Basic Interpretation of EKG's. N203.

ERIC Educational Resources Information Center

Hall, Laura T.

A description is provided of an associate degree in nursing science course, "Rapid Interpretation of Electrocardiograms (EKG's)," designed to emphasize the nurse's role in the interpretation of the basic EKG and the medical interventions necessary to treat arrythmias. The first section of the course description provides information on…

A study of the academic performance of medical students in the comprehensive examination of the basic sciences according to the indices of emotional intelligence and educational status.

PubMed

Moslehi, Mohsen; Samouei, Rahele; Tayebani, Tayebeh; Kolahduz, Sima

2015-01-01

Considering the increasing importance of emotional intelligence (EI) in different aspects of life, such as academic achievement, the present survey is aimed to predict academic performance of medical students in the comprehensive examination of the basic sciences, according to the indices of emotional intelligence and educational status. The present survey is a descriptive, analytical, and cross-sectional study performed on the medical students of Isfahan, Tehran, and Mashhad Universities of Medical Sciences. Sampling the universities was performed randomly after which selecting the students was done, taking into consideration the limitation in their numbers. Based on the inclusion criteria, all the medical students, entrance of 2005, who had attended the comprehensive basic sciences examination in 2008, entered the study. The data collection tools included an Emotional Intelligence Questionnaire (standardized in Isfahan), the average score of the first to fifth semesters, total average of each of the five semesters, and the grade of the comprehensive basic sciences examination. The data were analyzed through stepwise regression coefficient by SPSS software version 15. The results indicated that the indicators of independence from an emotional intelligence test and average scores of the first and third academic semesters were significant in predicting the students' academic performance in the comprehensive basic sciences examination. According to the obtained results, the average scores of students, especially in the earlier semesters, as well as the indicators of independence and the self-esteem rate of students can influence their success in the comprehensive basic sciences examination.

BRIDGES: Evolution of basic and applied linkages in benthic science

USGS Publications Warehouse

Aumen, Nicholas G.; Gurtz, Martin E.; Barbour, Michael T.; Moerke, Ashley

2010-01-01

Growing awareness of environmental degradation resulted in stricter environmental regulations and laws for aquatic ecosystems. These regulations were followed by an increase in applied research and monitoring beginning in the early 1970s. The number of applied scientists who were members of the North American Benthological Society grew at a commensurate rate. The editors of J-NABS recognized that, despite these increases, submitted manuscripts mostly addressed basic science. In response, the BRIDGES section of J-NABS was created in 1994 to provide a forum for linking basic ecological principles to applied science problems and issues. We examined the emergence of applied science topics in J-NABS and its predecessor, Freshwater Invertebrate Biology, from their beginning in 1982 to 2009. We classified papers among 11 categories that included a basic/applied science linkage. In the 1980s, applied papers were predominantly on effects of eutrophication/pollution and landuse changes. When BRIDGES was established in 1994, papers were solicited by editors and BRIDGES sections usually included >1 paper on a common theme to express complementary or alternate viewpoints. Forty-two papers appeared in BRIDGES between 1994 and 2009, but the number per issue declined after 2001. The total number of applied science papers in J-NABS has increased since ∼1994. Citation analysis of BRIDGES papers illustrates how information is being cited, but applied papers often are used in ways that might not lead to citations. BRIDGES transitioned to a new format in September 2009 to address new types of complex, multifaceted linkages. All new BRIDGES articles will be open access, and authors will be encouraged to produce lay-language fact sheets and to post them on the web.

Comparing Science Learning among 4th-, 5th-, and 6th-Grade Students: STS versus Textbook-Based Instruction

ERIC Educational Resources Information Center

Yager, Robert E.; Choi, AeRan; Yager, Stuart O.; Akcay, Hakan

2009-01-01

Fifteen 4th-, 5th-, and 6th-grade teachers from five school districts each taught two sections of science--one with a Science-Technology-Society (STS) approach and the other with a more traditional textbook approach in which basic science concepts were the major organizers. Local, current, and personally relevant issues provided the context and…

Teaching the Fun of Science.

ERIC Educational Resources Information Center

VanCleave, Janice

This book provides opportunities for engaging students in scientific investigations, offering a hands-on approach that encourages students to understand science concepts, gives them ways to apply the concepts, and introduces and reinforces the skills they need to become independent investigators. The basic outline and objectives of each section of…

Science Journalism

ERIC Educational Resources Information Center

Polman, Joseph; Newman, Alan; Farrar, Cathy; Saul, E. Wendy

2012-01-01

Much of the National Science Education Standards (NRC 1996), aside from the inquiry and teaching sections, focus on content. The authors' call is instead to build standards that focus on what students need to be scientifically literate in 10 or 15 years. Although a basic understanding of important scientific concepts and an understanding of how…

Sciencewise: Discovering Scientific Process through Problem Solving. Book 2.

ERIC Educational Resources Information Center

Holley, Dennis

This book of activities uses problem solving to help students develop the basic science process skills of observing, predicting, designing/experimenting, eliminating, and drawing conclusions. The activities are divided into two sections: Dynamo Demos and Creative Challenges. The teacher-led Dynamo Demos help students to develop science process…

Sciencewise: Discovering Scientific Process through Problem Solving. Book 1.

ERIC Educational Resources Information Center

Holley, Dennis

This book of activities uses problem solving to help students develop the basic science process skills of observing, predicting, designing/experimenting, eliminating, and drawing conclusions. The activities are divided into two sections: Dynamo Demos and Creative Challenges. The teacher-led Dynamo Demos help students to develop science process…

A study of the academic performance of medical students in the comprehensive examination of the basic sciences according to the indices of emotional intelligence and educational status

PubMed Central

Moslehi, Mohsen; Samouei, Rahele; Tayebani, Tayebeh; Kolahduz, Sima

2015-01-01

Background: Considering the increasing importance of emotional intelligence (EI) in different aspects of life, such as academic achievement, the present survey is aimed to predict academic performance of medical students in the comprehensive examination of the basic sciences, according to the indices of emotional intelligence and educational status. Materials and Methods: The present survey is a descriptive, analytical, and cross-sectional study performed on the medical students of Isfahan, Tehran, and Mashhad Universities of Medical Sciences. Sampling the universities was performed randomly after which selecting the students was done, taking into consideration the limitation in their numbers. Based on the inclusion criteria, all the medical students, entrance of 2005, who had attended the comprehensive basic sciences examination in 2008, entered the study. The data collection tools included an Emotional Intelligence Questionnaire (standardized in Isfahan), the average score of the first to fifth semesters, total average of each of the five semesters, and the grade of the comprehensive basic sciences examination. The data were analyzed through stepwise regression coefficient by SPSS software version 15. Results: The results indicated that the indicators of independence from an emotional intelligence test and average scores of the first and third academic semesters were significant in predicting the students’ academic performance in the comprehensive basic sciences examination. Conclusion: According to the obtained results, the average scores of students, especially in the earlier semesters, as well as the indicators of independence and the self-esteem rate of students can influence their success in the comprehensive basic sciences examination. PMID:26430693

Birding--Fun and Science

ERIC Educational Resources Information Center

McIntosh, Phyllis

2014-01-01

This feature article presents the basics of birding, or bird watching, and discusses its appeal, especially to serious birders. A section on "citizen scientists" explains organizations that collect data on birds and describes projects they organize. Other sections discuss the legacy of John James Audubon and the bald eagle.

Science and Environment. Panel Reports of the Commission on Marine Science, Engineering and Resources.

ERIC Educational Resources Information Center

Commission on Marine Science, Engineering and Resources, Washington, DC.

This report is the first of three volumes with the main function of recommending an overall plan for an adequate national oceanographic program that will meet the present and future national needs. The volume is divided into four sections. The first attempts to clarify the present state of basic marine science and its relationship to the needs of…

Polymer Chemistry: Introduction to an Indispensable Science

ERIC Educational Resources Information Center

Teegarden, David M.

2004-01-01

More than half of all chemists work on some aspect of polymers. For high school teachers who want to introduce polymer science basics, properties, and uses, this book is uniquely helpful--much deeper than simple monographs or collections of experiments, but much more accessible than college texts. Divided into four sections, Polymer Chemistry…

Symposium on the peaceful uses of atomic energy in Australia, 1958, held in Sydney, in June 1958

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

None

Thirty-nine papers presented at the conference are collected here. The papers are divided into five sections: Materials, Power Engineering, Power Auxiliaries and Research Reactors, Basic Sciences, and Associated Techniques. Separate abstracts of each section have been prepared. (T.R.H.)

Remote Sensing and the Earth.

ERIC Educational Resources Information Center

Brosius, Craig A.; And Others

This document is designed to help senior high school students study remote sensing technology and techniques in relation to the environmental sciences. It discusses the acquisition, analysis, and use of ecological remote data. Material is divided into three sections and an appendix. Section One is an overview of the basics of remote sensing.…

78 FR 34111 - National Cancer Institute; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2013-06-06

... DEPARTMENT OF HEALTH AND HUMAN SERVICES National Institutes of Health National Cancer Institute; Notice of Closed Meetings Pursuant to section 10(d) of the Federal Advisory Committee Act, as amended (5 U.S.C. App.), notice is hereby given of meetings of the Board of Scientific Counselors for Basic Sciences and Clinical Sciences and Epidemiology...

42 CFR 65a.7 - Awards.

Code of Federal Regulations, 2010 CFR

2010-10-01

... INSTITUTE OF ENVIRONMENTAL HEALTH SCIENCES HAZARDOUS SUBSTANCES BASIC RESEARCH AND TRAINING GRANTS § 65a.7... Director, best promote the purposes of the grant program, as authorized under section 311(a) of the Act and...

Coastal Ecosystems. Project CAPE Teaching Module [with Student Materials].

ERIC Educational Resources Information Center

Cowal, Michael; And Others

Intended for grades K-2, this science unit on coastal ecosystems aids teachers in helping students to: (1) identify marine organisms; (2) learn their basic characteristics; and (3) understand the web of interdependence among organisms of the same habitat. The teacher's guide is divided into four sections. The first section gives background…

An Integrated Interdisciplinary Model for Accelerating Student Achievement in Science and Reading Comprehension across Grades 3-8: Implications for Research and Practice

ERIC Educational Resources Information Center

Romance, Nancy R.; Vitale, Michael R.

2011-01-01

The purpose of this cross-sectional study was to investigate the effects of a multi-year implementation of the Science IDEAS model on (a) the Iowa Tests of Basic Skills (ITBS) achievement growth in Reading Comprehension and Science of grade 3-5 students receiving the model, and (b) the transfer effects of the model as measured by ITBS Reading…

Summaries of FY 1982 research in the chemical sciences

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

None

1982-09-01

The purpose of this booklet is to help those interested in research supported by the Department of Energy's Division of Chemical Sciences, which is one of six Divisions of the Office of Basic Energy Sciences in the Office of Energy Research. These summaries are intended to provide a rapid means for becoming acquainted with the Chemical Sciences program to members of the scientific and technological public and interested persons in the Legislative and Executive Branches of the Government. Areas of research supported by the Division are to be seen in the section headings, the index and the summaries themselves. Energymore » technologies which may be advanced by use of the basic knowledge discovered in this program can be seen in the index and again (by reference) in the summaries. The table of contents lists the following: photochemical and radiation sciences; chemical physics; atomic physics; chemical energy; separation and analysis; chemical engineering sciences; offsite contracts; equipment funds; special facilities; topical index; institutional index for offsite contracts; investigator index.« less

Resource Handbook--Space Beyond the Earth. A Supplement to Basic Curriculum Guide--Science, Grades K-6.

ERIC Educational Resources Information Center

Starr, John W., 3rd., Ed.

GRADES OR AGES: Grades K-6. SUBJECT MATTER: Science; space. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into four units: 1) the sun, earth, and moon; 2) stars and planets; 3) exploring space; 4) man's existence in space. Each unit includes initiatory and developmental activities. There are also sections on evaluation, vocabulary,…

Probing the Natural World, Level III, Student Guide: What's Up? Intermediate Science Curriculum Study.

ERIC Educational Resources Information Center

Bonar, John R., Ed.; Hathway, James A., Ed.

This is the student's text of one unit of the Intermediate Science Curriculum Study (ISCS) for level III students (grade 9). The chapters contain basic information about rockets, space, and principles of physics, as well as activities related to the subject and optional excursions. A section of introductory notes to the student discusses how the…

Rockets: Physical science teacher's guide with activities

NASA Astrophysics Data System (ADS)

Vogt, Gregory L.; Rosenberg, Carla R.

1993-07-01

This guide begins with background information sections on the history of rocketry, scientific principles, and practical rocketry. The sections on scientific principles and practical rocketry are based on Isaac Newton's three laws of motion. These laws explain why rockets work and how to make them more efficient. The background sections are followed with a series of physical science activities that demonstrate the basic science of rocketry. Each activity is designed to be simple and take advantage of inexpensive materials. Construction diagrams, materials and tools lists, and instructions are included. A brief discussion elaborates on the concepts covered in the activities and is followed with teaching notes and discussion questions. The guide concludes with a glossary of terms, suggested reading list, NASA educational resources, and an evaluation questionnaire with a mailer.

Rockets: Physical science teacher's guide with activities

NASA Technical Reports Server (NTRS)

Vogt, Gregory L.; Rosenberg, Carla R. (Editor)

1993-01-01

This guide begins with background information sections on the history of rocketry, scientific principles, and practical rocketry. The sections on scientific principles and practical rocketry are based on Isaac Newton's three laws of motion. These laws explain why rockets work and how to make them more efficient. The background sections are followed with a series of physical science activities that demonstrate the basic science of rocketry. Each activity is designed to be simple and take advantage of inexpensive materials. Construction diagrams, materials and tools lists, and instructions are included. A brief discussion elaborates on the concepts covered in the activities and is followed with teaching notes and discussion questions. The guide concludes with a glossary of terms, suggested reading list, NASA educational resources, and an evaluation questionnaire with a mailer.

An Innovative Approach to Science Instruction

NASA Astrophysics Data System (ADS)

McNamara, Bernard; Burnham, Chris; Bridges, Bill

1994-12-01

This paper reports on the results of a multi-year NSF project aimed at undergraduate instruction in astronomy. Its goal is to help incoming university students, particularly from minority groups, develop critical thinking skills and a better understanding of basic scientific principles. The project employs the techniques of ``Writing Across the Curriculum" to counter student math and science anxiety. It employs a workbook consisting of four sections: (1) basic skills exercises, (2) an evolving cosmology, (3) chapter reading responses, and (4) an astronomical scrapbook. Experience with this workbook in introductory astronomy classes at NMSU is discussed, along with suggestions on how the exercises can be incorporated into beginning astronomy classes at other universities.

New Trends in Chemistry Teaching. Volume V. The Teaching of Basic Sciences: Chemistry.

ERIC Educational Resources Information Center

United Nations Educational, Scientific, and Cultural Organization, Paris (France).

This collection of articles, originally published in national and international journals, is fifth in a series devoted to trends in teaching chemistry. The volume is divided into nine sections, each with an introduction explaining why papers have been selected and outlining their particular interest. Section I provides a list of atomic masses,…

Very long-term retention of basic science knowledge in doctors after graduation.

PubMed

Custers, Eugène J F M; Ten Cate, Olle T J

2011-04-01

Despite frequent complaints that biomedical knowledge is quickly forgotten after it has been learned, few investigations of actual long-term retention of basic science knowledge have been conducted in the medical domain. Our aim was to illuminate the long-term retention of basic science knowledge, particularly of unrehearsed knowledge. Using a cross-sectional study design, medical students and doctors in the Netherlands were tested for retention of basic science knowledge. Relationships between retention interval and proportion of correct answers on a knowledge test were investigated. The popular notion that most of basic science knowledge is forgotten shortly after graduation is not supported by our findings. With respect to the full test scores, which reflect a composite of unrehearsed and rehearsed knowledge, performance decreased from approximately 40% correct answers for students still in medical school, to 25-30% correct answers for doctors after many years of practice. When rehearsal during the retention interval is controlled for, it appears that little knowledge is lost for 1.5-2 years after it was last used; from then on, retention is best described by a negatively accelerated (logarithmic) forgetting curve. After ≥ 25 years, retention levels were in the range of 15-20%. Conclusions about the forgetting of unrehearsed knowledge in this study are in line with findings reported in other domains: it proceeds in accordance with the Ebbinghaus curve for meaningful material, except that in our findings the 'downward' part appears to start later than in most other studies. The limitations of the study are discussed and possible ramifications for medical education are proposed. © Blackwell Publishing Ltd 2011.

Environmental health discipline science plan

NASA Technical Reports Server (NTRS)

1991-01-01

The purpose of this plan is to provide a conceptual strategy for NASA's Life Sciences Division research and development activities in environmental health. It covers the significant research areas critical to NASA's programmatic requirements for the Extended Duration Orbiter, Space Station Freedom, and exploration mission science activities. These science activities include ground-based and flight; basic, applied, and operational; animal and human subjects; and research and development. This document summarizes the history and current status of the program elements, outlines available knowledge, establishes goals and objectives, identifies scientific priorities, and defines critical questions in the three disciplines: (1) Barophysiology, (2) Toxicology, and (3) Microbiology. This document contains a general plan that will be used by both NASA Headquarters Program Officers and the field centers to review and plan basic, applied, and operational research and development activities, both intramural and extramural, in this area. The document is divided into sections addressing these three disciplines.

Federal Funds for Research and Development: Fiscal Years 1981, 1982, and 1983. Volume XXXI. Detailed Statistical Tables. Surveys of Science Resources Series.

ERIC Educational Resources Information Center

National Science Foundation, Washington, DC. Div. of Science Resources Studies.

Detailed statistical tables on federal funds for research and development (R&D) activities are provided in this document. Tables are organized into the following sections: research, development, and R&D plant; R&D- agency, character of work, and performer; total research- agency, performer, and field of science; basic research- agency,…

Federal Funds for Research and Development. Fiscal Years 1982, 1983, and 1984. Volume XXXII. Detailed Statistical Tables. Surveys of Science Resources Series.

ERIC Educational Resources Information Center

National Science Foundation, Washington, DC. Div. of Science Resources Studies.

Detailed statistical tables on federal funds for research and development (R&D) are provided in this document. Tables are organized into the following sections: research, development, and R&D plant; R&D--agency, character of work, and performer; total research--agency, performer, and field of science; basic research--agency, performer,…

Atoms in astronomy

NASA Technical Reports Server (NTRS)

Blanchard, P. A.

1976-01-01

Aspects of electromagnetic radiation and atomic physics needed for an understanding of astronomical applications are explored. Although intended primarily for teachers, this brochure is written so that it can be distributed to students if desired. The first section, Basic Topics, is suitable for a ninth-grade general science class; the style is simple and repetitive, and no mathematics or physics background is required. The second section, Intermediate and Advanced Topics, requires a knowledge of the material in the first section and assumes a generally higher level of achievement and motivation on the part of the student. These latter topics might fit well into junior-level physics, chemistry, or earth-science courses. Also included are a glossary, a list of references and teaching aids, class exercises, and a question and answer section.

The Power of Edutainment: Alliance for Climate Education's Assembly Presentation: Impact on Student Knowledge, Attitude and Behavior

NASA Astrophysics Data System (ADS)

Lappe, M. D.

2011-12-01

The Alliance for Climate Education (ACE) is a national nonprofit that delivers an in-school multi-media assembly presentation to high school students about climate science and solutions. In two years of operation, ACE has reached 870,000 students in over 1400 schools. Throughout spring 2011 and fall 2012, the Alliance for Climate Education (ACE) will survey approximately 2000 high school students in 100 classrooms at 20 schools before and after its assembly to assess impact on knowledge, attitude and behavior related to global warming and climate science. The survey instrument has been designed in partnership with experts at the Yale School of the Environment and Stanford University's Precourt Energy Center. The knowledge section of the survey queries students' factual understanding of basic climate science. The behavior section asks students about basic climate-related habits related to waste, transportation and energy consumption. The attitude section is comprised of a 15-question subset of the national survey reported in Global Warming's Six Americas. Preliminary results from approximately 200 pre and post-presentation surveys suggest that after viewing the ACE Assembly, climate friendly behaviors increase slightly; correct answers to climate knowledge questions increase by 8%; and attitudes shift away from "Disengaged, Doubtful and Dismissive" toward "Alarmed, Concerned and Cautious."

A basic list of recommended books and journals for support of clinical dentistry in a nondental library.

PubMed Central

Johnson, R C; Mason, F O; Sims, R H

1997-01-01

A basic list of 133 book and journal titles in dentistry is presented. The list is intended as a bibliographic selection tool for those libraries and health institutions that support clinical dentistry programs and services in the nondental school environment in the United States and Canada. The book and journal titles were selected by the membership of the Dental Section of the Medical Library Association (MLA). The Dental Section membership represents dental and other health sciences libraries and dental research institutions from the United States and Canada, as well as from other countries. The list was compiled and edited by the Ad Hoc Publications Committee of the Dental Section of MLA. The final list was reviewed and subsequently was approved for publication and distribution by the Dental Section of MLA during the section's 1996 annual meeting in Kansas City, Missouri. PMID:9285122

Culturing and Using Protozoans in the Laboratory.

ERIC Educational Resources Information Center

Hummer, Paul J., Jr.

1993-01-01

Provides instructions for teachers and students to culture protozoans for use in science laboratories. Sections include setting up a culture area, basic culture media, amoeba culture technique, powdered milk-wheat-rice medium, alfalfa medium, and uses of the protozoa in the laboratory. (PR)

The New Millennium and an Education That Captures the Basic Spirit of Science.

ERIC Educational Resources Information Center

Bybee, Rodger W.

This document discusses reflections of the old and new millennium on education that capture the basic spirit of science. The explanation includes basic scientific ideas in physical sciences, earth systems, solar system and space; living systems; basic scientific thinking; the basic distinction between science and technology; basic connections…

77 FR 5246 - Basic Energy Sciences Advisory Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2012-02-02

... DEPARTMENT OF ENERGY Basic Energy Sciences Advisory Committee AGENCY: Office of Science... of the Basic Energy Sciences Advisory Committee (BESAC). The Federal Advisory Committee Act (Pub. L... FURTHER INFORMATION CONTACT: Katie Perine; Office of Basic Energy Sciences; U.S. Department of Energy...

Atoms in Astronomy.

ERIC Educational Resources Information Center

Blanchard, Paul A.

This booklet is part of an American Astronomical Society curriculum project designed to provide teaching materials to teachers of secondary school chemistry, physics, and earth science. A Basic Topics section discusses atomic structure, emphasizing states of matter at high temperature and spectroscopic analysis of light from the stars. A section…

76 FR 48147 - Basic Energy Sciences Advisory Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2011-08-08

... DEPARTMENT OF ENERGY Basic Energy Sciences Advisory Committee AGENCY: Department of Energy, Office of Science. ACTION: Notice of renewal of the Basic Energy Sciences Advisory Committee. SUMMARY... that the Basic Energy Sciences Advisory Committee will be renewed for a two-year period beginning July...

Summary of papers presented at the 2012 seventh international cough symposium

PubMed Central

2013-01-01

Twenty six papers were presented as posters in the Seventh International Symposium on Cough; 12 papers were presented in the Basic Science of Cough session, and 14 papers presented in the Clinical Science of Cough session. These papers explored a wide spectrum of cough-related areas including pathophysiological mechanisms, treatment and detection of cough, and symptom assessment and perception, and were grouped into several general themes for facilitate the discussion. Studies presented in these posters have provided new information that should improve our knowledge on the basic physiology and pharmacology of cough, and the peripheral and central neural mechanisms involved in the generation of the cough motor pattern. In addition, in the clinical science section, studies reporting potential new anti-tussive agents and further characterisation of cough symptoms and perception have provided a base for the fruitful strategies for the development of novel anti-tussive therapies and cough management. PMID:23639195

Japanese medical students' interest in basic sciences: a questionnaire survey of a medical school in Japan.

PubMed

Yamazaki, Yuka; Uka, Takanori; Shimizu, Haruhiko; Miyahira, Akira; Sakai, Tatsuo; Marui, Eiji

2013-02-01

The number of physicians engaged in basic sciences and teaching is sharply decreasing in Japan. To alleviate this shortage, central government has increased the quota of medical students entering the field. This study investigated medical students' interest in basic sciences in efforts to recruit talent. A questionnaire distributed to 501 medical students in years 2 to 6 of Juntendo University School of Medicine inquired about sex, grade, interest in basic sciences, interest in research, career path as a basic science physician, faculties' efforts to encourage students to conduct research, increases in the number of lectures, and practical training sessions on research. Associations between interest in basic sciences and other variables were examined using χ(2) tests. From among the 269 medical students (171 female) who returned the questionnaire (response rate 53.7%), 24.5% of respondents were interested in basic sciences and half of them considered basic sciences as their future career. Obstacles to this career were their original aim to become a clinician and concerns about salary. Medical students who were likely to be interested in basic sciences were fifth- and sixth-year students, were interested in research, considered basic sciences as their future career, considered faculties were making efforts to encourage medical students to conduct research, and wanted more research-related lectures. Improving physicians' salaries in basic sciences is important for securing talent. Moreover, offering continuous opportunities for medical students to experience research and encouraging advanced-year students during and after bedside learning to engage in basic sciences are important for recruiting talent.

45 CFR 602.26 - Non-Federal audit.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 3 2010-10-01 2010-10-01 false Non-Federal audit. 602.26 Section 602.26 Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION UNIFORM... Requirements § 602.26 Non-Federal audit. (a) Basic rule. Grantees and subgrantees are responsible for obtaining...

25 CFR 36.22 - Standard VII-Elementary instructional program.

Code of Federal Regulations, 2010 CFR

2010-04-01

...) Mathematics. (3) Social studies. (4) Sciences. (5) Fine arts. (6) Physical education. (b) Each school shall... Section 36.22 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION MINIMUM ACADEMIC STANDARDS FOR THE BASIC EDUCATION OF INDIAN CHILDREN AND NATIONAL CRITERIA FOR DORMITORY SITUATIONS Minimum...

Guidelines and Recommendations for New Hampshire Public Elementary Schools, Kindergarten--Grade 6.

ERIC Educational Resources Information Center

New Hampshire State Dept. of Education, Concord.

Sections concerned with facilities deal with library services, equipment and facilities for science and physical education, and the school building. Recommendations for library service include check lists and standards pertaining to objectives, basic equipment and supplies, individual classroom collections, audio visual collections, library…

25 CFR 36.22 - Standard VII-Elementary instructional program.

Code of Federal Regulations, 2011 CFR

2011-04-01

...) Mathematics. (3) Social studies. (4) Sciences. (5) Fine arts. (6) Physical education. (b) Each school shall... Section 36.22 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION MINIMUM ACADEMIC STANDARDS FOR THE BASIC EDUCATION OF INDIAN CHILDREN AND NATIONAL CRITERIA FOR DORMITORY SITUATIONS Minimum...

Exploratory Evaluation and Initial Adaptation of a Parent Training Program for Hispanic Families of Children with Autism.

PubMed

Buzhardt, Jay; Rusinko, Lisa; Heitzman-Powell, Linda; Trevino-Maack, Sylvia; McGrath, Ashley

2016-03-01

The present paper takes a translational approach in applying the themes of the current special section to prevention and intervention science in Latino families. The paper reviews the current literature on cultural processes in prevention and intervention research with Latino families. Overall, many prevention and intervention programs have either been developed specifically for Latino families or have been modified for Latino families with great attention paid to the socio-cultural needs of these families. Nevertheless, few studies have tested the role of cultural values or acculturation processes on outcomes. We make recommendations based on findings within basic science and in particular this special section on the incorporation of these values and processes into prevention and intervention science with Latino families. © 2015 Family Process Institute.

Characteristics of physicians engaged in basic science: a questionnaire survey of physicians in basic science departments of a medical school in Japan.

PubMed

Yamazaki, Yuka; Uka, Takanori; Shimizu, Haruhiko; Miyahira, Akira; Sakai, Tatsuo; Marui, Eiji

2012-09-01

The number of physicians engaged in basic science and teaching is sharply decreasing in Japan. To alleviate this shortage, central government has increased the quota of medical students entering the field. This study aimed to determine the characteristics of physicians who are engaged in basic science in efforts to recruit talent. A questionnaire was distributed to all 30 physicians in the basic science departments of Juntendo University School of Medicine. Question items inquired about sex, years since graduation, years between graduation and time entering basic science, clinical experience, recommending the career to medical students, expected obstacles to students entering basic science, efforts to inspire students in research, increased number of lectures and practical training sessions on research, and career choice satisfaction. Correlations between the variables were examined using χ(2) tests. Overall, 26 physicians, including 7 female physicians, returned the questionnaire (response rate 86.7%). Most physicians were satisfied with their career choice. Medical students were deemed not to choose basic science as their future career, because they aimed to become clinicians and because they were concerned about salary. Women physicians in basic science departments were younger than men. Women physicians also considered themselves to make more efforts in inspiring medical students to be interested in research. Moreover, physicians who became basic scientists earlier in their career wanted more research-related lectures in medical education. Improving physicians' salaries in basic science is important to securing talent. In addition, basic science may be a good career path for women physicians to follow.

Stress Gradient Induced Strain Localization in Metals: High Resolution Strain Cross Sectioning via Synchrotron X-Ray Diffraction (POSTPRINT)

DTIC Science & Technology

2008-04-01

DIFFRACTION (POSTPRINT) M. Croft, N. Jisrawi , Z. Zhong, K. Horvath, R.L. Holtz, M. Shepard, M. Lakshmipathy, K. Sadananda, J. Skaritka, V...5c. PROGRAM ELEMENT NUMBER 62102F 6. AUTHOR(S) M. Croft, N. Jisrawi , K. Horvath, V. Shukla, R.K. Sadangi, and T. Tsakalakos (Rutgers...Upton, NY 11973 N. Jisrawi Materials Science and Engineering Department, Rutgers University, Piscataway, NJ 08854; Department of Basic Sciences

Plasma Physics at the National Science Foundation

NASA Astrophysics Data System (ADS)

Lukin, Vyacheslav

2017-10-01

The Town Meeting on Plasma Physics at the National Science Foundation will provide an opportunity for Q&A about the variety of NSF programs and solicitations relevant to a broad cross-section of the academic plasma science community, from graduating college seniors to senior leaders in the field, and from plasma astrophysics to basic physics to plasma engineering communities. We will discuss recent NSF-hosted events, research awards, and multi-agency partnerships aimed at enabling the progress of science in plasma science and engineering. Future outlook for plasma physics and broader plasma science support at NSF, with an emphasis on how you can help NSF to help the community, will be speculated upon within the uncertainty of the federal budgeting process.

General Science, Ninth Grade: Theme III and Theme IV. Experimental.

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn, NY. Div. of Curriculum and Instruction.

This document was designed to help teachers provide ninth grade students in New York City with opportunities to learn about scientific processes as well as basic reasoning skills which underlie problem-solving processes in scientific and nonscientific disciplines. The first section of the guide, "The Environment," contains lessons which…

42 CFR 65a.7 - Awards.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 42 Public Health 1 2011-10-01 2011-10-01 false Awards. 65a.7 Section 65a.7 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL INSTITUTE OF ENVIRONMENTAL HEALTH SCIENCES HAZARDOUS SUBSTANCES BASIC RESEARCH AND TRAINING GRANTS § 65a.7...

42 CFR 65a.8 - How long does grant support last?

Code of Federal Regulations, 2011 CFR

2011-10-01

... 42 Public Health 1 2011-10-01 2011-10-01 false How long does grant support last? 65a.8 Section 65a.8 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL INSTITUTE OF ENVIRONMENTAL HEALTH SCIENCES HAZARDOUS SUBSTANCES BASIC RESEARCH...

42 CFR 65a.5 - How to apply.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 42 Public Health 1 2010-10-01 2010-10-01 false How to apply. 65a.5 Section 65a.5 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL INSTITUTE OF ENVIRONMENTAL HEALTH SCIENCES HAZARDOUS SUBSTANCES BASIC RESEARCH AND TRAINING GRANTS...

42 CFR 65a.8 - How long does grant support last?

Code of Federal Regulations, 2010 CFR

2010-10-01

... 42 Public Health 1 2010-10-01 2010-10-01 false How long does grant support last? 65a.8 Section 65a.8 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL INSTITUTE OF ENVIRONMENTAL HEALTH SCIENCES HAZARDOUS SUBSTANCES BASIC RESEARCH...

42 CFR 65a.5 - How to apply.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 42 Public Health 1 2011-10-01 2011-10-01 false How to apply. 65a.5 Section 65a.5 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL INSTITUTE OF ENVIRONMENTAL HEALTH SCIENCES HAZARDOUS SUBSTANCES BASIC RESEARCH AND TRAINING GRANTS...

42 CFR 65a.7 - Awards.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 42 Public Health 1 2012-10-01 2012-10-01 false Awards. 65a.7 Section 65a.7 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL INSTITUTE OF ENVIRONMENTAL HEALTH SCIENCES HAZARDOUS SUBSTANCES BASIC RESEARCH AND TRAINING GRANTS § 65a.7...

42 CFR 65a.8 - How long does grant support last?

Code of Federal Regulations, 2012 CFR

2012-10-01

... 42 Public Health 1 2012-10-01 2012-10-01 false How long does grant support last? 65a.8 Section 65a.8 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL INSTITUTE OF ENVIRONMENTAL HEALTH SCIENCES HAZARDOUS SUBSTANCES BASIC RESEARCH...

42 CFR 65a.5 - How to apply.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 42 Public Health 1 2014-10-01 2014-10-01 false How to apply. 65a.5 Section 65a.5 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL INSTITUTE OF ENVIRONMENTAL HEALTH SCIENCES HAZARDOUS SUBSTANCES BASIC RESEARCH AND TRAINING GRANTS...

42 CFR 65a.5 - How to apply.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 42 Public Health 1 2012-10-01 2012-10-01 false How to apply. 65a.5 Section 65a.5 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL INSTITUTE OF ENVIRONMENTAL HEALTH SCIENCES HAZARDOUS SUBSTANCES BASIC RESEARCH AND TRAINING GRANTS...

42 CFR 65a.8 - How long does grant support last?

Code of Federal Regulations, 2014 CFR

2014-10-01

... 42 Public Health 1 2014-10-01 2014-10-01 false How long does grant support last? 65a.8 Section 65a.8 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL INSTITUTE OF ENVIRONMENTAL HEALTH SCIENCES HAZARDOUS SUBSTANCES BASIC RESEARCH...

42 CFR 65a.7 - Awards.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 42 Public Health 1 2014-10-01 2014-10-01 false Awards. 65a.7 Section 65a.7 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL INSTITUTE OF ENVIRONMENTAL HEALTH SCIENCES HAZARDOUS SUBSTANCES BASIC RESEARCH AND TRAINING GRANTS § 65a.7...

42 CFR 65a.5 - How to apply.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 42 Public Health 1 2013-10-01 2013-10-01 false How to apply. 65a.5 Section 65a.5 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL INSTITUTE OF ENVIRONMENTAL HEALTH SCIENCES HAZARDOUS SUBSTANCES BASIC RESEARCH AND TRAINING GRANTS...

42 CFR 65a.7 - Awards.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 42 Public Health 1 2013-10-01 2013-10-01 false Awards. 65a.7 Section 65a.7 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL INSTITUTE OF ENVIRONMENTAL HEALTH SCIENCES HAZARDOUS SUBSTANCES BASIC RESEARCH AND TRAINING GRANTS § 65a.7...

42 CFR 65a.8 - How long does grant support last?

Code of Federal Regulations, 2013 CFR

2013-10-01

... 42 Public Health 1 2013-10-01 2013-10-01 false How long does grant support last? 65a.8 Section 65a.8 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL INSTITUTE OF ENVIRONMENTAL HEALTH SCIENCES HAZARDOUS SUBSTANCES BASIC RESEARCH...

42 CFR 65a.2 - Definitions.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 42 Public Health 1 2010-10-01 2010-10-01 false Definitions. 65a.2 Section 65a.2 Public Health... NATIONAL INSTITUTE OF ENVIRONMENTAL HEALTH SCIENCES HAZARDOUS SUBSTANCES BASIC RESEARCH AND TRAINING GRANTS § 65a.2 Definitions. As used in this part: Act means the Comprehensive Environmental Response...

42 CFR 59a.2 - Definitions.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 42 Public Health 1 2010-10-01 2010-10-01 false Definitions. 59a.2 Section 59a.2 Public Health... Grants for Establishing, Expanding, and Improving Basic Resources § 59a.2 Definitions. Undefined terms... relating to the health sciences. Secretary means the Secretary of Health and Human Services and any other...

Basic science conferences in residency training: a national survey.

PubMed

Cruz, P D; Charley, M R; Bergstresser, P R

1987-02-01

Basic science teaching is an important component of dermatology residency training, and the basic science conference is the major tool utilized by departments of dermatology for its implementation. To characterize the role of basic science conferences in dermatology training, a national survey of chief residents was conducted. Although the survey confirmed that a high value is placed on basic science conferences, a surprising finding was a significant level of dissatisfaction among chief residents, particularly those from university-based programs. Results of the survey have been used to redefine our own objectives in basic science teaching and to propose elements of methodology and curriculum.

The Relationship between Immediate Relevant Basic Science Knowledge and Clinical Knowledge: Physiology Knowledge and Transthoracic Echocardiography Image Interpretation

ERIC Educational Resources Information Center

Nielsen, Dorte Guldbrand; Gotzsche, Ole; Sonne, Ole; Eika, Berit

2012-01-01

Two major views on the relationship between basic science knowledge and clinical knowledge stand out; the Two-world view seeing basic science and clinical science as two separate knowledge bases and the encapsulated knowledge view stating that basic science knowledge plays an overt role being encapsulated in the clinical knowledge. However, resent…

75 FR 65363 - Basic Behavioral and Social Science Opportunity Network (OppNet)

Federal Register 2010, 2011, 2012, 2013, 2014

2010-10-22

... public meeting to promote and publicize the Basic Behavioral and Social Science Opportunity Network (Opp... . Background: The Basic Behavioral and Social Science Opportunity Network (OppNet) is a trans-NIH initiative to expand the agency's funding of basic behavioral and social sciences research (b-BSSR). OppNet prioritizes...

Translations on USSR Science and Technology Biomedical and Behavioral Sciences No. 47.

DTIC Science & Technology

1978-10-27

problem is allowed to be simplified,, then the basic contents of the ergonomic section may be castrated ; if it is complicated, then the document will be...demands of agriculture. The rise of livestock farming does not mean only an increase in cattle stock, but also an increase in the productivity of... cattle and poultry. Leonid Il’yich Brezhnev stressed atthe July Plenum: "All that we want to have rom the animal husbandry is more meat, milk, and other

Integration of basic sciences and clinical sciences in oral radiology education for dental students.

PubMed

Baghdady, Mariam T; Carnahan, Heather; Lam, Ernest W N; Woods, Nicole N

2013-06-01

Educational research suggests that cognitive processing in diagnostic radiology requires a solid foundation in the basic sciences and knowledge of the radiological changes associated with disease. Although it is generally assumed that dental students must acquire both sets of knowledge, little is known about the most effective way to teach them. Currently, the basic and clinical sciences are taught separately. This study was conducted to compare the diagnostic accuracy of students when taught basic sciences segregated or integrated with clinical features. Predoctoral dental students (n=51) were taught four confusable intrabony abnormalities using basic science descriptions integrated with the radiographic features or taught segregated from the radiographic features. The students were tested with diagnostic images, and memory tests were performed immediately after learning and one week later. On immediate and delayed testing, participants in the integrated basic science group outperformed those from the segregated group. A main effect of learning condition was found to be significant (p<0.05). The results of this study support the critical role of integrating biomedical knowledge in diagnostic radiology and shows that teaching basic sciences integrated with clinical features produces higher diagnostic accuracy in novices than teaching basic sciences segregated from clinical features.

Training of physicians for the twenty-first century: role of the basic sciences.

PubMed

Grande, Joseph P

2009-09-01

Rapid changes in the healthcare environment and public dissatisfaction with the cost and quality of medical care have prompted a critical analysis of how physicians are trained in the United States. Accrediting agencies have catalyzed a transformation from a process based to a competency-based curriculum, both at the undergraduate and the graduate levels. The objective of this overview is to determine how these changes are likely to alter the role of basic science in medical education. Policy statements related to basic science education from the National Board of Medical Examiners (NBME), the Accreditation Council for Graduate Medical Education (ACGME), American Board of Medical Specialties (ABMS), and the Federation of State Medical Boards (FSMB) were reviewed and assessed for common themes. Three primary roles for the basic sciences in medical education are proposed: (1) basic science to support the development of clinical reasoning skills; (2) basic science to support a critical analysis of medical and surgical interventions ("evidence-based medicine"); and (3) basic and translational science to support analysis of processes to improve healthcare ("science of healthcare delivery"). With these roles in mind, several methods to incorporate basic sciences into the curriculum are suggested.

78 FR 6088 - Basic Energy Sciences Advisory Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2013-01-29

... DEPARTMENT OF ENERGY Basic Energy Sciences Advisory Committee AGENCY: Office of Science... Energy Sciences Advisory Committee (BESAC). The Federal Advisory Committee Act (Pub. L. 92-463, 86 Stat... INFORMATION CONTACT: Katie Perine, Office of Basic Energy Sciences, U.S. Department of Energy; SC-22...

Environmental Sciences Division: Summaries of research in FY 1996

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

NONE

This document describes the Fiscal Year 1996 activities and products of the Environmental Sciences Division, Office of Biological and Environmental Research, Office of Energy Research. The report is organized into four main sections. The introduction identifies the basic program structure, describes the programs of the Environmental Sciences Division, and provides the level of effort for each program area. The research areas and project descriptions section gives program contact information, and provides descriptions of individual research projects including: three-year funding history, research objective and approach used in each project, and results to date. Appendixes provide postal and e-mail addresses for principalmore » investigators and define acronyms used in the text. The indexes provide indexes of principal investigators, research institutions, and keywords for easy reference. Research projects are related to climatic change and remedial action.« less

The relevance of basic sciences in undergraduate medical education.

PubMed

Lynch, C; Grant, T; McLoughlin, P; Last, J

2016-02-01

Evolving and changing undergraduate medical curricula raise concerns that there will no longer be a place for basic sciences. National and international trends show that 5-year programmes with a pre-requisite for school chemistry are growing more prevalent. National reports in Ireland show a decline in the availability of school chemistry and physics. This observational cohort study considers if the basic sciences of physics, chemistry and biology should be a prerequisite to entering medical school, be part of the core medical curriculum or if they have a place in the practice of medicine. Comparisons of means, correlation and linear regression analysis assessed the degree of association between predictors (school and university basic sciences) and outcomes (year and degree GPA) for entrants to a 6-year Irish medical programme between 2006 and 2009 (n = 352). We found no statistically significant difference in medical programme performance between students with/without prior basic science knowledge. The Irish school exit exam and its components were mainly weak predictors of performance (-0.043 ≥ r ≤ 0.396). Success in year one of medicine, which includes a basic science curriculum, was indicative of later success (0.194 ≥ r (2) ≤ 0.534). University basic sciences were found to be more predictive than school sciences in undergraduate medical performance in our institution. The increasing emphasis of basic sciences in medical practice and the declining availability of school sciences should mandate medical schools in Ireland to consider how removing basic sciences from the curriculum might impact on future applicants.

Exploring cognitive integration of basic science and its effect on diagnostic reasoning in novices.

PubMed

Lisk, Kristina; Agur, Anne M R; Woods, Nicole N

2016-06-01

Integration of basic and clinical science knowledge is increasingly being recognized as important for practice in the health professions. The concept of 'cognitive integration' places emphasis on the value of basic science in providing critical connections to clinical signs and symptoms while accounting for the fact that clinicians may not spontaneously articulate their use of basic science knowledge in clinical reasoning. In this study we used a diagnostic justification test to explore the impact of integrated basic science instruction on novices' diagnostic reasoning process. Participants were allocated to an integrated basic science or clinical science training group. The integrated basic science group was taught the clinical features along with the underlying causal mechanisms of four musculoskeletal pathologies while the clinical science group was taught only the clinical features. Participants completed a diagnostic accuracy test immediately after initial learning, and one week later a diagnostic accuracy and justification test. The results showed that novices who learned the integrated causal mechanisms had superior diagnostic accuracy and better understanding of the relative importance of key clinical features. These findings further our understanding of cognitive integration by providing evidence of the specific changes in clinical reasoning when basic and clinical sciences are integrated during learning.

How neuroscience is taught to North American dental students: results of the Basic Science Survey Series.

PubMed

Gould, Douglas J; Clarkson, Mackenzie J; Hutchins, Bob; Lambert, H Wayne

2014-03-01

The purpose of this study was to determine how North American dental students are taught neuroscience during their preclinical dental education. This survey represents one part of a larger research project, the Basic Science Survey Series for Dentistry, which covers all of the biomedical science coursework required of preclinical students in North American dental schools. Members of the Section on Anatomical Sciences of the American Dental Education Association assembled, distributed, and analyzed the neuroscience survey, which had a 98.5 percent response from course directors of the sixty-seven North American dental schools. The eighteen-item instrument collected demographic data on the course directors, information on the content in each course, and information on how neuroscience content is presented. Findings indicate that 1) most neuroscience instruction is conducted by non-dental school faculty members; 2) large content variability exists between programs; and 3) an increase in didactic instruction, integrated curricula, and use of computer-aided instruction is occurring. It is anticipated that the information derived from the survey will help guide neuroscience curricula in dental schools and aid in identifying appropriate content.

Basic science right, not basic science lite: medical education at a crossroad.

PubMed

Fincher, Ruth-Marie E; Wallach, Paul M; Richardson, W Scott

2009-11-01

This perspective is a counterpoint to Dr. Brass' article, Basic biomedical sciences and the future of medical education: implications for internal medicine. The authors review development of the US medical education system as an introduction to a discussion of Dr. Brass' perspectives. The authors agree that sound scientific foundations and skill in critical thinking are important and that effective educational strategies to improve foundational science education should be implemented. Unfortunately, many students do not perceive the relevance of basic science education to clinical practice.The authors cite areas of disagreement. They believe it is unlikely that the importance of basic sciences will be diminished by contemporary directions in medical education and planned modifications of USMLE. Graduates' diminished interest in internal medicine is unlikely from changes in basic science education.Thoughtful changes in education provide the opportunity to improve understanding of fundamental sciences, the process of scientific inquiry, and translation of that knowledge to clinical practice.

Basic Science Living Skills for Today's World. Teacher's Edition.

ERIC Educational Resources Information Center

Zellers (Robert W.) Educational Services, Johnstown, PA.

This document is a teacher's edition of a basic skills curriculum in science for adult basic education (ABE) students. The course consists of 25 lessons on basic science concepts, designed to give students a good understanding of the biological and physical sciences. Suggested activities and experiments that the student can do are also included.…

Unit: Making Life Easier, Inspection Pack, National Trial Print.

ERIC Educational Resources Information Center

Australian Science Education Project, Toorak, Victoria.

As a part of the unit materials in the series produced by the Australian Science Education Project, this teacher edition is primarily composed of three sections: a core relating to a bicycle, tests, and options. The core is concerned with basic properties of a machine such as force multiplication, speed multiplication, energy dissipation, and…

Professional Training Programs of Masters in Adult Education at Universities of Germany

ERIC Educational Resources Information Center

Hizhynska, Tetiana

2015-01-01

The German experience in professional training of teaching staff in adult education has been analyzed; it has been clarified that modern educational programs of Bachelor and Master specialties are based on the basic educational program offered by Adult Education Sectional Commission of Pedagogical Sciences in Germany (DGfE); value-targeted and…

42 CFR 65a.10 - For what purposes may grant funds be spent?

Code of Federal Regulations, 2011 CFR

2011-10-01

... 42 Public Health 1 2011-10-01 2011-10-01 false For what purposes may grant funds be spent? 65a.10 Section 65a.10 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL INSTITUTE OF ENVIRONMENTAL HEALTH SCIENCES HAZARDOUS SUBSTANCES BASIC RESEARCH...

42 CFR 65a.9 - What are the terms and conditions of awards?

Code of Federal Regulations, 2011 CFR

2011-10-01

... 42 Public Health 1 2011-10-01 2011-10-01 false What are the terms and conditions of awards? 65a.9 Section 65a.9 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL INSTITUTE OF ENVIRONMENTAL HEALTH SCIENCES HAZARDOUS SUBSTANCES BASIC RESEARCH...

General Science, Ninth Grade: Theme I and Theme II. Experimental.

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn, NY. Div. of Curriculum and Instruction.

This document was designed to assist teachers who are helping ninth grade students in New York City learn scientific concepts. In addition, the guide emphasizes basic reasoning skills which underlie problem-solving processes in scientific and nonscientific disciplines. The first section of the guide contains lessons on what a scientist does,…

How Do Siamese Cats Get Their Color?

ERIC Educational Resources Information Center

Todd, Amber; Kenyon, Lisa

2016-01-01

When asked about protein, students often mention meat, protein bars, and protein's role in building muscles. Many students are not aware of the most basic function of protein: linking genes and traits. Because of its importance in molecular genetics, protein function is included in the life sciences section of the "Next Generation Science…

42 CFR 65a.3 - Who is eligible to apply for a grant?

Code of Federal Regulations, 2012 CFR

2012-10-01

... 42 Public Health 1 2012-10-01 2012-10-01 false Who is eligible to apply for a grant? 65a.3 Section 65a.3 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL INSTITUTE OF ENVIRONMENTAL HEALTH SCIENCES HAZARDOUS SUBSTANCES BASIC RESEARCH...

42 CFR 65a.3 - Who is eligible to apply for a grant?

Code of Federal Regulations, 2013 CFR

2013-10-01

... 42 Public Health 1 2013-10-01 2013-10-01 false Who is eligible to apply for a grant? 65a.3 Section 65a.3 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL INSTITUTE OF ENVIRONMENTAL HEALTH SCIENCES HAZARDOUS SUBSTANCES BASIC RESEARCH...

42 CFR 65a.3 - Who is eligible to apply for a grant?

Code of Federal Regulations, 2014 CFR

2014-10-01

... 42 Public Health 1 2014-10-01 2014-10-01 false Who is eligible to apply for a grant? 65a.3 Section 65a.3 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES FELLOWSHIPS, INTERNSHIPS, TRAINING NATIONAL INSTITUTE OF ENVIRONMENTAL HEALTH SCIENCES HAZARDOUS SUBSTANCES BASIC RESEARCH...

Back to the basic sciences: an innovative approach to teaching senior medical students how best to integrate basic science and clinical medicine.

PubMed

Spencer, Abby L; Brosenitsch, Teresa; Levine, Arthur S; Kanter, Steven L

2008-07-01

Abraham Flexner persuaded the medical establishment of his time that teaching the sciences, from basic to clinical, should be a critical component of the medical student curriculum, thus giving rise to the "preclinical curriculum." However, students' retention of basic science material after the preclinical years is generally poor. The authors believe that revisiting the basic sciences in the fourth year can enhance understanding of clinical medicine and further students' understanding of how the two fields integrate. With this in mind, a return to the basic sciences during the fourth year of medical school may be highly beneficial. The purpose of this article is to (1) discuss efforts to integrate basic science into the clinical years of medical student education throughout the United States and Canada, and (2) describe the highly developed fourth-year basic science integration program at the University of Pittsburgh School of Medicine. In their critical review of medical school curricula of 126 U.S. and 17 Canadian medical schools, the authors found that only 19% of U.S. medical schools and 24% of Canadian medical schools require basic science courses or experiences during the clinical years, a minor increase compared with 1985. Curricular methods ranged from simple lectures to integrated case studies with hands-on laboratory experience. The authors hope to advance the national discussion about the need to more fully integrate basic science teaching throughout all four years of the medical student curriculum by placing a curricular innovation in the context of similar efforts by other U.S. and Canadian medical schools.

Clinical Competencies and the Basic Sciences: An Online Case Tutorial Paradigm for Delivery of Integrated Clinical and Basic Science Content

ERIC Educational Resources Information Center

DiLullo, Camille; Morris, Harry J.; Kriebel, Richard M.

2009-01-01

Understanding the relevance of basic science knowledge in the determination of patient assessment, diagnosis, and treatment is critical to good medical practice. One method often used to direct students in the fundamental process of integrating basic science and clinical information is problem-based learning (PBL). The faculty facilitated small…

The use of simulation in teaching the basic sciences.

PubMed

Eason, Martin P

2013-12-01

To assess the current use of simulation in medical education, specifically, the teaching of the basic sciences to accomplish the goal of improved integration. Simulation is increasingly being used by the institutions to teach the basic sciences. Preliminary data suggest that it is an effective tool with increased retention and learner satisfaction. Medical education is undergoing tremendous change. One of the directions of that change is increasing integration of the basic and clinical sciences to improve the efficiency and quality of medical education, and ultimately to improve the patient care. Integration is thought to improve the understanding of basic science conceptual knowledge and to better prepare the learners for clinical practice. Simulation because of its unique effects on learning is currently being successfully used by many institutions as a means to produce that integration through its use in the teaching of the basic sciences. Preliminary data indicate that simulation is an effective tool for basic science education and garners high learner satisfaction.

The progress test as a diagnostic tool for a new PBL curriculum.

PubMed

Al Alwan, I; Al-Moamary, M; Al-Attas, N; Al Kushi, A; AlBanyan, E; Zamakhshary, M; Al Kadri, H M F; Tamim, H; Magzoub, M; Hajeer, A; Schmidt, H

2011-12-01

The College of Medicine at King Saud bin Abdulaziz University for Health Sciences (KSAU-HS) is running a PBL-based curriculum. A progress test was used to evaluate components of the basic medical and clinical sciences curriculum. To evaluate the performance of students at different levels of the college of medicine curriculum through USMLE-based test that focused on basic medical and clinical sciences topics. The USMLE-based basic medical and clinical sciences progress test has been conducted since 2007. It covers nine topics, including: anatomy; physiology; histology; epidemiology; biochemistry; behavioral sciences, pathology, pharmacology and immunology/microbiology. Here we analyzed results of three consecutive years of all students in years 1-4. There was a good correlation between progress test results and students' GPA. Progress test results in the clinical topics were better than basic medical sciences. In basic medical sciences, results of pharmacology, biochemistry, behavioral sciences and histology gave lower results than the other disciplines. Results of our progress test proved to be a useful indicator for both basic medical sciences and clinical sciences curriculum. Results are being utilized to help in modifying our curriculum.

75 FR 6369 - Basic Energy Sciences Advisory Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2010-02-09

... DEPARTMENT OF ENERGY Basic Energy Sciences Advisory Committee AGENCY: Department of Energy, Office... Energy Sciences Advisory Committee (BESAC). Federal Advisory Committee Act (Pub. L. 92- 463, 86 Stat. 770...: Katie Perine; Office of Basic Energy Sciences; U.S. Department of Energy; Germantown Building...

78 FR 38696 - Basic Energy Sciences Advisory Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2013-06-27

... DEPARTMENT OF ENERGY Basic Energy Sciences Advisory Committee AGENCY: Department of Energy, Office... Energy Sciences Advisory Committee (BESAC). The Federal Advisory Committee Act (Pub. L. 92-463, 86 Stat... INFORMATION CONTACT: Katie Perine; Office of Basic Energy Sciences; U.S. Department of Energy; Germantown...

76 FR 41234 - Basic Energy Sciences Advisory Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2011-07-13

... DEPARTMENT OF ENERGY Basic Energy Sciences Advisory Committee AGENCY: Department of Energy, Office of Science. ACTION: Notice of open meeting. SUMMARY: This notice announces a meeting of the Basic Energy Sciences Advisory Committee (BESAC). Federal Advisory Committee Act (Pub. L. 92- 463, 86 Stat. 770...

77 FR 41395 - Basic Energy Sciences Advisory Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2012-07-13

... DEPARTMENT OF ENERGY Basic Energy Sciences Advisory Committee AGENCY: Department of Energy, Office of Science. ACTION: Notice of open meeting. SUMMARY: This notice announces a meeting of the Basic Energy Sciences Advisory Committee (BESAC). Federal Advisory Committee Act (Pub. L. 92- 463, 86 Stat. 770...

75 FR 41838 - Basic Energy Sciences Advisory Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2010-07-19

... DEPARTMENT OF ENERGY Basic Energy Sciences Advisory Committee AGENCY: Department of Energy, Office of Science. ACTION: Notice of Open Meeting. SUMMARY: This notice announces a meeting of the Basic Energy Sciences Advisory Committee (BESAC). The Federal Advisory Committee Act (Pub. L. 92-463, 86 Stat...

76 FR 8358 - Basic Energy Sciences Advisory Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2011-02-14

... DEPARTMENT OF ENERGY Basic Energy Sciences Advisory Committee AGENCY: Department of Energy, Office of Science. ACTION: Notice of open meeting. SUMMARY: This notice announces a meeting of the Basic Energy Sciences Advisory Committee (BESAC). Federal Advisory Committee Act (Pub. L. 92- 463, 86 Stat. 770...

A critical narrative review of transfer of basic science knowledge in health professions education.

PubMed

Castillo, Jean-Marie; Park, Yoon Soo; Harris, Ilene; Cheung, Jeffrey J H; Sood, Lonika; Clark, Maureen D; Kulasegaram, Kulamakan; Brydges, Ryan; Norman, Geoffrey; Woods, Nicole

2018-06-01

'Transfer' is the application of a previously learned concept to solve a new problem in another context. Transfer is essential for basic science education because, to be valuable, basic science knowledge must be transferred to clinical problem solving. Therefore, better understanding of interventions that enhance the transfer of basic science knowledge to clinical reasoning is essential. This review systematically identifies interventions described in the health professions education (HPE) literature that document the transfer of basic science knowledge to clinical reasoning, and considers teaching and assessment strategies. A systematic search of the literature was conducted. Articles related to basic science teaching at the undergraduate level in HPE were analysed using a 'transfer out'/'transfer in' conceptual framework. 'Transfer out' refers to the application of knowledge developed in one learning situation to the solving of a new problem. 'Transfer in' refers to the use of previously acquired knowledge to learn from new problems or learning situations. Of 9803 articles initially identified, 627 studies were retrieved for full text evaluation; 15 were included in the literature review. A total of 93% explored 'transfer out' to clinical reasoning and 7% (one article) explored 'transfer in'. Measures of 'transfer out' fostered by basic science knowledge included diagnostic accuracy over time and in new clinical cases. Basic science knowledge supported learning - 'transfer in' - of new related content and ultimately the 'transfer out' to diagnostic reasoning. Successful teaching strategies included the making of connections between basic and clinical sciences, the use of commonsense analogies, and the study of multiple clinical problems in multiple contexts. Performance on recall tests did not reflect the transfer of basic science knowledge to clinical reasoning. Transfer of basic science knowledge to clinical reasoning is an essential component of HPE that requires further development for implementation and scholarship. © 2018 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Fusion Energy Sciences Network Requirements

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

Dart, Eli; Tierney, Brian

2012-09-26

The Energy Sciences Network (ESnet) is the primary provider of network connectivity for the U.S. Department of Energy Office of Science, the single largest supporter of basic research in the physical sciences in the United States. In support of the Office of Science programs, ESnet regularly updates and refreshes its understanding of the networking requirements of the instruments, facilities, scientists, and science programs that it serves. This focus has helped ESnet to be a highly successful enabler of scientific discovery for over 25 years. In December 2011, ESnet and the Office of Fusion Energy Sciences (FES), of the DOE Officemore » of Science (SC), organized a workshop to characterize the networking requirements of the programs funded by FES. The requirements identified at the workshop are summarized in the Findings section, and are described in more detail in the body of the report.« less

Horizontal integration of the basic sciences in the chiropractic curriculum.

PubMed

Ward, Kevin P

2010-01-01

Basic science curricula at most chiropractic colleges consist of courses (eg, general anatomy, physiology, biochemistry, etc) that are taught as stand-alone content domains. The lack of integration between basic science disciplines causes difficulties for students who need to understand how the parts function together as an integrated whole and apply this understanding to solving clinical problems. More horizontally integrated basic science curricula could be achieved by several means: integrated Part I National Board of Chiropractic Examiners questions, a broader education for future professors, an increased emphasis on integration within the current model, linked courses, and an integrated, thematic basic science curriculum. Horizontally integrating basic science curricula would require significant efforts from administrators, curriculum committees, and instructional faculty. Once in place this curriculum would promote more clinically relevant learning, improved learning outcomes, and superior vertical integration.

Horizontal Integration of the Basic Sciences in the Chiropractic Curriculum

PubMed Central

Ward, Kevin P.

2010-01-01

Basic science curricula at most chiropractic colleges consist of courses (eg, general anatomy, physiology, biochemistry, etc) that are taught as stand-alone content domains. The lack of integration between basic science disciplines causes difficulties for students who need to understand how the parts function together as an integrated whole and apply this understanding to solving clinical problems. More horizontally integrated basic science curricula could be achieved by several means: integrated Part I National Board of Chiropractic Examiners questions, a broader education for future professors, an increased emphasis on integration within the current model, linked courses, and an integrated, thematic basic science curriculum. Horizontally integrating basic science curricula would require significant efforts from administrators, curriculum committees, and instructional faculty. Once in place this curriculum would promote more clinically relevant learning, improved learning outcomes, and superior vertical integration. PMID:21048882

Class Manual for Information Resources in the Humanities (LIS 382L.2).

ERIC Educational Resources Information Center

Roy, Loriene

Basic course information and worksheets are presented in this textbook/workbook for "Information Resources in the Humanities," a course offered by the Graduate School of Library and Information Science at the University of Texas at Austin. The guide is divided into eight sections. The first presents the syllabus, lists assignments (e.g.,…

75 FR 6041 - National Center for Complementary & Alternative Medicine; Notice of Closed Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2010-02-05

... Complementary & Alternative Medicine; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory... Alternative Medicine Special Emphasis Panel; Basic Science R21s, Ks. Date: March 8-9, 2010. Time: 8 a.m. to 5... Training in Complementary and Alternative Medicine, National Institutes of Health, HHS) Dated: January 27...

77 FR 31628 - National Cancer Institute; Notice of Closed Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2012-05-29

... DEPARTMENT OF HEALTH AND HUMAN SERVICES National Institutes of Health National Cancer Institute; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory Committee Act, as amended (5 U.S.C. App.), notice is hereby given of a meeting of the Board of Scientific Counselors for Basic Sciences National Cancer Institute. The meeting...

Alternative Methods by Which Basic Science Pharmacy Faculty Can Relate to Clinical Practice.

ERIC Educational Resources Information Center

Kabat, Hugh F.; And Others

1982-01-01

A panel of pharmacy faculty ranked a broad inventory of basic pharmaceutical science topics in terms of their applicability to clinical pharmacy practice. The panel concluded that basic pharmaceutical sciences are essentially applications of foundation areas in biological, physical, and social sciences. (Author/MLW)

Physician perceptions of the role and value of basic science knowledge in daily clinical practice.

PubMed

Fischer, Jennifer A; Muller-Weeks, Susan

2012-01-01

The role of basic science education in a clinical setting remains unclear. Research to understand how academic clinicians perceive and use this part of their education can aid curricular development. To assess physician's attitudes toward the value of science knowledge in their clinical practice. Academic physicians from three medical schools completed a questionnaire about the utility of basic science education in core clinical tasks and in practice-based learning and improvement. A total of 109 clinical faculty returned the survey. Overall, 89% of the respondents indicated that basic science education is valuable to their clinical practice. When asked about the utility of basic science information in relation to direct patient care, greater than 50% of the doctors felt they use this when diagnosing and communicating with patients. This rose to greater than 60% when asked about choosing treatment options for their patients. Individuals also responded that basic science knowledge is valuable when developing evidence-based best practices. Specifically, 89% felt that they draw upon this information when training students/residents and 84% use this information when reading journal articles. This study shows that basic science education is perceived by responding academic physicians to be important to their clinical work.

Integration of Basic and Clinical Sciences: Faculty Perspectives at a U.S. Dental School.

PubMed

van der Hoeven, Dharini; van der Hoeven, Ransome; Zhu, Liang; Busaidy, Kamal; Quock, Ryan L

2018-04-01

Although dental education has traditionally been organized into basic sciences education (first and second years) and clinical education (third and fourth years), there has been growing interest in ways to better integrate the two to more effectively educate students and prepare them for practice. Since 2012, The University of Texas School of Dentistry at Houston (UTSD) has made it a priority to improve integration of basic and clinical sciences, with a focus to this point on integrating the basic sciences. The aim of this study was to determine the perspectives of basic and clinical science faculty members regarding basic and clinical sciences integration and the degree of integration currently occurring. In October 2016, all 227 faculty members (15 basic scientists and 212 clinicians) were invited to participate in an online survey. Of the 212 clinicians, 84 completed the clinician educator survey (response rate 40%). All 15 basic scientists completed the basic science educator survey (response rate 100%). The majority of basic and clinical respondents affirmed the value of integration (93.3%, 97.6%, respectively) and reported regular integration in their teaching (80%, 86.9%). There were no significant differences between basic scientists and clinicians on perceived importance (p=0.457) and comfort with integration (p=0.240), but the basic scientists were more likely to integrate (p=0.039) and collaborate (p=0.021) than the clinicians. There were no significant differences between generalist and specialist clinicians on importance (p=0.474) and degree (p=0.972) of integration in teaching and intent to collaborate (p=0.864), but the specialists reported feeling more comfortable presenting basic science information (p=0.033). Protected faculty time for collaborative efforts and a repository of integrated basic science and clinical examples for use in teaching and faculty development were recommended to improve integration. Although questions might be raised about the respondents' definition of "integration," this study provides a baseline assessment of perceptions at a dental school that is placing a priority on integration.

Undergraduate basic science preparation for dental school.

PubMed

Humphrey, Sue P; Mathews, Robert E; Kaplan, Alan L; Beeman, Cynthia S

2002-11-01

In the Institute of Medicines report Dental Education at the Crossroads, it was suggested that dental schools across the country move toward integrated basic science education for dental and medical students in their curricula. To do so, dental school admission requirements and recommendations must be closely reviewed to ensure that students are adequately prepared for this coursework. The purpose of our study was twofold: 1) to identify student dentists' perceptions of their predental preparation as it relates to course content, and 2) to track student dentists' undergraduate basic science course preparation and relate that to DAT performance, basic science course performance in dental school, and Part I and Part II National Board performance. In the first part of the research, a total of ninety student dentists (forty-five from each class) from the entering classes of 1996 and 1997 were asked to respond to a survey. The survey instrument was distributed to each class of students after each completed the largest basic science class given in their second-year curriculum. The survey investigated the area of undergraduate major, a checklist of courses completed in their undergraduate preparation, the relevance of the undergraduate classes to the block basic science courses, and the strength of requiring or recommending the listed undergraduate courses as a part of admission to dental school. Results of the survey, using frequency analysis, indicate that students felt that the following classes should be required, not recommended, for admission to dental school: Microbiology 70 percent, Biochemistry 54.4 percent, Immunology 57.78 percent, Anatomy 50 percent, Physiology 58.89 percent, and Cell Biology 50 percent. The second part of the research involved anonymously tracking undergraduate basic science preparation of the same students with DAT scores, the grade received in a representative large basic science course, and Part I and Part II National Board performance. Using T-test analysis correlations, results indicate that having completed multiple undergraduate basic science courses (as reported by AADSAS BCP hours) did not significantly (p < .05) enhance student performance in any of these parameters. Based on these results, we conclude that student dentists with undergraduate preparation in science and nonscience majors can successfully negotiate the dental school curriculum, even though the students themselves would increase admission requirements to include more basic science courses than commonly required. Basically, the students' recommendations for required undergraduate basic science courses would replicate the standard basic science coursework found in most dental schools: anatomy, histology, biochemistry, microbiology, physiology, and immunology plus the universal foundation course of biology.

Basic Sciences Fertilizing Clinical Microbiology and Infection Management

PubMed Central

2017-01-01

Abstract Basic sciences constitute the most abundant sources of creativity and innovation, as they are based on the passion of knowing. Basic knowledge, in close and fertile contact with medical and public health needs, produces distinct advancements in applied sciences. Basic sciences play the role of stem cells, providing material and semantics to construct differentiated tissues and organisms and enabling specialized functions and applications. However, eventually processes of “practice deconstruction” might reveal basic questions, as in de-differentiation of tissue cells. Basic sciences, microbiology, infectious diseases, and public health constitute an epistemological gradient that should also be an investigational continuum. The coexistence of all these interests and their cross-fertilization should be favored by interdisciplinary, integrative research organizations working simultaneously in the analytical and synthetic dimensions of scientific knowledge. PMID:28859345

The Reorganization of Basic Science Departments in U.S. Medical Schools, 1980-1999.

ERIC Educational Resources Information Center

Mallon, William T.; Biebuyck, Julien F.; Jones, Robert F.

2003-01-01

Constructed a longitudinal database to examine how basic science departments have been reorganized at U.S. medical schools. Found that there were fewer basic science departments in the traditional disciplines of anatomy, biochemistry, microbiology, pharmacology, and physiology in 1999 than in 1980. But as biomedical science has developed in an…

Driving forces of biomedical science education and research in state-of-the arts academic medical centres: the United States as example.

PubMed

John, T A

2011-06-01

Basic science departments in academic medical centres are influenced by changes that are commonly directed at medical education and financial gain. Some of such changes may have been detrimental to or may have enhanced basic science education. They may have determined basic science research focus or basic science research methods. However, there is lack of research on the educational process in the basic sciences including training of PhD's while there is ample research on medical education pertaining to training of medical doctors. The author here identifies, from university websites and available literature, some forces that have driven teaching and research focus and methods in state-of-the-arts academic medical centres in recent times with a view of seeing through their possible influences on basic science education and research, using the United States of America as an example. The "forces" are: Changes in medical schools; Medical educational philosophies: problem based learning, evidence based medicine, cyberlearning and self-directed learning; Shifting impressions of the value of basic sciences in medical schools; Research trends in Basic Sciences: role of antivivisectionists, alternative experimentations, explosion of molecular and cell biology; Technological advancements; Commercialization of research; and Funding agencies. The author encourages African leaders in academia to pay attention to such forces as the leadership seeks to raise African Universities as centres of knowledge that have a major role in acquiring, preserving, imparting, and utilizing knowledge.

Connecting Science and Society: Basic Research in the Service of Social Objectives

NASA Astrophysics Data System (ADS)

Sonnert, Gerhard

2007-03-01

A flawed dichotomy of basic versus applied science (or of ``curiosity-driven'' vs. ``mission-oriented'' science) pervades today's thinking about science policy. This talk argues for the addition of a third mode of scientific research, called Jeffersonian science. Whereas basic science, as traditionally understood, is a quest for the unknown regardless of societal needs, and applied science is known science applied to known needs, Jeffersonian science is the quest for the unknown in the service of a known social need. It is research in an identified area of basic scientific ignorance that lies at the heart of a social problem. The talk discusses the conceptual foundations and then provides some case examples of Jeffersonian-type science initiatives, such as the Lewis and Clark Expedition, initiated by Thomas Jefferson (which led us to call this mode of research Jeffersonian), research conducted under the auspices of the National Institutes of Health, and a science policy project by President Jimmy Carter and his Science Adviser, Frank Press, in the late 1970s. Because the concept of Jeffersonian science explicitly ties basic research to the social good, one of the potential benefits of adding a Jeffersonian dimension to our thinking about science is that it might make science careers more attractive to women and underrepresented minorities.

Contributions of Basic Sciences to Science of Education. Studies in Educational Administration.

ERIC Educational Resources Information Center

Lall, Bernard M.

The science of education has been influenced by the basic sciences to the extent that educational research now has been able to modernize its approach by accepting and using the basic scientific methodology and experimental techniques. Using primarily the same steps of scientific investigations, education today holds a place of much greater esteem…

The Effect of Home Related Science Activities on Students' Performance in Basic Science

ERIC Educational Resources Information Center

Obomanu, B. J.; Akporehwe, J. N.

2012-01-01

Our study investigated the effect of utilizing home related science activities on student's performance in some basic science concepts. The concepts considered were heart energy, ecology and mixtures. The sample consisted of two hundred and forty (240) basic junior secondary two (BJSS11) students drawn from a population of five thousand and…

Vision science and schizophrenia research: toward a re-view of the disorder. Editors' introduction to special section.

PubMed

Silverstein, Steven M; Keane, Brian P

2011-07-01

This theme section on vision science and schizophrenia research demonstrates that our understanding of the disorder could be significantly accelerated by a greater adoption of the methods of vision science. In this introduction, we briefly describe what vision science is, how it has advanced our understanding of schizophrenia, and what challenges and opportunities lay ahead regarding schizophrenia research. We then summarize the articles that follow. These include reviews of abnormal form perception (perceptual organization and backward masking) and motion processing, and an article on reduced size contrast illusions experienced by hearing but not deaf persons with schizophrenia. These articles reveal that the methods of basic vision research can provide insights into a number of aspects of the disorder, including pathophysiology, development, cognition, social cognition, and phenomenology. Importantly, studies of visual processing in schizophrenia make it clear that there are impairments in the functioning of basic neural mechanisms (e.g., center-surround modulation, contextual modulation of feedforward processing, reentrant processing) that are found throughout the cortex and that are operative in multiple forms of cognitive dysfunction in the illness. Such evidence allows for an updated view of schizophrenia as a condition involving generalized failures in neural network formation and maintenance, as opposed to a primary failure in a higher level factor (e.g., cognitive control) that accounts for all other types of perceptual and cognitive dysfunction. Finally, studies of vision in schizophrenia can identify sensitive probes of neural functioning that can be used as biomarkers of treatment response.

Vision Science and Schizophrenia Research: Toward a Re-view of the Disorder Editors’ Introduction to Special Section

PubMed Central

Silverstein, Steven M.; Keane, Brian P.

2011-01-01

This theme section on vision science and schizophrenia research demonstrates that our understanding of the disorder could be significantly accelerated by a greater adoption of the methods of vision science. In this introduction, we briefly describe what vision science is, how it has advanced our understanding of schizophrenia, and what challenges and opportunities lay ahead regarding schizophrenia research. We then summarize the articles that follow. These include reviews of abnormal form perception (perceptual organization and backward masking) and motion processing, and an article on reduced size contrast illusions experienced by hearing but not deaf persons with schizophrenia. These articles reveal that the methods of basic vision research can provide insights into a number of aspects of the disorder, including pathophysiology, development, cognition, social cognition, and phenomenology. Importantly, studies of visual processing in schizophrenia make it clear that there are impairments in the functioning of basic neural mechanisms (eg, center-surround modulation, contextual modulation of feedforward processing, reentrant processing) that are found throughout the cortex and that are operative in multiple forms of cognitive dysfunction in the illness. Such evidence allows for an updated view of schizophrenia as a condition involving generalized failures in neural network formation and maintenance, as opposed to a primary failure in a higher level factor (eg, cognitive control) that accounts for all other types of perceptual and cognitive dysfunction. Finally, studies of vision in schizophrenia can identify sensitive probes of neural functioning that can be used as biomarkers of treatment response. PMID:21700588

Paired basic science and clinical problem-based learning faculty teaching side by side: do students evaluate them differently?

PubMed

Stevenson, Frazier T; Bowe, Connie M; Gandour-Edwards, Regina; Kumari, Vijaya G

2005-02-01

Many studies have evaluated the desirability of expert versus non-expert facilitators in problem-based learning (PBL), but performance differences between basic science and clinical facilitators has been less studied. In a PBL course at our university, pairs of faculty facilitators (1 clinician, 1 basic scientist) were assigned to student groups to maximise integration of basic science with clinical science. This study set out to establish whether students evaluate basic science and clinical faculty members differently when they teach side by side. Online questionnaires were used to survey 188 students about their faculty facilitators immediately after they completed each of 3 serial PBL cases. Overall satisfaction was measured using a scale of 1-7 and yes/no responses were gathered from closed questions describing faculty performance. results: Year 1 students rated basic science and clinical facilitators the same, but Year 2 students rated the clinicians higher overall. Year 1 students rated basic scientists higher in their ability to understand the limits of their own knowledge. Year 2 students rated the clinicians higher in several content expertise-linked areas: preparedness, promotion of in-depth understanding, and ability to focus the group, and down-rated the basic scientists for demonstrating overspecialised knowledge. Students' overall ratings of individual faculty best correlated with the qualities of stimulation, focus and preparedness, but not with overspecialisation, excessive interjection of the faculty member's own opinions, and encouragement of psychosocial issue discussion. When taught by paired basic science and clinical PBL facilitators, students in Year 1 rated basic science and clinical PBL faculty equally, while Year 2 students rated clinicians more highly overall. The Year 2 difference may be explained by perceived differences in content expertise.

Is basic science disappearing from medicine? The decline of biomedical research in the medical literature.

PubMed

Steinberg, Benjamin E; Goldenberg, Neil M; Fairn, Gregory D; Kuebler, Wolfgang M; Slutsky, Arthur S; Lee, Warren L

2016-02-01

Explosive growth in our understanding of genomics and molecular biology have fueled calls for the pursuit of personalized medicine, the notion of harnessing biologic variability to provide patient-specific care. This vision will necessitate a deep understanding of the underlying pathophysiology in each patient. Medical journals play a pivotal role in the education of trainees and clinicians, yet we suspected that the amount of basic science in the top medical journals has been in decline. We conducted an automated search strategy in PubMed to identify basic science articles and calculated the proportion of articles dealing with basic science in the highest impact journals for 8 different medical specialties from 1994 to 2013. We observed a steep decline (40-60%) in such articles over time in almost all of the journals examined. This rapid decline in basic science from medical journals is likely to affect practitioners' understanding of and interest in the basic mechanisms of disease and therapy. In this Life Sciences Forum, we discuss why this decline may be occurring and what it means for the future of science and medicine. © FASEB.

Progress in the Utilization of High-Fidelity Simulation in Basic Science Education

ERIC Educational Resources Information Center

Helyer, Richard; Dickens, Peter

2016-01-01

High-fidelity patient simulators are mainly used to teach clinical skills and remain underutilized in teaching basic sciences. This article summarizes our current views on the use of simulation in basic science education and identifies pitfalls and opportunities for progress.

Editorial Commentary: A Model for Shoulder Rotator Cuff Repair and for Basic Science Investigations.

PubMed

Brand, Jefferson C

2018-04-01

"Breaking the fourth wall" is a theater convention where the narrator or character speaks directly to the audience. As an Assistant Editor-in-Chief, as I comment on a recent basic science study investigating rotator cuff repair, I break the fourth wall and articulate areas of basic science research excellence that align with the vision that we hold for our journal. Inclusion of a powerful video strengthens the submission. We prefer to publish clinical videos in our companion journal, Arthroscopy Techniques, and encourage basic science video submissions to Arthroscopy. Basic science research requires step-by-tedious-step analogous to climbing a mountain. Establishment of a murine rotator cuff repair model was rigorous and research intensive, biomechanically, radiographically, histologically, and genetically documented, a huge step toward the bone-to-tendon healing research summit. This research results in a model for both rotator cuff repair and the pinnacle of quality, basic science research. Copyright © 2018 Arthroscopy Association of North America. Published by Elsevier Inc. All rights reserved.

Cause and Effect: Testing a Mechanism and Method for the Cognitive Integration of Basic Science.

PubMed

Kulasegaram, Kulamakan; Manzone, Julian C; Ku, Cheryl; Skye, Aimee; Wadey, Veronica; Woods, Nicole N

2015-11-01

Methods of integrating basic science with clinical knowledge are still debated in medical training. One possibility is increasing the spatial and temporal proximity of clinical content to basic science. An alternative model argues that teaching must purposefully expose relationships between the domains. The authors compared different methods of integrating basic science: causal explanations linking basic science to clinical features, presenting both domains separately but in proximity, and simply presenting clinical features First-year undergraduate health professions students were randomized to four conditions: (1) science-causal explanations (SC), (2) basic science before clinical concepts (BC), (3) clinical concepts before basic science (CB), and (4) clinical features list only (FL). Based on assigned conditions, participants were given explanations for four disorders in neurology or rheumatology followed by a memory quiz and diagnostic test consisting of 12 cases which were repeated after one week. Ninety-four participants completed the study. No difference was found on memory test performance, but on the diagnostic test, a condition by time interaction was found (F[3,88] = 3.05, P < .03, ηp = 0.10). Although all groups had similar immediate performance, the SC group had a minimal decrease in performance on delayed testing; the CB and FL groups had the greatest decreases. These results suggest that creating proximity between basic science and clinical concepts may not guarantee cognitive integration. Although cause-and-effect explanations may not be possible for all domains, making explicit and specific connections between domains will likely facilitate the benefits of integration for learners.

Basic energy sciences: Summary of accomplishments

NASA Astrophysics Data System (ADS)

1990-05-01

For more than four decades, the Department of Energy, including its predecessor agencies, has supported a program of basic research in nuclear- and energy related sciences, known as Basic Energy Sciences. The purpose of the program is to explore fundamental phenomena, create scientific knowledge, and provide unique user facilities necessary for conducting basic research. Its technical interests span the range of scientific disciplines: physical and biological sciences, geological sciences, engineering, mathematics, and computer sciences. Its products and facilities are essential to technology development in many of the more applied areas of the Department's energy, science, and national defense missions. The accomplishments of Basic Energy Sciences research are numerous and significant. Not only have they contributed to Departmental missions, but have aided significantly the development of technologies which now serve modern society daily in business, industry, science, and medicine. In a series of stories, this report highlights 22 accomplishments, selected because of their particularly noteworthy contributions to modern society. A full accounting of all the accomplishments would be voluminous. Detailed documentation of the research results can be found in many thousands of articles published in peer-reviewed technical literature.

Basic Energy Sciences: Summary of Accomplishments

DOE R&D Accomplishments Database

1990-05-01

For more than four decades, the Department of Energy, including its predecessor agencies, has supported a program of basic research in nuclear- and energy-related sciences, known as Basic Energy Sciences. The purpose of the program is to explore fundamental phenomena, create scientific knowledge, and provide unique user'' facilities necessary for conducting basic research. Its technical interests span the range of scientific disciplines: physical and biological sciences, geological sciences, engineering, mathematics, and computer sciences. Its products and facilities are essential to technology development in many of the more applied areas of the Department's energy, science, and national defense missions. The accomplishments of Basic Energy Sciences research are numerous and significant. Not only have they contributed to Departmental missions, but have aided significantly the development of technologies which now serve modern society daily in business, industry, science, and medicine. In a series of stories, this report highlights 22 accomplishments, selected because of their particularly noteworthy contributions to modern society. A full accounting of all the accomplishments would be voluminous. Detailed documentation of the research results can be found in many thousands of articles published in peer-reviewed technical literature.

Senior Computational Scientist | Center for Cancer Research

Cancer.gov

The Basic Science Program (BSP) pursues independent, multidisciplinary research in basic and applied molecular biology, immunology, retrovirology, cancer biology, and human genetics. Research efforts and support are an integral part of the Center for Cancer Research (CCR) at the Frederick National Laboratory for Cancer Research (FNLCR). The Cancer & Inflammation Program (CIP), Basic Science Program, HLA Immunogenetics Section, under the leadership of Dr. Mary Carrington, studies the influence of human leukocyte antigens (HLA) and specific KIR/HLA genotypes on risk of and outcomes to infection, cancer, autoimmune disease, and maternal-fetal disease. Recent studies have focused on the impact of HLA gene expression in disease, the molecular mechanism regulating expression levels, and the functional basis for the effect of differential expression on disease outcome. The lab’s further focus is on the genetic basis for resistance/susceptibility to disease conferred by immunogenetic variation. KEY ROLES/RESPONSIBILITIES The Senior Computational Scientist will provide research support to the CIP-BSP-HLA Immunogenetics Section performing bio-statistical design, analysis and reporting of research projects conducted in the lab. This individual will be involved in the implementation of statistical models and data preparation. Successful candidate should have 5 or more years of competent, innovative biostatistics/bioinformatics research experience, beyond doctoral training Considerable experience with statistical software, such as SAS, R and S-Plus Sound knowledge, and demonstrated experience of theoretical and applied statistics Write program code to analyze data using statistical analysis software Contribute to the interpretation and publication of research results

Basic Sciences Fertilizing Clinical Microbiology and Infection Management.

PubMed

Baquero, Fernando

2017-08-15

Basic sciences constitute the most abundant sources of creativity and innovation, as they are based on the passion of knowing. Basic knowledge, in close and fertile contact with medical and public health needs, produces distinct advancements in applied sciences. Basic sciences play the role of stem cells, providing material and semantics to construct differentiated tissues and organisms and enabling specialized functions and applications. However, eventually processes of "practice deconstruction" might reveal basic questions, as in de-differentiation of tissue cells. Basic sciences, microbiology, infectious diseases, and public health constitute an epistemological gradient that should also be an investigational continuum. The coexistence of all these interests and their cross-fertilization should be favored by interdisciplinary, integrative research organizations working simultaneously in the analytical and synthetic dimensions of scientific knowledge. © The Author 2017. Published by Oxford University Press for the Infectious Diseases Society of America.

Basic Pharmaceutical Sciences Examination as a Predictor of Student Performance during Clinical Training.

ERIC Educational Resources Information Center

Fassett, William E.; Campbell, William H.

1984-01-01

A comparison of Basic Pharmaceutical Sciences Examination (BPSE) results with student performance evaluations in core clerkships, institutional and community externships, didactic and clinical courses, and related basic science coursework revealed the BPSE does not predict student performance during clinical instruction. (MSE)

Atlas of Surveyor 5 television data

NASA Technical Reports Server (NTRS)

Batson, R. M.; Jordan, R.; Larson, K. B.

1974-01-01

This atlas is a compendium of the Surveyor 5 television mosaics. It it divided into two main sections. The first consists of improved mosaics of panoramas and basic cartographic data used in investigating surface detail, and the second contains individual frame data, including photoindex mosaics and tabulations in which individual frames are identified. A short section containing a set of special-purpose mosaics assembled by the staff of the Jet Propulsion Laboratory is also included. For more details about the Surveyor 5 mission, television data, or science results, a brief bibliography is included.

The Museum of Science and Industry Basic List of Children's Science Books, 1986.

ERIC Educational Resources Information Center

Richter, Bernice, Comp.; Wenzel, Duane, Comp.

This first supplement to the Museum of Science and Industry Basic List of Children's Science Books contains books received for the museum's 13th annual children's science book fair. Children's science books are listed under these headings: animals; astronomy; aviation and space; biography; careers; earth sciences; environment/conservation;…

Basic science research and education: a priority for training and capacity building in developing countries.

PubMed

Deckelbaum, Richard J; Ntambi, James M; Wolgemuth, Debra J

2011-09-01

This article provides evidence that basic science research and education should be key priorities for global health training, capacity building, and practice. Currently, there are tremendous gaps between strong science education and research in developed countries (the North) as compared to developing countries (the South). In addition, science research and education appear as low priorities in many developing countries. The need to stress basic science research beyond the typical investment of infectious disease basic service and research laboratories in developing areas is significant in terms of the benefits, not only to education, but also for economic strengthening and development of human resources. There are some indications that appreciation of basic science research education and training is increasing, but this still needs to be applied more rigorously and strengthened systematically in developing countries. Copyright © 2011 Elsevier Inc. All rights reserved.

Basic Science Training Program.

ERIC Educational Resources Information Center

Brummel, Clete

These six learning modules were developed for Lake Michigan College's Basic Science Training Program, a workshop to develop good study skills while reviewing basic science. The first module, which was designed to provide students with the necessary skills to study efficiently, covers the following topics: time management; an overview of a study…

Cystic fibrosis: Beyond the airways. Report on the meeting of the basic science working group in Loutraki, Greece.

PubMed

Amaral, Margarida D; Boj, Sylvia F; Shaw, James; Leipziger, Jens; Beekman, Jeffrey M

2018-06-01

The European Cystic Fibrosis Society (ECFS) Basic Science Working Group (BSWG) organized a session on the topic "Cystic Fibrosis: Beyond the Airways", within the 15th ECFS Basic Science Conference which gathered around 200 researchers working in the basic science of CF. The session was organized and chaired by Margarida Amaral (BioISI, University of Lisboa, Portugal) and Jeffrey Beekman (University Medical Centre Utrecht, Netherlands) as Chair and Vice-Chair of the BSWG and its purpose was to bring attention of participants of the ECFS Basic Science Conference to "more forgotten" organs in CF disease. In this report we attempt to review and integrate the ideas that emerged at the session. Copyright © 2018 European Cystic Fibrosis Society. All rights reserved.

Mirror symmetric optics design for charge-stripping section in Rare Isotope Science Project

NASA Astrophysics Data System (ADS)

Kim, Hye-Jin; Kim, Hyung-Jin; Jeon, Dong-O.; Hwang, Ji-Gwang; Kim, Eun-San

2013-12-01

The main aim of the Rare Isotope Science Project is to construct a high power heavy-ion accelerator based on the superconducting linear accelerator (SCL). The heavy ion accelerator is a key research facility that will allow ground-breaking research into numerous facets of basic science, such as nuclear physics, astrophysics, atomic physics, life science, medicine and material science. The machine will provide a beam power of 400 kW with a 238U79+ beam of 8 pμA and 200 MeV/u. One of the critical components in the SCL is the charge stripper between the two segments, SCL1 and SCL2, of the SCL. The charge stripper removes electrons from the ion beams to enhance the acceleration efficiency in the subsequent SCL2. To improve the efficiency of acceleration and power in SCL2, the optimal energy of stripped ions in a solid carbon foil stripper was estimated using the code LISE++. The thickness of the solid carbon foil was 300 μg/m2. The charge stripping efficiency of the solid carbon stripper in the present study was approximately 87%. For charge selection from the ions produced by the solid carbon stripper, a dispersive section is needed down-stream of the foil. The designed optics for the dispersive section is based on the mirror-symmetric optics to minimize the effect of high-order aberrations.

Clinical Correlations as a Tool in Basic Science Medical Education

PubMed Central

Klement, Brenda J.; Paulsen, Douglas F.; Wineski, Lawrence E.

2016-01-01

Clinical correlations are tools to assist students in associating basic science concepts with a medical application or disease. There are many forms of clinical correlations and many ways to use them in the classroom. Five types of clinical correlations that may be embedded within basic science courses have been identified and described. (1) Correlated examples consist of superficial clinical information or stories accompanying basic science concepts to make the information more interesting and relevant. (2) Interactive learning and demonstrations provide hands-on experiences or the demonstration of a clinical topic. (3) Specialized workshops have an application-based focus, are more specialized than typical laboratory sessions, and range in complexity from basic to advanced. (4) Small-group activities require groups of students, guided by faculty, to solve simple problems that relate basic science information to clinical topics. (5) Course-centered problem solving is a more advanced correlation activity than the others and focuses on recognition and treatment of clinical problems to promote clinical reasoning skills. Diverse teaching activities are used in basic science medical education, and those that include clinical relevance promote interest, communication, and collaboration, enhance knowledge retention, and help develop clinical reasoning skills. PMID:29349328

Student- and faculty-reported importance of science prerequisites for osteopathic medical school: a survey-based study.

PubMed

Binstock, Judith; Junsanto-Bahri, Tipsuda

2014-04-01

The relevance of current standard medical school science prerequisites is being reexamined. (1) To identify which science prerequisites are perceived to best prepare osteopathic medical students for their basic science and osteopathic manipulative medicine (OMM) coursework and (2) to determine whether science prerequisites for osteopathic medical school should be modified. Preclinical osteopathic medical students and their basic science and OMM faculty from 3 colleges of osteopathic medicine were surveyed about the importance of specific science concepts, laboratories, and research techniques to medical school coursework. Participants chose responses on a 5-point scale, with 1 indicating "strongly disagree" or "not important" and 5 indicating "strongly agree" or "extremely important." Participants were also surveryed on possible prerequisite modifications. Student responses (N=264) to the general statement regarding prerequisites were "neutral" for basic science coursework and "disagree" for OMM coursework, with mean (standard deviation [SD]) scores of 3.37 (1.1) and 2.68 (1.2), respectively. Faculty responses (N=49) were similar, with mean (SD) scores of 3.18 (1.1) for basic science coursework and 2.67 (1.2) for OMM coursework. Student mean (SD) scores were highest for general biology for basic science coursework (3.93 [1.1]) and physics for OMM coursework (2.5 [1.1]). Student mean (SD) scores were lowest for physics for basic science coursework (1.79 [1.2]) and organic chemistry for OMM coursework (1.2 [0.7]). Both basic science and OMM faculty rated general biology highest in importance (mean [SD] scores, 3.73 [0.9] and 4.22 [1.0], respectively). Students and faculty rated biochemistry high in importance for basic science coursework (mean [SD] scores of 3.66 [1.2] and 3.32 [1.2], respectively). For basic science coursework, students and faculty rated most laboratories as "important," with the highest mean (SD) ratings for general anatomy (students, 3.66 [1.5]; faculty, 3.72 [1.1]) and physiology (students, 3.56 [1.7]; faculty, 3.61 [1.1]). For their OMM coursework, students rated only general anatomy and physiology laboratories as "important" (mean [SD] scores, 3.22 [1.8] and 2.61 [1.6], respectively), whereas OMM faculty rated all laboratories as "important" (mean scores, >3). Both student and faculty respondents rated research techniques higher in importance for basic science coursework than for OMM coursework. For prerequisite modifications, all respondents indicated "no change" for biology and "reduce content" for organic chemistry and physics. All respondents favored adding physiology and biochemistry as prerequisites. General biology and laboratory were the only standard prerequisites rated as "important." Research techniques were rated as "important" for basic science coursework only. Physiology and biochemistry were identified as possible additions to prerequisites. It may be necessary for colleges of osteopathic medicine to modify science prerequisites to reflect information that is pertinent to their curricula.

Integration and timing of basic and clinical sciences education.

PubMed

Bandiera, Glen; Boucher, Andree; Neville, Alan; Kuper, Ayelet; Hodges, Brian

2013-05-01

Medical education has traditionally been compartmentalized into basic and clinical sciences, with the latter being viewed as the skillful application of the former. Over time, the relevance of basic sciences has become defined by their role in supporting clinical problem solving rather than being, of themselves, a defining knowledge base of physicians. As part of the national Future of Medical Education in Canada (FMEC MD) project, a comprehensive empirical environmental scan identified the timing and integration of basic sciences as a key pressing issue for medical education. Using the literature review, key informant interviews, stakeholder meetings, and subsequent consultation forums from the FMEC project, this paper details the empirical basis for focusing on the role of basic science, the evidentiary foundations for current practices, and the implications for medical education. Despite a dearth of definitive relevant studies, opinions about how best to integrate the sciences remain strong. Resource allocation, political power, educational philosophy, and the shift from a knowledge-based to a problem-solving profession all influence the debate. There was little disagreement that both sciences are important, that many traditional models emphasized deep understanding of limited basic science disciplines at the expense of other relevant content such as social sciences, or that teaching the sciences contemporaneously rather than sequentially has theoretical and practical merit. Innovations in integrated curriculum design have occurred internationally. Less clear are the appropriate balance of the sciences, the best integration model, and solutions to the political and practical challenges of integrated curricula. New curricula tend to emphasize integration, development of more diverse physician competencies, and preparation of physicians to adapt to evolving technology and patients' expectations. Refocusing the basic/clinical dichotomy to a foundational/applied model may yield benefits in training widely competent future physicians.

Federal Funds for Research and Development: Fiscal Years 1983, 1984, and 1985. Volume XXXIII. Detailed Statistical Tables. Surveys of Science Resources Series.

ERIC Educational Resources Information Center

National Science Foundation, Washington, DC. Div. of Science Resources Studies.

Detailed statistical tables showing the funding levels of 92 federal agencies for research and development (R&D) are provided in this document. These tables are organized into the following sections: research, development, and R&D plant; R&D agency, character of work, and performer; total basic and applied applied research--agency,…

Trends in Basic Sciences Education in Dental Schools, 1999-2016.

PubMed

Lantz, Marilyn S; Shuler, Charles F

2017-08-01

The purpose of this study was to examine data published over the past two decades to identify trends in the basic sciences curriculum in dental education, provide an analysis of those trends, and compare them with trends in the basic sciences curriculum in medical education. Data published from the American Dental Association (ADA) Surveys of Dental Education, American Dental Education Association (ADEA) Surveys of Dental School Seniors, and two additional surveys were examined. In large part, survey data collected focused on the structure, content, and instructional strategies used in dental education: what was taught and how. Great variability was noted in the total clock hours of instruction and the clock hours of basic sciences instruction reported by dental schools. Moreover, the participation of medical schools in the basic sciences education of dental students appears to have decreased dramatically over the past decade. Although modest progress has been made in implementing some of the curriculum changes recommended in the 1995 Institute of Medicine report such as integrated basic and clinical sciences curricula, adoption of active learning methods, and closer engagement with medical and other health professions education programs, educational effectiveness studies needed to generate data to support evidence-based approaches to curriculum reform are lacking. Overall, trends in the basic sciences curriculum in medical education were similar to those for dental education. Potential drivers of curriculum change were identified, as was recent work in other fields that should encourage reconsideration of dentistry's approach to basic sciences education. This article was written as part of the project "Advancing Dental Education in the 21st Century."

The articulation of integration of clinical and basic sciences in concept maps: differences between experienced and resident groups.

PubMed

Vink, Sylvia; van Tartwijk, Jan; Verloop, Nico; Gosselink, Manon; Driessen, Erik; Bolk, Jan

2016-08-01

To determine the content of integrated curricula, clinical concepts and the underlying basic science concepts need to be made explicit. Preconstructed concept maps are recommended for this purpose. They are mainly constructed by experts. However, concept maps constructed by residents are hypothesized to be less complex, to reveal more tacit basic science concepts and these basic science concepts are expected to be used for the organization of the maps. These hypotheses are derived from studies about knowledge development of individuals. However, integrated curricula require a high degree of cooperation between clinicians and basic scientists. This study examined whether there are consistent variations regarding the articulation of integration when groups of experienced clinicians and basic scientists and groups of residents and basic scientists-in-training construct concept maps. Seven groups of three clinicians and basic scientists on experienced level and seven such groups on resident level constructed concept maps illuminating clinical problems. They were guided by instructions that focused them on articulation of integration. The concept maps were analysed by features that described integration. Descriptive statistics showed consistent variations between the two expertise levels. The concept maps of the resident groups exceeded those of the experienced groups in articulated integration. First, they used significantly more links between clinical and basic science concepts. Second, these links connected basic science concepts with a greater variety of clinical concepts than the experienced groups. Third, although residents did not use significantly more basic science concepts, they used them significantly more frequent to organize the clinical concepts. The conclusion was drawn that not all hypotheses could be confirmed and that the resident concept maps were more elaborate than expected. This article discusses the implications for the role that residents and basic scientists-in-training might play in the construction of preconstructed concept maps and the development of integrated curricula.

A Simulation for Teaching the Basic and Clinical Science of Fluid Therapy

ERIC Educational Resources Information Center

Rawson, Richard E.; Dispensa, Marilyn E.; Goldstein, Richard E.; Nicholson, Kimberley W.; Vidal, Noni Korf

2009-01-01

The course "Management of Fluid and Electrolyte Disorders" is an applied physiology course taught using lectures and paper-based cases. The course approaches fluid therapy from both basic science and clinical perspectives. While paper cases provide a basis for application of basic science concepts, they lack key components of genuine clinical…

Integrated Medical Curriculum: Advantages and Disadvantages

PubMed Central

Quintero, Gustavo A.; Vergel, John; Arredondo, Martha; Ariza, María-Cristina; Gómez, Paula; Pinzon-Barrios, Ana-Maria

2016-01-01

Most curricula for medical education have been integrated horizontally and vertically–-vertically between basic and clinical sciences. The Flexnerian curriculum has disappeared to permit integration between basic sciences and clinical sciences, which are taught throughout the curriculum. We have proposed a different form of integration where the horizontal axis represents the defined learning outcomes and the vertical axis represents the teaching of the sciences throughout the courses. We believe that a mere integration of basic and clinical sciences is not enough because it is necessary to emphasize the importance of humanism as well as health population sciences in medicine. It is necessary to integrate basic and clinical sciences, humanism, and health population in the vertical axis, not only in the early years but also throughout the curriculum, presupposing the use of active teaching methods based on problems or cases in small groups. PMID:29349303

The Museum of Science and Industry Basic List of Children's Science Books, 1987.

ERIC Educational Resources Information Center

Richter, Bernice, Comp.; Wenzel, Duane, Comp.

Presented is the second annual supplement to the Museum of Science and Industry Basic List of Children's Science Books 1973-1984. In this supplement, children's science books are listed under the headings of animals, astronomy, aviation and space, biography, earth sciences, encyclopedias and reference books, environment and conservation, fiction,…

The relationship between immediate relevant basic science knowledge and clinical knowledge: physiology knowledge and transthoracic echocardiography image interpretation.

PubMed

Nielsen, Dorte Guldbrand; Gotzsche, Ole; Sonne, Ole; Eika, Berit

2012-10-01

Two major views on the relationship between basic science knowledge and clinical knowledge stand out; the Two-world view seeing basic science and clinical science as two separate knowledge bases and the encapsulated knowledge view stating that basic science knowledge plays an overt role being encapsulated in the clinical knowledge. However, resent research has implied that a more complex relationship between the two knowledge bases exists. In this study, we explore the relationship between immediate relevant basic science (physiology) and clinical knowledge within a specific domain of medicine (echocardiography). Twenty eight medical students in their 3rd year and 45 physicians (15 interns, 15 cardiology residents and 15 cardiology consultants) took a multiple-choice test of physiology knowledge. The physicians also viewed images of a transthoracic echocardiography (TTE) examination and completed a checklist of possible pathologies found. A total score for each participant was calculated for the physiology test, and for all physicians also for the TTE checklist. Consultants scored significantly higher on the physiology test than did medical students and interns. A significant correlation between physiology test scores and TTE checklist scores was found for the cardiology residents only. Basic science knowledge of immediate relevance for daily clinical work expands with increased work experience within a specific domain. Consultants showed no relationship between physiology knowledge and TTE interpretation indicating that experts do not use basic science knowledge in routine daily practice, but knowledge of immediate relevance remains ready for use.

Should Creationism be Taught in the Public Schools?

NASA Astrophysics Data System (ADS)

Pennock, Robert T.

This article discusses philosophicalarguments relevant to the question of teachingcreationism, especially with regard to developments inthe debate since the early 1990s.Section 1 reviews the newfactions within the creationist movement, and theoverlapping views from young earth to intelligentdesign creationism, as well as non-Christianvarieties. It also considers what are the relevantdifferences for the policy question for private,public schools, and for home schoolers, as well aspossible differences in what it means to teachcreationism. Sections 2 & 3 discuss the main legal argumentsthat have ruled in the public school case, as well asarguments from academic freedom, fairness, censorship,parental rights and majority rule. Section 4 evaluates theepistemological issues regarding competing claims oftruth, and the contention that excluding whatChristians know (Alvin Plantinga) amounts toviewpoint discrimination (Phillip Johnson). Section 5argues that religious protection arguments actuallyfavor excluding creationism more than including it. Section 6 considers the goals of education, especiallyDewey's views on science education, and what theseimply regarding the teaching of a theistic science. In Section 7, I review a new argument of Alvin Plantingabased upon a purported Rawlsian basic right of aparent not to have her children taught anything thatviolates her comprehensive beliefs, and show whyRawlsian agents would reject it.

Strengthening capacity building in space science research: A developing country perspective on IHY activities

NASA Astrophysics Data System (ADS)

Munyeme, G.

The economic and social impact of science based technologies has become increasingly dominant in modern world The benefits are a result of combined leading-edge science and technology skills which offers opportunities for new innovations Knowledge in basic sciences has become the cornerstone of sustainable economic growth and national prosperity Unfortunately in many developing countries research and education in basic sciences are inadequate to enable science play its full role in national development For this reason most developing countries have not fully benefited from the opportunities provided by modern technologies The lack of human and financial resources is the main reason for slow transfer of scientific knowledge and technologies to developing countries Developing countries therefore need to develop viable research capabilities and knowledge in basic sciences The advert of the International Heliophysical Year IHY may provide opportunities for strengthening capacity in basic science research in developing countries Among the science goals of the IHY is the fostering of international scientific cooperation in the study of heliophysical phenomena This paper will address and provide an in depth discussion on how basic science research can be enhanced in a developing country using the framework of science goals and objectives of IHY It will further highlight the hurdles and experiences of creating in-country training capacity and research capabilities in space science It will be shown that some of these hurdles can be

The importance and pitfalls of correlational science in palliative care research.

PubMed

Klepstad, Pål; Kaasa, Stein

2012-12-01

Correlational science discovers associations between patient characteristics, symptoms and biomarkers. Correlational science using data from cross-sectional studies is the most frequently applied study design in palliative care research. The purpose of this review is to address the importance and potential pitfalls in correlational science. Associations observed in correlational science studies can be the basis for generating hypotheses that can be tested in experimental studies and are the basic data needed to develop classification systems that can predict patient outcomes. Major pitfalls in correlational science are that associations do not equate with causality and that statistical significance does not necessarily equal a correlation that is of clinical interest. Researchers should be aware of the end-points that are clinically relevant, that end-points should be defined before the start of the analyses, and that studies with several end-points should account for multiplicity. Correlational science in palliative care research can identify related clinical factors and biomarkers. Interpretation of identified associations should be done with careful consideration of the limitations underlying correlational analyses.

Pharmacology education in North American dental schools: the basic science survey series.

PubMed

Gautam, Medha; Shaw, David H; Pate, Ted D; Lambert, H Wayne

2013-08-01

As part of the Basic Science Survey Series (BSSS) for Dentistry, members of the American Dental Education Association (ADEA) Physiology, Pharmacology, and Therapeutics Section surveyed course directors of basic pharmacology courses in North American dental schools. The survey was designed to assess, among other things, faculty affiliation and experience of course directors, teaching methods, general course content and emphasis, extent of interdisciplinary (shared) instruction, and impact of recent curricular changes. Responses were received from forty-nine of sixty-seven (73.1 percent) U.S. and Canadian dental schools. The findings suggest the following: 1) substantial variation exists in instructional hours, faculty affiliation, placement within curriculum, class size, and interdisciplinary nature of pharmacology courses; 2) pharmacology course content emphasis is similar among schools; 3) the number of contact hours in pharmacology has remained stable over the past three decades; 4) recent curricular changes were often directed towards enhancing the integrative and clinically relevant aspects of pharmacology instruction; and 5) a trend toward innovative content delivery, such as use of computer-assisted instruction applications, is evident. Data, derived from this study, may be useful to pharmacology course directors, curriculum committees, and other dental educators with an interest in integrative and interprofessional education.

Embryology and histology education in North American dental schools: the Basic Science Survey Series.

PubMed

Burk, Dorothy T; Lee, Lisa M J; Lambert, H Wayne

2013-06-01

As part of the Basic Science Survey Series (BSSS) for Dentistry, members of the American Dental Education Association (ADEA) Anatomical Sciences Section surveyed faculty members teaching embryology and histology courses at North American dental schools. The survey was designed to assess, among other things, curriculum content, utilization of laboratories, use of computer-assisted instruction (CAI), and recent curricular changes. Responses were received from fifty-nine (88.1 percent) of the sixty-seven U.S. and Canadian dental schools. Findings suggest the following: 1) a trend toward combining courses is evident, though the integration was predominantly discipline-based; 2) embryology is rarely taught as a stand-alone course, as content is often covered in gross anatomy, oral histology, and/or in an integrated curriculum; 3) the number of contact hours in histology is decreasing; 4) a trend toward reduction in formal laboratory sessions, particularly in embryology, is ongoing; and 5) use of CAI tools, including virtual microscopy, in both embryology and histology has increased. Additionally, embryology and histology content topic emphasis is identified within this study. Data, derived from this study, may be useful to new instructors, curriculum and test construction committees, and colleagues in the anatomical sciences, especially when determining a foundational knowledge base.

What is Basic Research? Insights from Historical Semantics.

PubMed

Schauz, Désirée

2014-01-01

For some years now, the concept of basic research has been under attack. Yet although the significance of the concept is in doubt, basic research continues to be used as an analytical category in science studies. But what exactly is basic research? What is the difference between basic and applied research? This article seeks to answer these questions by applying historical semantics. I argue that the concept of basic research did not arise out of the tradition of pure science. On the contrary, this new concept emerged in the late 19th and early 20th centuries, a time when scientists were being confronted with rising expectations regarding the societal utility of science. Scientists used the concept in order to try to bridge the gap between the promise of utility and the uncertainty of scientific endeavour. Only after 1945, when United States science policy shaped the notion of basic research, did the concept revert to the older ideals of pure science. This revival of the purity discourse was caused by the specific historical situation in the US at that time: the need to reform federal research policy after the Second World War, the new dimension of ethical dilemmas in science and technology during the atomic era, and the tense political climate during the Cold War.

Japanese representation in leading general medicine and basic science journals: a comparison of two decades.

PubMed

Fukui, Tsuguya; Takahashi, Osamu; Rahman, Mahbubur

2013-11-01

During 1991-2000, Japan contribution to the top general medicine journals was very small although the contribution to the top basic science journals was sizeable. However, it has not been examined whether the contribution to the top general medicine and basic science journals has changed during the last decade (2001-2010). The objective of this study was to compare Japan representation in high-impact general medicine and basic science journals between the years 1991-2000 and 2001-2010. We used PubMed database to examine the frequency of articles originated from Japan and published in 7 high-impact general medicine and 6 high-impact basic science journals. Several Boolean operators were used to connect name of the journal, year of publication and corresponding authors' affiliation in Japan. Compared to the 1991-2000 decade, Japan contribution to the top general medicine journals did not increase over the 2001-2010 period (0.66% vs. 0.74%, P = 0.255). However, compared to the same period, its contribution to the top basic science journals increased during 2001-2010 (2.51% vs. 3.60%, P < 0.001). Japan representation in basic science journals showed an upward trend over the 1991-2000 period (P < 0.001) but remained flat during 2001-2010 (P = 0.177). In contrast, the trend of Japan representation in general medicine journals remained flat both during 1991-2000 (P = 0.273) and 2001-2010 (P = 0.073). Overall, Japan contribution to the top general medicine journals has remained small and unchanged over the last two decades. However, top basic science journals had higher Japan representation during 2001-2010 compared to 1991-2000.

Academic Pre-Orientation Program for Dental Students: Beginning and End of Program Evaluations, 1998-2016.

PubMed

D'Silva, Evan R; Woolfolk, Marilyn W; Duff, Renee E; Inglehart, Marita R

2018-04-01

Admitting students from non-traditional or disadvantaged backgrounds can increase the diversity of dental school classes. The aims of this study were to analyze how interested non-traditional incoming dental students were at the beginning of an academic pre-orientation program in learning about basic science, dentistry-related topics, and academic skills; how confident they were in doing well in basic science and dentistry-related courses; and how they evaluated the program at the end. The relationships between personal (interest/confidence) and structural factors (program year, number of participants) and program evaluations were also explored. All 360 students in this program at the University of Michigan from 1998 to 2016 were invited to participate in surveys at the beginning and end of the educational intervention. A total of 353 students responded at the beginning (response rate 98%), and 338 responded at the end (response rate 94%). At the beginning, students were more interested in learning about basic science and dentistry-related topics than about academic skills, and they were more confident in their dentistry- related than basic science-related abilities. At the end, students valued basic science and dentistry-related education more positively than academic skills training. Confidence in doing well and interest in basic science and dentistry-related topics were correlated. The more recent the program was, the less confident the students were in their basic science abilities and the more worthwhile they considered the program to be. The more participants the program had, the more confident the students were, and the better they evaluated their basic science and dentistry-related education. Overall, this academic pre-orientation program was positively evaluated by the participants.

Integration of Basic and Clinical Science in the Psychiatry Clerkship.

PubMed

Wilkins, Kirsten M; Moore, David; Rohrbaugh, Robert M; Briscoe, Gregory W

2017-06-01

Integration of basic and clinical science is a key component of medical education reform, yet best practices have not been identified. The authors compared two methods of basic and clinical science integration in the psychiatry clerkship. Two interventions aimed at integrating basic and clinical science were implemented and compared in a dementia conference: flipped curriculum and coteaching by clinician and physician-scientist. The authors surveyed students following each intervention. Likert-scale responses were compared. Participants in both groups responded favorably to the integration format and would recommend integration be implemented elsewhere in the curriculum. Survey response rates differed significantly between the groups and student engagement with the flipped curriculum video was limited. Flipped curriculum and co-teaching by clinician and physician-scientist are two methods of integrating basic and clinical science in the psychiatry clerkship. Student learning preferences may influence engagement with a particular teaching format.

Learning across the curriculum: connecting the pharmaceutical sciences to practice in the first professional year.

PubMed

Brown, Bethanne; Skau, Kenneth; Wall, Andrea

2009-04-07

To facilitate the student's ability to make the connection of the core foundational basic science courses to the practice of pharmacy. In 2000, 10 faculty members from basic science and practice courses created and implemented an integrated Patient Care Project for which students chose a volunteer patient and completed 15 different assignments Evidence of student learning, such as grades and reflective comments along with collected evaluative data, indicated an enhancement in students' perceived understanding of the connection between basic science and patient care. The Patient Care Project provided students an opportunity to use knowledge gained in their first-year foundational courses to the care of a patient, solidifying their understanding of the connection between basic science and patient care.

Role of Suzanne Mubarak Science Exploration Center in Motivating Physics Learning (abstract)

NASA Astrophysics Data System (ADS)

Mohsen, Mona

2009-04-01

The role of Science Exploration centers to promote learning ``beyond school walls'' is demonstrated. The Suzane Mubarak Science Exploration Center (www.smsec.com) at Hadaek El Kobba, Cairo, was inaugurated in 1998 with the assistance of Zusane Mubarak, the first lady of Egypt and the minister of education. It was the first interactive science and technology center in Egypt. After 10 years, the number of centers has increased to 33 nationwide. Since its inauguration the center has received over 3 million visitors. Through different facilities, such as the internet, science cities, multimedia, and virtual reality programs, basic principles of science are simplified and their technological applications in our daily lives are explored. These facilities are fully equipped with new media such as video conferencing, videotapes, overhead projectors, data shows, and libraries, as well as demonstration tools for basic science. The main objectives of the science exploration centers are discussed such as: (1) curricula development for on-line learning; (2) integration of e-learning programs into basic science (physics, mathematics, chemistry, and biology) and (3) workshops and organizations for students, teachers, and communities dealing with basic science programs.

European Science Notes. Volume 40, Number 6.

DTIC Science & Technology

1986-06-01

34 ing section. preparation method for technical alco- hol, a modified upflow fermenter was Biotechnology constructed in which, among other In its research...Division of Technology for analysis and control program was devel- Society has achieved some interesting oped for research with this fermenter results...use in basic research studies and in tinuous production of ethanol in a assay procedures. fermenter using Z. h., one of the The organ and bone marrow

Evaluation of Some Approved Basic Science and Technology Textbooks in Use in Junior Secondary Schools in Nigeria

ERIC Educational Resources Information Center

Nwafor, C. E.; Umoke, C. C.

2016-01-01

This study was designed to evaluate the content adequacy and readability of approved basic science and technology textbooks in use in junior secondary schools in Nigeria. Eight research questions guided the study. The sample of the study consisted of six (6) approved basic science and technology textbooks, 30 Junior Secondary Schools randomly…

Research projects in the Surgeon-Scientist and Clinician-Investigator programs at the University of Toronto (1987-2016): a cohort study.

PubMed

Goldenberg, Neil M; Steinberg, Benjamin E; Rutka, James T; Chen, Robert; Cabral, Val; Rosenblum, Norman D; Kapus, Andras; Lee, Warren L

2016-01-01

Physicians have traditionally been at the forefront of medical research, bringing clinical questions to the laboratory and returning with ideas for treatment. However, we have anecdotally observed a decline in the popularity of basic science research among trainees. We hypothesized that fewer resident physicians have been pursuing basic science research training over time. We examined records from residents in the Surgeon-Scientist and Clinician-Investigator programs at the University of Toronto (1987-2016). Research by residents was categorized independently by 2 raters as basic science, clinical epidemiology or education-related based on the title of the project, the name of the supervisor and Pubmed searches. The study population was divided into quintiles of time, and the proportion pursuing basic science training in each quintile was calculated. Agreement between the raters was 100%; the categorization of the research topic remained unclear in 9 cases. The proportion of trainees pursuing basic science training dropped by 60% from 1987 to 2016 ( p = 0.005). Significantly fewer residents in the Surgeon-Scientist and Clinician-Investigator Programs at the University of Toronto are pursuing training in the basic sciences as compared with previous years.

Facilities available for biomedical science research in the public universities in Lagos, Nigeria.

PubMed

John, T A

2010-03-01

Across the world, basic medical scientists and physician scientists work on common platforms in state-of-the-arts laboratories doing translational research that occasionally results in bedside application. Biotechnology industries capitalise on useful findings for colossal profit.1 In Nigeria and the rest of Africa, biomedical science has not thrived and the contribution of publications to global high impact journals is low.2 This work investigated facilities available for modern biomedical research in Lagos public universities to extract culprit factors. The two public universities in Lagos, Nigeria were investigated by a cross sectional questionnaire survey of the technical staff manning biomedical science departments. They were asked about availability of 47 modern biomedical science research laboratory components such as cold room and microscopes and six research administration components such as director of research and grants administration. For convenient basic laboratory components such as autoclaves and balances, 50% responses indicated "well maintained and always functional" whereas for less convenient complex, high maintenance, state-of-the-arts equipment 19% responses indicated "well maintained and always functional." Respondents indicated that components of modern biomedical science research administration were 44% of expectation. The survey reveal a deficit in state-of the-arts research equipment and also a deficit in high maintenance, expensive equipment indicating that biomedical science in the investigated environment lacks the momentum of global trends and also lacks buoyant funding. In addition, administration supporting biomedical science is below expectation and may also account for the low contributions of research articles to global high impact journals.

Assessment of knowledge and perceptions toward generic medicines among basic science undergraduate medical students at Aruba.

PubMed

Shankar, P Ravi; Herz, Burton L; Dubey, Arun K; Hassali, Mohamed A

2016-10-01

Use of generic medicines is important to reduce rising health-care costs. Proper knowledge and perception of medical students and doctors toward generic medicines are important. Xavier University School of Medicine in Aruba admits students from the United States, Canada, and other countries to the undergraduate medical (MD) program. The present study was conducted to study the knowledge and perception about generic medicines among basic science MD students. The cross-sectional study was conducted among first to fifth semester students during February 2015. A previously developed instrument was used. Basic demographic information was collected. Respondent's agreement with a set of statements was noted using a Likert-type scale. The calculated total score was compared among subgroups of respondents. One sample Kolmogorov-Smirnov test was used to study the normality of distribution, Independent samples t -test to compare the total score for dichotomous variables, and analysis of variance for others were used for statistical analysis. Fifty-six of the 85 students (65.8%) participated. Around 55% of respondents were between 20 and 25 years of age and of American nationality. Only three respondents (5.3%) provided the correct value of the regulatory bioequivalence limits. The mean total score was 43.41 (maximum 60). There was no significant difference in scores among subgroups. There was a significant knowledge gap with regard to the regulatory bioequivalence limits for generic medicines. Respondents' level of knowledge about other aspects of generic medicines was good but could be improved. Studies among clinical students in the institution and in other Caribbean medical schools are required. Deficiencies were noted and we have strengthened learning about generic medicines during the basic science years.

FWP executive summaries: basic energy sciences materials sciences and engineering program (SNL/NM).

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

Samara, George A.; Simmons, Jerry A.

2006-07-01

This report presents an Executive Summary of the various elements of the Materials Sciences and Engineering Program which is funded by the Division of Materials Sciences and Engineering, Office of Basic Energy Sciences, U.S. Department of Energy at Sandia National Laboratories, New Mexico. A general programmatic overview is also presented.

Alternative Methods by Which Basic Science Pharmacy Faculty Can Relate to Clinical Practice, Executive Summary and Final Report, October 1, 1978 - March 15, 1980.

ERIC Educational Resources Information Center

Kabat, Hugh F.; And Others

The areas of basic science pharmacy instruction and clinical pharmacy practice and their interrelationships were identified in order to help develop didactic and clinical experience alternatives. A 10-member advisory committee ranked basic pharmaceutical science topical areas in terms of their applicability to clinical practice utilizing a Delphi…

Basic Research in the United States.

ERIC Educational Resources Information Center

Handler, Philip

1979-01-01

Presents a discussion of the development of basic research in the U.S. since World War II. Topics include the creation of the federal agencies, physics and astronomy, chemistry, earth science, life science, the environment, and social science. (BB)

26 CFR 1.41-5A - Basic research for taxable years beginning before January 1, 1987.

Code of Federal Regulations, 2010 CFR

2010-04-01

... was for basic research performed in the United States). (2) Research in the social sciences or humanities. Basic research does not include research in the social sciences or humanities, within the meaning...

26 CFR 1.41-5A - Basic research for taxable years beginning before January 1, 1987.

Code of Federal Regulations, 2011 CFR

2011-04-01

... was for basic research performed in the United States). (2) Research in the social sciences or humanities. Basic research does not include research in the social sciences or humanities, within the meaning...

26 CFR 1.41-5A - Basic research for taxable years beginning before January 1, 1987.

Code of Federal Regulations, 2014 CFR

2014-04-01

... was for basic research performed in the United States). (2) Research in the social sciences or humanities. Basic research does not include research in the social sciences or humanities, within the meaning...

26 CFR 1.41-5A - Basic research for taxable years beginning before January 1, 1987.

Code of Federal Regulations, 2013 CFR

2013-04-01

... was for basic research performed in the United States). (2) Research in the social sciences or humanities. Basic research does not include research in the social sciences or humanities, within the meaning...

26 CFR 1.41-5A - Basic research for taxable years beginning before January 1, 1987.

Code of Federal Regulations, 2012 CFR

2012-04-01

... was for basic research performed in the United States). (2) Research in the social sciences or humanities. Basic research does not include research in the social sciences or humanities, within the meaning...

Can Basic Research on Children and Families Be Useful for the Policy Process?

ERIC Educational Resources Information Center

Moore, Kristin A.

Based on the assumption that basic science is the crucial building block for technological and biomedical progress, this paper examines the relevance for public policy of basic demographic and behavioral sciences research on children and families. The characteristics of basic research as they apply to policy making are explored. First, basic…

[Platforms are needed for innovative basic research in ophthalmology].

PubMed

Wang, Yi-qiang

2012-07-01

Basic research poses the cornerstone of technical innovation in all lines including medical sciences. Currently, there are shortages of professional scientists as well as technical supporting teams and facilities in the field of basic research of ophthalmology and visual science in China. Evaluation system and personnel policies are not supportive for innovative but high-risk-of-failure research projects. Discussion of reasons and possible solutions are given here to address these problems, aiming at promoting buildup of platforms hosting novel and important basic research in eye science in this country.

Basic Research in the Mission Agencies: Agency Perspectives on the Conduct and Support of Basic Research. Report of the National Science Board, 1978.

ERIC Educational Resources Information Center

National Science Foundation, Washington, DC. National Science Board.

A survey was conducted by the National Science Board of the basic research supported by executive branch agencies of the federal government. Most of the data came from information solicited by the Board from federal agencies involved in science. Fourteen mission agencies and two agencies not so classified and 20 subunits of these responded.…

Dental Students' Educational Achievement in Relation to Their Learning Styles: A Cross-Sectional Study in Iran.

PubMed

Hosseini, Seyed Masoud; Amery, Hamideh; Emadzadeh, Ali; Babazadeh, Saber

2015-02-24

In recent decades, many studies have been carried out on the importance of Kolb experiential learning theory (ELT) in teaching-learning processes and its effect on learning outcomes. However, some experts have criticized the Kolb theory and argue that there are some ambiguities on the validity of the theory as an important predictor of achievement. This study has been carried out on dental students' educational achievement in relation to their dominant learning styles based on Kolb theory in Mashhad University of Medical Sciences (Iran). In a cross sectional study, Kolb Learning Style Inventory (LSI Ver. 3.1) as well as a questionnaire containing students' demographic data, academic achievement marks including grade point average (GPA), theoretical and practical courses marks, and the comprehensive basic sciences exam (CBSE) scores were administered on a purposive sample of 162 dental students who had passed their comprehensive basic sciences exam. Educational achievement data were analyzed in relation to students' dominant learning styles, using descriptive and analytical statistics including χ2, Kruskal-Wallis and two-way ANOVA tests. The dominant learning styles of students were Assimilating (53.1%), Converging (24.1%), Diverging (14.2%) and Accommodating (8.6%). Although, the students with Assimilating and Converging learning styles had a better performance on their educational achievement, there was no significant relationship between educational achievement and dominant learning style (P≥0.05). Findings support that the dominant learning style is not exclusively an essential factor to predict educational achievement. Rather, it shows learning preferences of students that may be considered in designing learning opportunities by the teachers.

Report of the panel on geopotential fields: Gravity field, section 8

NASA Technical Reports Server (NTRS)

Anderson, Allen Joel; Kaula, William M.; Lazarewics, Andrew R.; Lefebvre, Michel; Phillips, Roger J.; Rapp, Richard H.; Rummel, Reinhard F.; Smith, David E.; Tapley, Byron D.; Zlotnick, Victor

1991-01-01

The objective of the Geopotential Panel was to develop a program of data acquisition and model development for the Earth's gravity and magnetic fields that meet the basic science requirements of the solid Earth and ocean studies. Presented here are the requirements for gravity information and models through the end of the century, the present status of our knowledge, data acquisition techniques, and an outline of a program to meet the requirements.

Advanced Scientific Computing Research Network Requirements: ASCR Network Requirements Review Final Report

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

Bacon, Charles; Bell, Greg; Canon, Shane

The Energy Sciences Network (ESnet) is the primary provider of network connectivity for the U.S. Department of Energy (DOE) Office of Science (SC), the single largest supporter of basic research in the physical sciences in the United States. In support of SC programs, ESnet regularly updates and refreshes its understanding of the networking requirements of the instruments, facilities, scientists, and science programs that it serves. This focus has helped ESnet to be a highly successful enabler of scientific discovery for over 25 years. In October 2012, ESnet and the Office of Advanced Scientific Computing Research (ASCR) of the DOE SCmore » organized a review to characterize the networking requirements of the programs funded by the ASCR program office. The requirements identified at the review are summarized in the Findings section, and are described in more detail in the body of the report.« less

Examining the effect of self-explanation on cognitive integration of basic and clinical sciences in novices.

PubMed

Lisk, Kristina; Agur, Anne M R; Woods, Nicole N

2017-12-01

Several studies have shown that cognitive integration of basic and clinical sciences supports diagnostic reasoning in novices; however, there has been limited exploration of the ways in which educators can translate this model of mental activity into sound instructional strategies. The use of self-explanation during learning has the potential to promote and support the development of integrated knowledge by encouraging novices to elaborate on the causal relationship between clinical features and basic science mechanisms. To explore the effect of this strategy, we compared diagnostic efficacy of teaching students (n = 71) the clinical features of four musculoskeletal pathologies using either (1) integrated causal basic science descriptions (BaSci group); (2) integrated causal basic science descriptions combined with self-explanation prompts (SE group); (3) basic science mechanisms segregated from the clinical features (SG group). All participants completed a diagnostic accuracy test immediately after learning and 1-week later. The results showed that the BaSci group performed significantly better compared to the SE (p = 0.019) and SG groups (p = 0.004); however, no difference was observed between the SE and SG groups (p = 0.91). We hypothesize that the structure of the self-explanation task may not have supported the development of a holistic conceptual understanding of each disease. These findings suggest that integration strategies need to be carefully structured and applied in ways that support the holistic story created by integrated basic science instruction in order to foster conceptual coherence and to capitalize on the benefits of cognition integration.

Gender, Science, & the Undergraduate Curriculum. Building Two-Way Streets.

ERIC Educational Resources Information Center

Musil, Caryn McTighe, Ed.

In the essays in this book interdisciplinary groups of scholars and teachers explore ways to integrate the feminist science studies scholarship into the teaching of basic science and how to insert more basic science into the teaching of women's studies. The essays of part 1, New Courses and New Intellectual Frameworks: Transforming Courses in…

Contextualizing the relevance of basic sciences: small-group simulation with debrief for first- and second-year medical students in an integrated curriculum.

PubMed

Ginzburg, Samara B; Brenner, Judith; Cassara, Michael; Kwiatkowski, Thomas; Willey, Joanne M

2017-01-01

There has been a call for increased integration of basic and clinical sciences during preclinical years of undergraduate medical education. Despite the recognition that clinical simulation is an effective pedagogical tool, little has been reported on its use to demonstrate the relevance of basic science principles to the practice of clinical medicine. We hypothesized that simulation with an integrated science and clinical debrief used with early learners would illustrate the importance of basic science principles in clinical diagnosis and management of patients. Small groups of first- and second-year medical students were engaged in a high-fidelity simulation followed by a comprehensive debrief facilitated by a basic scientist and clinician. Surveys including anchored and open-ended questions were distributed at the conclusion of each experience. The majority of the students agreed that simulation followed by an integrated debrief illustrated the clinical relevance of basic sciences (mean ± standard deviation: 93.8% ± 2.9% of first-year medical students; 96.7% ± 3.5% of second-year medical students) and its importance in patient care (92.8% of first-year medical students; 90.4% of second-year medical students). In a thematic analysis of open-ended responses, students felt that these experiences provided opportunities for direct application of scientific knowledge to diagnosis and treatment, improving student knowledge, simulating real-world experience, and developing clinical reasoning, all of which specifically helped them understand the clinical relevance of basic sciences. Small-group simulation followed by a debrief that integrates basic and clinical sciences is an effective means of demonstrating the relationship between scientific fundamentals and patient care for early learners. As more medical schools embrace integrated curricula and seek opportunities for integration, our model is a novel approach that can be utilized.

Web portal on environmental sciences "ATMOS''

NASA Astrophysics Data System (ADS)

Gordov, E. P.; Lykosov, V. N.; Fazliev, A. Z.

2006-06-01

The developed under INTAS grant web portal ATMOS (http://atmos.iao.ru and http://atmos.scert.ru) makes available to the international research community, environmental managers, and the interested public, a bilingual information source for the domain of Atmospheric Physics and Chemistry, and the related application domain of air quality assessment and management. It offers access to integrated thematic information, experimental data, analytical tools and models, case studies, and related information and educational resources compiled, structured, and edited by the partners into a coherent and consistent thematic information resource. While offering the usual components of a thematic site such as link collections, user group registration, discussion forum, news section etc., the site is distinguished by its scientific information services and tools: on-line models and analytical tools, and data collections and case studies together with tutorial material. The portal is organized as a set of interrelated scientific sites, which addressed basic branches of Atmospheric Sciences and Climate Modeling as well as the applied domains of Air Quality Assessment and Management, Modeling, and Environmental Impact Assessment. Each scientific site is open for external access information-computational system realized by means of Internet technologies. The main basic science topics are devoted to Atmospheric Chemistry, Atmospheric Spectroscopy and Radiation, Atmospheric Aerosols, Atmospheric Dynamics and Atmospheric Models, including climate models. The portal ATMOS reflects current tendency of Environmental Sciences transformation into exact (quantitative) sciences and is quite effective example of modern Information Technologies and Environmental Sciences integration. It makes the portal both an auxiliary instrument to support interdisciplinary projects of regional environment and extensive educational resource in this important domain.

Medium modified two-body scattering amplitude from proton-nucleus total cross-sections

NASA Technical Reports Server (NTRS)

Tripathi, R. K.; Wilson, J. W.; Cucinotta, F. A.

2001-01-01

Recently (R.K. Tripathi, J.W. Wilson, F.A. Cucinotta, Nucl. Instr. and Meth. B 145 (1998) 277; R.K. Tripathi, F.A. Cucinotta, J.W. Wilson, NASA-TP-1998-208438), we have extracted nucleon-nucleon (N-N) cross-sections in the medium directly from experiment. The in-medium N-N cross-sections form the basic ingredients of several heavy-ion scattering approaches including the coupled-channel approach developed at the NASA Langley Research Center. Here, we investigate the ratio of real to imaginary part of the two-body scattering amplitude in the medium. These ratios are used in combination with the in-medium N-N cross-sections to calculate total proton-nucleus cross-sections. The agreement is excellent with the available experimental data. These cross-sections are needed for the radiation risk assessment of space missions. c2001 Elsevier Science B.V. All rights reserved.

Development and Validation of the Life Sciences Assessment: A Measure of Preschool Children's Conceptions of Basic Life Sciences

ERIC Educational Resources Information Center

Maherally, Uzma Nooreen

2014-01-01

The purpose of this study was to develop and validate a science assessment tool termed the Life Sciences Assessment (LSA) in order to assess preschool children's conceptions of basic life sciences. The hypothesis was that the four sub-constructs, each of which can be measured through a series of questions on the LSA, will make a significant…

Status of Charge Exchange Cross Section Measurements for Highly Charged Ions on Atomic Hydrogen

NASA Astrophysics Data System (ADS)

Draganic, I. N.; Havener, C. C.; Schultz, D. R.; Seely, D. G.; Schultz, P. C.

2011-05-01

Total cross sections of charge exchange (CX) for C5+, N6+, and O7+ ions on ground state atomic hydrogen are measured in an extended collision energy range of 1 - 20,000 eV/u. Absolute CX measurements are performed using an improved merged-beams technique with intense highly charged ion beams extracted from a 14.5 GHz ECR ion source mounted on a high voltage platform. In order to improve the problematic H+ signal collection for these exoergic CX collisions at low relative energies, a new double focusing electrostatic analyzer was installed. Experimental CX data are in good agreement with all previous H-oven relative measurements at higher collision energies. We compare our results with the most recent molecular orbital close-coupling (MOCC) and atomic orbital close-coupling (AOCC) theoretical calculations. Work supported by the NASA Solar & Heliospheric Physics Program NNH07ZDA001N, the Office of Fusion Energy Sciences and the Division of Chemical Sciences, Geosciences, and Biosciences, and the Office of Basic Energy Sciences of the U.S. DoE.

Photoproduction of hidden-charm states in the reaction near threshold

NASA Astrophysics Data System (ADS)

Huang, Yin; Xie, Ju-Jun; He, Jun; Chen, Xurong; Zhang, Hong-Fei

2016-12-01

We report on a theoretical study of the hidden charm states in the reaction near threshold within an effective Lagrangian approach. In addition to the contributions from the s-channel nucleon pole, the t-channel D0 exchange, the u-channel exchange and the contact term, we study the contributions from the states with spin-parity JP = 1/2- and 3/2-. The total and differential cross sections of the reaction are predicted. It is found that the contributions of these states give clear peak structures in the total cross sections. Thus, this reaction is another new platform to study the hidden-charm states. It is expected that our model calculation may be tested by future experiments. Supported by Major State Basic Research Development Program in China (2014CB845400), National Natural Science Foundation of China (11475227, 11275235, 11035006) and Chinese Academy of Sciences (Knowledge Innovation Project (KJCX2-EW-N01), Youth Innovation Promotion Association CAS (2016367), Open Project Program of State Key Laboratory of Theoretical Physics, Institute of Theoretical Physics, Chinese Academy of Sciences, China (Y5KF151CJ1)

Information-seeking behavior of basic science researchers: implications for library services.

PubMed

Haines, Laura L; Light, Jeanene; O'Malley, Donna; Delwiche, Frances A

2010-01-01

This study examined the information-seeking behaviors of basic science researchers to inform the development of customized library services. A qualitative study using semi-structured interviews was conducted on a sample of basic science researchers employed at a university medical school. The basic science researchers used a variety of information resources ranging from popular Internet search engines to highly technical databases. They generally relied on basic keyword searching, using the simplest interface of a database or search engine. They were highly collegial, interacting primarily with coworkers in their laboratories and colleagues employed at other institutions. They made little use of traditional library services and instead performed many traditional library functions internally. Although the basic science researchers expressed a positive attitude toward the library, they did not view its resources or services as integral to their work. To maximize their use by researchers, library resources must be accessible via departmental websites. Use of library services may be increased by cultivating relationships with key departmental administrative personnel. Despite their self-sufficiency, subjects expressed a desire for centralized information about ongoing research on campus and shared resources, suggesting a role for the library in creating and managing an institutional repository.

Information-seeking behavior of basic science researchers: implications for library services

PubMed Central

Haines, Laura L.; Light, Jeanene; O'Malley, Donna; Delwiche, Frances A.

2010-01-01

Objectives: This study examined the information-seeking behaviors of basic science researchers to inform the development of customized library services. Methods: A qualitative study using semi-structured interviews was conducted on a sample of basic science researchers employed at a university medical school. Results: The basic science researchers used a variety of information resources ranging from popular Internet search engines to highly technical databases. They generally relied on basic keyword searching, using the simplest interface of a database or search engine. They were highly collegial, interacting primarily with coworkers in their laboratories and colleagues employed at other institutions. They made little use of traditional library services and instead performed many traditional library functions internally. Conclusions: Although the basic science researchers expressed a positive attitude toward the library, they did not view its resources or services as integral to their work. To maximize their use by researchers, library resources must be accessible via departmental websites. Use of library services may be increased by cultivating relationships with key departmental administrative personnel. Despite their self-sufficiency, subjects expressed a desire for centralized information about ongoing research on campus and shared resources, suggesting a role for the library in creating and managing an institutional repository. PMID:20098658

Speaking of food: connecting basic and applied plant science.

PubMed

Gross, Briana L; Kellogg, Elizabeth A; Miller, Allison J

2014-10-01

The Food and Agriculture Organization (FAO) predicts that food production must rise 70% over the next 40 years to meet the demands of a growing population that is expected to reach nine billion by the year 2050. Many facets of basic plant science promoted by the Botanical Society of America are important for agriculture; however, more explicit connections are needed to bridge the gap between basic and applied plant research. This special issue, Speaking of Food: Connecting Basic and Applied Plant Science, was conceived to showcase productive overlaps of basic and applied research to address the challenges posed by feeding billions of people and to stimulate more research, fresh connections, and new paradigms. Contributions to this special issue thus illustrate some interactive areas of study in plant science-historical and modern plant-human interaction, crop and weed origins and evolution, and the effects of natural and artificial selection on crops and their wild relatives. These papers provide examples of how research integrating the basic and applied aspects of plant science benefits the pursuit of knowledge and the translation of that knowledge into actions toward sustainable production of crops and conservation of diversity in a changing climate. © 2014 Botanical Society of America, Inc.

In defense of basic science funding: today's scientific discovery is tomorrow's medical advance.

PubMed

Tessier-Lavigne, Marc

2013-06-01

In this address, I will discuss the importance of basic science in tackling our health problems. I will also describe how the funding cuts are damaging our economic competitiveness and turning our young people away from science.

Basic science in a predoctoral family practice curriculum.

PubMed

Davies, T C; Barnett, B L

1978-02-01

A course in applied basic science was designed with topic material organized according to anatomic body regions. Details of the diagnostic method were explained early in the course, and clinical procedures for data gathering and problem analyzing were followed while the significance of basic science knowledge in dealing with clinical situations was described. A collection of 35mm slides constituted the focal point of the course. The authors conducted the course together and an atmosphere of intellectual honesty was developed through open discussion between faculty and students. Student curiosity was respected and rewarded. Summaries of the discussions were prepared retrospectively by the faculty instructors for review gy the students. This experience proved that family physicians can demonstrate effectively the relevance of basic science to clinical medicine.

Comparison between student rating, faculty self-rating and evaluation of faculty members by heads of respective academic departments in the school of medicine in Birjand University of Medical Sciences in Iran.

PubMed

Taheri, Mohammad Mehdi Hassanzadeh; Ryasi, Hamid Reza; Afshar, Mohammad; Mofatteh, Mohammad Reza

2014-01-01

University teachers are one of the main pillars of university and the quality of their performance must continuously and systematically be evaluated. This evaluation can be carried out in various ways. The aim of the present study was to survey and to compare the evaluation of faculty members in the medical school in Birjand University of Medical Sciences by three different sources: Student rating, self-assessment, and evaluation by head of related department. This descriptive analytical cross-sectional study was conducted in the academic year 2009-2010. Sampling was drawn from all students studying basic science and clinical training in the first and the second semesters. All heads of departments in basic science and clinical training and their faculty members took part in this study. Means of data collection were four different questionnaires designed in the education development center (EDC) and their validity and reliability had been verified by the center. These questionnaires were based on student rating, self-assessment, and evaluation of faculty members by heads of clinical and basic sciences academic departments. After the questionnaires were filled out, the obtained data was analyzed by Statistical Package for the Social Sciences (SPSS) software (version 13), independent t-test, and Pearson's correlation coefficient at the significant level of α = 0.05. In the present study, 2417 students completed the questionnaires regarding 63 faculty members, 87 faculty members completed the self-assessment form, and for 60 faculty members, 48 members in clinical and 12 members in basic science, the questionnaires were completed by heads of respective departments. Mean and standard deviation of student evaluation, self-assessment, and teachers evaluation by heads of departments were 3.23 ± 0.38, 3.51 ± 0.33, and 3.60 ± 0.32, respectively, and the difference between student rating and self-assessment was significant (P = 0.02). In comparing between managers scores with students evaluation, no significant difference was observed (P = 0.68). Comparison between self-assessment and teachers scores by managers showed a significant difference (P = 0.04). Mean scores of faculty members in clinical training and in basic science were 3.23 ± 0.73 and 3.31 ± 0.69 on the part of students, respectively; thus, the difference was significant (P = 0.004). Since, the present study was inconsistent with similar previously carried out investigations, the observed difference among the three procedures was statically significant; hence, it can be suggested that student's scores of teachers evaluation, previously used as the only one of evaluation source is not enough and other sources such as assessment by the respective department heads, dean of faculty, and self-assessment must also be taken into consideration. This collection can definitely yield a more favorable evaluation of faculty members and feedback can be more acceptable to them and it will be more effective in improving their education.

Basic Energy Sciences FY 2011 Research Summaries

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

None

This report provides a collection of research abstracts for more than 1,300 research projects funded by the Office of Basic Energy Sciences (BES) in Fiscal Year 2011 at some 180 institutions across the U.S. This volume is organized along the three BES divisions: Materials Sciences and Engineering; Chemical Sciences, Geosciences, and Biosciences; and Scientific User Facilities.

Teaching Basic Science Content via Real-World Applications: A College-Level Summer Course in Veterinary Anatomy and Physiology

ERIC Educational Resources Information Center

Maza, Paul; Miller, Allison; Carson, Brian; Hermanson, John

2018-01-01

Learning and retaining science content may be increased by applying the basic science material to real-world situations. Discussing cases with students during lectures and having them participate in laboratory exercises where they apply the science content to practical situations increases students' interest and enthusiasm. A summer course in…

Basic Energy Sciences FY 2012 Research Summaries

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

None

This report provides a collection of research abstracts and highlights for more than 1,400 research projects funded by the Office of Basic Energy Sciences (BES) in Fiscal Year 2012 at some 180 institutions across the U.S. This volume is organized along the three BES Divisions: Materials Sciences and Engineering; Chemical Sciences, Geosciences, and Biosciences; and Scientific User Facilities.

Basic Energy Sciences FY 2014 Research Summaries

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

None

This report provides a collection of research abstracts and highlights for more than 1,200 research projects funded by the Office of Basic Energy Sciences (BES) in Fiscal Year 2014 at some 200 institutions across the U.S. This volume is organized along the three BES Divisions: Materials Sciences and Engineering; Chemical Sciences, Geosciences, and Biosciences; and Scientific User Facilities.

The Impact of Hands-On-Approach on Student Academic Performance in Basic Science and Mathematics

ERIC Educational Resources Information Center

Ekwueme, Cecilia O.; Ekon, Esther E.; Ezenwa-Nebife, Dorothy C.

2015-01-01

Children can learn mathematics and sciences effectively even before being exposed to formal school curriculum if basic Mathematics and Sciences concepts are communicated to them early using activity oriented (Hands-on) method of teaching. Mathematics and Science are practical and activity oriented and can best be learnt through inquiry (Okebukola…

Basic Principles of Animal Science. Reprinted.

ERIC Educational Resources Information Center

Florida State Dept. of Education, Tallahassee.

The reference book is designed to fulfill the need for organized subject matter dealing with basic principles of animal science to be incorporated into the high school agriculture curriculum. The material presented is scientific knowledge basic to livestock production. Five units contain specific information on the following topics: anatomy and…

Radiological Dispersion Devices and Basic Radiation Science

ERIC Educational Resources Information Center

Bevelacqua, Joseph John

2010-01-01

Introductory physics courses present the basic concepts of radioactivity and an overview of nuclear physics that emphasizes the basic decay relationship and the various types of emitted radiation. Although this presentation provides insight into radiological science, it often fails to interest students to explore these concepts in a more rigorous…

Spinal cord injury: promising interventions and realistic goals.

PubMed

McDonald, John W; Becker, Daniel

2003-10-01

Long regarded as impossible, spinal cord repair is approaching the realm of reality as efforts to bridge the gap between bench and bedside point to novel approaches to treatment. It is important to recognize that the research playing field is rapidly changing and that new mechanisms of resource development are required to effectively make the transition from basic science discoveries to effective clinical treatments. This article reviews recent laboratory studies and phase 1 clinical trials in neural and nonneural cell transplantation, stressing that the transition from basic science to clinical applications requires a parallel rather than serial approach, with continuous, two-way feedback to most efficiently translate basic science findings, through evaluation and optimization, to clinical treatments. An example of mobilizing endogenous stem cells for repair is reviewed, with emphasis on the rapid application of basic science to clinical therapy. Successful and efficient transition from basic science to clinical applications requires (1) a parallel rather than a serial approach; (2) development of centers that integrate three spheres of science, translational, transitional, and clinical trials; and (3) development of novel resources to fund the most critically limited step of transitional to clinical trials.

Affective science perspectives on cancer control: Strategically crafting a mutually beneficial research agenda

PubMed Central

Ferrer, Rebecca A.; McDonald, Paige Green; Barrett, Lisa Feldman

2015-01-01

Cancer control research involves the conduct of basic and applied behavioral and social sciences to reduce cancer incidence, morbidity, and mortality, and improve quality of life. Given the importance of behavior in cancer control, fundamental research is necessary to identify psychological mechanisms underlying cancer risk, prevention, and management behaviors. Cancer prevention, diagnosis, and treatment are often emotionally-laden. As such, affective science research to elucidate questions related to basic phenomenological nature of emotion, stress, and mood is necessary to understand how cancer control can be hindered or facilitated by emotional experiences. To date, the intersection of basic affective science research and cancer control remains largely unexplored. The goal of this paper is to outline key questions in the cancer control research domain that provide an ecologically valid context for new affective science discoveries. We also provide examples of ways in which basic affective discoveries could inform future cancer prevention and control research. These examples are not meant to be exhaustive or prescriptive, but instead are offered to generate creative thought about the promise of a cancer research context for answering basic affective science questions. Together, these examples provide a compelling argument for fostering collaborations between affective and cancer control scientists. PMID:25987511

75 FR 27547 - Notice of Reestablishment of the Secretary of Energy Advisory Board

Federal Register 2010, 2011, 2012, 2013, 2014

2010-05-17

... management, basic science, research, development and technology activities; energy and national security... basis of their broad competence in areas relating to quality management, basic science, renewable energy, energy policy, environmental science, economics, and broad public policy interests. Membership of the...

Thinking science with thinking machines: The multiple realities of basic and applied knowledge in a research border zone.

PubMed

Hoffman, Steve G

2015-04-01

Some scholars dismiss the distinction between basic and applied science as passé, yet substantive assumptions about this boundary remain obdurate in research policy, popular rhetoric, the sociology and philosophy of science, and, indeed, at the level of bench practice. In this article, I draw on a multiple ontology framework to provide a more stable affirmation of a constructivist position in science and technology studies that cannot be reduced to a matter of competing perspectives on a single reality. The analysis is grounded in ethnographic research in the border zone of Artificial Intelligence science. I translate in-situ moments in which members of neighboring but differently situated labs engage in three distinct repertoires that render the reality of basic and applied science: partitioning, flipping, and collapsing. While the essences of scientific objects are nowhere to be found, the boundary between basic and applied is neither illusion nor mere propaganda. Instead, distinctions among scientific knowledge are made real as a matter of course.

Integration of medicine and basic science in dentistry: the role of oral and maxillofacial surgery in the pre-doctoral dental curriculum.

PubMed

Dennis, Matthew J

2010-05-01

It is the premise of this paper that the need for medical and basic science instruction in dentistry will increase over time. However, student and faculty appreciation of the relevance and significance of medicine and basic science to clinical dentistry has been elusive, largely due to difficulties linking biomedical science instruction and clinical dental instruction. The scope of traditional procedure based oral surgery instruction can be expanded in an attempt to bridge the medical science-clinical gap. Topics such as health status evaluation, medical risk assessment, and a variety of other biomedical issues can be presented to students in a way which imparts specific dental meaning to basic medical science in real-life clinical situations. Using didactic and chair side instruction in an oral surgery clinical environment, students are confronted with the need to understand these issues and how they relate to the patients they encounter who present for dental care.

The StarDate Black Hole Encyclopedia Website blackholes.stardate.org

NASA Astrophysics Data System (ADS)

Gebhardt, Karl; Benningfield, D.; Preston, S.

2013-01-01

The StarDate Black Hole Encyclopedia website was developed over the past seven years to provide an extensive but easy-to-read resource for the public and students. A Spanish-language version, Enciclopedia de agujeros negros, is also available at blackholes.radiouniverso.org. Evaluation shows that the sites are used by the public, students, and astronomy professionals, and the site is among the top references in most web searches for individual black holes. The site comprises seven major subsections: Basics, Directory, Research, History, Pop Culture, News, and Resources. The Basics section introduces black holes, explains how they are discovered and studied, and covers their basis in the theory of gravity. This section also includes a six-minute video introduction, “Black Holes: Stranger than Fiction.” The Directory section contains extensive descriptions of more than 80 well-known stellar, intermediate, and supermassive black holes as well as images and vital statistics of each. The Research section takes a look at three NSF-funded projects, including the work of Andrea Ghez, Karl Gebhardt and Jenny Greene, and the LIGO project. The History section provides a timeline of black holes from Isaac Newton to the present. Some of the best and worst roles played by black holes in films, TV shows, and books are included in the Pop Culture section (and pop culture references and images are sprinkled through the rest of the site). An archive of news reports about black holes is available in the News section, which provides links to the original stories or press releases. And the Resources section offers FAQs, articles from StarDate magazine and radio programs, activities for students that are tied to national standards, a glossary, and a reading list of books and websites. We have conducted both quantitative and qualitative evaluation on the black hole websites. This material is based upon work supported by the National Science Foundation under Grant No. 0935841. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

Human Salivary Alpha-Amylase (EC.3.2.1.1) Activity and Periodic Acid and Schiff Reactive (PAS) Staining: A Useful Tool to Study Polysaccharides at an Undergraduate Level

ERIC Educational Resources Information Center

Fernandes, Ruben; Correia, Rossana; Fonte, Rosalia; Prudencio, Cristina

2006-01-01

Health science education is presently in discussion throughout Europe due to the Bologna Declaration. Teaching basic sciences such as biochemistry in a health sciences context, namely in allied heath education, can be a challenging task since the students of preclinical health sciences are not often convinced that basic sciences are clinically…

Results of Studying Astronomy Students’ Science Literacy, Quantitative Literacy, and Information Literacy

NASA Astrophysics Data System (ADS)

Buxner, Sanlyn; Impey, Chris David; Follette, Katherine B.; Dokter, Erin F.; McCarthy, Don; Vezino, Beau; Formanek, Martin; Romine, James M.; Brock, Laci; Neiberding, Megan; Prather, Edward E.

2017-01-01

Introductory astronomy courses often serve as terminal science courses for non-science majors and present an opportunity to assess non future scientists’ attitudes towards science as well as basic scientific knowledge and scientific analysis skills that may remain unchanged after college. Through a series of studies, we have been able to evaluate students’ basic science knowledge, attitudes towards science, quantitative literacy, and informational literacy. In the Fall of 2015, we conducted a case study of a single class administering all relevant surveys to an undergraduate class of 20 students. We will present our analysis of trends of each of these studies as well as the comparison case study. In general we have found that students basic scientific knowledge has remained stable over the past quarter century. In all of our studies, there is a strong relationship between student attitudes and their science and quantitative knowledge and skills. Additionally, students’ information literacy is strongly connected to their attitudes and basic scientific knowledge. We are currently expanding these studies to include new audiences and will discuss the implications of our findings for instructors.

What does the American Board of Surgery In-Training/Surgical Basic Science Examination tell us about graduate surgical education?

PubMed

DaRosa, D A; Shuck, J M; Biester, T W; Folse, R

1993-01-01

This research sought to identify the strengths and weakness in residents' basic science knowledge and, second, to determine whether they progressively improve in their abilities to recall basic science information and clinical management facts, to analyze cause-effect relationships, and to solve clinical problems. Basic science knowledge was assessed by means of the results of the January 1990 American Board of Surgery's In-Training/Surgical Basic Science Exam (IT/SBSE). Postgraduate year (PGY) 1 residents' scores were compared with those of PGY5 residents. Content related to a question was considered "known" if 67% or more of the residents in each of the two groups answered it correctly. Findings showed 44% of the content tested by the basic science questions were unknown by new and graduating residents. The second research question required the 250 IT/SBSE questions to be classified into one of three levels of thinking abilities: recall, analysis, and inferential thinking. Profile analysis (split-plot analysis of variance) for each pair of resident levels indicated significant (P < 0.001) differences in performance on questions requiring factual recall, analysis, and inference between all levels except for PGY3s and PGY4s. The results of this research enable program directors to evaluate strengths and weaknesses in residency training curricula and the cognitive development of residents.

Positron Emission Tomography: Principles, Technology, and Recent Developments

NASA Astrophysics Data System (ADS)

Ziegler, Sibylle I.

2005-04-01

Positron emission tomography (PET) is a nuclear medical imaging technique for quantitative measurement of physiologic parameters in vivo (an overview of principles and applications can be found in [P.E. Valk, et al., eds. Positron Emission Tomography. Basic Science and Clinical Practice. 2003, Springer: Heidelberg]), based on the detection of small amounts of posi-tron-emitter-labelled biologic molecules. Various radiotracers are available for neuro-logical, cardiological, and oncological applications in the clinic and in research proto-cols. This overview describes the basic principles, technology, and recent develop-ments in PET, followed by a section on the development of a tomograph with ava-lanche photodiodes dedicated for small animal imaging as an example of efforts in the domain of high resolution tomographs.

Fundamentals of nuclear medicine

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

Alazraki, N.P.; Mishkin, F.S.

1988-01-01

The book begins with basic science and statistics relevant to nuclear medicine, and specific organ systems are addressed in separate chapters. A section of the text also covers imaging of groups of disease processes (eg, trauma, cancer). The authors present a comparison between nuclear medicine techniques and other diagnostic imaging studies. A table is given which comments on sensitivities and specificities of common nuclear medicine studies. The sensitivities and specificities are categorized as very high, high, moderate, and so forth.

Program evaluation of an Integrated Basic Science Medical Curriculum in Shiraz Medical School, Using CIPP Evaluation Model

PubMed Central

ROOHOLAMINI, AZADEH; AMINI, MITRA; BAZRAFKAN, LEILA; DEHGHANI, MOHAMMAD REZA; ESMAEILZADEH, ZOHREH; NABEIEI, PARISA; REZAEE, RITA; KOJURI, JAVAD

2017-01-01

Introduction: In recent years curriculum reform and integration was done in many medical schools. The integrated curriculum is a popular concept all over the world. In Shiraz medical school, the reform was initiated by stablishing the horizontal basic science integration model and Early Clinical Exposure (ECE) for undergraduate medical education. The purpose of this study was to provide the required data for the program evaluation of this curriculum for undergraduate medical students, using CIPP program evaluation model. Methods: This study is an analytic descriptive and triangulation mixed method study which was carried out in Shiraz Medical School in 2012, based on the views of professors of basic sciences courses and first and second year medical students. The study evaluated the quality of the relationship between basic sciences and clinical courses and the method of presenting such courses based on the Context, Input, Process and Product (CIPP) model. The tools for collecting data, both quantitatively and qualitatively, were some questionnaires, content analysis of portfolios, semi- structured interview and brain storming sessions. For quantitative data analysis, SPSS software, version 14, was used. Results: In the context evaluation by modified DREEM questionnaire, 77.75%of the students believed that this educational system encourages them to actively participate in classes. Course schedule and atmosphere of class were reported suitable by 87.81% and 83.86% of students. In input domain that was measured by a researcher made questionnaire, the facilities for education were acceptable except for shortage of cadavers. In process evaluation, the quality of integrated modules presentation and Early Clinical Exposure (ECE) was good from the students’ viewpoint. In product evaluation, students’ brain storming, students’ portfolio and semi-structured interview with faculties were done, showing some positive aspects of integration and some areas that need improvement. Conclusion: The main advantage of assessing an educational program based on CIPP evaluation model is that the context, input, process and product of the program are viewed and evaluated systematically. This will help the educational authorities to make proper decisions based on the weaknesses and strengths of the program on its continuation, cessation and revision. Based on the results of this study, the integrated basic sciences course for undergraduate medical students in Shiraz Medical School is at a desirable level. However, attempts to improve or reform some sections and continual evaluation of the program and its accreditation seem to be necessary. PMID:28761888

The Development of Clinical Reasoning Skills: A Major Objective of the Anatomy Course

ERIC Educational Resources Information Center

Elizondo-Omana, Rodrigo E.; Lopez, Santos Guzman

2008-01-01

Traditional medical school curricula have made a clear demarcation between the basic biomedical sciences and the clinical years. It is our view that a comprehensive medical education necessarily involves an increased correlation between basic science knowledge and its clinical applications. A basic anatomy course should have two main objectives:…

Teaching Basic Probability in Undergraduate Statistics or Management Science Courses

ERIC Educational Resources Information Center

Naidu, Jaideep T.; Sanford, John F.

2017-01-01

Standard textbooks in core Statistics and Management Science classes present various examples to introduce basic probability concepts to undergraduate business students. These include tossing of a coin, throwing a die, and examples of that nature. While these are good examples to introduce basic probability, we use improvised versions of Russian…

Chemical carcinogens: a review of the science and its associated principles. U.S. Interagency Staff Group on Carcinogens.

PubMed Central

1986-01-01

In order to articulate a view of chemical carcinogenesis that scientists generally hold in common today and to draw upon this understanding to compose guiding principles that can be used as a bases for the efforts of the regulatory agencies to establish guidelines for assessing carcinogenic risk to meet the specific requirements of the legislative acts they are charged to implement, the Office of Science and Technology Policy, Executive Office, the White House drew on the expertise of a number of regulatory agencies to elucidate present scientific views in critical areas of the major disciplines important to the process of risk assessment. The document is composed of two major sections, Principles and the State-of-the-Science. The latter consists of subsections on the mechanisms of carcinogenesis, short-term and long-term testing, and epidemiology, which are important components in the risk assessment step of hazard identification. These subsections are followed by one on exposure assessment, and a final section which includes analyses of dose-response (hazard) assessment and risk characterization. The principles are derived from considerations in each of the subsections. Because of present gaps in understanding, the principles contain judgmental (science policy) decisions on major unresolved issues as well as statements of what is generally accepted as fact. These judgments are basically assumptions which are responsible for much of the uncertainty in the process of risk assessment. There was an attempt to clearly distinguish policy and fact. The subsections of the State-of-the-Science portion provide the underlying support to the principles articulated, and to read the "Principles" section without a full appreciation of the State-of-the-Science section is to invite oversimplification and misinterpretation. Finally, suggestions are made for future research efforts which will improve the process of risk assessment. PMID:3530737

Basic Curriculum Guide--Science. Grades K-6.

ERIC Educational Resources Information Center

Starr, John W., 3rd., Ed.

GRADES OR AGES: K-6. SUBJECT MATTER: Science. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is in two parts--the background, philosophy, and instructional principles of science teaching, including a resource unit model, and the development by grade level of the various basic scientific concepts. The guide also includes information of…

Inventory of Data Sources in Science and Technology. A Preliminary Survey.

ERIC Educational Resources Information Center

International Council of Scientific Unions, Paris (France).

Provided in this inventory are sources of numerical or factual data in selected fields of basic science and applied science/technology. The objective of the inventory is to provide organizations and individuals (scientists, engineers, and information specialists), particularly those in developing countries, with basic data sources relevant to…

Exploring the value and role of integrated supportive science courses in the reformed medical curriculum iMED: a mixed methods study.

PubMed

Eisenbarth, Sophie; Tilling, Thomas; Lueerss, Eva; Meyer, Jelka; Sehner, Susanne; Guse, Andreas H; Guse Nee Kurré, Jennifer

2016-04-29

Heterogeneous basic science knowledge of medical students is an important challenge for medical education. In this study, the authors aimed at exploring the value and role of integrated supportive science (ISS) courses as a novel approach to address this challenge and to promote learning basic science concepts in medical education. ISS courses were embedded in a reformed medical curriculum. The authors used a mixed methods approach including four focus groups involving ISS course lecturers and students (two each), and five surveys of one student cohort covering the results of regular student evaluations including the ISS courses across one study year. They conducted their study at the University Medical Center Hamburg-Eppendorf between December 2013 and July 2014. Fourteen first-year medical students and thirteen ISS course lecturers participated in the focus groups. The authors identified several themes focused on the temporal integration of ISS courses into the medical curriculum, the integration of ISS course contents into core curriculum contents, the value and role of ISS courses, and the courses' setting and atmosphere. The integrated course concept was positively accepted by both groups, with participants suggesting that it promotes retention of basic science knowledge. Values and roles identified by focus group participants included promotion of basic understanding of science concepts, integration of foundational and applied learning, and maximization of students' engagement and motivation. Building close links between ISS course contents and the core curriculum appeared to be crucial. Survey results confirmed qualitative findings regarding students' satisfaction, with some courses still requiring optimization. Integration of supportive basic science courses, traditionally rather part of premedical education, into the medical curriculum appears to be a feasible strategy to improve medical students' understanding of basic science concepts and to increase their motivation and engagement.

Space plasma branch at NRL

NASA Astrophysics Data System (ADS)

The Naval Research Laboratory (Washington, D.C.) formed the Space Plasma Branch within its Plasma Physics Division on July 1. Vithal Patel, former Program Director of Magnetospheric Physics, National Science Foundation, also joined NRL on the same date as Associate Superintendent of the Plasma Physics Division. Barret Ripin is head of the newly organized branch. The Space Plasma branch will do basic and applied space plasma research using a multidisciplinary approach. It consolidates traditional rocket and satellite space experiments, space plasma theory and computation, with laboratory space-related experiments. About 40 research scientists, postdoctoral fellows, engineers, and technicians are divided among its five sections. The Theory and Computation sections are led by Joseph Huba and Joel Fedder, the Space Experiments section is led by Paul Rodriguez, and the Pharos Laser Facility and Laser Experiments sections are headed by Charles Manka and Jacob Grun.

2017 International Consensus on Cardiopulmonary Resuscitation and Emergency Cardiovascular Care Science With Treatment Recommendations Summary.

PubMed

Olasveengen, Theresa M; de Caen, Allan R; Mancini, Mary E; Maconochie, Ian K; Aickin, Richard; Atkins, Dianne L; Berg, Robert A; Bingham, Robert M; Brooks, Steven C; Castrén, Maaret; Chung, Sung Phil; Considine, Julie; Couto, Thomaz Bittencourt; Escalante, Raffo; Gazmuri, Raúl J; Guerguerian, Anne-Marie; Hatanaka, Tetsuo; Koster, Rudolph W; Kudenchuk, Peter J; Lang, Eddy; Lim, Swee Han; Løfgren, Bo; Meaney, Peter A; Montgomery, William H; Morley, Peter T; Morrison, Laurie J; Nation, Kevin J; Ng, Kee-Chong; Nadkarni, Vinay M; Nishiyama, Chika; Nuthall, Gabrielle; Ong, Gene Yong-Kwang; Perkins, Gavin D; Reis, Amelia G; Ristagno, Giuseppe; Sakamoto, Tetsuya; Sayre, Michael R; Schexnayder, Stephen M; Sierra, Alfredo F; Singletary, Eunice M; Shimizu, Naoki; Smyth, Michael A; Stanton, David; Tijssen, Janice A; Travers, Andrew; Vaillancourt, Christian; Van de Voorde, Patrick; Hazinski, Mary Fran; Nolan, Jerry P

2017-12-01

The International Liaison Committee on Resuscitation has initiated a near-continuous review of cardiopulmonary resuscitation science that replaces the previous 5-year cyclic batch-and-queue approach process. This is the first of an annual series of International Consensus on Cardiopulmonary Resuscitation and Emergency Cardiovascular Care Science With Treatment Recommendations summary articles that will include the cardiopulmonary resuscitation science reviewed by the International Liaison Committee on Resuscitation in the previous year. The review this year includes 5 basic life support and 1 paediatric Consensuses on Cardiopulmonary Resuscitation and Emergency Cardiovascular Care Science With Treatment Recommendations. Each of these includes a summary of the science and its quality based on Grading of Recommendations, Assessment, Development, and Evaluation criteria and treatment recommendations. Insights into the deliberations of the International Liaison Committee on Resuscitation task force members are provided in Values and Preferences sections. Finally, the task force members have prioritised and listed the top 3 knowledge gaps for each population, intervention, comparator, and outcome question. Copyright © 2017 The Authors. Published by Elsevier B.V. All rights reserved.

2017 International Consensus on Cardiopulmonary Resuscitation and Emergency Cardiovascular Care Science With Treatment Recommendations Summary.

PubMed

Olasveengen, Theresa M; de Caen, Allan R; Mancini, Mary E; Maconochie, Ian K; Aickin, Richard; Atkins, Dianne L; Berg, Robert A; Bingham, Robert M; Brooks, Steven C; Castrén, Maaret; Chung, Sung Phil; Considine, Julie; Couto, Thomaz Bittencourt; Escalante, Raffo; Gazmuri, Raúl J; Guerguerian, Anne-Marie; Hatanaka, Tetsuo; Koster, Rudolph W; Kudenchuk, Peter J; Lang, Eddy; Lim, Swee Han; Løfgren, Bo; Meaney, Peter A; Montgomery, William H; Morley, Peter T; Morrison, Laurie J; Nation, Kevin J; Ng, Kee-Chong; Nadkarni, Vinay M; Nishiyama, Chika; Nuthall, Gabrielle; Ong, Gene Yong-Kwang; Perkins, Gavin D; Reis, Amelia G; Ristagno, Giuseppe; Sakamoto, Tetsuya; Sayre, Michael R; Schexnayder, Stephen M; Sierra, Alfredo F; Singletary, Eunice M; Shimizu, Naoki; Smyth, Michael A; Stanton, David; Tijssen, Janice A; Travers, Andrew; Vaillancourt, Christian; Van de Voorde, Patrick; Hazinski, Mary Fran; Nolan, Jerry P

2017-12-05

The International Liaison Committee on Resuscitation has initiated a near-continuous review of cardiopulmonary resuscitation science that replaces the previous 5-year cyclic batch-and-queue approach process. This is the first of an annual series of International Consensus on Cardiopulmonary Resuscitation and Emergency Cardiovascular Care Science With Treatment Recommendations summary articles that will include the cardiopulmonary resuscitation science reviewed by the International Liaison Committee on Resuscitation in the previous year. The review this year includes 5 basic life support and 1 pediatric Consensuses on Cardiopulmonary Resuscitation and Emergency Cardiovascular Care Science With Treatment Recommendations. Each of these includes a summary of the science and its quality based on Grading of Recommendations, Assessment, Development, and Evaluation criteria and treatment recommendations. Insights into the deliberations of the International Liaison Committee on Resuscitation task force members are provided in Values and Preferences sections. Finally, the task force members have prioritized and listed the top 3 knowledge gaps for each population, intervention, comparator, and outcome question. © 2017 American Heart Association, Inc., and European Resuscitation Council.

Welding As Science: Applying Basic Engineering Principles to the Discipline

NASA Technical Reports Server (NTRS)

Nunes, A. C., Jr.

2010-01-01

This Technical Memorandum provides sample problems illustrating ways in which basic engineering science has been applied to the discipline of welding. Perhaps inferences may be drawn regarding optimal approaches to particular welding problems, as well as for the optimal education for welding engineers. Perhaps also some readers may be attracted to the science(s) of welding and may make worthwhile contributions to the discipline.

High precision measurements on fission-fragment de-excitation

NASA Astrophysics Data System (ADS)

Oberstedt, Stephan; Gatera, Angélique; Geerts, Wouter; Göök, Alf; Hambsch, Franz-Josef; Vidali, Marzio; Oberstedt, Andreas

2017-11-01

In recent years nuclear fission has gained renewed interest both from the nuclear energy community and in basic science. The first, represented by the OECD Nuclear Energy Agency, expressed the need for more accurate fission cross-section and fragment yield data for safety assessments of Generation IV reactor systems. In basic science modelling made much progress in describing the de-excitation mechanism of neutron-rich isotopes, e.g. produced in nuclear fission. Benchmarking the different models require a precise experimental data on prompt fission neutron and γ-ray emission, e.g. multiplicity, average energy per particle and total dissipated energy per fission, preferably as function of fission-fragment mass and total kinetic energy. A collaboration of scientists from JRC Geel (formerly known as JRC IRMM) and other institutes took the lead in establishing a dedicated measurement programme on prompt fission neutron and γ-ray characteristics, which has triggered even more measurement activities around the world. This contribution presents new advanced instrumentation and methodology we use to generate high-precision spectral data and will give a flavour of future data needs and opportunities.

Single subject controlled experiments in aphasia: The science and the state of the science

PubMed Central

Thompson, Cynthia K.

2007-01-01

This paper discusses the use of single subject controlled experimental designs for investigating the effect of treatment for aphasia. A brief historical perspective is presented, followed by discussions of the advantages and disadvantages of single subject and group approaches, the basic requirements of single subject experimental research, and crucial considerations in design selection. In the final sections, results of reviews of published single subject controlled experiments are discussed, with emphasis on internal validity issues, the number of participants enrolled in published studies, operational specification of the dependent and independent variables, and reliability of measurement. Learning outcomes As a result of reading this paper, the participant will: (1) understand the mechanisms required for demonstration of internal and external validity using single subject controlled experimental designs, (2) become familiar with the basic requirements of single subject controlled experimental research, (3) understand the types of single subject controlled experimental designs that are the most appropriate for studying the effects of treatment for aphasia, and (4) become familiar with trends in the published aphasia treatment literature in which single subject controlled experimental designs have been used. PMID:16635494

Affective science perspectives on cancer control: strategically crafting a mutually beneficial research agenda.

PubMed

Ferrer, Rebecca A; Green, Paige A; Barrett, Lisa Feldman

2015-05-01

Cancer control research involves the conduct of basic and applied behavioral and social sciences to reduce cancer incidence, morbidity, and mortality and improve quality of life. Given the importance of behavior in cancer control, fundamental research is necessary to identify psychological mechanisms underlying cancer risk, prevention, and management behaviors. Cancer prevention, diagnosis, and treatment are often emotionally laden. As such, affective science research to elucidate questions related to the basic phenomenological nature of emotion, stress, and mood is necessary to understand how cancer control can be hindered or facilitated by emotional experiences. To date, the intersection of basic affective science research and cancer control remains largely unexplored. The goal of this article is to outline key questions in the cancer control research domain that provide an ecologically valid context for new affective science discoveries. We also provide examples of ways in which basic affective discoveries could inform future cancer prevention and control research. These examples are not meant to be exhaustive or prescriptive but instead are offered to generate creative thought about the promise of a cancer research context for answering basic affective science questions. Together, these examples provide a compelling argument for fostering collaborations between affective and cancer control scientists. © The Author(s) 2015.

Dental Students’ Educational Achievement in Relation to Their Learning Styles: A Cross-sectional Study in Iran

PubMed Central

Hosseini, Seyed Masoud; Amery, Hamideh; Emadzadeh, Ali; Babazadeh, Saber

2015-01-01

Background and Objectives: In recent decades, many studies have been carried out on the importance of Kolb experiential learning theory (ELT) in teaching-learning processes and its effect on learning outcomes. However, some experts have criticized the Kolb theory and argue that there are some ambiguities on the validity of the theory as an important predictor of achievement. This study has been carried out on dental students’ educational achievement in relation to their dominant learning styles based on Kolb theory in Mashhad University of Medical Sciences (Iran). Methods: In a cross sectional study, Kolb Learning Style Inventory (LSI Ver. 3.1) as well as a questionnaire containing students’ demographic data, academic achievement marks including grade point average (GPA), theoretical and practical courses marks, and the comprehensive basic sciences exam (CBSE) scores were administered on a purposive sample of 162 dental students who had passed their comprehensive basic sciences exam. Educational achievement data were analyzed in relation to students’ dominant learning styles, using descriptive and analytical statistics including χ2, Kruskal-Wallis and two-way ANOVA tests. Results: The dominant learning styles of students were Assimilating (53.1%), Converging (24.1%), Diverging (14.2%) and Accommodating (8.6%). Although, the students with Assimilating and Converging learning styles had a better performance on their educational achievement, there was no significant relationship between educational achievement and dominant learning style (P≥0.05). Conclusion: Findings support that the dominant learning style is not exclusively an essential factor to predict educational achievement. Rather, it shows learning preferences of students that may be considered in designing learning opportunities by the teachers. PMID:26156915

Teachers' Involvement in Implementing the Basic Science and Technology Curriculum of the Nine-Year Basic Education

ERIC Educational Resources Information Center

Odili, John Nwanibeze; Ebisine, Sele Sylvester; Ajuar, Helen Nwakaife

2011-01-01

The study investigated teachers' involvement in implementing the basic science and technology curriculum in primary schools in WSLGA (Warri South Local Government Area) of Delta State. It sought to identify the availability of the document in primary schools and teachers' knowledge of the objectives and activities specified in the curriculum.…

Medical Microbiology: Deficits and Remedies

ERIC Educational Resources Information Center

Gabridge, Michael G.

1974-01-01

Microbiology is a typical medical science in which basic information can have direct application. Yet, surveys and questionnaires of recent medical school graduates indicate a serious lack of retentiion in regard to basic biological science. (Author)

Cancer Pharmacogenomics: Integrating Discoveries in Basic, Clinical and Population Sciences to Advance Predictive Cancer Care

Cancer.gov

Cancer Pharmacogenomics: Integrating Discoveries in Basic, Clinical and Population Sciences to Advance Predictive Cancer Care, a 2010 workshop sponsored by the Epidemiology and Genomics Research Program.

Cognition before curriculum: rethinking the integration of basic science and clinical learning.

PubMed

Kulasegaram, Kulamakan Mahan; Martimianakis, Maria Athina; Mylopoulos, Maria; Whitehead, Cynthia R; Woods, Nicole N

2013-10-01

Integrating basic science and clinical concepts in the undergraduate medical curriculum is an important challenge for medical education. The health professions education literature includes a variety of educational strategies for integrating basic science and clinical concepts at multiple levels of the curriculum. To date, assessment of this literature has been limited. In this critical narrative review, the authors analyzed literature published in the last 30 years (1982-2012) using a previously published integration framework. They included studies that documented approaches to integration at the level of programs, courses, or teaching sessions and that aimed to improve learning outcomes. The authors evaluated these studies for evidence of successful integration and to identify factors that contribute to integration. Several strategies at the program and course level are well described but poorly evaluated. Multiple factors contribute to successful learning, so identifying how interventions at these levels result in successful integration is difficult. Evidence from session-level interventions and experimental studies suggests that integration can be achieved if learning interventions attempt to link basic and clinical science in a causal relationship. These interventions attend to how learners connect different domains of knowledge and suggest that successful integration requires learners to build cognitive associations between basic and clinical science. One way of understanding the integration of basic and clinical science is as a cognitive activity occurring within learners. This perspective suggests that learner-centered, content-focused, and session-level-oriented strategies can achieve cognitive integration.

Improving Learning in Science and Basic Skills among Diverse Student Populations.

ERIC Educational Resources Information Center

Sutman, Francis X.; Guzman, Ana

This monograph is a rich resource of information designed to strengthen science and basic skills teaching, and improve learning for limited English proficient (LEP) minority student populations. It proposes the use of hands-on science investigations as the driving force for mathematics and English language development. The materials included in…

A method for calculating proton-nucleus elastic cross-sections

NASA Technical Reports Server (NTRS)

Tripathi, R. K.; Wilson, J. W.; Cucinotta, F. A.

2002-01-01

Recently [Nucl. Instr. and Meth. B 145 (1998) 277; Extraction of in-medium nucleon-nucleon amplitude from experiment, NASA-TP, 1998], we developed a method of extracting nucleon-nucleon (N-N) cross-sections in the medium directly from experiment. The in-medium N-N cross-sections form the basic ingredients of several heavy-ion scattering approaches including the coupled-channel approach developed at the NASA Langley Research Center. We investigated [Proton-nucleus total cross-sections in coupled-channel approach, NASA/TP, 2000; Nucl. Instr. and Meth. B 173-174 (2001) 391] the ratio of real to imaginary part of the two body scattering amplitude in the medium. These ratios are used in combination with the in-medium N-N cross-sections to calculate proton-nucleus elastic cross-sections. The agreement is excellent with the available experimental data. These cross-sections are needed for the radiation risk assessment of space missions. c2002 Elsevier Science B.V. All rights reserved.

The Divergent Thinking of Basic Skills of Sciences Process Skills of Life Aspects on Natural Sciences Subject in Indonesian Elementary School Students

ERIC Educational Resources Information Center

Subali, Bambang; Paidi; Mariyam, Siti

2016-01-01

This research aims at measuring the divergent thinking of basic skills of science process skills (SPS) of life aspects in Natural Sciences subjects on Elementary School. The test instruments used in this research have been standardized through the development of instruments. In this case, the tests were tried out to 3070 students. The results of…

Reinventing Biostatistics Education for Basic Scientists

PubMed Central

Weissgerber, Tracey L.; Garovic, Vesna D.; Milin-Lazovic, Jelena S.; Winham, Stacey J.; Obradovic, Zoran; Trzeciakowski, Jerome P.; Milic, Natasa M.

2016-01-01

Numerous studies demonstrating that statistical errors are common in basic science publications have led to calls to improve statistical training for basic scientists. In this article, we sought to evaluate statistical requirements for PhD training and to identify opportunities for improving biostatistics education in the basic sciences. We provide recommendations for improving statistics training for basic biomedical scientists, including: 1. Encouraging departments to require statistics training, 2. Tailoring coursework to the students’ fields of research, and 3. Developing tools and strategies to promote education and dissemination of statistical knowledge. We also provide a list of statistical considerations that should be addressed in statistics education for basic scientists. PMID:27058055

Translating orthopaedic basic science into clinical relevance.

PubMed

Madry, Henning

2014-12-01

In orthopaedic and trauma surgery, the rapid evolution of biomedical research has fundamentally changed the perception of the musculoskeletal system. Here, the rigor of basic science and the art of musculoskeletal surgery have come together to create a new discipline -experimental orthopaedics- that holds great promise for the causative cure of many orthopaedic conditions. The Journal of Experimental Orthopaedics intends to bridge the gap between orthopaedic basic science and clinical relevance, to allow for a fruitful clinical translation of excellent and important investigations in the field of the entire musculoskeletal system.

Contexts, concepts and cognition: principles for the transfer of basic science knowledge.

PubMed

Kulasegaram, Kulamakan M; Chaudhary, Zarah; Woods, Nicole; Dore, Kelly; Neville, Alan; Norman, Geoffrey

2017-02-01

Transfer of basic science aids novices in the development of clinical reasoning. The literature suggests that although transfer is often difficult for novices, it can be optimised by two complementary strategies: (i) focusing learners on conceptual knowledge of basic science or (ii) exposing learners to multiple contexts in which the basic science concepts may apply. The relative efficacy of each strategy as well as the mechanisms that facilitate transfer are unknown. In two sequential experiments, we compared both strategies and explored mechanistic changes in how learners address new transfer problems. Experiment 1 was a 2 × 3 design in which participants were randomised to learn three physiology concepts with or without emphasis on the conceptual structure of basic science via illustrative analogies and by means of one, two or three contexts during practice (operationalised as organ systems). Transfer of these concepts to explain pathologies in familiar organ systems (near transfer) and unfamiliar organ systems (far transfer) was evaluated during immediate and delayed testing. Experiment 2 examined whether exposure to conceptual analogies and multiple contexts changed how learners classified new problems. Experiment 1 showed that increasing context variation significantly improved far transfer performance but there was no difference between two and three contexts during practice. Similarly, the increased conceptual analogies led to higher performance for far transfer. Both interventions had independent but additive effects on overall performance. Experiment 2 showed that such analogies and context variation caused learners to shift to using structural characteristics to classify new problems even when there was superficial similarity to previous examples. Understanding problems based on conceptual structural characteristics is necessary for successful transfer. Transfer of basic science can be optimised by using multiple strategies that collectively emphasise conceptual structure. This means teaching must focus on conserved basic science knowledge and de-emphasise superficial features. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

The Basic Science Curriculum in the 21st Century: What Needs to Be Changed?

ERIC Educational Resources Information Center

Garant, Philias R.

1986-01-01

The basic science curriculum in dental education could be improved by adopting a curriculum containing only two integrated required science courses about (1) the structure and function of the human body and (2) disease and reaction to disease in the human body. Elective graduate-level predoctoral courses would allow specialization. (MSE)

76 FR 38666 - Food and Drug Administration (FDA) and Marine Environmental Sciences Consortium/Dauphin Island...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-07-01

... actively involved in both basic and applied research in coastal waters of the northern Gulf of Mexico. The... between the Center for Food Safety and Applied Nutrition (CFSAN) and the Marine Environmental Sciences Consortium/Dauphin Island Sea Lab (DISL). The goal of the DISL is marine science education, basic and applied...

Development and Validation of a Project Package for Junior Secondary School Basic Science

ERIC Educational Resources Information Center

Udofia, Nsikak-Abasi

2014-01-01

This was a Research and Developmental study designed to develop and validate projects for Junior Secondary School Basic Science instruction and evaluation. The projects were developed using the project blueprint and sent for validation by experts in science education and measurement and evaluation; using a project validation scale. They were to…

How do scientists respond to anomalies? Different strategies used in basic and applied science.

PubMed

Trickett, Susan Bell; Trafton, J Gregory; Schunn, Christian D

2009-10-01

We conducted two in vivo studies to explore how scientists respond to anomalies. Based on prior research, we identify three candidate strategies: mental simulation, mental manipulation of an image, and comparison between images. In Study 1, we compared experts in basic and applied domains (physics and meteorology). We found that the basic scientists used mental simulation to resolve an anomaly, whereas applied science practitioners mentally manipulated the image. In Study 2, we compared novice and expert meteorologists. We found that unlike experts, novices used comparison to address anomalies. We discuss the nature of expertise in the two kinds of science, the relationship between the type of science and the task performed, and the relationship of the strategies investigated to scientific creativity. Copyright © 2009 Cognitive Science Society, Inc.

Integrating basic science in academic cardiology training: two international perspectives on a common challenge.

PubMed

Bode, Michael F; Hilgendorf, Ingo

2018-06-09

Political bodies and professional societies acknowledge that translational research benefits from researchers trained in both, clinical medicine and basic science. Yet, few physicians undergoing clinical training in cardiology seek this dual career (Milewicz et al. J Clin Invest 125:3742-3747, 2015). The reasons are likely manifold, but with cardiology having become increasingly interventional and facing economic pressure, how much attention, credit, and encouragement is given to physicians interested in basic cardiovascular science? Having studied and worked in hospitals and laboratories, in both Germany and the USA, we aim to compare in this article how basic science education is currently integrated into cardiology training at German and US university hospitals, from medical school to more advanced career stages. By doing so, we hope to provide some outside perspectives to young physicians and decision makers alike, that may inspire changes to curricula in the respective countries and around the world.

[Science of Meridians, Collaterals and Acupoints--Exploration on teaching method of meridian syndromes].

PubMed

Wang, Yinping; Zhang, Zongquan; Wang, Wenlin; Yuan, Limin

2015-04-01

Meridian syndromes are the required basic knowledge for mastering Science of Meridians, Collaterals and Acupoints but have not brought the adequate attention on the teaching program. The writers discovered' that the content of this section occupied a decisive role for developing the students' clinical thinking ability and, stimulating their interests to learn classical TCM theories. It's necessary to enhance the importance on meridian syndromes during teaching program. The teaching program was discussed in three aspects, named workshop pattern, competitive pattern and multimedia pattern. This teaching method may improve students' interests in the study on classical TCM theories, deepen the understanding on knowledge and motivate students' learning autonomy so that the teaching quality can be improved.

Survey of the Physical and Environmental Parameters of the Moon

NASA Technical Reports Server (NTRS)

Niedz, F. J.; Kopal, Zdenek

1963-01-01

This document presents, in summary, a compilation of the physical and environmental parameters of the moon. A determined attempt has been made to be objective at all times. Many of the physical sciences are presented in sufficient depth to adequately identify the basic information available. It is expected that the appropriate references will be consulted when additional detail is required. It is obvious both from the text and the reference material that divergent opinions prevail and uncertainties exist in almost every phase of lunar science; e.g., the existence of the lunar bulge, the thickness of the dust layer, etc. No pretense is made to resolve these differences, but by bringing together many references, it is hoped that some contribution will be made in lunar science. The subject index will be of particular value since it relates the reference section by subject. A glossary of terms used throughout the text is also provided.

Integration of basic science and clinical medicine: the innovative approach of the cadaver biopsy project at the Boston University School of Medicine.

PubMed

Eisenstein, Anna; Vaisman, Lev; Johnston-Cox, Hillary; Gallan, Alexander; Shaffer, Kitt; Vaughan, Deborah; O'Hara, Carl; Joseph, Lija

2014-01-01

Curricular integration has emerged as a consistent theme in medical education reform. Vertical integration of topics such as pathology offers the potential to bring basic science content into the clinical arena, but faculty/student acceptance and curricular design pose challenges for such integration. The authors describe the Cadaver Biopsy Project (CBP) at Boston University School of Medicine as a sustainable model of vertical integration. Faculty and select senior medical students obtained biopsies of cadavers during the first-year gross anatomy course (fall 2009) and used these to develop clinical cases for courses in histology (spring 2010), pathology (fall 2010-spring 2011), and radiology (fall 2011 or spring 2012), thereby linking students' first experiences in basic sciences with other basic science courses and later clinical courses. Project goals included engaging medical stu dents in applying basic science princi ples in all aspects of patient care as they acquire skills. The educational intervention used a patient (cadaver)-centered approach and small-group, collaborative, case-based learning. Through this project, the authors involved clinical and basic science faculty-plus senior medical students-in a collaborative project to design and implement an integrated curriculum through which students revisited, at several different points, the microscopic structure and pathophysiology of common diseases. Developing appropriate, measurable out comes for medical education initiatives, including the CBP, is challenging. Accumu lation of qualitative feedback from surveys will guide continuous improvement of the CBP. Documenting longer-term impact of the curricular innovation on test scores and other competency-based outcomes is an ultimate goal.

Comparison of traditional six-year and new four-year dental curricula in South Korea.

PubMed

Komabayashi, Takashi; Ahn, Chul; Kim, Kang-Ju; Oh, Hyo-Won

2012-01-01

This study aimed to compare the dental curriculum of the traditional six-year system with that of the new four-year (graduate-entry) system in South Korea. There are 11 dental schools in South Korea: six are public and five are private. Eight offer the new four-year program and the other three offer the traditional six-year program. Descriptive analyses were conducted using bibliographic data and local information along with statistical analyses such as chi-square tests. In the six-year programs, clinical dentistry subjects were taught almost equally in practical and didactic courses, while the basic science courses were taught more often as practical courses (P < 0.0001). In the four-year programs, both the basic science and clinical dentistry subjects were taught didactically more often; while more dentistry subjects were taught than basic sciences (P = 0.004). The four-year program model in South Korea is more focused on dentistry than on basic science, while both basic and clinical dentistry subjects were equally taught in the six-year program.

The use of geospatial technologies to increase students' spatial abilities and knowledge of certain atmospheric science content

NASA Astrophysics Data System (ADS)

Hedley, Mikell Lynne

2008-10-01

The purpose of the study was to use geospatial technologies to improve the spatial abilities and specific atmospheric science content knowledge of students in high schools and junior highs in primarily high-needs schools. These technologies include remote sensing, geographic information systems, and global positioning systems. The program involved training the teachers in the use of the technologies at a five-day institute. Scientists who use the technologies in their research taught the basics of their use and scientific background. Standards-based activities were used to integrate the technologies in the classroom setting. Students were tested before any instruction in the technologies and then tested two other times. They used the technologies in field data collection and used that data in an inquiry-based project. Their projects were presented at a mini-science conference with scientists, teachers, parents, and other students in attendance. Significant differences were noted from pre-test to second post-test in the test in both the spatial abilities and science section. There was a gain in both spatial abilities and in specific atmospheric science content knowledge.

Positions Toward Science Studies in Medicine Among University Graduates of Medicine and the Teenaged Participants of the "Medical Systems" Study Program

NASA Astrophysics Data System (ADS)

Ben-Zvi-Assaraf, Orit; Even-Israel, Chava

2011-08-01

The "Medical Systems" program was designed to introduce high school students to the world of advanced medicine. Its premise was to use an applied scientific discipline like medicine to encourage high-school students' interest in basic science. This study compares the teen-aged graduates of "Medical Systems" with fourth and fifth-year medical students. It aims to identify the attitudes of these two groups towards medical science and basic sciences in medicine. The population included 94 graduates of "Medical Systems" from schools throughout Israel, who had also completed an advanced-level course in a basic science (biology, chemistry or physics), and 96 medical students from different Israeli universities. The students' attitudes were measured using West et al.'s questionnaire (Med Educ 16(4):188-191, 1982), which assesses both the attitude of the participants towards basic science knowledge, and their attitude towards their learning experience in medical school. Nine participants from each group were also interviewed using a semi-structured interview protocol. The results showed essential differences in the attitudes of the two groups. The high school students consider scientific knowledge far more essential for a physician than do the medical students, who also showed a far lower estimation of the effectiveness of their science studies.

The All-Purpose Science Teacher: An Analysis of Loopholes in State Requirements for High School Science Teachers

ERIC Educational Resources Information Center

National Council on Teacher Quality, 2010

2010-01-01

The basic story line of the STEM (Science, Technology, Engineering and Mathematics) crisis is, at this point, well known. In an increasingly interdependent and technology-driven economy, America is falling behind. A substantial number of students cannot perform basic math. U.S. students lag behind peers in international comparisons of science…

United Nations/European Space Agency Workshops on Basic Space Science

NASA Technical Reports Server (NTRS)

Haubold, H. J.; Ocampo, A.; Torres, S.; Wamsteker, W.

1995-01-01

In 1958, the United Nations (UN) formally recognized a new potential for international cooperation by establishing an ad hoc Committee on the Peaceful Uses of Outer Space (COPUOS). A year later the Committee became a permanent body, and by 1983 membership had expanded to 53 states, with more than half of the members coming from the developing world. In 1970, COPUOS established the UN Program on Space Applications in order to strengthen cooperation in space science and technology between non-industrialized and industrialized countries. In the last few years, the UN and its COPUOS have paid increasing attention to education and research in space science and technology, including basic space science. In 1991 the UN, in cooperation with ESA, initiated the organization of annual Workshops in Basic Space Science for developing countries. These Workshops are designed to be held in one of the following major regions: Asia and the Pacific, Latin America and the Caribbean, Africa, Western Asia, and Europe. Accordingly, Basic Space Science Workshops have already been held in India (1991), Costa Rica andColombia (1992), and Nigeria (1993). The fourth Workshop was held from 27 June to 1 July 1994 at the Cairo University, in Egypt, for Western Asia.

[Basic science and applied science].

PubMed

Pérez-Tamayo, R

2001-01-01

A lecture was presented by the author at the Democratic Opinion Forum on Health Teaching and Research, organized by Mexico's National Health Institutes Coordinating Office, at National Cardiology Institute "Ignacio Chavez", where he presented a critical review of the conventional classification of basic and applied science, as well as his personal view on health science teaching and research. According to the author, "well-conducted science" is that "generating reality-checked knowledge" and "mis-conducted science" is that "unproductive or producing 'just lies' and 'non-fundable'. To support his views, the author reviews utilitarian and pejorative definitions of science, as well as those of committed and pure science, useful and useless science, and practical and esoterical science, as synonyms of applied and basic science. He also asserts that, in Mexico, "this classification has been used in the past to justify federal funding cutbacks to basic science, allegedly because it is not targeted at solving 'national problems' or because it was not relevant to priorities set in a given six-year political administration period". Regarding health education and research, the author asserts that the current academic programs are inefficient and ineffective; his proposal to tackle these problems is to carry out a solid scientific study, conducted by a multidisciplinary team of experts, "to design the scientific researcher curricula from recruitment of intelligent young people to retirement or death". Performance assessment of researchers would not be restricted to publication of papers, since "the quality of scientific work and contribution to the development of science is not reflected by the number of published papers". The English version of this paper is available at: http://www.insp.mx/salud/index.html

Trends of Students of the College of Basic Science towards Teaching the Course of Athletics and Health by Using Computer Technology in the World Islamic Sciences and Education University (WISE)

ERIC Educational Resources Information Center

Salameh, Ibrahim Abdul Ghani; Khawaldeh, Mohammad Falah Ali

2014-01-01

The Study aimed at identifying the trends of the students of basic sciences College in the World Islamic Sciences and Education University towards teaching health and sport course by using computer technology as a teaching method, and to identify also the impact of the variables of academic level and the gender on the students' trends. The study…

Quantum Social Science

NASA Astrophysics Data System (ADS)

Haven, Emmanuel; Khrennikov, Andrei

2013-01-01

Preface; Part I. Physics Concepts in Social Science? A Discussion: 1. Classical, statistical and quantum mechanics: all in one; 2. Econophysics: statistical physics and social science; 3. Quantum social science: a non-mathematical motivation; Part II. Mathematics and Physics Preliminaries: 4. Vector calculus and other mathematical preliminaries; 5. Basic elements of quantum mechanics; 6. Basic elements of Bohmian mechanics; Part III. Quantum Probabilistic Effects in Psychology: Basic Questions and Answers: 7. A brief overview; 8. Interference effects in psychology - an introduction; 9. A quantum-like model of decision making; Part IV. Other Quantum Probabilistic Effects in Economics, Finance and Brain Sciences: 10. Financial/economic theory in crisis; 11. Bohmian mechanics in finance and economics; 12. The Bohm-Vigier Model and path simulation; 13. Other applications to economic/financial theory; 14. The neurophysiological sources of quantum-like processing in the brain; Conclusion; Glossary; Index.

FY07 LDRD Final Report Neutron Capture Cross-Section Measurements at DANCE

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

Parker, W; Agvaanluvsan, U; Wilk, P

2008-02-08

We have measured neutron capture cross sections intended to address defense science problems including mix and the Quantification of Margins and Uncertainties (QMU), and provide details about statistical decay of excited nuclei. A major part of this project included developing the ability to produce radioactive targets. The cross-section measurements were made using the white neutron source at the Los Alamos Neutron Science Center, the detector array called DANCE (The Detector for Advanced Neutron Capture Experiments) and targets important for astrophysics and stockpile stewardship. DANCE is at the leading edge of neutron capture physics and represents a major leap forward inmore » capability. The detector array was recently built with LDRD money. Our measurements are a significant part of the early results from the new experimental DANCE facility. Neutron capture reactions are important for basic nuclear science, including astrophysics and the statistics of the {gamma}-ray cascades, and for applied science, including stockpile science and technology. We were most interested in neutron capture with neutron energies in the range between 1 eV and a few hundred keV, with targets important to basic science, and the s-process in particular. Of particular interest were neutron capture cross-section measurements of rare isotopes, especially radioactive isotopes. A strong collaboration between universities and Los Alamos due to the Academic Alliance was in place at the start of our project. Our project gave Livermore leverage in focusing on Livermore interests. The Lawrence Livermore Laboratory did not have a resident expert in cross-section measurements; this project allowed us to develop this expertise. For many radionuclides, the cross sections for destruction, especially (n,{gamma}), are not well known, and there is no adequate model that describes neutron capture. The modeling problem is significant because, at low energies where capture reactions are important, the neutron reaction cross sections show resonance behavior or follow 1/v of the incident neutrons. In the case of odd-odd nuclei, the modeling problem is particularly difficult because degenerate states (rotational bands) present in even-even nuclei have separated in energy. Our work included interpretation of the {gamma}-ray spectra to compare with the Statistical Model and provides information on level density and statistical decay. Neutron capture cross sections are of programmatic interest to defense sciences because many elements were added to nuclear devices in order to determine various details of the nuclear detonation, including fission yields, fusion yields, and mix. Both product nuclei created by (n,2n) reactions and reactant nuclei are transmuted by neutron capture during the explosion. Very few of the (n,{gamma}) cross sections for reactions that create products measured by radiochemists have ever been experimentally determined; most are calculated by radiochemical equivalences. Our new experimentally measured capture cross sections directly impact our knowledge about the uncertainties in device performances, which enhances our capability of carrying out our stockpile stewardship program. Europium and gadolinium cross sections are important for both astrophysics and defense programs. Measurements made prior to this project on stable europium targets differ by 30-40%, which was considered to be significantly disparate. Of the gadolinium isotopes, {sup 151}Gd is important for stockpile stewardship, and {sup 153}Gd is of high interest to astrophysics, and nether of these (radioactive) gadolinium (n,{gamma}) cross sections have been measured. Additional stable gadolinium isotopes, including {sup 157,160}Gd are of interest to astrophysics. Historical measurements of gadolinium isotopes, including {sup 152,154}Gd, had disagreements similar to the 30-40% disagreements found in the historical europium data. Actinide capture cross section measurements are important for both Stockpile Stewardship and for nuclear forensics. We focused on the {sup 242m}Am(n,{gamma}) measurement, as there was no existing capture measurement for this isotope. The cross-section measurements (cross section vs. E{sub n}) were made at the Detector for Advanced Neutron Capture Experiments. DANCE is comprised of a highly segmented array of barium fluoride (BaF{sub 2}) crystals specifically designed for neutron capture-gamma measurements, using small radioactive targets (less than one milligram). A picture of half the array, along with a photo of one crystal, is shown in Fig. 1. DANCE provides the world's leading capability for measurements of neutron capture cross sections with radioactive targets. The DANCE is a 4{pi} calorimeter and uses the intense spallation neutron source the Lujan Center at the Los Alamos National Laboratory. The detector array consists of 159 barium fluoride crystals arranged in a sphere around the target.« less

Key steps for integrating a basic science throughout a medical school curriculum using an e-learning approach.

PubMed

Dubois, Eline Agnès; Franson, Kari Lanette

2009-09-01

Basic sciences can be integrated into the medical school curriculum via e-learning. The process of integrating a basic science in this manner resembles a curricular change. The change usually begins with an idea for using e-learning to teach a basic science and establishing the need for the innovation. In the planning phase, learning outcomes are formulated and a prototype of the program is developed based on the desired requirements. A realistic concept is formed after considering the limitations of the current institute. Next, a project team is assembled to develop the program and plan its integration. Incorporation of the e-learning program is facilitated by a well-developed and communicated integration plan. Various course coordinators are contacted to determine content of the e-learning program as well as establish assessment. Linking the e-learning program to existing course activities and thereby applying the basic science into the clinical context enhances the degree of integration. The success of the integration is demonstrated by a positive assessment of the program including favourable cost-benefit analysis and improved student performance. Lastly, when the program becomes institutionalised, continuously updating content and technology (when appropriate), and evaluating the integration contribute to the prolonged survival of the e-learning program.

1.4 Research and the dental student.

PubMed

DePaola, Dominick; Howell, Howard; Baker, Charles G; Boy-Lefevre, Marie Laure; Hull, Peter; Holmstrup, Palle; Jerolimov, Vjekoslav; Hardwick, Kevin; Lamster, Ira B; Lopez, Nestor J; Rifkin, Barry

2002-01-01

There has been significant concern that the dental curriculum and system of clinical education, in particular, is not designed to take advantage of the explosion in knowledge in biomedical science and its application to the health of the public. Although there are some examples of innovations in dental education on a global scale that have the capacity to increase the assimilation of basic and clinical knowledge, most of the dental education models are mired in the traditional '2 + 2' approach to education. This can be seen in North America and the European '2 + 3' model or the stomatological '4 + 2' approach. In each of these systems, the basic and behavioural science courses continue to be perceived as hurdles over which students must leap in order to reach the clinical programmes where there is little opportunity to use basic science information to advance patient care and treatment. Examples of issues that are not well represented include: innovations in imaging; diagnosis; bio-materials; science-based approaches to clinical practice; novel approaches to therapeutics; interactions between the oral, dental and craniofacial complex and systemic health and disorders; the role of oral infections and systemic disease; the increasing appreciation of chronic diseases and disorders such as osteoporosis and diabetes that affect oral tissues; the promise of bioengineering, tissue engineering and biomimetics; the potential use of saliva as a diagnostic tool; the understanding of oral complications of cancer treatment; the treatments of HIV/AIDS diseases and hepatitis; the use of dental and dental hygiene staff on health-care teams to deal with issues such as birth defects, orofacial trauma, head and neck cancer, chronic pain management and so on. There seems to be an excessive emphasis on restorative dentistry and, to a lesser extent, on the more biological approaches to diagnosis, prevention and therapeutics. This continued lack of integration of basic and clinical sciences in the curriculum continues to foster a dental workforce that is highly technically competent to provide specific clinical services but poorly equipped to evaluate and implement new biological approaches to diagnosis, therapeutics and intervention. Unfortunately, after many attempts by organized dental symposia aimed at the integration of basic and clinical sciences, there has been little discernible curricular change. It appears that there is an opportunity through this global congress to identify the best practices in the various global curricula that could change this paradigm in dental education and lead us toward the education of a more scientifically orientated practitioner-one who can take advantage of innovations in new and emerging technologies in their application to patient care. It is the challenge of this section to try to ascertain the best method or methods by which dental education promotes research to the dental student and what research represents in terms of critical thinking and evidence-based approaches to dental education and clinical practice.

Integrated interdisciplinary training in the radiological sciences.

PubMed

Brenner, D J; Vazquez, M; Buonanno, M; Amundson, S A; Bigelow, A W; Garty, G; Harken, A D; Hei, T K; Marino, S A; Ponnaiya, B; Randers-Pehrson, G; Xu, Y

2014-02-01

The radiation sciences are increasingly interdisciplinary, both from the research and the clinical perspectives. Beyond clinical and research issues, there are very real issues of communication between scientists from different disciplines. It follows that there is an increasing need for interdisciplinary training courses in the radiological sciences. Training courses are common in biomedical academic and clinical environments, but are typically targeted to scientists in specific technical fields. In the era of multidisciplinary biomedical science, there is a need for highly integrated multidisciplinary training courses that are designed for, and are useful to, scientists who are from a mix of very different academic fields and backgrounds. We briefly describe our experiences running such an integrated training course for researchers in the field of biomedical radiation microbeams, and draw some conclusions about how such interdisciplinary training courses can best function. These conclusions should be applicable to many other areas of the radiological sciences. In summary, we found that it is highly beneficial to keep the scientists from the different disciplines together. In practice, this means not segregating the training course into sections specifically for biologists and sections specifically for physicists and engineers, but rather keeping the students together to attend the same lectures and hands-on studies throughout the course. This structure added value to the learning experience not only in terms of the cross fertilization of information and ideas between scientists from the different disciplines, but also in terms of reinforcing some basic concepts for scientists in their own discipline.

Teaching science content in nursing programs in Australia: a cross-sectional survey of academics.

PubMed

Birks, Melanie; Ralph, Nicholas; Cant, Robyn; Hillman, Elspeth; Chun Tie, Ylona

2015-01-01

Professional nursing practice is informed by biological, social and behavioural sciences. In undergraduate pre-registration nursing programs, biological sciences typically include anatomy, physiology, microbiology, chemistry, physics and pharmacology. The current gap in the literature results in a lack of information about the content and depth of biological sciences being taught in nursing curricula. The aim of this study was to establish what priority is given to the teaching of science topics in these programs in order to inform an understanding of the relative importance placed on this subject area in contemporary nursing education. This study employed a cross-sectional survey method. This paper reports on the first phase of a larger project examining science content in nursing programs. An existing questionnaire was modified and delivered online for completion by academics who teach science to nurses in these programs. This paper reports on the relative priority given by respondents to the teaching of 177 topics contained in the questionnaire. Of the relatively small population of academics who teach science to nursing students, thirty (n = 30) completed the survey. Findings indicate strong support for the teaching of science in these programs, with particular priority given to the basic concepts of bioscience and gross system anatomy. Of concern, most science subject areas outside of these domains were ranked as being of moderate or low priority. While the small sample size limited the conclusions able to be drawn from this study, the findings supported previous studies that indicated inadequacies in the teaching of science content in nursing curricula. Nevertheless, these findings have raised questions about the current philosophy that underpins nursing education in Australia and whether existing practices are clearly focused on preparing students for the demands of contemporary nursing practice. Academics responsible for the design and implementation of nursing curricula are encouraged to review the content of current programs in light of the findings of this research.

The Views of Science Pre-Service Teachers about the Usage of Basic Information Technologies (BIT) in Education and Instruction

ERIC Educational Resources Information Center

Çetin, Oguz

2016-01-01

In this study aiming to present a description based on science pre-service teachers' views related to use of Basic Information Technologies (BIT) in education and training, an interview is carried out with 21 pre-service science teachers who study in different classes in Faculty of Education, Nigde University. For this aim, improved interview form…

PREFACE: Rusnanotech 2010 International Forum on Nanotechnology

NASA Astrophysics Data System (ADS)

Kazaryan, Konstantin

2011-03-01

The Rusnanotech 2010 International Forum on Nanotechnology was held from November 1-3, 2010, in Moscow, Russia. It was the third forum organized by RUSNANO (Russian Corporation of Nanotechnologies) since 2008. In March 2011 RUSNANO was established as an open joint-stock company through the reorganization of the state corporation Russian Corporation of Nanotechnologies. RUSNANO's mission is to develop the Russian nanotechnology industry through co-investment in nanotechnology projects with substantial economic potential or social benefit. Within the framework of the Forum Science and Technology Program, presentations on key trends of nanotechnology development were given by foreign and Russian scientists, R&D officers of leading international companies, universities and scientific centers. The science and technology program of the Forum was divided into eight sections as follows (by following hyperlinks you may find each section's program including videos of all oral presentations): Catalysis and Chemical Industry Nanobiotechnology Nanodiagnostics Nanoelectronics Nanomaterials Nanophotonics Nanotechnolgy In The Energy Industry Nanotechnology in Medicine The scientific program of the forum included 115 oral presentations by leading scientists from 15 countries. Among them in the "Nanomaterials" section was the lecture by Dr Konstantin Novoselov, winner of the Nobel Prize in Physics 2010. The poster session consisted of over 500 presentations, 300 of which were presented in the framework of the young scientists' nanotechnology papers competition. This volume of the Journal of Physics: Conference Series includes a selection of 57 submissions. The scientific program committee: Prof Zhores Alferov, AcademicianVice-president of Russian Academy of Sciences, Nobel Prize winner, Russia, Chairman of the Program CommitteeProf Sergey Deev, Corresponding Member of Russian Academy of SciencesHead of the Laboratory of Molecular Immunology, M M Shemyakin and Yu A Ovchinnikov Institute of Bioorganic Chemistry, Russian Academy of Sciences, Russia, Deputy Chairman of the Program CommitteeProf Alexander Aseev, AcademicianVice-president of Russian Academy of Sciences Director, A V Rzhanov-Institute of Semiconductor Physics, Siberian Branch of Russian Academy of Sciences, RussiaProf Sergey Bagaev, AcademicianDirector, Institute of Laser Physics, Siberian Branch of Russian Academy of Sciences, RussiaProf Alexander Gintsburg, Ademician, Russian Academy of Medical SciencesDirector Gamaleya Research Institute of Epidemiology and Microbiology, Russian Academy of Medical Sciences, RussiaProf Anatoly Grigoryev, Academician, Russian Academy of Sciences, Russian Academy of Medical SciencesVice-president, Russian Academy of Medical Sciences, RussiaProf Michael Kovalchuk, RAS Corresponding MemberDirector, Kurchatov Institute Russian Scientific Center, RussiaProf Valery Lunin, AcademicianDean, Department of Chemistry, Lomonosov Moscow State University, RussiaProf Valentin Parmon, Academician, DirectorBoreskov Institute of Catalysis, Siberian Branch of Russian Academy of Sciences, RussiaProf Rem Petrov, AcademicianAdvisor, Russian Academy of Sciences, RussiaProf Konstantin Skryabin, AcademicianDirector, Bioinzheneriya Center, Russian Academy of Sciences, RussiaProf Vsevolod Tkachuk, Academician, Russian Academy of Sciences, Russian Academy of Medical SciencesDean, Faculty of Fundamental Medicine, Lomonosov Moscow State University, RussiaProf Vladimir Fortov, AcademicianDirector, Joint Institute for High Temperatures, Russian Academy of Sciences, RussiaProf Alexey Khokhlov, AcademicianVice Principal, Head of Innovation, Information and International Scientific Affairs Department, Lomonosov Moscow State University, RussiaProf Valery Bukhtiyarov, RAS Corresponding MemberDirector, Physicochemical Research Methods Dept., Boreskov Institute of Catalysis, Siberian Branch of Russian Academy of Sciences, RussiaProf Anatoly Dvurechensky, RAS Corresponding MemberDeputy Director, Institute of Semiconductor Physics, Siberian Branch of Russian Academy of Sciences, RussiaProf Vladimir Kvardakov, Corresponding Member of Russian Academy of SciencesExecutive Director, Kurchatov Center of Synchrotron Radiation and Nanotechnology, RussiaProf Edward Son, Corresponding member of Russian Academy of SciencesScientific Deputy Director, Joint Institute for High Temperatures, Russian Academy of Sciences, RussiaProf Andrey GudkovSenior Vice President, Basic Science Chairman, Department of Cell Stress Biology, Roswell Park Cancer Institute, USAProf Robert NemanichChair, Department of Physics, Arizona State University, USAProf Kandlikar SatishProfessor, Rochester Institute of Technology, USAProf Xiang ZhangUC Berkeley, Director of NSF Nano-scale Science and Engineering Center (NSEC), USAProf Andrei ZvyaginProfessor, Macquarie University, AustraliaProf Sergey KalyuzhnyDirector of the Scientific and Technological Expertise Department, RUSNANO, RussiaKonstantin Kazaryan, PhDExpert of the Scientific and Technological Expertise Department, RUSNANO, Russia, Program Committee SecretarySimeon ZhavoronkovHead of Nanotechnology Programs Development Office, Rusnanotech Forum Fund for the Nanotechnology Development, Russia Editors of the proceedings: Section "Nanoelectronics" - Corresponding Member of Russian Academy of Sciences, Professor Anatoly Dvurechenskii (Institute of Semiconductor Physics, RAS).Section "Nanophotonics" - Professor Vasily Klimov (Institute of Physics, RAS).Section "Nanodiagnostics" - Professor P Kashkarov (Russian Scientific Center, Kurchatov Institute).Section "Nanotechnology for power engineering" - Corresponding Member of Russian Academy of Sciences, Professor Eduard Son (Joint Institute for High Temperatures, RAS).Section "Catalysis and chemical industry" - Member of Russian Academy of Sciences, Professor Valentin Parmon (Institute of Catalysis SB RAS).Section "Nanomaterials" - E Obraztsova, PhD (Institute of Physics, RAS), Marat Gallamov PhD (Moscow State University).Section "Nanotechnology in medicine" - Denis Logunov, PhD (Gamaleya Research Institute of Epidemiology and Microbiology, RAMS).Section "Nanobiotechnology" - Member of Russian Academy of Sciences, Professor Konstantin Skryabin (Bioengineering Center, RAS), Member of Russian Academy of Sciences, Professor Rem Petrov (RAS), Corresponding Member of Russian Academy of Sciences, Professor Sergey Deev (Institute of Bioorganic Chemistry).

Engineering and simulation of life sciences Spacelab experiments

NASA Technical Reports Server (NTRS)

Johnston, R. S.; Bush, W. H. Jr; Rummel, J. A.; Alexander, W. C.

1979-01-01

The third in a series of Spacelab Mission Development tests was conducted at the Johnson (correction of Johnston) Space Center as a part of the development of Life Sciences experiments for the Space Shuttle era. The latest test was a joint effort of the Ames Research and Johnson Space Centers and utilized animals and men for study. The basic objective of this test was to evaluate the operational concepts planned for the Space Shuttle life science payloads program. A three-man crew (Mission Specialist and two Payload Specialists) conducted 26 experiments and 12 operational tests, which were selected for this 7-day mission simulation. The crew lived on board a simulated Orbiter/Spacelab mockup 24 hr a day. The Orbiter section contained the mid deck crew quarters area, complete with sleeping, galley and waste management provisions. The Spacelab was identical in geometry to the European Space Agency Spacelab design, complete with removable rack sections and stowage provisions. Communications between the crewmen and support personnel were configured and controlled as currently planned for operational shuttle flights. For this test a Science Operations Remote Center was manned at the Ames Research Center and was managed by simulated Mission Control and Payload Operation Control Centers at the Johnson Space Center. This paper presents the test objectives, description of the facilities and test program, and the results of this test.

Teaching Basic Science Environmentally, Concept: Water that Comes Down as Rain Is Used Over and Over Again.

ERIC Educational Resources Information Center

Busch, Phyllis S.

1985-01-01

Provides directions for basic science experiments which demonstrate the rain cycle, fundamentals of cloud formation, and testing for the presence of acidity in local rainwater. Describes materials required, step-by-step instructions, and discussion topics. (NEC)

Basic sciences agonize in Turkey!

NASA Astrophysics Data System (ADS)

Akdemir, Fatma; Araz, Asli; Akman, Ferdi; Durak, Rıdvan

2016-04-01

In this study, changes from past to present in the departments of physics, chemistry, biology and mathematics, which are considered as the basic sciences in Turkey, are shown. The importance of basic science for the country emphasized and the status of our country was discussed with a critical perspective. The number of academic staff, the number of students, opened quotas according to years for these four departments at universities were calculated and analysis of the resulting changes were made. In examined graphics changes to these four departments were similar. Especially a significant change was observed in the physics department. Lack of jobs employing young people who have graduated from basic science is also an issue that must be discussed. There are also qualitative results of this study that we have discussed as quantitative. Psychological problems caused by unemployment have become a disease among young people. This study was focused on more quantitative results. We have tried to explain the causes of obtained results and propose solutions.

Nuclear fission: the interplay of science and technology.

PubMed

Stoneham, A M

2010-07-28

When the UK's Calder Hall nuclear power station was connected to the grid in 1956, the programmes that made this possible involved a powerful combination of basic and applied research. Both the science and the engineering were novel, addressing new and challenging problems. That the last Calder Hall reactor was shut down only in 2003 attests to the success of the work. The strengths of bringing basic science to bear on applications continued to be recognized until the 1980s, when government and management fashions changed. This paper identifies a few of the technology challenges, and shows how novel basic science emerged from them and proved essential in their resolution. Today, as the threat of climate change becomes accepted, it has become clear that there is no credible solution without nuclear energy. The design and construction of new fission reactors will need continuing innovation, with the interplay between the science and technology being a crucial component.

Preparing medical students for future learning using basic science instruction.

PubMed

Mylopoulos, Maria; Woods, Nicole

2014-07-01

The construct of 'preparation for future learning' (PFL) is understood as the ability to learn new information from available resources, relate new learning to past experiences and demonstrate innovation and flexibility in problem solving. Preparation for future learning has been proposed as a key competence of adaptive expertise. There is a need for educators to ensure that opportunities are provided for students to develop PFL ability and that assessments accurately measure the development of this form of competence. The objective of this research was to compare the relative impacts of basic science instruction and clinically focused instruction on performance on a PFL assessment (PFLA). This study employed a 'double transfer' design. Fifty-one pre-clerkship students were randomly assigned to either basic science instruction or clinically focused instruction to learn four categories of disease. After completing an initial assessment on the learned material, all participants received clinically focused instruction for four novel diseases and completed a PFLA. The data from the initial assessment and the PFLA were submitted to independent-sample t-tests. Mean ± standard deviation [SD] scores on the diagnostic cases in the initial assessment were similar for participants in the basic science (0.65 ± 0.11) and clinical learning (0.62 ± 0.11) conditions. The difference was not significant (t[42] = 0.90, p = 0.37, d = 0.27). Analysis of the diagnostic cases on the PFLA revealed significantly higher mean ± SD scores for participants in the basic science learning condition (0.72 ± 0.14) compared with those in the clinical learning condition (0.63 ± 0.15) (t[42] = 2.02, p = 0.05, d = 0.62). Our results show that the inclusion of basic science instruction enhanced the learning of novel related content. We discuss this finding within the broader context of research on basic science instruction, development of adaptive expertise and assessment in medical education. © 2014 John Wiley & Sons Ltd.

Neutron physics with accelerators

NASA Astrophysics Data System (ADS)

Colonna, N.; Gunsing, F.; Käppeler, F.

2018-07-01

Neutron-induced nuclear reactions are of key importance for a variety of applications in basic and applied science. Apart from nuclear reactors, accelerator-based neutron sources play a major role in experimental studies, especially for the determination of reaction cross sections over a wide energy span from sub-thermal to GeV energies. After an overview of present and upcoming facilities, this article deals with state-of-the-art detectors and equipment, including the often difficult sample problem. These issues are illustrated at selected examples of measurements for nuclear astrophysics and reactor technology with emphasis on their intertwined relations.

The history of space exploration

NASA Technical Reports Server (NTRS)

Collins, Martin J.; Kraemer, Sylvia K.

1994-01-01

Presented are the acknowledgements and introduction sections of the book 'Space: Discovery and Exploration.' The goal of the book is to address some basic questions of American space history, including how this history compares with previous eras of exploration, why the space program was initiated when it was, and how the U.S. space program developed. In pursuing these questions, the intention is not to provide exhaustive answers, but to point the reader toward a more varied picture of how our venture in space has intersected with American government, politics, business, and science.

Physiology education in North American dental schools: the basic science survey series.

PubMed

Gautam, Medha; Shaw, David H; Pate, Ted D; Lambert, H Wayne

2014-06-01

As part of the Basic Science Survey Series for Dentistry, members of the American Dental Education Association (ADEA) Physiology, Pharmacology, and Therapeutics Section surveyed directors of physiology courses in North American dental schools. The survey was designed to assess, among other things, faculty affiliation and experience of course directors, teaching methods, general course content and emphasis, extent of interdisciplinary (shared) instruction, and impact of recent curricular changes. Responses were received from forty-four of sixty-seven (65.7 percent) U.S. and Canadian dental schools. The findings suggest the following: substantial variation exists in instructional hours, faculty affiliation, class size, and interdisciplinary nature of physiology courses; physiology course content emphasis is similar between schools; student contact hours in physiology, which have remained relatively stable in the past fifteen years, are starting to be reduced; recent curricular changes have often been directed towards enhancing the integrative and clinically relevant aspects of physiology instruction; and a trend toward innovative content delivery, such as use of computer-assisted instruction, is evident. Data from this study may be useful to physiology course directors, curriculum committees, and other dental educators with an interest in integrative and interprofessional education.

Town Meeting on Plasma Physics at the National Science Foundation

NASA Astrophysics Data System (ADS)

2015-11-01

We invite you to the Town Meeting on the role of the National Science Foundation (NSF) in supporting basic and applied research in Plasma Physics in the U.S. The overarching goal of NSF is to promote the progress of science and to enable training of the next generation of scientists and engineers at US colleges and universities. In this context, the role of the NSF Physics Division in leading the nearly 20 year old NSF/DOE Partnership in Basic Plasma Science and Engineering serves as an example of the long history of NSF support for basic plasma physics research. Yet, the NSF interest in maintaining a healthy university research base in plasma sciences extends across the Foundation. A total of five NSF Divisions are participating in the most recent Partnership solicitation, and a host of other multi-disciplinary and core programs provide opportunities for scientists to perform research on applications of plasma physics to Space & Solar Physics, Astrophysics, Accelerator Science, Material Science, Plasma Medicine, and many sub-disciplines within Engineering. This Town Meeting will provide a chance to discuss the full range of relevant NSF funding opportunities, and to begin a conversation on the present and future role of NSF in stewarding basic plasma science and engineering research at US colleges and universities. We would like to particularly encourage early career scientists and graduate students to participate in this Town Meeting, though everyone is invited to join what we hope to be a lively discussion.

Evolving the future: Toward a science of intentional change

PubMed Central

Wilson, David Sloan; Hayes, Steven C.; Biglan, Anthony; Embry, Dennis D.

2015-01-01

Humans possess great capacity for behavioral and cultural change, but our ability to manage change is still limited. This article has two major objectives: first, to sketch a basic science of intentional change centered on evolution; second, to provide examples of intentional behavioral and cultural change from the applied behavioral sciences, which are largely unknown to the basic sciences community. All species have evolved mechanisms of phenotypic plasticity that enable them to respond adaptively to their environments. Some mechanisms of phenotypic plasticity count as evolutionary processes in their own right. The human capacity for symbolic thought provides an inheritance system having the same kind of combinatorial diversity as does genetic recombination and antibody formation. Taking these propositions seriously allows an integration of major traditions within the basic behavioral sciences, such as behaviorism, social constructivism, social psychology, cognitive psychology, and evolutionary psychology, which are often isolated and even conceptualized as opposed to one another. The applied behavioral sciences include well-validated examples of successfully managing behavioral and cultural change at scales ranging from individuals to small groups to large populations. However, these examples are largely unknown beyond their disciplinary boundaries, for lack of a unifying theoretical framework. Viewed from an evolutionary perspective, they are examples of managing evolved mechanisms of phenotypic plasticity, including open-ended processes of variation and selection. Once the many branches of the basic and applied behavioral sciences become conceptually unified, we are closer to a science of intentional change than one might think. PMID:24826907

Ada in Introductory Computer Science Courses

DTIC Science & Technology

1993-01-01

Ada by Daniel F. Stubbs and Neil W. Webre Course Objective: To introduce the students to the basic classical data structures of computer science...Introduction to Ada, Chapman & Hall, 1993, London Dale/Weems/McCormick, Programming and Problem Solving with Ada, D. C. Heath and Company, 1994, MA Feldman...Daniel F. Stubbs and Neil W. Webre - Course Objective: To introduce the students to the basic classical data structures of computer science

Obstacles of Implementing the Science Curricula of the Basic Stage as Perceived by the Teachers in a Jordanian Town

ERIC Educational Resources Information Center

Ayasra, Ahmad

2015-01-01

This study aimed to investigate obstacles that prevent implementation of science curriculum which was developed within the Education Reform for the Knowledge Economy project (ErfKE). To achieve this, a purposeful sample consisted of four teachers of science for the basic stage in the town located in the north of Jordan in the first semester of the…

Future of fundamental discovery in US biomedical research

PubMed Central

Levitt, Michael; Levitt, Jonathan M.

2017-01-01

Young researchers are crucially important for basic science as they make unexpected, fundamental discoveries. Since 1982, we find a steady drop in the number of grant-eligible basic-science faculty [principal investigators (PIs)] younger than 46. This fall occurred over a 32-y period when inflation-corrected congressional funds for NIH almost tripled. During this time, the PI success ratio (fraction of basic-science PIs who are R01 grantees) dropped for younger PIs (below 46) and increased for older PIs (above 55). This age-related bias seems to have caused the steady drop in the number of young basic-science PIs and could reduce future US discoveries in fundamental biomedical science. The NIH recognized this bias in its 2008 early-stage investigator (ESI) policy to fund young PIs at higher rates. We show this policy is working and recommend that it be enhanced by using better data. Together with the National Institute of General Medical Sciences (NIGMS) Maximizing Investigators’ Research Award (MIRA) program to reward senior PIs with research time in exchange for less funding, this may reverse a decades-long trend of more money going to older PIs. To prepare young scientists for increased demand, additional resources should be devoted to transitional postdoctoral fellowships already offered by NIH. PMID:28584129

Optometry Basic Science Curricula: Current Status.

ERIC Educational Resources Information Center

Berman, Morris S.

1991-01-01

A national survey of optometry schools (n=10) concerning the status of basic biological science instruction provides insight into manpower, curriculum, learning resources, and budgetary support currently available. Results indicate that major changes must occur and that a national effort will be needed to support them. (Author/MSE)

Integrating Basic Science and Clinical Teaching for Third-Year Medical Students.

ERIC Educational Resources Information Center

Croen, Lila G.; And Others

1986-01-01

A 2-month program for third-year students at Yeshiva's Albert Einstein College of Medicine that provides a model for integrating basic sciences and clinical training is described. It demonstrates the importance of lifelong learning in a field that constantly changes. (Author/MLW)

Global Security, Medical Isotopes, and Nuclear Science

NASA Astrophysics Data System (ADS)

Ahle, Larry

2007-10-01

Over the past century basic nuclear science research has led to the use of radioactive isotopes into a wide variety of applications that touch our lives everyday. Some are obvious, such as isotopes for medical diagnostics and treatment. Others are less so, such as National/Global security issues. And some we take for granted, like the small amount of 241 Am that is in every smoke detector. At the beginning of this century, we are in a position where the prevalence and importance of some applications of nuclear science are pushing the basic nuclear science community for improved models and nuclear data. Yet, at the same time, the push by the basic nuclear science community to study nuclei that are farther and farther away from stability also offer new opportunities for many applications. This talk will look at several global security applications of nuclear science, summarizing current R&D and need for improved nuclear data It will also look at how applications of nuclear science, such as to medicine, will benefit from the push for more and more powerful radioactive ion beam facilities.

A brief simulation intervention increasing basic science and clinical knowledge.

PubMed

Sheakley, Maria L; Gilbert, Gregory E; Leighton, Kim; Hall, Maureen; Callender, Diana; Pederson, David

2016-01-01

The United States Medical Licensing Examination (USMLE) is increasing clinical content on the Step 1 exam; thus, inclusion of clinical applications within the basic science curriculum is crucial. Including simulation activities during basic science years bridges the knowledge gap between basic science content and clinical application. To evaluate the effects of a one-off, 1-hour cardiovascular simulation intervention on a summative assessment after adjusting for relevant demographic and academic predictors. This study was a non-randomized study using historical controls to evaluate curricular change. The control group received lecture (n l=515) and the intervention group received lecture plus a simulation exercise (n l+s=1,066). Assessment included summative exam questions (n=4) that were scored as pass/fail (≥75%). USMLE-style assessment questions were identical for both cohorts. Descriptive statistics for variables are presented and odds of passage calculated using logistic regression. Undergraduate grade point ratio, MCAT-BS, MCAT-PS, age, attendance at an academic review program, and gender were significant predictors of summative exam passage. Students receiving the intervention were significantly more likely to pass the summative exam than students receiving lecture only (P=0.0003). Simulation plus lecture increases short-term understanding as tested by a written exam. A longitudinal study is needed to assess the effect of a brief simulation intervention on long-term retention of clinical concepts in a basic science curriculum.

A brief simulation intervention increasing basic science and clinical knowledge.

PubMed

Sheakley, Maria L; Gilbert, Gregory E; Leighton, Kim; Hall, Maureen; Callender, Diana; Pederson, David

2016-01-01

Background The United States Medical Licensing Examination (USMLE) is increasing clinical content on the Step 1 exam; thus, inclusion of clinical applications within the basic science curriculum is crucial. Including simulation activities during basic science years bridges the knowledge gap between basic science content and clinical application. Purpose To evaluate the effects of a one-off, 1-hour cardiovascular simulation intervention on a summative assessment after adjusting for relevant demographic and academic predictors. Methods This study was a non-randomized study using historical controls to evaluate curricular change. The control group received lecture (n l =515) and the intervention group received lecture plus a simulation exercise (n l+s =1,066). Assessment included summative exam questions (n=4) that were scored as pass/fail (≥75%). USMLE-style assessment questions were identical for both cohorts. Descriptive statistics for variables are presented and odds of passage calculated using logistic regression. Results Undergraduate grade point ratio, MCAT-BS, MCAT-PS, age, attendance at an academic review program, and gender were significant predictors of summative exam passage. Students receiving the intervention were significantly more likely to pass the summative exam than students receiving lecture only (P=0.0003). Discussion Simulation plus lecture increases short-term understanding as tested by a written exam. A longitudinal study is needed to assess the effect of a brief simulation intervention on long-term retention of clinical concepts in a basic science curriculum.

Curriculum Reviews.

ERIC Educational Resources Information Center

Science and Children, 1981

1981-01-01

Reviews four science curriculum materials. "Human Issues in Science" presents social consequences of science and technological developments. "Experiences in Science" contains duplicating masters to supplement basic science programs. "Outdoor Areas as Learning Laboratories" includes activities for local environments. "The Science Cookbook" uses…

BASIC ELECTRICITY. SCIENCE IN ACTION SERIES, NUMBER 14.

ERIC Educational Resources Information Center

CASSEL, RICHARD

THIS TEACHING GUIDE, INVOLVING ACTIVITIES FOR DEVELOPING AN UNDERSTANDING OF BASIC ELECTRICITY, EMPHASIZES STUDENT INVESTIGATIONS RATHER THAN FACTS, AND IS BASED ON THE PREMISE THAT THE MAJOR GOAL IN SCIENCE TEACHING IS THE DEVELOPMENT OF THE INVESTIGATIVE ATTITUDE IN THE STUDENT. ACTIVITIES SUGGESTED INVOLVE SIMPLE DEMONSTRATIONS AND EXPERIMENTS…

Integration of Basic Sciences in Health's Courses

ERIC Educational Resources Information Center

Azzalis, L. A.; Giavarotti, L.; Sato, S. N.; Barros, N. M. T.; Junqueira, V. B. C.; Fonseca, F. L. A.

2012-01-01

Concepts from disciplines such as Biochemistry, Genetics, Cellular and Molecular Biology are essential to the understanding and treatment of an elevated number of illnesses, but often they are studied separately, with no integration between them. This article proposes a model for basic sciences integration based on problem-based learning (PBL) and…

Teaching Toxicology as a Basic Medical Science

ERIC Educational Resources Information Center

Gralla, Edward J.

1976-01-01

A 4-year effort at Yale University School of Medicine to teach toxicology as an elective basic science from the standpoint of organ-specific toxic effects is described. The objective of the successful multidisciplinary program is to prepare physicians to understand, recognize, and manage adverse effects from drugs and other environmental…

ON THE NATURE OF SPEECH SCIENCE.

ERIC Educational Resources Information Center

PETERSON, GORDON E.

IN THIS ARTICLE THE NATURE OF THE DISCIPLINE OF SPEECH SCIENCE IS CONSIDERED AND THE VARIOUS BASIC AND APPLIED AREAS OF THE DISCIPLINE ARE DISCUSSED. THE BASIC AREAS ENCOMPASS THE VARIOUS PROCESSES OF THE PHYSIOLOGY OF SPEECH PRODUCTION, THE ACOUSTICAL CHARACTERISTICS OF SPEECH, INCLUDING THE SPEECH WAVE TYPES AND THE INFORMATION-BEARING ACOUSTIC…

Wilderness science in a time of change conference-Volume 3: Wilderness as a place for scientific inquiry; 1999 May 23-27; Missoula, MT

Treesearch

Stephen F. McCool; David N. Cole; William T. Borrie; Jennifer O' Loughlin

2000-01-01

Thirty-six papers related to the theme of wilderness as a place to conduct science are included. Five overview papers synthesize knowledge and research about basic work in the biophysical and social sciences that has been conducted in wilderness. Other papers present the results of focused basic research in wilderness, with one set of papers devoted to the conduct and...

Influence of fluorescence time characteristics on the spatial resolution of CW-stimulated emission depletion microscopy

NASA Astrophysics Data System (ADS)

Qin, Haiyun; Zhao, Wei; Zhang, Chen; Liu, Yong; Wang, Guiren; Wang, Kaige

2018-03-01

Not Available Project supported by the National Natural Science Foundation of China (Grant Nos. 11672229 and 61378083), International Cooperation Foundation of the National Science and Technology Major Project of the Ministry of Science and Technology of China (Grant No. 2011DFA12220), Major Research Plan of the National Natural Science Foundation of China (Grant No. 91123030), Natural Science Foundation of Shaanxi Province of China (Grant Nos. 2010JS110 and 2013SZS03-Z01), Natural Science Basic Research Program of Shaanxi Province — Major Basic Research Project, China (Grant No. 2016ZDJC-15), Young Scientist Fund of the National Natural Science Foundation of China (Grant No. 11504294), and the Youth Talent Plan of the Natural Science Foundation of Shaanxi Province of China (Grant No. 2016JQ103).

Advancing the Science of ISRU

NASA Astrophysics Data System (ADS)

Gertsch, L. S.; Morris, K. A.

2017-02-01

The sustainable exploration of space requires in situ resource utilization (ISRU). Successful ISRU depends on a solid science foundation; consequently, planetary science must include basic and applied science investigations to support ISRU.

Calculation and analysis of cross-sections for p+184W reactions up to 200 MeV

NASA Astrophysics Data System (ADS)

Sun, Jian-Ping; Zhang, Zheng-Jun; Han, Yin-Lu

2015-08-01

A set of optimal proton optical potential parameters for p+ 184W reactions are obtained at incident proton energy up to 250 MeV. Based on these parameters, the reaction cross-sections, elastic scattering angular distributions, energy spectra and double differential cross sections of proton-induced reactions on 184W are calculated and analyzed by using theoretical models which integrate the optical model, distorted Born wave approximation theory, intra-nuclear cascade model, exciton model, Hauser-Feshbach theory and evaporation model. The calculated results are compared with existing experimental data and good agreement is achieved. Supported by National Basic Research Program of China, Technology Research of Accelerator Driven Sub-critical System for Nuclear Waste Transmutation (2007CB209903) and Strategic Priority Research Program of Chinese Academy of Sciences, Thorium Molten Salt Reactor Nuclear Energy System (XDA02010100)

The Challenge of the Humanities and Social Science Education Through the Basic Seminar (Science of Snow Sports)

NASA Astrophysics Data System (ADS)

Taniai, Tetsuyuki; Sugimoto, Taku; Sato, Ken-Ichi; Ikota, Masaru

The Education Center of Chiba Institute of Technology is taking a new approach to the introduction of liberal arts subjects commonly included in the curriculum of all departments through a newly established basic seminar, the Science of Snow Sports. Each faculty member has been working on setting up classes that cross the conventional boundaries of fields and disciplines and which are targeted at students of all faculties and departments. This paper describes the potential for teaching liberal arts and social science subjects to engineering students through the medium of sports science, based on actual experience gained via this new approach.

Educating for the 21st-Century Health Care System: An Interdependent Framework of Basic, Clinical, and Systems Sciences.

PubMed

Gonzalo, Jed D; Haidet, Paul; Papp, Klara K; Wolpaw, Daniel R; Moser, Eileen; Wittenstein, Robin D; Wolpaw, Terry

2017-01-01

In the face of a fragmented and poorly performing health care delivery system, medical education in the United States is poised for disruption. Despite broad-based recommendations to better align physician training with societal needs, adaptive change has been slow. Traditionally, medical education has focused on the basic and clinical sciences, largely removed from the newer systems sciences such as population health, policy, financing, health care delivery, and teamwork. In this article, authors examine the current state of medical education with respect to systems sciences and propose a new framework for educating physicians in adapting to and practicing in systems-based environments. Specifically, the authors propose an educational shift from a two-pillar framework to a three-pillar framework where basic, clinical, and systems sciences are interdependent. In this new three-pillar framework, students not only learn the interconnectivity in the basic, clinical, and systems sciences but also uncover relevance and meaning in their education through authentic, value-added, and patient-centered roles as navigators within the health care system. Authors describe the Systems Navigation Curriculum, currently implemented for all students at the Penn State College of Medicine, as an example of this three-pillar educational model. Simple adjustments, such as including occasional systems topics in medical curriculum, will not foster graduates prepared to practice in the 21st-century health care system. Adequate preparation requires an explicit focus on the systems sciences as a vital and equal component of physician education.

A roadmap for bridging basic and applied research in forensic entomology.

PubMed

Tomberlin, J K; Mohr, R; Benbow, M E; Tarone, A M; VanLaerhoven, S

2011-01-01

The National Research Council issued a report in 2009 that heavily criticized the forensic sciences. The report made several recommendations that if addressed would allow the forensic sciences to develop a stronger scientific foundation. We suggest a roadmap for decomposition ecology and forensic entomology hinging on a framework built on basic research concepts in ecology, evolution, and genetics. Unifying both basic and applied research fields under a common umbrella of terminology and structure would facilitate communication in the field and the production of scientific results. It would also help to identify novel research areas leading to a better understanding of principal underpinnings governing ecosystem structure, function, and evolution while increasing the accuracy of and ability to interpret entomological evidence collected from crime scenes. By following the proposed roadmap, a bridge can be built between basic and applied decomposition ecology research, culminating in science that could withstand the rigors of emerging legal and cultural expectations.

Anatomy Integration Blueprint: A Fourth-Year Musculoskeletal Anatomy Elective Model

ERIC Educational Resources Information Center

Lazarus, Michelle D.; Kauffman, Gordon L., Jr.; Kothari, Milind J.; Mosher, Timothy J.; Silvis, Matthew L.; Wawrzyniak, John R.; Anderson, Daniel T.; Black, Kevin P.

2014-01-01

Current undergraduate medical school curricular trends focus on both vertical integration of clinical knowledge into the traditionally basic science-dedicated curricula and increasing basic science education in the clinical years. This latter type of integration is more difficult and less reported on than the former. Here, we present an outline of…

Improving College Faculty Instruction in the Basic and Allied Health Sciences.

ERIC Educational Resources Information Center

Washton, Nathan S.

A project to improve college instruction in the basic and allied health sciences at New York Chiropractic College and the New York Institute of Technology is described. Attention was directed to: the kinds of resources colleges and professional schools provide to improve instruction; motivation of faculty to explore innovative or strategic…

Pair Comparison Study of the Relevance of Nine Basic Science Courses

ERIC Educational Resources Information Center

Spilman, Edra L.; Spilman, Helen W.

1975-01-01

Reports a survey study in which basic science courses were rated according to relevance. Notes approaches for making the anatomy disciplines more relevant because results showed them of lowest relevancy compared with physiology, pathology, and pharmacology which were rated of highest relevance and with biochemistry and microbiology which fell…

A Human Dissection Training Program at Indiana University School of Medicine-Northwest

ERIC Educational Resources Information Center

Talarico, Ernest F., Jr.

2010-01-01

As human cadavers are widely used in basic sciences, medical education, and other training and research venues, there is a real need for experts trained in anatomy and dissection. This article describes a program that gives individuals interested in clinical and basic sciences practical experience working with cadavers. Participants are selected…

An Inexpensive Predictor of Student Performance on Licensure Examinations.

ERIC Educational Resources Information Center

Hyde, R. M.; And Others

1987-01-01

The construction of a comprehensive final examination over the basic medical sciences is described. Performance on the exam was a better predictor of NBME-I scores than GPA in basic science or MCAT scores and a better predictor of NBME-II scores than preclinical course performance and MCAT scores. (Author/RH)

Pima College Students' Knowledge of Selected Basic Physical Science Concepts.

ERIC Educational Resources Information Center

Iadevaia, David G.

In 1989 a study was conducted at Pima Community College (PCC) to assess students' knowledge of basic physical science concepts. A three-part survey instrument was administered to students in a second semester sociology class, a first semester astronomy class, a second semester Spanish class, and a first semester physics class. The survey…

The Sequencing of Basic Chemistry Topics by Physical Science Teachers

ERIC Educational Resources Information Center

Sibanda, Doras; Hobden, Paul

2016-01-01

The purpose of this study was to find out teachers' preferred teaching sequence for basic chemistry topics in Physical Science in South Africa, to obtain their reasons underpinning their preferred sequence, and to compare these sequences with the prescribed sequences in the current curriculum. The study was located within a pragmatic paradigm and…

Medical Student Use of Objectives in Basic Science and Clinical Instruction.

ERIC Educational Resources Information Center

And Others; Mast, Terrill A.

1980-01-01

A study that investigated the long-term use of instructional objectives by medical students taking basic science and clinical courses is reported. Focus is on the extent and manner in which the objectives were used and factors that influenced their use. Students reported heavier usage earlier in the curriculum. (Author/JMD)

The Museum of Science and Industry Basic List of Children's Science Books 1973-1984.

ERIC Educational Resources Information Center

Richter, Bernice; Wenzel, Duane

Children's science books are listed under these headings: animals; astronomy; aviation and space; biography; careers; earth sciences; encyclopedias and reference books; environment and conservation; fiction; general science; life sciences; marine life; mathematics and computer science; medical and health sciences; physics and chemistry; plant…

Rocket Science 101 Interactive Educational Program

NASA Technical Reports Server (NTRS)

Armstrong, Dennis; Funkhouse, Deborah; DiMarzio, Donald

2007-01-01

To better educate the public on the basic design of NASA s current mission rockets, Rocket Science 101 software has been developed as an interactive program designed to retain a user s attention and to teach about basic rocket parts. This program also has helped to expand NASA's presence on the Web regarding educating the public about the Agency s goals and accomplishments. The software was designed using Macromedia s Flash 8. It allows the user to select which type of rocket they want to learn about, interact with the basic parts, assemble the parts to create the whole rocket, and then review the basic flight profile of the rocket they have built.

Measurement of Maximum Isometric Force Generated by Permeabilized Skeletal Muscle Fibers.

PubMed

Roche, Stuart M; Gumucio, Jonathan P; Brooks, Susan V; Mendias, Christopher L; Claflin, Dennis R

2015-06-16

Analysis of the contractile properties of chemically skinned, or permeabilized, skeletal muscle fibers offers a powerful means by which to assess muscle function at the level of the single muscle cell. Single muscle fiber studies are useful in both basic science and clinical studies. For basic studies, single muscle fiber contractility measurements allow investigation of fundamental mechanisms of force production, and analysis of muscle function in the context of genetic manipulations. Clinically, single muscle fiber studies provide useful insight into the impact of injury and disease on muscle function, and may be used to guide the understanding of muscular pathologies. In this video article we outline the steps required to prepare and isolate an individual skeletal muscle fiber segment, attach it to force-measuring apparatus, activate it to produce maximum isometric force, and estimate its cross-sectional area for the purpose of normalizing the force produced.

Inter-Satellite Communications Considerations and Requirements for Distributed Spacecraft and Formation Flying Systems

NASA Technical Reports Server (NTRS)

Kwadrat, Carl F.; Horne, William D.; Edwards, Bernard L.

2002-01-01

In order to avoid selecting inadequate inter-spacecraft cross-link communications standards for Distributed Spacecraft System (DSS) missions, it is first necessary to identify cross-link communications strategies and requirements common to a cross-section of proposed missions. This paper addresses the cross-link communication strategies and requirements derived from a survey of 39 DSS mission descriptions that are projected for potential launch within the next 20 years. The inter-spacecraft communications strategies presented are derived from the topological and communications constraints from the DSS missions surveyed. Basic functional requirements are derived from an analysis of the fundamental activities that must be undertaken to establish and maintain a cross-link between two DSS spacecraft. Cross-link bandwidth requirements are derived from high-level assessments of mission science objectives and operations concepts. Finally, a preliminary assessment of possible cross-link standards is presented within the context of the basic operational and interoperability requirements.

A simulation for teaching the basic and clinical science of fluid therapy.

PubMed

Rawson, Richard E; Dispensa, Marilyn E; Goldstein, Richard E; Nicholson, Kimberley W; Vidal, Noni Korf

2009-09-01

The course "Management of Fluid and Electrolyte Disorders" is an applied physiology course taught using lectures and paper-based cases. The course approaches fluid therapy from both basic science and clinical perspectives. While paper cases provide a basis for application of basic science concepts, they lack key components of genuine clinical cases that, by nature, are diverse, change over time, and respond in unique ways to therapeutic interventions. We developed a dynamic model using STELLA software that simulates normal and abnormal fluid and electrolyte balance in the dog. Students interact, not with the underlying model, but with a user interface that provides sufficient data (skin turgor, chemistry panel, etc.) for the clinical assessment of patients and an opportunity for treatment. Students administer fluids and supplements, and the model responds in "real time," requiring regular reassessment and, potentially, adaptation of the treatment strategy. The level of success is determined by clinical outcome, including improvement, deterioration, or death. We expected that the simulated cases could be used to teach both the clinical and basic science of fluid therapy. The simulation provides exposure to a realistic clinical environment, and students tend to focus on this aspect of the simulation while, for the most part, ignoring an exploration of the underlying physiological basis for patient responses. We discuss how the instructor's expertise can provide sufficient support, feedback, and scaffolding so that students can extract maximum understanding of the basic science in the context of assessing and treating at the clinical level.

Utilization and acceptance of virtual patients in veterinary basic sciences - the vetVIP-project.

PubMed

Kleinsorgen, Christin; Kankofer, Marta; Gradzki, Zbigniew; Mandoki, Mira; Bartha, Tibor; von Köckritz-Blickwede, Maren; Naim, Hassan Y; Beyerbach, Martin; Tipold, Andrea; Ehlers, Jan P

2017-01-01

Context: In medical and veterinary medical education the use of problem-based and cased-based learning has steadily increased over time. At veterinary faculties, this development has mainly been evident in the clinical phase of the veterinary education. Therefore, a consortium of teachers of biochemistry and physiology together with technical and didactical experts launched the EU-funded project "vetVIP", to create and implement veterinary virtual patients and problems for basic science instruction. In this study the implementation and utilization of virtual patients occurred at the veterinary faculties in Budapest, Hannover and Lublin. Methods: This report describes the investigation of the utilization and acceptance of students studying veterinary basic sciences using optional online learning material concurrently to regular biochemistry and physiology didactic instruction. The reaction of students towards this offer of clinical case-based learning in basic sciences was analysed using quantitative and qualitative data. Quantitative data were collected automatically within the chosen software-system CASUS as user-log-files. Responses regarding the quality of the virtual patients were obtained using an online questionnaire. Furthermore, subjective evaluation by authors was performed using a focus group discussion and an online questionnaire. Results: Implementation as well as usage and acceptance varied between the three participating locations. High approval was documented in Hannover and Lublin based upon the high proportion of voluntary students (>70%) using optional virtual patients. However, in Budapest the participation rate was below 1%. Due to utilization, students seem to prefer virtual patients and problems created in their native language and developed at their own university. In addition, the statement that assessment drives learning was supported by the observation that peak utilization was just prior to summative examinations. Conclusion: Veterinary virtual patients in basic sciences can be introduced and used for the presentation of integrative clinical case scenarios. Student post-course comments also supported the conclusion that overall the virtual cases increased their motivation for learning veterinary basic sciences.

Medical students' attitudes towards early clinical exposure in Iran.

PubMed

Khabaz Mafinejad, Mahboobeh; Mirzazadeh, Azim; Peiman, Soheil; Khajavirad, Nasim; Mirabdolhagh Hazaveh, Mojgan; Edalatifard, Maryam; Allameh, Seyed-Farshad; Naderi, Neda; Foroumandi, Morteza; Afshari, Ali; Asghari, Fariba

2016-06-19

This study was carried out to investigate the medical students' attitudes towards early clinical exposure at Tehran University of Medical Sciences. A cross-sectional study was conducted during 2012-2015. A convenience sample of 298 first- and second-year students, enrolled in the undergraduate medical curriculum, participated in an early clinical exposure program. To collect data from medical students, a questionnaire consisting of open-ended questions and structured questions, rated on a five-point Likert scale, was used to investigate students' attitudes toward early clinical exposure. Of the 298 medical students, 216 (72%) completed the questionnaires. The results demonstrated that medical students had a positive attitude toward early clinical exposure. Most students (80.1%) stated that early clinical exposure could familiarize them with the role of basic sciences knowledge in medicine and how to apply this knowledge in clinical settings. Moreover, 84.5% of them believed that early clinical exposure increased their interest in medicine and encouraged them to read more. Furthermore, content analysis of the students' responses uncovered three main themes of early clinical exposure, were considered helpful to improve learning: "integration of theory and practice", "interaction with others and professional development" and "desire and motivation for learning medicine". Medical students found their first experience with clinical setting valuable. Providing clinical exposure in the initial years of medical curricula and teaching the application of basic sciences knowledge in clinical practice can enhance students' understanding of the role they will play in the future as a physician.

Opportunities for Computational Discovery in Basic Energy Sciences

NASA Astrophysics Data System (ADS)

Pederson, Mark

2011-03-01

An overview of the broad-ranging support of computational physics and computational science within the Department of Energy Office of Science will be provided. Computation as the third branch of physics is supported by all six offices (Advanced Scientific Computing, Basic Energy, Biological and Environmental, Fusion Energy, High-Energy Physics, and Nuclear Physics). Support focuses on hardware, software and applications. Most opportunities within the fields of~condensed-matter physics, chemical-physics and materials sciences are supported by the Officeof Basic Energy Science (BES) or through partnerships between BES and the Office for Advanced Scientific Computing. Activities include radiation sciences, catalysis, combustion, materials in extreme environments, energy-storage materials, light-harvesting and photovoltaics, solid-state lighting and superconductivity.~ A summary of two recent reports by the computational materials and chemical communities on the role of computation during the next decade will be provided. ~In addition to materials and chemistry challenges specific to energy sciences, issues identified~include a focus on the role of the domain scientist in integrating, expanding and sustaining applications-oriented capabilities on evolving high-performance computing platforms and on the role of computation in accelerating the development of innovative technologies. ~~

Storytelling in Earth sciences: The eight basic plots

NASA Astrophysics Data System (ADS)

Phillips, Jonathan

2012-11-01

Reporting results and promoting ideas in science in general, and Earth science in particular, is treated here as storytelling. Just as in literature and drama, storytelling in Earth science is characterized by a small number of basic plots. Though the list is not exhaustive, and acknowledging that multiple or hybrid plots and subplots are possible in a single piece, eight standard plots are identified, and examples provided: cause-and-effect, genesis, emergence, destruction, metamorphosis, convergence, divergence, and oscillation. The plots of Earth science stories are not those of literary traditions, nor those of persuasion or moral philosophy, and deserve separate consideration. Earth science plots do not conform those of storytelling more generally, implying that Earth scientists may have fundamentally different motivations than other storytellers, and that the basic plots of Earth Science derive from the characteristics and behaviors of Earth systems. In some cases preference or affinity to different plots results in fundamentally different interpretations and conclusions of the same evidence. In other situations exploration of additional plots could help resolve scientific controversies. Thus explicit acknowledgement of plots can yield direct scientific benefits. Consideration of plots and storytelling devices may also assist in the interpretation of published work, and can help scientists improve their own storytelling.

Open Science: a first step towards Science Communication

NASA Astrophysics Data System (ADS)

Grigorov, Ivo; Tuddenham, Peter

2015-04-01

As Earth Science communicators gear up to adopt the new tools and captivating approaches to engage citizen scientists, budding entrepreneurs, policy makers and the public in general, researchers have the responsibility, and opportunity, to fully adopt Open Science principles and capitalize on its full societal impact and engagement. Open Science is about removing all barriers to basic research, whatever its formats, so that it can be freely used, re-used and re-hashed, thus fueling discourse and accelerating generation of innovative ideas. The concept is central to EU's Responsible Research and Innovation philosophy, and removing barriers to basic research measurably contributes to engaging citizen scientists into the research process, it sets the scene for co-creation of solutions to societal challenges, and raises the general science literacy level of the public. Despite this potential, only 50% of today's basic research is freely available. Open Science can be the first passive step of communicating marine research outside academia. Full and unrestricted access to our knowledge including data, software code and scientific publications is not just an ethical obligation, but also gives solid credibility to a more sophisticated communication strategy on engaging society. The presentation will demonstrate how Open Science perfectly compliments a coherent communication strategy for placing Marine Research in societal context, and how it underpin an effective integration of Ocean & Earth Literacy principles in standard educational, as well mobilizing citizen marine scientists, thus making marine science Open Science.

MEASUREMENT AND BASIC PHYSICS COMMITTEE OF THE U.S. CROSS-SECTION EVALUATION WORKING GROUP, ANNUAL REPORT 1997

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

SMITH,D.L.; MCLANE,V.

1998-10-20

The Cross-Section Evaluation Working Group (CSEWG) is a long-standing committee charged with responsibility for organizing and overseeing the US cross-section evaluation effort. Its main product is the official US evaluated nuclear data file, ENDF. The current version of this file is Version VI. All evaluations included in ENDF, as well as periodic modifications and updates to the file, are reviewed and approved by CSEWG and issued by the US Nuclear Data Center, Brookhaven National Laboratory. CSEWG is comprised of volunteers from the US nuclear data community who possess expertise in evaluation methodologies and who collectively have been responsible for producingmore » most of the evaluations included in ENDF. In 1992 CSEWG added the Measurements Committee to its list of standing committees and subcommittees. This action was based on a recognition of the importance of experimental data in the evaluation process as well as the realization that measurement activities in the US were declining at an alarming rate and needed considerable encouragement to avoid the loss of this resource. The mission of the Committee is to maintain contact with experimentalists in the US and to encourage them to contribute to the national nuclear data effort. Improved communication and the facilitation of collaborative activities are among the tools employed in achieving this objective. In 1994 the Committee was given an additional mission, namely, to serve as an interface between the applied interests represented in CSEWG and the basic nuclear science community. Accordingly, its name was changed to the Measurement and Basic Physics Committee. The present annual report is the third such document issued by the Committee. It contains voluntary contributions from several laboratories in the US. Their contributions were submitted to the Chairman for compilation and editing.« less

[Scientific output in the health sciences in Ecuador].

PubMed

Sisa, Iván; Espinel, Mauricio; Fornasini, Marco; Mantilla, Gonzalo

2011-10-01

This cross-sectional study describes the characteristics and trends of health sciences-related studies published in Ecuador from 1999-2009. Its objective is to contribute to the design and implementation of a research and development policy whose work is centered on the country's health priorities. Bibliometric indicators of production applied to publications in health sciences in Ecuador were used for the analysis. The publications were from the LILACS and MEDLINE databases. It was found that 625 articles were published from 1999-2009, primarily in the clinical-surgical areas (60%), followed by epidemiology (17.4%), basic sciences (14.1%), and health systems (8.5%). Only 4.3% and 7.2% of the production in this period was related to the primary causes of morbidity and mortality, respectively. It was found that private institutions generated more health research than public institutions, and hospitals (public, private, and mixed) produced a higher percentage than universities. The analysis showed that there was limited scientific production in health sciences in Ecuador during the study period, with a slight increase in the last two years that may be due in part to greater investment in research and development by the National Secretariat of Science and Technology (SENACYT). Investment increased from 0.20% to 0.44% of gross domestic product between 2006 and 2009.

Life-science research within US academic medical centers.

PubMed

Zinner, Darren E; Campbell, Eric G

2009-09-02

Besides the generic "basic" vs "applied" labels, little information is known about the types of life-science research conducted within academic medical centers (AMCs). To determine the relative proportion, characteristics, funding, and productivity of AMC faculty by the type of research they conduct. Mailed survey conducted in 2007 of 3080 life-science faculty at the 50 universities with medical schools that received the most funding from the National Institutes of Health in 2004. Response rate was 74%. Research faculty affiliated with a medical school or teaching hospital, representing 77% of respondents (n = 1663). Type of research (basic, translational, clinical trials, health services research/clinical epidemiology, multimode, other), total funding, industry funding, publications, professional activities, patenting behavior, and industry relationships. Among AMC research faculty, 33.6% exclusively conducted basic science research as principal investigators compared with translational researchers (9.1%), clinical trial investigators (7.1%), and health services researchers/clinical epidemiologists (9.0%). While principal investigators garnered a mean of $410,755 in total annual research funding, 22.1% of all AMC research faculty were unsponsored, a proportion that ranged from 11.5% for basic science researchers to 46.8% for health services researchers (P < .001). The average AMC faculty member received $33,417 in industry-sponsored funding, with most of this money concentrated among clinical trial ($110,869) and multimode ($59,916) principal investigators. Translational (61.3%), clinical trial (67.3%), and multimode (70.9%) researchers were significantly more likely than basic science researchers (41.9%) to report a relationship with industry and that these relationships contributed to their most important scientific work (P < .05 for all comparisons). The research function of AMCs is active and diverse, incorporating a substantial proportion of faculty who are conducting research and publishing without sponsorship.

Aligning library instruction with the needs of basic sciences graduate students: a case study.

PubMed

O'Malley, Donna; Delwiche, Frances A

2012-10-01

How can an existing library instruction program be reconfigured to reach basic sciences graduate students and other patrons missed by curriculum-based instruction? The setting is an academic health sciences library that serves both the university and its affiliated teaching hospital. The existing program was redesigned to incorporate a series of seven workshops that encompassed the range of information literacy skills that graduate students in the basic sciences need. In developing the new model, the teaching librarians made changes in pedagogy, technology, marketing, and assessment strategies. Total attendance at the sessions increased substantially in the first 2 years of the new model, increasing from an average of 20 per semester to an average of 124. Survey results provided insight about what patrons wanted to learn and how best to teach it. Modifying the program's content and structure resulted in a program that appealed to the target audience.

Comparison of Basic Science Knowledge Between DO and MD Students.

PubMed

Davis, Glenn E; Gayer, Gregory G

2017-02-01

With the coming single accreditation system for graduate medical education, medical educators may wonder whether knowledge in basic sciences is equivalent for osteopathic and allopathic medical students. To examine whether medical students' basic science knowledge is the same among osteopathic and allopathic medical students. A dataset of the Touro University College of Osteopathic Medicine-CA student records from the classes of 2013, 2014, and 2015 and the national cohort of National Board of Medical Examiners Comprehensive Basic Science Examination (NBME-CBSE) parameters for MD students were used. Models of the Comprehensive Osteopathic Medical Licensing Examination-USA (COMLEX-USA) Level 1 scores were fit using linear and logistic regression. The models included variables used in both osteopathic and allopathic medical professions to predict COMLEX-USA outcomes, such as Medical College Admission Test biology scores, preclinical grade point average, number of undergraduate science units, and scores on the NBME-CBSE. Regression statistics were studied to compare the effectiveness of models that included or excluded NBME-CBSE scores at predicting COMLEX-USA Level 1 scores. Variance inflation factor was used to investigate multicollinearity. Receiver operating characteristic curves were used to show the effectiveness of NBME-CBSE scores at predicting COMLEX-USA Level 1 pass/fail outcomes. A t test at 99% level was used to compare mean NBME-CBSE scores with the national cohort. A total of 390 student records were analyzed. Scores on the NBME-CBSE were found to be an effective predictor of COMLEX-USA Level 1 scores (P<.001). The pass/fail outcome on COMLEX-USA Level 1 was also well predicted by NBME-CBSE scores (P<.001). No significant difference was found in performance on the NBME-CBSE between osteopathic and allopathic medical students (P=.322). As an examination constructed to assess the basic science knowledge of allopathic medical students, the NBME-CBSE is effective at predicting performance on COMLEX-USA Level 1. In addition, osteopathic medical students performed the same as allopathic medical students on the NBME-CBSE. The results imply that the same basic science knowledge is expected for DO and MD students.

A hybrid model of mathematics support for science students emphasizing basic skills and discipline relevance

NASA Astrophysics Data System (ADS)

Jackson, Deborah C.; Johnson, Elizabeth D.

2013-09-01

The problem of students entering university lacking basic mathematical skills is a critical issue in the Australian higher-education sector and relevant globally. The Maths Skills programme at La Trobe University has been developed to address under preparation in the first-year science cohort in the absence of an institutional mathematics support centre. The programme was delivered through first-year science and statistics subjects with large enrolments and focused on basic mathematical skills relevant to each science discipline. The programme offered a new approach to the traditional mathematical support centre or class. It was designed through close collaboration between science subject coordinators and the project leader, a mathematician, and includes resources relevant to science and mathematics questions written in context. Evaluation of the programme showed it improved the confidence of the participating students who found it helpful and relevant. The programme was delivered through three learning modes to allow students to select activities most suitable for them, which was appreciated by students. Mathematics skills appeared to increase following completion of the programme and student participation in the programme correlated positively and highly with academic grades in their relevant science subjects. This programme offers an alternative model for mathematics support tailored to science disciplines.

A Laboratory Exercise Relating Soil Energy Budgets to Soil Temperature

ERIC Educational Resources Information Center

Koenig, Richard T.; Cerny-Koenig, Teresa; Kotuby-Amacher, Janice; Grossl, Paul R.

2008-01-01

Enrollment by students in degree programs other than traditional horticulture, agronomy, and soil science has increased in basic plant and soil science courses. In order to broaden the appeal of these courses to students from majors other than agriculture, we developed a hands-on laboratory exercise relating the basic concepts of a soil energy…

Changes in Study Strategies of Medical Students between Basic Science Courses and Clerkships Are Associated with Performance

ERIC Educational Resources Information Center

Ensminger, David C.; Hoyt, Amy E.; Chandrasekhar, Arcot J.; McNulty, John A.

2013-01-01

We tested the hypothesis that medical students change their study strategies when transitioning from basic science courses to clerkships, and that their study practices are associated with performance scores. Factor scores for three approaches to studying (construction, rote, and review) generated from student (n = 150) responses to a…

Effects of Concept Mapping Instruction Approach on Students' Achievement in Basic Science

ERIC Educational Resources Information Center

Ogonnaya, Ukpai Patricia; Okafor, Gabriel; Abonyi, Okechukwu S.; Ugama, J. O.

2016-01-01

The study investigated the effects of concept mapping on students' achievement in basic science. The study was carried out in Ebonyi State of Nigeria. The study employed a quasi-experimental design. Specifically the pretest posttest non-equivalent control group research design was used. The sample was 122 students selected from two secondary…

A Mental Model of the Learner: Teaching the Basic Science of Educational Psychology to Future Teachers

ERIC Educational Resources Information Center

Willingham, Daniel T.

2017-01-01

Although most teacher education programs include instruction in the basic science of psychology, practicing teachers report that this preparation has low utility. Researchers have considered what sort of information from psychology about children's thinking, emotion, and motivation would be useful for teachers' practice. Here, I take a different…

A Hybrid Model of Mathematics Support for Science Students Emphasizing Basic Skills and Discipline Relevance

ERIC Educational Resources Information Center

Jackson, Deborah C.; Johnson, Elizabeth D.

2013-01-01

The problem of students entering university lacking basic mathematical skills is a critical issue in the Australian higher-education sector and relevant globally. The Maths Skills programme at La Trobe University has been developed to address under preparation in the first-year science cohort in the absence of an institutional mathematics support…

Coherent Teaching and Need-Based Learning in Science: An Approach to Teach Engineering Students in Basic Physics Courses

ERIC Educational Resources Information Center

Kurki-Suonio, T.; Hakola, A.

2007-01-01

In the present paper, we propose an alternative, based on constructivism, to the conventional way of teaching basic physics courses at the university level. We call this approach "coherent teaching" and the underlying philosophy of teaching science and engineering "need-based learning". We have been applying this philosophy in…

Mathematics and Science Test Gaps. Pell Institute Fact Sheet. Updated

ERIC Educational Resources Information Center

Pell Institute for the Study of Opportunity in Higher Education, 2011

2011-01-01

Data is reported as percentages in 4th, 8th, and 12th grades based on proficiency in the subject ("Below Basic," "At Basic," "At Proficient", or "At Advanced"). "Low-income" on this data sheet means students who qualify for the National School Lunch Program. Both math and science data are from 2009…

Examining the Effect of Self-Explanation on Cognitive Integration of Basic and Clinical Sciences in Novices

ERIC Educational Resources Information Center

Lisk, Kristina; Agur, Anne M. R.; Woods, Nicole N.

2017-01-01

Several studies have shown that cognitive integration of basic and clinical sciences supports diagnostic reasoning in novices; however, there has been limited exploration of the ways in which educators can translate this model of mental activity into sound instructional strategies. The use of "self-explanation" during learning has the…

Long-Term Retention of Basic Science Knowledge: A Review Study

ERIC Educational Resources Information Center

Custers, Eugene J. F. M.

2010-01-01

In this paper, a review of long-term retention of basic science knowledge is presented. First, it is argued that retention of this knowledge has been a long-standing problem in medical education. Next, three types of studies are described that are employed in the literature to investigate long-term retention of knowledge in general. Subsequently,…

Translating Basic Behavioral and Social Science Research to Clinical Application: The EVOLVE Mixed Methods Approach

ERIC Educational Resources Information Center

Peterson, Janey C.; Czajkowski, Susan; Charlson, Mary E.; Link, Alissa R.; Wells, Martin T.; Isen, Alice M.; Mancuso, Carol A.; Allegrante, John P.; Boutin-Foster, Carla; Ogedegbe, Gbenga; Jobe, Jared B.

2013-01-01

Objective: To describe a mixed-methods approach to develop and test a basic behavioral science-informed intervention to motivate behavior change in 3 high-risk clinical populations. Our theoretically derived intervention comprised a combination of positive affect and self-affirmation (PA/SA), which we applied to 3 clinical chronic disease…

Intermediate SCDC Spanish Curricula Units. Science/Health, Unit 1, Kits 1-4, Teacher's Guide.

ERIC Educational Resources Information Center

Spanish Curricula Development Center, Miami Beach, FL.

Unified by the theme "our community", this unit, part of nine basic instructional units for intermediate level, reflects the observations of Mexican Americans, Puerto Ricans, and Cubans in various regions of the United States. Comprised of Kits 1-4, the unit extends the following basic and interpreted science processes: observing, communicating,…

10 CFR Appendix A to Part 605 - The Energy Research Program Office Descriptions

Code of Federal Regulations, 2013 CFR

2013-01-01

... 10 Energy 4 2013-01-01 2013-01-01 false The Energy Research Program Office Descriptions A Appendix... RESEARCH FINANCIAL ASSISTANCE PROGRAM Pt. 605, App. A Appendix A to Part 605—The Energy Research Program Office Descriptions 1. Basic Energy Sciences This program supports basic science research efforts in a...

10 CFR Appendix A to Part 605 - The Energy Research Program Office Descriptions

Code of Federal Regulations, 2014 CFR

2014-01-01

... 10 Energy 4 2014-01-01 2014-01-01 false The Energy Research Program Office Descriptions A Appendix... RESEARCH FINANCIAL ASSISTANCE PROGRAM Pt. 605, App. A Appendix A to Part 605—The Energy Research Program Office Descriptions 1. Basic Energy Sciences This program supports basic science research efforts in a...

10 CFR Appendix A to Part 605 - The Energy Research Program Office Descriptions

Code of Federal Regulations, 2012 CFR

2012-01-01

... 10 Energy 4 2012-01-01 2012-01-01 false The Energy Research Program Office Descriptions A Appendix... RESEARCH FINANCIAL ASSISTANCE PROGRAM Pt. 605, App. A Appendix A to Part 605—The Energy Research Program Office Descriptions 1. Basic Energy Sciences This program supports basic science research efforts in a...

10 CFR Appendix A to Part 605 - The Energy Research Program Office Descriptions

Code of Federal Regulations, 2011 CFR

2011-01-01

... 10 Energy 4 2011-01-01 2011-01-01 false The Energy Research Program Office Descriptions A Appendix... RESEARCH FINANCIAL ASSISTANCE PROGRAM Pt. 605, App. A Appendix A to Part 605—The Energy Research Program Office Descriptions 1. Basic Energy Sciences This program supports basic science research efforts in a...

Peer-Assisted Learning: Filling the Gaps in Basic Science Education for Preclinical Medical Students

ERIC Educational Resources Information Center

Sammaraiee, Yezen; Mistry, Ravi D.; Lim, Julian; Wittner, Liora; Deepak, Shantal; Lim, Gareth

2016-01-01

In contrast to peer-assisted learning (PAL) in clinical training, there is scant literature on the efficacy of PAL during basic medical sciences teaching for preclinical students. A group of senior medical students aimed to design and deliver clinically oriented small-group tutorials after every module in the preclinical curriculum at a United…

Using "Basic Principles" to Understand Complex Science: Nicotine Smoke Chemistry and Literature Analogies

ERIC Educational Resources Information Center

Seeman, Jeffrey I.

2005-01-01

The chemical and physical properties of nicotine and its carboxylic acid salts found in tobacco provided as an interesting example to understand basic principles of complex science. The result showed that the experimental data used were inconsistent to the conclusion made, and the transfer of nicotine smoke from tobacco to smoke cannot be…

Evidence for e+e- →γχc1,2 at center-of-mass energies from 4.009 to 4.360 GeV

NASA Astrophysics Data System (ADS)

Ablikim, M.; N. Achasov, M.; Ai, X. C.; Albayrak, O.; Albrecht, M.; J. Ambrose, D.; Amoroso, A.; An, F. F.; An, Q.; Bai, J. Z.; R. Baldini, Ferroli; Ban, Y.; W. Bennett, D.; V. Bennett, J.; Bertani, M.; Bettoni, D.; Bian, J. M.; Bianchi, F.; Boger, E.; Bondarenko, O.; Boyko, I.; A. Briere, R.; Cai, H.; Cai, X.; Cakir, O.; Calcaterra, A.; Cao, G. F.; A. Cetin, S.; Chang, J. F.; Chelkov, G.; Chen, G.; Chen, H. S.; Chen, H. Y.; Chen, J. C.; Chen, M. L.; Chen, S. J.; Chen, X.; Chen, X. R.; Chen, Y. B.; Cheng, H. P.; Chu, X. K.; Cibinetto, G.; Cronin-Hennessy, D.; Dai, H. L.; Dai, J. P.; Dbeyssi, A.; Dedovich, D.; Deng, Z. Y.; Denig, A.; Denysenko, I.; Destefanis, M.; F. De, Mori; Ding, Y.; Dong, C.; Dong, J.; Dong, L. Y.; Dong, M. Y.; Du, S. X.; Duan, P. F.; Fan, J. Z.; Fang, J.; Fang, S. S.; Fang, X.; Fang, Y.; Fava, L.; Feldbauer, F.; Felici, G.; Feng, C. Q.; Fioravanti, E.; Fritsch, M.; Fu, C. D.; Gao, Q.; Gao, Y.; Gao, Z.; Garzia, I.; Goetzen, K.; Gong, W. X.; Gradl, W.; Greco, M.; Gu, M. H.; Gu, Y. T.; Guan, Y. H.; Guo, A. Q.; Guo, L. B.; Guo, T.; Guo, Y.; P. Guo, Y.; Haddadi, Z.; Hafner, A.; Han, S.; Han, Y. L.; A. Harris, F.; He, K. L.; He, Z. Y.; Held, T.; Heng, Y. K.; Hou, Z. L.; Hu, C.; Hu, H. M.; Hu, J. F.; Hu, T.; Hu, Y.; Huang, G. M.; Huang, G. S.; Huang, H. P.; Huang, J. S.; Huang, X. T.; Huang, Y.; Hussain, T.; Ji, Q.; Ji, Q. P.; Ji, X. B.; Ji, X. L.; Jiang, L. L.; Jiang, L. W.; Jiang, X. S.; Jiao, J. B.; Jiao, Z.; Jin, D. P.; Jin, S.; Johansson, T.; Julin, A.; Kalantar-Nayestanaki, N.; Kang, X. L.; Kang, X. S.; Kavatsyuk, M.; C. Ke, B.; Kliemt, R.; Kloss, B.; B. Kolcu, O.; Kopf, B.; Kornicer, M.; Kuehn, W.; Kupsc, A.; Lai, W.; S. Lange, J.; M., Lara; Larin, P.; Li, C. H.; Li, Cheng; Li, D. M.; Li, F.; Li, G.; Li, H. B.; Li, J. C.; Li, Jin; Li, K.; Li, K.; Li, P. R.; Li, T.; Li, W. D.; Li, W. G.; Li, X. L.; Li, X. M.; Li, X. N.; Li, X. Q.; Li, Z. B.; Liang, H.; Liang, Y. F.; Liang, Y. T.; Liao, G. R.; X. Lin(Lin, D.; Liu, B. J.; L. Liu, C.; Liu, C. X.; Liu, F. H.; Liu, Fang; Liu, Feng; Liu, H. B.; Liu, H. H.; Liu, H. H.; Liu, H. M.; Liu, J.; Liu, J. P.; Liu, J. Y.; Liu, K.; Liu, K. Y.; Liu, L. D.; Liu, P. L.; Liu, Q.; Liu, S. B.; Liu, X.; Liu, X. X.; Liu, Y. B.; Liu, Z. A.; Liu, Zhiqiang; Zhiqing, Liu; Loehner, H.; Lou, X. C.; Lu, H. J.; Lu, J. G.; Lu, R. Q.; Lu, Y.; Lu, Y. P.; Luo, C. L.; Luo, M. X.; Luo, T.; Luo, X. L.; Lv, M.; Lyu, X. R.; Ma, F. C.; Ma, H. L.; Ma, L. L.; Ma, Q. M.; Ma, S.; Ma, T.; Ma, X. N.; Ma, X. Y.; E. Maas, F.; Maggiora, M.; A. Malik, Q.; Mao, Y. J.; Mao, Z. P.; Marcello, S.; G. Messchendorp, J.; Min, J.; Min, T. J.; E. Mitchell, R.; Mo, X. H.; Mo, Y. J.; C. Morales, Morales; Moriya, K.; Yu. Muchnoi, N.; Muramatsu, H.; Nefedov, Y.; Nerling, F.; B. Nikolaev, I.; Ning, Z.; Nisar, S.; Niu, S. L.; Niu, X. Y.; Olsen, S. L.; Ouyang, Q.; Pacetti, S.; Patteri, P.; Pelizaeus, M.; Peng, H. P.; Peters, K.; Ping, J. L.; Ping, R. G.; Poling, R.; Pu, Y. N.; Qi, M.; Qian, S.; Qiao, C. F.; Qin, L. Q.; Qin, N.; Qin, X. S.; Qin, Y.; Qin, Z. H.; Qiu, J. F.; H. Rashid, K.; F. Redmer, C.; Ren, H. L.; Ripka, M.; Rong, G.; Ruan, X. D.; Santoro, V.; Sarantsev, A.; Savrié, M.; Schoenning, K.; Schumann, S.; Shan, W.; Shao, M.; Shen, C. P.; Shen, P. X.; Shen, X. Y.; Sheng, H. Y.; R. Shepherd, M.; Song, W. M.; Song, X. Y.; Sosio, S.; Spataro, S.; Spruck, B.; Sun, G. X.; Sun, J. F.; Sun, S. S.; Sun, Y. J.; Sun, Y. Z.; Sun, Z. J.; Sun, Z. T.; Tang, C. J.; Tang, X.; Tapan, I.; H. Thorndike, E.; Tiemens, M.; Toth, D.; Ullrich, M.; Uman, I.; S. Varner, G.; Wang, B.; Wang, B. L.; Wang, D.; Wang, D. Y.; Wang, K.; Wang, L. L.; Wang, L. S.; Wang, M.; Wang, P.; Wang, P. L.; Wang, Q. J.; Wang, S. G.; Wang, W.; Wang, X. F.; D. Wang(Yadi, Y.; Wang, Y. F.; Wang, Y. Q.; Wang, Z.; Wang, Z. G.; Wang, Z. H.; Wang, Z. Y.; Weber, T.; Wei, D. H.; Wei, J. B.; Weidenkaff, P.; Wen, S. P.; Wiedner, U.; Wolke, M.; Wu, L. H.; Wu, Z.; Xia, L. G.; Xia, Y.; Xiao, D.; Xiao, Z. J.; Xie, Y. G.; Xu, G. F.; Xu, L.; Xu, Q. J.; Xu, Q. N.; Xu, X. P.; Yan, L.; Yan, W. B.; Yan, W. C.; Yan, Y. H.; Yang, H. X.; Yang, L.; Yang, Y.; Yang, Y. X.; Ye, H.; Ye, M.; Ye, M. H.; Yin, J. H.; Yu, B. X.; Yu, C. X.; Yu, H. W.; Yu, J. S.; Yuan, C. Z.; Yuan, W. L.; Yuan, Y.; Yuncu, A.; A. Zafar, A.; Zallo, A.; Zeng, Y.; Zhang, B. X.; Zhang, B. Y.; Zhang, C.; Zhang, C. C.; Zhang, D. H.; Zhang, H. H.; Zhang, H. Y.; Zhang, J. J.; Zhang, J. L.; Zhang, J. Q.; Zhang, J. W.; Zhang, J. Y.; Zhang, J. Z.; Zhang, K.; Zhang, L.; Zhang, S. H.; Zhang, X. Y.; Zhang, Y.; Zhang, Y. H.; Zhang, Y. T.; Zhang, Z. H.; Zhang, Z. P.; Zhang, Z. Y.; Zhao, G.; Zhao, J. W.; Zhao, J. Y.; Zhao, J. Z.; Zhao, Lei; Zhao, Ling; Zhao, M. G.; Zhao, Q.; Zhao, Q. W.; Zhao, S. J.; Zhao, T. C.; Zhao, Y. B.; Zhao, Z. G.; Zhemchugov, A.; Zheng, B.; Zheng, J. P.; Zheng, W. J.; Zheng, Y. H.; Zhong, B.; Zhou, L.; Zhou, Li; Zhou, X.; Zhou, X. K.; Zhou, X. R.; Zhou, X. Y.; Zhu, K.; Zhu, K. J.; Zhu, S.; Zhu, X. L.; Zhu, Y. C.; Zhu, Y. S.; Zhu, Z. A.; Zhuang, J.; Zou, B. S.; Zou, J. H.; BESIII Collaboration

2015-04-01

Using data samples collected at center-of-mass energies of √s = 4.009, 4.230, 4.260, and 4.360 GeV with the BESIII detector operating at the BEPCII collider, we perform a search for the process e+e- → γχcJ (J=0, 1, 2) and find evidence for e+e- → γχc1 and e+e- → γχc2 with statistical significances of 3.0σ and 3.4σ, respectively. The Born cross sections σB(e+e- → γχcJ), as well as their upper limits at the 90% confidence level (C.L.) are determined at each center-of-mass energy. Supported by National Key Basic Research Program of China (2015CB856700), Joint Funds of National Natural Science Foundation of China (11079008, 11179007, U1232201, U1332201, U1232107), National Natural Science Foundation of China (NSFC) (10935007, 11121092, 11125525, 11235011, 11322544, 11335008), Chinese Academy of Sciences (CAS) Large-Scale Scientific Facility Program, CAS (KJCX2-YW-N29, KJCX2-YW-N45), 100 Talents Program of CAS, INPAC and Shanghai Key Laboratory for Particle Physics and Cosmology; German Research Foundation DFG (Collaborative Research Center CRC-1044), Istituto Nazionale di Fisica Nucleare, Italy, Ministry of Development of Turkey (DPT2006K-120470), Russian Foundation for Basic Research (14-07-91152), U. S. Department of Energy (DE-FG02-04ER41291, DE-FG02-05ER41374, DE-FG02-94ER40823, DESC0010118), U.S. National Science Foundation, University of Groningen (RuG) and Helmholtzzentrum fuer Schwerionenforschung GmbH (GSI), Darmstadt, WCU Program of National Research Foundation of Korea (R32-2008-000-10155-0)

PRP Treatment Efficacy for Tendinopathy: A Review of Basic Science Studies

PubMed Central

2016-01-01

Platelet-Rich Plasma (PRP) has been widely used in orthopaedic surgery and sport medicine to treat tendon injuries. However, the efficacy of PRP treatment for tendinopathy is controversial. This paper focuses on reviewing the basic science studies on PRP performed under well-controlled conditions. Both in vitro and in vivo studies describe PRP's anabolic and anti-inflammatory effects on tendons. While some clinical trials support these findings, others refute them. In this review, we discuss the effectiveness of PRP to treat tendon injuries with evidence presented in basic science studies and the potential reasons for the controversial results in clinical trials. Finally, we comment on the approaches that may be required to improve the efficacy of PRP treatment for tendinopathy. PMID:27610386

Virtual laboratory learning media development to improve science literacy skills of mechanical engineering students on basic physics concept of material measurement

NASA Astrophysics Data System (ADS)

Jannati, E. D.; Setiawan, A.; Siahaan, P.; Rochman, C.

2018-05-01

This study aims to determine the description of virtual laboratory learning media development to improve science literacy skills of Mechanical Engineering students on the concept of basic Physics. Quasi experimental method was employed in this research. The participants of this research were first semester students of mechanical engineering in Majalengka University. The research instrument was readability test of instructional media. The results of virtual laboratory learning media readability test show that the average score is 78.5%. It indicates that virtual laboratory learning media development are feasible to be used in improving science literacy skill of Mechanical Engineering students in Majalengka University, specifically on basic Physics concepts of material measurement.

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

Pierce, Eric M.; Freshley, Mark D.; Hubbard, Susan S.

In this report, we start by examining previous efforts at linking science and DOE EM research with cleanup activities. Many of these efforts were initiated by creating science and technology roadmaps. A recurring feature of successfully implementing these roadmaps into EM applied research efforts and successful cleanup is the focus on integration. Such integration takes many forms, ranging from combining information generated by various scientific disciplines, to providing technical expertise to facilitate successful application of novel technology, to bringing the resources and creativity of many to address the common goal of moving EM cleanup forward. Successful projects identify and focusmore » research efforts on addressing the problems and challenges that are causing “failure” in actual cleanup activities. In this way, basic and applied science resources are used strategically to address the particular unknowns that are barriers to cleanup. The brief descriptions of the Office of Science basic (Environmental Remediation Science Program [ERSP]) and EM’s applied (Groundwater and Soil Remediation Program) research programs in subsurface science provide context to the five “crosscutting” themes that have been developed in this strategic planning effort. To address these challenges and opportunities, a tiered systematic approach is proposed that leverages basic science investments with new applied research investments from the DOE Office of Engineering and Technology within the framework of the identified basic science and applied research crosscutting themes. These themes are evident in the initial portfolio of initiatives in the EM groundwater and soil cleanup multi-year program plan. As stated in a companion document for tank waste processing (Bredt et al. 2008), in addition to achieving its mission, DOE EM is experiencing a fundamental shift in philosophy from driving to closure to enabling the long-term needs of DOE and the nation.« less

Musical Sound, Instruments, and Equipment

NASA Astrophysics Data System (ADS)

Photinos, Panos

2017-12-01

'Musical Sound, Instruments, and Equipment' offers a basic understanding of sound, musical instruments and music equipment, geared towards a general audience and non-science majors. The book begins with an introduction of the fundamental properties of sound waves, and the perception of the characteristics of sound. The relation between intensity and loudness, and the relation between frequency and pitch are discussed. The basics of propagation of sound waves, and the interaction of sound waves with objects and structures of various sizes are introduced. Standing waves, harmonics and resonance are explained in simple terms, using graphics that provide a visual understanding. The development is focused on musical instruments and acoustics. The construction of musical scales and the frequency relations are reviewed and applied in the description of musical instruments. The frequency spectrum of selected instruments is explored using freely available sound analysis software. Sound amplification and sound recording, including analog and digital approaches, are discussed in two separate chapters. The book concludes with a chapter on acoustics, the physical factors that affect the quality of the music experience, and practical ways to improve the acoustics at home or small recording studios. A brief technical section is provided at the end of each chapter, where the interested reader can find the relevant physics and sample calculations. These quantitative sections can be skipped without affecting the comprehension of the basic material. Questions are provided to test the reader's understanding of the material. Answers are given in the appendix.

Science Education: A Case for Astronomy

ERIC Educational Resources Information Center

Wentzel, Donat G.

1971-01-01

Describes astronomy course used as a medium to provide an understanding of how science progresses and how it relates to society. Illustrations are given of how scientific judgment, importance of basic science, humanistic aspects of science, and the priorities among science are presented. (DS)

Misconceptions and Integration.

PubMed

Mortaz Hejri, Sara; Mirzazadeh, Azim; Jalili, Mohammad

2015-10-01

Pervasive beliefs regarding curricular reform and integration have flourished among medical students, faculty members and medical school administrators. These concepts have extensively impacted the reform process, sometimes by resisting the reforms and sometimes by diverting the curriculum from its planned objectives. In the current paper, we have tried to address the challenges of integration in MD program by looking at the existing literature and the experience of the international universities. We collected the questions frequently asked during the curricular reform process. We, then, evaluated them, and selected 5 main ideas. In order to find their answers, we searched the literature using these keywords: integration, reform, and undergraduate medical curriculum. The findings are discussed in five sections: 1) Reform is not equivalent to integration, 2) Integration can be implemented in both high school and graduate programs, 3) Organ-system based integration is not the only method available for integration, 4) Integration of two phases (basic sciences and physiopathology) can be considered but it is not mandatory, 5) Integration does not fade basic sciences in favor of clinical courses. It seems that medical education literature and prior experience of the leading universities do not support most of the usual concepts about integration. Therefore, it is important to consider informed decision making based on best evidence rather than personal opinions during the curricular reform process.

Using Amphibians and Reptiles to Learn the Process of Science

ERIC Educational Resources Information Center

Greene, Janice Schnake; Greene, Brian D.

2005-01-01

Although every student must take some science courses to graduate, understanding the process of science is important, and some students never seem to really grasp science. The National Science Education Standards stress process as a major component in science instruction. The standards state that scientific inquiry is basic to science education…

Gravity. Physical Science in Action[TM]. Schlessinger Science Library. [Videotape].

ERIC Educational Resources Information Center

2000

All kids are familiar with the basic idea of gravity--it's why things fall to the ground. Gravity uses exciting visuals and clear, colorful graphics to take students beyond the basics to explain that gravity is really a force of attraction between objects. They'll discover that all objects--no matter how large or small--have gravitational force,…

Factors Influencing Student Performance on the Carpal Bone Test as a Preliminary Evaluation of Anatomical Knowledge Retention

ERIC Educational Resources Information Center

Meyer, Amanda J.; Armson, Anthony; Losco, C. Dominique; Losco, Barrett; Walker, Bruce F.

2015-01-01

It has been demonstrated that a positive correlation exists between clinical knowledge and retained concepts in basic sciences. Studies have demonstrated a modest attrition of anatomy knowledge over time, which may be influenced by students' perceived importance of the basic sciences and the learning styles adopted. The aims of this study were to:…

Linking Introductory Astronomy Students' Basic Science Knowledge, Beliefs, Attitudes, Sources of Information, and Information Literacy

ERIC Educational Resources Information Center

Buxner, Sanlyn R.; Impey, Chris D.; Romine, James; Nieberding, Megan

2018-01-01

[This paper is part of the Focused Collection on Astronomy Education Research.] We report on a study of almost 13 000 undergraduate students enrolled in introductory astronomy courses at the University of Arizona. From 1989 to 2016, students completed a basic science knowledge, beliefs, and attitudes survey. From 2014 to 2016, a subset of the…

The Articulation of Integration of Clinical and Basic Sciences in Concept Maps: Differences between Experienced and Resident Groups

ERIC Educational Resources Information Center

Vink, Sylvia; van Tartwijk, Jan; Verloop, Nico; Gosselink, Manon; Driessen, Erik; Bolk, Jan

2016-01-01

To determine the content of integrated curricula, clinical concepts and the underlying basic science concepts need to be made explicit. Preconstructed concept maps are recommended for this purpose. They are mainly constructed by experts. However, concept maps constructed by residents are hypothesized to be less complex, to reveal more tacit basic…

Exploration of an E-Learning Model to Foster Critical Thinking on Basic Science Concepts during Work Placements

ERIC Educational Resources Information Center

de Leng, Bas A.; Dolmans, Diana H. J. M.; Jobsis, Rijn; Muijtjens, Arno M. M.; van der Vleuten, Cees P. M.

2009-01-01

We designed an e-learning model to promote critical thinking about basic science topics in online communities of students during work placements in higher education. To determine the effectiveness and efficiency of the model we explored the online discussions in two case studies. We evaluated the quantity of the interactions by looking at…

Beginning to Teach Chemistry: How Personal and Academic Characteristics of Pre-Service Science Teachers Compare with Their Understandings of Basic Chemical Ideas

ERIC Educational Resources Information Center

Kind, Vanessa; Kind, Per Morten

2011-01-01

Around 150 pre-service science teachers (PSTs) participated in a study comparing academic and personal characteristics with their misconceptions about basic chemical ideas taught to 11-16-year-olds, such as particle theory, change of state, conservation of mass, chemical bonding, mole calculations, and combustion reactions. Data, collected by…

Effect of Self Regulated Learning Approach on Junior Secondary School Students' Achievement in Basic Science

ERIC Educational Resources Information Center

Nwafor, Chika E.; Obodo, Abigail Chikaodinaka; Okafor, Gabriel

2015-01-01

This study explored the effect of self-regulated learning approach on junior secondary school students' achievement in basic science. Quasi-experimental design was used for the study.Two co-educational schools were drawn for the study through simple random sampling technique. One school was assigned to the treatment group while the other was…

Tapping into Basic 7-9 Science and Technology Teachers' Conceptions of Indigenous Knowledge in Imo State, Nigeria

ERIC Educational Resources Information Center

Singh-Pillay, Asheena; Alant, Busisiwe P.; Nwokocha, Godson

2017-01-01

The discussion on how to integrate African indigenous knowledge (IK) into mainstream Science and Technology schooling prevails. Nigeria's colonised school curriculum is antithetical to its rich IK heritage. Guided by postcolonial theory, and the need for a culturally relevant and decolonised curriculum, this paper sought to explore seven basic 7-9…

78 FR 12044 - DOE/NSF Nuclear Science Advisory Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2013-02-21

... DEPARTMENT OF ENERGY DOE/NSF Nuclear Science Advisory Committee AGENCY: Office of Science... Nuclear Science Advisory Committee (NSAC). The Federal Advisory Committee Act (Pub. L. 92-463, 86 Stat... Energy and the National Science Foundation on scientific priorities within the field of basic nuclear...

The United Nations Basic Space Science Initiative

NASA Astrophysics Data System (ADS)

Haubold, Hans; Balogh, Werner

2014-05-01

The basic space science initiative was a long-term effort for the development of astronomy and space science through regional and international cooperation in this field on a worldwide basis, particularly in developing nations. Basic space science workshops were co-sponsored and co-organized by ESA, JAXA, and NASA. A series of workshops on basic space science was held from 1991 to 2004 (India 1991, Costa Rica and Colombia 1992, Nigeria 1993, Egypt 1994, Sri Lanka 1995, Germany 1996, Honduras 1997, Jordan 1999, France 2000, Mauritius 2001, Argentina 2002, and China 2004; http://neutrino.aquaphoenix.com/un-esa/) and addressed the status of astronomy in Asia and the Pacific, Latin America and the Caribbean, Africa, and Western Asia. Through the lead of the National Astronomical Observatory Japan, astronomical telescope facilities were inaugurated in seven developing nations and planetariums were established in twenty developing nations based on the donation of respective equipment by Japan.Pursuant to resolutions of the Committee on the Peaceful Uses of Outer Space of the United Nations (COPUOS) and its Scientific and Technical Subcommittee, since 2005, these workshops focused on the preparations for and the follow-ups to the International Heliophysical Year 2007 (UAE 2005, India 2006, Japan 2007, Bulgaria 2008, South Korea 2009; www.unoosa.org/oosa/SAP/bss/ihy2007/index.html). IHY's legacy is the current operation of 16 worldwide instrument arrays with more than 1000 instruments recording data on solar-terrestrial interaction from coronal mass ejections to variations of the total electron content in the ionosphere (http://iswisecretariat.org/). Instruments are provided to hosting institutions by entities of Armenia, Brazil, France, Israel, Japan, Switzerland, and the United States. Starting in 2010, the workshops focused on the International Space Weather Initiative (ISWI) as mandated in a three-year-work plan as part of the deliberations of COPUOS. Workshops on ISWI were held in Egypt in 2010 for Western Asia, Nigeria in 2011 for Africa, and Ecuador in 2012 for Latin America and the Caribbean. The International Center for Space Weather Science and Education at Kyushu University, Fukuoka, Japan 9www.serc.kyushu-u.ac.jp/index_e.html), was established through the basic space science initiative in 2012. Similar research and education centres were also established in Nigeria(www.cbssonline.com/aboutus.html) and India (www.cmsintl.org). Activities of basic space science initiative were also coordinated with the Regional Centres for Space Science and Technology Education, affiliated to the United Nations (www.unoosa.org/oosa/en/SAP/centres/index.html). Prospective future directions of the initiative will be discussed in this paper.

78 FR 69658 - DOE/NSF Nuclear Science Advisory Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2013-11-20

... Science Foundation's Nuclear Physics Office's The 2013 ONP Comparative Research Review Presentation of the... Foundation on scientific priorities within the field of basic nuclear science research. Tentative Agenda...

Carter Revises the Science Budget

ERIC Educational Resources Information Center

Science News, 1977

1977-01-01

Reviews budget changes made by President Carter in the following science areas: basic science research; fusion research and breeder reactor projects; oil and gas recovery; coal conversion techniques; and space exploration. (CS)

Clinical caring science as a scientific discipline.

PubMed

Rehnsfeldt, Arne; Arman, Maria; Lindström, Unni Å

2017-09-01

Clinical caring science will be described from a theory of science perspective. The aim of this theoretical article to give a comprehensive overview of clinical caring science as a human science-based discipline grounded in a theory of science argumentation. Clinical caring science seeks idiographic or specific variations of the ontology, concepts and theories, formulated by caring science. The rationale is the insight that the research questions do not change when they are addressed in different contexts. The academic subject contains a concept order with ethos concepts, core and basic concepts and practice concepts that unites systematic caring science with clinical caring science. In accordance with a hermeneutic tradition, the idea of the caring act is based on the degree to which the theory base is hermeneutically appropriated by the caregiver. The better the ethos, essential concepts and theories are understood, the better the caring act can be understood. In order to understand the concept order related to clinical caring science, an example is given from an ongoing project in a disaster context. The concept order is an appropriate way of making sense of the essence of clinical caring science. The idea of the concept order is that concepts on all levels need to be united with each other. A research project in clinical caring science can start anywhere on the concept order, either in ethos, core concepts, basic concepts, practice concepts or in concrete clinical phenomena, as long as no parts are locked out of the concept order as an entity. If, for example, research on patient participation as a phenomenon is not related to core and basic concepts, there is a risqué that the research becomes meaningless. © 2016 Nordic College of Caring Science.

Radiological Dispersion Devices and Basic Radiation Science

NASA Astrophysics Data System (ADS)

Bevelacqua, Joseph John

2010-05-01

Introductory physics courses present the basic concepts of radioactivity and an overview of nuclear physics that emphasizes the basic decay relationship and the various types of emitted radiation. Although this presentation provides insight into radiological science, it often fails to interest students to explore these concepts in a more rigorous manner. One reason for limited student interest is the failure to link the discussion to topics of current interest. The author has found that presenting this material with a link to radiological dispersion devices (RDDs), or dirty bombs, and their associated health effects provides added motivation for students. The events of Sept. 11, 2001, and periodic media focus on RDDs heighten student interest from both a scientific curiosity as well as a personal protection perspective. This article presents a framework for a more interesting discussion of the basics of radiation science and their associated health effects. The presentation can be integrated with existing radioactivity lectures or added as a supplementary or enrichment activity.

Self-assessment of current knowledge in nuclear medicine (second edition)

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

Selby, J.B.; Frey, G.D.; Cooper, J.F.

1981-01-01

In this updated second edition, the order of contents of the textbook has been reorganized. It has been divided into main parts: Basic Science and Clinical Nuclear Medicine. Basic Science, Part I, encompasses basic physics, radiation protection, interaction of radiation with matter and radiation detection, imaging, nuclear pharmacy, and radiation biology. Part II, Clinical Nuclear Medicine, covers the central nervous system, bone, gastroenterology (liver/spleen), cardiovascular system, pulmonary system, genitourinary system, thyroid and endocrine systems, gallium studies, radioassay, hematology, and therapy. The total number of pages of the current edition is increased to 250 from the 213 of the first editionmore » but there are fewer questions because those in the basic science area have been carefully selected to 60 of the original 98 questions. Compared with the previous edition, there are two advantages in the current one: (1) the addition of explanatory answers; and (2) the inclusion of up-to-date scintiphotos replacing rectilinear scan illustrations.« less

Mesenchymal Stem Cells in Lipogems, a Reverse Story: from Clinical Practice to Basic Science.

PubMed

Tremolada, Carlo; Ricordi, Camillo; Caplan, Arnold I; Ventura, Carlo

2016-01-01

The idea that basic science should be the starting point for modern clinical approaches has been consolidated over the years, and emerged as the cornerstone of Molecular Medicine. Nevertheless, there is increasing concern over the low efficiency and inherent costs related to the translation of achievements from the bench to the bedside. These burdens are also perceived with respect to the effectiveness of translating basic discoveries in stem cell biology to the newly developing field of advanced cell therapy or Regenerative Medicine. As an alternative paradigm, past and recent history in Medical Science provides remarkable reverse stories in which clinical observations at the patient's bedside have fed major advances in basic research which, in turn, led to consistent progression in clinical practice. Within this context, we discuss our recently developed method and device, which forms the core of a system (Lipogems) for processing of human adipose tissue solely with the aid of mild mechanical forces to yield a microfractured tissue product.

Setting Up Workplace Basic Skills Training. Guidelines for Practitioners. An ALBSU Special Development Project.

ERIC Educational Resources Information Center

Rees, Libby

This guide provides information on basic skills needs and programs in the workplace and issues affecting basic skills provision from a British perspective. Section 1 aims to provide a context for workplace basic skills provision. Sections 2-7 provide practical suggestions and advice on the following topics: (1) marketing; (2) contacting employers;…

Schizophrenia Basics

MedlinePlus

... schizophrenia. National Institute of Mental Health Office of Science Policy, Planning, and Communications Science Writing, Press, and Dissemination ... Mail: National Institute of Mental Health Office of Science Policy, Planning, and Communications 6001 Executive Boulevard, Room 6200, ...

Mosaic of coded aperture arrays

DOEpatents

Fenimore, Edward E.; Cannon, Thomas M.

1980-01-01

The present invention pertains to a mosaic of coded aperture arrays which is capable of imaging off-axis sources with minimum detector size. Mosaics of the basic array pattern create a circular on periodic correlation of the object on a section of the picture plane. This section consists of elements of the central basic pattern as well as elements from neighboring patterns and is a cyclic version of the basic pattern. Since all object points contribute a complete cyclic version of the basic pattern, a section of the picture, which is the size of the basic aperture pattern, contains all the information necessary to image the object with no artifacts.

Nuclear Science Teaching Aids and Activities.

ERIC Educational Resources Information Center

Woodburn, John H.

This publication is a sourcebook for science teachers. It provides guides for basic laboratory work in nuclear energy, suggesting various teacher and student demonstrations. Ideas for science clubs, science fairs, and project research seminars are presented. Problem-solving activities for both science and mathematics classes are included, as well…

78 FR 716 - DOE/NSF Nuclear Science Advisory Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2013-01-04

... DEPARTMENT OF ENERGY DOE/NSF Nuclear Science Advisory Committee AGENCY: Office of Science, DOE. ACTION: Notice of open meeting. SUMMARY: This notice announces a meeting of the DOE/NSF Nuclear Science... Energy and the National Science Foundation on scientific priorities within the field of basic nuclear...

Academic pharmacy administrators' perceptions of core requirements for entry into professional pharmacy programs.

PubMed

Broedel-Zaugg, Kimberly; Buring, Shauna M; Shankar, Nathan; Soltis, Robert; Stamatakis, Mary K; Zaiken, Kathy; Bradberry, J Chris

2008-06-15

To determine which basic and social science courses academic pharmacy administrators believe should be required for entry into the professional pharmacy program and what they believe should be the required length of preprofessional study. An online survey was sent to deans of all colleges and schools of pharmacy in the United States. Survey respondents were asked to indicate their level of agreement as to whether the basic and social science courses listed in the survey instrument should be required for admission to the professional program. The survey instrument also included queries regarding the optimal length of preprofessional study, whether professional assessment testing should be part of admission requirements, and the respondents' demographic information. The majority of respondents strongly agreed that the fundamental coursework in the basic sciences (general biology, general chemistry, organic chemistry) and English composition should be required for entrance into the professional program. Most respondents also agreed that public speaking, ethics, and advanced basic science and math courses (physiology, biochemistry, calculus, statistics) should be completed prior to entering the professional program. The preprofessional requirements that respondents suggested were not necessary included many of the social science courses. Respondents were evenly divided over the ideal length for preprofessional pharmacy education programs. Although requirements for preprofessional admission have been changing, there is no consistent agreement on the content or length of the preprofessional program.

Teaching professionalism in science courses: anatomy to zoology.

PubMed

Macpherson, Cheryl C

2012-02-01

Medical professionalism is reflected in attitudes, behaviors, character, and standards of practice. It is embodied by physicians who fulfill their duties to patients and uphold societies' trust in medicine. Professionalism requires familiarity with the ethical codes and standards established by international, governmental, institutional, or professional organizations. It also requires becoming aware of and responsive to societal controversies. Scientific uncertainty may be used to teach aspects of professionalism in science courses. Uncertainty about the science behind, and the health impacts of, climate change is one example explored herein that may be used to teach both professionalism and science. Many medical curricula provide students with information about professionalism and create opportunities for students to reflect upon and strengthen their individually evolving levels of professionalism. Faculties in basic sciences are rarely called upon to teach professionalism or deepen medical students understanding of professional standards, competencies, and ethical codes. However they have the knowledge and experience to develop goals, learning objectives, and topics relevant to professionalism within their own disciplines and medical curricula. Their dedication to, and passion for, science will support basic science faculties in designing innovative and effective approaches to teaching professionalism. This paper explores topics and formats that scientists may find useful in teaching professional attitudes, skills, and competencies in their medical curriculum. It highlights goals and learning objectives associated with teaching medical professionalism in the basic sciences. Copyright © 2011. Published by Elsevier B.V.

Environmental Sciences Division annual progress report for period ending September 30, 1991

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

Not Available

1992-04-01

This progress report summarizes the research and development activities conducted in the Environmental Sciences Division of Oak Ridge National Laboratory during the period October 1, 1990, through September 30, 1991. The report is structured to provide descriptions of current activities and accomplishments in each of the division's major organizational units. Following the sections describing the organizational units is a section devoted to lists of information necessary to convey the scope of the work in the division. The Environmental Sciences Division (ESD) at Oak Ridge National Laboratory (ORNL) conducts environmental research and analyses associated with both energy technology development and themore » interactions between people and the environment. The division engages in basic and applied research for a diverse list of sponsors. While the US Department of Energy (DOE) is the primary sponsor ESD staff also perform research for other federal agencies, state agencies, and private industry. The division works collaboratively with federal agencies, universities, and private organizations in achieving its research objectives and hosts a large number of visiting investigators from these organizations. Given the diverse interdisciplinary specialization of its staff, ESD provides technical expertise on complex environmental problems and renders technical leadership for major environmental issues of national and local concern. This progress report highlights many of ESD's accomplishment in these and other areas in FY 1991.« less

Environmental Sciences Division annual progress report for period ending September 30, 1991

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

Not Available

1992-04-01

This progress report summarizes the research and development activities conducted in the Environmental Sciences Division of Oak Ridge National Laboratory during the period October 1, 1990, through September 30, 1991. The report is structured to provide descriptions of current activities and accomplishments in each of the division`s major organizational units. Following the sections describing the organizational units is a section devoted to lists of information necessary to convey the scope of the work in the division. The Environmental Sciences Division (ESD) at Oak Ridge National Laboratory (ORNL) conducts environmental research and analyses associated with both energy technology development and themore » interactions between people and the environment. The division engages in basic and applied research for a diverse list of sponsors. While the US Department of Energy (DOE) is the primary sponsor ESD staff also perform research for other federal agencies, state agencies, and private industry. The division works collaboratively with federal agencies, universities, and private organizations in achieving its research objectives and hosts a large number of visiting investigators from these organizations. Given the diverse interdisciplinary specialization of its staff, ESD provides technical expertise on complex environmental problems and renders technical leadership for major environmental issues of national and local concern. This progress report highlights many of ESD`s accomplishment in these and other areas in FY 1991.« less

Science Around the Corner.

ERIC Educational Resources Information Center

Lunetta, Vincent N.; And Others

1984-01-01

Advocates including environmental issues balanced with basic science concepts/processes to provide a sound science foundation. Suggests case studies of regional environmental issues to sensitize/motivate students while reflecting complex nature of science/society issues. Issues considered include: fresh water quality, earthquake predication,…

Learning Science, Learning about Science, Doing Science: Different Goals Demand Different Learning Methods

ERIC Educational Resources Information Center

Hodson, Derek

2014-01-01

This opinion piece paper urges teachers and teacher educators to draw careful distinctions among four basic learning goals: learning science, learning about science, doing science and learning to address socio-scientific issues. In elaboration, the author urges that careful attention is paid to the selection of teaching/learning methods that…

42 CFR 65a.6 - How will applications be evaluated?

Code of Federal Regulations, 2011 CFR

2011-10-01

..., INTERNSHIPS, TRAINING NATIONAL INSTITUTE OF ENVIRONMENTAL HEALTH SCIENCES HAZARDOUS SUBSTANCES BASIC RESEARCH... that purpose, including review by the National Advisory Environmental Health Sciences Council in... Environmental Health Sciences Council. ...

42 CFR 65a.6 - How will applications be evaluated?

Code of Federal Regulations, 2014 CFR

2014-10-01

..., INTERNSHIPS, TRAINING NATIONAL INSTITUTE OF ENVIRONMENTAL HEALTH SCIENCES HAZARDOUS SUBSTANCES BASIC RESEARCH... that purpose, including review by the National Advisory Environmental Health Sciences Council in... Environmental Health Sciences Council. ...

42 CFR 65a.6 - How will applications be evaluated?

Code of Federal Regulations, 2012 CFR

2012-10-01

..., INTERNSHIPS, TRAINING NATIONAL INSTITUTE OF ENVIRONMENTAL HEALTH SCIENCES HAZARDOUS SUBSTANCES BASIC RESEARCH... that purpose, including review by the National Advisory Environmental Health Sciences Council in... Environmental Health Sciences Council. ...

42 CFR 65a.6 - How will applications be evaluated?

Code of Federal Regulations, 2013 CFR

2013-10-01

..., INTERNSHIPS, TRAINING NATIONAL INSTITUTE OF ENVIRONMENTAL HEALTH SCIENCES HAZARDOUS SUBSTANCES BASIC RESEARCH... that purpose, including review by the National Advisory Environmental Health Sciences Council in... Environmental Health Sciences Council. ...

42 CFR 65a.6 - How will applications be evaluated?

Code of Federal Regulations, 2010 CFR

2010-10-01

... that purpose, including review by the National Advisory Environmental Health Sciences Council in..., INTERNSHIPS, TRAINING NATIONAL INSTITUTE OF ENVIRONMENTAL HEALTH SCIENCES HAZARDOUS SUBSTANCES BASIC RESEARCH... Environmental Health Sciences Council. ...

Simplified model to describe the dissociative recombination of linear polyatomic ions of astrophysical interest

NASA Astrophysics Data System (ADS)

Fonseca Dos Santos, Samantha; Douguet, Nicolas; Kokoouline, Viatcheslav; Orel, Ann

2013-05-01

We will present theoretical results on the dissociative recombination (DR) of the linear polyatomic ions HCNH+, HCO+ and N2H+. Besides their astrophysical importance, they also share the characteristic that at low electronic impact energies their DR process happens via the indirect DR mechanism. We apply a general simplified model successfully implemented to treat the DR process of the highly symmetric non-linear molecules H3+, CH3+, H3O+ and NH4+ to calculated cross sections and DR rates for these ions. The model is based on multichannel quantum defect theory and accounts for all the main ingredients of indirect DR. New perspectives on dissociative recombination of HCO+ will also be discussed, including the possible role of HOC+ in storage ring experimental results. This work is supported by the DOE Office of Basic Energy Science and the National Science Foundation, Grant No's PHY-11-60611 and PHY-10-68785.

Intellectual wellness in medical university teachers: Gender based comparison.

PubMed

Syed, Sadiqa; Rehman, Rehana; Hussain, Mehwish; Shaikh, Saifullah

2017-05-01

A cross section, questionnaire based study was carried out from January 2012 till December 2014 to compare intellectual wellness (IW) awareness on the basis of gender in teachers of basic sciences at medical universities of Karachi, Pakistan. Data was collected from 3 public and 5 private medical universities of Karachi, Pakistan. Questionnaire was tailored from "Wellness Wheel" and responses were aggregated for eight questions in the dimension of IW to obtain aggregate IW score. Reliability of the questionnaire was measured using Cronbach's alpha. The average intellectual score was 24.99 ± 3.93 with a minimum score of 8 and maximum 32.The frequency of keeping informed about research updates was significantly higher in males (p = 0.043) that emphasized significantly better IW awareness of male medical teachers involved in teaching of medical sciences in both public and private medical universities of Pakistan.

Earthwalk

NASA Astrophysics Data System (ADS)

Muller, E.

2006-12-01

When the weather is nice, I like to take my students on a walk to the center of the earth. Earthwalk is a hands-on and feet-on activity that gets students outdoors, having fun, moving and learning about the structures of the earth. Earthwalk is a lesson to help students visualize our planets size and scale. This activity has students calculate the ratio of a scaled 100m cross-sectional earth, mark the boundaries between major planetary layers, walk from the center of the earth to the surface and draw proportional manmade and natural surface features (mountains, building, mine shafts, etc). This lesson effectively integrates content and pedagogy while touching on skills and topics such as math, measurement, science, writing skills (they have to take notes), reading, listening and group dynamics. This activity fits well into the earth science curriculum by introducing basic seismology; tectonic, geochemistry and heat transfer concepts. Besides showcasing this lesson, a limited number of Earth Anatomy posters will be distributed.

Problems of information support in scientific research

NASA Astrophysics Data System (ADS)

Shamaev, V. G.; Gorshkov, A. B.

2015-11-01

This paper reports on the creation of the open access Akustika portal (AKDATA.RU) designed to provide Russian-language easy-to-read and search information on acoustics and related topics. The absence of a Russian-language publication in foreign databases means that it is effectively lost for much of the scientific community. The portal has three interrelated sections: the Akustika information search system (ISS) (Acoustics), full-text archive of the Akusticheskii Zhurnal (Acoustic Journal), and 'Signal'naya informatsiya' ('Signaling information') on acoustics. The paper presents a description of the Akustika ISS, including its structure, content, interface, and information search capabilities for basic and applied research in diverse areas of science, engineering, biology, medicine, etc. The intended users of the portal are physicists, engineers, and engineering technologists interested in expanding their research activities and seeking to increase their knowledge base. Those studying current trends in the Russian-language contribution to international science may also find the portal useful.

Teaching microbiology to undergraduate students in the humanities and the social sciences.

PubMed

Oren, Aharon

2015-10-01

This paper summarizes my experiences teaching a 28-hour course on the bacterial world for undergraduate students in the humanities and the social sciences at the Hebrew University of Jerusalem. This course was offered in the framework of a program in which students must obtain credit points for courses offered by other faculties to broaden their education. Most students had little biology in high school and had never been exposed to the basics of chemistry. Using a historical approach, highlighting the work of pioneers such as van Leeuwenhoek, Koch, Fleming, Pasteur, Winogradsky and Woese, I covered a broad area of general, medical, environmental and evolutionary microbiology. The lectures included basic concepts of organic and inorganic chemistry necessary to understand the principles of fermentations and chemoautotrophy, and basic molecular biology to explain biotechnology using transgenic microorganisms and molecular phylogeny. Teaching the basics of microbiology to intelligent students lacking any background in the natural sciences was a rewarding experience. Some students complained that, in spite of my efforts, basic concepts of chemistry remained beyond their understanding. But overall the students' evaluation showed that the course had achieved its goal. © FEMS 2015. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Use of the NBME Comprehensive Basic Science Examination as a Progress Test in the Preclerkship Curriculum of a New Medical School

ERIC Educational Resources Information Center

Johnson, Teresa R.; Khalil, Mohammed K.; Peppler, Richard D.; Davey, Diane D.; Kibble, Jonathan D.

2014-01-01

In the present study, we describe the innovative use of the National Board of Medical Examiners (NBME) Comprehensive Basic Science Examination (CBSE) as a progress test during the preclerkship medical curriculum. The main aim of this study was to provide external validation of internally developed multiple-choice assessments in a new medical…

Investigation of Pre-Service Teachers' Opinions about Science in Terms of the Basic Elements of the Education Program

ERIC Educational Resources Information Center

Sengul, Ozge Aydin

2016-01-01

The purpose of the current study is to investigate the pre-service teachers' opinions about science within the context of the basic elements of the education program, such as objectives, content, learning-teaching process and evaluation. The study was designed as a case study, one of the qualitative research methods. The participants of the study…

Physics Education: Effect of Micro-Teaching Method Supported by Educational Technologies on Pre-Service Science Teachers' Misconceptions on Basic Astronomy Subjects

ERIC Educational Resources Information Center

Gurbuz, Fatih

2016-01-01

The purpose of this research study is to explore pre-service science teachers' misconceptions on basic astronomy subjects and to examine the effect of micro teaching method supported by educational technologies on correcting misconceptions. This study is an action research. Semi- structured interviews were used in the study as a data collection…

All about Flight. Physical Science for Children[TM]. Schlessinger Science Library. [Videotape].

ERIC Educational Resources Information Center

2000

Up, up and away! A hot air balloon, an airplane and even the space shuttle all defy the force of gravity, but they all do it in different ways. Children will learn about the basic concepts that make flight possible. With clear demonstrations and a hands-on project, students will be able to understand more easily the basic concepts behind various…

How to link geography, cross-curricular approach and inquiry in science education at the primary schools

NASA Astrophysics Data System (ADS)

Karvánková, Petra; Popjaková, Dagmar

2018-05-01

Pupil research in school lessons in the sense of Inquiry-Based Education (IBE) is one of the constructivist approaches to education. Inquiry strengthens the positive approach of pupils to natural science subjects, encouraging them to study phenomena and processes taking place in the natural environment around them and use the acquired knowledge in their practical life. Geography as a school subject, due to the multidisciplinary nature of geography as a science, is close to natural sciences as well. This is because of the broadness of the subject of geographical studies, the complex (natural and cultural) landscape. The close links of geography to all cross-sectional themes make it a good support for teaching classical science subjects at schools such as mathematics, physics, chemistry or biology, environmental education. Moreover, the field teaching is one of the strong assets of the implementation of IBE in the school geography. Presented case study on the 'effect of noise on the surroundings' explores the facts mentioned above, in geography teaching. It verifies the pupils' knowledge and skills to adopt the basic principles of IBE in the practice. At the same time, it presents the concrete experiences how the children master the individual stages of IBE during the process of education.

The history and future of accelerator radiological protection.

PubMed

Thomas, R H

2001-01-01

The development of accelerator radiological protection from the mid-1930s, just after the invention of the cyclotron, to the present day is described. Three major themes--physics, personalities and politics--are developed. In the sections describing physics the development of shielding design though measurement, radiation transport calculations, the impact of accelerators on the environment and dosimetry in accelerator radiation fields are described. The discussion is limited to high-energy, high-intensity electron and proton accelerators. The impact of notable personalities on the development of both the basic science and on the accelerator health physics profession itself is described. The important role played by scholars and teachers is discussed. In the final section. which discusses the future of accelerator radiological protection, some emphasis is given to the social and political aspects that must he faced in the years ahead.

Aligning library instruction with the needs of basic sciences graduate students: a case study

PubMed Central

O'Malley, Donna; Delwiche, Frances A.

2012-01-01

Question: How can an existing library instruction program be reconfigured to reach basic sciences graduate students and other patrons missed by curriculum-based instruction? Setting: The setting is an academic health sciences library that serves both the university and its affiliated teaching hospital. Methods: The existing program was redesigned to incorporate a series of seven workshops that encompassed the range of information literacy skills that graduate students in the basic sciences need. In developing the new model, the teaching librarians made changes in pedagogy, technology, marketing, and assessment strategies. Results: Total attendance at the sessions increased substantially in the first 2 years of the new model, increasing from an average of 20 per semester to an average of 124. Survey results provided insight about what patrons wanted to learn and how best to teach it. Conclusion: Modifying the program's content and structure resulted in a program that appealed to the target audience. PMID:23133328

A review of second law techniques applicable to basic thermal science research

NASA Astrophysics Data System (ADS)

Drost, M. Kevin; Zamorski, Joseph R.

1988-11-01

This paper reports the results of a review of second law analysis techniques which can contribute to basic research in the thermal sciences. The review demonstrated that second law analysis has a role in basic thermal science research. Unlike traditional techniques, second law analysis accurately identifies the sources and location of thermodynamic losses. This allows the development of innovative solutions to thermal science problems by directing research to the key technical issues. Two classes of second law techniques were identified as being particularly useful. First, system and component investigations can provide information of the source and nature of irreversibilities on a macroscopic scale. This information will help to identify new research topics and will support the evaluation of current research efforts. Second, the differential approach can provide information on the causes and spatial and temporal distribution of local irreversibilities. This information enhances the understanding of fluid mechanics, thermodynamics, and heat and mass transfer, and may suggest innovative methods for reducing irreversibilities.

Mexico's Program for Science and Technology, 1978 to 1982.

ERIC Educational Resources Information Center

Flores, Edmundo

1979-01-01

Describes briefly the National Council for Science and Technology (CONACYT) of Mexico, and outlines Mexico's Program for Science and Technology which includes 2,489 projects in basic and applied sciences at a cost of $260 million from 1978 to 1982. (HM)

75 FR 6651 - DOE/NSF Nuclear Science Advisory Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2010-02-10

... DEPARTMENT OF ENERGY DOE/NSF Nuclear Science Advisory Committee AGENCY: Department of Energy.../NSF Nuclear Science Advisory Committee (NSAC). Federal Advisory Committee Act (Pub. L. 92- 463, 86... on scientific priorities within the field of basic nuclear science research. Tentative Agenda: Agenda...

Medical students’ attitudes towards early clinical exposure in Iran

PubMed Central

Khabaz Mafinejad, Mahboobeh; Peiman, Soheil; Khajavirad, Nasim; Mirabdolhagh Hazaveh, Mojgan; Edalatifard, Maryam; Allameh, Seyed-Farshad; Naderi, Neda; Foroumandi, Morteza; Afshari, Ali; Asghari, Fariba

2016-01-01

Objectives This study was carried out to investigate the medical students’ attitudes towards early clinical exposure at Tehran University of Medical Sciences. Methods A cross-sectional study was conducted during 2012-2015. A convenience sample of 298 first- and second-year students, enrolled in the undergraduate medical curriculum, participated in an early clinical exposure program. To collect data from medical students, a questionnaire consisting of open-ended questions and structured questions, rated on a five-point Likert scale, was used to investigate students’ attitudes toward early clinical exposure. Results Of the 298 medical students, 216 (72%) completed the questionnaires. The results demonstrated that medical students had a positive attitude toward early clinical exposure. Most students (80.1%) stated that early clinical exposure could familiarize them with the role of basic sciences knowledge in medicine and how to apply this knowledge in clinical settings. Moreover, 84.5% of them believed that early clinical exposure increased their interest in medicine and encouraged them to read more. Furthermore, content analysis of the students’ responses uncovered three main themes of early clinical exposure, were considered helpful to improve learning: “integration of theory and practice”, “interaction with others and professional development” and “desire and motivation for learning medicine”. Conclusions Medical students found their first experience with clinical setting valuable. Providing clinical exposure in the initial years of medical curricula and teaching the application of basic sciences knowledge in clinical practice can enhance students’ understanding of the role they will play in the future as a physician. PMID:27318794

Attitudes among students and teachers on vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum.

PubMed

Brynhildsen, J; Dahle, L O; Behrbohm Fallsberg, M; Rundquist, I; Hammar, M

2002-05-01

Important elements in the curriculum at the Faculty of Health Sciences in Linköping are vertical integration, i.e. integration between the clinical and basic science sections of the curriculum, and horizontal integration between different subject areas. Integration throughout the whole curriculum is time-consuming for both teachers and students and hard work is required for planning, organization and execution. The aim was to assess the importance of vertical and horizontal integration in an undergraduate medical curriculum, according to opinions among students and teachers. In a questionnaire 102 faculty teachers and 106 students were asked about the importance of 14 different components of the undergraduate medical curriculum including vertical and horizontal integration. They were asked to assign between one and six points to each component (6 points = extremely important for the quality of the curriculum; 1 point = unimportant). Students as well as teachers appreciated highly both forms of integration. Students scored horizontal integration slightly but significantly higher than the teachers (median 6 vs 5 points; p=0.009, Mann-Whitney U-test), whereas teachers scored vertical integration higher than students (6 vs 5; p=0.019, Mann-Whitney U-test). Both students and teachers considered horizontal and vertical integration to be highly important components of the undergraduate medical programme. We believe both kinds of integration support problem-based learning and stimulate deep and lifelong learning and suggest that integration should always be considered deeply when a new curriculum is planned for undergraduate medical education.

Awareness of basic life support among dental practitioners.

PubMed

Baduni, Neha; Prakash, Prem; Srivastava, Dhirendra; Sanwal, Manoj Kumar; Singh, Bijender Pal

2014-01-01

It is important that every member of our community should be trained in effective BLS technique to save lives. At least doctors including dental practitioners, and medical and paramedical staff should be trained in high quality CPR, as it is a basic medical skill which can save many lives if implemented timely. Our aim was to study the awareness of Basic Life Support (BLS) among dental students and practitioners in New Delhi. This cross sectional study was conducted by assessing responses to 20 selected questions pertaining to BLS among dental students, resident doctors/tutors, faculty members and private practitioners in New Delhi. All participants were given a printed questionnaire where they had to mention their qualifications and clinical experience, apart from answering 20 questions. Data was collected and evaluated using commercially available statistical package for social sciences (SPSS version 12). One hundred and four responders were included. Sadly, none of our responders had complete knowledge about BLS. The maximum mean score (9.19 ± 1.23) was obtained by dentists with clinical experience between 1-5 years. To ensure better and safer healthcare, it is essential for all dental practitioners to be well versed with BLS.

Faculty turnover within academic pharmacy departments.

PubMed

Carter, Orly; Nathisuwan, Surakit; Stoddard, Gregory J; Munger, Mark A

2003-02-01

Pharmacy faculty manpower has been debated within the academic pharmacy community over the last several decades. Previous investigations studied job satisfaction among faculty members, but have not evaluated faculty retention and turnover among academic pharmacy departments. To evaluate retention and turnover rates in the departments of Pharmacy Practice and Basic Science (Pharmacology/Toxicology, Pharmaceutics, Medicinal Chemistry) over the last 5 years. Individual instructors and assistant, associate, and full professors across 80 colleges of pharmacy in the US were tracked between the years 1996 and 2001 using the American Association of Colleges of Pharmacy published rosters. Differences between departments were analyzed by year-stratified cross-tabulation table analysis. A greater percentage of Pharmacy Practice faculty resigned (10.6%) compared with Basic Science faculty (6.0%; percent ratio 1.76; 95% CI 1.58 to 1.95; p < 0.001), which remained constant across each academic year. Approximately 2.7 faculty members left their academic institutions per year in Pharmacy Practice compared with 1.1 faculty members in the aggregate of Basic Science departments. A higher percentage of women resigned in Pharmacy Practice (13.2%) than did men (8.7%; percent ratio 1.5; 95% CI 1.34 to 1.68; p < 0.001), despite a 1.3-fold male to female ratio. Likewise, regardless of a 4.1-fold male to female ratio in the Basic Science group, a higher percentage of women resigned (8.0%) than men (5.5%; percent ratio 1.45; 95% CI 1.18 to 1.78; p < 0.001). Over a 5-year period, Pharmacy Practice exhibited a higher turnover compared with Basic Science. Women displayed significantly higher turnover than men across all pharmacy academic departments. New retention approaches, especially for female faculty members, should be explored.

Medical University admission test: a confirmatory factor analysis of the results.

PubMed

Luschin-Ebengreuth, Marion; Dimai, Hans P; Ithaler, Daniel; Neges, Heide M; Reibnegger, Gilbert

2016-05-01

The Graz Admission Test has been applied since the academic year 2006/2007. The validity of the Test was demonstrated by a significant improvement of study success and a significant reduction of dropout rate. The purpose of this study was a detailed analysis of the internal correlation structure of the various components of the Graz Admission Test. In particular, the question investigated was whether or not the various test parts constitute a suitable construct which might be designated as "Basic Knowledge in Natural Science." This study is an observational investigation, analyzing the results of the Graz Admission Test for the study of human medicine and dentistry. A total of 4741 applicants were included in the analysis. Principal component factor analysis (PCFA) as well as techniques from structural equation modeling, specifically confirmatory factor analysis (CFA), were employed to detect potential underlying latent variables governing the behavior of the measured variables. PCFA showed good clustering of the science test parts, including also text comprehension. A putative latent variable "Basic Knowledge in Natural Science," investigated by CFA, was indeed shown to govern the response behavior of the applicants in biology, chemistry, physics, and mathematics as well as text comprehension. The analysis of the correlation structure of the various test parts confirmed that the science test parts together with text comprehension constitute a satisfactory instrument for measuring a latent construct variable "Basic Knowledge in Natural Science." The present results suggest the fundamental importance of basic science knowledge for results obtained in the framework of the admission process for medical universities.

A case-based, small-group cooperative learning course in preclinical veterinary science aimed at bridging basic science and clinical literacy.

PubMed

Schoeman, J P; van Schoor, M; van der Merwe, L L; Meintjes, R A

2009-03-01

In 1999 a dedicated problem-based learning course was introduced into the lecture-based preclinical veterinary curriculum of the University of Pretoria. The Introduction to Clinical Studies Course combines traditional lectures, practical sessions, student self-learning and guided tutorials. The self-directed component of the course utilises case-based, small-group cooperative learning as an educational vehicle to link basic science with clinical medicine. The aim of this article is to describe the objectives and structure of the course and to report the results of the assessment of the students' perceptions on some aspects of the course. Students reacted very positively to the ability of the course to equip them with problem-solving skills. Students indicated positive perceptions about the workload of the course. There were, however, significantly lower scores for the clarity of the course objectives. Although the study guide for the course is very comprehensive, the practice regarding the objectives is still uncertain. It is imperative to set clear objectives in non-traditional, student-centred courses. The objectives have to be explained at the outset and reiterated throughout the course. Tutors should also communicate the rationale behind problem-based learning as a pedagogical method to the students. Further research is needed to verify the effectiveness of this course in bridging the gap between basic science and clinical literacy in veterinary science. Ongoing feedback and assessment of the management and content are important to refine this model for integrating basic science with clinical literacy.

Methods and successes of New York University workshops for science graduate students and post-docs in science writing for general audiences (readers and radio listeners)

NASA Astrophysics Data System (ADS)

Hall, S. S.

2012-12-01

Scientists and science administrators often stress the importance of communication to the general public, but rarely develop educational infrastructures to achieve this goal. Since 2009, the Arthur L. Carter Journalism Institute at New York University has offered a series of basic and advanced writing workshops for graduate students and post-docs in NYU's eight scientific divisions (neuroscience, psychology, physics, biology, chemistry, mathematics, anthropology, and computer science). The basic methodology of the NYU approach will be described, along with successful examples of both written and radio work by students that have been either published or broadcast by general interest journalism outlets.

First-year Pre-service Teachers in Taiwan—Do they enter the teacher program with satisfactory scientific literacy and attitudes toward science?

NASA Astrophysics Data System (ADS)

Chin, Chi-Chin

2005-10-01

Scientific literacy and attitudes toward science play an important role in human daily lives. The purpose of this study was to investigate whether first-year pre-service teachers in colleges in Taiwan have a satisfactory level of scientific literacy. The domains of scientific literacy selected in this study include: (1) science content; (2) the interaction between science, technology and society (STS); (3) the nature of science; and (4) attitudes toward science. In this study, the instruments used were Chinese translations of the Test of Basic Scientific Literacy (TBSL) and the Test of Science-related Attitudes. Elementary education majors (n = 141) and science education majors (n = 138) from four teachers’ colleges responded to these instruments. The statistical results from the tests revealed that, in general, the basic scientific literacy of first-year pre-service teachers was at a satisfactory level. Of the six scales covered in this study, the pre-service teachers displayed the highest literacy in health science, STS, and life science. Literacy in the areas of the nature of science and earth science was rated lowest. The results also showed that science education majors scored significantly higher in physical science, life science, nature of science, science content, and the TBSL than elementary science majors. Males performed better than females in earth science, life science, science content, and the TBSL. Next, elementary education majors responded with more “don’t know” responses than science education majors. In general, the pre-service teachers were moderately positive in terms of attitudes toward science while science education majors had more positive attitudes toward science. There was no significant difference in attitudes between genders. Previous experience in science indicated more positive attitudes toward science. The results from stepwise regression revealed that STS, the nature of science, and attitudes toward science could explain 50.6% and 60.2% variance in science content in elementary education and science education majors, respectively. For science education majors, the first three scales—the nature of science, health science and physical science—determined basic scientific literacy. However, for elementary education majors, the top three factors were physical science, life science and the nature of science. Based on these results, several strategies for developing the professional abilities of science teachers have been recommended for inclusion in pre-service programs.

Making evolutionary biology a basic science for medicine

PubMed Central

Nesse, Randolph M.; Bergstrom, Carl T.; Ellison, Peter T.; Flier, Jeffrey S.; Gluckman, Peter; Govindaraju, Diddahally R.; Niethammer, Dietrich; Omenn, Gilbert S.; Perlman, Robert L.; Schwartz, Mark D.; Thomas, Mark G.; Stearns, Stephen C.; Valle, David

2010-01-01

New applications of evolutionary biology in medicine are being discovered at an accelerating rate, but few physicians have sufficient educational background to use them fully. This article summarizes suggestions from several groups that have considered how evolutionary biology can be useful in medicine, what physicians should learn about it, and when and how they should learn it. Our general conclusion is that evolutionary biology is a crucial basic science for medicine. In addition to looking at established evolutionary methods and topics, such as population genetics and pathogen evolution, we highlight questions about why natural selection leaves bodies vulnerable to disease. Knowledge about evolution provides physicians with an integrative framework that links otherwise disparate bits of knowledge. It replaces the prevalent view of bodies as machines with a biological view of bodies shaped by evolutionary processes. Like other basic sciences, evolutionary biology needs to be taught both before and during medical school. Most introductory biology courses are insufficient to establish competency in evolutionary biology. Premedical students need evolution courses, possibly ones that emphasize medically relevant aspects. In medical school, evolutionary biology should be taught as one of the basic medical sciences. This will require a course that reviews basic principles and specific medical applications, followed by an integrated presentation of evolutionary aspects that apply to each disease and organ system. Evolutionary biology is not just another topic vying for inclusion in the curriculum; it is an essential foundation for a biological understanding of health and disease. PMID:19918069

Evolution in health and medicine Sackler colloquium: Making evolutionary biology a basic science for medicine.

PubMed

Nesse, Randolph M; Bergstrom, Carl T; Ellison, Peter T; Flier, Jeffrey S; Gluckman, Peter; Govindaraju, Diddahally R; Niethammer, Dietrich; Omenn, Gilbert S; Perlman, Robert L; Schwartz, Mark D; Thomas, Mark G; Stearns, Stephen C; Valle, David

2010-01-26

New applications of evolutionary biology in medicine are being discovered at an accelerating rate, but few physicians have sufficient educational background to use them fully. This article summarizes suggestions from several groups that have considered how evolutionary biology can be useful in medicine, what physicians should learn about it, and when and how they should learn it. Our general conclusion is that evolutionary biology is a crucial basic science for medicine. In addition to looking at established evolutionary methods and topics, such as population genetics and pathogen evolution, we highlight questions about why natural selection leaves bodies vulnerable to disease. Knowledge about evolution provides physicians with an integrative framework that links otherwise disparate bits of knowledge. It replaces the prevalent view of bodies as machines with a biological view of bodies shaped by evolutionary processes. Like other basic sciences, evolutionary biology needs to be taught both before and during medical school. Most introductory biology courses are insufficient to establish competency in evolutionary biology. Premedical students need evolution courses, possibly ones that emphasize medically relevant aspects. In medical school, evolutionary biology should be taught as one of the basic medical sciences. This will require a course that reviews basic principles and specific medical applications, followed by an integrated presentation of evolutionary aspects that apply to each disease and organ system. Evolutionary biology is not just another topic vying for inclusion in the curriculum; it is an essential foundation for a biological understanding of health and disease.

Anatomy integration blueprint: A fourth-year musculoskeletal anatomy elective model.

PubMed

Lazarus, Michelle D; Kauffman, Gordon L; Kothari, Milind J; Mosher, Timothy J; Silvis, Matthew L; Wawrzyniak, John R; Anderson, Daniel T; Black, Kevin P

2014-01-01

Current undergraduate medical school curricular trends focus on both vertical integration of clinical knowledge into the traditionally basic science-dedicated curricula and increasing basic science education in the clinical years. This latter type of integration is more difficult and less reported on than the former. Here, we present an outline of a course wherein the primary learning and teaching objective is to integrate basic science anatomy knowledge with clinical education. The course was developed through collaboration by a multi-specialist course development team (composed of both basic scientists and physicians) and was founded in current adult learning theories. The course was designed to be widely applicable to multiple future specialties, using current published reports regarding the topics and clinical care areas relying heavily on anatomical knowledge regardless of specialist focus. To this end, the course focuses on the role of anatomy in the diagnosis and treatment of frequently encountered musculoskeletal conditions. Our iterative implementation and action research approach to this course development has yielded a curricular template for anatomy integration into clinical years. Key components for successful implementation of these types of courses, including content topic sequence, the faculty development team, learning approaches, and hidden curricula, were developed. We also report preliminary feedback from course stakeholders and lessons learned through the process. The purpose of this report is to enhance the current literature regarding basic science integration in the clinical years of medical school. © 2014 American Association of Anatomists.

Interprofessional education and the basic sciences: Rationale and outcomes.

PubMed

Thistlethwaite, Jill E

2015-01-01

Interprofessional education (IPE) aims to improve patient outcomes and the quality of care. Interprofessional learning outcomes and interprofessional competencies are now included in many countries' health and social care professions' accreditation standards. While IPE may take place at any time in health professions curricula it tends to focus on professionalism and clinical topics rather than basic science activities. However generic interprofessional competencies could be included in basic science courses that are offered to at least two different professional groups. In developing interprofessional activities at the preclinical level, it is important to define explicit interprofessional learning outcomes plus the content and process of the learning. Interprofessional education must involve interactive learning processes and integration of theory and practice. This paper provides examples of IPE in anatomy and makes recommendations for course development and evaluation. © 2015 American Association of Anatomists.

Developing a complex systems perspective for medical education to facilitate the integration of basic science and clinical medicine.

PubMed

Aron, David C

2017-04-01

The purpose of medical education is to produce competent and capable professional practitioners who can combine the art and science of medicine. Moreover, this process must prepare individuals to practise in a field in which knowledge is increasing and the contexts in which that knowledge is applied are changing in unpredictable ways. The 'basic sciences' are important in the training of a physician. The goal of basic science training is to learn it in a way that the material can be applied in practice. Much effort has been expended to integrate basic science and clinical training, while adding many other topics to the medical curriculum. This effort has been challenging. The aims of the paper are (1) to propose a unifying conceptual framework that facilitates knowledge integration among all levels of living systems from cell to society and (2) illustrate the organizing principles with two examples of the framework in action - cybernetic systems (with feedback) and distributed robustness. Literature related to hierarchical and holarchical frameworks was reviewed. An organizing framework derived from living systems theory and spanning the range from molecular biology to health systems management was developed. The application of cybernetic systems to three levels (regulation of pancreatic beta cell production of insulin, physician adjustment of medication for glycaemic control and development and action of performance measures for diabetes care) was illustrated. Similarly distributed robustness was illustrated by the DNA damage response system and principles underlying patient safety. Each of the illustrated organizing principles offers a means to facilitate the weaving of basic science and clinical medicine throughout the course of study. The use of such an approach may promote systems thinking, which is a core competency for effective and capable medical practice. Published 2016. This article is a U.S. Government work and is in the public domain in the USA.

77 FR 51791 - DOE/NSF Nuclear Science Advisory Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2012-08-27

... DEPARTMENT OF ENERGY DOE/NSF Nuclear Science Advisory Committee AGENCY: Department of Energy.../NSF Nuclear Science Advisory Committee (NSAC). The Federal Advisory Committee Act (Pub. L. 92-463, 86... on scientific priorities within the field of basic nuclear science research. Tentative Agenda: Agenda...

76 FR 31945 - DOE/NSF Nuclear Science Advisory Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2011-06-02

... DEPARTMENT OF ENERGY DOE/NSF Nuclear Science Advisory Committee AGENCY: Department of Energy.../NSF Nuclear Science Advisory Committee (NSAC). The Federal Advisory Committee Act (Pub. L. 92-463, 86... the field of basic nuclear science research. Tentative Agenda: Agenda will include discussions of the...

Evolutionary games on graphs

NASA Astrophysics Data System (ADS)

Szabó, György; Fáth, Gábor

2007-07-01

Game theory is one of the key paradigms behind many scientific disciplines from biology to behavioral sciences to economics. In its evolutionary form and especially when the interacting agents are linked in a specific social network the underlying solution concepts and methods are very similar to those applied in non-equilibrium statistical physics. This review gives a tutorial-type overview of the field for physicists. The first four sections introduce the necessary background in classical and evolutionary game theory from the basic definitions to the most important results. The fifth section surveys the topological complications implied by non-mean-field-type social network structures in general. The next three sections discuss in detail the dynamic behavior of three prominent classes of models: the Prisoner's Dilemma, the Rock-Scissors-Paper game, and Competing Associations. The major theme of the review is in what sense and how the graph structure of interactions can modify and enrich the picture of long term behavioral patterns emerging in evolutionary games.

Basic Skills Applications in Occupational Investigation.

ERIC Educational Resources Information Center

Hendrix, Mary

This guide contains 50 lesson plans for learning activities that incorporate basic skills into content areas of career education, mathematics, science, social studies, communications, and productive work habits. Each lesson consists of a purpose, basic skills applications, approximate time required, materials needed, things for the teacher to do…

Train the Trainer. Facilitator Guide Sample. Basic Blueprint Reading (Chapter One).

ERIC Educational Resources Information Center

Saint Louis Community Coll., MO.

This publication consists of three sections: facilitator's guide--train the trainer, facilitator's guide sample--Basic Blueprint Reading (Chapter 1), and participant's guide sample--basic blueprint reading (chapter 1). Section I addresses why the trainer should learn new classroom techniques; lecturing versus facilitating; learning styles…

Basic Casting from A to Z. Student's Instruction Booklet.

ERIC Educational Resources Information Center

Zebco, Tulsa, OK.

A profusely illustrated student instruction booklet contains step-by-step directions and diagrams for learning four basic casting techniques. Separate sections cover basic spin-casting, spinning, bait-casting, and fly-casting. Each section details recommended equipment (reel, rod, line, plug, tackle, lures, leaders, flies), describes specific…

Basic Process Skills and Attitude toward Science: Inputs to an Enhanced Students' Cognitive Performance

ERIC Educational Resources Information Center

Maranan, Veronique M.

2017-01-01

This study focused on the correlation of mastery in basic process skills and attitude toward Science to grade 7 students' performance. From the 200 respondents 74% or most of the students are normally in the age bracket for Grade 7 students which is 11 to 12. One hundred one (101) respondents or 50.5 % of the total respondents are male while 99…

Student Failures on First-Year Medical Basic Science Courses and the USMLE Step 1: A Retrospective Study over a 20-Year Period

ERIC Educational Resources Information Center

Burns, E. Robert; Garrett, Judy

2015-01-01

Correlates of achievement in the basic science years in medical school and on the Step 1 of the United States Medical Licensing Examination® (USMLE®), (Step 1) in relation to preadmission variables have been the subject of considerable study. Preadmissions variables such as the undergraduate grade point average (uGPA) and Medical College Admission…

Science.gov: gateway to government science information.

PubMed

Fitzpatrick, Roberta Bronson

2010-01-01

Science.gov is a portal to more than 40 scientific databases and 200 million pages of science information via a single query. It connects users to science information and research results from the U.S. government. This column will provide readers with an overview of the resource, as well as basic search hints.

Life Science Standards and Curriculum Development for 9-12.

ERIC Educational Resources Information Center

Speece, Susan P.; Andersen, Hans O.

1996-01-01

Proposes a design for a life science curriculum following the National Research Council National Science Education Standards. The overarching theme is that science as inquiry should be recognized as a basic and controlling principle in the ultimate organization and experiences in students' science education. Six-week units include Matter, Energy,…

Projects for the implementation of science technology society approach in basic concept of natural science course as application of optical and electrical instruments’ material

NASA Astrophysics Data System (ADS)

Satria, E.

2018-03-01

Preservice teachers in primary education should be well equipped to meet the challenges of teaching primary science effectively in 21century. The purpose of this research was to describe the projects for the implementation of Science-Technology-Society (STS) approach in Basic Concept of Natural Science course as application of optical and electrical instruments’ material by the preservice teachers in Elementary Schools Teacher Education Program. One of the reasons is the lack of preservice teachers’ ability in making projects for application of STS approach and optical and electrical instruments’ material in Basic Concept of Natural Science course. This research applied descriptive method. The instrument of the research was the researcher himself. The data were gathered through observation and documentation. Based on the results of the research, it was figured out that preservice teachers, in groups, were creatively and successful to make the projects of optical and electrical instruments assigned such as projector and doorbell. It was suggested that the construction of the instruments should be better (fixed and strong structure) and more attractive for both instruments, and used strong light source, high quality images, and it could use speaker box for projector, power battery, and heat sink for electrical instruments.

Comparisons Between Science Knowledge, Interest, and Information Literacy of Learners in Introductory Astronomy Courses

NASA Astrophysics Data System (ADS)

Buxner, Sanlyn; Impey, Chris David; Formanek, Martin; Wenger, Matthew

2018-01-01

Introductory astronomy courses are exciting opportunities to engage non-major students in scientific issues, new discoveries, and scientific thinking. Many undergraduate students take these courses to complete their general education requirements. Many free-choice learners also take these courses, but for their own interest. We report on a study comparing the basic science knowledge, interest in science, and information literacy of undergraduate students and free choice learners enrolled in introductory astronomy courses run by the University of Arizona. Undergraduate students take both in-person and online courses for college credit. Free choice learners enroll in massive open online courses (MOOCs), through commercial platforms, that can earn them a certificate (although most do not take advantage of that opportunity). In general, we find that undergraduate students outperform the general public on basic science knowledge and that learners in our astronomy MOOCs outperform the undergraduate students in the study. Learners in the MOOC have higher interest in science in general. Overall, learners in both groups report getting information about science from online sources. Additionally, learners’ judgement of the reliability of different sources of information is weakly related to their basic science knowledge and more strongly related to how they describe what it means to study something scientifically. We discuss the implications of our findings for both undergraduate students and free-choice learners as well as instructors of these types of courses.

Ion Beam Facility at the University of Chile; Applications and Basic Research

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

Miranda, P. A.; Morales, J. R.; Cancino, S.

2010-08-04

The main characteristics of the ion beam facility based on a 3.75 MeV Van de Graaff accelerator at the University of Chile are described at this work. Current activities are mainly focused on the application of the Ion Beam Analysis techniques for environmental, archaeological, and material science analysis. For instance, Rutherford Backscattering Spectrometry (RBS) is applied to measure thin gold film thickness which are used to determine their resistivity and other electrical properties. At this laboratory the Proton Induced X-Ray Emission (PIXE) and Proton Elastic Scattering Analysis (PESA) methodologies are extensively used for trace element analysis of urban aerosols (Santiago,more » Ciudad de Mexico). A similar study is being carried out at the Antarctica Peninsula. Characterization studies on obsidian and vitreous dacite samples using PIXE has been also perform allowing to match some of these artifacts with geological source sites in Chile.Basic physics research is being carried out by measuring low-energy cross section values for the reactions {sup 63}Cu(d,p){sup 64}Cu and {sup Nat}Zn(p,x){sup 67}Ga. Both radionuclide {sup 64}Cu and {sup 67}Ga are required for applications in medicine. Ongoing stopping power cross section measurements of proton and alphas on Pd, Cu, Bi and Mylar are briefly discussed.« less

Ion Beam Facility at the University of Chile; Applications and Basic Research

NASA Astrophysics Data System (ADS)

Miranda, P. A.; Morales, J. R.; Cancino, S.; Dinator, M. I.; Donoso, N.; Sepúlveda, A.; Ortiz, P.; Rojas, S.

2010-08-01

The main characteristics of the ion beam facility based on a 3.75 MeV Van de Graaff accelerator at the University of Chile are described at this work. Current activities are mainly focused on the application of the Ion Beam Analysis techniques for environmental, archaeological, and material science analysis. For instance, Rutherford Backscattering Spectrometry (RBS) is applied to measure thin gold film thickness which are used to determine their resistivity and other electrical properties. At this laboratory the Proton Induced X-Ray Emission (PIXE) and Proton Elastic Scattering Analysis (PESA) methodologies are extensively used for trace element analysis of urban aerosols (Santiago, Ciudad de Mexico). A similar study is being carried out at the Antarctica Peninsula. Characterization studies on obsidian and vitreous dacite samples using PIXE has been also perform allowing to match some of these artifacts with geological source sites in Chile. Basic physics research is being carried out by measuring low-energy cross section values for the reactions 63Cu(d,p)64Cu and NatZn(p,x)67Ga. Both radionuclide 64Cu and 67Ga are required for applications in medicine. Ongoing stopping power cross section measurements of proton and alphas on Pd, Cu, Bi and Mylar are briefly discussed.

Science Awareness and Science Literacy through the Basic Physics Course: Physics with a bit of Metaphysics?

NASA Astrophysics Data System (ADS)

Rusli, Aloysius

2016-08-01

Until the 1980s, it is well known and practiced in Indonesian Basic Physics courses, to present physics by its effective technicalities: The ideally elastic spring, the pulley and moving blocks, the thermodynamics of ideal engine models, theoretical electrostatics and electrodynamics with model capacitors and inductors, wave behavior and its various superpositions, and hopefully closed with a modern physics description. A different approach was then also experimented with, using the Hobson and Moore texts, stressing the alternative aim of fostering awareness, not just mastery, of science and the scientific method. This is hypothesized to be more in line with the changed attitude of the so-called Millenials cohort who are less attentive if not interested, and are more used to multi-tasking which suits their shorter span of attention. The upside is increased awareness of science and the scientific method. The downside is that they are getting less experience of the scientific method which intensely bases itself on critical observation, analytic thinking to set up conclusions or hypotheses, and checking consistency of the hypotheses with measured data. Another aspect is recognition that the human person encompasses both the reasoning capacity and the mental- spiritual-cultural capacity. This is considered essential, as the world grows even smaller due to increased communication capacity, causing strong interactions, nonlinear effects, and showing that value systems become more challenging and challenged due to physics / science and its cosmology, which is successfully based on the scientific method. So students should be made aware of the common basis of these two capacities: the assumptions, the reasoning capacity and the consistency assumption. This shows that the limits of science are their set of basic quantifiable assumptions, and the limits of the mental-spiritual-cultural aspects of life are their set of basic metaphysical (non-quantifiable) assumptions. The bridging between these two human aspects of life, can lead to a “why” of science, and a “meaning” of life. A progress report on these efforts is presented, essentially being of the results indicated by an extended format of the usual weekly reporting used previously in Basic Physics lectures.

Using NASA Space Imaging Technology to Teach Earth and Sun Topics

NASA Astrophysics Data System (ADS)

Verner, E.; Bruhweiler, F. C.; Long, T.

2011-12-01

We teach an experimental college-level course, directed toward elementary education majors, emphasizing "hands-on" activities that can be easily applied to the elementary classroom. This course, Physics 240: "The Sun-Earth Connection" includes various ways to study selected topics in physics, earth science, and basic astronomy. Our lesson plans and EPO materials make extensive use of NASA imagery and cover topics about magnetism, the solar photospheric, chromospheric, coronal spectra, as well as earth science and climate. In addition we are developing and will cover topics on ecosystem structure, biomass and water on Earth. We strive to free the non-science undergraduate from the "fear of science" and replace it with the excitement of science such that these future teachers will carry this excitement to their future students. Hands-on experiments, computer simulations, analysis of real NASA data, and vigorous seminar discussions are blended in an inquiry-driven curriculum to instill confident understanding of basic physical science and modern, effective methods for teaching it. The course also demonstrates ways how scientific thinking and hands-on activities could be implemented in the classroom. We have designed this course to provide the non-science student a confident basic understanding of physical science and modern, effective methods for teaching it. Most of topics were selected using National Science Standards and National Mathematics Standards that are addressed in grades K-8. The course focuses on helping education majors: 1) Build knowledge of scientific concepts and processes; 2) Understand the measurable attributes of objects and the units and methods of measurements; 3) Conduct data analysis (collecting, organizing, presenting scientific data, and to predict the result); 4) Use hands-on approaches to teach science; 5) Be familiar with Internet science teaching resources. Here we share our experiences and challenges we face while teaching this course.

7 CFR 3402.2 - Definitions.

Code of Federal Regulations, 2013 CFR

2013-01-01

... agricultural sciences means basic, applied, and developmental research, extension, and teaching activities in the food, agricultural, renewable natural resources, forestry, and physical and social sciences in the... AGRICULTURAL SCIENCES NATIONAL NEEDS GRADUATE AND POSTGRADUATE FELLOWSHIP GRANTS PROGRAM General Introduction...

7 CFR 3402.2 - Definitions.

Code of Federal Regulations, 2012 CFR

2012-01-01

... agricultural sciences means basic, applied, and developmental research, extension, and teaching activities in the food, agricultural, renewable natural resources, forestry, and physical and social sciences in the... AGRICULTURAL SCIENCES NATIONAL NEEDS GRADUATE AND POSTGRADUATE FELLOWSHIP GRANTS PROGRAM General Introduction...

7 CFR 3402.2 - Definitions.

Code of Federal Regulations, 2014 CFR

2014-01-01

... agricultural sciences means basic, applied, and developmental research, extension, and teaching activities in the food, agricultural, renewable natural resources, forestry, and physical and social sciences in the... AGRICULTURAL SCIENCES NATIONAL NEEDS GRADUATE AND POSTGRADUATE FELLOWSHIP GRANTS PROGRAM General Introduction...

32 CFR 22.105 - Definitions.

Code of Federal Regulations, 2014 CFR

2014-07-01

... knowledge and understanding in science and engineering, rather than the practical application of that... part, basic research includes: (1) Research-related, science and engineering education, including... to enhance the infrastructure for science and engineering research. Claim. A written demand or...

32 CFR 22.105 - Definitions.

Code of Federal Regulations, 2012 CFR

2012-07-01

... knowledge and understanding in science and engineering, rather than the practical application of that... part, basic research includes: (1) Research-related, science and engineering education, including... to enhance the infrastructure for science and engineering research. Claim. A written demand or...

32 CFR 22.105 - Definitions.

Code of Federal Regulations, 2011 CFR

2011-07-01

... knowledge and understanding in science and engineering, rather than the practical application of that... part, basic research includes: (1) Research-related, science and engineering education, including... to enhance the infrastructure for science and engineering research. Claim. A written demand or...

32 CFR 22.105 - Definitions.

Code of Federal Regulations, 2013 CFR

2013-07-01

... knowledge and understanding in science and engineering, rather than the practical application of that... part, basic research includes: (1) Research-related, science and engineering education, including... to enhance the infrastructure for science and engineering research. Claim. A written demand or...

An Industry Picture of U. S. Science Policy.

ERIC Educational Resources Information Center

David, Edward E., Jr.

1986-01-01

Offers perspectives on the status and direction of federal science policy. Assesses current efforts dealing with megaprojects, basic research, and cooperative projects. Provides suggestions for improving federal science policy so as to better promote industrial competitiveness. (ML)

Making Science Work.

ERIC Educational Resources Information Center

Thomas, Lewis

1981-01-01

Presents a viewpoint concerning the impact of recent scientific advances on society. Discusses biological discoveries, space exploration, computer technology, development of new astronomical theories, the behavioral sciences, and basic research. Challenges to keeping science current with technological advancement are also discussed. (DS)

Basic Research Needs for Countering Terrorism

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

Stevens, W.; Michalske, T.; Trewhella, J.

2002-03-01

To identify connections between technology needs for countering terrorism and underlying science issues and to recommend investment strategies to increase the impact of basic research on efforts to counter terrorism.

The phytotronist and the phenotype: plant physiology, Big Science, and a Cold War biology of the whole plant.

PubMed

Munns, David P D

2015-04-01

This paper describes how, from the early twentieth century, and especially in the early Cold War era, the plant physiologists considered their discipline ideally suited among all the plant sciences to study and explain biological functions and processes, and ranked their discipline among the dominant forms of the biological sciences. At their apex in the late-1960s, the plant physiologists laid claim to having discovered nothing less than the "basic laws of physiology." This paper unwraps that claim, showing that it emerged from the construction of monumental big science laboratories known as phytotrons that gave control over the growing environment. Control meant that plant physiologists claimed to be able to produce a standard phenotype valid for experimental biology. Invoking the standards of the physical sciences, the plant physiologists heralded basic biological science from the phytotronic produced phenotype. In the context of the Cold War era, the ability to pursue basic science represented the highest pinnacle of standing within the scientific community. More broadly, I suggest that by recovering the history of an underappreciated discipline, plant physiology, and by establishing the centrality of the story of the plant sciences in the history of biology can historians understand the massive changes wrought to biology by the conceptual emergence of the molecular understanding of life, the dominance of the discipline of molecular biology, and the rise of biotechnology in the 1980s. Copyright © 2015 Elsevier Ltd. All rights reserved.

Retention of knowledge and perceived relevance of basic sciences in an integrated case-based learning (CBL) curriculum

PubMed Central

2013-01-01

Background Knowledge and understanding of basic biomedical sciences remain essential to medical practice, particularly when faced with the continual advancement of diagnostic and therapeutic modalities. Evidence suggests, however, that retention tends to atrophy across the span of an average medical course and into the early postgraduate years, as preoccupation with clinical medicine predominates. We postulated that perceived relevance demonstrated through applicability to clinical situations may assist in retention of basic science knowledge. Methods To test this hypothesis in our own medical student cohort, we administered a paper-based 50 MCQ assessment to a sample of students from Years 2 through 5. Covariates pertaining to demographics, prior educational experience, and the perceived clinical relevance of each question were also collected. Results A total of 232 students (Years 2–5, response rate 50%) undertook the assessment task. This sample had comparable demographic and performance characteristics to the whole medical school cohort. In general, discipline-specific and overall scores were better for students in the latter years of the course compared to those in Year 2; male students and domestic students tended to perform better than their respective counterparts in certain disciplines. In the clinical years, perceived clinical relevance was significantly and positively correlated with item performance. Conclusions This study suggests that perceived clinical relevance is a contributing factor to the retention of basic science knowledge and behoves curriculum planners to make clinical relevance a more explicit component of applied science teaching throughout the medical course. PMID:24099045

Research Associate | Center for Cancer Research

Cancer.gov

PROGRAM DESCRIPTION The Basic Science Program (BSP) pursues independent, multidisciplinary research in basic and applied molecular biology, immunology, retrovirology, cancer biology, and human genetics. Research efforts and support are an integral part of the Center for Cancer Research (CCR) at the Frederick National Laboratory for Cancer Research (FNLCR). KEY ROLES/RESPONSIBILITIES - Research Associate III Dr. Zbigniew Dauter is the head investigator of the Synchrotron Radiation Research Section (SRRS) of CCR’s Macromolecular Crystallography Laboratory. The Synchrotron Radiation Research Section is located at Argonne National Laboratory, Argonne, Illinois; this is the site of the largest U.S. synchrotron facility. The SRRS uses X-ray diffraction technique to solve crystal structures of various proteins and nucleic acids of biological and medical relevance. The section is also specializing in analyzing crystal structures at extremely high resolution and accuracy and in developing methods of effective diffraction data collection and in using weak anomalous dispersion effects to solve structures of macromolecules. The areas of expertise are: Structural and molecular biology Macromolecular crystallography Diffraction data collection Dr. Dauter requires research support in these areas, and the individual will engage in the purification and preparation of samples, crystallize proteins using various techniques, and derivatize them with heavy atoms/anomalous scatterers, and establish conditions for cryogenic freezing. Individual will also participate in diffraction data collection at the Advanced Photon Source. In addition, the candidate will perform spectroscopic and chromatographic analyses of protein and nucleic acid samples in the context of their purity, oligomeric state and photophysical properties.

The Artistic Oceanographer Program

ERIC Educational Resources Information Center

Haley, Sheean T.; Dyhrman, Sonya T.

2009-01-01

The Artistic Oceanographer Program (AOP) was designed to engage elementary school students in ocean sciences and to illustrate basic fifth-grade science and art standards with ocean-based examples. The program combines short science lessons, hands-on observational science, and art, and focuses on phytoplankton, the tiny marine organisms that form…

14 CFR 91.155 - Basic VFR weather minimums.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 14 Aeronautics and Space 2 2012-01-01 2012-01-01 false Basic VFR weather minimums. 91.155 Section 91.155 Aeronautics and Space FEDERAL AVIATION ADMINISTRATION, DEPARTMENT OF TRANSPORTATION (CONTINUED... Rules § 91.155 Basic VFR weather minimums. (a) Except as provided in paragraph (b) of this section and...

14 CFR 91.155 - Basic VFR weather minimums.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 14 Aeronautics and Space 2 2010-01-01 2010-01-01 false Basic VFR weather minimums. 91.155 Section 91.155 Aeronautics and Space FEDERAL AVIATION ADMINISTRATION, DEPARTMENT OF TRANSPORTATION (CONTINUED... Rules § 91.155 Basic VFR weather minimums. (a) Except as provided in paragraph (b) of this section and...

14 CFR 91.155 - Basic VFR weather minimums.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 14 Aeronautics and Space 2 2014-01-01 2014-01-01 false Basic VFR weather minimums. 91.155 Section 91.155 Aeronautics and Space FEDERAL AVIATION ADMINISTRATION, DEPARTMENT OF TRANSPORTATION (CONTINUED... Rules § 91.155 Basic VFR weather minimums. (a) Except as provided in paragraph (b) of this section and...

14 CFR 91.155 - Basic VFR weather minimums.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 14 Aeronautics and Space 2 2011-01-01 2011-01-01 false Basic VFR weather minimums. 91.155 Section 91.155 Aeronautics and Space FEDERAL AVIATION ADMINISTRATION, DEPARTMENT OF TRANSPORTATION (CONTINUED... Rules § 91.155 Basic VFR weather minimums. (a) Except as provided in paragraph (b) of this section and...

14 CFR 91.155 - Basic VFR weather minimums.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 14 Aeronautics and Space 2 2013-01-01 2013-01-01 false Basic VFR weather minimums. 91.155 Section 91.155 Aeronautics and Space FEDERAL AVIATION ADMINISTRATION, DEPARTMENT OF TRANSPORTATION (CONTINUED... Rules § 91.155 Basic VFR weather minimums. (a) Except as provided in paragraph (b) of this section and...

Summaries of FY 1979 research in the chemical sciences

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

Not Available

1980-05-01

The purpose of this report is to help those interested in research supported by the Department of Energy's Division of Chemical Sciences, which is one of six Divisions of the Office of Basic Energy Sciences in the Office of Energy Research. Chemists, physicists, chemical engineers and others who are considering the possibility of proposing research for support by this Division wll find the booklet useful for gauging the scope of the program in basic research, and the relationship of their interests to the overall program. These smmaries are intended to provide a rapid means for becoming acquainted with the Chemicalmore » Sciences program for members of the scientific and technological public, and interested persons in the Legislative and Executive Branches of the Government, in order to indicate the areas of research supported by the Division and energy technologies which may be advanced by use of basic knowledge discovered in this program. Scientific excellence is a major criterion applied in the selection of research supported by Chemical Sciences. Another important consideration is the identifying of chemical, physical and chemical engineering subdisciplines which are advancing in ways which produce new information related to energy, needed data, or new ideas.« less

Basic Science Evidence for the Link Between Erectile Dysfunction and Cardiometabolic Dysfunction

PubMed Central

Musicki, Biljana; Bella, Anthony J.; Bivalacqua, Trinity J.; Davies, Kelvin P.; DiSanto, Michael E.; Gonzalez-Cadavid, Nestor F.; Hannan, Johanna L.; Kim, Noel N.; Podlasek, Carol A.; Wingard, Christopher J.; Burnett, Arthur L.

2016-01-01

Introduction Although clinical evidence supports an association between cardiovascular/metabolic diseases (CVMD) and erectile dysfunction (ED), scientific evidence for this link is incompletely elucidated. Aim This study aims to provide scientific evidence for the link between CVMD and ED. Methods In this White Paper, the Basic Science Committee of the Sexual Medicine Society of North America assessed the current literature on basic scientific support for a mechanistic link between ED and CVMD, and deficiencies in this regard with a critical assessment of current preclinical models of disease. Results A link exists between ED and CVMD on several grounds: the endothelium (endothelium-derived nitric oxide and oxidative stress imbalance); smooth muscle (SM) (SM abundance and altered molecular regulation of SM contractility); autonomic innervation (autonomic neuropathy and decreased neuronal-derived nitric oxide); hormones (impaired testosterone release and actions); and metabolics (hyperlipidemia, advanced glycation end product formation). Conclusion Basic science evidence supports the link between ED and CVMD. The Committee also highlighted gaps in knowledge and provided recommendations for guiding further scientific study defining this risk relationship. This endeavor serves to develop novel strategic directions for therapeutic interventions. PMID:26646025

Basic Science Considerations in Primary Total Hip Replacement Arthroplasty

PubMed Central

Mirza, Saqeb B; Dunlop, Douglas G; Panesar, Sukhmeet S; Naqvi, Syed G; Gangoo, Shafat; Salih, Saif

2010-01-01

Total Hip Replacement is one of the most common operations performed in the developed world today. An increasingly ageing population means that the numbers of people undergoing this operation is set to rise. There are a numerous number of prosthesis on the market and it is often difficult to choose between them. It is therefore necessary to have a good understanding of the basic scientific principles in Total Hip Replacement and the evidence base underpinning them. This paper reviews the relevant anatomical and biomechanical principles in THA. It goes on to elaborate on the structural properties of materials used in modern implants and looks at the evidence base for different types of fixation including cemented and uncemented components. Modern bearing surfaces are discussed in addition to the scientific basis of various surface engineering modifications in THA prostheses. The basic science considerations in component alignment and abductor tension are also discussed. A brief discussion on modular and custom designs of THR is also included. This article reviews basic science concepts and the rationale underpinning the use of the femoral and acetabular component in total hip replacement. PMID:20582240

Report of the joint ESOT and TTS basic science meeting 2013: current concepts and discoveries in translational transplantation.

PubMed

Ebner, Susanne; Fabritius, Cornelia; Ritschl, Paul; Oberhuber, Rupert; Günther, Julia; Kotsch, Katja

2014-10-01

A joint meeting organized by the European (ESOT) and The Transplantation (TTS) Societies for basic science research was organized in Paris, France, on November 7-9, 2013. Focused on new ideas and concepts in translational transplantation, the meeting served as a venue for state-of-the-art developments in basic transplantation immunology, such as the potential for tolerance induction through regulation of T-cell signaling. This meeting report summarizes important insights which were presented in Paris. It not only offers an overview of established aspects, such as the role of Tregs in transplantation, presented by Nobel laureate Rolf Zinkernagel, but also highlights novel facets in the field of transplantation, that is cell-therapy-based immunosuppression or composite tissue transplantation as presented by the emotional story given by Vasyly Rohovyy, who received two hand transplants. The ESOT/TTS joint meeting was an overall productive and enjoyable platform for basic science research in translational transplantation and fulfilled all expectations by giving a promising outlook for the future of research in the field of immunological transplantation research. © 2014 Steunstichting ESOT.

Optical Coherence Tomography: Basic Concepts and Applications in Neuroscience Research

PubMed Central

2017-01-01

Optical coherence tomography is a micrometer-scale imaging modality that permits label-free, cross-sectional imaging of biological tissue microstructure using tissue backscattering properties. After its invention in the 1990s, OCT is now being widely used in several branches of neuroscience as well as other fields of biomedical science. This review study reports an overview of OCT's applications in several branches or subbranches of neuroscience such as neuroimaging, neurology, neurosurgery, neuropathology, and neuroembryology. This study has briefly summarized the recent applications of OCT in neuroscience research, including a comparison, and provides a discussion of the remaining challenges and opportunities in addition to future directions. The chief aim of the review study is to draw the attention of a broad neuroscience community in order to maximize the applications of OCT in other branches of neuroscience too, and the study may also serve as a benchmark for future OCT-based neuroscience research. Despite some limitations, OCT proves to be a useful imaging tool in both basic and clinical neuroscience research. PMID:29214158

E-Basics: Online Basic Training in Program Evaluation

ERIC Educational Resources Information Center

Silliman, Ben

2016-01-01

E-Basics is an online training in program evaluation concepts and skills designed for youth development professionals, especially those working in nonformal science education. Ten hours of online training in seven modules is designed to prepare participants for mentoring and applied practice, mastery, and/or team leadership in program evaluation.…

Back to the Basics: Kansas City, Missouri

ERIC Educational Resources Information Center

Handley, Lawrence R.; Lockwood, Catherine M.; Handley, Nathan

2004-01-01

"Back to the Basics" is an innovation of the WETMAAP Program (Wetland Education Through Maps and Aerial Photography) which offers a series of workshops that provide training in basics ecological concepts, technological skills, and methods of interpretation necessary for assessing geography and earth science topics. The precept of the…

Biological and Environmental Research Network Requirements

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

Balaji, V.; Boden, Tom; Cowley, Dave

2013-09-01

The Energy Sciences Network (ESnet) is the primary provider of network connectivity for the U.S. Department of Energy (DOE) Office of Science (SC), the single largest supporter of basic research in the physical sciences in the United States. In support of SC programs, ESnet regularly updates and refreshes its understanding of the networking requirements of the instruments, facilities, scientists, and science programs that it serves. This focus has helped ESnet be a highly successful enabler of scientific discovery for over 25 years. In November 2012, ESnet and the Office of Biological and Environmental Research (BER) of the DOE SC organizedmore » a review to characterize the networking requirements of the programs funded by the BER program office. Several key findings resulted from the review. Among them: 1) The scale of data sets available to science collaborations continues to increase exponentially. This has broad impact, both on the network and on the computational and storage systems connected to the network. 2) Many science collaborations require assistance to cope with the systems and network engineering challenges inherent in managing the rapid growth in data scale. 3) Several science domains operate distributed facilities that rely on high-performance networking for success. Key examples illustrated in this report include the Earth System Grid Federation (ESGF) and the Systems Biology Knowledgebase (KBase). This report expands on these points, and addresses others as well. The report contains a findings section as well as the text of the case studies discussed at the review.« less

Materials Discovery | Materials Science | NREL

Science.gov Websites

measurement methods and specialized analysis algorithms. Projects Basic Research The basic research projects applications using high-throughput combinatorial research methods. Email | 303-384-6467 Photo of John Perkins

Dental sciences related articles data published in a Basic Medical Sciences Journal from Iran.

PubMed

Shamim, Thorakkal

2018-04-01

This data aimed to audit the dental sciences related articles published in Iranian Journal of Basic Medical Sciences (IJBMS) from 2007 to 2015 over a 9 year period performed using web-based search. The data were analyzed for topic of dental sciences, type of article, international collaborations, source of funding, number of authors and authorship trends. Out of the total 18 data related to dental sciences, original articles (12), review articles (4) and short communications (2) contribute the major share. Regarding the relationship with dental sciences, the maximum number of data were related to oral pathology and microbiology (16) followed by oral medicine and radiology (7) and periodontics (7). Among the data related to dental sciences, oral cancer (3) and gingival and periodontal diseases (3) followed by dental plaque and caries (2) and orthodontic tooth movement (2) form the major attraction of the contributors. The largest numbers of data related to dental sciences were received from Mashhad University of Medical Sciences, Mashhad (4) and Tehran University of Medical Sciences,Tehran (2).The present data were compared with previous bibliometric studies done related to dental sciences (Shamim et al., 2017a, 2017b).

Measurement of the integrated Luminosities of cross-section scan data samples around the {\\rm{\\psi }}(3770) mass region

NASA Astrophysics Data System (ADS)

Ablikim, M.; Achasov, M. N.; Ahmed, S.; Albrecht, M.; Alekseev, M.; Amoroso, A.; An, F. F.; An, Q.; Bai, Y.; Bakina, O.; Baldini Ferroli, R.; Ban, Y.; Begzsuren, K.; Bennett, D. W.; Bennett, J. V.; Berger, N.; Bertani, M.; Bettoni, D.; Bianchi, F.; Boger, E.; Boyko, I.; Briere, R. A.; Cai, H.; Cai, X.; Cakir, O.; Calcaterra, A.; Cao, G. F.; Cetin, S. A.; Chai, J.; Chang, J. F.; Chang, W. L.; Chelkov, G.; Chen, G.; Chen, H. S.; Chen, J. C.; Chen, M. L.; Chen, P. L.; Chen, S. J.; Chen, X. R.; Chen, Y. B.; Chu, X. K.; Cibinetto, G.; Cossio, F.; Dai, H. L.; Dai, J. P.; Dbeyssi, A.; Dedovich, D.; Deng, Z. Y.; Denig, A.; Denysenko, I.; Destefanis, M.; De Mori, F.; Ding, Y.; Dong, C.; Dong, J.; Dong, L. Y.; Dong, M. Y.; Dou, Z. L.; Du, S. X.; Duan, P. F.; Fang, J.; Fang, S. S.; Fang, Y.; Farinelli, R.; Fava, L.; Fegan, S.; Feldbauer, F.; Felici, G.; Feng, C. Q.; Fioravanti, E.; Fritsch, M.; Fu, C. D.; Gao, Q.; Gao, X. L.; Gao, Y.; Gao, Y. G.; Gao, Z.; Garillon, B.; Garzia, I.; Gilman, A.; Goetzen, K.; Gong, L.; Gong, W. X.; Gradl, W.; Greco, M.; Gu, L. M.; Gu, M. H.; Gu, Y. T.; Guo, A. Q.; Guo, L. B.; Guo, R. P.; Guo, Y. P.; Guskov, A.; Haddadi, Z.; Han, S.; Hao, X. Q.; Harris, F. A.; He, K. L.; He, X. Q.; Heinsius, F. H.; Held, T.; Heng, Y. K.; Holtmann, T.; Hou, Z. L.; Hu, H. M.; Hu, J. F.; Hu, T.; Hu, Y.; Huang, G. S.; Huang, J. S.; Huang, X. T.; Huang, X. Z.; Huang, Z. L.; Hussain, T.; Ikegami Andersson, W.; Irshad, M.; Ji, Q.; Ji, Q. P.; Ji, X. B.; Ji, X. L.; Jiang, X. S.; Jiang, X. Y.; Jiao, J. B.; Jiao, Z.; Jin, D. P.; Jin, S.; Jin, Y.; Johansson, T.; Julin, A.; Kalantar-Nayestanaki, N.; Kang, X. S.; Kavatsyuk, M.; Ke, B. C.; Khan, T.; Khoukaz, A.; Kiese, P.; Kliemt, R.; Koch, L.; Kolcu, O. B.; Kopf, B.; Kornicer, M.; Kuemmel, M.; Kuessner, M.; Kupsc, A.; Kurth, M.; Kühn, W.; Lange, J. S.; Lara, M.; Larin, P.; Lavezzi, L.; Leiber, S.; Leithoff, H.; Li, C.; Li, Cheng; Li, D. M.; Li, F.; Li, F. Y.; Li, G.; Li, H. B.; Li, H. J.; Li, J. C.; Li, J. W.; Li, K. J.; Li, Kang; Li, Ke; Li, Lei; Li, P. L.; Li, P. R.; Li, Q. Y.; Li, T.; Li, W. D.; Li, W. G.; Li, X. L.; Li, X. N.; Li, X. Q.; Li, Z. B.; Liang, H.; Liang, Y. F.; Liang, Y. T.; Liao, G. R.; Liao, L. Z.; Libby, J.; Lin, C. X.; Lin, D. X.; Liu, B.; Liu, B. J.; Liu, C. X.; Liu, D.; Liu, D. Y.; Liu, F. H.; Liu, Fang; Liu, Feng; Liu, H. B.; Liu, H. L.; Liu, H. M.; Liu, Huanhuan; Liu, Huihui; Liu, J. B.; Liu, J. Y.; Liu, K.; Liu, K. Y.; Liu, Ke; Liu, L. D.; Liu, Q.; Liu, S. B.; Liu, X.; Liu, Y. B.; Liu, Z. A.; Liu, Zhiqing; Long, Y. F.; Lou, X. C.; Lu, H. J.; Lu, J. G.; Lu, Y.; Lu, Y. P.; Luo, C. L.; Luo, M. X.; Luo, X. L.; Lusso, S.; Lyu, X. R.; Ma, F. C.; Ma, H. L.; Ma, L. L.; Ma, M. M.; Ma, Q. M.; Ma, X. N.; Ma, X. Y.; Ma, Y. M.; Maas, F. E.; Maggiora, M.; Malik, Q. A.; Mangoni, A.; Mao, Y. J.; Mao, Z. P.; Marcello, S.; Meng, Z. X.; Messchendorp, J. G.; Mezzadri, G.; Min, J.; Min, T. J.; Mitchell, R. E.; Mo, X. H.; Mo, Y. J.; Morales Morales, C.; Morello, G.; Muchnoi, N. Yu; Muramatsu, H.; Mustafa, A.; Nakhoul, S.; Nefedov, Y.; Nerling, F.; Nikolaev, I. B.; Ning, Z.; Nisar, S.; Niu, S. L.; Niu, X. Y.; Olsen, S. L.; Ouyang, Q.; Pacetti, S.; Pan, Y.; Papenbrock, M.; Patteri, P.; Pelizaeus, M.; Pellegrino, J.; Peng, H. P.; Peng, Z. Y.; Peters, K.; Pettersson, J.; Ping, J. L.; Ping, R. G.; Pitka, A.; Poling, R.; Prasad, V.; Qi, H. R.; Qi, M.; Qi, T. Y.; Qian, S.; Qiao, C. F.; Qin, N.; Qin, X. S.; Qin, Z. H.; Qiu, J. F.; Rashid, K. H.; Redmer, C. F.; Richter, M.; Ripka, M.; Rolo, M.; Rong, G.; Rosner, Ch.; Ruan, X. D.; Sarantsev, A.; Savrié, M.; Schnier, C.; Schoenning, K.; Shan, W.; Shan, X. Y.; Shao, M.; Shen, C. P.; Shen, P. X.; Shen, X. Y.; Sheng, H. Y.; Shi, X.; Song, J. J.; Song, W. M.; Song, X. Y.; Sosio, S.; Sowa, C.; Spataro, S.; Sun, G. X.; Sun, J. F.; Sun, L.; Sun, S. S.; Sun, X. H.; Sun, Y. J.; Sun, Y. K.; Sun, Y. Z.; Sun, Z. J.; Sun, Z. T.; Tan, Y. T.; Tang, C. J.; Tang, G. Y.; Tang, X.; Tapan, I.; Tiemens, M.; Tsednee, B.; Uman, I.; Varner, G. S.; Wang, B.; Wang, B. L.; Wang, C. W.; Wang, D.; Wang, D. Y.; Wang, Dan; Wang, K.; Wang, L. L.; Wang, L. S.; Wang, M.; Wang, Meng; Wang, P.; Wang, P. L.; Wang, W. P.; Wang, X. F.; Wang, Y.; Wang, Y. F.; Wang, Y. Q.; Wang, Z.; Wang, Z. G.; Wang, Z. Y.; Wang, Zongyuan; Weber, T.; Wei, D. H.; Weidenkaff, P.; Wen, S. P.; Wiedner, U.; Wolke, M.; Wu, L. H.; Wu, L. J.; Wu, Z.; Xia, L.; Xia, X.; Xia, Y.; Xiao, D.; Xiao, Y. J.; Xiao, Z. J.; Xie, Y. G.; Xie, Y. H.; Xiong, X. A.; Xiu, Q. L.; Xu, G. F.; Xu, J. J.; Xu, L.; Xu, Q. J.; Xu, Q. N.; Xu, X. P.; Yan, F.; Yan, L.; Yan, W. B.; Yan, W. C.; Yan, Y. H.; Yang, H. J.; Yang, H. X.; Yang, L.; Yang, S. L.; Yang, Y. H.; Yang, Y. X.; Yang, Yifan; Ye, M.; Ye, M. H.; Yin, J. H.; You, Z. Y.; Yu, B. X.; Yu, C. X.; Yu, J. S.; Yuan, C. Z.; Yuan, Y.; Yuncu, A.; Zafar, A. A.; Zallo, A.; Zeng, Y.; Zeng, Z.; Zhang, B. X.; Zhang, B. Y.; Zhang, C. C.; Zhang, D. H.; Zhang, H. H.; Zhang, H. Y.; Zhang, J.; Zhang, J. L.; Zhang, J. Q.; Zhang, J. W.; Zhang, J. Y.; Zhang, J. Z.; Zhang, K.; Zhang, L.; Zhang, S. F.; Zhang, T. J.; Zhang, X. Y.; Zhang, Y.; Zhang, Y. H.; Zhang, Y. T.; Zhang, Yang; Zhang, Yao; Zhang, Yu; Zhang, Z. H.; Zhang, Z. P.; Zhang, Z. Y.; Zhao, G.; Zhao, J. W.; Zhao, J. Y.; Zhao, J. Z.; Zhao, Lei; Zhao, Ling; Zhao, M. G.; Zhao, Q.; Zhao, S. J.; Zhao, T. C.; Zhao, Y. B.; Zhao, Z. G.; Zhemchugov, A.; Zheng, B.; Zheng, J. P.; Zheng, W. J.; Zheng, Y. H.; Zhong, B.; Zhou, L.; Zhou, Q.; Zhou, X.; Zhou, X. K.; Zhou, X. R.; Zhou, X. Y.; Zhu, A. N.; Zhu, J.; Zhu, J.; Zhu, K.; Zhu, K. J.; Zhu, S.; Zhu, S. H.; Zhu, X. L.; Zhu, Y. C.; Zhu, Y. S.; Zhu, Z. A.; Zhuang, J.; Zou, B. S.; Zou, J. H.; BESIII Collaboration

2018-05-01

To investigate the nature of the {{\\psi }}(3770) resonance and to measure the cross section for {{{e}}}+{{{e}}}-\\to {{D}}\\bar{{{D}}}, a cross-section scan data sample, distributed among 41 center-of-mass energy points from 3.73 to 3.89 GeV, was taken with the BESIII detector operated at the BEPCII collider in the year 2010. By analyzing the large angle Bhabha scattering events, we measure the integrated luminosity of the data sample at each center-of-mass energy point. The total integrated luminosity of the data sample is 76.16+/- 0.04+/- 0.61 {pb}}-1, where the first uncertainty is statistical and the second systematic. Supported by National Key Basic Research Program of China (2015CB856700), National Natural Science Foundation of China (NSFC) (11235011, 11335008, 11425524, 11625523, 11635010), the Chinese Academy of Sciences (CAS) Large-Scale Scientific Facility Program, the CAS Center for Excellence in Particle Physics (CCEPP), Joint Large-Scale Scientific Facility Funds of the NSFC and CAS (U1332201, U1532257, U1532258), CAS Key Research Program of Frontier Sciences (QYZDJ-SSW-SLH003, QYZDJ-SSW-SLH040), 100 Talents Program of CAS, National 1000 Talents Program of China, INPAC and Shanghai Key Laboratory for Particle Physics and Cosmology, German Research Foundation DFG under Contracts Nos. Collaborative Research Center CRC 1044, FOR 2359, Istituto Nazionale di Fisica Nucleare, Italy, Koninklijke Nederlandse Akademie van Wetenschappen (KNAW) (530-4CDP03), Ministry of Development of Turkey (DPT2006K-120470), National Science and Technology fund, The Swedish Research Council, U. S. Department of Energy (DE-FG02-05ER41374, DE-SC-0010118, DE-SC-0010504, DE-SC-0012069), University of Groningen (RuG) and the Helmholtzzentrum fuer Schwerionenforschung GmbH (GSI), Darmstadt, WCU Program of National Research Foundation of Korea (R32-2008-000-10155-0)

The NASA Materials Science Research Program - It's New Strategic Goals and Plans

NASA Technical Reports Server (NTRS)

Schlagheck, Ronald A.

2003-01-01

In 2001, the NASA created a separate science enterprise, the Office of Biological and Physical Research (OBPR), to perform strategical and fundamental research bringing together physics, chemistry, biology, and engineering to solve problems needed for future agency mission goals. The Materials Science Program is one of basic research disciplines within this new Enterprise's Division of Physical Sciences Research. The Materials Science Program participates to utilize effective use of International Space Station (ISS) experimental facilities, target new scientific and technology questions, and transfer results for Earth benefits. The program has recently pursued new investigative research in areas necessary to expand NASA knowledge base for exploration of the universe, some of which will need access to the microgravity of space. The program has a wide variety of traditional ground and flight based research related types of basic science related to materials crystallization, fundamental processing, and properties characterization in order to obtain basic understanding of various phenomena effects and relationships to the structures, processing, and properties of materials. A summary of the types and sources for this research is presented and those experiments planned for the space. Areas to help expand the science basis for NASA future missions are described. An overview of the program is given including the scope of the current and future NASA Research Announcements with emphasis on new materials science initiatives. A description of the planned flight experiments to be conducted on the International Space Station program along with the planned facility class Materials Science Research Rack (MSRR) and Microgravity Glovebox (MSG) type investigations.

The concept of nature in Islamic science teaching

NASA Astrophysics Data System (ADS)

Zarman, Wendi

2016-02-01

Science teaching is basically value laden activities. One of the values tells that science is not related to any religion. This secular value is reflected to science teaching in many places, including religious country like Indonesia. However, we argue that in Indonesia science teaching should not be secular as in the Western country since one of the basic aim of National Education according to the Indonesian constitution Undang-Undang Dasar 1945, is to inculcate faith and god-fearing to One God Almighty. As we know, Indonesia is a Moslem country and has many Islamic schools in it too. Thus, it is important to design a science teaching framework base on Islamic teaching to fulfill the basic aim of National Education This paper discusses concept of nature, the key term in science, based on Islamic view that may used as a framework to develop Islamic science teaching. In Islam, science has a strong relation to religion since nature reflects the existence of the Creator. This concept is derived from the analysis of several verses from Qur'an as the main source of Islamic teaching. There are several principle can be derived from this analysis. Firstly, visible world is not the only world, but there is also the unseen world. Secondly, the nature is not merely matter that doesn't have any sacred value, but it is the indication or symbol of God existence and His Nature. Thirdly, The Qur'an and the nature are both Books of Allah that contain messages of Him, so they are complementary to each other

Science Illiteracy: Breaking the Cycle

NASA Astrophysics Data System (ADS)

Lebofsky, L. A.; Lebofsky, N. R.

2003-12-01

At the University of Arizona, as at many state universities and colleges, the introductory science classes for non-science majors may be the only science classes that future K--8 teachers will take. The design of the UA's General Education program requires all future non-science certified teachers to take the General Education science classes. These classes are therefore an ideal venue for the training of the state's future teachers. Many students, often including future teachers, are ill-prepared for college, i.e., they lack basic science content knowledge, basic mathematics skills, and reading and writing skills. They also lack basic critical thinking skills and study skills. It is within this context that our future teachers are trained. How do we break the cycle of science illiteracy? There is no simple solution, and certainly not a one-size-fits-all panacea that complements every professor's style of instruction. However, there are several programs at the University of Arizona, and also principles that I apply in my own classes, that may be adaptable in other classrooms. Assessment of K--12 students' learning supports the use of inquiry-based science instruction. This approach can be incorporated in college classes. Modeling proven and productive teaching methods for the future teachers provides far more than ``just the facts,'' and all students gain from the inquiry approach. Providing authentic research opportunities employs an inquiry-based approach. Reading (outside the textbook) and writing provide feedback to students with poor writing and critical thinking skills. Using peer tutors and an instant messaging hot line gives experience to the tutors and offers "comfortable" assistance to students.

- and Frequency-Domain Signatures of Velocity Changing Collisions in Sub-Doppler Saturation Spectra and Pressure Broadening

NASA Astrophysics Data System (ADS)

Hall, Gregory; Xu, Hong; Forthomme, Damien; Dagdigian, Paul; Sears, Trevor

2017-06-01

We have combined experimental and theoretical approaches to the competition between elastic and inelastic collisions of CN radicals with Ar, and how this competition influences time-resolved saturation spectra. Experimentally, we have measured transient, two-color sub-Doppler saturation spectra of CN radicals with an amplitude chopped saturation laser tuned to selected Doppler offsets within rotational lines of the A-X (2-0) band, while scanning a frequency modulated probe laser across the hyperfine-resolved saturation features of corresponding rotational lines of the A-X (1-0) band. A steady-state depletion spectrum includes off-resonant contributions ascribed to velocity diffusion, and the saturation recovery rates depend on the sub-Doppler detuning. The experimental results are compared with Monte Carlo solutions to the Boltzmann equation for the collisional evolution of the velocity distributions of CN radicals, combined with a pressure-dependent and speed-dependent lifetime broadening. Velocity changing collisions are included by appropriately sampling the energy resolved differential cross sections for elastic scattering of selected rotational states of CN (X). The velocity space diffusion of Doppler tagged molecules proceeds through a series of small-angle scattering events, eventually terminating in an inelastic collision that removes the molecule from the coherently driven ensemble of interest. Collision energy-dependent total cross sections and differential cross sections for elastic scattering of selected CN rotational states with Ar were computed with Hibridon quantum scattering calculations, and used for sampling in the Monte Carlo modeling. Acknowledgments: Work at Brookhaven National Laboratory was carried out under Contract No. DE-SC0012704 with the U.S. Department of Energy, Office of Science, and supported by its Division of Chemical Sciences, Geosciences and Biosciences within the Office of Basic Energy Sciences.

State & Society: Presidential Candidates Answer Queries on Science Policy

ERIC Educational Resources Information Center

Physics Today, 1976

1976-01-01

Presents views of Gerald Ford and Jimmy Carter on the role of science advisors in the Executive Office of the President, national energy needs and the nuclear power program, and federal support for basic and applied science. (MLH)

The Contemporary Issues Module: Its Use in the Science Methods Class

ERIC Educational Resources Information Center

Kuhn, David J.

1973-01-01

Author conducts preservice education for science teachers by engaging students in modules stressing contemporary issues. Basic features of the modules include providing individualized instruction and stressing the interdisciplinary aspects of pure applied and social sciences. (PS)

WorldWideScience.org: the global science gateway.

PubMed

Fitzpatrick, Roberta Bronson

2009-10-01

WorldWideScience.org is a Web-based global gateway connecting users to both national and international scientific databases and portals. This column will provide background information on the resource as well as introduce basic searching practices for users.

42 CFR 65a.2 - Definitions.

Code of Federal Regulations, 2011 CFR

2011-10-01

... NATIONAL INSTITUTE OF ENVIRONMENTAL HEALTH SCIENCES HAZARDOUS SUBSTANCES BASIC RESEARCH AND TRAINING GRANTS... of the National Institute of Environmental Health Sciences, or the Director's delegate. HHS means the... of Environmental Health Sciences, an organizational component of the National Institutes of Health...

PUTTING THEORY INTO PRACTICE - CONCLUDING REMARKS

EPA Science Inventory

The science of Landscape Ecology has a rich theoretical basis that continues to expand. While application of this science is clearly taking place, transfer of science into practice is lagging. Furthermore, examples of active management based on basic landscape ecological princi...

Research in progress in applied mathematics, numerical analysis, and computer science

NASA Technical Reports Server (NTRS)

1990-01-01

Research conducted at the Institute in Science and Engineering in applied mathematics, numerical analysis, and computer science is summarized. The Institute conducts unclassified basic research in applied mathematics in order to extend and improve problem solving capabilities in science and engineering, particularly in aeronautics and space.

Bridging the Gap between Research and Practice: Implementation Science

ERIC Educational Resources Information Center

Olswang, Lesley B.; Prelock, Patricia A.

2015-01-01

Purpose: This article introduces implementation science, which focuses on research methods that promote the systematic application of research findings to practice. Method: The narrative defines implementation science and highlights the importance of moving research along the pipeline from basic science to practice as one way to facilitate…

Eighth Grade Marine Science; Resource Units.

ERIC Educational Resources Information Center

Butler, Edwin B.

A resource unit on the marine sciences is described. Designed for eighth-grade students with some basic science background, the unit can be taught in a minimum of four weeks. Content includes emphasis on the biological, chemical, and physical sciences. Each lesson contains objectives, goals, materials, and follow-up activities (often an…

Provocative Opinion: Fads in Science Teaching

ERIC Educational Resources Information Center

Parry, R. W.

1975-01-01

Criticizes the post-Sputnik wave of multi-disciplinary science curricula aimed at teaching the students about social problems and how science can help solve these problems. Suggests that science teaching should concentrate more on the basics of a given discipline and should be taught be specialists rather than generalists. (MLH)

Impact of Cybernetics on Information Science, and Vice Versa.

ERIC Educational Resources Information Center

Heilprin, Laurence B.

The impact of cybernetics on information science occurs chiefly through the concepts of variety, the law of requisite variety, and theory of transformations. Through these it pervades every aspect of information science. However, other basic sciences such as physics, biology, psychology are in their spheres equally pervasive, and information…

A Novel Source of Mesoscopic Particles for Laser Plasma Studies

DTIC Science & Technology

2015-12-16

variety of micro- nanoplasma environment for not only basic studies of understanding the intense laser field science but also to provide new...Distribution approved for public release 5 7Rajeev P. P., Taneja P., Ayyub P., Sandhu A. S., and Kumar G. R. Metal Nanoplasmas as Bright Sources of...of micro- nanoplasma environment for not only basic studies of understanding the intense laser field science but also to provide new technologies for

In Vivo Measurement of Drug Efficacy in Breast Cancer

DTIC Science & Technology

2016-10-01

analysis. At the clinical level, this study will result in pertinent data regarding several agents currently in clinical trials. At the basic science ...clinical level, this study will result in pertinent data regarding several agents currently in clinical trials. At the basic science level, we will...mg/kg BLZ-945 or encapsulated drug were tested in BALB/C mice expressing tumors in mammary fat pads, showing limited additional efficacy as seen

Research and technology, fiscal year 1983

NASA Technical Reports Server (NTRS)

1983-01-01

The responibilities and programs of the Goddard Space Flight Center are ranged from basic research in the space and Earth sciences through the management of numerous flight projects to operational responsibility for the tracking of and data acquisition from NASA's Earth orbiting satellites, Progress in the areas of spacecraft technology, sensor development and data system development, as well as in the basic and applied to research in the space and Earth sciences that they support is highlighted.

Thickness Effect on (La0.26Bi0.74)2Ti4O11 Thin-Film Composition and Electrical Properties

NASA Astrophysics Data System (ADS)

Guo, Hui-Zhen; Jiang, An-Quan

2018-02-01

Not Available Supported by the Basic Research Project of Shanghai Science and Technology Innovation Action under Grant No 17JC1400300, the National Key Basic Research Program of China under Grant No 2014CB921004, the National Natural Science Foundation of China under Grant No 61674044, and the Program of Shanghai Subject Chief Scientist under Grant No 17XD1400800.

Underdetermination in evidence-based medicine.

PubMed

Chin-Yee, Benjamin H

2014-12-01

This article explores the philosophical implications of evidence-based medicine's (EBM's) epistemology in terms of the problem of underdetermination of theory by evidence as expounded by the Duhem-Quine thesis. EBM hierarchies of evidence privilege clinical research over basic science, exacerbating the problem of underdetermination. Because of severe underdetermination, EBM is unable to meaningfully test core medical beliefs that form the basis of our understanding of disease and therapeutics. As a result, EBM adopts an epistemic attitude that is sceptical of explanations from the basic biological sciences, and is relegated to a view of disease at a population level. EBM's epistemic attitude provides a limited research heuristic by preventing the development of a theoretical framework required for understanding disease mechanism and integrating knowledge to develop new therapies. Medical epistemology should remain pluralistic and include complementary approaches of basic science and clinical research, thus avoiding the limited epistemic attitude entailed by EBM hierarchies. © 2014 John Wiley & Sons, Ltd.

Special series on "The meaning of behavioral medicine in the psychosomatic field" establishment of a core curriculum for behavioral science in Japan: The importance of such a curriculum from the perspective of psychology.

PubMed

Shimazu, Akihito; Nakao, Mutsuhiro

2016-01-01

This article discusses the core curriculum for behavioral science, from the perspective of psychology, recommended by the Japanese Society of Behavioral Medicine and seeks to explain how the curriculum can be effectively implemented in medical and health-related departments. First, the content of the core curriculum is reviewed from the perspective of psychology. We show that the curriculum features both basic and applied components and that the basic components are closely related to various aspects of psychology. Next, we emphasize two points to aid the effective delivery of the curriculum: 1) It is necessary to explain the purpose and significance of basic components of behavioral science to improve student motivation; and 2) it is important to encourage student self-efficacy to facilitate application of the acquired knowledge and skills in clinical practice.

Space human factors discipline science plan

NASA Technical Reports Server (NTRS)

1991-01-01

The purpose of this Discipline Science Plan is to provide a conceptual strategy for NASA's Life Sciences Division research and development activities in the comprehensive areas of behavior, performance, and human factors. This document summarizes the current status of the program, outlines available knowledge, establishes goals and objectives, defines critical questions in the subdiscipline areas, and identifies technological priorities. It covers the significant research areas critical to NASA's programmatic requirements for the Extended Duration Orbiter, Space Station Freedom, and Exploration mission science activities. These science activities include ground-based and flight; basic, applied and operational; and animal and human research and development. This document contains a general plan that will be used by both NASA Headquarters program offices and the field centers to review and plan basic, applied, and operational research and development activities, both intramural and extramural, in this area.

Turkish Young Children's Views on Science and Scientists

ERIC Educational Resources Information Center

Ozgelen, Sinan

2012-01-01

The purpose of the study was to investigate 3rd grade primary students' views on science and scientists. The sample consisted of 254 3rd grade public school students in Mersin. Primary students were asked to answer three basic questions; 1) What is science? 2) Who does science? 3) How is science done? Primary students were requested to give…

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

Hules, John

This 1998 annual report from the National Scientific Energy Research Computing Center (NERSC) presents the year in review of the following categories: Computational Science; Computer Science and Applied Mathematics; and Systems and Services. Also presented are science highlights in the following categories: Basic Energy Sciences; Biological and Environmental Research; Fusion Energy Sciences; High Energy and Nuclear Physics; and Advanced Scientific Computing Research and Other Projects.

Village Science: A Resource Handbook for Rural Alaskan Teachers.

ERIC Educational Resources Information Center

Dick, Alan

A resource handbook for rural Alaskan teachers covers village science, to make basic science concepts relevant to the physical environment in villages. Material is intended for use as filler for weeks that come up short on science materials, to provide stimulation for students who cannot see the relevance of science in their lives, and to help…

Teaching Science in Elementary and Middle School: A Cognitive and Cultural Approach. Second Edition

ERIC Educational Resources Information Center

Buxton, Cory A.; Provenzo, Eugene F., Jr.

2010-01-01

Featuring an increased emphasis on the way today's changing science and technology is shaping our culture, this Second Edition of "Teaching Science in Elementary and Middle School" provides pre- and in-service teachers with an introduction to basic science concepts and methods of science instruction, as well as practical strategies for the…

Food Science. Content Modules for Food Science Featuring Problem-Solving Activities in Family and Consumer Sciences.

ERIC Educational Resources Information Center

Roff, Lori; Stringer, Lola

The food science course developed in Missouri combines basic scientific and mathematics principles in a hands-on instructional format as a part of the family and consumer sciences education curriculum. Throughout the course, students conduct controlled experiments and use scientific laboratory techniques and information to explore the biological…

White Paper on Nuclear Data Needs and Capabilities for Basic Science

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

Batchelder, J.; Kawano, T.; Kelley, J.

Reliable nuclear structure and reaction data represent the fundamental building blocks of nuclear physics and astrophysics research, and are also of importance in many applications. There is a continuous demand for high-quality updates of the main nuclear physics databases via the prompt compilation and evaluation of the latest experimental and theoretical results. The nuclear physics research community benefits greatly from comprehensive, systematic and up-to-date reviews of the experimentally determined nuclear properties and observables, as well as from the ability to rapidly access these data in user-friendly forms. Such credible databases also act as a bridge between science, technology, and societymore » by making the results of basic nuclear physics research available to a broad audience of users, and hence expand the societal utilization of nuclear science. Compilation and evaluation of nuclear data has deep roots in the history of nuclear science research, as outlined in Appendix 1. They have an enormous impact on many areas of science and applications, as illustrated in Figure 2 for the Evaluated Nuclear Structure Data File (ENSDF) database. The present workshop concentrated on the needs of the basic nuclear science community for data and capabilities. The main role of this community is to generate and use data in order to understand the basic nuclear forces and interactions that are responsible for the existence and the properties of all nuclides and, as a consequence, to gain knowledge about the origins, evolution and structure of the universe. Thus, the experiments designed to measure a wealth of nuclear properties towards these fundamental scientific goals are typically performed from within this community.« less

Pros and cons of vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum: examples and experiences from Linköping, Sweden.

PubMed

Dahle, L O; Brynhildsen, J; Behrbohm Fallsberg, M; Rundquist, I; Hammar, M

2002-05-01

Problem-based learning (PBL), combined with early patient contact, multiprofessional education and emphasis on development of communications skills, has become the basis for the medical curriculum at the Faculty of Health Sciences in Linköping (FHS), Sweden, which was started in 1986. Important elements in the curriculum are vertical integration, i.e. integration between the clinical and basic science parts of the curriculum and horizontal integration between different subject areas. This article discusses the importance of vertical integration in an undergraduate medical curriculum, according to experiences from the Faculty of Health Sciences in Linköping, and also give examples on how it has been implemented during the latest 15 years. Results and views put forward in published articles concerning vertical integration within undergraduate medical education are discussed in relation to the experiences in Linköping. Vertical integration between basic sciences and clinical medicine in a PBL setting has been found to stimulate profound rather than superficial learning, and thereby stimulates better understanding of important biomedical principles. Integration probably leads to better retention of knowledge and the ability to apply basic science principles in the appropriate clinical context. Integration throughout the whole curriculum entails a lot of time and work in respect of planning, organization and execution. The teachers have to be deeply involved and enthusiastic and have to cooperate over departmental borders, which may produce positive spin-off effects in teaching and research but also conflicts that have to be resolved. The authors believe vertical integration supports PBL and stimulates deep and lifelong learning.

An overview of conceptual understanding in science education curriculum in Indonesia

NASA Astrophysics Data System (ADS)

Widiyatmoko, A.; Shimizu, K.

2018-03-01

The purpose of this article is to discuss the term of “conceptual understanding” in science education curriculum in Indonesia. The implementation of 2013 Curriculum focuses on the acquisition of contextual knowledge in respective areas and environments. The curriculum seeks to develop students' evaluation skills in three areas: attitude, technical skills, and scientific knowledge. It is based on two layers of competencies: core and basic competencies. The core competencies in the curriculum 2013 represent the ability level to achieve the gradute competency standards of a students at each grade level. There are four mandatory core competencies for all educational levels and all subjects including science, which are spiritual, social, knowledge and skills competencies. In terms of knowledge competencies, conceptual understanding is an inseparable part of science concept since conceptual understanding is one of the basic competencies in science learning. This competency is a part of science graduation standard indicated in MoEC article number 20 in 2016. Therefore, conceptual understanding is needed by students for learning science successfully.

Knowledge first, critique later: why it is a mistake for science education to encourage junior students to discuss, challenge and debate scientific knowledge.

PubMed

Charlton, Bruce G

2010-02-01

In UK educational circles it has long been regarded as a platitude that a good scientific education at school and undergraduate level should aim to teach critical thinking and encourage students to challenge mainstream science, debate scientific issues and express their personal opinions. However, I believe that this strategy is usually mistaken, and that such educational strategies probably do more harm than good. For most students, at most levels, for most of the time; science education should be focused on the inculcation of established knowledge. This is for the simple reason that critique is educationally-counterproductive and scientifically-worthless unless or until underpinned by adequate knowledge and competence. Instead, for the early years of science teaching, the basic assumption ought to be that the student is there to learn science; not to confront science. The basic attitude being taught should be one of humility before the science being studied.

24 CFR 984.104 - Basic requirements of the FSS program.

Code of Federal Regulations, 2010 CFR

2010-04-01

... URBAN DEVELOPMENT SECTION 8 AND PUBLIC HOUSING FAMILY SELF-SUFFICIENCY PROGRAM General § 984.104 Basic... 24 Housing and Urban Development 4 2010-04-01 2010-04-01 false Basic requirements of the FSS program. 984.104 Section 984.104 Housing and Urban Development Regulations Relating to Housing and Urban...

Roadsigns from Research. BASICS: Bridging Vocational and Academic Skills.

ERIC Educational Resources Information Center

Sechler, Judith A.; Crowe, Michael R.

This document responds to the need for integration of basic skills into vocational education by providing a summary of research findings, implications, and practical suggestions for teachers. The six sections and four complementary posters are intended as tools for staff development of teachers engaged in teaching basic skills. Sections can also…

Simple webs of natural environment theme as a result of sharing in science teacher training

NASA Astrophysics Data System (ADS)

Tapilouw, M. C.; Firman, H.; Redjeki, S.; Chandra, D. T.

2018-03-01

Thematic learning is one type of integrated science (Biology, Physics, Chemistry and Earth Science) in Science Education. This study is concerning about simple webs of natural environment theme in science learning, as one of training material in science teacher training program. Making simple web is a goal of first step in teacher training program. Every group explain their web illustration to other group. Twenty Junior High School science teacher above one education foundation participate in science teacher training program. In order to gather simple webs, sharing method was used in this first step of science teacher training. The result of this study is five different simple web of natural environment themes. These webs represent science learning in class VII/Semester I, class VII/Semester II, Class VIII, Class IX/Semester I, Class IX/Semester II based on basic competency in National Curriculum 2013. Each group discussed web of natural environment theme based on their learning experience in real class which basic competency and subject matters are linked with natural environment theme. As a conclusion, simple webs are potential to develop in the next step of science teacher training program and to be implemented in real class.

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

Anderson, Benjamin; Warren, Pamela M.; Manke, Kristin L.

This report includes research highlights of work funded in part or whole by the U.S. Department of Energy, Office of Science, Office of Basic Energy Sciences as well as selected leadership accomplishments.

A snapshot of translational research funded by the National Institutes of Health (NIH): A case study using behavioral and social science research awards and Clinical and Translational Science Awards funded publications.

PubMed

Han, Xueying; Williams, Sharon R; Zuckerman, Brian L

2018-01-01

The translation of biomedical research from basic knowledge to application has been a priority at the National Institute of Health (NIH) for many years. Tracking the progress of scientific research and knowledge through the translational process is difficult due to variation in the definition of translational research as well as the identification of benchmarks for the spread and application of biomedical research; quantitatively tracking this process is even more difficult. Using a simple and reproducible method to assess whether publications are translational, we examined NIH R01 behavioral and social science research (BSSR) awards funded between 2008 and 2014 to determine whether there are differences in the percent of translational research publications produced by basic and applied research awards. We also assessed the percent of translational research publications produced by the Clinical and Translational Science Awards (CTSA) program to evaluate whether targeted translational research awards result in increased translational research. We found that 3.9% of publications produced by basic research awards were translational; that the percent of translational research publications produced by applied research awards is approximately double that of basic research awards (7.4%); and that targeted translational research awards from the CTSA program produced the highest percentage of translational research publications (13.4%). In addition, we assessed differences in time to first publication, time to first citation, and publication quality by award type (basic vs. applied), and whether an award (or publication) is translational.

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.

A snapshot of translational research funded by the National Institutes of Health (NIH): A case study using behavioral and social science research awards and Clinical and Translational Science Awards funded publications

PubMed Central

Williams, Sharon R.; Zuckerman, Brian L.

2018-01-01

The translation of biomedical research from basic knowledge to application has been a priority at the National Institute of Health (NIH) for many years. Tracking the progress of scientific research and knowledge through the translational process is difficult due to variation in the definition of translational research as well as the identification of benchmarks for the spread and application of biomedical research; quantitatively tracking this process is even more difficult. Using a simple and reproducible method to assess whether publications are translational, we examined NIH R01 behavioral and social science research (BSSR) awards funded between 2008 and 2014 to determine whether there are differences in the percent of translational research publications produced by basic and applied research awards. We also assessed the percent of translational research publications produced by the Clinical and Translational Science Awards (CTSA) program to evaluate whether targeted translational research awards result in increased translational research. We found that 3.9% of publications produced by basic research awards were translational; that the percent of translational research publications produced by applied research awards is approximately double that of basic research awards (7.4%); and that targeted translational research awards from the CTSA program produced the highest percentage of translational research publications (13.4%). In addition, we assessed differences in time to first publication, time to first citation, and publication quality by award type (basic vs. applied), and whether an award (or publication) is translational. PMID:29742129

7 CFR 3406.2 - Definitions.

Code of Federal Regulations, 2013 CFR

2013-01-01

.... Food and agricultural sciences means basic, applied, and developmental research, extension, and... social sciences, in the broadest sense of these terms, including but not limited to, activities concerned... and experience in particular fields of science, education, or technology to give expert advice on the...

7 CFR 3406.2 - Definitions.

Code of Federal Regulations, 2014 CFR

2014-01-01

.... Food and agricultural sciences means basic, applied, and developmental research, extension, and... social sciences, in the broadest sense of these terms, including but not limited to, activities concerned... and experience in particular fields of science, education, or technology to give expert advice on the...

7 CFR 3406.2 - Definitions.

Code of Federal Regulations, 2011 CFR

2011-01-01

.... Food and agricultural sciences means basic, applied, and developmental research, extension, and... social sciences, in the broadest sense of these terms, including but not limited to, activities concerned... and experience in particular fields of science, education, or technology to give expert advice on the...

7 CFR 3406.2 - Definitions.

Code of Federal Regulations, 2012 CFR

2012-01-01

.... Food and agricultural sciences means basic, applied, and developmental research, extension, and... social sciences, in the broadest sense of these terms, including but not limited to, activities concerned... and experience in particular fields of science, education, or technology to give expert advice on the...

Science and Mathematics

ERIC Educational Resources Information Center

Redlich, Otto

1972-01-01

The foundation of science, and of thermodynamics in particular, can be developed cogently and without arbitrariness. The goal of science, description of nature, is externally given; it requires a set of basic concepts as indispensable tools. Mathematics has no similar externally given goal. (Author/TS)

Stopping Power for Degenerate Electrons

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

Singleton, Jr., Robert

2016-05-16

This is a first attempt at calculating the BPS stopping power with electron degeneracy corrections. Section I establishes some notation and basic facts. Section II outlines the basics of the calculation, and in Section III contains some brief notes on how to proceed with the details of the calculation. The remaining work for the calculation starts with Section III.

29 CFR 780.302 - Basic conditions of section 13 (a)(6)(A).

Code of Federal Regulations, 2010 CFR

2010-07-01

... Employment in Agriculture That Is Exempted From the Minimum Wage and Overtime Pay Requirements Under Section... 29 Labor 3 2010-07-01 2010-07-01 false Basic conditions of section 13 (a)(6)(A). 780.302 Section 780.302 Labor Regulations Relating to Labor (Continued) WAGE AND HOUR DIVISION, DEPARTMENT OF LABOR...