi-lingual library of climate articles providing a knowledge base on climate sciences accessible for free to everyone. The targeted public includes journalists, teachers, students, local actors (e.g. in politics, economy, agriculture), and any other citizen from around the world with an interest in climate sciences. The second goal is to offer a simple and direct channel for scientists wishing to disseminate their research to the general public. A high standard of climate articles is enforced through: a) requiring that the main author is an active climate scientist, and b) an innovative peer-review process involving scientific and non-scientific referees with distinct roles. The third objective is to engage citizen into the climate science. To this aim, the journal proposes three channels. Firstly, citizens are invited to contribute to the dissemination of climate knowledge to the general public by co-authoring, peer-reviewing or translating articles. Secondly, they are offered the capacity to stimulate scientific enquiry by posting invitations for manuscripts to be written on a citizen-inspired topic. Thirdly, a match-up tool is being developed for scientists to gather non-scientists teams for conducting citizen-involving research projects. This platform is scientist-initiated and is meant to be ruled and managed by the participating individuals themselves (scientists and non-scientists) as an international association. It will be financed through country-varying flat memberships. The project is now starting. The basic ideas are drawn; a prototype internet platform has been developed and is operational. In a first phase, climate scientists (and their friends!) are invited to jump in for free, submit climate articles and help design its development. Once an initial content is in place, the second phase will start consisting in an active promotion campaign to reach at the general public and enroll citizens. In this presentation, I will discuss the basic ideas behind this new online platform, its current state and the plans for the next future.

Helping Basic Scientists Engage With Community Partners to Enrich and Accelerate Translational Research.

PubMed

Kost, Rhonda G; Leinberger-Jabari, Andrea; Evering, Teresa H; Holt, Peter R; Neville-Williams, Maija; Vasquez, Kimberly S; Coller, Barry S; Tobin, Jonathan N

2017-03-01

Engaging basic scientists in community-based translational research is challenging but has great potential for improving health. In 2009, The Rockefeller University Center for Clinical and Translational Science partnered with Clinical Directors Network, a practice-based research network (PBRN), to create a community-engaged research navigation (CEnR-Nav) program to foster research pairing basic science and community-driven scientific aims. The program is led by an academic navigator and a PBRN navigator. Through meetings and joint activities, the program facilitates basic science-community partnerships and the development and conduct of joint research protocols. From 2009-2014, 39 investigators pursued 44 preliminary projects through the CEnR-Nav program; 25 of those became 23 approved protocols and 2 substudies. They involved clinical scholar trainees, early-career physician-scientists, faculty, students, postdoctoral fellows, and others. Nineteen (of 25; 76%) identified community partners, of which 9 (47%) named them as coinvestigators. Nine (of 25; 36%) included T3-T4 translational aims. Seven (of 25; 28%) secured external funding, 11 (of 25; 44%) disseminated results through presentations or publications, and 5 (71%) of 7 projects publishing results included a community partner as a coauthor. Of projects with long-term navigator participation, 9 (of 19; 47%) incorporated T3-T4 aims and 7 (of 19; 37%) secured external funding. The CEnR-Nav program provides a model for successfully engaging basic scientists with communities to advance and accelerate translational science. This model's durability and generalizability have not been determined, but it achieves valuable short-term goals and facilitates scientifically meaningful community-academic partnerships.

Nicolae Donici- the dialectics of a life and did (NICOLAE DONICI: DIALECTICA VIEÅ¢II ŞI CREAŢIEI)

NASA Astrophysics Data System (ADS)

Ursachi, Veaceslav

2014-10-01

This paper presents an analysis of scientific creation of the brilliant Romanian scientist Nicolae Donici, as well as of his life, from the point of view of unity and struggle of opposites in his life and creation. It is shown that the scientific activities of the scientist are at the interface between astronomy and astrophysics, between the fundamental research and engineering, the great fundamental realizations being impossible without putting into operation of the observatory at the motherland of the scientist in Dubasari Vechi, Bassarabia. The events in the life of the scientist ranged between misfortunes and challenges from the one hand, and lucky circumstances and achievements on the other hand. The confrontations between wealth and poverty, between blows of fate and willingness to confront challenges in the life of the great scientist are also of the dialectic. As the great scientist’s life is marked by contrasts and opposites, the attitude towards him also was between the admiration and contempt during the life and between gratitude and oblivion after his death.

Oxidation of Ethidium using TAML Activators: A Model for High School Research Performed in Partnership with University Scientists

PubMed Central

Pueyo, Natalie C.; Raub, Andrew G.; Jackson, Sean; Metz, Madalyn M.; Mount, Allegra C.; Naughton, Kyle L.; Eaton, Ashley L.; Thomas, Nicole M.; Hastings, Peter; Greaves, John; Blumberg, Bruce; Collins, Terrence J.; Sogo, Steven G.

2013-01-01

A chemical research program at a public high school has been developed. The full-year Advanced Chemical Research class (ACR) in the high school enrolls 20 to 30 seniors each year, engaging them in long-term experimental projects. Through partnerships involving university scientists, ACR high school students have had the opportunity to explore a number of highly sophisticated original research projects. As an example of the quality of experimental work made possible through these high school–university partnerships, this article describes the development of a novel method for the oxidation of ethidium bromide, a mutagen commonly used in molecular biology. Data collected from ACR alumni show that the ACR program is instrumental in encouraging students to pursue careers in scientific fields and in creating life-long problem-solvers. PMID:23585695

Oxidation of Ethidium using TAML Activators: A Model for High School Research Performed in Partnership with University Scientists.

PubMed

Pueyo, Natalie C; Raub, Andrew G; Jackson, Sean; Metz, Madalyn M; Mount, Allegra C; Naughton, Kyle L; Eaton, Ashley L; Thomas, Nicole M; Hastings, Peter; Greaves, John; Blumberg, Bruce; Collins, Terrence J; Sogo, Steven G

2013-03-12

A chemical research program at a public high school has been developed. The full-year Advanced Chemical Research class (ACR) in the high school enrolls 20 to 30 seniors each year, engaging them in long-term experimental projects. Through partnerships involving university scientists, ACR high school students have had the opportunity to explore a number of highly sophisticated original research projects. As an example of the quality of experimental work made possible through these high school-university partnerships, this article describes the development of a novel method for the oxidation of ethidium bromide, a mutagen commonly used in molecular biology. Data collected from ACR alumni show that the ACR program is instrumental in encouraging students to pursue careers in scientific fields and in creating life-long problem-solvers.

Educating the Next Generation of Lunar Scientists

NASA Astrophysics Data System (ADS)

Shaner, A. J.; Shipp, S. S.; Allen, J. S.; Kring, D. A.

2010-12-01

The Center for Lunar Science and Exploration (CLSE), a collaboration between the Lunar and Planetary Institute (LPI) and NASA’s Johnson Space Center (JSC), is one of seven member teams of the NASA Lunar Science Institute (NLSI). In addition to research and exploration activities, the CLSE team is deeply invested in education and outreach. In support of NASA’s and NLSI’s objective to train the next generation of scientists, CLSE’s High School Lunar Research Project is a conduit through which high school students can actively participate in lunar science and learn about pathways into scientific careers. The High School Lunar Research Project engages teams of high school students in authentic lunar research that envelopes them in the process of science and supports the science goals of the CLSE. Most high school students’ lack of scientific research experience leaves them without an understanding of science as a process. Because of this, each team is paired with a lunar scientist mentor responsible for guiding students through the process of conducting a scientific investigation. Before beginning their research, students undertake “Moon 101,” designed to familiarize them with lunar geology and exploration. Students read articles covering various lunar geology topics and analyze images from past and current lunar missions to become familiar with available lunar data sets. At the end of “Moon 101”, students present a characterization of the geology and chronology of features surrounding the Apollo 11 landing site. To begin their research, teams choose a research subject from a pool of topics compiled by the CLSE staff. After choosing a topic, student teams ask their own research questions, within the context of the larger question, and design their own research approach to direct their investigation. At the conclusion of their research, teams present their results and, after receiving feedback, create and present a conference style poster to a panel of lunar scientists. This panel judges the presentations and selects one team to present their research at the annual NLSI Forum. In addition to research, teams interact with lunar scientists during monthly webcasts in which scientists present information on lunar science and careers. Working with school guidance counselors, the CLSE staff assists interested students in making connections with lunar science faculty across the country. Evaluation data from the pilot program revealed that the program influenced some students to consider a career in science or helped to strengthen their current desire to pursue a career in science. The most common feedback from both teachers and mentors was that they would like more direction from CLSE staff. In light of these findings, a few questions arise when looking ahead. How do we meet the needs of our participants without compromising the program’s open inquiry philosophy? Are our expectations simply not clear? How do we keep students excited once the program ends? Is it feasible, as a community, to support them from the moment the program ends until they enter college? Finally, do we have a responsibility as a community to work together to connect students with university faculty?

Blending Education and Polymer Science: Semiautomated Creation of a Thermodynamic Property Database

ERIC Educational Resources Information Center

Tchoua, Roselyne B.; Qin, Jian; Audus, Debra J.; Chard, Kyle; Foster, Ian T.; de Pablo, Juan

2016-01-01

Structured databases of chemical and physical properties play a central role in the everyday research activities of scientists and engineers. In materials science, researchers and engineers turn to these databases to quickly query, compare, and aggregate various properties, thereby allowing for the development or application of new materials. The…

Getting to the guts of enteric nervous system development.

PubMed

Heuckeroth, Robert O; Pachnis, Vassilis

2006-06-01

Scientists from around the world gathered in New York City recently to discuss the latest research on enteric nervous system development at a meeting organised by Alan Burns and Heather Young. The participants enjoyed 3 days of presentations that spurred active conversations and highlighted the rapidly advancing research in this field.

Science Teachers' Views and Stereotypes of Religion, Scientists and Scientific Research: A call for scientist-science teacher partnerships to promote inquiry-based learning

NASA Astrophysics Data System (ADS)

Mansour, Nasser

2015-07-01

Despite a growing consensus regarding the value of inquiry-based learning (IBL) for students' learning and engagement in the science classroom, the implementation of such practices continues to be a challenge. If science teachers are to use IBL to develop students' inquiry practices and encourage them to think and act as scientists, a better understanding of factors that influence their attitudes towards scientific research and scientists' practices is very much needed. Within this context there is a need to re-examine the science teachers' views of scientists and the cultural factors that might have an impact on teachers' views and pedagogical practices. A diverse group of Egyptian science teachers took part in a quantitative-qualitative study using a questionnaire and in-depth interviews to explore their views of scientists and scientific research, and to understand how they negotiated their views of scientists and scientific research in the classroom, and how these views informed their practices of using inquiry in the classroom. The findings highlighted how the teachers' cultural beliefs and views of scientists and scientific research had constructed idiosyncratic pedagogical views and practices. The study suggested implications for further research and argued for teacher professional development based on partnerships with scientists.

NASA/DOD Aerospace Knowledge Diffusion Research Project. Paper 53: From student to entry-level professional: Examining the technical communications practices of early career-stage US aerospace engineers and scientists

NASA Technical Reports Server (NTRS)

Pinelli, Thomas E.; Holloway, Karen; Barclay, Rebecca O.; Kennedy, John M.

1995-01-01

Studies indicate that communications and information-related activities take up a substantial portion of an engineer's work week; therefore, effective communications and information-use skills are one of the key engineering competencies that early career-stage aerospace engineers and scientists must possess to be successful. Feedback from industry rates communications and information-use skills high in terms of their importance to engineering practice; however, this same feedback rates the communications and information-use skills of early career-stage engineers low. To gather adequate and generalizable data about the communications and information-related activities of entry-level aerospace engineers and scientists, we surveyed 264 members of the AIAA who have no more than 1-5 years of aerospace engineering work experience. To learn more about the concomitant communications norms, we compared the results of this study with data (1,673 responses) we collected from student members of the AIAA and with data (341 responses) we collected from a study of aerospace engineering professionals. In this paper, we report selected results from these studies that focused on the communications practices and information-related activities of early career-stage U.S. aerospace engineers and scientists in the workplace.

The History of Winter: teachers as scientists

NASA Astrophysics Data System (ADS)

Koenig, L.; Courville, Z.; Wasilewski, P. J.; Gow, T.; Bender, K. J.

2013-12-01

The History of Winter (HOW) is a NASA Goddard Space Flight Center-funded teacher enrichment program that was started by Dr. Peter Wasilewski (NASA), Dr. Robert Gabrys (NASA) and Dr. Tony Gow (Cold Regions Research and Engineering Laboratory, or CRREL) in 2001 and continues with support and involvement of scientists from both the NASA Cryospheric Sciences Laboratory and CREEL. The program brings educators mostly from middle and high schools but also from state parks, community colleges and other institutions from across the US to the Northwood School (a small, private boarding school) in Lake Placid, NY for one week to learn about several facets of winter, polar, and snow research, including the science and history of polar ice core research, lake ice formation and structure, snow pack science, winter ecology, and remote sensing including current and future NASA cryospheric missions. The program receives support from the Northwood School staff to facilitate the program. The goal of the program is to create 'teachers as scientists' which is achieved through several hands-on field experiences in which the teachers have the opportunity to work with polar researchers from NASA, CRREL and partner Universities to dig and sample snow pits, make ice thin sections from lake ice, make snow shelters, and observe under-ice lake ecology. The hands-on work allows the teachers to use the same tools and techniques used in polar research while simultaneously introducing science concepts and activities to support their classroom work. The ultimate goal of the program is to provide the classroom teachers with the opportunity to learn about current and timely cryospheric research as well as to engage in real fieldwork experiences. The enthusiasm generated during the week-long program is translated into classroom activities with guidance from scientists, teachers and educational professionals. The opportunity to engage with polar researchers, both young investigators and renowned veterans in the field, is a unique experience for many of the teachers. Here we present lessons learned throughout the lifetime of the program, including successes and improvements made, and present our vision for the future of HOW.

Avenues for Scientist Involvement in Earth and Space Science Education and Public Outreach (Invited)

NASA Astrophysics Data System (ADS)

Peticolas, L. M.; Gross, N. A.; Hsu, B. C.; Shipp, S. S.; Buxner, S.; Schwerin, T. G.; Smith, D.; Meinke, B. K.

2013-12-01

NASA's Science Mission Directorate (SMD) Science Education and Public Outreach (E/PO) Forums are charged with engaging, extending, supporting, and coordinating the community of E/PO professionals and scientists involved in Earth and space science education activities. This work is undertaken to maximize the effectiveness and efficiency of the overall national NASA science education and outreach effort made up of individual efforts run by these education professionals. This includes facilitating scientist engagement in education and outreach. A number of resources and opportunities for involvement are available for scientists involved in - or interested in being involved in - education or outreach. The Forums provide opportunities for earth and space scientists to stay informed, communicate, collaborate, leverage existing programs and partnerships, and become more skilled education practitioners. Interested scientists can receive newsletters, participate in monthly calls, interact through an online community workspace, and attend E/PO strategic meetings. The Forums also provide professional development opportunities on a myriad of topics, from common pre-conceptions in science, to program evaluation, to delivering effective workshops. Thematic approaches, such as Earth Science Week (http://www.earthsciweek.org), and the Year of the Solar System (http://solarsystem.nasa.gov/yss) are coordinated by the Forums; through these efforts resources are presented topically, in a manner that can be easily ported into diverse learning environments. Information about the needs of audiences with which scientists interact - higher education, K-12 education, informal education, and public - are provided by SMD's Audience-Based Working Groups. Their findings and recommendations are made available to inform the activities and products of E/PO providers so they are able to better serve these audiences. Also available is a 'one-stop shop' of SMD E/PO products and resources that can be used in conjunction with E/PO activities, NASA Wavelength (http://nasawavelength.org). Further supporting higher-education efforts, the Forums coordinate a network of science faculty, bringing them together at science conferences to share resources and experiences and to discuss pertinent education research. An online higher education clearinghouse, EarthSpace (http://www.lpi.usra.edu/earthspace), has been developed to provide faculty with news and funding information, the latest education research and resources for teaching undergraduates, and undergraduate course materials, including lectures, labs, and homework. This presentation will explore the Science E/PO Forums' pathways and tools available to support scientists involved in - or interested in being involved in - E/PO.

More than Just Chemistry: The Impact of a Collaborative Participant Structure on Student Perceptions of Science

ERIC Educational Resources Information Center

Patchen, Terri; Smithenry, Dennis W.

2015-01-01

Researchers have theorized that integrating authentic science activities into classrooms will help students learn how working scientists collaboratively construct knowledge, but few empirical studies have examined students' experiences with these types of activities. Utilizing data from a comparative, mixed-methods study, we considered how…

Changes in abundance of vascular plants under varying silvicultural systems at the Forest Ecosystem Research and Demonstration Area, Paul Smiths, New York

Treesearch

Mark J. Twery; Elizabeth Olson; Gary L. Wade; Michael. Rechlin

2013-01-01

The Forest Ecosystem Research and Demonstration Area (FERDA) was established in 1998 adjacent to the Visitor Interpretive Center (VIC) for the Adirondack Park in Paul Smiths, NY, to provide visitors with first-hand exposure to forest management activities and to provide research opportunities for scientists and students at Paul Smith's College. This research note...

Science and Exploration in the Classroom & Beyond: An Interdisciplinary STEAM Curriculum Developed by SSERVI Educators & Scientists

NASA Astrophysics Data System (ADS)

Becker, Tracy M.; Runyon, Cassandra; Cynthia, Hall; Britt, Daniel; Tracy Becker

2017-10-01

Through NASA’s Solar System Exploration Research Virtual Institute (SSERVI), the Center for Lunar and Asteroid Surface Science (CLASS) and the SSERVI Evolution and Environment of Exploration Destinations (SEEED) nodes have developed an interdisciplinary formal and informal hands-on curriculum to bring the excitement of space exploration directly to the students.With a focus on exploring asteroids, this 5-year effort has infused art with traditional STEM practices (creating STEAM) and provides teachers with learning materials to incorporate art, social studies, English language arts, and other courses into the lesson plans. The formal curricula being developed follows Next Generation Standards and incorporates effective and engaging pedagogical strategies, such as problem-based learning (PBL), design thinking, and document based questions, using authentic data and articles, some of which are produced by the SSERVI scientists. From the materials developed for the formal education component, we have built up a collection of informal activities of varying lengths (minutes to weeks-long programs) to be used by museums, girl and boy scouts, science camps, etc.The curricula are being developed by formal and informal educators, artists, storytellers, and scientists. The continual feedback between the educators, artists, and scientists enables the program to evolve and mature such that the material will be accessible to the students without losing scientific merit. Online components will allow students to interact with SSERVI scientists and will ultimately infuse ongoing, exciting research into the student’s lessons.Our Education & Public Engagement (EPE) program makes a strong effort to make educational material accessible to all learners, including those with visual or hearing impairments. Specific activities have been included or independently developed to give all students an opportunity to experience the excitement of the universe.

Prepublication disclosure of scientific results: Norms, competition, and commercial orientation

PubMed Central

2018-01-01

On the basis of a survey of 7103 active faculty researchers in nine fields, we examine the extent to which scientists disclose prepublication results, and when they do, why? Except in two fields, more scientists disclose results before publication than not, but there is significant variation in their reasons to disclose, in the frequency of such disclosure, and in withholding crucial results when making public presentations. They disclose results for feedback and credit and to attract collaborators. Particularly in formulaic fields, scientists disclose to attract new researchers to the field independent of collaboration and to deter others from working on their exact problem. A probability model shows that 70% of field variation in disclosure is related to differences in respondent beliefs about norms, competition, and commercialization. Our results suggest new research directions—for example, do the problems addressed or the methods of scientific production themselves shape norms and competition? Are the levels we observe optimal or simply path-dependent? What is the interplay of norms, competition, and commercialization in disclosure and the progress of science? PMID:29774233

Atmospheric Research 2014 Technical Highlights

NASA Technical Reports Server (NTRS)

Platnick, Steven

2015-01-01

Atmospheric research in the Earth Sciences Division (610) consists of research and technology development programs dedicated to advancing knowledge and understanding of the atmosphere and its interaction with the climate of Earth. The Division's goals are to improve understanding of the dynamics and physical properties of precipitation, clouds, and aerosols; atmospheric chemistry, including the role of natural and anthropogenic trace species on the ozone balance in the stratosphere and the troposphere; and radiative properties of Earth's atmosphere and the influence of solar variability on the Earth's climate. Major research activities are carried out in the Mesoscale Atmospheric Processes Laboratory, the Climate and Radiation Laboratory, the Atmospheric Chemistry and Dynamics Laboratory, and the Wallops Field Support Office. The overall scope of the research covers an end-to-end process, starting with the identification of scientific problems, leading to observation requirements for remote-sensing platforms, technology and retrieval algorithm development; followed by flight projects and satellite missions; and eventually, resulting in data processing, analyses of measurements, and dissemination from flight projects and missions. Instrument scientists conceive, design, develop, and implement ultraviolet, infrared, optical, radar, laser, and lidar technology to remotely sense the atmosphere. Members of the various Laboratories conduct field measurements for satellite sensor calibration and data validation, and carry out numerous modeling activities. These modeling activities include climate model simulations, modeling the chemistry and transport of trace species on regional-to-global scales, cloud resolving models, and developing the next-generation Earth system models. Satellite missions, field campaigns, peer-reviewed publications, and successful proposals are essential at every stage of the research process to meeting our goals and maintaining leadership of the Earth Sciences Division in atmospheric science research. Figure 1.1 shows the 20-year record of peer-reviewed publications and proposals among the various Laboratories. This data shows that the scientific work being conducted in the Laboratories is competitive with the work being done elsewhere in universities and other government agencies. The office of Deputy Director for Atmospheric Research will strive to maintain this record by rigorously monitoring and promoting quality while emphasizing coordination and integration among atmospheric disciplines. Also, an appropriate balance will be maintained between the scientists' responsibility for large collaborative projects and missions and their need to carry out active science research as a principal investigator. This balance allows members of the Laboratories to improve their scientific credentials, and develop leadership potentials. Interdisciplinary research is carried out in collaboration with other laboratories and research groups within the Earth Sciences Division, across the Sciences and Exploration Directorate, and with partners in universities and other government agencies. Members of the Laboratories interact with the general public to support a wide range of interests in the atmospheric sciences. Among other activities, the Laboratories raise the public's awareness of atmospheric science by presenting public lectures and demonstrations, by making scientific data available to wide audiences, by teaching, and by mentoring students and teachers. The Atmosphere Laboratories make substantial efforts to attract and recruit new scientists to the various areas of atmospheric research. We strongly encourage the establishment of partnerships with Federal and state agencies that have operational responsibilities to promote the societal application of our science products. This report describes our role in NASA's mission, provides highlights of our research scope and activities, and summarizes our scientists' major accomplishments during calendar year 2014. The composition of the organization is shown in Figure 1.2 for each code. This report is published in a printed version with an electronic version on our atmospheres Web site, http://atmospheres.gsfc.nasa.gov/.

Research goes to School: understanding the content and the procedures of Science through a new dialogue among students, teachers and scientists

NASA Astrophysics Data System (ADS)

L'Astorina, Alba; Tomasoni, Irene

2015-04-01

The Education system is increasingly interested in a more interactive dialogue with scientists in order to make science taught at school more aware of the models and the ways in which knowledge is produced, revised and discussed within the scientific community. Not always, in fact, the ministerial programs, the media, and the textbooks adopted by schools seem to be able to grasp the content and the procedures of the scientific knowledge as it is today being developed, sometimes spreading the idea of a monolithic and static science, with no reference to revisions, uncertainties, errors and disputes that, on the opposite, characterize the debate about science. On the other side, scientists, that in several surveys define students and teachers as one of the key groups that are most important to communicate with, often do not seem to be aware that scientific knowledge is continuously revised by the school and its protagonists. Science teaching, in all classes, has a highly educational role, as it offers the opportunity to value individual differences, to make students acquire specific tools and methods that enable them understand the world and critically interact with it. In this process of conscious learning, in which teachers play the role of tutors, the student participates actively bringing his tacit knowledge and beliefs. In this context, an educational proposal has recently been developed by the Italian National Research Council (CNR), aimed at starting a new dialogue between Education and Research. It's a way to encourage the technical and scientific culture among young people and a mutual exchange between the two main actors of the scientific production and promotion, considering weaknesses and strengths of the relationship between these two systems. In this proposal, students and teachers follow side by side a group of CNR scientists involved in an ongoing research project based on the use of innovative methodologies of aerospace Earth Observation (EO) for supporting the agricultural sector in Italy. A research project has its own planning and timing in which objectives, activities, tools and results are scheduled, monitored and evaluated; following its steps means understanding the content and the procedures of applied research, that has to face not only with scientific and technological but also with administrative, financial, communication aspects. In this process, scientists interact with several actors in addiction to the scientific community, such as private and public stakeholders, users, policy makers, media and the general public. The proposal involves for 2 years 10 teachers and 160 high school students in several activities: an opening participative workshop in which students and scientists exchange ideas and expectations on Research and Education and try to delineate the possible relationship between the two systems; personalized laboratories during which every School, according to its field of study, deepens one of the 3 specific research areas of the project, i.e. Earth Observation, use of UAV/drones, VGI and smart technologies for acquisition and distribution of field data through a Geoportal. In the last step, students and researchers plan and implement together some of the projects' task and a final event. At EGU the first results and further developments of the proposal will be highlighted.

DCEG scientists discuss researching cancer causes and training future researchers

Cancer.gov

Watch scientists in the NCI Division of Cancer Epidemiology and Genetics discuss research into the causes of cancer at the population level. Topics include genome-wide association studies, HPV genomics, Li-Fraumeni syndrome, and training future scientists.

Bats and Academics: How Do Scientists Perceive Their Object of Study?

PubMed

Boëte, Christophe; Morand, Serge

2016-01-01

Bats are associated with conflicting perceptions among humans, ranging from affection to disgust. If these attitudes can be associated with various factors among the general public (e.g. social norms, lack of knowledge), it is also important to understand the attitude of scientists who study bats. Such reflexive information on the researchers community itself could indeed help designing adequate mixed communication tools aimed at protecting bats and their ecosystems, as well as humans living in their vicinity that could be exposed to their pathogens. Thus, we conducted an online survey targeting researchers who spend a part of their research activity studying bats. Our aim was to determine (1) how they perceive their object of study, (2) how they perceive the representation of bats in the media and by the general population, (3) how they protect themselves against pathogen infections during their research practices, and (4) their perceptions of the causes underlying the decline in bat populations worldwide. From the 587 completed responses (response rate of 28%) having a worldwide distribution, the heterogeneity of the scientists' perception of their own object of study was highlighted. In the majority of cases, this depended on the type of research they conducted (i.e. laboratory versus field studies) as well as their research speciality. Our study revealed a high level of personal protection equipment being utilised against pathogens during scientific practices, although the role bats play as reservoirs for a number of emerging pathogens remains poorly known. Our results also disclosed the unanimity among specialists in attributing a direct role for humans in the global decline of bat populations, mainly via environmental change, deforestation, and agriculture intensification. Overall, the present study suggests the need for better communication regarding bats and their biology, their role within the scientific community, as well as in the general public population. As a consequence, increased knowledge regarding scientists' perceptions of bats should improve the role scientists play in influencing the perception of bats by the general public.

H3Africa and the African Life Sciences Ecosystem: Building Sustainable Innovation

PubMed Central

Huzair, Farah; Borda-Rodriguez, Alexander; Chirikure, Shadreck; Okpechi, Ikechi; Warnich, Louise; Masimirembwa, Collen

2014-01-01

Abstract Interest in genomics research in African populations is experiencing exponential growth. This enthusiasm stems in part from the recognition that the genomic diversity of African populations is a window of opportunity for innovations in postgenomics medicine, ecology, and evolutionary biology. The recently launched H3Africa initiative, for example, captures the energy and momentum of this interest. This interdisciplinary socio-technical analysis highlights the challenges that have beset previous genomics research activities in Africa, and looking ahead, suggests constructive ways H3Africa and similar large scale science efforts could usefully chart a new era of genomics and life sciences research in Africa that is locally productive and globally competitive. As independent African scholars and social scientists, we propose that any serious global omics science effort, including H3Africa, aiming to build genomics research capacity and capability in Africa, needs to fund the establishment of biobanks and the genomic analyses platforms within Africa. Equally they need to prioritize community engagement and bioinformatics capability and the training of African scientists on these platforms. Historically, the financial, technological, and skills imbalance between Africa and developed countries has created exploitative frameworks of collaboration where African researchers have become merely facilitators of Western funded and conceived research agendas involving offshore expatriation of samples. Not surprisingly, very little funding was allocated to infrastructure and human capital development in the past. Moving forward, capacity building should materialize throughout the entire knowledge co-production trajectory: idea generation (e.g., brainstorming workshops for innovative hypotheses development by African scientists), data generation (e.g., genome sequencing), and high-throughput data analysis and contextualization. Additionally, building skills for political science scholarship that questions the unchecked assumptions of the innovation performers be they funders, scientists, and social scientists, would enable collective innovation that is truly sustainable, ethical, and robust. PMID:25454511

The age of citizen science: Stimulating future environmental research

NASA Astrophysics Data System (ADS)

Burgess, S. N.

2010-12-01

Public awareness of the state of the ocean is growing with issues such as climate change, over-harvesting, marine pollution, coral bleaching, ocean acidification and sea level rise appearing regularly in popular media outlets. Society is also placing greater value on the range of ecosystem services the ocean provides. This increased consciousness of environmental change due to a combination of anthropogenic activities and impacts from climate change offers scientists the opportunity of engaging citizens in environmental research. The term citizen science refers to scientific research carried out by citizens and led by professionals, which involves large scale data collection whilst simultaneously engaging and educating those who participate. Most projects that engage citizen scientists have been specifically designed to provide an educational benefit to the volunteer and benefit the scientific inquiry by collecting extensive data sets over large geographical areas. Engaging the public in environmental science is not a new concept and successful projects (such as the Audobon Christmas Bird Count and Earthwatch) have been running for several decades resulting in hundreds of thousands of people conducting long-term field research in partnership with scientists based at universities worldwide. The realm of citizen science projects is continually expanding, with public engagement options ranging from science online; to backyard afternoon studies; to fully immersive experiential learning projects running for weeks at a time. Some organisations, such as Earthwatch also work in partnership with private industry; giving scientists access to more funding opportunities than those avenues traditionally available. These scientist -industry partnerships provide mutual benefits as the results of research projects in environments such as coastal ecosystems feed directly back into business risk strategies; for example mitigating shoreline erosion, storm surges, over fishing and warming water temperatures. Citizen science projects fulfill the requirements of government granting institutions for outreach and scientific communication. This presentation will highlight marine research projects, which have not only engaged citizens in the scientific process but also discuss the impacts of associated outreach, capacity building and community environmental stewardship.

Increasing Diversity in the Geosciences at the City University of New York

NASA Astrophysics Data System (ADS)

Damas, C.; Johnson, L.; McHugh, C.; Marchese, P. J.

2007-12-01

The City University of New York (CUNY) is the nation's largest urban university, with 23 institutions serving a large number of underrepresented minority (URM) and women students at all levels of the pipeline - community college to graduate school. CUNY has a strong record of recruiting, enrolling, retaining and graduating URMs in science, technology, engineering and mathematics (STEM) fields. Current efforts are underway to increase the number of URMs in the geosciences. These efforts include: 1) involving students in research at all levels of the pipeline; 2) incorporating innovative and proven pedagogical methods into the classroom; and 3) mentoring of students by research scientists from CUNY and other participating institutions. At all levels of the pipeline, students are actively engaged in Space and Earth Science research. At the community college level, students are introduced to the scientific research process through familiar software such as MS Excel to analyze simple time series. At the senior colleges, students progress to multi-variate data analysis, and they also have the opportunity to go into the field to collect data. As graduate students, they are involved as mentors and supervise undergraduate student research. Program initiatives such as the CUNY pipeline provide stipends and academic enrichment activities (i.e., GRE training, applying to graduate school, etc.) throughout the summer and academic year. During the summer, students also have the opportunity to work with and be mentored by research scientists at a CUNY campus, at a NASA center or a national laboratory. Mentors advise students about graduate school and careers, serve as role models, and perhaps more importantly, provide encouragement to students who lack confidence in their ability to do scientific research. Students also are expected to present their research findings at meetings and conferences, both locally and nationally. In addition to their research experiences, students also benefit from classroom instructions that emphasize active learning, and the integration of research related activities. Proven educational materials and pedagogical methods developed at Medgar Evers College and Queensborough Community College have proven quite effective at engaging and assisting students who have conceptual difficulties in their science and mathematics courses. Overall, students demonstrate an increase in their conceptual understanding of the subject matter, as well an increase in their confidence to solve scientific problems and to become scientists.

Partnering Students, Scientists, and the Local Community in a Regionally-focused Field Campaign

NASA Astrophysics Data System (ADS)

McLaughlin, J. W.; Lemone, M. A.; Seavey, M. M.; Washburne, J. C.

2006-05-01

The GLOBE Program (www.globe.gov) involves students and scientists in a worldwide environmental data collection effort. The GLOBE ONE field campaign (www.globe.gov/globeone) represents a model for a focused implementation of GLOBE via a geographically-specific project. The campaign, which occurred in Black Hawk County, Iowa from February 2004 to February 2006, was developed by GLOBE Principal Investigators (PIs), the GLOBE Program Office, and GLOBE Iowa. The central scientific objective was to compare quantitatively the environmental effects of various soil tillage techniques. In addition, student research projects were supported that spanned a variety of Earth science topics. The campaign established a partnership between students and scientists to collect a structured, multidisciplinary data set and also increase GLOBE visibility. The fact that GLOBE ONE occurred in a focused geographic area made it necessary to form a network for local support. This started with choosing an active GLOBE partner, namely the Iowa Academy of Science, who had the ability to oversee the local implementation of such a project. Once this partner was chosen, additional local groups needed to be recruited to support the project. The local network included K-12 schools, the County Conservation Board, the University of Northern Iowa, Hawkeye Community College, and community volunteers. This network collected data via automated instrumentation, first-hand observations, and through special events organized with a focus on a specific measurement. The first major step in supporting student research was a teacher training workshop held in March of 2006 that helped to provide tools for, and increase comfort levels with, promoting scientific inquiry in the classroom. Student-scientists interactions were promoted via scientist visits, video conferences, letters, and email exchanges. The culminating event was a Student Research Symposium held in February 2006 which gave students and scientists a chance to share their research efforts.

Climate Contrarianism: Conspiracies, Movable Goalposts, Cherry Picking, and the Galileo Complex

NASA Astrophysics Data System (ADS)

Somerville, R. C.

2012-12-01

How can two well-qualified climate scientists, with similar educational backgrounds and professional careers, come to diametrically opposed conclusions on important research issues that have been the subjects of extensive scientific investigation? This question is illuminated by examining the attitudes and practices that separate mainstream climate researchers and credentialed contrarian scientists. The existence of contrarians, scientists who reject the findings of mainstream researchers, is not confined to climate science. Indeed, in many fields of science, rhetorical arguments have been made by contrarians in order to create the impression that the expert scientific community is divided, and that genuine scientific controversy exists, where in fact there is none. The frequent objective underlying this practice is not to advance the science, but rather to cast doubt on scientific findings because of opposition to policies that might be implemented because of trust in these scientific results. Thus, opposition to cap-and-trade systems, or to carbon taxes, or to government interference with markets, or to ceding national sovereignty via treaties, can all be reasons for calling into question the mainstream scientific result that climate change due to human activities is real and has significant adverse effects. Contrarian scientists in many fields have alleged that they are victims of secretive conspiracies by mainstream scientists. They have also created unrealistic expectations of what research ought to provide, such as by pointing out that all climate models have uncertainties and weaknesses, and therefore no model results deserve serious consideration. They have emphasized weaknesses in papers supporting mainstream findings, and have exaggerated the importance of isolated results, and they have attacked the methods and credibility of mainstream scientists, all in the hope of undermining mainstream findings. They have often sought to portray themselves as independent thinkers and courageous victims of the dominant orthodoxy, reminiscent of Galileo. Understanding the characteristics of scientific contrarianism, and being familiar with its manifestations in many scientific fields, can help to recognize it and to distinguish it from legitimate scientific dissent.

What happens in the lab does not stay in the lab [corrected]: Applying midstream modulation to enhance critical reflection in the laboratory.

PubMed

Schuurbiers, Daan

2011-12-01

In response to widespread policy prescriptions for responsible innovation, social scientists and engineering ethicists, among others, have sought to engage natural scientists and engineers at the 'midstream': building interdisciplinary collaborations to integrate social and ethical considerations with research and development processes. Two 'laboratory engagement studies' have explored how applying the framework of midstream modulation could enhance the reflections of natural scientists on the socio-ethical context of their work. The results of these interdisciplinary collaborations confirm the utility of midstream modulation in encouraging both first- and second-order reflective learning. The potential for second-order reflective learning, in which underlying value systems become the object of reflection, is particularly significant with respect to addressing social responsibility in research practices. Midstream modulation served to render the socio-ethical context of research visible in the laboratory and helped enable research participants to more critically reflect on this broader context. While lab-based collaborations would benefit from being carried out in concert with activities at institutional and policy levels, midstream modulation could prove a valuable asset in the toolbox of interdisciplinary methods aimed at responsible innovation.

Geoscience Education Research: The Role of Collaborations with Education Researchers and Cognitive Scientists

NASA Astrophysics Data System (ADS)

Manduca, C. A.; Mogk, D. W.; Kastens, K. A.; Tikoff, B.; Shipley, T. F.; Ormand, C. J.; Mcconnell, D. A.

2011-12-01

Geoscience Education Research aims to improve geoscience teaching and learning by understanding clearly the characteristics of geoscience expertise, the path from novice to expert, and the educational practices that can speed students along this path. In addition to expertise in geoscience and education, this research requires an understanding of learning -the domain of cognitive scientists. Beginning in 2002, a series of workshops and events focused on bringing together geoscientists, education researchers, and cognitive scientists to facilitate productive geoscience education research collaborations. These activities produced reports, papers, books, websites and a blog developing a research agenda for geoscience education research at a variety of scales: articulating the nature of geoscience expertise, and the overall importance of observation and a systems approach; focusing attention on geologic time, spatial skills, field work, and complex systems; and identifying key research questions in areas where new technology is changing methods in geoscience research and education. Cognitive scientists and education researchers played critical roles in developing this agenda. Where geoscientists ask questions that spring from their rich understanding of the discipline, cognitive scientists and education researchers ask questions from their experience with teaching and learning in a wide variety of disciplines and settings. These interactions tend to crystallize the questions of highest importance in addressing challenges of geoscience learning and to identify productive targets for collaborative research. Further, they serve as effective mechanisms for bringing research techniques and results from other fields into geoscience education. Working productively at the intersection of these fields requires teams of cognitive scientists, geoscientists, and education reserachers who share enough knowledge of all three domains to have a common articulation of the research problem, to make collaborative decisions, and to collectively problem solve. The development of this shared understanding is a primary result of the past decade of work. It has been developed through geoscience hosted events like the On the Cutting Edge emerging theme workshops and the Synthesis of Research on Thinking and Learning in the Geosciences project, complementary events in cognitive science and education that include geoscientists like the Gordon Conferences on Visualization in Science & Education or the Spatial Cognition conference series, and the interactions within and among geoscience education research projects like the Spatial Intelligence and Learning Center, the GARNET project, and many others. With this common ground in place, effective collaborations that bring together deep knowledge of psychology and brain function, of educational design and testing, and of time tested learning goals, teaching methods, and measures of success can flourish. A strong and accelerating research field has emerged that spans from work on basic cognitive skills important in geoscience, to studies of specific teaching strategies.

NASA Ground-Truthing Capabilities Demonstrated

NASA Technical Reports Server (NTRS)

Lopez, Isaac; Seibert, Marc A.

2004-01-01

NASA Research and Education Network (NREN) ground truthing is a method of verifying the scientific validity of satellite images and clarifying irregularities in the imagery. Ground-truthed imagery can be used to locate geological compositions of interest for a given area. On Mars, astronaut scientists could ground truth satellite imagery from the planet surface and then pinpoint optimum areas to explore. These astronauts would be able to ground truth imagery, get results back, and use the results during extravehicular activity without returning to Earth to process the data from the mission. NASA's first ground-truthing experiment, performed on June 25 in the Utah desert, demonstrated the ability to extend powerful computing resources to remote locations. Designed by Dr. Richard Beck of the Department of Geography at the University of Cincinnati, who is serving as the lead field scientist, and assisted by Dr. Robert Vincent of Bowling Green State University, the demonstration also involved researchers from the NASA Glenn Research Center and the NASA Ames Research Center, who worked with the university field scientists to design, perform, and analyze results of the experiment. As shown real-time Hyperion satellite imagery (data) is sent to a mass storage facility, while scientists at a remote (Utah) site upload ground spectra (data) to a second mass storage facility. The grid pulls data from both mass storage facilities and performs up to 64 simultaneous band ratio conversions on the data. Moments later, the results from the grid are accessed by local scientists and sent directly to the remote science team. The results are used by the remote science team to locate and explore new critical compositions of interest. The process can be repeated as required to continue to validate the data set or to converge on alternate geophysical areas of interest.

Scientific Ocean Drilling: A Legacy of ODP Education and Community Engagement by JOI/USSSP

NASA Astrophysics Data System (ADS)

Johnson, A.; Cortes, M.; Farrell, J. W.

2003-12-01

The U.S. Science Support Program (USSSP) was established in 1986 to support the participation of U.S. scientists in the international Ocean Drilling Program (ODP). Since inception, USSSP has been managed by Joint Oceanographic Institutions (JOI), through a cooperative agreement with NSF, and guided by the U.S. Science Advisory Committee (USSAC). One of USSSP's primary goals has been to enhance the scientific contribution of ocean drilling and to maintain its vitality through a broad range of education and outreach activities. USSSP's first educational program, the Schlanger Ocean Drilling Fellowship, was established to encourage doctoral candidates to conduct research aboard the ODP drill ship, JOIDES Resolution. Since 1987, 74 fellowships have been awarded and the program has been expanded to include shorebased ODP-related research and Masters degree candidates. USSSP's second major educational activity is the Distinguished Lecturer Series. To date, 70 scientists have spoken about their ODP research at 334 institutions, effectively reaching new and diverse educational communities. In addition, USSSP has developed and distributed two interactive educational CD-ROMs (ODP: Mountains to Monsoons and Gateways to Glaciation) and an educational poster (Blast from the Past). All three items are popular supplements in classrooms from middle school to college because they present accessible scientific content, demonstrate the scientific method, and illustrate the collaborative and international nature of scientific research. USSSP's outreach efforts have included publishing the JOI/USSAC Newsletter since 1988 and ODP's Greatest Hits (abstracts written by U.S. scientists). The latter is broadly used because it communicates exciting scientific results in lay terms. USSSP has sponsored other educational efforts including a workshop to seek recommendations for educational activities to be associated with future scientific ocean drilling. NSF is currently considering the response to their solicitation of proposals to manage a successor program to USSSP, which will support the involvement of U.S. scientists in the new Integrated Ocean Drilling Program. The educational and outreach component of the new USSSP will target students at all levels, building upon improving on the USSSP-ODP achievements.

Using existing programs as vehicles to disseminate knowledge, provide opportunities for scientists to assist educators, and to engage students in using real data

NASA Astrophysics Data System (ADS)

Smith, S. C.; Wegner, K.; Branch, B. D.; Miller, B.; Schulze, D. G.

2013-12-01

Many national and statewide programs throughout the K-12 science education environment teach students about science in a hands-on format, including programs such as Global Learning and Observations to Benefit the Environment (GLOBE), Project Learning Tree (PLT), Project Wild, Project Wet, and Hoosier River Watch. Partnering with one or more of these well-known programs can provide many benefits to both the scientists involved in disseminating research and the K-12 educators. Scientists potentially benefit by broader dissemination of their research by providing content enrichment for educators. Educators benefit by gaining understanding in content, becoming more confident in teaching the concept, and increasing their enthusiasm in teaching the concepts addressed. This presentation will discuss an innovative framework for professional development that was implemented at Purdue University, Indiana in July 2013. The professional development incorporated GLOBE protocols with iPad app modules and interactive content sessions from faculty and professionals. By collaborating with the GLOBE program and scientists from various content areas, the Department of Earth, Atmospheric, and Planetary Sciences at Purdue University successfully facilitated a content rich learning experience for educators. Such activity is promoted and supported by Purdue University Libraries where activities such as Purdue's GIS Day are efforts of making authentic learning sustainable in the State of Indiana and for national consideration. Using iPads to visualize soil transitions on a field trip. Testing Water quality in the field.

Scientists and Educators Working Together: Everyone Teaches, Everyone Learns

NASA Astrophysics Data System (ADS)

Lebofsky, Larry A.; Lebofsky, N. R.; McCarthy, D. W.; Canizo, T. L.; Schmitt, W.; Higgins, M. L.

2013-10-01

The primary author has been working with three of the authors (Lebofsky, McCarthy, and Cañizo) for nearly 25 years and Schmitt and Higgins for 17 and 8 years, respectively. This collaboration can be summed up with the phrase: “everyone teaches, everyone learns.” What NASA calls E/PO and educators call STEM/STEAM, requires a team effort. Exploration of the Solar System and beyond is a team effort, from research programs to space missions. The same is true for science education. Research scientists with a long-term involvement in science education have come together with science educators, classroom teachers, and informal science educators to create a powerful STEM education team. Scientists provide the science content and act as role models. Science educators provide the pedagogy and are the bridge between the scientists and the teacher. Classroom teachers and informal science educators bring their real-life experiences working in classrooms and in informal settings and can demonstrate scientists’ approaches to problem solving and make curriculum more engaging. Together, we provide activities that are grade-level appropriate, inquiry-based, tied to the literacy, math, and science standards, and connected directly to up-to-date science content and ongoing research. Our programs have included astronomy camps for youth and adults, professional development for teachers, in-school and after-school programs, family science events, and programs in libraries, science centers, and museums. What lessons have we learned? We are all professionals and can learn from each other. By engaging kids and having them participate in activities and ask questions, we can empower them to be the presenters for others, even their families. The activities highlighted on our poster represent programs and collaborations that date back more than two decades: Use models and engage the audience, do not just lecture. Connect the activity with ongoing science and get participants outside to look at the real sky: do a Moon journal, measure shadows, observe constellations, and look through a telescope—the sky is more than just string, balls, or a computer program.

WhaleNet/environet

DOE Office of Scientific and Technical Information (OSTI.GOV)

Williamson, J.M.

1994-12-31

WhaleNet has established a network where students, educators, and scientists can interact and share data for use in interdisciplinary curricular and student research activities in classrooms around the world by utilizing telecommunication. This program enables students to participate in marine/whale research programs in real-time with WhaleNet data and supplementary curriculum materials regardless of their geographic location. Systems have been established with research organizations and whale watch companies whereby research data is posted by scientists and students participating in whale watches on the WhaleNet bulletin board and shared with participating classrooms. WhaleNet presently has contacts with classrooms across the nation, andmore » with research groups, whale watch organizations, science museums, and universities from Alaska to North Carolina, Hawaii to Maine, and Belize to Norway. WhaleNet has plans to make existing whale and fisheries research databases available for classroom use and to have research data from satellite tagging programs on various species of whales available for classroom access in real-time.« less

Introducing Ocean Science Research to Two-Year College (2YC) Students Through Inquiry-Based Experiences

NASA Astrophysics Data System (ADS)

Gamage, K. R.

2016-02-01

An effective approach to introduce 2YC students to ocean science research is through propagating inquiry-based experiences into existing geosciences courses using a series of research activities. The proposed activity is based on scientific ocean drilling, where students begin their research experience (pre-field activity) by reading articles from scientific journals and analyzing and interpreting core and log data on a specific research topic. At the end of the pre-field activity, students will visit the Gulf Coast Repository to examine actual cores, smear slides, thin sections etc. After the visit, students will integrate findings from their pre-field and field activities to produce a term paper. These simple activities allow students to experience in the iterative process of scientific research, illuminates how scientists approach ocean science, and can be the hook to get students interested in pursuing ocean science as a career.

EFRs in the Rocky Mountain Research Station: Understanding patterns of forest growth, weather and disturbance [Chapter 2.8

Treesearch

G. Sam Foster; Todd Mower; Russell Graham; Theresa B. Jain

2014-01-01

How does forest growth integrate weather, insect and disease attach, management actions, and natural disturbance? Which of these has the most impact on forest growth, composition, structure, and change? These questions have animated the activities of scientists of the Rocky Mountain Research Station (RMRS) since its earliest days, and continue to animate our research...

Leading US nano-scientists' perceptions about media coverage and the public communication of scientific research findings

NASA Astrophysics Data System (ADS)

Corley, Elizabeth A.; Kim, Youngjae; Scheufele, Dietram A.

2011-12-01

Despite the significant increase in the use of nanotechnology in academic research and commercial products over the past decade, there have been few studies that have explored scientists' perceptions and attitudes about the technology. In this article, we use survey data from the leading U.S. nano-scientists to explore their perceptions about two issues: the public communication of research findings and media coverage of nanotechnology, which serves as one relatively rapid outlet for public communication. We find that leading U.S. nano-scientists do see an important connection between the public communication of research findings and public attitudes about science. Also, there is a connection between the scientists' perceptions about media coverage and their views on the timing of public communication; scientists with positive attitudes about the media are more likely to support immediate public communication of research findings, while others believe that communication should take place only after research findings have been published through a peer-review process. We also demonstrate that journalists might have a more challenging time getting scientists to talk with them about nanotechnology news stories because nano-scientists tend to view media coverage of nanotechnology as less credible and less accurate than general science media coverage. We conclude that leading U.S. nano-scientists do feel a sense of responsibility for communicating their research findings to the public, but attitudes about the timing and the pathway of that communication vary across the group.

Volcanic hazards and remote sensing in Pacific Latin America

NASA Astrophysics Data System (ADS)

Lyons, John; Rose, Bill; Escobar, Rüdiger

2011-06-01

PASI Workshop on Open Vent Volcanoes; San José, Costa Rica, 10-24 January 2011 ; Open-vent volcanoes are a class of volcano that contain a relatively open path from the subsurface to the atmosphere without a major vent obstruction. Their persistent, low-level activity, which poses little danger to communities, may be punctuated by violent activity without warning. These complex systems challenge and provide opportunity for observatories and national and international investigators. Long-lived eruptions are also laboratories for students and scientists and a locus for developing collaborations and field testing new instrumentation and methods. Pacific Latin America hosts a high density of active volcanoes, and many are under-monitored and under-researched despite the efforts of local volcano observatories and their accessibility to U.S. and European scientists.

Training young scientists across empirical and modeling approaches

NASA Astrophysics Data System (ADS)

Moore, D. J.

2014-12-01

The "fluxcourse," is a two-week program of study on Flux Measurements and Advanced Modeling (www.fluxcourse.org). Since 2007, this course has trained early career scientists to use both empirical observations and models to tackle terrestrial ecological questions. The fluxcourse seeks to cross train young scientists in measurement techniques and advanced modeling approaches for quantifying carbon and water fluxes between the atmosphere and the biosphere. We invited between ten and twenty volunteer instructors depending on the year ranging in experience and expertise, including representatives from industry, university professors and research specialists. The course combines online learning, lecture and discussion with hands on activities that range from measuring photosynthesis and installing an eddy covariance system to wrangling data and carrying out modeling experiments. Attendees are asked to develop and present two different group projects throughout the course. The overall goal is provide the next generation of scientists with the tools to tackle complex problems that require collaboration.

Goddard Visiting Scientist Program

NASA Technical Reports Server (NTRS)

2000-01-01

Under this Indefinite Delivery Indefinite Quantity (IDIQ) contract, USRA was expected to provide short term (from I day up to I year) personnel as required to provide a Visiting Scientists Program to support the Earth Sciences Directorate (Code 900) at the Goddard Space Flight Center. The Contractor was to have a pool, or have access to a pool, of scientific talent, both domestic and international, at all levels (graduate student to senior scientist), that would support the technical requirements of the following laboratories and divisions within Code 900: 1) Global Change Data Center (902); 2) Laboratory for Atmospheres (Code 910); 3) Laboratory for Terrestrial Physics (Code 920); 4) Space Data and Computing Division (Code 930); 5) Laboratory for Hydrospheric Processes (Code 970). The research activities described below for each organization within Code 900 were intended to comprise the general scope of effort covered under the Visiting Scientist Program.

Handout on Health: Osteoporosis

MedlinePlus

... well, studies are comparing the effectiveness of different therapeutic approaches. Prevention Studies Researchers continue to explore the impact of nutritional status on bone health and fracture risk. Scientists are examining the impact of physical activity levels on bone health and are developing ...

Staff Scientist | Center for Cancer Research

Cancer.gov

The scientist will be tasked with independent research projects that support and/or further the scope of our laboratory goals as determined by the Principal Investigator. The scientist will be responsible for overseeing daily operations and coordination of projects in close conjunction with all laboratory personnel. The scientist will participate in teaching laboratory methods to first-time post-docs, research fellows, and students. The scientist will work closely with a full-time research biologist, both in collaboration of research projects and in the lab-critical administrative tasks of IRB-approval, animal protocols, budget, etc. Our laboratory has two post-doctoral researchers at any given time. This is a great opportunity for candidates who are interested in cancer biology and want to grow their research career by working in our program with outstanding support of other established laboratories and core facilities in the National Cancer Institute.

Local technicians in long-term research projects: evaluation of 25 years experience in an active tropical research station.

PubMed

Hurtado, Johanna; Clark, David B

2011-12-01

Most field ecology is conceived and financed by scientists from urban areas but is actually carried out in rural areas. Field staff can either be imported from urban areas or recruited from local residents. We evaluated the advantages and disadvantages of involving rural residents as local technicians over a 25- year period at active field research site in Costa Rica. We defined "local technicians" as local residents with no university education who acquired significant experience in field data collection, data management and/or laboratory work. We analyzed the experiences of incorporating these technicians into field research in developing countries from the points of view of scientist and of the local technicians themselves. Primary data were written responses from to a standardized survey of 19 senior scientists and Ph.D. students,and results from standardized personal interviews with 22 local technicians. Researchers highlighted the advantages of highly-skilled technicians with minimal staff turnover, as well as the technicians' knowledge of local ecological conditions. Local technicians considered the primary advantages of their jobs to be opportunities for continuing education training in science as well as cultural enrichment through interactions with people of different cultures. The main challenges identified by researchers were the lack of long-term funding for projects and extended training required for local technicians. Local technicians can be of great benefit to research projects by providing high-quality data collection at reasonable costs with low staff turnover. Over the last 25 years the research model at the field station we studied has evolved to the point that most long-term projects now depend heavily on local technicians. This model of involving local technicians in long-term research has multiple benefits for the researchers, the technicians and the local community, and could be adapted to a variety of settings in rural areas of developing countries.

50th Annual Fuze Conference.Session 3 and 4

DTIC Science & Technology

2006-05-11

Exploding Foil Initiator Research • Research on Explosives • Conclusion Wim Prinse Research Scientist3 TNO has organised...Research Scientist6 Exploding Foil Initiator Research • Electrical circuit • Exploding foil • Velocity of the flyer • Driver Explosive • Secondary...90% efficiency of energy deposited in the exploding foil (50 % other circuits) Wim Prinse Research Scientist8 Exploding foil • Dimension of the foil

Promoting Science Software Best Practices: A Scientist's Perspective (Invited)

NASA Astrophysics Data System (ADS)

Blanton, B. O.

2013-12-01

Software is at the core of most modern scientific activities, and as societal awareness of, and impacts from, extreme weather, disasters, and climate and global change continue to increase, the roles that scientific software play in analyses and decision-making are brought more to the forefront. Reproducibility of research results (particularly those that enter into the decision-making arena) and open access to the software is essential for scientific and scientists' credibility. This has been highlighted in a recent article by Joppa et al (Troubling Trends in Scientific Software Use, Science Magazine, May 2013) that describes reasons for particular software being chosen by scientists, including that the "developer is well-respected" and on "recommendation from a close colleague". This reliance on recommendation, Joppa et al conclude, is fraught with risks to both sciences and scientists. Scientists must frequently take software for granted, assuming that it performs as expected and advertised and that the software itself has been validated and results verified. This is largely due to the manner in which much software is written and developed; in an ad hoc manner, with an inconsistent funding stream, and with little application of core software engineering best practices. Insufficient documentation, limited test cases, and code unavailability are significant barriers to informed and intelligent science software usage. This situation is exacerbated when the scientist becomes the software developer out of necessity due to resource constraints. Adoption of, and adherence to, best practices in scientific software development will substantially increase intelligent software usage and promote a sustainable evolution of the science as encoded in the software. We describe a typical scientist's perspective on using and developing scientific software in the context of storm surge research and forecasting applications that have real-time objectives and regulatory constraints. This include perspectives on what scientists/users of software can contribute back to the software development process and examples of successful scientist/developer interactions, and the competition between "getting it done" and "getting it done right".

Education and Public Outreach for the PICASSO-CENA Satellite-Based Research Mission: K-12 Students Use Sun Photometers to Assist Scientists in Validating Atmospheric Data

NASA Astrophysics Data System (ADS)

Robinson, D. Q.

2001-05-01

Hampton University, a historically black university, is leading the Education and Public Outreach (EPO) portion of the PICASSO-CENA satellite-based research mission. Currently scheduled for launch in 2004, PICASSO-CENA will use LIDAR (LIght Detection and Ranging), to study earth's atmosphere. The PICASSO-CENA Outreach program works with scientists, teachers, and students to better understand the effects of clouds and aerosols on earth's atmosphere. This program actively involves students nationwide in NASA research by having them obtain sun photometer measurements from their schools and homes for comparison with data collected by the PICASSO-CENA mission. Students collect data from their classroom ground observations and report the data via the Internet. Scientists will use the data from the PICASSO-CENA research and the student ground-truthing observations to improve predications about climatic change. The two-band passive remote sensing sun photometer is designed for student use as a stand alone instrument to study atmospheric turbidity or in conjunction with satellite data to provide ground-truthing. The instrument will collect measurements of column optical depth from the ground level. These measurements will not only give the students an appreciation for atmospheric turbidity, but will also provide quantitative correlative information to the PICASSO-CENA mission on ground-level optical depth. Student data obtained in this manner will be sufficiently accurate for scientists to use as ground truthing. Thus, students will have the opportunity to be involved with a NASA satellite-based research mission.

How Scientists Use Critical-Thinking Skills: Isolating Both Total RNA and Protein Using the Same Small Organ

ERIC Educational Resources Information Center

Porta, Angela R.; Dhawan, Puneet

2006-01-01

Undergraduate biology programs are currently undergoing reform to involve students in biomedical research. Engaging students in more active, hands-on experiments allows students to discover scientific principles for themselves, and to develop techniques of critical thinking and problem solving. This models the world of real scientific research,…

78 FR 48437 - Agency Information Collection Activities; Submission to OMB for Review and Approval; Public...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-08-08

...: Application for waiver of the two year foreign residence requirement of the Exchange Visitor Program. OMB No.: 0990-0001 Abstract: The HHS program deals with both research and clinical care waivers. Applicant institutions apply to this Department to request a waiver on behalf of research scientists or foreign medical...

Assessing the effects of fire disturbance on ecosystems: a scientific agenda for research and management.

Treesearch

Daniel L. Schmoldt; David L. Peterson; Robert E. Keane; James M. Lenihan; Donald McKenzie; David R. Weise; David V. Sandberg

1999-01-01

A team of fire scientists and resource managers convened 17-19 April 1996 in Seattle, Washington, to assess the effects of fire disturbance on ecosystems. Objectives of this workshop were to develop scientific recommendations for future fire research and management activities. These recommendations included a series of numerically ranked scientific and managerial...

Scientists Talking to Students through Videos

ERIC Educational Resources Information Center

Chen, Junjun; Cowie, Bronwen

2014-01-01

The benefits of connecting school students with scientists are well documented. This paper reports how New Zealand teachers brought scientists into the classrooms through the use of videos of New Zealand scientists talking about themselves and their research. Two researchers observed lessons in 9 different classrooms in which 23 educational videos…

7 CFR 2.69 - Director, Office of the Chief Scientist.

Code of Federal Regulations, 2014 CFR

2014-01-01

... Research, Education, and Economics § 2.69 Director, Office of the Chief Scientist. (a) Delegations... Secretary for Research, Education, and Economics to the Director, Office of the Chief Scientist. (1) Provide to the Under Secretary (Chief Scientist of the Department) information on topics that can benefit...

7 CFR 2.69 - Director, Office of the Chief Scientist.

Code of Federal Regulations, 2012 CFR

2012-01-01

... Research, Education, and Economics § 2.69 Director, Office of the Chief Scientist. (a) Delegations... Secretary for Research, Education, and Economics to the Director, Office of the Chief Scientist. (1) Provide to the Under Secretary (Chief Scientist of the Department) information on topics that can benefit...

Fast 3D Surface Extraction 2 pages (including abstract)

DOE Office of Scientific and Technical Information (OSTI.GOV)

Sewell, Christopher Meyer; Patchett, John M.; Ahrens, James P.

Ocean scientists searching for isosurfaces and/or thresholds of interest in high resolution 3D datasets required a tedious and time-consuming interactive exploration experience. PISTON research and development activities are enabling ocean scientists to rapidly and interactively explore isosurfaces and thresholds in their large data sets using a simple slider with real time calculation and visualization of these features. Ocean Scientists can now visualize more features in less time, helping them gain a better understanding of the high resolution data sets they work with on a daily basis. Isosurface timings (512{sup 3} grid): VTK 7.7 s, Parallel VTK (48-core) 1.3 s, PISTONmore » OpenMP (48-core) 0.2 s, PISTON CUDA (Quadro 6000) 0.1 s.« less

What Do Subject Matter Experts Have to Say about Participating in Education and Outreach?

NASA Astrophysics Data System (ADS)

Manning, Colleen; NASA's Universe of Learning Team

2018-01-01

NASA’s Universe of Learning partners wish to actively engage with Subject Matter Experts (scientists and engineers) throughout the design, development, and delivery of products, programs, and professional development. In order to ensure these engagement efforts aligned with the needs of Subject Matter Experts, the external evaluators conducted an online survey. The subject pool included the scientists and engineers employed at the partner organizations as well as other scientists and engineers affiliated with NASA’s Astrophysics missions and research programs. This presentation will describe scientists’/engineers’ interest in various types of education/outreach, their availability to participate in education/outreach, factors that would encourage their participation in education/outreach, and the preparation and support they have for participation in education/outreach.

Challenges in translational research: the views of addiction scientists.

PubMed

Ostergren, Jenny E; Hammer, Rachel R; Dingel, Molly J; Koenig, Barbara A; McCormick, Jennifer B

2014-01-01

To explore scientists' perspectives on the challenges and pressures of translating research findings into clinical practice and public health policy. We conducted semi-structured interviews with a purposive sample of 20 leading scientists engaged in genetic research on addiction. We asked participants for their views on how their own research translates, how genetic research addresses addiction as a public health problem and how it may affect the public's view of addiction. Most scientists described a direct translational route for their research, positing that their research will have significant societal benefits, leading to advances in treatment and novel prevention strategies. However, scientists also pointed to the inherent pressures they feel to quickly translate their research findings into actual clinical or public health use. They stressed the importance of allowing the scientific process to play out, voicing ambivalence about the recent push to speed translation. High expectations have been raised that biomedical science will lead to new prevention and treatment modalities, exerting pressure on scientists. Our data suggest that scientists feel caught in the push for immediate applications. This overemphasis on rapid translation can lead to technologies and applications being rushed into use without critical evaluation of ethical, policy, and social implications, and without balancing their value compared to public health policies and interventions currently in place.

Research project management 101: insiders' tips from Early Career Scientists

NASA Astrophysics Data System (ADS)

Cristini, Luisa; Pabortsava, Katsiaryna; Stichel, Torben

2016-04-01

From the very beginning of their career, it is important for Early Career Scientists (ECS) to develop project management skills to be able to organise their research efficiently. ECS are often in charge of specific tasks within their projects or for their teams. However, without specific training or tools, the successful completion of these assignments will depend entirely on the organisational skills of individual researchers. ECS are thus facing "sink-or-swim" situations, which can be either instructive or disastrous for their projects. Here we provide experience-based tips from fellow ECS that can help manage various project activities, including: 1. Communication with supervisors and peers 2. Lab management 3. Field trips (e.g., oceanographic campaigns) 4. Internships and collaborations with other institutions 5. Literature/background research 6. Conference convening These are potential "life buoys" for ECS, which will help them to carry out these tasks efficiently and successfully.

From Research to Radio: How to Talk to a Science Reporter

NASA Astrophysics Data System (ADS)

Bentley, M. C.

2006-12-01

While there can be misunderstanding between scientists and journalists in communicating scientific research and, in particular, the realities of climate change, the communication gulf is wider between scientists/journalists and the public. Scientists may not be aware just how a journalist decides when and how to report on scientific research so that it might have an impact on the audience since these considerations are not those made when writing a paper for scientists' peers - or, in turn, how scientists can work with reporters to communicate more effectively the significance of their work. For example, polls have shown that while the majority of the American public is aware of climate change, they feel no urgency about it, or feel helpless as to how to respond. A newspaper article that includes new research into increased melt of Artic glaciers, that also includes the relevance the changes have to the individual living outside the Arctic, and how the public might take action, may help scientists break through the psychological barrier that prevents the public from absorbing the consequences of a changing climate. It is also important that scientists describe their research in language that a lay public can understand, without the jargon familiar only to scientists within a particular circle of research. In this talk I will describe my experience reporting on science and climate change for the BBC as to what frustrations reporters have in interviewing scientists, what misconceptions scientists may have about how journalism work, and what scientists should keep in mind when talking to reporters so that both groups can work together to communicate more effectively to the public. I will include audio examples from my radio work, whose concepts are relevant also to other media.

University/Science Center Collaborations (A Science Center Perspective): Developing an Infrastructure of Partnerships with Science Centers to Support the Engagement of Scientists and Engineers in Education and Outreach for Broad Impact

NASA Astrophysics Data System (ADS)

Marshall, Eric

2009-03-01

Science centers, professional associations, corporations and university research centers share the same mission of education and outreach, yet come from ``different worlds.'' This gap may be bridged by working together to leverage unique strengths in partnership. Front-end evaluation results for the development of new resources to support these (mostly volunteer-based) partnerships elucidate the factors which lead to a successful relationship. Maintaining a science museum-scientific community partnership requires that all partners devote adequate resources (time, money, etc.). In general, scientists/engineers and science museum professionals often approach relationships with different assumptions and expectations. The culture of science centers is distinctly different from the culture of science. Scientists/engineers prefer to select how they will ultimately share their expertise from an array of choices. Successful partnerships stem from clearly defined roles and responsibilities. Scientists/engineers are somewhat resistant to the idea of traditional, formal training. Instead of developing new expertise, many prefer to offer their existing strengths and expertise. Maintaining a healthy relationship requires the routine recognition of the contributions of scientists/engineers. As professional societies, university research centers and corporations increasingly engage in education and outreach, a need for a supportive infrastructure becomes evident. Work of TryScience.org/VolTS (Volunteers TryScience), the MRS NISE Net (Nanoscale Informal Science Education Network) subcommittee, NRCEN (NSF Research Center Education Network), the IBM On Demand Community, and IEEE Educational Activities exemplify some of the pieces of this evolving infrastructure.

Performance Engineering Research Institute SciDAC-2 Enabling Technologies Institute Final Report

DOE Office of Scientific and Technical Information (OSTI.GOV)

Hall, Mary

2014-09-19

Enhancing the performance of SciDAC applications on petascale systems has high priority within DOE SC. As we look to the future, achieving expected levels of performance on high-end com-puting (HEC) systems is growing ever more challenging due to enormous scale, increasing archi-tectural complexity, and increasing application complexity. To address these challenges, PERI has implemented a unified, tripartite research plan encompassing: (1) performance modeling and prediction; (2) automatic performance tuning; and (3) performance engineering of high profile applications. The PERI performance modeling and prediction activity is developing and refining performance models, significantly reducing the cost of collecting the data upon whichmore » the models are based, and increasing model fidelity, speed and generality. Our primary research activity is automatic tuning (autotuning) of scientific software. This activity is spurred by the strong user preference for automatic tools and is based on previous successful activities such as ATLAS, which has automatically tuned components of the LAPACK linear algebra library, and other re-cent work on autotuning domain-specific libraries. Our third major component is application en-gagement, to which we are devoting approximately 30% of our effort to work directly with Sci-DAC-2 applications. This last activity not only helps DOE scientists meet their near-term per-formance goals, but also helps keep PERI research focused on the real challenges facing DOE computational scientists as they enter the Petascale Era.« less

COSPAR for Dummies: History

NASA Astrophysics Data System (ADS)

Viso, Michel

The committee for Space research was established by the International Council of Scientific Union during the year following the launch of Sputnik 1(October 4th, 1957) which opened the space Era. The committee was the main point of contact in the, then, bipolarized world between scientists from the eastern and western countries. This committee remained the main and sometimes the sole point of contact for the scientists from both parties. During this period, called “cold war” the exchanges were very difficult and language barrier was also a major obstacle in exchanges. Beyond its former, strong political significance, COSPAR aims at promoting the space research, the exchanges of results, information. It was often the starting point of actual scientific cooperation. Even COSPAR has a continuous activity, the focal point for most of the space scientists is the general assembly which was held every year from 1958 up to 1980, then once every other year. The governing body is composed of representatives of various institutions and scientific unions. With the present structure by commissions and sub-commissions, the general assembly are quite big events with numerous scientists working in parallel sessions. The number of oral presentations and poster is continuously increasing. COSPAR is the best and perhaps the unique place for space scientists to exchange and enlarge their vision of space science. While structured in specialized commissions individuals can build up their own interdisciplinary program. Beyond the commissions there are several groups of interests, cross disciplinary and not linked to a single scientific domain: these are the panels. Some are supposed to be transient; some are supposed to be indefinite. The panels can propose advices and recommendations which could be used by the space agencies or other institutions. The officers of the panels are appointed by the COSPAR Bureau. COSPAR is an international cooperative body for scientists. It is the ideal place for young scientist to extend their knowledge not only in their own field but also in other disciplines to prepare their own future and their future research. COSPAR is editing two scientific journals and a bulletin. Just use them!! You are scientists, you are interested in space sciences or science in space; COSPAR is good for you!

Going Underground: A Field Investigation and Lab Activity on Karst Topography and Water Systems

ERIC Educational Resources Information Center

O'Dell, Gary; Gonzalez-Espada, Wilson

2011-01-01

Students learn science best with activities that mirror the way scientists work. This article describes how geologists investigate groundwater flow systems in areas of karst topography--geologic formations shaped by dissolving bedrock--and provides a way for students to replicate this research. Students also use electric current to model water…

Bringing Experience from the Field into the Classroom with the NOAA Teacher at Sea and PolarTREC Teacher Research Experience Programs

NASA Astrophysics Data System (ADS)

Eubanks, E. D.; Kohin, S.; Oberbauer, S.

2008-12-01

As a participant of the National Oceanic and Atmospheric Administration (NOAA), Teacher at Sea (2007) and the Arctic Research Consortium of the U.S., PolarTREC (2008) programs, I have had the opportunity to participate in hands-on research with leading scientific researchers from the tropics to the Arctic. These Teacher Researcher Experiences (TRE's) and the resulting relationships that have developed with the scientific community have been an asset to my professional development and have greatly enhanced my students' learning. The opportunity to participate in data collection and hands-on research with a NOAA researcher, Dr. Kohin, helped me bring shark, ocean, and ship science from my expedition onboard the NOAA Ship David Starr Jordan in the Channel Island region into my classroom. The new knowledge, experiences, and resources that I brought back allowed me to create lesson plans and host Shark Month--an activity that involved all 300 students in my school. My students were able to link real data regarding the location of sharks to practical application and still meet state standards. Likewise, the scientist from my PolarTREC expedition, Dr. Oberbauer, is assisting me in a long-term plan to incorporate his data into my classroom curricula. Already, my experiences from Barrow, Alaska, have been shared through webinars with my community and as a keynote speaker to over 600 Palm Beach County science teachers. We are also working together to develop a yearlong curriculum, in which my entire school of 300 students will discover interdisciplinary polar science. Participation in TRE's has been beneficial for my students and my community, but what is the return on the investment for the scientists who invited me to participate in their research? Both scientists have transferred their knowledge out of the laboratory and made a link between their research and a different generation--our future scientists. They become instrumental science leaders in a community of young impressionable learners. Additionally, I've been invited to participate in a future research project in Costa Rica with Dr. Oberbauer--allowing his research to continue to reach a broad audience of students and community members interested in learning about fascinating science from around the world. I have found that the best way to be an effective science teacher is to be a scientist. Having the opportunity to work in the field with researchers, allowed me to become a scientist. Participating in TRE's has rejuvenated my career, allowed me to acquire new and innovative ideas for my classroom and school, and has given my students the opportunity to work with renowned oceanographers and climatologists and real data--something most kids will never get the chance to do. Teachers and researchers only stand to benefit from these unique relationships. As a Zoology major and teacher, these experiences were life changing for me during a time when I had contemplated leaving my profession due to boredom. The expeditions rekindled my love for science and desire to share and teach through the eyes of a scientist. The more we bridge the gap between teachers and researchers the more science comes alive for our future scientists. We need to our youth to continue the research that is already underway.

The physician-scientists: rare species in Africa.

PubMed

Adefuye, Anthonio Oladele; Adeola, Henry Ademola; Bezuidenhout, Johan

2018-01-01

There is paucity of physician-scientists in Africa, resulting in overt dependence of clinical practice on research findings from advanced "first world" countries. Physician-scientists include individuals with a medical degree alone or combined with other advanced degrees (e.g. MD/MBChB and PhD) with a career path in biomedical/ translational and patient-oriented/evaluative science research. The paucity of clinically trained research scientists in Africa could result in dire consequences as exemplified in the recent Ebola virus epidemic in West Africa, where shortage of skilled clinical scientists, played a major role in disease progression and mortality. Here we contextualise the role of physician-scientist in health care management, highlight factors limiting the training of physician-scientist in Africa and proffer implementable recommendations to address these factors.

Research Projects, Technical Reports and Publications

NASA Technical Reports Server (NTRS)

Oliger, Joseph

1996-01-01

The Research Institute for Advanced Computer Science (RIACS) was established by the Universities Space Research Association (USRA) at the NASA Ames Research Center (ARC) on June 6, 1983. RIACS is privately operated by USRA, a consortium of universities with research programs in the aerospace sciences, under contract with NASA. The primary mission of RIACS is to provide research and expertise in computer science and scientific computing to support the scientific missions of NASA ARC. The research carried out at RIACS must change its emphasis from year to year in response to NASA ARC's changing needs and technological opportunities. A flexible scientific staff is provided through a university faculty visitor program, a post doctoral program, and a student visitor program. Not only does this provide appropriate expertise but it also introduces scientists outside of NASA to NASA problems. A small group of core RIACS staff provides continuity and interacts with an ARC technical monitor and scientific advisory group to determine the RIACS mission. RIACS activities are reviewed and monitored by a USRA advisory council and ARC technical monitor. Research at RIACS is currently being done in the following areas: Advanced Methods for Scientific Computing High Performance Networks During this report pefiod Professor Antony Jameson of Princeton University, Professor Wei-Pai Tang of the University of Waterloo, Professor Marsha Berger of New York University, Professor Tony Chan of UCLA, Associate Professor David Zingg of University of Toronto, Canada and Assistant Professor Andrew Sohn of New Jersey Institute of Technology have been visiting RIACS. January 1, 1996 through September 30, 1996 RIACS had three staff scientists, four visiting scientists, one post-doctoral scientist, three consultants, two research associates and one research assistant. RIACS held a joint workshop with Code 1 29-30 July 1996. The workshop was held to discuss needs and opportunities in basic research in computer science in and for NASA applications. There were 14 talks given by NASA, industry and university scientists and three open discussion sessions. There were approximately fifty participants. A proceedings is being prepared. It is planned to have similar workshops on an annual basis. RIACS technical reports are usually preprints of manuscripts that have been submitted to research 'ournals or conference proceedings. A list of these reports for the period January i 1, 1996 through September 30, 1996 is in the Reports and Abstracts section of this report.

Becoming an International Scientist in South Korea: Ho Wang Lee's Research Activity about Epidemic Hemorrhagic Fever.

PubMed

Shin, Miyoung

2017-04-01

In the 1960-70s, South Korea was still in the position of a science latecomer. Although the scientific research environment in South Korea at that time was insufficient, there was a scientist who achieved outcomes that could be recognized internationally while acting in South Korea. He was Ho Wang Lee(1928~ ) who found Hantann Virus that causes epidemic hemorrhagic fever for the first time in the world. It became a clue to identify causative viruses of hemorrhagic diseases that were scattered here and there throughout the world. In addition, these outcomes put Ho Wang Lee on the global center of research into epidemic hemorrhagic fever. This paper examines how a Korean scientist who was in the periphery of virology could go into the central area of virology. Also this article shows the process through which the virus found by Ho Wang Lee was registered with the international academia and he proceeded with follow-up research based on this progress to reach the level at which he generalized epidemic hemorrhagic fever related studies throughout the world. While he was conducting the studies, experimental methods that he had never experienced encountered him as new difficulties. He tried to solve the new difficulties faced in his changed status through devices of cooperation and connection. Ho Wang Lee's growth as a researcher can be seen as well as a view of a researcher that grew from a regional level to an international level and could advance from the area of non-mainstream into the mainstream. This analytic tool is meaningful in that it can be another method of examining the growth process of scientists in South Korea or developing countries.

The Cosmic Ray Observatory Project: Results of a Summer High-School Student, Teacher, University Scientist Partnership Using a Capstone Research Experience

NASA Astrophysics Data System (ADS)

Shell, Duane F.; Snow, Gregory R.; Claes, Daniel R.

2011-04-01

This paper reports results from evaluation of the Cosmic Ray Observatory Project (CROP), a student, teacher, scientist partnership to engage high-school students and teachers in school based cosmic ray research. Specifically, this study examined whether an intensive summer workshop experience could effectively prepare teacher—student teams to engage in cutting edge high-energy physics research. Results showed that teachers and students could acquire enough knowledge about cosmic ray physics and self-efficacy for conducting cosmic ray research during a summer workshop to be full participants in an SSP conducting research in their schools, and a capstone anchoring approach using an authentic research activity was effective for motivating student engagement in didactic classroom learning. CROP demonstrated "proof of concept" that setting up cosmic ray detector arrays in schools run by teachers and students was feasible, but found that set-up and operation in a high-school was technically difficult.

Developments in Space Research in Nigeria

NASA Astrophysics Data System (ADS)

Oke, O.

Nigeria s desire to venture into space technology was first made known to ECA OAU member countries at an inter-governmental meeting in Addis Ababa 1976 The Nigerian space research is highly rated in Africa in terms of reputation and scientific results The National Space Research and Development Agency NASRDA Nigeria s space research coordinating body has taken a more active role to help Nigeria s space research community to succeed internationally The paper presents recent examples of Nigeria s successes in space and its detailed applications in areas such as remote sensing meteorology communication and Information Technology and many more It gave an analysis of the statistics of Nigerian born space scientists working in the other space-faring nations The analysis have been used to develop a model for increasing Nigerian scientist s involvement in the development of space research in Nigeria It concluded with some thoughts on the current and future of Nigeria s space borne scientific experiments policies and programs

Research Institute for Advanced Computer Science: Annual Report October 1998 through September 1999

NASA Technical Reports Server (NTRS)

Leiner, Barry M.; Gross, Anthony R. (Technical Monitor)

1999-01-01

The Research Institute for Advanced Computer Science (RIACS) carries out basic research and technology development in computer science, in support of the National Aeronautics and Space Administration's missions. RIACS is located at the NASA Ames Research Center (ARC). It currently operates under a multiple year grant/cooperative agreement that began on October 1, 1997 and is up for renewal in the year 2002. ARC has been designated NASA's Center of Excellence in Information Technology. In this capacity, ARC is charged with the responsibility to build an Information Technology Research Program that is preeminent within NASA. RIACS serves as a bridge between NASA ARC and the academic community, and RIACS scientists and visitors work in close collaboration with NASA scientists. RIACS has the additional goal of broadening the base of researchers in these areas of importance to the nation's space and aeronautics enterprises. RIACS research focuses on the three cornerstones of information technology research necessary to meet the future challenges of NASA missions: (1) Automated Reasoning for Autonomous Systems. Techniques are being developed enabling spacecraft that will be self-guiding and self-correcting to the extent that they will require little or no human intervention. Such craft will be equipped to independently solve problems as they arise, and fulfill their missions with minimum direction from Earth. (2) Human-Centered Computing. Many NASA missions require synergy between humans and computers, with sophisticated computational aids amplifying human cognitive and perceptual abilities; (3) High Performance Computing and Networking Advances in the performance of computing and networking continue to have major impact on a variety of NASA endeavors, ranging from modeling and simulation to data analysis of large datasets to collaborative engineering, planning and execution. In addition, RIACS collaborates with NASA scientists to apply information technology research to a variety of NASA application domains. RIACS also engages in other activities, such as workshops, seminars, and visiting scientist programs, designed to encourage and facilitate collaboration between the university and NASA information technology research communities.

Research Institute for Advanced Computer Science

NASA Technical Reports Server (NTRS)

Gross, Anthony R. (Technical Monitor); Leiner, Barry M.

2000-01-01

The Research Institute for Advanced Computer Science (RIACS) carries out basic research and technology development in computer science, in support of the National Aeronautics and Space Administration's missions. RIACS is located at the NASA Ames Research Center. It currently operates under a multiple year grant/cooperative agreement that began on October 1, 1997 and is up for renewal in the year 2002. Ames has been designated NASA's Center of Excellence in Information Technology. In this capacity, Ames is charged with the responsibility to build an Information Technology Research Program that is preeminent within NASA. RIACS serves as a bridge between NASA Ames and the academic community, and RIACS scientists and visitors work in close collaboration with NASA scientists. RIACS has the additional goal of broadening the base of researchers in these areas of importance to the nation's space and aeronautics enterprises. RIACS research focuses on the three cornerstones of information technology research necessary to meet the future challenges of NASA missions: (1) Automated Reasoning for Autonomous Systems. Techniques are being developed enabling spacecraft that will be self-guiding and self-correcting to the extent that they will require little or no human intervention. Such craft will be equipped to independently solve problems as they arise, and fulfill their missions with minimum direction from Earth; (2) Human-Centered Computing. Many NASA missions require synergy between humans and computers, with sophisticated computational aids amplifying human cognitive and perceptual abilities; (3) High Performance Computing and Networking. Advances in the performance of computing and networking continue to have major impact on a variety of NASA endeavors, ranging from modeling and simulation to data analysis of large datasets to collaborative engineering, planning and execution. In addition, RIACS collaborates with NASA scientists to apply information technology research to a variety of NASA application domains. RIACS also engages in other activities, such as workshops, seminars, and visiting scientist programs, designed to encourage and facilitate collaboration between the university and NASA information technology research communities.

Superheroes and supervillains: reconstructing the mad-scientist stereotype in school science

NASA Astrophysics Data System (ADS)

Avraamidou, Lucy

2013-04-01

Background. Reform recommendations around the world call for an understanding about the nature of science and the work of scientists. However, related research findings provide evidence that students hold stereotypical views of scientists and the nature of their work. Purpose The aim of this case study was to examine the impact of an intervention on 15 elementary school students' views of scientists. Sample An urban, fifth-grade, European elementary school classroom defined the context of this study. Design and method The intervention was an 11-week-long investigation of a local problem concerning water quality. In carrying out this investigation the students collaborated with a young metrology scientist to collect and analyse authentic data that would help them to construct a claim about the quality of the water. The students' initial views of scientists were investigated through a drawing activity, classroom discussions and interviews. Results Analysis of these data indicated that all students but one girl held very stereotypical views on scientists and the nature of their work. Analysis of interviews with each student and classroom discussions after the intervention illustrated that they reconstructed their stereotypical views of scientists and the nature of their work owing to their personal engagement in the investigation and their collaboration with the scientist. Conclusions The findings of this study suggest that more in-depth study into project-based approaches, out-of-school learning and school-scientist partnerships is warranted, for the purpose of determining appropriate pedagogies that support students in developing up-to-date understanding about scientists and the nature of their work.

Working with NASA's OSS E/PO Support Network

NASA Astrophysics Data System (ADS)

Miner, E. D.; Lowes, L. L.

2001-11-01

With greater and greater emphasis on the inclusion of a public engagement component in all government-supported research funding, many members of the DPS are finding it difficult to find sufficient time and funding to develop a wide-reaching and effective E/PO program. NASA's Office of Space Science, over the last five years, has built a Support Network to assist its funded scientists to establish partnerships with local and/or national science formal or informal education organizations, who are anxious to connect with and use the expertise of space scientists. The OSS Support Network consists of four theme-based 'Forums,' including the Solar System Exploration (SSE) Forum, specifically designed for working with planetary scientists, and seven regional 'Brokers-Facilitators' who are more familiar with partnership and other potential avenues for involvement by scientists. The services provided by the Support Network are free to both the scientists and their potential partners and is not limited to NASA-funded scientists. In addition to its assistance to space scientists, the Support Network is involved in a number of other overarching efforts, including support of a Solar System Ambassador Program, a Solar System Educator Program, Space Place (web and e-mail science products for libraries and small planetariums and museums), an on-line Space Science Resource Directory, annual reports of Space Science E/PO activity, identifying and filling in 'holes' and 'over-populations' in a solar system E/PO product matrix of grade level versus product versus content, research on product effectiveness, and scientific and educational evaluation of space science products. Forum and Broker-Facilitator contact information is available at http://spacescience.nasa.gov/education/resources/ecosystem/index.htm. Handouts with additional information will be available at the meeting.

Microgravity

NASA Image and Video Library

2000-07-29

Angie Jackman, a NASA project manager in microgravity research, demonstrates the enhanced resilience of undercooled metal alloys as compared to conventional alloys. Experiments aboard the Space Shuttle helped scientists refine their understanding of the physical properties of certain metal alloys when undercooled (i.e., kept liquid below their normal solidification temperature). This new knowledge then allowed scientists to modify a terrestrial production method so they can now make limited quantities marketed under the Liquid Metal trademark. The exhibit was a part of the NASA outreach activity at AirVenture 2000 sponsored by the Experimental Aircraft Association in Oshkosh, WI.

What does "success" in public engagement activities mean? A comparison of goals, motivations and embedded assumptions in four polar outreach activities.

NASA Astrophysics Data System (ADS)

Roop, H. A.; Salmon, R. A.

2015-12-01

Using four very different polar outreach case studies, we will discuss scientists' motivations, expectations, and institutional incentives (and dis-incentives) to engage with the public, and argue that improved training, evaluation, and academic value needs to be associated with scientist-led communication efforts - as well as clearer fora for sharing best practice in this field. We will illustrate our argument using examples from an Antarctic festival with public lectures and science cafes, outreach associated with an Antarctic expedition, the global launch of a climate change documentary that had a significant focus on Antarctica, and a series of "Polar Weeks" led by an international community of scientists and educators. While there is an excellent culture of accountability in both formal and informal science communication sectors, the same rigour is not applied to the majority of 'outreach' activities that are initiated by the science research community. Many of these activities are undertaken based on 'what feels right' and opportunism, and are proclaimed to be a success based on little or no formal evaluation. As a result, much of this work goes undocumented, is not evaluated from the perspective of the science community, and is rarely subject to peer-review and its associated benefits, including professional rewards. We therefore recommend new opportunities for publication in this field that would encourage science communication theory and practice to better inform each other, and for scientists to gain professional recognition for their efforts in this arena.

Effects of Pollutants on Marine Life Probed

ERIC Educational Resources Information Center

Chemical and Engineering News, 1973

1973-01-01

Discusses research activities conducted by scientists from the United State of America, Canada, and the United Kingdom to determine the long-term effects on natural marine ecosystems, especially plankton communities, of such pollutants as heavy metals, synthetic hydrocarbons, and petroleum hydrocarbons. (CC)

Genetic Engineering: and the Law

ERIC Educational Resources Information Center

Australian Journal of Mental Retardation, 1977

1977-01-01

In a transcript from a radio show, Nobel Prize Winner Sir Macfarlane Burnet stresses the critical need for scientists to regulate their own activities in genetic research and cites the potential danger of creating a new form of polio which might escape. (CL)

James A. Van Allen: The Trip to Jupiter

ERIC Educational Resources Information Center

Jacobsen, Sally

1973-01-01

Discusses the research purposes and activities of the Pioneer mission, including the instruments used, data on Jupiter's radiation belt, and information about cosmic ray intensity. Included is a description of the scientist's view about the value of the space program. (CC)

Science experiences of citizen scientists in entomology research

NASA Astrophysics Data System (ADS)

Lynch, Louise I.

Citizen science is an increasingly popular collaboration between members of the public and the scientific community to pursue current research questions. In addition to providing researchers with much needed volunteer support, it is a unique and promising form of informal science education that can counter declining public science literacy, including attitudes towards and understanding of science. However, the impacts of citizen science programs on participants' science literacy remains elusive. The purpose of this study was to balance the top-down approach to citizen science research by exploring how adult citizen scientists participate in entomology research based on their perceptions and pioneer mixed methods research to investigate and explain the impacts of citizen science programs. Transference, in which citizen scientists transfer program impacts to people around them, was uncovered in a grounded theory study focused on adults in a collaborative bumble bee research program. Most of the citizen scientists involved in entomology research shared their science experiences and knowledge with people around them. In certain cases, expertise was attributed to the individual by others. Citizen scientists then have the opportunity to acquire the role of expert to those around them and influence knowledge, attitudinal and behavioral changes in others. An intervention explanatory sequential mixed methods design assessed how entomology-based contributory citizen science affects science self-efficacy, self-efficacy for environmental action, nature relatedness and attitude towards insects in adults. However, no statistically significant impacts were evident. A qualitative follow-up uncovered a discrepancy between statistically measured changes and perceived influences reported by citizen scientists. The results have important implications for understanding how citizen scientists learn, the role of citizen scientists in entomology research, the broader program impacts and the value of qualitative methodologies in citizen science research. Citizen science is championed for its ability to extend the geographic, temporal and spatial reach of a research team. It can also extend the educational reach through citizen scientists that have acquired the role of expert.

Evaluation of the Impact of NCI Summer Curriculum on Cancer Prevention’s on Participants from Low- and Middle Income Countries

PubMed Central

Williams, Makeda J.; Otero, Isabel V.; Harford, Joe B.

2013-01-01

The NCI Summer Curriculum on Cancer Prevention provides scientists and health care professionals training in principles and practices of cancer prevention and control, and molecular biology and genetics of cancer. Originally intended for U.S. scientists, the Curriculum’s enrollment of international scientists has increased steadily. The objective of the current study was to evaluate the Curriculum’s impact on knowledge, skills and career accomplishments of the international participants from low- and middle-income countries (LMIC). International participants from 1998 to 2009 completed questionnaires regarding knowledge, overall experience and accomplishments directly associated with the Curriculum. Almost all respondents agreed the Curriculum enhanced their knowledge and skills, prepared them to contribute to cancer control activities in their home countries and addressed specific needs and achieve research goals. The NCI Summer Curriculum on Cancer Prevention gives international participants a unique opportunity to enhance their knowledge and effectively contribute to cancer control activities in their home country. PMID:23355281

Speaking Out About the Social Implications of Science: The Uneven Legacy of H. J. Muller

PubMed Central

Carlson, Elof Axel

2011-01-01

H. J. Muller (1890–1967) was unusual as a scientist because he spoke out on numerous occasions about the uses and abuses of genetics in society. In this article, I follow Muller's efforts to do so and the consequences that they had on his career, his productivity as a research scientist, and his reputation. The shifting sites of Muller's work—which ranged from Columbia University to Texas, from Berlin to Moscow and Leningrad, from Madrid to Edinburgh, and from Amherst to Indiana University—made his activism unusual. Muller paid a price for his activism, and his reputation today is still marred by what most historians would consider risky judgments and reversals of position about genetics and society. My analysis is not a defense but rather an evaluation of the circumstances that led him to these positions and an analysis of the consequences of challenging society when scientists believe their science is being ignored or abused. PMID:21224441

United States Department of Agriculture-Agricultural Research Service research on biological control of arthropods.

PubMed

Hopper, Keith R

2003-01-01

During 1999-2001, ARS scientists published over 100 papers on more than 30 species of insect pest and 60 species of predator and parasitoid. These papers address issues crucial to the three strategies of biological control: conservation, augmentation and introduction. Conservation biological control includes both conserving extant populations of natural enemies by using relatively non-toxic pesticides and increasing the abundance of natural enemies in crops by providing or improving refuges for population growth and dispersal into crops. ARS scientists have been very active in determining the effects of pesticides on beneficial arthropods and in studying movement of natural enemies from refuges into crops. Augmentation involves repeated releases of natural enemies in the field, which can be inoculative or inundative. Inoculative releases are used to initiate self-propagating populations at times or in places where they would be slow to colonize. ARS scientists have studied augmentative biological control of a variety of pest insects. The targets are mostly pests in annual crops or other ephemeral habitats, where self-reproducing populations of natural enemies are not sufficiently abundant early enough to keep pest populations in check. ARS research in augmentative biological control centers on methods for rearing large numbers of healthy, effective natural enemies and for releasing them where and when they are needed at a cost less than the value of the reduction in damage to the crop. ARS scientists have researched various aspects of introductions of exotic biological control agents against a diversity of pest insects. The major issues in biological control introductions are accurate identification and adequate systematics of both natural enemies and target pests, exploration for natural enemies, predicting the success of candidates for introduction and the likelihood of non-target impacts, quarantine and rearing methods, and post-introduction evaluation of establishment, control and non-target impacts. ARS scientists have published research on several general issues in biological control. Among the most important are the mechanisms affecting mate- and host-finding and host specificity.

Building Ocean Learning Communities: A COSEE Science and Education Partnership

NASA Astrophysics Data System (ADS)

Robigou, V.; Bullerdick, S.; Anderson, A.

2007-12-01

The core mission of the Centers for Ocean Sciences Education Excellence (COSEE) is to promote partnerships between research scientists and educators through a national network of regional and thematic centers. In addition, the COSEEs also disseminate best practices in ocean sciences education, and promote ocean sciences as a charismatic interdisciplinary vehicle for creating a more scientifically literate workforce and citizenry. Although each center is mainly funded through a peer-reviewed grant process by the National Science Foundation (NSF), the centers form a national network that fosters collaborative efforts among the centers to design and implement initiatives for the benefit of the entire network and beyond. Among these initiatives the COSEE network has contributed to the definition, promotion, and dissemination of Ocean Literacy in formal and informal learning settings. Relevant to all research scientists, an Education and Public Outreach guide for scientists is now available at www.tos.org. This guide highlights strategies for engaging scientists in Ocean Sciences Education that are often applicable in other sciences. To address the challenging issue of ocean sciences education informed by scientific research, the COSEE approach supports centers that are partnerships between research institutions, formal and informal education venues, advocacy groups, industry, and others. The COSEE Ocean Learning Communities, is a partnership between the University of Washington College of Ocean and Fishery Sciences and College of Education, the Seattle Aquarium, and a not-for-profit educational organization. The main focus of the center is to foster and create Learning Communities that cultivate contributing, and ocean sciences-literate citizens aware of the ocean's impact on daily life. The center is currently working with volunteer groups around the Northwest region that are actively involved in projects in the marine environment and to empower these diverse groups including research scientists, formal and informal educators, business representatives, and non-profit groups to identify ocean-related problems, and develop solutions to share with their own communities. COSEE OLC practices and studies the skills of developing these collaborations.

The Chemistry of Early Self-Replicating Systems

NASA Technical Reports Server (NTRS)

Bada, Jeffrey L.

1996-01-01

The NASA Specialized Center of Research and Training (NSCORT) in Exobiology is a consortium of scientists at the University of California at San Diego (UCSD), The Salk Institute for Biological Studies (Salk) and The Scripps Research Institute (TSRI). All three institutions are located in close geographical proximity in La Jolla, California. The NSCORT/Exobiology is administered through the Scripps Institution of Oceanography. Since its inception in January 1992, the NSCORT in Exobiology has made major contributions with respect to the question of how life began on Earth. The Principal Investigators (PIs) and their associated Fellows have published numerous articles in peer reviewed journals on topics relevant to Exobiology. They have presented papers and sponsored symposia at several meetings of national and international scientific societies. A total of 30 undergraduate, 12 graduate and 15 postdoctoral Fellows have been supported by the NSCORT. The Fellows have met on their own at least once a month to discuss Exobiology topics and research progress. The NSCORT has arranged seminars and evening discussion meetings, and offered an undergraduate class on "Biochemical Evolution" as well as graduate courses dealing with topics in Exobiology. A visiting scientist program has allowed 11 scientists from the U.S. and 4 foreign countries to conduct cooperative research with the various PIs. An active outreach program has been initiated, which includes an Exobiology high school level teaching module and curriculum guide, and an elementary school level booklet about basic atomic structure and formation of the universe, Sun and Earth. A World Wide Web Homepage (http://www-chem.ucsd.edu/-nscort/ NSCORT.html) has been developed, which describes the NSCORT activities, research programs and Fellowship opportunities. The various activities of the NSCORT in Exobiology have received wide-spread coverage in both the scientific and public media. The major function of the NSCORT is the training of young scientists in the field of Exo- biology. Thus, the bulk of the $1,000,000 annual budget is used to support the research and training of undergraduate, graduate and post-doctoral Fellows who are selected on a competitive basis. About five Fellows at each level are supported each year. Our goal is to train scientists whose major research interest is Exobiology, but whose mastery in the classical fields of chemistry, biology and earth science is so strong that they outstanding candidates for either graduate school or academic tenure-track positions in departments at leading national and international Universities. Applicants for these Fellowships are solicited by advertisements in journals such as Science and Nature and in organizational newsletters such as the one published by the International Society for the Study of the Origin of Life (ISSOL), by contacting academic and NASA colleagues working in Exobiology or related fields and by recruiting students who have already been admitted into the various academic programs with which the PIs are affiliated.

Bringing climate sciences to the general public with the Climanosco initiative

NASA Astrophysics Data System (ADS)

Bourqui, Michel; Bolduc, Cassandra; Charbonneau, Paul; Charrière, Marie; Hill, Daniel; Lòpez Gladko, Angélica; Loubet, Enrique; Roy, Philippe; Winter, Barbara

2016-04-01

This paper presents the first months of operation of the scientists-initiated Climanosco.org platform. The goal of this initiative is to bridge climate sciences with the general public by building a network of climate scientists and citizens around the world, by stimulating the writing of quality climate science articles in non-scientific language, and by publishing these articles in an open-access, multilingual format. For the climate scientist, this platform will offer a simple and reliable channel to disseminate research results to the general public. High standards are enforced by: a) requiring that the main author is an active climate scientist, and b) an innovative peer-review process involving scientific and non-scientific referees with distinct roles. Direct participation of non-scientists is allowed through co-authoring, peer-reviewing, language translation. Furthermore, public engagement is stimulated by allowing non-scientists to invite manuscripts to be written by scientists on topics of their concern. The targeted public includes journalists, teachers, students, local politicians, economists, members of the agriculture sector, and any other citizens from around the world with an interest in climate sciences. The initiative is now several months into operations. In this paper, I will discuss what we have achieved so far and what we plan for the next future.

Forging School-Scientist Partnerships: A Case of Easier Said than Done?

NASA Astrophysics Data System (ADS)

Falloon, Garry

2013-12-01

Since the early 1980s, a number of initiatives have been undertaken worldwide which have involved scientists and teachers working together in projects designed to support the science learning of students. Many of these have attempted to establish school-scientist partnerships. In these, scientists, teachers, and students formed teams engaged in mutually beneficial science-based activities founded on principles such as equal recognition and input, and shared vision, responsibility and risk. This article uses two partnership programmes run by a New Zealand Science Research Institute, to illustrate the challenges faced by scientists and teachers as they attempted to forge meaningful and effective partnerships. It argues that achieving the theorised position of a shared partnership space at the intersection of the worlds of scientists and teachers is problematic, and that scientists must instead be prepared to penetrate deeply into the world of the classroom when undertaking any such interactions. Findings indicate epistemological differences, curriculum and school systems and issues, and teacher efficacy and science knowledge significantly affect the process of partnership formation. Furthermore, it is argued that a re-thinking of partnerships is needed to reflect present economic and education environments, which are very different to those in which they were originally conceived nearly 30 years ago. It suggests that technology has an important role to play in future partnership interactions.

Training in reproductive health and sexuality: the case of a regional program in Latin America.

PubMed

Ramos, S; Gogna, M

1997-01-01

Beginning in July 1993, a 5-year program has sought to provide social research, training, and technical assistance in reproductive health and sexuality in Argentina, Chile, Peru, and Colombia by 1) building research capacity and promoting an interdisciplinary approach to reproductive health and sexuality and 2) promoting a gender perspective to these issues. The target groups are women's nongovernmental organizations (NGOs); family planning, reproductive health, and women's health providers; and social scientists conducting health-related research. Training activities include regional workshops, a Regional Resident Fellowship Program to support graduate-level education, and provision of technical assistance. The first 3 years of the program have revealed that the basic training needs in these areas include 1) helping women's NGOs improve their record-keeping capacity, evaluation processes, theoretical and methodological background, and institutional-building ability; 2) sensitizing women's health providers to sociocultural dimension of health-illness issues and to a gender and human rights perspective; and 3) training social scientist researchers to apply their skills in applied research, develop their theoretical background, and improve research quality control procedures. The main challenges for training activities in the field of reproductive health and sexuality are posed by the complexity of the issues and their interdisciplinary nature.

The CAS-NAS forum for new leaders in space science

NASA Astrophysics Data System (ADS)

Smith, David H.

The space science community is thoroughly international, with numerous nations now capable of launching scientific payloads into space either independently or in concert with others. As such, it is important for national space-science advisory groups to engage with like-minded groups in other spacefaring nations. The Space Studies Board of the US National Academy of Sciences' (NAS') National Research Council has provided scientific and technical advice to NASA for more than 50 years. Over this period, the Board has developed important multilateral and bilateral partnerships with space scientists around the world. The primary multilateral partner is COSPAR, for which the Board serves as the US national committee. The Board's primary bilateral relationship is with the European Science Foundation’s European Space Science Committee. Burgeoning Chinese space activities have resulted in several attempts in the past decade to open a dialogue between the Board and space scientists in China. On each occasion, the external political environment was not conducive to success. The most recent efforts to engage the Chinese space researchers began in 2011 and have proved particularly successful. Although NASA is currently prohibited from engaging in bilateral activities with China, the Board has established a fruitful dialogue with its counterpart in the Chinese Academy of Sciences (CAS). A joint NAS-CAS activity, the Forum for New Leaders in Space Science, has been established to provide opportunities for a highly select group of young space scientists from China and the United States to discuss their research activities in an intimate and collegial environment at meetings to be held in both nations. The presentation will describe the current state of US-China space relations, discuss the goals of the joint NAS-CAS undertaking and report on the activities at the May, 2014, Forum in Beijing and the planning for the November, 2014, Forum in Irvine, California.

Scientist-Educator Partnerships: the Cornerstone of Astrophysics E/PO

NASA Astrophysics Data System (ADS)

Meinke, Bonnie K.; Smith, Denise A.; Lawton, Brandon; Eisenhamer, Bonnie; Jirdeh, Hussein

2015-11-01

For nearly two decades, NASA has partnered scientists and educators by embedding Education and Public Outreach (E/PO) programs and funding in its science missions and research activities. This enables scientist and educators to work side-by-side in translating cutting-edge NASA science and technology for classrooms, museums, and public venues.The Office of Public Outreach at the Space Telescope Science Institute (STScI) is uniquely poised to foster collaboration between scientists with content expertise and educators with pedagogy expertise. As home to both Hubble Space Telescope and the future James Webb Space Telescope, STScI leverages the expertise of its scientists to create partnerships with its collocated Education Team to translate cutting-edge NASA science into new and effective learning tools. In addition, STScI is home of the NASA Science Mission Directorate (SMD) Astrophysics Science E/PO Forum, which facilitates connections both within the SMD E/PO community and beyond to scientists and educators across all NASA Astrophysics missions. These collaborations strengthen partnerships, build best practices, and enhance coherence for NASA SMD-funded E/PO missions and programs.We will present examples of astronomers’ engagement in our E/PO efforts, such as NASA Science4Girls.

Engaging the Senses, Understanding Publics: Research Methods, Science Engagement, and Synthetic Biology.

PubMed

Meckin, Robert; Balmer, Andrew

2017-11-01

Scientists and government actors often fear a 'public rejection' of biotechnology, especially regarding genetic modification. Through a research project aimed at engaging people's senses, we support an alternative way for scientists to consider non-scientists in their research. Copyright © 2017 Elsevier Ltd. All rights reserved.

Incubating the research independence of a medical scientist training program graduate: a case study.

PubMed

Dzirasa, Kafui; Krishnan, Ranga R; Williams, R Sanders

2015-02-01

Physician-scientists play a critical role in discovering new biological knowledge and translating findings into medical practices that can improve clinical outcomes. Collectively, the National Institutes of Health (NIH) and its affiliated Medical Scientist Training Programs (MSTPs) invest upwards of $500,000 to fully train each of the 900+ MD/PhD students enrolled in these programs. Nevertheless, graduates face the challenges of navigating fragmented intervals of clinical training and research engagement, reinitiating research upon completing their residencies, managing financial pressures, and competing for funding following what is typically four or more years of research inactivity. Together, these barriers contribute to the high attrition rate of MSTP graduates from research careers. The authors designed and implemented (2009-2014), for a single trainee, an alternative postgraduate training model characterized by early research engagement, strategic mentoring, unyoked clinical and research milestones, and dedicated financial support. The pilot training experiment was so successful that the trainee secured an NIH project grant and completed his transition to research independence 3.5 years after starting the experimental training schedule-nearly 9 years earlier (based on age) than is typical for MD/PhDs transitioning from mentored to independent research. This success has demonstrated that unyoking research engagement from conventional calendar-based clinical training milestones is a feasible, effective means of incubating research independence in MSTP graduates. The authors encourage the design and application of similar unconventional approaches that interweave residency training with ongoing research activity for appropriate candidates, especially in subspecialties with increased MSTP graduate enrollment.

Applications of aerospace technology in biology and medicine

NASA Technical Reports Server (NTRS)

Brown, J. N.

1974-01-01

The results of the medically related activities of the NASA Application Team Program at the Research Triangle Institute are presented. The RTI team, a multidisciplinary team of scientists and engineers, acted as an information and technology interface between NASA and individuals, institutions, and agencies involved in biomedical research and clinical medicine. The Team has identified 40 new problems for investigation, has accomplished 7 technology applications, 6 potential technology application, 4 impacts, has closed 54 old problems, and has a total of 47 problems under active investigation.

U.S. Geological Survey Toxic Substances Hydrology Program: Proceedings of the technical meeting, Charleston, South Carolina, March 8-12, 1999: Volume 1 (Part A)

USGS Publications Warehouse

Morganwalp, David W.; Buxton, Herbert T.

1999-01-01

This report contains papers presented at the seventh Technical Meeting of the U.S. Geological Survey (USGS), Toxic Substances Hydrology (Toxics) Program. The meeting was held March 8-12, 1999, in Charleston, South Carolina. Toxics Program Technical Meetings are held periodically to provide a forum for presentation and discussion of results of recent research activities.The objectives of these meetings are to:Present recent research results to essential stakeholders,Encourage synthesis and integrated interpretations among scientists with different expertise who are working on a contamination issue, andPromote exchange of ideas among scientists working on different projects and issues within the Toxics Program.The Proceedings is published in three volumes. Volume 1 contains papers that report on results of research on contamination from hard-rock mining. Results include research on contamination from hard rock mining in arid southwest alluvial basins, research on hard rock mining in mountainous terrain, and progress from the USGS Abandoned Mine Lands Initiative. This Initiative is designed to develop a watershed-based approach to characterize and remediate contamination from abandoned mine lands and transfer technologies to Federal land management agencies and stakeholders.Volume 2 contains papers on contamination of hydrologic systems and related ecosystems. The papers discuss research on the response of estuarine ecosystems to contamination from human activities. They include research on San Francisco Bay; mercury contamination of aquatic ecosystems; and investigation of the occurrence, distribution, and fate of agricultural chemicals in the Mississippi River Basin. This volume also contains results on development and reconnaissance testing of new methods to detect emerging contaminants in environmental samples.Volume 3 contains papers on subsurface contamination from point sources. The papers discuss research on: hydrocarbons and fuel oxygenates at gasoline release sites; ground-water contamination by crude oil; complex contaminant mixtures from treated wastewater discharges; waste disposal and subsurface transport of contaminants in arid environments; ground water and surface water affected by municipal landfill leachate; natural attenuation of chlorinated solvents; and characterizing flow and transport in fractured rock aquifers.In all, the more than 175 papers contained in this proceedings reflect the contributions of more than 350 scientists who are co-authors. These scientists are from across the USGS, as well as from universities, other Federal and State agencies, and industry.

U.S. Geological Survey Toxic Substances Hydrology Program: Proceedings of the technical meeting, Charleston, South Carolina, March 8-12, 1999: Volume 3 (Part C)

USGS Publications Warehouse

Morganwalp, David W.; Buxton, Herbert T.

1999-01-01

This report contains papers presented at the seventh Technical Meeting of the U.S. Geological Survey (USGS), Toxic Substances Hydrology (Toxics) Program. The meeting was held March 8-12, 1999, in Charleston, South Carolina. Toxics Program Technical Meetings are held periodically to provide a forum for presentation and discussion of results of recent research activities.The objectives of these meetings are to:Present recent research results to essential stakeholders,Encourage synthesis and integrated interpretations among scientists with different expertise who are working on a contamination issue, andPromote exchange of ideas among scientists working on different projects and issues within the Toxics Program.The Proceedings is published in three volumes. Volume 1 contains papers that report on results of research on contamination from hard-rock mining. Results include research on contamination from hard rock mining in arid southwest alluvial basins, research on hard rock mining in mountainous terrain, and progress from the USGS Abandoned Mine Lands Initiative. This Initiative is designed to develop a watershed-based approach to characterize and remediate contamination from abandoned mine lands and transfer technologies to Federal land management agencies and stakeholders.Volume 2 contains papers on contamination of hydrologic systems and related ecosystems. The papers discuss research on the response of estuarine ecosystems to contamination from human activities. They include research on San Francisco Bay; mercury contamination of aquatic ecosystems; and investigation of the occurrence, distribution, and fate of agricultural chemicals in the Mississippi River Basin. This volume also contains results on development and reconnaissance testing of new methods to detect emerging contaminants in environmental samples.Volume 3 contains papers on subsurface contamination from point sources. The papers discuss research on: hydrocarbons and fuel oxygenates at gasoline release sites; ground-water contamination by crude oil; complex contaminant mixtures from treated wastewater discharges; waste disposal and subsurface transport of contaminants in arid environments; ground water and surface water affected by municipal landfill leachate; natural attenuation of chlorinated solvents; and characterizing flow and transport in fractured rock aquifers.In all, the more than 175 papers contained in this proceedings reflect the contributions of more than 350 scientists who are co-authors. These scientists are from across the USGS, as well as from universities, other Federal and State agencies, and industry.

U.S. Geological Survey Toxic Substances Hydrology Program: Proceedings of the technical meeting, Charleston, South Carolina, March 8-12, 1999: Volume 2 (Part B)

USGS Publications Warehouse

Morganwalp, David W.; Buxton, Herbert T.

1999-01-01

This report contains papers presented at the seventh Technical Meeting of the U.S. Geological Survey (USGS), Toxic Substances Hydrology (Toxics) Program. The meeting was held March 8-12, 1999, in Charleston, South Carolina. Toxics Program Technical Meetings are held periodically to provide a forum for presentation and discussion of results of recent research activities.The objectives of these meetings are to:Present recent research results to essential stakeholders,Encourage synthesis and integrated interpretations among scientists with different expertise who are working on a contamination issue, andPromote exchange of ideas among scientists working on different projects and issues within the Toxics Program.The Proceedings is published in three volumes. Volume 1 contains papers that report on results of research on contamination from hard-rock mining. Results include research on contamination from hard rock mining in arid southwest alluvial basins, research on hard rock mining in mountainous terrain, and progress from the USGS Abandoned Mine Lands Initiative. This Initiative is designed to develop a watershed-based approach to characterize and remediate contamination from abandoned mine lands and transfer technologies to Federal land management agencies and stakeholders.Volume 2 contains papers on contamination of hydrologic systems and related ecosystems. The papers discuss research on the response of estuarine ecosystems to contamination from human activities. They include research on San Francisco Bay; mercury contamination of aquatic ecosystems; and investigation of the occurrence, distribution, and fate of agricultural chemicals in the Mississippi River Basin. This volume also contains results on development and reconnaissance testing of new methods to detect emerging contaminants in environmental samples.Volume 3 contains papers on subsurface contamination from point sources. The papers discuss research on: hydrocarbons and fuel oxygenates at gasoline release sites; ground-water contamination by crude oil; complex contaminant mixtures from treated wastewater discharges; waste disposal and subsurface transport of contaminants in arid environments; ground water and surface water affected by municipal landfill leachate; natural attenuation of chlorinated solvents; and characterizing flow and transport in fractured rock aquifers.In all, the more than 175 papers contained in this proceedings reflect the contributions of more than 350 scientists who are co-authors. These scientists are from across the USGS, as well as from universities, other Federal and State agencies, and industry.

APECS: A Model Organization for Bridging Past to Present and Developing a New Generation of Polar Scientists (Invited)

NASA Astrophysics Data System (ADS)

Timm, K.; Baeseman, J. L.; Membership, Association Of Polar Early Career Scientists

2010-12-01

One of the greatest legacies of the International Polar Year (IPY) is the creation of APECS, the Association of Polar Early Career Scientists. As a grassroots effort, APECS was proposed, formed, and developed by and for early career polar researchers. While the young investigators who founded APECS had talent, ambition, and the desire to make things happen, partnerships with key organizations and experienced leaders in polar science were essential to provide the funding, leadership, and mentorship that has taken the organization well beyond the IPY and to over 2000 members. In four years, APECS has strived to foster the skills of and develop a group of early career interdisciplinary polar scientists through networking and mentoring among themselves and with senior scientists. Through diverse activities including, panel discussions, career development workshops, online seminars, a comprehensive job listing, formal mentoring, meeting travel support, and the APECS Virtual Poster Session, APECS goal is to support the early career researcher being trained to do the science, to become a well-rounded scientist prepared for 21st century careers in science. As part of that training, APECS members are encouraged to participate in activities and training related to science communication, education, and outreach; working with the media; participating in the science / public policy interface; and working with arctic communities and indigenous peoples. During the IPY, APECS members were guest speakers and presenters on International Polar Day activities; they contributed to resources for education and outreach such as the book: Polar Science and Global Climate: An International Resource for Education and Outreach; and they made connections with educators, community groups, the media through in-person presentations, blogs from the field, videos, and much more. Workshops, panels, and online discussions focusing on these activities helped develop the capacity to conduct such activities—which are often not part of a traditional science graduate program of study. APECS is proof that a community driven effort can become a robust professional organization in just a few short years. Working with senior scientists and other mentors, such as non-science faculty members, educators, members of the media, administrative professionals, and policy makers, to build capacity of the membership and the organization is a major lesson from the establishment of APECS. Additional lessons include, nurturing your volunteers and new ideas. By building connections between senior scientists, and established polar science organizations to new scientists and professionals and fresh ideas APECS is creating a continuum by which polar science can effectively transition from observation, to synthesis, and towards response. In a period where the polar regions are experiencing rapid environmental change, having the tools and skills to work effectively cross-discipline and within, as well as outside the scientific community, will be essential to address the changes through science-based policy and a well-informed public. APECS can serve as a model for other early career initiatives in many disciplines and countries.

Cancer Vaccines

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Building an International Geosciences Network (i-GEON) for cyberinfrastructure-based Research and Education

NASA Astrophysics Data System (ADS)

Seber, D.; Baru, C.

2007-05-01

The Geosciences Network (GEON) project is a collaboration among multiple institutions to develop a cyberinfrastructure (CI) platform in support of integrative geoscience research activities. Taking advantage of the state-of-the-art information technology resources GEON researchers are building a cyberinfrastructure designed to enable data sharing, resource discovery, semantic data integration, high-end computations and 4D visualization in an easy-to-use web-based environment. The cyberinfrastructure in GEON is required to support an inherently distributed system, since the scientists, who are users as well as providers of resources, are themselves distributed. International collaborations are a natural extension of GEON; the geoscience research requires strong international collaborations. The goals of the i-GEON activities are to collaborate with international partners and jointly build a cyberinfrastructure for the geosciences to enable collaborative work environments. International partners can participate in GEON efforts, establish GEON nodes at their universities, institutes, or agencies and also contribute data and tools to the network. Via jointly run cyberinfrastructure workshops, the GEON team also introduces students, scientists, and research professionals to the concepts of IT-based geoscience research and education. Currently, joint activities are underway with the Chinese Academy of Sciences in China, the GEO Grid project at AIST in Japan, and the University of Hyderabad in India (where the activity is funded by the Indo-US Science and Technology Forum). Several other potential international partnerships are under consideration. iGEON is open to all international partners who are interested in working towards the goal of data sharing, managing and integration via IT-based platforms. Information about GEON and its international activities can be found at http:www.geongrid.org/

Next Generation Scientists - Creating opportunities for high school students through astronomical research

NASA Astrophysics Data System (ADS)

Kelly, Madeline; Cebulla, Hannah; Powers, Lynn

2015-01-01

Through various opportunities and experiences with extracurricular scientific research, primarily astronomical research with programs like NASA/IPAC Teacher Archive Research Project (NITARP), and the Mars Exploration Student Data Teams (MESDT), we have noticed a change in our learning style, career path, and general outlook on the scientific community that we strongly believe could also be added to the lives of many other high school students given similar opportunities. The purpose of our poster is to emphasize the importance of granting high school students opportunities to explore different styles and methods of learning. We believe that although crucial, a basic high school education is not enough to expose young adults to the scientific community and create enough interest for a career path. As a result, we wish to show that more of these programs and opportunities should be offered to a greater number of students of all ages, allowing them to explore their passions, develop their understanding of different fields, and determine the paths best suited to their interests. Within our poster, we will emphasize how these programs have specifically impacted our lives, what we hope to see in the future, and how we hope to attain the growth of such opportunities. We include such proposals as; increasing outreach programs, expanding the exposure of young students to the sciences, both in the classroom and out, allowing high school students to participate in active scientific research, and involving students in hands-on activities/experiments within school clubs, the classroom, at home, or at local events. Spreading these opportunities to directly interact with the sciences in similar manners as that of professional scientists will allow students to discover their interests, realize what being a scientist truly entails, and allow them to take the first steps into following their career paths.

50th Annual Fuze Conference Sessions 3 and 4 Held in Norfolk, Virginia on May 9-11, 2006

DTIC Science & Technology

2006-05-11

Exploding Foil Initiator Research • Research on Explosives • Conclusion Wim Prinse Research Scientist3 TNO has organised...Research Scientist6 Exploding Foil Initiator Research • Electrical circuit • Exploding foil • Velocity of the flyer • Driver Explosive • Secondary...90% efficiency of energy deposited in the exploding foil (50 % other circuits) Wim Prinse Research Scientist8 Exploding foil • Dimension of the foil

NASA GSFC Science Communication Working Group: Addressing Barriers to Scientist and Engineer Participation in Education and Public Outreach Activities

NASA Astrophysics Data System (ADS)

Bleacher, L.; Hsu, B. C.; Campbell, B. A.; Hess, M.

2011-12-01

The Science Communication Working Group (SCWG) at NASA Goddard Space Flight Center (GSFC) has been in existence since late 2007. The SCWG is comprised of education and public outreach (E/PO) professionals, public affairs specialists, scientists, and engineers. The goals of the SCWG are to identify barriers to scientist and engineer engagement in E/PO activities and to enable those scientists and engineers who wish to contribute to E/PO to be able to do so. SCWG members have held meetings with scientists and engineers across GSFC to determine barriers to their involvement in E/PO. During these meetings, SCWG members presented examples of successful, ongoing E/PO projects, encouraged active research scientists and engineers to talk about their own E/PO efforts and what worked for them, discussed the E/PO working environment, discussed opportunities for getting involved in E/PO (particularly in high-impact efforts that do not take much time), handed out booklets on effective E/PO, and asked scientists and engineers what they need to engage in E/PO. The identified barriers were consistent among scientists in GSFC's four science divisions (Earth science, planetary science, heliophysics, and astrophysics). Common barriers included 1) lack of time, 2) lack of funding support, 3) lack of value placed on doing E/PO by supervisors, 4) lack of training on doing appropriate/effective E/PO for different audiences, 5) lack of awareness and information about opportunities, 6) lack of understanding of what E/PO really is, and 7) level of effort required to do E/PO. Engineers reported similar issues, but the issues of time and funding support were more pronounced due to their highly structured work day and environment. Since the barriers were identified, the SCWG has taken a number of steps to address and rectify them. Steps have included holding various events to introduce scientists and engineers to E/PO staff and opportunities including an E/PO Open House, brown bag seminars on various E/PO topics, and an E/PO proposal writing workshop. SCWG members have also worked to incorporate information about E/PO, including what it is, points of contact, and opportunities for participation, into ongoing training sessions at GSFC, such as New Employee Orientation, Road to Mission Success, and Project Scientist Training. In addition, SCWG members have met with GSFC's upper management to voice barriers and concerns raised by scientists and engineers. We will expand on the barriers, efforts to address them, and the results of those efforts.

Response of western mountain ecosystems to climatic variability and change: The Western Mountain Initiative

USGS Publications Warehouse

Stephenson, Nathan L.; Peterson, Dave; Fagre, Daniel B.; Allen, Craig D.; McKenzie, Donald; Baron, Jill S.; O'Brian, Kelly

2007-01-01

Mountain ecosystems within our national parks and other protected areas provide valuable goods and services such as clean water, biodiversity conservation, and recreational opportunities, but their potential responses to expected climatic changes are inadequately understood. The Western Mountain Initiative (WMI) is a collaboration of scientists whose research focuses on understanding and predicting responses of western mountain ecosystems to climatic variability and change. It is a legacy of the Global Change Research Program initiated by the National Park Service (NPS) in 1991 and continued by the U.S. Geological Survey (USGS) to this day as part of the U.S. Climate Change Science Program (http://www.climatescience.gov/). All WMI scientists are active participants in CIRMOUNT, and seek to further its goals.

The NASA Space Life Sciences Training Program - Preparing the way

NASA Technical Reports Server (NTRS)

Biro, Ronald; Munsey, Bill; Long, Irene

1990-01-01

Attention is given to the goals and methods adopted in the NASA Space Life Sciences Training Program (SLSTP) for preparing scientists and engineers for space-related life-sciences research and operations. The SLSTP is based on six weeks of projects and lectures which give an overview of payload processing and experiment flow in the space environment. The topics addressed in the course of the program include descriptions of space vehicles, support hardware, equipment, and research directions. Specific lecture topics include the gravity responses of plants, mission integration of a flight experiment, and the cardiovascular deconditioning. The SLSTP is shown to be an important part of the process of recruiting and training qualified scientists and engineers to support space activities.

A guide to the National Space Science Data Center

NASA Technical Reports Server (NTRS)

1990-01-01

This is the second edition of a document that was published to acquaint space and Earth research scientists with an overview of the services offered by the NSSDC. As previously stated, the NSSDC was established by NASA to be the long term archive for data from its space missions. However, the NSSDC has evolved into an organization that provides a multitude of services for scientists throughout the world. Brief articles are presented which discuss these services. At the end of each article is the name, address, and telephone number of the person to contact for additional information. Online Information and Data Systems, Electronic Access, Offline Data Archive, Value Added Services, Mass Storage Activities, and Computer Science Research are all detailed.

International cooperation in the field of space life sciences: European Space Agency's (ESA) perspectives.

PubMed

Oser, H

1989-08-01

International cooperation in life sciences, as in any other of the space research fields, takes place at two distinct levels: scientist to scientist, or agency to agency. This article is more concerned with the agency to agency level, which involves the arrangements made between two partners for the flying of experiments and/or hardware on space missions. International cooperation is inherent to the European Space Agency (ESA), since it consists of 13 member states (Austria, Belgium, Denmark, France, Ireland, Italy, the Netherlands, Norway, Spain, Sweden, Switzerland, United Kingdom, and West Germany) and one associated member, Finland. ESA also has special cooperative arrangements with Canada. Life sciences research in ESA is carried out within the Microgravity Research Program, an optional program to which member states (in this case all but Austria and Ireland) contribute "a la carte," and receive their "share" accordingly. Therefore, many of the activities are naturally linked to international arrangements within the member states, and also to arrangements between the agencies, with life sciences being the dominant activity between NASA and ESA.

Public Knowledge, Private Minds: Meaning Making on the Pathways of Science Communication

NASA Astrophysics Data System (ADS)

Davis, Pryce R.

Every day people are inundated with news reports about the latest scientific research. The ways in which these texts enlighten or misinform the general public is a central question in both the research literature and discussions in popular culture. However, both research and popular discussion often take on deficit views of these texts, and the capabilities of readers to critically engage with them, and treat them as static, one-way conduits that transfer information to a passive audience. In contrast, I advocate treating popular science texts as the result of a chain of consumption and production that are actively shaped by the varied perspectives of scientists, communicators, and members of the general public. My work envisions all of these actors as science learners who simultaneously act as both producers and consumers of science, and who interact with one another through in-the-moment meaning making. This dissertation examines how the meaning of scientific research is filtered and transformed in moments of interaction and knowledge construction as it moves along this pathway of science communication from scientists to the general public. I present the results of a study that attempts to follow pieces of recent scientific research as they work their way from scientists to publication as popular science news stories, and ultimately to the public. To that end, I collected data from three types of actors involved in the paths of science communication, as well as the texts they read and generate. These actors include (1) the scientists who performed the research, (2) the reporters tasked with writing about it for popular dissemination, and (3) members of the public who must read and interpret the research. The texts I analyze include: peer-reviewed scientific journal articles, university-produced news briefs, popular press science stories, and various text-based conversations between scientists and reporters. Through an analysis of texts, individual interviews, and video-recorded interactions between actors, I demonstrate how individual meaning making shapes scientific understanding and how the problems observed in the public's understanding of science are by-products of properties of the process of science communication itself rather than the fault of individual actors.

Inflammatory Breast Cancer

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National Cancer Institute

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K-12 Students' Perceptions of Scientists: Finding a valid measurement and exploring whether exposure to scientists makes an impact

NASA Astrophysics Data System (ADS)

Hillman, Susan J.; Bloodsworth, Kylie H.; Tilburg, Charles E.; Zeeman, Stephan I.; List, Henrietta E.

2014-10-01

This study was launched from a National Science Foundation GK-12 grant in which graduate fellows in Science, Technology, Engineering, and Mathematics (STEM) are placed in classrooms to engage K-12 students in STEM activities. The investigation explored whether the STEM Fellows' presence impacted the K-12 students' stereotypical image of a scientist. Since finding a valid instrument is critical, the study involved (1) determining the validity of the commonly administered Draw-A-Scientist Test (DAST) against a newly designed six-question survey and (2) using a combination of both instruments to determine what stereotypes are currently held by children. A pretest-posttest design was used on 485 students, grades 3-11, attending 6 different schools in suburban and rural Maine communities. A significant but low positive correlation was found between the DAST and the survey; therefore, it is imperative that the DAST not be used alone, but corroboration with interviews or survey questions should occur. Pretest results revealed that the children held common stereotypes of scientists, but these stereotypes were neither as extensive nor did they increase with the grade level as past research has indicated, suggesting that a shift has occurred with children having a broader concept of who a scientist can be. Finally, the presence of an STEM Fellow corresponded with decreased stereotypes in middle school and high school, but no change in elementary age children. More research is needed to determine whether this reflects resiliency in elementary children's perceptions or limitations in either drawing or in writing out their responses.

US Forest Service experimental forests and ranges: an untapped resource for social science

Treesearch

Susan Charnley; Lee K. Cerveny

2011-01-01

For a century, US Forest Service experimental forests and ranges (EFRs) have been a resource for scientists conducting long-term research relating to forestry and range management social science research has been limited, despite the history of occupation and current use of these sites for activities ranging from resource extraction and recreation to public education....

Learning to write like a scientist: Coauthoring as an enculturation task

NASA Astrophysics Data System (ADS)

Florence, Marilyn K.; Yore, Larry D.

2004-08-01

This multiple case study examined the coauthorship process in research laboratories of different university departments. The study focused on two cases comprising five writing teams, one in biochemistry and microbiology and four in earth and ocean sciences. The role of the research supervisor, the role of the student (graduate and postgraduate), the interaction of the supervisor and the student, the activities and processes inherent in the coauthorship process, and the student's beliefs, expertise, scientific writing, and entry into an academic discourse community were documented utilizing multiple sources of data and methods. Several activities and processes were found to be common across all coauthorship teams, including aspects of planning, drafting, and revising. Elements of scientific and writing expertise, facets of enculturation into scientific research and discourse communities, academic civility, and the dynamics of collaborative groups also were apparent. There was healthy tension and mutual respect in the research groups as they attempted to make sense of science, report their results clearly and persuasively, and share the responsibilities of expertise. The novice scientists came to appreciate that the writing, editing, and revising process influenced the quality of the science as well as the writing.

How high school science-related experiences influenced science career persistence

NASA Astrophysics Data System (ADS)

Shaw, Andrew D.

The events of 9/11 brought into focus two ongoing trends that were present before this tragedy and have continued since: (1) The United States needs more scientists if it is to ensure its freedoms and maintain its economy. (2) The number of scientists in the "pipeline" is declining because of the diminished presence of foreign scientists (they are wanted in their own countries), the under-representation of minorities and women, and the reduced numbers of students able and willing to take on the scholastic rigors necessary for a science or engineering degree. Though much has been written about improving science education, and numerous projects have been conducted to promote it, few education researchers have questioned the scientists themselves about the experiences, practices, and people that positively influenced them, particularly during their pre-college years. Towards this end, thirty-two scientists were interviewed in order to address four research questions: (1) How did practicing scientists' personal relationships with their science teachers influence their decision to pursue a career in science? (2) What pedagogical methods (e.g. lectures, demonstrations, "hands-on" work, problem solving, small groups) used in their high school science courses, if any, played a significant role in propelling certain students towards a career as a practicing scientist? (3) What high school science-related support structures (e.g. labs, equipment, textbooks, technology), if any, played a significant role in propelling certain students towards a career as a practicing scientist? (4) What high school science-related educational activities (e.g. science fairs, clubs, summer internships), if any, played a significant role in propelling certain students towards a career as a practicing scientist? Some of the scientists reported that they knew they were headed towards a career in science before they even entered high school, while others did not make a decision about a science career until after they had graduated from college. The prevailing conviction, however, was that the encouragement from others (though not exclusively by teachers), the excellence of teaching (regardless of pedagogical style), and the richness of science related experiences were the most influential factors in either maintaining or initiating a persistence in science towards a career.

AAAS Communicating Science Program: Reflections on Evaluation

NASA Astrophysics Data System (ADS)

Braha, J.

2015-12-01

The AAAS Center for Public Engagement (Center) with science builds capacity for scientists to engage public audiences by fostering collaboration among natural or physical scientists, communication researchers, and public engagement practitioners. The recently launched Leshner Leadership Institute empowers cohorts of mid-career scientists to lead public engagement by supporting their networks of scientists, researchers, and practitioners. The Center works closely with social scientists whose research addresses science communication and public engagement with science to ensure that the Communicating Science training program builds on empirical evidence to inform best practices. Researchers ( Besley, Dudo, & Storkdieck 2015) have helped Center staff and an external evaluator develop pan instrument that measures progress towards goals that are suggested by the researcher, including internal efficacy (increasing scientists' communication skills and confidence in their ability to engage with the public) and external efficacy (scientists' confidence in engagement methods). Evaluation results from one year of the Communicating Science program suggest that the model of training yields positive results that support scientists in the area that should lead to greater engagement. This talk will explore the model for training, which provides a context for strategic communication, as well as the practical factors, such as time, access to public engagement practitioners, and technical skill, that seems to contribute to increased willingness to engage with public audiences. The evaluation program results suggest willingness by training participants to engage directly or to take preliminary steps towards engagement. In the evaluation results, 38% of trained scientists reported time as a barrier to engagement; 35% reported concern that engagement would distract from their work as a barrier. AAAS works to improve practitioner-researcher-scientist networks to overcome such barriers.

Integrating Project-Based Service-Learning into an Advanced Environmental Chemistry Course

ERIC Educational Resources Information Center

Draper, Alison J.

2004-01-01

An active service-learning research work is conducted in the field of advanced environmental chemistry. Multiple projects are assigned to students, which promote individual learning skills, self-confidence as scientists, and a deep understanding of the environmental chemist's profession.

An investment in AGU—A comment from a federal scientist

NASA Astrophysics Data System (ADS)

Ostenso, Ned A.

In our country, progress in the geophysical sciences has been closely interwoven with progress of the many geophysical activities within the federal government. Substantial numbers of geophysicists traditionally have found their life's work in the ranks of the federal service, where they pursue scientific advancement in their field of work, in laboratory research, and in the management of geophysical science programs.To this large body of scientists the American Geophysical Union has always been a helpful and needed scientific organization. Access to high-quality journals is undoubtedly 1985 the most useful and cherished AGU benefit provided to the federal employees. Next in importance may be the many, many benefits that come by participation in the AGU scientific meetings. This is followed by opportunities afforded federal scientists to serve in policy and administrative roles on the committees and council of the Union. These AGU benefits, and many more not enumerated here, can bring an abundance of national recognition, intellectual maturity, and self-esteem to federal scientists, thus encouraging us to become better scientists and more proficient employees.

Drugs Approved for Melanoma

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Photodynamic Therapy for Cancer

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Cancer Genetics Services Directory

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Biological Therapies for Cancer

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Material Science

NASA Image and Video Library

2002-08-06

Khalid Alshibli of Louisiana State University, project scientist for the Mechanics of Granular Materials (MGM-III) experiment, explains the MGM experiment to Kristen Erickson, acting deputy associate administrator in NASA's Office of Biological and Physical Research. A training model of the test cell is at right. The activity was part of the Space Research and You education event held by NASA's Office of Biological and Physical Research on June 25, 2002, in Arlington, VA, to highlight the research that will be conducted on STS-107.

ENABLE 2017, the First EUROPEAN PhD and Post-Doc Symposium. Session 3: In Vitro to In Vivo: Modeling Life in 3D.

PubMed

Di Mauro, Gianmarco; Dondi, Ambra; Giangreco, Giovanni; Hogrebe, Alexander; Louer, Elja; Magistrati, Elisa; Mullari, Meeli; Turon, Gemma; Verdurmen, Wouter; Cortada, Helena Xicoy; Zivanovic, Sanja

2018-05-22

The EUROPEAN ACADEMY FOR BIOMEDICAL SCIENCE (ENABLE) is an initiative funded by the European Union Horizon 2020 program involving four renowned European research institutes (Institute for Research in Biomedicine-IRB Barcelona, Spain; Radboud Institute for Molecular Life Sciences-RIMLS, the Netherlands; Novo Nordisk Foundation Center for Protein Research-NNF CPR, Denmark; European School of Molecular Medicine-SEMM, Italy) and an innovative science communication agency (Scienseed). With the aim to promote biomedical science of excellence in Europe, ENABLE organizes an annual three-day international event. This gathering includes a top-level scientific symposium bringing together leading scientists, PhD students, and post-doctoral fellows; career development activities supporting the progression of young researchers and fostering discussion about opportunities beyond the bench; outreach activities stimulating the interaction between science and society. The first European PhD and Postdoc Symposium, entitled "Breaking Down Complexity: Innovative models and techniques in biomedicine", was hosted by the vibrant city of Barcelona. The scientific program of the conference was focused on the most recent advances and applications of modern techniques and models in biomedical research and covered a wide range of topics, from synthetic biology to translational medicine. Overall, the event was a great success, with more than 200 attendees from all over Europe actively participating in the symposium by presenting their research and exchanging ideas with their peers and world-renowned scientists.

ENABLE 2017, the First EUROPEAN PhD and Post-Doc Symposium. Session 4: From Discovery to Cure: The Future of Therapeutics.

PubMed

Di Mauro, Gianmarco; Dondi, Ambra; Giangreco, Giovanni; Hogrebe, Alexander; Louer, Elja; Magistrati, Elisa; Mullari, Meeli; Turon, Gemma; Verdurmen, Wouter; Xicoy Cortada, Helena; Zivanovic, Sanja

2018-05-28

The EUROPEAN ACADEMY FOR BIOMEDICAL SCIENCE (ENABLE) is an initiative funded by the European Union Horizon 2020 program involving four renowned European Research Institutes (Institute for Research in Biomedicine-IRB Barcelona, Spain; Radboud Institute for Molecular Life Sciences-RIMLS, the Netherlands; Novo Nordisk Foundation Center for Protein Research-NNF CPR, Denmark; European School of Molecular Medicine-SEMM, Italy) and an innovative science communication agency (Scienseed). With the aim of promoting biomedical science of excellence in Europe, ENABLE organizes an annual three-day international event. This gathering includes a top-level scientific symposium bringing together leading scientists, PhD students, and post-doctoral fellows; career development activities supporting the progression of young researchers and fostering discussion about opportunities beyond the bench; and outreach activities stimulating the interaction between science and society. The first European PhD and Postdoc Symposium, entitled "Breaking Down Complexity: Innovative Models and Techniques in Biomedicine", was hosted by the vibrant city of Barcelona. The scientific program of the conference was focused on the most recent advances and applications of modern techniques and models in biomedical research and covered a wide range of topics, from synthetic biology to translational medicine. Overall, the event was a great success, with more than 200 attendees from all over Europe actively participating in the symposium by presenting their research and exchanging ideas with their peers and world-renowned scientists.

[Activities of Research Institute for Advanced Computer Science

NASA Technical Reports Server (NTRS)

Gross, Anthony R. (Technical Monitor); Leiner, Barry M.

2001-01-01

The Research Institute for Advanced Computer Science (RIACS) carries out basic research and technology development in computer science, in support of the National Aeronautics and Space Administrations missions. RIACS is located at the NASA Ames Research Center, Moffett Field, California. RIACS research focuses on the three cornerstones of IT research necessary to meet the future challenges of NASA missions: 1. Automated Reasoning for Autonomous Systems Techniques are being developed enabling spacecraft that will be self-guiding and self-correcting to the extent that they will require little or no human intervention. Such craft will be equipped to independently solve problems as they arise, and fulfill their missions with minimum direction from Earth. 2. Human-Centered Computing Many NASA missions require synergy between humans and computers, with sophisticated computational aids amplifying human cognitive and perceptual abilities. 3. High Performance Computing and Networking Advances in the performance of computing and networking continue to have major impact on a variety of NASA endeavors, ranging from modeling and simulation to analysis of large scientific datasets to collaborative engineering, planning and execution. In addition, RIACS collaborates with NASA scientists to apply IT research to a variety of NASA application domains. RIACS also engages in other activities, such as workshops, seminars, visiting scientist programs and student summer programs, designed to encourage and facilitate collaboration between the university and NASA IT research communities.

Education and Outreach Opportunities in New Astronomical Facilities

NASA Astrophysics Data System (ADS)

Mould, J. R.; Pompea, S.

2002-12-01

Astronomy presents extraordinary opportunities for engaging young people in science from an early age. The National Optical Astronomy Observatory (NOAO), supported by the National Science Foundation, leverages the attraction of astronomy with a suite of formal and informal education programs that engage our scientists and education and public outreach professionals in effective, strategic programs that capitalize on NOAO's role as a leader in science and in the design of new astronomical facilities. The core of the science education group at NOAO in Tucson consists of a group of Ph.D.-level scientists with experience in educational program management, curriculum and instructional materials development, teacher/scientist partnerships, and teacher professional development. This core group of scientist/educators hybrids has a strong background in earth and space science education as well as experience in working with and teaching about the technology that has enabled new astronomical discoveries. NOAO has a vigorous public affairs/media program and a history of effectively working locally, regionally, and nationally with the media, schools, science centers, and, planetaria. In particular, NOAO has created successful programs exploring how research data and tools can be used most effectively in the classroom. For example, the Teacher Leaders in Research Based Science Education explores how teachers can most effectively integrate astronomical research on novae, active galactic nuclei, and the Sun into classroom-based investigations. With immersive summer workshops at Kitt Peak National Observatory and the National Solar Observatory at Sacramento Peak, teachers learn research and instrumentation skills and how to encourage and maintain research activities in their classrooms. Some of the new facilities proposed in the recent decadal plan, Astronomy and Astrophysics in the New Millennium (National Academy Press), can provide extended opportunities for incorporating research into the classroom. An example is the Large Synoptic Survey Telescope, which will put within public reach on a weekly basis a digital survey of the changing sky. The Giant Segmented Mirror Telescope is a key ingredient in the search for extrasolar planets and the National Virtual Observatory will allow unprecedented data access using powerful data mining and visualization tools. NOAO scientists and educators are designing educational programs around these new initiatives in order to capitalize on their national and international educational value. Our most significant challenge is to find ways to consolidate and institutionalize successful prototype and experimental astronomy education programs into permanent national resources for the earth and space science educational community. If we are successful, there is an enormous potential for future research discoveries to be made from the classroom and for NOAO educational programs to serve as models for other science research institutions.

A participative model for undertaking and evaluating scientific communication in Earth Observation

NASA Astrophysics Data System (ADS)

L'Astorina, Alba; Tomasoni, Irene

2015-04-01

Public communication of Science and Technology (PCST) is an integral part of the mission of the Italian National Research Council (CNR) and widely carried out among the scientific community. Recently it has also become a research field investigating practices, channels, tools and models of public engagement and their impact on the relation between Science and Society. Understanding such aspects is increasingly considered relevant for an effective and aware outreach. Within this context, CNR has adopted some innovative communication approaches addressed to different publics, such as stakeholders, users, media, young people and the general public, using participative methodologies. Besides being practices of communication promoting the scientific culture, such initiatives aim at understanding the models at the basis of the relationship between the scientific community and the public. To what extent do scientists put their communication and involvement strategies in discussion? Do they use to have a real exchange with their publics in order to evaluate the effectiveness of the participatory techniques they adopt in communicating and disseminating their activities? In this paper we present a case study of a communication and educational proposal recently developed by CNR in order to promote a mutual exchange between Education/School and Research, that are the most important actors in the production and the revision of the scientific knowledge. The proposal brings an ongoing CNR research project (its steps, subjects, tools, activities, costs etc) in classrooms, making use of interactive Earth Sciences workshops conducted directly by researchers. The ongoing CNR project shared with students studies Innovative Methodologies of Earth Observation supporting the Agricultural sector in Lombardy. It aims at exploiting the Aerospace Earth Observation (EO) tools to develop dedicated agricultural downstream services that will bring added economic value and benefits for Lombardy public administrations and citizens. This initiative aims at introducing students to the world of the research and scientific production and vice versa to connect scientists with the educational world, its language and its teaching models. The exchange Research-School is mutual and real. The goal is so twofold: introducing students to a critical/concrete vision of the scientific process and inviting scientists to reflect on PCST activities, participative models and their critical aspects Doing so, in fact, researchers have the chance to open a dialogue with the educational world - to better understand it, its lacks, needs, reasoning and, as a result, improve their own communication/involvement approaches. At the same time, schools, being co-players of a scientific research project and following side by side scientists in their procedures, can actively participate, give personal contributions and feedbacks. The initiative represents an attempt of 'participative research' in which researchers and students can freely express their expectations, acquire information, test new approaches and build together a piece of knowledge. The proposal makes use of participative methodologies and qualitative tools for evaluating the involvement of students, teachers and researchers and analyzing the communication model implied in the relation among them. In EGU presentation the first results of this evaluation process will be reported.

NASA's New Science Education and Public Outreach Forums: Bringing Communities and Resources Together to Increase Effectiveness and Sustainability

NASA Astrophysics Data System (ADS)

Smith, Denise A.; Mendez, B.; Shipp, S.; Schwerin, T.; Stockman, S.; Cooper, L. P.; Sharma, M.

2010-01-01

Scientists, engineers, educators, and public outreach professionals have a rich history of creatively using NASA's pioneering scientific discoveries and technology to engage and educate youth and adults nationwide in core science, technology, engineering, and mathematics topics. We introduce four new Science Education and Public Outreach Forums that will work in partnership with the community and NASA's Science Mission Directorate (SMD) to ensure that current and future SMD-funded education and public outreach (E/PO) activities form a seamless whole, with easy entry points for general public, students, K-12 formal and informal science educators, faculty, scientists, engineers, and E/PO professionals alike. The new Science Education and Public Outreach Forums support the astrophysics, heliophysics, planetary and Earth science divisions of NASA SMD in three core areas: 1) E/PO community engagement and development activities will provide clear paths of involvement for scientists and engineers interested - or potentially interested - in participating in SMD-funded E/PO activities. Collaborations with scientists and engineers are vital for infusing current, accurate SMD mission and research findings into educational products and activities. Forum activities will also yield readily accessible information on effective E/PO strategies, resources, and expertise; context for individual E/PO activities; and opportunities for collaboration. 2) A rigorous analysis of SMD-funded K-12 formal, informal, and higher education products and activities will help the community and SMD to understand how the existing collection supports education standards and audience needs, and to strategically identify areas of opportunity for new materials and activities. 3) Finally, a newly convened Coordinating Committee will work across the four SMD science divisions to address systemic issues and integrate related activities. By supporting the NASA E/PO community and facilitating coordination of E/PO activities, the NASA-SEPOF partnerships will lead to more effective, sustainable, and efficient utilization of NASA science discoveries and learning experiences.

Drugs Approved for Prostate Cancer

MedlinePlus

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Hormone Therapy for Prostate Cancer

MedlinePlus

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What Does Melanoma Look Like?

MedlinePlus

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Skype Me! Astronomers, Students, and Cutting-Edge Research

NASA Astrophysics Data System (ADS)

Hickox, Ryan C.; Gauthier, Adrienne J.

2014-06-01

A primary goal of many university science courses is to promote understanding of the process of contemporary scientific inquiry. One powerful way to achieve this is for students to explore current research and then interact directly with the leading scientist, the feasibility of which has recently increased dramatically due to free online video communication tools. We report on a program implemented at Dartmouth College in which students connect with a guest astronomer through Skype (video chat). The Skype session is wrapped in a larger activity where students explore current research articles, interact with the astronomer, and then reflect on the experience. The in-class Skype discussions require a small time commitment from scientists (20-30 minutes, with little or no need for preparation) while providing students direct access to researchers at the cutting edge of modern astronomy. We outline the procedures used to implement these discussions, and present qualitative assessments of student's understanding of the process of research, as well as feedback from the guest astronomers.

Art/Science Collaborations: New Explorations of Ecological Systems, Values, and their Feedbacks

Treesearch

Aaron M. Ellison; Carri J. LeRoy; Kim J. Landsbergen; Emily Bosanquet; David Buckley Borden; Paul J. CaraDonna; Katherine Cheney; Robert Crystal-Ornelas; Ardis DeFreece; Lissy Goralnik; Ellie Irons; Bethann Garramon Merkle; Kari E. B. O' Connell; Clint A. Penick; Lindsey Rustad; Mark Schulze; Nickolas M. Waser; Linda M. Wysong

2018-01-01

Collaborations between artists and scientists have a long history. In recent years, artists have joined with ecologists to showcase biodiversity, links between biodiversity and ecosystem function, and the effects of human activities on the broader environment. In many cases, artists also have provided “broader impacts” for ecological research activities, communicating...

Progress report

NASA Technical Reports Server (NTRS)

Abhiraman, A.; Collard, D.; Cardelino, B.; Bhatia, S.; Desai, P.; Harruna, I.; Khan, I.; Mariam, Y.; Mensah, T.; Mitchell, M.

1992-01-01

The NASA funding allowed Clark Atlanta University (CAU) to establish a High Performance Polymers And Ceramics (HiPPAC) Research Center. The HiPPAC Center is consolidating and expanding the existing polymer and ceramic research capabilities at CAU through the development of interdepartmental and interinstitutional research in: (1) polymer synthesis; (2) polymer characterization and properties; (3) polymer processing; (4) polymer-based ceramic synthesis; and (5) ceramic characterization and properties. This Center has developed strong interactions between scientists and materials scientists of CAU and their counterparts from sister institutions in the Atlanta University Center (AUC) and the Georgia Institute of Technology. As a component of the center, we have started to develop strong collaborations with scientists from other universities and the HBCU's, national and federal agency laboratories, and the private sector during this first year. During this first year we have refined the focus of the research in the HiPPAC Center to three areas with seven working groups that will start programmatic activities on January 1, 1993, as follows: (1) nonlinear optical properties of chitosan derivatives; (2) polymeric electronic materials; (3) nondestructive characterization and prediction of polyimide performance; (4) solution processing of high-performance materials; (5) processable polyimides for composite applications; (6) sol-gel based ceramic materials processing; and (7) synthetic based processing of pre-ceramic polymers.

[Evaluation and prioritisation of the scientific research in Spain. Researchers' point of view].

PubMed

María Martín-Moreno, José; Juan Toharia, José; Gutiérrez Fuentes, José Antonio

2008-12-01

The assessment and prioritisation of research activity are essential components of any Science, Technology and Industry System. Data on researchers' perspectives in this respect are scarce. The objective of this paper was to describe Spanish scientists' point of view on the current evaluation system in Spain and how they believe this system should be functionally structured. From the sampling frame formed by established Spanish scientists, listed in the databases of CSIC and FIS (Institute of Health Carlos III), clinical, biomedical-non clinical, and physics and chemical researchers were randomly selected. Two hundred and eleven interviews were carried out by means of a computer-assisted telephone interviewing system. Researchers expressed their acknowledgement of progress in the Spanish research field but made their wish clear to progress towards better scientific scenarios. In their assessment, they gave a score of 5.4 to scientific policy, as opposed to 9.4 when speaking about the goals, reflecting the desire for a better policy definition, with clear objectives, stable strategies and better coordination of R&D activities (the current coordination received a score of 3.9, while the desirable coordination was valued as high as 9.2). There was certain agreement regarding the need for a prioritisation criteria which preserves some degree of creativity by researchers. They also stated that they would like to see an independent research structure with social prestige and influence. The interviewed researchers believe that the evaluation of scientific activities is fundamental in formulating a sound scientific policy. Prioritisation should arise from appropriate evaluation. Strategies properly coordinated among all the stakeholders (including the private sector) should be fostered. Budget sufficiency, stability, and better organization of independent researchers should be the backbone of any strategy tailored to increase their capacity to influence future scientific policies.

What Does a Mole Look Like?

MedlinePlus

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Adolescents and Young Adults with Cancer

MedlinePlus

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Treatment Options for Pheochromocytoma and Paraganglioma

MedlinePlus

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Treatment Option Overview (Childhood Non-Hodgkin Lymphoma)

MedlinePlus

... Partners & Collaborators Spotlight on Scientists Research Areas Cancer Biology Research Cancer Genomics Research Research on Causes of ... Collaborators Spotlight on Scientists NCI Research Areas Cancer Biology Cancer Genomics Causes of Cancer Diagnosis Prevention Screening & ...

SunBlock '99: Young Scientists Investigate the Sun

NASA Astrophysics Data System (ADS)

Walsh, R. W.; Pike, C. D.; Mason, H.; Young, P.; Ireland, J.; Galsgaard, K.

1999-10-01

SunBlock `99 is a Web-based Public Understanding of Science and educational project which seeks to present the very latest solar research as seen through the eyes of young British scientists. These ``solar guides'' discuss not only their scientific interests, but also their extra-curricular activities and the reasons they chose scientific careers; in other words the human face of scientific research. The SunBlock '99 pages gather a range of solar images and movies from current solar space observatories and discuss the underlying physics and its relationship to the school curriculum. The instructional level is pitched at UK secondary school children (aged 13-16 years). It is intended that the material should not only provide a visually appealing introduction to the study of the Sun, but that it should help bridge the often wide gap between classroom science lessons and the research scientist `out in the field'. SunBlock '99 is managed by a team from the Rutherford Appleton Laboratory and the Universities of St Andrews and Cambridge, together with educational consultants. The production has, in part, been sponsored by PPARC and the Millennium Mathematics Project. Web site addresss: http://www.sunblock99.org.uk

ASAS Centennial Paper: Future needs of research and extension in forage utilization.

PubMed

Rouquette, F M; Redmon, L A; Aiken, G E; Hill, G M; Sollenberger, L E; Andrae, J

2009-01-01

Forage-animal production agriculture is implementing infrastructure changes and management strategies to adjust to increased energy-related costs of fuel, feed grains, fertilizers, and seeds. The primary objectives of this position paper are to assess future research and extension scientific needs in forage utilization, financial support for the discipline, and changing status and number of scientists. A survey questionnaire returned from 25 land-grant universities in the eastern half of the United States rated the top 4 research needs as 1) pasture systems and efficiency of production; 2) interfacing with energy concerns; 3) forage cultivar evaluations and persistence; and 4) environment impacts. Plant-animal future research needs at 11 USDA-ARS regional locations are targeted at sustainable management and improved livestock performance, ecophysiology and ecology of grasslands, environment impacts, and improved technologies for nutritive value assessments. Extension scientists from 17 southern and northeastern states listed the top 3 needs as forage persistence, soil fertility and nutrient management, and pasture systems and efficiency of production. Grant funds currently provide more than 40% of land-grant university research and extension efforts in forage utilization, and scientists estimate that this support base will increase to 55 to 60% of the funding total by 2013. Reduced allocation of state and federal funding has contributed to a reduction in the number of full-time equivalent (FTE) scientists engaged in forage utilization research and extension activities. The current 25 state FTE conducting research number about 2.8 per state. This includes 10 states with >3, 11 states with <2, and 3 states with <1 FTE. Increased interest in cellulosic energy, climate change, and environmental impact may offer new opportunities for these FTE to participate in integrated cross-discipline research Extension programming, and technology transfer methods will change to accommodate reduced funding but with increasing numbers of novice, recreation-oriented landowners.

From science to action: Principles for undertaking environmental research that enables knowledge exchange and evidence-based decision-making.

PubMed

Cvitanovic, C; McDonald, J; Hobday, A J

2016-12-01

Effective conservation requires knowledge exchange among scientists and decision-makers to enable learning and support evidence-based decision-making. Efforts to improve knowledge exchange have been hindered by a paucity of empirically-grounded guidance to help scientists and practitioners design and implement research programs that actively facilitate knowledge exchange. To address this, we evaluated the Ningaloo Research Program (NRP), which was designed to generate new scientific knowledge to support evidence-based decisions about the management of the Ningaloo Marine Park in north-western Australia. Specifically, we evaluated (1) outcomes of the NRP, including the extent to which new knowledge informed management decisions; (2) the barriers that prevented knowledge exchange among scientists and managers; (3) the key requirements for improving knowledge exchange processes in the future; and (4) the core capacities that are required to support knowledge exchange processes. While the NRP generated expansive and multidisciplinary science outputs directly relevant to the management of the Ningaloo Marine Park, decision-makers are largely unaware of this knowledge and little has been integrated into decision-making processes. A range of barriers prevented efficient and effective knowledge exchange among scientists and decision-makers including cultural differences among the groups, institutional barriers within decision-making agencies, scientific outputs that were not translated for decision-makers and poor alignment between research design and actual knowledge needs. We identify a set of principles to be implemented routinely as part of any applied research program, including; (i) stakeholder mapping prior to the commencement of research programs to identify all stakeholders, (ii) research questions to be co-developed with stakeholders, (iii) implementation of participatory research approaches, (iv) use of a knowledge broker, and (v) tailored knowledge management systems. Finally, we articulate the individual, institutional and financial capacities that must be developed to underpin successful knowledge exchange strategies. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

Global Transport Program

NASA Astrophysics Data System (ADS)

Oliver, Howard

The aim of the NATO Science Committee's Global Transport Mechanisms in the Geosciences program is to stimulate and facilitate international collaboration among scientists of the member countries in the study of selected global transport mechanisms. The program organizers intend to sponsor advanced research workshops, advanced study institutes, conferences, collaborative research, research study, and lecture visits. NATO grants are available, but they are intended to cover only part of the expenses involved in the international aspects of the sponsored activities. Citizens or permanent residents of one of the member countries of NATO who possess qualifications appropriate to the proposed activity are eligible to apply.

Recent trends and important developments in propolis research

PubMed Central

2005-01-01

The newest developments in propolis pharmacological research are summarized. The problem regarding biological studies, caused by the chemical variability of propolis, is discussed. The most important trends and developments in recent propolis research are outlined: biological studies performed with chemically characterized samples, bioassay-guided studies of active principles and comparative biological studies of propolis of different origin and chemical composition. These types of studies are extremely valuable with respect to propolis standardization and practical applications in therapy. They will allow scientists to connect a particular chemical propolis type to a specific type of biological activity and formulate recommendations for practitioners. PMID:15841275

Scientific authority in policy contexts: Public attitudes about environmental scientists, medical researchers, and economists.

PubMed

O'Brien, Timothy L

2013-10-01

This paper uses data from the US General Social Survey to examine public support for scientists in policy contexts and its link to scientific disciplines. An analysis of attitudes about the amount of influence that environmental scientists, two kinds of medical researchers, and economists should have over policy decisions reveals that in each discipline the extent to which scientists are thought to serve the nation's best interests is the strongest determinant of attitudes about scientists as policy advisors. Perceptions of scientists' technical knowledge and the level of consensus in the scientific community also have direct, albeit weaker effects on opinions about scientists' appropriate roles in policy settings. Whereas previous research has stressed the importance of local variability in understanding the transfer of scientific authority across institutional boundaries, these results point to considerable homogeneity in the social bases of scientific authority in policy contexts.

Overcoming Barriers to Public Engagement through a Multi-Institution Consortium

NASA Astrophysics Data System (ADS)

Lambert, K. F.; Weiss, M.; Garlick, S.

2016-12-01

A growing body of evidence suggests that public engagement with science (PES) can enhance the relevance and impact of science on society. At the same time, advances in our understanding of public engagement suggest that greater skills, resources, and time horizons are often required to create effective programs. Consequently, despite a proliferation of training programs, many scientists still face the challenge of balancing the demands of public engagement with the requirements of their disciplinary research. Novel institutions are emerging that bring together interdisciplinary networks of principle investigators with PES practitioners to overcome barriers to effective and sustained public engagement in the environmental sciences. We will use the Science Policy Exchange (SPE), a consortium housed at the Harvard Forest, Harvard University, to illustrate how PIs and PES practitioners can collaborate to design public engagement processes, conduct policy-relevant scientific syntheses, and implement science communication strategies. Results from two SPE case studies demonstrate how multi-institutional consortia can help scientists overcome barriers such as lack of knowledge of evidence-based PES approaches, limits on time and funding to implement PES projects, and the need to integrate PES activities with research. The case studies also show how SPE strives to achieve credibility, saliency, and legitimacy in different public policy contexts: (1) engagement between scientists and local stakeholders to develop scenarios of landscape change; and (2) engagement between scientists and policy makers to understand the relationship between power plant emission standards, and air quality, human health and ecosystem function. The presentation will conclude with examples of how SPE programs have led to institutional change (staffing and budget), cultural change (attitudes and expectations of senior leaders), and research change (development of research questions, funding proposals, and research design).

Bridging the Gap: Perspectives on Institutional Archiving of Disciplinary Data (Invited)

NASA Astrophysics Data System (ADS)

DiLauro, T.

2013-12-01

Many would agree that there is no single road to becoming a data scientist. To date, the paths are as varied as the resulting skill sets. Many of today's data scientists have been plucked from their domains and asked to 'take one for the team' by turning their focus toward data management, rather than deeper research in the domain in which they trained. But this more domain-driven route is not the only approach. While my own early interactions with data were very domain-focused, my more recent work has been more directed toward infrastructure and processes. This submission will share a perspective developed generally from work on research data management based in the library of a research institution and specifically from three key ongoing activities: - Managing an archive of Data Release 7 of the Sloan Digital Sky Survey[1]; - Working with the Johns Hopkins University Data Management Services[2] team and institutional researchers to develop and operate an institutional data archive; and - Working with the Data Conservancy[3] to develop generalized infrastructure to support storage, archiving, preservation, curation, and integration of data across multiple domains. This environment and these roles require a slightly different skill set than those for more traditional -- if there is such a thing -- project- or domain-specific data scientists, while simultaneously providing exposure to those same scientists, their needs, and the motivators that drive them. [1] SDSS DR7 - http://www.sdss.org/dr7/ [2] Johns Hopkins University Data Management Services - https://dmp.data.jhu.edu/ [3] Data Conservancy - http://dataconservancy.org/

Scientists in the public sphere: Interactions of scientists and journalists in Brazil.

PubMed

Massarani, Luisa; Peters, Hans P

2016-06-07

In order to map scientists' views on media channels and explore their experiences interacting with journalists, the authors conducted a survey of about 1,000 Brazilian scientists. Results indicate that scientists have clear and high expectations about how journalists should act in reporting scientific information in the media, but such expectations, in their opinion, do not always seem to be met. Nonetheless, the results show that surveyed scientists rate their relation with the media positively: 67% say that having their research covered by media has a positive impact on their colleagues. One quarter of the respondents expressed that talking to the media can facilitate acquisition of more funds for research. Moreover, 38% of the total respondents believe that writing about an interesting topic for release on media channels can also facilitate research publication in a scientific journal. However, 15% of the respondents outright agree that research reported in the media beforehand can threaten acceptance for publication by a scientific journal. We hope that these results can foster some initiatives for improving awareness of the two cultures, scientists and journalists; increasing the access of journalists to Brazilian scientific endeavors; stimulating scientists to communicate with the public via social networks.

The effects of inquiry-based summer enrichment activities on rising eighth graders' knowledge of science processes, attitude toward science, and perceptions of scientists

NASA Astrophysics Data System (ADS)

Moore, Juanita Martin

The purpose of this research was to examine the effects of summer science enrichment on eighth-graders' science process skills knowledge, attitude toward science and perceptions of scientists. A single group pre- and post-test design was used to test participants in a summer science enrichment camp, which took place over a three-week period in the summer of 2000. Participants, all of whom were residents of the Mississippi area known as the Delta, lived on the campus of Mississippi Valley State University for the entire course of the camp. Activities included several guided inquiry-based projects such as water rocket design and solar or battery-powered car design. Participants also took trips to an environmental camp in north Mississippi and to the Stennis Space Center on the Mississippi Gulf Coast. Participants worked on their projects in groups, supervised by an undergraduate student "mentor". Participants were encouraged to keep journals of their experiences throughout the camp, and the researcher developed a rubric to evaluate student journals for process knowledge, evidence of planning, reflective thought, and disposition toward science. Tests were used to evaluate student knowledge of process skills, attitude toward science, and perceptions of scientists. On the Test of Integrated Process Skills (Dillashaw & Okey, 1983), the students showed significant improvement overall, but when evaluated separately, males showed significant improvement while females did not. On the Attitude toward Science in School Assessment (Germane, 1988), data indicated that attitude toward science improved significantly for the group as a whole, but upon closer inspection, indicated a significant improvement for the female students only. On Chamber's Draw-a-Scientist Test (1983), analysis of student drawings indicated no significant change in stereotypical images of scientists for the group overall. However, boys' scores indicated a significant improvement when analyzed separately. Journal analysis revealed a need for instruction in their use, but provided an interesting glimpse into students' thoughts. The researcher concluded that summer enrichment camps have potential m terms of helping students improve their science knowledge and their thinking about science. Further research on summer opportunities, inquiry-based instruction, work with mentors, and use of journals is suggested by this work.

Material Science

NASA Image and Video Library

2002-08-06

Khalid Alshibli of Louisiana State University, project scientist for the Mechanics of Granular Materials (MGM-III) experiment, uses a jar of sand and a training model of the MGM apparatus to explain the experiment to two young Virginia students. The activity was part of the Space Research and You education event held by NASA's Office of Biological and Physical Research on June 25, 2002, in Arlington, VA, to highlight the research that will be conducted on STS-107.

[Prof. Giuseppe Moscati (1880-1927). A special issue on his scientific production].

PubMed

Cascella, Marco

2016-08-01

Professor Giuseppe Moscati (1880-1927) was canonized by the Catholic Church in 1987. This act recognized the extraordinary qualities of a doctor who, considering his work as a "sublime mission", dedicated his life to helping the sick. The fame of the "Holy doctor" or "doctor of the poor", as people called him, was soon widespread and, immediately after his death, made him the subject of several biographies. These treatises, mainly written by religious hagiographers, have little analyzed Moscati as a doctor and scientist, or, in rare cases, privileged the description of his medical career, touching only marginally salient aspects of his work as a scientist and researcher. The purpose of this paper is to provide an insight into the figure of Moscati as a scientist, contextualizing his research activities in the scientific fields of biochemistry and physiology, which were flourishing in the early twentieth century. By a more careful analysis, his scientific production appears original for the resource-poor context and the innovative research method. The Italian scientist, combining physiological chemistry and biochemistry at the clinic, anticipated the birth of modern branches as the "Laboratory Medicine" and the "Clinical Pathology". In particular, he carried out studies on diabetes, storage diseases, metabolism, toxicology, pathology, nephrology and occupational diseases. Moreover, he anticipated the concept of modern laboratory in the oncological field as means for the characterization of the "nature" of neoplasms and related therapeutic approaches. Therefore, even if Moscati was rarely mentioned by the sources of the history of medicine, it is safe to assume that the fame of the Saint has paradoxically eclipsed that of the scientist, preventing him from receiving the necessary reward.

USSR Space Life Sciences Digest, volume 2, no. 3

NASA Technical Reports Server (NTRS)

Lewis, C. S.

1981-01-01

Soviet scientists are making significant contributions to the field of space medicine and biology through their active manned space program, frequent biosatellites, and extensive ground-based research. An overview of the developments and direction of the USSR Space Life Sciences Program is provided.

Family Science Day

ERIC Educational Resources Information Center

McCubbins, Sara; Thomas, Bethany; Vetere, Michael

2014-01-01

This article describes a family-friendly science day event that encourages scientific discovery through hands-on activities, while also providing an opportunity to learn about scientific careers from actual research scientists and science educators, thereby raising awareness of the importance of STEM in our society. The one-day event bought…

USSR Space Life Sciences Digest, volume 2, no. 4

NASA Technical Reports Server (NTRS)

Lewis, C. S.; Donnelly, K.

1981-01-01

Soviet scientists are making significant contributions to the field of space medicine and biology through their active manned space program, frequent biosatellites, and extensive ground-based research. An overview of the developments and direction of the USSR Space Life Sciences Program is provided.

Cellulose Breakdown

ERIC Educational Resources Information Center

Greenler, John; Nye, Leith; Tangen, Travis

2014-01-01

Production of liquid fuels such as ethanol from fibrous plant biomass could potentially be a significant sustainable component of the U.S. energy portfolio. Engineers and scientists are actively researching this area, and high school students can engage in this contemporary inquiry process by experimenting with different types of biomass, varying…

WILLAMETTE RIVER BASIN TRAJECTORIES OF ENVIRONMENTAL AND ECOLOGICAL CHANGE: A PLANNING ATLAS

EPA Science Inventory

The Pacific Northwest Ecosystem Research Consortium, consisting of scientists at EPA-WED, Oregon State University, and the University of Oregon, completed a planning atlas for the Willamette River Basin in western Oregon. The atlas describes ecological conditions and human activ...

Preparing Planetary Scientists to Engage Audiences

NASA Astrophysics Data System (ADS)

Shupla, C. B.; Shaner, A. J.; Hackler, A. S.

2017-12-01

While some planetary scientists have extensive experience sharing their science with audiences, many can benefit from guidance on giving presentations or conducting activities for students. The Lunar and Planetary Institute (LPI) provides resources and trainings to support planetary scientists in their communication efforts. Trainings have included sessions for students and early career scientists at conferences (providing opportunities for them to practice their delivery and receive feedback for their poster and oral presentations), as well as separate communication workshops on how to engage various audiences. LPI has similarly begun coaching planetary scientists to help them prepare their public presentations. LPI is also helping to connect different audiences and their requests for speakers to planetary scientists. Scientists have been key contributors in developing and conducting activities in LPI education and public events. LPI is currently working with scientists to identify and redesign short planetary science activities for scientists to use with different audiences. The activities will be tied to fundamental planetary science concepts, with basic materials and simple modifications to engage different ages and audience size and background. Input from the planetary science community on these efforts is welcome. Current results and resources, as well as future opportunities will be shared.

GLOBE Cornerstones: Advancing Student Research Worldwide through Virtual and Regional Symposia

NASA Astrophysics Data System (ADS)

Bourgeault, J.; Malmberg, J. S.; Murphy, T.; Darche, S.; Ruscher, P.; Jabot, M.; Odell, M. R. L.; Kennedy, T.

2016-12-01

The GLOBE Program, an international science and education program, encourages students from around the world to participate in authentic scientific research of the Earth system. Students use scientific protocols to explore their local environments, compare their findings with other GLOBE schools both in the U.S. and in other participating countries, and then share their findings via the GLOBE.gov website. In order to facilitate this scientific communication, GLOBE held an international virtual science fair in 2016. The science fair included 105 research projects submitted from GLOBE students in various countries, 37 mentoring scientists, and 24 judges. Mentors and judges were members of the GLOBE International STEM Professionals Network and located around the world. On a national level, NSF funded six face-to-face U.S. regional student research symposia where 164 students presented 67 research projects to scientists for review. The 1.5 day events included student activities, teacher professional development, tours of NASA centers, and opportunities for students to engage with scientists to discover both traditional and non-traditional STEM career pathways. To support teachers, the leadership team offered and archived webinars on science practices; from field investigation basics to creating a poster and GLOBE partners provided guidance along the way. This presentation will include the framework for the regional and international science symposia , the scoring rubrics and evaluation, recruitment of judges and mentors, and lessons learned.

Drugs Approved for Thyroid Cancer

MedlinePlus

... Partners & Collaborators Spotlight on Scientists Research Areas Cancer Biology Research Cancer Genomics Research Research on Causes of Cancer ... National Lab Partners & Collaborators Spotlight on Scientists NCI Research Areas Cancer Biology Cancer Genomics Causes of Cancer Diagnosis Prevention Screening & ...

A new model for postdoctoral training: The Postdoctoral Nursing Research Fellowship in Cancer and Health Disparities

PubMed Central

Ponte, Patricia Reid; Hayman, Laura L; Berry, Donna L; Cooley, Mary E

2016-01-01

The University of Massachusetts Boston and Dana-Farber/Harvard Cancer Center joined forces in 2009 to create a Postdoctoral Nursing Research Fellowship in Cancer and Health Disparities. In combining the resources of a large university and a research-intensive service institution, the postdoctoral program provides a new model for preparing nurse scientists to conduct independent research that advances nursing knowledge and interdisciplinary understanding of complex health issues. The multi-faceted program consists of educational programming, research training, and career planning components. Additionally, each fellow is assigned a nurse scientist mentor and interdisciplinary co-mentor. The mentors support the fellows with scholarly activities and research training and help the fellows craft individualized career plans, including proposals for post-fellowship career development research. In this article, the postdoctoral program leaders describe the program structure, strategies used to recruit minority and non-minority candidates, and data describing program outcomes, and share lessons learned and recommendations for organizations that may be interested in establishing similar postdoctoral fellowships at their institutions. PMID:25771193

Research Misconduct in the Croatian Scientific Community: A Survey Assessing the Forms and Characteristics of Research Misconduct.

PubMed

Pupovac, Vanja; Prijić-Samaržija, Snježana; Petrovečki, Mladen

2017-02-01

The prevalence and characteristics of research misconduct have mainly been studied in highly developed countries. In moderately or poorly developed countries such as Croatia, data on research misconduct are scarce. The primary aim of this study was to determine the rates at which scientists report committing or observing the most serious forms of research misconduct, such as falsification , fabrication, plagiarism, and violation of authorship rules in the Croatian scientific community. Additionally, we sought to determine the degree of development and the extent of implementation of the system for defining and regulating research misconduct in a typical scientific community in Croatia. An anonymous questionnaire was distributed among 1232 Croatian scientists at the University of Rijeka in 2012/2013 and 237 (19.2 %) returned the survey. Based on the respondents who admitted having committed research misconduct, 9 (3.8 %) admitted to plagiarism, 22 (9.3 %) to data falsification, 9 (3.8 %) to data fabrication, and 60 (25.3 %) respondents admitted to violation of authorship rules. Based on the respondents who admitted having observed research misconduct of fellow scientists, 72 (30.4 %) observed plagiarism, 69 (29.1 %) observed data falsification, 46 (19.4 %) observed data fabrication, and 132 (55.7 %) respondents admitted having observed violation of authorship rules. The results of our study indicate that the efficacy of the system for managing research misconduct in Croatia is poor. At the University of Rijeka there is no document dedicated exclusively to research integrity, describing the values that should be fostered by a scientist and clarifying the forms of research misconduct and what constitutes a questionable research practice. Scientists do not trust ethical bodies and the system for defining and regulating research misconduct; therefore the observed cases of research misconduct are rarely reported. Finally, Croatian scientists are not formally educated about responsible conduct of research at any level of their formal education. All mentioned indicate possible reasons for higher rates of research misconduct among Croatian scientists in comparison with scientists in highly developed countries.

Increasing both the public health potential of basic research and the scientist satisfaction. An international survey of bio-scientists.

PubMed

Sorrentino, Carmen; Boggio, Andrea; Confalonieri, Stefano; Hemenway, David; Scita, Giorgio; Ballabeni, Andrea

2016-01-01

Basic scientific research generates knowledge that has intrinsic value which is independent of future applications. Basic research may also lead to practical benefits, such as a new drug or diagnostic method. Building on our previous study of basic biomedical and biological researchers at Harvard, we present findings from a new survey of similar scientists from three countries. The goal of this study was to design policies to enhance both the public health potential and the work satisfaction and test scientists' attitudes towards these factors. The present survey asked about the scientists' motivations, goals and perspectives along with their attitudes concerning  policies designed to increase both the practical (i.e. public health) benefits of basic research as well as their own personal satisfaction. Close to 900 basic investigators responded to the survey; results corroborate the main findings from the previous survey of Harvard scientists. In addition, we find that most bioscientists disfavor present policies that require a discussion of the public health potential of their proposals in grants but generally favor softer policies aimed at increasing the quality of work and the potential practical benefits of basic research. In particular, bioscientists are generally supportive of those policies entailing the organization of more meetings between scientists and the general public, the organization of more academic discussion about the role of scientists in the society, and the implementation of a "basic bibliography" for each new approved drug.

The case for biophysics super-groups in physics departments.

PubMed

Hoogenboom, Bart W; Leake, Mark

2018-06-04

Increasing numbers of physicists engage in research activities that address biological questions from physics perspectives or strive to develop physics insights from active biological processes. The on-going development and success of such activities morph our ways of thinking about what it is to 'do biophysics' and add to our understanding of the physics of life. Many scientists in this research and teaching landscape are homed in physics departments. A challenge for a hosting department is how to group, name and structure such biophysicists to best add value to their emerging research and teaching but also to the portfolio of the whole department. Here we discuss these issues and speculate on strategies. Creative Commons Attribution license.

Evaluation of Changes in Ghanaian Students' Attitudes Towards Science Following Neuroscience Outreach Activities: A Means to Identify Effective Ways to Inspire Interest in Science Careers.

PubMed

Yawson, Nat Ato; Amankwaa, Aaron Opoku; Tali, Bernice; Shang, Velma Owusua; Batu, Emmanuella Nsenbah; Asiemoah, Kwame; Fuseini, Ahmed Denkeri; Tene, Louis Nana; Angaandi, Leticia; Blewusi, Isaac; Borbi, Makafui; Aduku, Linda Nana Esi; Badu, Pheonah; Abbey, Henrietta; Karikari, Thomas K

2016-01-01

The scientific capacity in many African countries is low. Ghana, for example, is estimated to have approximately twenty-three researchers per a million inhabitants. In order to improve interest in science among future professionals, appropriate techniques should be developed and employed to identify barriers and correlates of science education among pre-university students. Young students' attitudes towards science may affect their future career choices. However, these attitudes may change with new experiences. It is, therefore, important to evaluate potential changes in students' attitudes towards science after their exposure to experiences such as science outreach activities. Through this, more effective means of inspiring and mentoring young students to choose science subjects can be developed. This approach would be particularly beneficial in countries such as Ghana, where: (i) documented impacts of outreach activities are lacking; and (ii) effective means to develop scientist-school educational partnerships are needed. We have established an outreach scheme, aimed at helping to improve interaction between scientists and pre-university students (and their teachers). Outreach activities are designed and implemented by undergraduate students and graduate teaching assistants, with support from faculty members and technical staff. Through this, we aim to build a team of trainee scientists and graduates who will become ambassadors of science in their future professional endeavors. Here, we describe an approach for assessing changes in junior high school students' attitudes towards science following classroom neuroscience outreach activities. We show that while students tended to agree more with questions concerning their perceptions about science learning after the delivery of outreach activities, significant improvements were obtained for only two questions, namely "I enjoy science lessons" and "I want to be a scientist in the future." Furthermore, there was a generally strong trend towards a change in attitude for questions that sought information about students' perceptions about scientists (both positive and negative perceptions). In addition, outreach providers reported that their involvement in this public engagement scheme helped them acquire several transferable skills that will be beneficial in their studies and career development. These include vital skills in project and time management, teamwork and public speaking. Altogether, our findings provide novel indications that the development of scientist-school outreach partnerships in Ghana has valuable implications for science education and capacity development.

What good is a scientist in the classroom? Participant outcomes and program design features for a short-duration science outreach intervention in K-12 classrooms.

PubMed

Laursen, Sandra; Liston, Carrie; Thiry, Heather; Graf, Julie

2007-01-01

Many short-duration science outreach interventions have important societal goals of raising science literacy and increasing the size and diversity of the science workforce. Yet, these long-term outcomes are inherently challenging to evaluate. We present findings from a qualitative research study of an inquiry-based, life science outreach program to K-12 classrooms that is typical in design and excellent in execution. By considering this program as a best case of a common outreach model, the "scientist in the classroom," the study examines what benefits may be realized for each participant group and how they are achieved. We find that K-12 students are engaged in authentic, hands-on activities that generate interest in science and new views of science and scientists. Teachers learn new science content and new ways to teach it, and value collegial support of their professional work. Graduate student scientists, who are the program presenters, gain teaching and other skills, greater understanding of education and diversity issues, confidence and intrinsic satisfaction, and career benefits. A few negative outcomes also are described. Program elements that lead to these benefits are identified both from the research findings and from insights of the program developer on program design and implementation choices.

Learning with Teachers; A Scientist's Perspective

NASA Astrophysics Data System (ADS)

Czajkowski, K. P.

2004-12-01

Over the past six years, as an Assistant Professor and now as an Associate Professor, I have engaged in educational outreach activities with K-12 teachers and their students. In this presentation I will talk about the successes and failures that I have had as a scientist engaged in K-12 educational outreach, including teaching the Earth System Science Education Alliance (ESSEA) distance learning course, teaching inquiry-based science to pre-service teachers through the NASA Opportunities for Visionary Academics (NOVA) program, GLOBE, school visits, and research projects with teachers and students. I will reflect on the potential impact this has had on my career, negative and positive. I will present ways that I have been able to engage in educational outreach while remaining a productive scientist, publishing research papers, etc. Obtaining grant funding to support a team of educational experts to assist me perform outreach has been critical to my groups success. However, reporting for small educational grants from state agencies can often be overwhelming. The bottom line is that I find working with teachers and students rewarding and believe that it is a critical part of me being a scientist. Through the process of working with teachers I have learned pedagogy that has helped me be a better teacher in the university classroom.

Research-infused K-12 Science at the "Uttermost Part of the Earth:" An NSF GK-12 Fellow's Perspective

NASA Astrophysics Data System (ADS)

Perry, E.; Ellins, K.; Ormiston, C.; Dovzak, N.; Anderson, S.; Tingle, D.; Knettel, P.; Redding, S.; Odle, K.; Dalziel, I.

2005-12-01

In March 2005, four students and three teachers from Boerne High School in Texas accompanied UTIG GK-12 Co-PIs Katherine Ellins and Ian Dalziel, and NSF GK-12 Fellow Ethan Perry to Tierra del Fuego to join an international team of scientists studying the climate-tectonic history recorded in Lago Fagnano, Tierra del Fuego, Argentina. For two weeks, students and teachers engaged in authentic scientific research that included geologic field mapping and reconnaissance, and student/teacher developed water and soils sampling routines. The Lago Fagnano experience enabled: (1) the Boerne High School group to be integrated into an active field research program and to bring tangible experiences, knowledge and high-quality data back to the classroom; (2) participating research scientists to convey the importance of their science to a wider audience; and (3) the NSF GK-12 Fellow to gain valuable experience in communicating the essential scientific knowledge and field skills to high school participants before field deployment. The GK-12 Fellow's bridging role through the course of the project enhanced his scientific understanding of the climate-tectonic setting of Tierra del Fuego, fostered the development of new professional contacts with research scientists and led to a fresh perspective on how research science can be integrated in high school science curriculum. The GK-12 Fellow served as the primary mentor to the K-12 participants and the liaison between UTIG research scientists and the Boerne High School group. The Fellow helped prepare the Boerne group for the field research experience and to design a research project using water and soil analyses to assess chemical and isotopic trends within the lake's watershed. Preparatory activities began three months prior to field deployment and included workshops, classroom visits and teleconferences aimed at teaching field skills (reading and creating geologic maps, compass measurements, GPS, field notebooks) and increasing participants' knowledge of geoscience concepts and regional tectonics. The Fellow blended inquiry- and discussion-based exercises to convey the relevance of the Lago Fagnano research. Interaction between the GK-12 Fellow and Boerne High School participants preceding, during and following the field experience was an important element in the success of this research experience for teachers and their students. This interaction benefited the high school students and teachers because they were able to grasp the fundamental goals of the research experience prior to arriving in the field, thereby ensuring that the time spent in the field was used efficiently to carry out the project. Long-term involvement in the planning, execution and synthesis of the experience provided the high school participants with a sense of ownership of the science conducted on Lago Fagnano. This field initiative represents the first time that both K-12 students and teachers were integrated into a field setting with UTIG research scientists. Such experiences are valuable because they demonstrate the true manner in which science is conducted and advance partnerships between university research institutions and K-12 schools. The level of mentoring that the GK-12 Fellow provided through all stages of the project maximized the potential benefits of such an experience.

KOALA RETROVIRUS: A REVIEW.

PubMed

Kinney, Matthew E; Pye, Geoffrey W

2016-06-01

Koala retrovirus (KoRV) is a gammaretrovirus that has been identified in both captive and free-ranging koalas ( Phascolarctos cinereus ) with variable geographic distribution in Australia. KoRV is capable of both exogenous and endogenous transmission, which provides an interesting research platform for scientists to study active retrovirus endogenization into a host genome and offers veterinary scientists an opportunity to examine the clinical consequences of KoRV infection in koalas. Causation between KoRV and frequently recognized clinical conditions associated with immune suppression and neoplasia in koalas has not been definitively established, however research continues to evaluate a potential association. Three KoRV variants, KoRV-A, KoRV-B, and KoRV-J, have been the most thoroughly described and preliminary evidence suggests KoRV variability may be fundamental in host pathogenicity. In addition to reviewing what is currently known about KoRV, this article discusses treatment, management, and future research directions.

Frizzled to finance: one PhD’s path from a Drosophila lab to Wall Street

PubMed Central

Taylor, Job

2016-01-01

An equity research analyst’s job is to determine whether the price of a stock is likely to go up or down. For science-based businesses, particularly biotechnology companies, a PhD in the life sciences can be very helpful in making this determination. I transitioned from a postdoc position to working in equity research. Here I present information on how I made the transition, an overview of the day-to-day activities of an analyst, and thoughts on how to prepare to look for a job in finance. There are significant positives to working on Wall Street, including exposure to cutting-edge clinical/translational research, access to some of the best scientists in the world, a dynamic work environment, and compensation that generally exceeds academic salaries. This comes at the cost of some independence and the satisfaction of being able to call oneself a scientist. PMID:27235096

Building a teaching-research nexus in a research intensive university: rejuvenating the recruitment and training of the clinician scientist.

PubMed

Eley, Diann S; Wilkinson, David

2015-02-01

The continuing decline in clinician scientists is a global concern. This paper reports on a two-fold rationale to address this decline by increasing the number of students on a formal pathway to an academic research career, and building a 'teaching-research nexus' using the research intensive environment at our University. The University of Queensland has implemented a research intensive program, the Clinician Scientist Track (CST), for a select cohort of students to pursue a part time research Masters degree alongside their full time medical degree. To this end, the support of clinical academics and the research community was vital to achieve a 'teaching-research-clinical nexus' - most appropriate for nurturing future Clinician Scientists. In three years, the CST has 42 enrolled research Masters' students with the majority (90%) upgrading to a PhD. Research represents 33 different areas and over 25 research groups/centres across this University and internationally. Other research intensive institutions may similarly build their 'teaching-research nexus' by purposeful engagement between their medical school and research community. The CST offers a feasible opportunity for outstanding students to build their own 'field of dreams' through an early start to their research career while achieving a common goal of rejuvenating the ethos of the clinician scientist.

Criticism and Interpretation: Teaching the Persuasive Aspects of Research Articles

PubMed Central

Gillen, Christopher M.

2006-01-01

Research articles are an excellent tool for promoting active learning about the scientific process. One difficulty in teaching research articles is that they address a professional audience and often seek to be persuasive as well as informative. This essay discusses pedagogical strategies that are intended to help students differentiate the purely informative aspects of research articles, such as descriptions of the methods and results, from the persuasive aspects, such as interpretation of results and critical evaluation of the work of other scientists. PMID:17012188

Criticism and interpretation: teaching the persuasive aspects of research articles.

PubMed

Gillen, Christopher M

2006-01-01

Research articles are an excellent tool for promoting active learning about the scientific process. One difficulty in teaching research articles is that they address a professional audience and often seek to be persuasive as well as informative. This essay discusses pedagogical strategies that are intended to help students differentiate the purely informative aspects of research articles, such as descriptions of the methods and results, from the persuasive aspects, such as interpretation of results and critical evaluation of the work of other scientists.

DOE Office of Scientific and Technical Information (OSTI.GOV)

SLAC,

The Department of Energy (DOE) and the SLAC National Accelerator Laboratory (SLAC) encourage innovation, creativity, originality and quality to maintain the Laboratory’s research activities and staff at the forefront of science and technology. To further advance its scientific research capabilities, the Laboratory allocates a portion of its funds for the Laboratory Directed Research and Development (LDRD) program. With DOE guidance, the LDRD program enables SLAC scientists to make rapid and significant contributions that seed new strategies for solving important national science and technology problems. The LDRD program is conducted using existing research facilities.

One-Two Punch: Utilizing Teacher Research Experiences and Related Classroom Activities to Increase Student Interest in STEM

NASA Astrophysics Data System (ADS)

Wold-Brennon, R.; Cooper, S. K.

2014-12-01

Through collaborations between scientists and educators, the Consortium for Ocean Leadership developed a series of marine geosciences classroom activities and lesson plans -- including the Adopt-a-Microbe project, a collection of hands-on science lessons that use the sub-seafloor microbiology topics to provide engaging pathways for K-12 students to learn about the world around them. The goal of these activities has been to introduce youth to deep ocean exploration, inspire interest in microbial oceanography, and foster higher education goals and career paths in related sciences for our youth. From the beginning, these lessons were developed in close working relationships between scientists and educators, and the lessons geared towards middle school have been recently piloted with the intent to maximize sustained student interest in STEM topics. While teaching these units, educators used surveys, polls, group discussions, and interviews to shed light on correlations between student interest in STEM and their close proximity to exemplary and enthusiastic educators and student leaders who are active in STEM activities such as research projects and expeditions. Educators continue to use Adopt-a-Microbe and related expedition science-based lessons to explore the broader impacts of their professional development in the Geosciences on their students' professed interest in STEM.

NASA/DOD Aerospace Knowledge Diffusion Research Project. Report 14: Engineering work and information use in aerospace: Results of a telephone survey

NASA Technical Reports Server (NTRS)

Pinelli, Thomas E.; Kennedy, John M.; White, Terry F.

1992-01-01

A telephone survey of U.S. aerospace engineers and scientists who were on the Society of Automotive Engineers (SAE) mailing list was conducted between August 14-26, 1991. The survey was undertaken to obtain information on the daily work activities of aerospace engineers and scientists, to measure various practices used by aerospace engineers and scientists to obtain STI, and to ask aerospace engineers and scientists about their use of electronic networks. Co-workers were found important sources of information. Co-workers are used to obtain technical information because the information they have is relevant, not because co-workers are accessible. As technical uncertainty increases, so does the need for information internal and external to the organization. Electronic networks enjoy widespread use within the aerospace community. These networks are accessible and they are used to contact people at remote sites. About 80 percent of the respondents used electronic mail, file transfer, and information or data retrieval to commercial or in-house data bases.

Worldwide Engagement for Digitizing Biocollections (WeDigBio): The Biocollections Community's Citizen-Science Space on the Calendar.

PubMed

Ellwood, Elizabeth R; Kimberly, Paul; Guralnick, Robert; Flemons, Paul; Love, Kevin; Ellis, Shari; Allen, Julie M; Best, Jason H; Carter, Richard; Chagnoux, Simon; Costello, Robert; Denslow, Michael W; Dunckel, Betty A; Ferriter, Meghan M; Gilbert, Edward E; Goforth, Christine; Groom, Quentin; Krimmel, Erica R; LaFrance, Raphael; Martinec, Joann Lacey; Miller, Andrew N; Minnaert-Grote, Jamie; Nash, Thomas; Oboyski, Peter; Paul, Deborah L; Pearson, Katelin D; Pentcheff, N Dean; Roberts, Mari A; Seltzer, Carrie E; Soltis, Pamela S; Stephens, Rhiannon; Sweeney, Patrick W; von Konrat, Matt; Wall, Adam; Wetzer, Regina; Zimmerman, Charles; Mast, Austin R

2018-02-01

The digitization of biocollections is a critical task with direct implications for the global community who use the data for research and education. Recent innovations to involve citizen scientists in digitization increase awareness of the value of biodiversity specimens; advance science, technology, engineering, and math literacy; and build sustainability for digitization. In support of these activities, we launched the first global citizen-science event focused on the digitization of biodiversity specimens: Worldwide Engagement for Digitizing Biocollections (WeDigBio). During the inaugural 2015 event, 21 sites hosted events where citizen scientists transcribed specimen labels via online platforms (DigiVol, Les Herbonautes, Notes from Nature, the Smithsonian Institution's Transcription Center, and Symbiota). Many citizen scientists also contributed off-site. In total, thousands of citizen scientists around the world completed over 50,000 transcription tasks. Here, we present the process of organizing an international citizen-science event, an analysis of the event's effectiveness, and future directions-content now foundational to the growing WeDigBio event.

Agricultural aviation research

NASA Technical Reports Server (NTRS)

Chevalier, H. L. (Compiler); Bouse, L. F. (Compiler)

1977-01-01

A compilation of papers, comments, and results is provided during a workshop session. The purpose of the workshop was to review and evaluate the current state of the art of agricultural aviation, to identify and rank potentially productive short and long range research and development areas, and to strengthen communications between research scientists and engineers involved in agricultural research. Approximately 71 individuals actively engaged in agricultural aviation research were invited to participate in the workshop. These were persons familiar with problems related to agricultural aviation and processing expertise which are of value for identifying and proposing beneficial research.

New Treatment Option for Young Women with Hormone-Sensitive Breast Cancer

MedlinePlus

... Partners & Collaborators Spotlight on Scientists Research Areas Cancer Biology Research Cancer Genomics Research Research on Causes of ... Collaborators Spotlight on Scientists NCI Research Areas Cancer Biology Cancer Genomics Causes of Cancer Diagnosis Prevention Screening & ...

NIH Scientists Try to Crack the Brain's Memory Codes

MedlinePlus

... Strategy Current Research Research Funded by NINDS Basic Neuroscience Clinical Research Translational Research Research at NINDS Focus ... Diversity Resources Jobs at NINDS Director, Division of Neuroscience Director, NIH BRAIN Initiative® Health Scientist Administrator Channels ...

Scientists Take a Close-Up of Key Pain-Sensing Molecule

MedlinePlus

... Strategy Current Research Research Funded by NINDS Basic Neuroscience Clinical Research Translational Research Research at NINDS Focus ... Diversity Resources Jobs at NINDS Director, Division of Neuroscience Director, NIH BRAIN Initiative® Health Scientist Administrator Channels ...

Reflections on practitioner-researcher collaborative inquiry.

PubMed

Stockton, Rex; Morran, Keith

2010-04-01

We offer comments regarding two articles in this issue, one titled "Bridging the Practitioner-Scientist Gap in Group Psychotherapy Research" and a complementary article providing the results of a survey, entitled "A Survey of Canadian Group Psychotherapist Association Members' Perceptions of Psychotherapy Research." We also make several recommendations for collaborative research between practitioners and scientists, such as the inclusion of clinicians on the research team, practice research networks, and improved approaches to communicating clinically relevant research findings. Also discussed are reflections and recommendations from the authors' experience as scientist-practitioners.

Older Adults Co-Creating Meaningful Individualized Social Activities Online for Healthy Ageing.

PubMed

Blusi, Madeleine; Nilsson, Ingeborg; Lindgren, Helena

2018-01-01

Social isolation and loneliness among older people is a growing problem with negative effects on physical and mental health. In co-creation with older adults individualized social activities were designed where older adults through computer mediated communication were able to participate in social activities without leaving their homes. Four types of activities were designed; outdoor activity, music event, visiting a friend and leisure activity. A participatory action research design was applied, where end users together with scientists from two research fields developed, tested and evaluated online participation in the activities. Usability and safety of the systems were major concerns among older adults. The evaluation pointed out that level of simplicity, usability and audio-video quality determined the level of satisfaction with the human interaction during the activity, thereby affecting the meaningfulness of the activity. The research presented in this paper constitutes the first step in a long-term research process aiming at developing a digital coaching system that gives older adults personalized support for increasing participation in meaningful social activities.

NCI Core Open House Shines Spotlight on Supportive Science and Basic Research | Poster

Cancer.gov

The lobby of Building 549 at NCI at Frederick bustled with activity for two hours on Tuesday, May 1, as several dozen scientists and staff gathered for the NCI Core Open House. The event aimed to encourage discussion and educate visitors about the capabilities of the cores, laboratories, and facilities that offer support to NCI’s Center for Cancer Research.

Real Science, Real Learning: Bridging the Gap Between Scientists, Educators and Students

NASA Astrophysics Data System (ADS)

Lewis, Y.

2006-05-01

Today as never before, America needs its citizens to be literate in science and technology. Not only must we only inspire a new generation of scientists and engineers and technologists, we must foster a society capable of meeting complex, 21st-century challenges. Unfortunately, the need for creative, flexible thinkers is growing at a time when our young students are lagging in science interest and performance. Over the past 17 years, the JASON Project has worked to link real science and scientists to the classroom. This link provide viable pipeline to creating the next generation scientists and researchers. Ultimately, JASON's mission is to improve the way science is taught by enabling students to learn directly from leading scientists. Through partnerships with agencies such as NOAA and NASA, JASON creates multimedia classroom products based on current scientific research. Broadcasts of science expeditions, hosted by leading researchers, are coupled with classroom materials that include interactive computer-based simulations, video- on-demand, inquiry-based experiments and activities, and print materials for students and teachers. A "gated" Web site hosts online resources and provides a secure platform to network with scientists and other classrooms in a nationwide community of learners. Each curriculum is organized around a specific theme for a comprehensive learning experience. It may be taught as a complete package, or individual components can be selected to teach specific, standards-based concepts. Such thematic units include: Disappearing Wetlands, Mysteries of Earth and Mars, and Monster Storms. All JASON curriculum units are grounded in "inquiry-based learning." The highly interactive curriculum will enable students to access current, real-world scientific research and employ the scientific method through reflection, investigation, identification of problems, sharing of data, and forming and testing hypotheses. JASON specializes in effectively applying technology in science education by designing animated interactive visualizations that promote student understanding of complex scientific concepts and systems (Rieber, 1990, 1996). JASON's experience in utilizing the power of simulation technology has been widely recognized for its effectiveness in exciting and engaging students in science learning by independent evaluations of JASON's multimedia science curriculum (Ba et al., 2001; Goldenberg et al., 2003). The data collected indicates that JASON's science products have had a positive impact on students' science learning, have positively influenced their perceptions of scientists and of becoming scientists, and have helped diverse students grasp a deeper understanding of complex scientific content, concepts and technologies.

Visiting Professorships

NASA Astrophysics Data System (ADS)

Applications are now being accepted for the National Science Foundation (NSF) Visiting Professorships for Women Program. Under this program, women scientists and engineers from industry, government, and academia can be visiting professors at academic institutions in the United States.The program's objectives are to provide opportunities for women to advance their careers in the disciplines of science and engineering that are supported by NSF to provide greater visibility and wider opportunities for women scientists and engineers employed in industry, government, and academic institutions, and to provide encouragement for other women to pursue careers in science and engineering through the awardees' research, lecturing, counseling, and mentoring activities.

Dive and discover: Expeditions to the seafloor

NASA Astrophysics Data System (ADS)

Lawrence, Lisa Ayers

The Dive and Discover Web site is a virtual treasure chest of deep sea science and classroom resources. The goals of Dive and Discover are to engage students, teachers, and the general public in the excitement of ocean disco very through an interactive educational Web site. You can follow scientists on oceanographic research cruises by reading their daily cruise logs, viewing photos and video clips of the discoveries, and even e-mailing questions to the scientists and crew. WHOI has also included an “Educator's Companion” section with teaching strategies, activities, and assessments, making Dive and Discover an excellent resource for the classroom.

Dive and discover: Expeditions to the seafloor

NASA Astrophysics Data System (ADS)

Ayers Lawrence, Lisa

The Dive and Discover Web site is a virtual treasure chest of deep sea science and classroom resources. The goals of Dive and Discover are to engage students, teachers, and the general public in the excitement of ocean disco very through an interactive educational Web site. You can follow scientists on oceanographic research cruises by reading their daily cruise logs, viewing photos and video clips of the discoveries, and even e-mailing questions to the scientists and crew. WHOI has also included an "Educator's Companion" section with teaching strategies, activities, and assessments, making Dive and Discover an excellent resource for the classroom.

Designing an intuitive web application for drug discovery scientists.

PubMed

Karamanis, Nikiforos; Pignatelli, Miguel; Carvalho-Silva, Denise; Rowland, Francis; Cham, Jennifer A; Dunham, Ian

2018-06-01

We discuss how we designed the Open Targets Platform (www.targetvalidation.org), an intuitive application for bench scientists working in early drug discovery. To meet the needs of our users, we applied lean user experience (UX) design methods: we started engaging with users very early and carried out research, design and evaluation activities within an iterative development process. We also emphasize the collaborative nature of applying lean UX design, which we believe is a foundation for success in this and many other scientific projects. Copyright © 2018 The Authors. Published by Elsevier Ltd.. All rights reserved.

Alaska - Russian Far East connection in volcano research and monitoring

NASA Astrophysics Data System (ADS)

Izbekov, P. E.; Eichelberger, J. C.; Gordeev, E.; Neal, C. A.; Chebrov, V. N.; Girina, O. A.; Demyanchuk, Y. V.; Rybin, A. V.

2012-12-01

The Kurile-Kamchatka-Alaska portion of the Pacific Rim of Fire spans for nearly 5400 km. It includes more than 80 active volcanoes and averages 4-6 eruptions per year. Resulting ash clouds travel for hundreds to thousands of kilometers defying political borders. To mitigate volcano hazard to aviation and local communities, the Alaska Volcano Observatory (AVO) and the Institute of Volcanology and Seismology (IVS), in partnership with the Kamchatkan Branch of the Geophysical Survey of the Russian Academy of Sciences (KBGS), have established a collaborative program with three integrated components: (1) volcano monitoring with rapid information exchange, (2) cooperation in research projects at active volcanoes, and (3) volcanological field schools for students and young scientists. Cooperation in volcano monitoring includes dissemination of daily information on the state of volcanic activity in neighboring regions, satellite and visual data exchange, as well as sharing expertise and technologies between AVO and the Kamchatkan Volcanic Eruption Response Team (KVERT) and Sakhalin Volcanic Eruption Response Team (SVERT). Collaboration in scientific research is best illustrated by involvement of AVO, IVS, and KBGS faculty and graduate students in mutual international studies. One of the most recent examples is the NSF-funded Partnerships for International Research and Education (PIRE)-Kamchatka project focusing on multi-disciplinary study of Bezymianny volcano in Kamchatka. This international project is one of many that have been initiated as a direct result of a bi-annual series of meetings known as Japan-Kamchatka-Alaska Subduction Processes (JKASP) workshops that we organize together with colleagues from Hokkaido University, Japan. The most recent JKASP meeting was held in August 2011 in Petropavlovsk-Kamchatsky and brought together more than 130 scientists and students from Russia, Japan, and the United States. The key educational component of our collaborative program is the continuous series of international volcanological field schools organized in partnership with the Kamchatka State University. Each year more than 40 students and young scientists participate in our annual field trips to Katmai, Alaska and Mutnovsky, Kamchatka.

Perspective: Transforming science into medicine: how clinician-scientists can build bridges across research's "valley of death".

PubMed

Roberts, Scott F; Fischhoff, Martin A; Sakowski, Stacey A; Feldman, Eva L

2012-03-01

Significant increases in National Institutes of Health (NIH) spending on medical research have not produced corresponding increases in new treatments and cures. Instead, laboratory discoveries remain in what has been termed the "valley of death," the gap between bench research and clinical application. Recently, there has been considerable discussion in the literature and scientific community about the causes of this phenomenon and how to bridge the abyss. In this article, the authors examine one possible explanation: Clinician-scientists' declining role in the medical research enterprise has had a dilatory effect on the successful translation of laboratory breakthroughs into new clinical applications. In recent decades, the percentage of MDs receiving NIH funding has drastically decreased compared with PhDs. The growing gap between the research and clinical enterprises has resulted in fewer scientists with a true understanding of clinical problems as well as scientists who are unable to or uninterested in gleaning new basic research hypotheses from failed clinical trials. The NIH and many U.S. medical schools have recognized the decline of the clinician-scientist as a major problem and adopted innovative programs to reverse the trend. However, more radical action may be required, including major changes to the NIH peer-review process, greater funding for translational research, and significantly more resources for the training, debt relief, and early career support of potential clinician-scientists. Such improvements are required for clinician-scientists to conduct translational research that bridges the valley of death and transforms biomedical research discoveries into tangible clinical treatments and technologies.

Isn't Citizen Science a Hoot? A Case-study Exploring the Effectiveness of Citizen Science As an Instrument to Teach the Nature of Science through a Local Nocturnal Owl-monitoring Project

NASA Astrophysics Data System (ADS)

Kreofsky, Tess Marie

Citizen science projects present a distinctive opportunity for professional and volunteer scientists to coordinate their efforts to gather unique sets of data that can benefit the scientific and local communities. These projects are assumed to be an effective educational tool to teach nature of science (NOS) to participants (Brossard, Lewenstein, Bonney, 2005). This case study evaluates the effectiveness of participation in a citizen science project as a way to learn about NOS. Through enhancement of the Tryon Creek Owl Monitoring Project the researcher reviewed the characteristics of a citizen science project that were thought to be necessary to impact the volunteers' knowledge of NOS. The study also explored the benefits and limitations to organizing the citizen science protect using the principles of action research. Analysis of participants' knowledge and the effectiveness of active research theory, was evaluated through pre- and post- questionnaires and interviews. Although volunteers were able to explore the core themes of NOS through actively engaging in the scientific process, they did not experience a statistically significant change in their demonstration of understanding. For a multitude of reasons, participants had a positive experience with the presence of an embedded researcher within the project. This case study supports the use of active research as a guide to ensure that within each project the needs of both the scientific community and the volunteer scientists are met.

A bottom-up, scientist-based initiative for the communication of climate sciences with the general public

NASA Astrophysics Data System (ADS)

Bourqui, Michel; Bolduc, Cassandra; Paul, Charbonneau; Marie, Charrière; Daniel, Hill; Angelica, Lopez; Enrique, Loubet; Philippe, Roy; Barbara, Winter

2015-04-01

This talk introduces a scientists-initiated, new online platform whose aim is to contribute to making climate sciences become public knowledge. It takes a unique bottom-up approach, strictly founded on individual-based participation, high scientific standards and independence The main purpose is to build an open-access, multilingual and peer-reviewed journal publishing short climate articles in non-scientific language. The targeted public includes journalists, teachers, students, local politicians, economists, members of the agriculture sector, and any other citizens from around the world with an interest in climate sciences. This journal is meant to offer a simple and direct channel for scientists wishing to disseminate their research to the general public. A high standard of climate articles is ensured through: a) requiring that the main author is an active climate scientist, and b) an innovative peer-review process involving scientific and non-scientific referees with distinct roles. The platform fosters the direct participation of non-scientists through co-authoring, peer-reviewing, language translation. It furthermore engages the general public in the scientific inquiry by allowing non-scientists to invite manuscripts to be written on topics of their concern. The platform is currently being developed by a community of scientists and non-scientists. In this talk, I will present the basic ideas behind this new online platform, its current state and the plans for the next future. The beta version of the platform is available at: http://www.climateonline.bourquiconsulting.ch

Changing the Culture of Science Communication Training for Junior Scientists

PubMed Central

Bankston, Adriana; McDowell, Gary S.

2018-01-01

Being successful in an academic environment places many demands on junior scientists. Science communication currently may not be adequately valued and rewarded, and yet communication to multiple audiences is critical for ensuring that it remains a priority in today’s society. Due to the potential for science communication to produce better scientists, facilitate scientific progress, and influence decision-making at multiple levels, training junior scientists in both effective and ethical science communication practices is imperative, and can benefit scientists regardless of their chosen career path. However, many challenges exist in addressing specific aspects of this training. Principally, science communication training and resources should be made readily available to junior scientists at institutions, and there is a need to scale up existing science communication training programs and standardize core aspects of these programs across universities, while also allowing for experimentation with training. We propose a comprehensive core training program be adopted by universities, utilizing a centralized online resource with science communication information from multiple stakeholders. In addition, the culture of science must shift toward greater acceptance of science communication as an essential part of training. For this purpose, the science communication field itself needs to be developed, researched and better understood at multiple levels. Ultimately, this may result in a larger cultural change toward acceptance of professional development activities as valuable for training scientists. PMID:29904538

Changing the Culture of Science Communication Training for Junior Scientists.

PubMed

Bankston, Adriana; McDowell, Gary S

2018-01-01

Being successful in an academic environment places many demands on junior scientists. Science communication currently may not be adequately valued and rewarded, and yet communication to multiple audiences is critical for ensuring that it remains a priority in today's society. Due to the potential for science communication to produce better scientists, facilitate scientific progress, and influence decision-making at multiple levels, training junior scientists in both effective and ethical science communication practices is imperative, and can benefit scientists regardless of their chosen career path. However, many challenges exist in addressing specific aspects of this training. Principally, science communication training and resources should be made readily available to junior scientists at institutions, and there is a need to scale up existing science communication training programs and standardize core aspects of these programs across universities, while also allowing for experimentation with training. We propose a comprehensive core training program be adopted by universities, utilizing a centralized online resource with science communication information from multiple stakeholders. In addition, the culture of science must shift toward greater acceptance of science communication as an essential part of training. For this purpose, the science communication field itself needs to be developed, researched and better understood at multiple levels. Ultimately, this may result in a larger cultural change toward acceptance of professional development activities as valuable for training scientists.

The NASA SMD Science Education and Public Outreach Forums: Engaging Scientists in NASA Education and Public Outreach

NASA Astrophysics Data System (ADS)

Smith, Denise A.; Peticolas, L.; Schwerin, T.; Shipp, S.

2014-01-01

The NASA Science Mission Directorate (SMD) Education and Public Outreach (E/PO) program provides a direct return on the public’s investment in NASA’s science missions and research programs through a comprehensive suite of educational resources and opportunities for students, educators, and the public. Four Science Education and Public Outreach Forums work with SMD-funded missions, research programs, and grantees to organize individual E/PO activities into a coordinated, effective, and efficient nationwide effort, with easy entry points for scientists, educators, and the public. We outline the Forums’ role in 1) facilitating communication and collaboration among SMD E/PO programs, scientists, and educators; 2) supporting utilization of best practices and educational research; 3) creating clear paths of involvement for scientists interested in SMD E/PO; and, 4) enabling efficient and effective use of NASA content and education products. Our work includes a cross-Forum collaboration to inventory existing SMD education materials; identify and analyze gaps; and interconnect and organize materials in an accessible manner for multiple audiences. The result is NASAWavelength.org, a one-stop-shop for all NASA SMD education products, including tools to help users identify resources based upon their needs and national education standards. The Forums have also collaborated with the SMD E/PO community to provide a central point of access to metrics, evaluation findings, and impacts for SMD-funded E/PO programs (http://smdepo.org/page/5324). We also present opportunities for the astronomy community to participate in collaborations supporting NASA SMD efforts in the K - 12 Formal Education, Informal Education and Outreach, Higher Education and Research Scientist communities. See Bartolone et al., Lawton et al., Meinke et al., and Buxner et al. (this conference), respectively, to learn about Forum resources and opportunities specific to each of these communities.

Recent activities of the Seismology Division Early Career Representative(s)

NASA Astrophysics Data System (ADS)

Agius, Matthew; Van Noten, Koen; Ermert, Laura; Mai, P. Martin; Krawczyk, CharLotte

2016-04-01

The European Geosciences Union is a bottom-up-organisation, in which its members are represented by their respective scientific divisions, committees and council. In recent years, EGU has embarked on a mission to reach out for its numerous 'younger' members by giving awards to outstanding young scientists and the setting up of Early Career Scientists (ECS) representatives. The division representative's role is to engage in discussions that concern students and early career scientists. Several meetings between all the division representatives are held throughout the year to discuss ideas and Union-wide issues. One important impact ECS representatives have had on EGU is the increased number of short courses and workshops run by ECS during the annual General Assembly. Another important contribution of ECS representatives was redefining 'Young Scientist' to 'Early Career Scientist', which avoids discrimination due to age. Since 2014, the Seismology Division has its own ECS representative. In an effort to more effectively reach out for young seismologists, a blog and a social media page dedicated to seismology have been set up online. With this dedicated blog, we'd like to give more depth to the average browsing experience by enabling young researchers to explore various seismology topics in one place while making the field more exciting and accessible to the broader community. These pages are used to promote the latest research especially of young seismologists and to share interesting seismo-news. Over the months the pages proved to be popular, with hundreds of views every week and an increased number of followers. An online survey was conducted to learn more about the activities and needs of early career seismologists. We present the results from this survey, and the work that has been carried out over the last two years, including detail of what has been achieved so far, and what we would like the ECS representation for Seismology to achieve. Young seismologists are continuously encouraged to voice their ideas and contribute to the Seismology Division.

Role Models in Science - An Effective Dissemination Strategy

NASA Astrophysics Data System (ADS)

Chatzichristou, Eleni; Daglis, Ioannis A.; Anastasiadis, Anastasios; Balasis, George; Bourdarie, Sebastien; Horne, Richard B.; Khotyaintsev, Yuri; Mann, Ian R.; Santolik, Ondrej; Turner, Drew L.; Giannakis, Omiros; Ropokis, George

2014-05-01

We present the outreach efforts of the MAARBLE (Monitoring, Analyzing and Assessing Radiation Belt Loss and Energization) project, intended to provide the general public with simplified information concerning the scientific objectives of the project and its expected outcomes, to strengthen their understanding of space science, as well as to engage and inspire the next generation of scientists. MAARBLE involves monitoring of the geospace environment through space and ground-based observations, in order to understand various aspects of the radiation belts, an important element of the space weather system, which have direct impact on human endeavors in space (spacecraft and astronauts exposure). The public outreach website of MAARBLE, besides instructive text and regular updates with relevant news, also employs a variety of multimedia (image and video galleries) and characteristic sounds of space related to very low and ultra low frequency (VLF/ULF) electromagnetic waves. It also provides links to some of the most interesting relevant educational activities, including those at partner institutions such as the Institute of Geophysics and Planetary Physics at UCLA, the University of Alberta, the Swedish Institute of Space Physics and the Institute of Atmospheric Physics of the Academy of Sciences of the Czech Republic. We will focus on a specific activity: "Interviewing a MAARBLE Scientist", which enriches and broadens the scope of the MAARBLE outreach website. The profile of a MAARBLE scientist appears every month through an inspired interview, the scientists relating to the public their real stories, aspirations and endeavors. The intimacy of this approach is very effective in catching the attention of an otherwise indifferent public, and to inspire young people to pursue science careers by identifying themselves with "real" scientists. We cover one interview per month, featuring either a high-profile scientist from each partner institute, or a young researcher on a successful career path to both act as role model and to show the challenges that young scientists are facing today. The work leading to this paper has received funding from the European Union's Seventh Framework Programme (FP7-SPACE-2011-1) under grant agreement no. 284520 for the MAARBLE (Monitoring, Analyzing and Assessing Radiation Belt Energization and Loss) collaborative research project. This paper reflects only the authors' views and the Union is not liable for any use that may be made of the information contained therein.

Real Time On-line Space Research Laboratory Environment Monitoring with Off-line Trend and Prediction Analysis

NASA Technical Reports Server (NTRS)

Jules, Kenol; Lin, Paul P.

2006-01-01

One of the responsibilities of the NASA Glenn Principal Investigator Microgravity Services is to support NASA sponsored investigators in the area of reduced-gravity acceleration data analysis, interpretation and the monitoring of the reduced-gravity environment on-board various carriers. With the International Space Station currently operational, a significant amount of acceleration data is being down-linked and processed on ground for both the space station onboard environment characterization (and verification) and scientific experiments. Therefore, to help principal investigator teams monitor the acceleration level on-board the International Space Station to avoid undesirable impact on their experiment, when possible, the NASA Glenn Principal Investigator Microgravity Services developed an artificial intelligence monitoring system, which detects in near real time any change in the environment susceptible to affect onboard experiments. The main objective of the monitoring system is to help research teams identify the vibratory disturbances that are active at any instant of time onboard the International Space Station that might impact the environment in which their experiment is being conducted. The monitoring system allows any space research scientist, at any location and at any time, to see the current acceleration level on-board the Space Station via the World Wide Web. From the NASA Glenn s Exploration Systems Division web site, research scientists can see in near real time the active disturbances, such as pumps, fans, compressor, crew exercise, re-boost, extra-vehicular activity, etc., and decide whether or not to continue operating or stopping (or making note of such activity for later correlation with science results) their experiments based on the g-level associated with that specific event. A dynamic graphical display accessible via the World Wide Web shows the status of all the vibratory disturbance activities with their degree of confidence as well as their g-level contribution to the environment. The system can detect both known and unknown vibratory disturbance activities. It can also perform trend analysis and prediction by analyzing past data over many Increments of the space station for selected disturbance activities. This feature can be used to monitor the health of onboard mechanical systems to detect and prevent potential system failure as well as for use by research scientists during their science results analysis. Examples of both real time on-line vibratory disturbance detection and off-line trend analysis are presented in this paper. Several soft computing techniques such as Kohonen s Self-Organizing Feature Map, Learning Vector Quantization, Back-Propagation Neural Networks, and Fuzzy Logic were used to design the system.

Climate Voices: Bridging Scientist Citizens and Local Communities across the United States

NASA Astrophysics Data System (ADS)

Wegner, K.; Ristvey, J. D., Jr.

2016-12-01

Based out of the University Corporation for Atmospheric Research (UCAR), the Climate Voices Science Speakers Network (climatevoices.org) has more than 400 participants across the United States that volunteer their time as scientist citizens in their local communities. Climate Voices experts engage in nonpartisan conversations about the local impacts of climate change with groups such as Rotary clubs, collaborate with faith-based groups on climate action initiatives, and disseminate their research findings to K-12 teachers and classrooms through webinars. To support their participants, Climate Voices develops partnerships with networks of community groups, provides trainings on how to engage these communities, and actively seeks community feedback. In this presentation, we will share case studies of science-community collaborations, including meta-analyses of collaborations and lessons learned.

Is there concordance in attitudes and beliefs between parents and scientists about autism spectrum disorder?

PubMed

Fischbach, Ruth L; Harris, Mark J; Ballan, Michelle S; Fischbach, Gerald D; Link, Bruce G

2016-04-01

There is no reported investigation comparing concordance in attitudes and beliefs about autism spectrum disorder between parents of children with autism spectrum disorder and scientists who research autism spectrum disorder. To investigate the level of concordance between these groups on causes of autism, priorities of research, perceived stigma, and disclosure of genetic test results, telephone interviews were conducted. Parents (n = 502) were recruited from the Simons Simplex Collection, and research scientists (n = 60) were recruited from investigators funded by the Simons Foundation. Response rates were notable (parents 91%, scientists 80%). Parents and scientists differed significantly regarding beliefs of the likely major cause of autism (p = 0.007) and priorities for further research (p < 0.001). Scientists believed in genetic causes while many parents believed in vaccines as the cause of autism. Parents (37%) were more likely to hesitate vaccinating their child (p < 0.001). In contrast, there was strong concordance regarding extent of perceived stigma (95% vs 92%) and preferences for disclosure of genetic test results, including incidental findings. While scientists believed communication important, paradoxically fewer than half reported it important for scientists to communicate directly with parents. Better communication between parents and scientists should improve mutual understanding and ultimately the health and well-being of children with autism spectrum disorder and their families. © The Author(s) 2015.

Social Network Analysis of a Scientist-Practitioner Research Initiative Established to Facilitate Science Dissemination and Implementation within States and Communities

ERIC Educational Resources Information Center

Ginexi, Elizabeth M.; Huang, Grace; Steketee, Michael; Tsakraklides, Sophia; MacAllum, Keith; Bromberg, Julie; Huffman, Amanda; Luke, Douglas A.; Leischow, Scott J.; Okamoto, Janet M.; Rogers, Todd

2017-01-01

This article presents a case study of a scientist-practitioner research network established by the National Cancer Institute's State and Community Tobacco Control Research Initiative. While prior programs have focused on collaboration among scientists, a goal here was to encourage collaborations with non-university, practice-based partners. Two…

On Being a Scientist: A Guide to Responsible Conduct in Research--Third Edition

ERIC Educational Resources Information Center

National Academies Press, 2009

2009-01-01

The scientific research enterprise is built on a foundation of trust. Scientists trust that the results reported by others are valid. Society trusts that the results of research reflect an honest attempt by scientists to describe the world accurately and without bias. But this trust will endure only if the scientific community devotes itself to…

IPY 2007-2008 and Scientists, Science Organisations, and the Public

NASA Astrophysics Data System (ADS)

Carlson, D. J.

2006-12-01

An initial burst of enthusiasm resulted in more than 1000 expressions of interest and nearly 500 internationally coordinated proposals for polar research during IPY. An international committee has endorsed more than 200 of these proposals, and most other proposals and nearly all expressions of interest have found ways to join the endorsed programme. Ten nations have announced new IPY science funding totalling in excess of 300M USD for the two years of operations; several nations will make announcements soon. Most on-going funding for polar research, coming from at least 30 nations, approximately 1.6B USD over two years, will also support IPY activities. What should the thousands of scientists hoping to participate expect, personally and collectively? What should the overall science entity expect, during and after IPY? And, finally, what should the public expect, after much attention and the expenditure of 2B USD, not to mention the on-going and future costs of ice breakers and ice-monitoring satellites and polar bases? Many IPY scientists will initially experience disappointment. Funding, even with IPY infusions, will fall short of need, and initial proposal success rates will stay below 50% in almost every nation, far below in some nations. In many nations, however, a catch-up effect will occur, leading to more funds in 2008 or 2009 than in 2006 and 2007. A step-up effect will also occur, leading to increased on-going funds for polar research, although perhaps in smaller steps and in fewer countries than we might hope. Scientists should expect increased public attention to their work and increased demand for their cooperation and contribution to international data management and to public outreach. Individually and collectively, IPY scientists have the opportunity to interact with an amazing array of fellow scientists, exchanging experience and enthusiasm on topics from gravitational variations to genomic sequences to Gwich'in cultures. Science as an entity will feel the impact of IPY. IPY does not fit within any single science organisation, even one so vast as AGU. A true international IPY community will exist beyond existing organisational systems, and a full multidisciplinary IPY assembly will occur in partnership with but separate from existing events. IPY will stimulate and produce new data models and infrastructure that will allow future polar researchers and polar residents to access, share and explore gravitational, genomic, and Gwich'in information. IPY will also necessarily stir up murky issues between scientific research and the environment, including how mega-science programmes should reduce their own environmental impact and how science conducts its assessments of global environmental problems when its partners include commercial energy companies and when its information products might encourage expanded extractive activities. This IPY will inevitably produce an organisational, data and environmental legacy that will impact science and scientists of the future. The public will expect quick answers from IPY, to questions not necessarily of our choosing. We can expect that they will enjoy a wide array of films and programmes and books on polar themes. We will have failed if the global public does not also gain an improved understanding of polar science and of the global consequences of climate change, and an enhanced appreciation of the creativity, challenges, pleasures and disappointments of science and of the energies and enthusiasms of scientists.

Teaching through Trade Books: That Was Then, This Is Now

ERIC Educational Resources Information Center

Royce, Christine Anne

2015-01-01

This column includes activities inspired by children's literature. When learning about a topic, scientists refer to documents from past researchers. This month's trade books include nonfiction and historical fiction selections that help to demonstrate similarities and differences "then and now" while incorporating engineering design…

Patterns of Third Mission Engagement among Scientists and Engineers

ERIC Educational Resources Information Center

Mejlgaard, Niels; Ryan, Thomas Kjeldager

2017-01-01

In the context of growing societal demand and interdependency, universities need to prioritize their "third mission" activities and balance them against core functions. Individual researchers too are faced with multiple external constituencies and various mechanisms for interaction. The degree, target, and mode of their involvement with…

"Who ate our corn?" We want to know and so should you!

USDA-ARS?s Scientific Manuscript database

The Future Scientists Program is designed to assist USDA/Hispanic Serving Institutions National Program reach out to communities, schools (grades K-12) and undergraduates with hands-on, inquiry-based activities that link them with United States Department of Agriculture (USDA)/Agricultural Research ...

Letting Thoughts Take Wing

NASA Technical Reports Server (NTRS)

Jorgensen, Chuck; Wheeler, Kevin

2002-01-01

Scientists are conducting research into electroencephalograms (EEGs) of brainwave activity, and electromyography (EMG) of muscle activity, in order to develop systems which can control an aircraft with only a pilot's thoughts. This article describes some EEG and EMG signals, and how they might be analyzed and interpreted to operate an aircraft. The development of a system to detect and interpret fine muscle movements is also profiled in the article.

Recursive Model of a Methodical Competency Formation of a High School Teacher in the Context of Competency-Based Education

ERIC Educational Resources Information Center

??lekhina, ??rina Borisovna

2015-01-01

The present study examines the professional development problems of a high school teacher. A high school teacher is both a scientist and a teacher. Teaching and research activities are integrated by using methodical activity. Methodical competency of a teacher is defined as a basis in the context of Competence-based Education. The methodical…

Improving -Omics-Based Research and Precision Health in Minority Populations: Recommendations for Nurse Scientists.

PubMed

Taylor, Jacquelyn Y; Barcelona de Mendoza, Veronica

2018-01-01

The purpose of this article is to provide an overview of the role of nurse scientists in -omics-based research and to promote discussion around the conduct of -omics-based nursing research in minority communities. Nurses are advocates, educators, practitioners, scientists, and researchers, and are crucial to the design and successful implementation of -omics studies, particularly including minority communities. The contribution of nursing in this area of research is crucial to reducing health disparities. In this article, challenges in the conduct of -omics-based research in minority communities are discussed, and recommendations for improving diversity among nurse scientists, study participants, and utilization of training and continuing education programs in -omics are provided. Many opportunities exist for nurses to increase their knowledge in -omics and to continue to build the ranks of nurse scientists as leaders in -omics-based research. In order to work successfully with communities of color, nurse scientists must advocate for participation in the Precision Medicine Initiative, improve representation of nurse faculty of color, and increase utilization of training programs in -omics and lead such initiatives. All nursing care has the potential to be affected by the era of -omics and precision health. By taking an inclusive approach to diversity in nursing and -omics research, nurses will be well placed to be leaders in reducing health disparities through research, practice, and education. © 2017 Sigma Theta Tau International.

Engaging basic scientists in translational research: identifying opportunities, overcoming obstacles

PubMed Central

2012-01-01

This report is based on the Federation of American Societies for Experimental Biology’s symposium, “Engaging basic Scientists in Translational Research: Identifying Opportunities, Overcoming Obstacles,” held in Chevy Chase, MD, March 24–25, 2011. Meeting participants examined the benefits of engaging basic scientists in translational research, the challenges to their participation in translational research, and the roles that research institutions, funding organizations, professional societies, and scientific publishers can play to address these challenges. PMID:22500917

Role Models for boosting mobility of women scientists in geosciences

NASA Astrophysics Data System (ADS)

Avellis, Giovanna; Theodoridou, Magdalini

2017-04-01

More and more women today are choosing to study science and undertake scientific careers. Likewise mobility during one's career is increasingly important as research tends to be undertaken via international collaboration, often within networks based on the researchers mobility, especially in geosciences. We have developed an ebook on Role Models for boosting mobility of women scientists to showcase the careers of women scientists who have undertaken mobility during their careers. It is hoped that their stories will provide young women who are just starting out in their science careers with inspirational role models, and that these stories give them realistic information about career opportunities: many of them are women scientists in geosciences. These are not famous scientists, but rather real examples of people who express all the passion of the world of science. It is hoped that reading about successful scientists who have achieved a healthy work-life balance while moving to new locations will be particularly helpful for those individuals considering mobility in their own career. The ebook is available to be used by programs that support the development of systematic approaches to increasing the representation and advancement of women in science, engineering and technology, since mobility plays a key role in these programs. The stories contained herein will be useful to mentoring or advising program focusing on career, networking opportunities, discussion and grants opportunities in conjunction with mobility. There is still a gap between female graduates and the pool of female job applicants - even though the proportion of female graduate students and postdocs in most scientific fields is higher today than it is ever been. Therefore we suggest that focus should be placed on examining the real challenges which women need to overcome, particularly when "mobility" comes into play. Role models who have overcome these challenges will continue to play an important part in moving in the right direction, because it may take some time to achieve true gender equity in science. The MCAA is committed to the promotion of women scientists and is sensitive to gender issues in science, and thus a Women in Science working group has been established, namely the Gender Equality for Mobile researchers in Science (GEMS). The GEMS working group has been active since September 2014 in order to promote mobility among the women scientists community, provide feedback from the European Community on policy issues regarding mobility in particular, and to collaborate with other associations and organizations active in the same fields. The main goal is to find ways to promote the participation of and motivation for women with regard to science and therefore finding and analyzing reasons why women face problems or give up at the high levels of the science field. The WG GEMS has participated in WiS conferences at the European level and outside of it, including Gender Summit, WIRES, MARIE CURIE CONFERENCES, ESOF2016, and are also applying to HORIZON2020 to study different types of researchers' mobility, such as virtual mobility, Intersectoral mobility between industry and academia, interdisciplinary mobility, and others.

Developing future clinician scientists while supporting a research infrastructure.

PubMed

Holsti, Maija; Adelgais, Kathleen M; Willis, Leah; Jacobsen, Kammy; Clark, Edward B; Byington, Carrie L

2013-04-01

Supporting clinical research is a national priority. Clinician scientists are rare and clinical trials in academic medical centers (AMC) often fail to meet enrollment goals. Undergraduate students interested in biomedical careers often lack opportunities to perform clinical research. Describe an innovative undergraduate course that supports clinical research in an AMC. The course, Clinical Research Methods and Practice, offers undergraduate students the opportunity to learn clinical research through didactic and practical experiences. The students in turn support clinician scientists' conduct of clinical studies in an AMC. Clinician scientists receive research support and participate in mentoring sessions for students. Over seven semesters, 128 students have assisted in 21 clinical studies located in outpatient and inpatient units of two hospitals. Students identified and screened eligible patients, collected clinical data, assisted in obtaining informed consent, and transported specimens. Many of the clinician scientists have met their enrollment goals and several have been top-enrollers in multicenter clinical trials as a result of student support. The Clinical Research Methods and Practice class addresses barriers to clinical research in AMC. This may be a model for institutions committed to mentoring students early in their career and to developing infrastructures for clinical research. © 2013 Wiley Periodicals, Inc.

Keeping Clinicians in Clinical Research: The Clinical Research/Reproductive Scientist Training Program

PubMed Central

Armstrong, Alicia Y.; DeCherney, Alan; Leppert, Phyllis; Rebar, Robert; Maddox, Yvonne T.

2009-01-01

In recent years the need for translational and clinical research has increased while the number of physicians involved in clinical research has diminished. There is clearly a need for formalized academic training in the quantitative and methodological principles of clinical research in reproductive medicine. The Clinical Research/Reproductive Scientist Training Program (CREST), a program supported by the National Institute of Child Health and Human Development, the Clinical Research Training Program (CRTP) at Duke University, and the American Society for Reproductive Medicine,(ASRM) meets this existing need. In addition, this program is specifically designed for physicians in private or academic clinical practice in reproductive medicine. Innovative programs such as CREST encourage the practicing physician to engage in clinical research while maintaining an active role in clinical practice. Participants in the program receive didactic on-line training from the CRTP, attend intensive weekend seminars at the National Institutes of Health (NIH) and CREST seminars at the annual meeting of ASRM. Successful participants in the program receive a Certificate in Clinical Research from the CRTP. The program’s goal is to provide practicing physicians with the tools and research credentials that will facilitate collaborations with investigators involved in large clinical trials. PMID:19144332

Summer Research Internships at Biosphere 2 Center

NASA Technical Reports Server (NTRS)

Broecker, Wallace S.; Colodner, Debra; Griffin, Kevin

1997-01-01

Through the support of NASA's Mission to Planet Earth, Biosphere 2 Center hosted 11 research interns for 6 to 8 weeks each during the summer of 1997. In addition, we were able to offer scholarships to 14 students for Columbia University summer field courses. These two types of programs engaged students in much of the range of activity of practicing Earth Scientists, with an emphasis on the collection and analysis of data in both the field and the laboratory. Research interns and students in the field courses also played an important part in the design and evolution of their research projects. In addition to laboratory and field research, students participated in weekly research seminars by resident and visiting scientists. Research interns were exposed to the geology and ecology of the region via short field trips to the Arizona Sonora Desert Museum, Mount Lemmon, Aravaipa Canyon and the Gulf of California, while field course students were exposed to laboratory-based research via intern-led hands-on demonstrations of their work. All students made oral and written presentations of their work during the summer, and two of the research interns have applied to present their results at the National Conference on Undergraduate Research in Maryland in April, 1998.

Medical Research | NIH MedlinePlus the Magazine

MedlinePlus

... this page please turn Javascript on. Feature: Medical Research Research Results in the News: A Users Guide Past ... scientists the most reliable results. Where was the research done? Scientists at a medical school or large ...

Entrepreneurship for Creative Scientists

NASA Astrophysics Data System (ADS)

Parker, Dawood; Raghu, Surya; Brooks, Richard

2018-05-01

Through patenting and commercialization, scientists today can develop their work beyond a publication in a learned journal. Indeed, universities and governments are encouraging today's scientists and engineers to break their research out of the laboratory and into the commercial world. However, doing so is complicated and can be daunting for those more used to a research seminar than a board room. This book, written by experienced scientists and entrepreneurs, deals with businesses started by scientists based on innovation and sets out to clarify for scientists and engineers the steps necessary to take an idea along the path to commercialization and maximise the potential for success, regardless of the path taken.

The Advanced Communications Technology Satellite (ACTS) capabilities for serving science

NASA Technical Reports Server (NTRS)

Meyer, Thomas R.

1990-01-01

Results of research on potential science applications of the NASA Advanced Communications Technology Satellite (ACTS) are presented. Discussed here are: (1) general research on communications related issues; (2) a survey of science-related activities and programs in the local area; (3) interviews of selected scientists and associated telecommunications support personnel whose projects have communications requirements; (4) analysis of linkages between ACTS functionality and science user communications activities and modes of operation; and (5) an analysis of survey results and the projection of conclusions to a national scale.

Mentoring the next generation of physician-scientists in Japan: a cross-sectional survey of mentees in six academic medical centers.

PubMed

Sakushima, Ken; Mishina, Hiroki; Fukuhara, Shunichi; Sada, Kenei; Koizumi, Junji; Sugioka, Takashi; Kobayashi, Naoto; Nishimura, Masaharu; Mori, Junichiro; Makino, Hirofumi; Feldman, Mitchell D

2015-03-19

Physician-scientists play key roles in biomedical research across the globe, yet prior studies have found that it is increasingly difficult to recruit and retain physician-scientists in research careers. Access to quality research mentorship may help to ameliorate this problem in the U.S., but there is virtually no information on mentoring in academic medicine in Japan. We conducted a survey to determine the availability and quality of mentoring relationships for trainee physician-scientists in Japan. We surveyed 1700 physician-scientists in post-graduate research training programs in 6 academic medical centers in Japan about mentorship characteristics, mentee perceptions of the mentoring relationship, and attitudes about career development. A total of 683 potential physician-scientist mentees completed the survey. Most reported that they had a departmental mentor (91%) with whom they met at least once a month; 48% reported that they were very satisfied with the mentoring available to them. Mentoring pairs were usually initiated by the mentor (85% of the time); respondents identified translational research skills (55%) and grant writing (50%) as unmet needs. Mentoring concerning long-term career planning was significantly associated with the intention to pursue research careers, however this was also identified by some mentees as an unmet need (35% desired assistance; 15% reported receiving it). More emphasis and formal training in career mentorship may help to support Japanese physician-scientist mentees to develop a sense of self-efficacy to pursue and stay in research careers.

Trends in Ginseng Research in 2010

PubMed Central

Kim, Si-Kwan; Park, Jeong Hill

2011-01-01

A total of 470 papers directly related to research on the Panax species were retrieved by performing internet searches with the keywords Panax and ginseng as the search terms. The publications were categorized as follows: 399 research articles, 30 reviews, 30 meeting abstracts, 7 proceedings, and 4 letters. The majority of these publications were published by scientists from Korea (35.7%), China (32.3%), and the USA (11.3%). Scientists from a total of 29 nations were actively involved in conducting ginseng research. A total of 43.6% of the publications were categorized as pharmacodynamic studies. The effects of ginseng on cerebrovascular function and cancer were the two most common topics considered in the pharmacodynamic studies. More than half of the ginseng studies assessed the use of P. ginseng. A total of 23 countries participated in studies specifically related to P. ginseng, and more than 80% of these studies originated from Korea and China. A total of 50 topics within the pharmacodynamics category were examined in association with the use of P. ginseng. PMID:23717084

Succeeding in Science Communication amid Contentious Public Policy Debates

NASA Astrophysics Data System (ADS)

Huertas, A.

2014-12-01

Scientists are often hesitant to engage in public dialogues about their work, especially when their research has bearing on contentious public policy issues. The Union of Concerned Scientists has conducted dozens of workshops to assist its members in communicating science fairly, accurately and effectively to audiences with mixed opinions about relevant public policy. While public polling indicates that people admire scientists and support scientific research, public understanding lags behind scientific understanding on a variety of issues, from climate change to evolution to vaccination. In many cases, people reject or discount scientific evidence when they perceive their ideology, beliefs or policy preferences as being in conflict with that evidence. These biases make it difficult for scientists to convey their research to many audiences. Based on reviews of social science literature and interactions with its members, the Union of Concerned Scientists has explored methods for surmounting public ideological biases while staying true to the science. In particular, scientists have found success with communicating based on shared values, asking audience members questions about their reactions to science, avoiding unintentional invocation of ideological biases and partnering with non-scientist speakers who can address contentious public policy questions. These methods can allow scientists to more effectively collaborate with stakeholders interested in their research and can build public support for science.

A new model for postdoctoral training: the Nursing Postdoctoral Program in Cancer and Health Disparities.

PubMed

Reid Ponte, Patricia; Hayman, Laura L; Berry, Donna L; Cooley, Mary E

2015-01-01

The University of Massachusetts Boston and Dana-Farber/Harvard Cancer Center joined forces in 2009 to create a Postdoctoral Nursing Research Fellowship in Cancer and Health Disparities. In combining the resources of a large university and a research-intensive service institution, the postdoctoral program provides a new model for preparing nurse scientists to conduct independent research that advances nursing knowledge and interdisciplinary understanding of complex health issues. The multifaceted program consists of educational programming, research training, and career planning components. Additionally, each fellow is assigned a nurse scientist mentor and interdisciplinary co-mentor. The mentors support the fellows with scholarly activities and research training and help the fellows craft individualized career plans, including proposals for postfellowship career development research. In this article, the postdoctoral program leaders describe the program structure, strategies used to recruit minority and nonminority candidates, and data describing program outcomes and share lessons learned and recommendations for organizations that may be interested in establishing similar postdoctoral fellowships at their institutions. Copyright © 2015 Elsevier Inc. All rights reserved.

The Impact of Scientist-Educator Collaborations: an early-career scientist's perspective

NASA Astrophysics Data System (ADS)

Roop, H. A.

2017-12-01

A decade ago, a forward-thinking faculty member exposed a group of aspiring scientists to the impacts and career benefits of working directly with K-12 students and educators. Ten years later, as one of those young scientists, it is clear that the relationships born out of this early experience can transform a researcher's impact and trajectory in science. Connections with programs like the NSF-funded PolarTREC program, the teacher-led Scientists in the Classroom effort, and through well-coordinated teacher training opportunities there are clear ways in which these partnerships can a) transform student learning; b) serve as a powerful and meaningful way to connect students to authentic research and researchers; and c) help researchers become more effective communicators by expanding their ability to connect their work to society. The distillation of science to K-12 students, with the expert eye of educators, makes scientists better at their work with tangible benefits to skills that matter in academia - securing funding, writing and communicating clearly and having high-value broader impacts. This invited abstract is submitted as part of this session's panel discussion and will explore in detail, with concrete examples, the mutual benefits of educator-scientist partnerships and how sustained engagement can transform the reach, connection and application of research science.

Risky business: perceived behavior of local scientists and community support for their research.

PubMed

McComas, Katherine A; Besley, John C; Yang, Zheng

2008-12-01

Attracting new technologies to a region can mean significant economic growth, so understanding why some communities may not favor becoming "the next Silicon Valley" merits consideration. This study investigates the relationship among the perceived behavior of local scientists and community members' attitudes toward their research. Drawing on theories from organizational justice, it hypothesizes that when local residents consider scientists as more just in their behavior, they will also have more favorable attitudes toward the scientists and their research. Just, in this sense, refers to whether scientists are perceived as fair in terms of outcomes, procedures, interpersonal treatment, and explanations in their dealings with the community. Favorable attitudes are measured in terms of concern about new technologies and satisfaction with research. Data were collected via a mail survey of residents in two upstate New York counties (N= 1,306) that host substantial technology research facilities. Controlling for demographics, media use, basic science knowledge, and technology awareness, the results show that distributive justice (i.e., fairness of outcomes) had a consistent, negative relationship with technology concern. In comparison, all four justice variables were positively related with research satisfaction. The findings suggest that the perceived behavior of local scientists may indeed impact community support for their research.

Young Researchers Engaged in Educational Outreach to Increase Polar Literacy

NASA Astrophysics Data System (ADS)

Raymond, M.; Baeseman, J.; Xavier, J.; Kaiser, B.; Vendrell-Simon, B.

2008-12-01

The Association of Polar Early Career Scientists (APECS) grew out of the 4th International Polar Year (IPY-4) 2007-08 and is an international and interdisciplinary organization of over 1200 undergraduate and graduate students, postdoctoral researchers, early faculty members, educators and others with interests in Polar Regions and the wider cryosphere from more than 40 countries. Our aims are to stimulate interdisciplinary and international research collaborations, and develop effective future leaders in polar research, education and outreach. As potentially one of the major legacies of IPY-4, APECS members have been at the forefront of increasing scientific knowledge and public interest in the polar regions, centered around global climate change, and enhancing scientific understanding, media attention, primary and secondary school (K-12) educational programs, undergraduate institutions, and public literacy campaigns. Research and Educational Outreach activities by APECS members during IPY-4 have improved both our understanding and the communication of all aspects of the Polar Regions and the importance of their broader global connections. APECS National Committees have run Polar Contests where young researchers partnered with teachers and students to develop curriculum and activities to share their research, have participated in many field based communication exchanges and are mentoring youth to pursue careers in science, and enhancing the public perception of scientists through photo, video and museum exhibits. In cooperation with the IPY Teachers Network and the IPY IPO, APECS is developing a polar education resource book that will feature education and outreach activities by young researchers, as well as provide examples of classroom activities for teachers to incorporate polar literacy into their curriculum and a How-To guide for researchers interested in conducting education and outreach. As young researchers interactively share their excitement and experiences in deepening our understanding of the polar regions, a new generation of polar literate people emerges and society benefits from more knowledge of the rapidly changing polar regions that have a critical and inherent global connection.

CosmoQuest: Measuring Audience Needs to Obtain Better Science

NASA Astrophysics Data System (ADS)

Buxner, Sanlyn; Bakerman, Maya; Gay, Pamela; Reiheld, Alison; CosmoQuest Team

2018-01-01

The CosmoQuest Virtual Research Facility provides a place for scientists to recruit people to aid in their science projects via citizen science. Just as students need training to be effective researchers, so do citizen scientists, but their needs are different. In this presentation, we present the results of surveys of members of the CosmoQuest community, including both citizen scientists and educators using citizen science in their classrooms. For all members of the community, we investigated the types of projects that respondents enjoyed doing, the level of difficulty they were willing to engage in, and the amount of time they spent doing citizen science projects. We also investigated what other science-related activities respondents were engaged in, other opportunities they were interested in, and what support and resources they needed to be successful in completing projects. For educators, we investigated the types of projects they wanted to engage in with their students, the ideal length of time for citizen science projects to be used in their classrooms, and the resources they needed to be able to engage students in citizen science projects effectively.

Helping Scientists Become Effective Partners in Education and Outreach

NASA Astrophysics Data System (ADS)

Laursen, Sandra L.; Smith, Lesley K.

2009-01-01

How does a scientist find herself standing before a group of lively third-graders? She may be personally motivated-seeking to improve public understanding of scientific issues and the nature of science, or to see her own children receive a good science education-or perhaps she simply enjoys this kind of work [Andrews et al., 2005; Kim and Fortner, 2008]. In addition to internal motivating factors, federal funding agencies have begun to encourage scientists to participate in education and outreach (E/O) related to their research, through NASA program requirements for such activities (see ``Implementing the Office of Space Science Education/Public Outreach Strategy,'' at http://spacescience.nasa.gov/admin/pubs/edu/imp_plan.htm) and the U.S. National Science Foundation's increased emphasis on ``broader impacts'' in merit review of research proposals (see http://www.nsf.gov/pubs/2003/nsf032/bicexamples.pdf). Universities, laboratories, and large collaboratives have responded by developing E/O programs that include interaction between students, teachers, and the public in schools; after-school and summer programs; and work through science centers, planetaria, aquaria, and museums.

Material Science

NASA Image and Video Library

2002-08-06

Khalid Alshibli of Louisiana State University, project scientist for the Mechanics of Granular Materials (MGM-III) experiment, uses a jar of sand as he explains MGM to NASA Administrator Sean O'Keefe. A training model of an MGM test cell is in the foreground. The activity was part of the Space Research and You education event held by NASA's Office of Biological and Physical Research on June 25, 2002, in Arlington, VA, to highlight the research that will be conducted on STS-107.

Ethics in research: current issues for dental researchers and their professional society.

PubMed

Frankel, M S

1994-11-01

Values associated with scientific investigations affect the conduct, evaluation, and reporting of research and lead to ethical issues for scientists engaged in dental research. This essay examines the relationship between scientists and the larger society in which they work, and how that relationship defines the boundaries of scientific freedom and autonomy, on the one hand, and scientific responsibility and accountability, on the other. Values underlie disputes over data sharing, perceptions of conflict of interest, and scientists' commitment to research integrity. Professional societies, such as the IADR, can be a major influence in shaping the moral tone and ethical climate for research through the adoption of standards, the development of educational programs designed to reinforce those standards, and the public recognition of responsible conduct on the part of scientists.

Values in environmental research: Citizens’ views of scientists who acknowledge values

PubMed Central

McCright, Aaron M.; Allen, Summer; Dietz, Thomas

2017-01-01

Scientists who perform environmental research on policy-relevant topics face challenges when communicating about how values may have influenced their research. This study examines how citizens view scientists who publicly acknowledge values. Specifically, we investigate whether it matters: if citizens share or oppose a scientist’s values, if a scientist’s conclusions seem contrary to or consistent with the scientist’s values, and if a scientist is assessing the state of the science or making a policy recommendation. We conducted two 3x2 factorial design online experiments. Experiment 1 featured a hypothetical scientist assessing the state of the science on the public-health effects of exposure to Bisphenol A (BPA), and Experiment 2 featured a scientist making a policy recommendation on use of BPA. We manipulated whether or not the scientist expressed values and whether the scientist’s conclusion appeared contrary to or consistent with the scientist’s values, and we accounted for whether or not subjects’ values aligned with the scientist’s values. We analyzed our data with ordinary least squares (OLS) regression techniques. Our results provide at least preliminary evidence that acknowledging values may reduce the perceived credibility of scientists within the general public, but this effect differs depending on whether scientists and citizens share values, whether scientists draw conclusions that run contrary to their values, and whether scientists make policy recommendations. PMID:29069087

Providing Context for Complexity: Using Infographics and Conceptual Models to Teach Global Change Processes

NASA Astrophysics Data System (ADS)

Bean, J. R.; White, L. D.

2015-12-01

Understanding modern and historical global changes requires interdisciplinary knowledge of the physical and life sciences. The Understanding Global Change website from the UC Museum of Paleontology will use a focal infographic that unifies diverse content often taught in separate K-12 science units. This visualization tool provides scientists with a structure for presenting research within the broad context of global change, and supports educators with a framework for teaching and assessing student understanding of complex global change processes. This new approach to teaching the science of global change is currently being piloted and refined based on feedback from educators and scientists in anticipation of a 2016 website launch. Global change concepts are categorized within the infographic as causes of global change (e.g., burning of fossil fuels, volcanism), ongoing Earth system processes (e.g., ocean circulation, the greenhouse effect), and the changes scientists measure in Earth's physical and biological systems (e.g., temperature, extinctions/radiations). The infographic will appear on all website content pages and provides a template for the creation of flowcharts, which are conceptual models that allow teachers and students to visualize the interdependencies and feedbacks among processes in the atmosphere, hydrosphere, biosphere, and geosphere. The development of this resource is timely given that the newly adopted Next Generation Science Standards emphasize cross-cutting concepts, including model building, and Earth system science. Flowchart activities will be available on the website to scaffold inquiry-based lessons, determine student preconceptions, and assess student content knowledge. The infographic has already served as a learning and evaluation tool during professional development workshops at UC Berkeley, Stanford University, and the Smithsonian National Museum of Natural History. At these workshops, scientists and educators used the infographic to highlight how their research and activities reinforce conceptual links among global change topics. Pre- and post-workshop assessment results and responses to questionnaires have guided the refinement of classroom activities and assessment tools utilizing flowcharts as models for global change processes.

75 FR 71133 - National Institute of Mental Health; Notice of Closed Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2010-11-22

... Emphasis Panel; Competitive Revision for Stem Cell Repository Relevant to Mental Disorders. Date: December... Domestic Assistance Program Nos. 93.242, Mental Health Research Grants; 93.281, Scientist Development Award, Scientist Development Award for Clinicians, and Research Scientist Award; 93.282, Mental Health National...

The enduring effect of scientific interest on trust in climate scientists in the United States

NASA Astrophysics Data System (ADS)

Motta, Matthew

2018-06-01

People who distrust scientists are more likely to reject scientific consensus, and are more likely to support politicians who are sceptical of scientific research1. Consequently, boosting Americans' trust in scientists is a central goal of science communication2. However, while previous research has identified several correlates of distrust in climate scientists3 and scientists more broadly4, far less is known about potential long-term influences taking root in young adulthood. This omission is notable, as previous research suggests that attitudes towards science formulated in pre-teenage years play a key role in shaping attitudes in adulthood5. Using data from the Longitudinal Study of American Youth, I find that interest in science at age 12-14 years is associated with increased trust in climate scientists in adulthood (mid thirties), irrespective of Americans' political ideology. The enduring and bipartisan effects of scientific interest at young ages suggest a potential direction for future efforts to boost mass trust in climate scientists.

Enabling the transition towards Earth Observation Science 2.0

NASA Astrophysics Data System (ADS)

Mathieu, Pierre-Philippe; Desnos, Yves-Louis

2015-04-01

Science 2.0 refers to the rapid and systematic changes in doing Research and organising Science driven by the rapid advances in ICT and digital technologies combined with a growing demand to do Science for Society (actionable research) and in Society (co-design of knowledge). Nowadays, teams of researchers around the world can easily access a wide range of open data across disciplines and remotely process them on the Cloud, combining them with their own data to generate knowledge, develop information products for societal applications, and tackle complex integrative complex problems that could not be addressed a few years ago. Such rapid exchange of digital data is fostering a new world of data-intensive research, characterized by openness, transparency, and scrutiny and traceability of results, access to large volume of complex data, availability of community open tools, unprecedented level of computing power, and new collaboration among researchers and new actors such as citizen scientists. The EO scientific community is now facing the challenge of responding to this new paradigm in science 2.0 in order to make the most of the large volume of complex and diverse data delivered by the new generation of EO missions, and in particular the Sentinels. In this context, ESA - in particular within the framework of the Scientific Exploitation of Operational Missions (SEOM) element - is supporting a variety of activities in partnership with research communities to ease the transition and make the most of the data. These include the generation of new open tools and exploitation platforms, exploring new ways to exploit data on cloud-based platforms, dissiminate data, building new partnership with citizen scientists, and training the new generation of data scientists. The paper will give a brief overview of some of ESA activities aiming to facilitate the exploitation of large amount of data from EO missions in a collaborative, cross-disciplinary, and open way, from science to applications and education.

[The role of world opinion in rescuing Krakow scientists involved in the "Sonderaktion Krakau"].

PubMed

Bolewski, A

1998-01-01

The Author, participant and victim of the "Sonderaktion Krakau", remembers circumstances of insidious imprisonment of Krakow professors performed on November 6, 1939 by SS Operation Group under command of SS-Stumbannführer Bruno Müller. Based on archival research and relations of the participants of this action, he reconstructs fate of the imprisoned scientists and he analyses activities of political, governmental and diplomatic centers in Poland and particularly abroad towards liberation of the prisoners. A significant role in this international action was played by foreign scientific centers and universities as well as world press agencies. Due to this multinational solidarity, only 20 person out of 183 scientists imprisoned in the Sachsenhausen and Dachau Nazi camps lost their lives. The article is supplemented by a list of publications on the "Sonderaktion Krakau" written by ex-prisoners.

Geophysical information for teachers: Wave tanks, homemade clouds, glacial goo, and more!

NASA Astrophysics Data System (ADS)

Adamec, Bethany Holm

2012-02-01

AGU is deeply committed to fostering the next generation of Earth and space scientists. Union activities contribute to this effort in many ways, one of which is partnering with the National Earth Science Teacher's Association (NESTA) to hold the Annual Geophysical Information for Teachers (GIFT) workshop at AGU's annual Fall Meeting. GIFT allows K-12 science teachers to hear about the latest geoscience research from the scientists making the discoveries, explore new classroom resources for their students, and visit exhibits and technical sessions of the AGU meeting for free. In 2011 AGU worked with NESTA to develop an improved rigorous and open application process for scientists and education professionals who wished to work as a team and present their Earth and space science work to teachers, as well as lead the educators in a hands-on, classroom- ready activity. Twenty-four applications were received for five slots, so the selected presentations (on tsunamis, clouds, field campaigns, glaciers, and volcanoes), chosen through a peer- review process, truly represented the best ways of getting cutting-edge science into the classroom.

ARES Education and Public Outreach

NASA Technical Reports Server (NTRS)

Allen, Jaclyn; Galindo, Charles; Graff, Paige; Willis, Kim

2014-01-01

The ARES Directorate education team is charged with translating the work of ARES scientists into content that can be used in formal and informal K-12 education settings and assisting with public outreach. This is accomplished through local efforts and national partnerships. Local efforts include partnerships with universities, school districts, museums, and the Lunar and Planetary Institute (LPI) to share the content and excitement of space science research. Sharing astromaterials and exploration science with the public is an essential part of the Directorate's work. As a small enclave of physical scientists at a NASA Center that otherwise emphasizes human space operations and engineering, the ARES staff is frequently called upon by the JSC Public Affairs and Education offices to provide presentations and interviews. Scientists and staff actively volunteer with the JSC Speaker's Bureau, Digital Learning Network, and National Engineers Week programs as well as at Space Center Houston activities and events. The education team also participates in many JSC educator and student workshops, including the Pre-Service Teacher Institute and the Texas Aerospace Scholars program, with workshop presentations, speakers, and printed materials.

Community Interactive Research Workshop Series: Community Members Engaged as Team Teachers to Conduct Research.

PubMed

Nguyen-Truong, Connie Kim; Tang, Joannie; Hsiao, Chiao-Yun

2017-01-01

Vietnamese women are diagnosed with cervical cancer at twice the rate of non-Hispanic White women and the highest compared to Chinese, Filipino, Korean, and Japanese women. ἀ e Vietnamese Women's Health Project, a community-based participatory research partnership, was developed to address this concern. In earlier studies, community members received research training. To describe how we developed an innovative curricular research training framework. Community members developed their own learning goals and activities, taught alongside a nurse scientist, and participated in a community interactive research workshop series. Popular education principles were used to guide team teaching. Topics, learning goals, lesson plans, and an evaluation w ere de veloped t ogether. ἀ ree, 4 -5.5 h our workshops were hosted. Topics included qualitative research, art of hearing data, reflexivity, analysis, validity, and dissemination. Community members and a nurse scientist co-constructed knowledge through participatory methods. ἀe workshops ran concurrent to the study timeline to inform community members' research activities and vice versa. A range from 8 to 20 participants attended the workshops, of which six community members were team teachers and three facilitated at each workshop. In an evaluation, team teachers reported workshop strengths: an empathetic and trusting learn ing environment, a sense of ownership in learning, a greater under standing of roles in research partnerships, and a feel ing of safety to conduct research with academic investigators. Academic investigators need to be aware that co-constructing knowledge is foundational to long-term sustainability of community-based participatory research partnership (CBPR) partnerships, but requires building team capacity to conduct research collaboratively.

Determining the Best Science Blogger: Teachers or Scientists?

NASA Astrophysics Data System (ADS)

Timm, K.; Lower, T. A.; Sparrow, E. B.; Niles, B. A.

2011-12-01

The International Polar Year (2007-2008) was an international scientific campaign to study and raise awareness of the Earth's polar regions. Several scientists and educators that visited the polar regions during this time used a blog to share their day-to-day and scientific research activities with school children and the general public. Due to advances in technology, scientists and others were able to post their daily stories and photos online to share the science and their adventures from sometimes very remote locations in the polar regions. Not having large budgets for outreach, blogs are a commonly used outreach tool because they can be free or relatively inexpensive to set up and maintain. However, in order for this approach to be successful, the readability and words used must be accessible to the target audience. This study uses the Flesch Reading Ease Analysis and Quantitative Phenomenology to compare blogs from three groups of people, including teachers, scientists, and scientists who had received special blog and multimedia training. Quantitative Phenomenology provides a quantitative means to analyze large quantities of written text and determine relative word frequencies by comparing word counts from a selected body of text with that of the American National Corpus. This method was used to determine the amount of scientific jargon used in the blogs of each group, because cognitively, approaching jargon when reading is like approaching a complex word with several syllables. Despite training, both groups of scientists wrote on average at an eighth to ninth grade reading level and used more scientific jargon in their blogs. Teachers who wrote from the field wrote on average at a seventh grade level, and while they used some scientific jargon they spent more time talking about life in the field than scientists. As funding agencies continue to require and encourage outreach activities by scientists, such as blogs, it is important that proper training and tools are in place so that activities are accessible to the target audiences and match their cognitive abilities. While the seventh to ninth grade reading level is probably fairly accessible for many adults, the grade level is probably too high for most elementary and early middle school students and much higher than popular literature. Science blogs have the potential to contribute greatly to scientific literacy, but only if the public and students are able to read and understand what they are reading with ease.