The emergence of spatial cyberinfrastructure

PubMed Central

Wright, Dawn J.; Wang, Shaowen

2011-01-01

Cyberinfrastructure integrates advanced computer, information, and communication technologies to empower computation-based and data-driven scientific practice and improve the synthesis and analysis of scientific data in a collaborative and shared fashion. As such, it now represents a paradigm shift in scientific research that has facilitated easy access to computational utilities and streamlined collaboration across distance and disciplines, thereby enabling scientific breakthroughs to be reached more quickly and efficiently. Spatial cyberinfrastructure seeks to resolve longstanding complex problems of handling and analyzing massive and heterogeneous spatial datasets as well as the necessity and benefits of sharing spatial data flexibly and securely. This article provides an overview and potential future directions of spatial cyberinfrastructure. The remaining four articles of the special feature are introduced and situated in the context of providing empirical examples of how spatial cyberinfrastructure is extending and enhancing scientific practice for improved synthesis and analysis of both physical and social science data. The primary focus of the articles is spatial analyses using distributed and high-performance computing, sensor networks, and other advanced information technology capabilities to transform massive spatial datasets into insights and knowledge. PMID:21467227

[Normative dimensions of nursing practice--the ethical relevance of the body].

PubMed

Remmers, H

1997-10-01

A combination of preliminary considerations concerning a theory of action and a philosophy of science illustrates the determining influence of the scientific preconception of the subject matter, and of the approach which is presupposed by this preconception, on the normative orientation of nursing practice. The specific physical nearness involved in nursing practice ("body to body") holds problems with regard to an appropriate theoretical frame of reference and corresponding practical convictions. This background provides the context for a concluding critical examination of several representative nursing theories with regard to their implicit, normative premises.

A Short Factography About IMIA and EFMI

PubMed Central

Hofdijk, Jacob; Weber, Patrick; Mantas, John; Mihalas, George; Masic, Izet

2014-01-01

International Medical Informatics Association (IMIA) and European Federation of Medical Informatics are scientific associations which represents Health/Medical informatics as scientific and profesional disciplines. Those associations have long tradition in spreading knowledge, experiences and strategies in organization, practical applications and education within Health, Medical and Biomedical informatics in approximately 60 countries the world. In this review we present basic facts about IMIA and EFMI.who celebrate this 50 years of their establishing as professional associations. PMID:24648623

Doing, talking and writing science: A discourse analysis of the process of resemiotization in a middle school lab-based science class

NASA Astrophysics Data System (ADS)

Wright, Laura J.

This study examines students' sense making practices in a middle school science class from a discourse analytic perspective. Using Mediated Discourse Analysis (MDA) (Scollon 1998, 2001) and interactional sociolinguistics (Gumperz 1999, 2001, Schiffrin 1994), my research seeks to enrich findings from recent sociocultural studies of science classrooms that focus on doing, talking and writing science (Roth 2005, Kress, et al. 2002, Halliday & Martin 1993, Lemke 1990). Within a middle school science classroom, these fundamental activities form a nexus of practice (Scollon 1998, 2001) basic to science literacy (AAAS 1989) and reflective of the work of practicing scientists. Moreover, students' engagement in these practices provides insight into the cultural production and reproduction of science and scientist. I first examine how the students' curriculum text encourages these three scientific practices and then trace students' uptake; that is, how they subsequently do, talk, and write science throughout the course of the unit. I argue that learning science with this curriculum unit requires students to resemiotize (Iedema 2001, 2003) first hand experience so they can represent their knowledge cohesively and coherently in evaluable forms. Ultimately, students must transform language from the curriculum text and their teacher into action in their laboratory activities and action in their laboratory activities into language. In addition, I show how students are apprenticed to the conventionalized practices and voices (Bakhtin 1986) of science (i.e. the scientific register), and how their figures of personhood (Agha 2005) reflect the development of their scientific identities. Overall, I argue that the microanalytic methods I use illuminate how students draw upon curricular resources to become scientifically literate and develop scientific identities.

Analyzing Data Citations to Assess the Scientific and Societal Value of Scientific Data

NASA Astrophysics Data System (ADS)

Chen, R. S.; Downs, R. R.

2012-12-01

Stakeholders in the creation, distribution, support, funding, and use of scientific data can benefit by understanding the value that the data have for society and science. For decades, the scientific community has been using citations of articles in the published scientific literature as one of the primary measures used for evaluating the performance of scientists, departments, institutions, and scientific disciplines. Similarly, citations in the published literature of scientific data may be useful for measuring and assessing the value of the scientific data and the performance of the individuals, projects, programs, and organizations that have contributed to the data and their use. The results of citation analysis and other assessments of the value of data also can contribute to planning for future data collection, development, distribution, and preservation efforts. The planned release of new data citation indexes and the more widespread adoption of unique data identifiers and automated attribution mechanisms have the potential to improve significantly the capabilities for analyzing citations of scientific data. In addition, rapid developments in the systems and capabilities for disseminating data, along with education and workforce development on the importance of data attribution and on techniques for data citation, can improve practices for citing scientific data. Such practices need to lead not only to better aggregate statistics about data citation, but also to improved characterization and understanding of the impact of data use in terms of the benefits for science and society. Analyses of citations in the scientific literature were conducted for data that were distributed by an interdisciplinary scientific data center during a five-year period (1997 - 2011), to identify the scientific fields represented by the journals and books in which the data were cited. Secondary citation analysis also was conducted for a sample of scientific publications that used the data extensively to identify the potential impact of the data on the scientific fields represented by those journals. Furthermore, an initial analysis was conducted of citations that appeared in non-peer-reviewed publications and the popular media to assess the potential policy and educational impacts of these data. The initial results of these analyses demonstrate the significant challenges that remain for assessing the value of scientific data to both science and society.

Bill would bolster science at EPA

NASA Astrophysics Data System (ADS)

Showstack, Randy

Since its establishment in 1970, the U.S. Environmental Protection Agency (EPA) has primarily served as a regulatory agency with a significant science component. However, the agency's scientific practices and performance at times have been criticized by the U.S. General Accounting Office, the National Academies of Science (NAS), Congress, and EPA's own science advisory board, as well as in a number of lawsuits.New legislation introduced by Rep. Vernon Ehlers (R-Mich.), chair of the House of Representatives' Science Subcommittee on Environment, Technology, and Standards, includes measures meant to improve the agency's science component. The legislation, H.R. 64, would require the president to appoint an EPA deputy administrator for science and technology This deputy administrator, who would rank higher than existing assistant administrators (AAs), would be responsible for the overall scientific and technical foundation of the agency's decisions, including ensuring that the agency's scientific endeavors use the best possible peer review and research planning practices.

Brazilian law for scientific use of animals.

PubMed

Marques, Ruy Garcia; Morales, Marcelo Marcos; Petroianu, Andy

2009-01-01

The Brazilian scientific community claimed for a definitive systematization and for comprehensive and realistic national rules, to provide guidance and regulation, instead of sanctions, so that the question of scientific research involving animals could be better contemplated. This is beginning to occur now with Law no. 11.794, sanctioned by the President of the Republic on November 8, 2008. To describe the evolution of Brazilian regimentation for scientific use of animals and to analyze Law no. 11.794. The legislation about the use of animals in teaching and in scientific research in Brazil and in Rio de Janeiro State was identified and discussed. Until now, there was no updated general and systematizing rule regarding animal vivisection and experimentation for didactic or scientific purposes. The only specific law dates back to 1979 and was not regimented. More recent laws equated the practice of scientific experiments to acts of abuse and mistreatment of animals, when alternative technology was available. Municipal laws that restricted the scientific practice of vivisection and experimentation with animals were created in the cities of Rio de Janeiro and Florianopolis. With the claim and collaboration of the scientific community, the sanction of Law no. 11.794 regarding the scientific use of animals represented an invaluable advance in spite of the presence of some points that eventually may require another type of treatment. The new Law states that it will be regimented within 180 (one-hundred-and-eighty) days, when some of these points could be better elucidated.

[Practice guideline neuroendocrine tumors - AWMF-Reg. 021-27].

PubMed

2018-06-01

This guideline was created for the first time and is intended as a practical aid for the diagnosis and therapy of neuroendocrine tumors. The aim is to represent the current state of science, promote the recognition of the disease and improve the treatment of patients. The guideline was created under the leadership of the DGVS and with participation of neighbouring scientific societies. © Georg Thieme Verlag KG Stuttgart · New York.

Making Connections through Conversation

ERIC Educational Resources Information Center

McGough, Julie; Nyberg, Lisa

2013-01-01

Children do not always see a connection between themselves and other living things. Sometimes they do not even realize that they, too, are animals and represent a link in the food chain. By obtaining, evaluating, and communicating information (Scientific and Engineering Practice #8 in "A Framework for K-12 Science Education" [NRC 2012,…

Efficiency in Resource Utilization in Education. Education and Development Technical Reports.

ERIC Educational Resources Information Center

Organisation for Economic Cooperation and Development, Paris (France). Directorate for Scientific Affairs.

This volume consists of papers presented at a meeting of scientific and technical personnel who examined and evaluated applications of systems analysis and operational research, and who related techniques to practical educational planning. Topics represent a variety of new management techniques available to educational administrators including…

The Implications of Social Neuroscience for Social Disability

ERIC Educational Resources Information Center

McPartland, James C.; Pelphrey, Kevin A.

2012-01-01

Social disability represents a unifying feature in the diverse group of individuals with autism spectrum disorder (ASD). Social neuroscience is the study of brain mechanisms supporting interpersonal interaction. In this paper, we review brain imaging studies of the social brain and highlight practical applications of these scientific insights.…

Tsunami Science for Society

NASA Astrophysics Data System (ADS)

Bernard, E. N.

2014-12-01

As the decade of mega-tsunamis has unfolded with new data, the science of tsunami has advanced at an unprecedented pace. Our responsibility to society should guide the use of these new scientific discoveries to better prepare society for the next tsunami. This presentation will focus on the impacts of the 2004 and 2011 tsunamis and new societal expectations accompanying enhanced funding for tsunami research. A list of scientific products, including tsunami hazard maps, tsunami energy scale, real-time tsunami flooding estimates, and real-time current velocities in harbors will be presented to illustrate society's need for relevant, easy to understand tsunami information. Appropriate use of these tsunami scientific products will be presented to demonstrate greater tsunami resilience for tsunami threatened coastlines. Finally, a scientific infrastructure is proposed to ensure that these products are both scientifically sound and represent today's best practices to protect the scientific integrity of the products as well as the safety of coastal residents.

An overview of the European Organization for External Quality Assurance Providers in Laboratory Medicine (EQALM)

PubMed Central

Stavelin, Anne; Albe, Xavier; Meijer, Piet; Sarkany, Erika; MacKenzie, Finlay

2017-01-01

The European Organisation for External Quality Assurance Providers in Laboratory Medicine (EQALM) was founded in 1996 and currently has members from 29 European countries and 6 countries from outside Europe. EQALM provides a forum for co-operation and exchange of knowledge on quality-related matters in laboratory medicine, especially with regard to external quality assessment (EQA) programs in Europe. In addition, EQALM represent the EQA providers in laboratory medicine at European level vis-ŕ-vis political, professional, scientific and other bodies, including patients’ organisations. To this end EQALM promotes activities such as organizing meetings with scientific and practical themes for members and other interested parties, issuing scientific publications, developing EQA projects and representing laboratory medicine EQA activities within other organisations and networks. EQALM is active in scientific and educational activity in different fields such as survey frequency, haematology, haemostasis, microbiology, nomenclature, virtual microscopy, traceability, accreditation, and quality assurance of the total testing process. The aim of this paper is to give an overview of the EQALM organisation. PMID:28392724

Incorporating science and engineering practices into preservice secondary science teachers' planning practices: Testing the efficacy of an intervention

NASA Astrophysics Data System (ADS)

Wargo, Brian M.

The New Standards Framework (NRC, 2012) explicitly calls for teachers to engage students in science and engineering practices (SEPs) as they develop knowledge of scientific phenomena and canonical disciplinary ideas. This study analyzed six pre-service secondary science teachers' (PSSSTs') incorporation of SEPs into their planning practices before, during, and after an instructional intervention. The intervention, which was nested into an instructional methods course, supported the PSSSTs by representing the practices they were to engage their own students with. The PSSSTs were then able to decompose and approximate those scientific practices in their lesson planning, thereby developing pedagogical design capacity (PDC). The PSSSTs were interviewed to determine what affordances and constraints they felt when planning for incorporating SEPs into their lesson planning. Analysis of the lesson plans showed that 50% of the PSSSTs incorporated SEPs into their lesson plans when only provided a written description of the SEPs and prompted to do so. During the instructional intervention, 83% of the PSSSTs incorporated SEPs into their lesson plans. After the instructional intervention, the PSSSTs were no longer required to incorporate SEPs into their lesson planning nor were they required to hand in lesson plans for a grade. Instead, they wrote lesson plans for their cooperating teachers and for their own use. Surprisingly, the PSSSTs not only continued to incorporate SEPs into their lessons, but did so more completely by incorporating a diversity of sub-SEPs and more of them in their lessons. This is significant because this may indicate that the instructional intervention has longevity. Interview data suggests that PSSSTs experience both internal and external affordances and constrains when attempting to incorporate SEPs into their lesson planning. Three categories of issues (epistemic, logistical, and curricular) emerged in the results and influence how teachers interact with the SEPs as they plan lessons. This study reiterates the need for teacher educators to engage in instruction that represents aspects of scientific practice, allows for its decomposition, and engages pre-service teachers in approximating those practices.

Advocacy--answering old mail. Canadian Association of General Surgeons.

PubMed

Keith, R G

1999-06-01

Since its inception in 1977, the Canadian Association of General Surgeons (CAGS) has struggled with its responsibility to represent general surgeons in practices across this country. The CAGS has tended to be mute in the presentation of many of its accomplishments, which have improved the role of specialists in community practice, training programs and the subspecialties of general surgery. With the forthcoming changes in direction for the Royal College of Physicians and Surgeons of Canada, based on a recent external survey, the CAGS has a golden opportunity to advocate for a clear identity, autonomous from the Royal College for the purposes of scientific meetings, continuing professional development, scientific and practice affiliation with other surgical specialty societies, and new developments with corporate sector support for advancements in science technology and education. Advocacy for general surgery must be stressed as the priority for the CAGS into the future.

The dialysis outcomes and practice patterns study phase 5 in the Gulf Cooperation Council countries: Design and study methods.

PubMed

Pisoni, Ronald L; Bieber, Brian A; Al Wakeel, Jamal; Al Arrayed, Sameer; Alkandari, Naser; Hassan, Mohamed; Karkar, Ayman; Al Lawati, Nabil M; Al Ali, Fadwa; Albert, Justin M; Robinson, Bruce M

2016-11-01

The Dialysis Outcomes and Practice Patterns Study (DOPPS) is an international prospective cohort study of the relationships between hemodialysis (HD) care practices and HD patient outcomes. The DOPPS began in 1996, in the United States, and has since expanded to 21 countries, collecting detailed data from >75,000 HD patients, with >200 scientific publications, focused on describing HD practices associated with improved HD patient outcomes. The goal of DOPPS is to help HD patients "live better and live longer." Starting in 2012, the DOPPS was able to expand to all six of the Gulf Cooperation Council (GCC) countries, namely, Bahrain, Kuwait, Oman, Qatar, Saudi Arabia, and the United Arab Emirates. The DOPPS study design consists of selecting HD facilities for study participation in each country to represent the different types of HD facilities and geographic regions within each GCC country. Within each study site, HD patients were randomly selected for detailed data collection to represent the HD practices within each participating HD facility. Altogether, 41 HD facilities have participated in the GCC-DOPPS Phase 5 study including 20 facilities from Saudi Arabia, nine from the United Arab Emirates, four each from Kuwait and Oman, two from Qatar, and one from Bahrain. Herein, we provide a detailed description of the study design and methods, data collection, study management, scientific investigator oversight and guidance, and study governance and support for the GCCDOPPS Phase 5 study.

Writing Case Reports: Contributing to Practice and Research.

PubMed

Bavdekar, Sandeep B; Save, Sushma

2015-04-01

Case reports describe a patient with unusual or unexpected features. They represent the oldest type of medical publication. They are about generating a new hypothesis and not about proving a hypothesis. Hence, despite being considered as the lowest level of evidence; they continue to be relevant for clinical practice, research and medical education. This article intends to provide guidance regarding writing a case report to those wishing to make a foray in scientific writing through reporting an interesting case.

Learning from Writing in Secondary Science: Some Theoretical and Practical Implications

ERIC Educational Resources Information Center

Prain, Vaughan

2006-01-01

There is growing recognition that learners in science need to become familiar with the discourse rules, rationale, claims, and procedures of traditional ways of representing scientific inquiry and findings. At the same time, some researchers in science education have claimed that students also need opportunities to write in ways that enable…

Software and the Scientist: Coding and Citation Practices in Geodynamics

NASA Astrophysics Data System (ADS)

Hwang, Lorraine; Fish, Allison; Soito, Laura; Smith, MacKenzie; Kellogg, Louise H.

2017-11-01

In geodynamics as in other scientific areas, computation has become a core component of research, complementing field observation, laboratory analysis, experiment, and theory. Computational tools for data analysis, mapping, visualization, modeling, and simulation are essential for all aspects of the scientific workflow. Specialized scientific software is often developed by geodynamicists for their own use, and this effort represents a distinctive intellectual contribution. Drawing on a geodynamics community that focuses on developing and disseminating scientific software, we assess the current practices of software development and attribution, as well as attitudes about the need and best practices for software citation. We analyzed publications by participants in the Computational Infrastructure for Geodynamics and conducted mixed method surveys of the solid earth geophysics community. From this we learned that coding skills are typically learned informally. Participants considered good code as trusted, reusable, readable, and not overly complex and considered a good coder as one that participates in the community in an open and reasonable manor contributing to both long- and short-term community projects. Participants strongly supported citing software reflected by the high rate a software package was named in the literature and the high rate of citations in the references. However, lacking are clear instructions from developers on how to cite and education of users on what to cite. In addition, citations did not always lead to discoverability of the resource. A unique identifier to the software package itself, community education, and citation tools would contribute to better attribution practices.

Best Practices in NASA's Astrophysics Education and Public Outreach Projects

NASA Astrophysics Data System (ADS)

Hasan, H.; Smith, D.

2015-11-01

NASA's Astrophysics Education and Public Outreach (EPO) program has partnered scientists and educators since its inception almost twenty years ago, leading to authentic STEM experiences and products widely used by the education and outreach community. We present examples of best practices and representative projects. Keys to success include effective use of unique mission science/technology, attention to audience needs, coordination of effort, robust partnerships and publicly accessible repositories of EPO products. Projects are broadly targeted towards audiences in formal education, informal education, and community engagement. All NASA programs are evaluated for quality and impact. New technology is incorporated to engage young students being raised in the digital age. All projects focus on conveying the excitement of scientific discoveries from NASA's Astrophysics missions, advancing scientific literacy, and engaging students in science and technology careers.

Recognizing Students' Scientific Reasoning: A Tool for Categorizing Complexity of Reasoning During Teaching by Inquiry

PubMed Central

Grady, Julia

2010-01-01

Teaching by inquiry is touted for its potential to encourage students to reason scientifically. Yet, even when inquiry teaching is practiced, complexity of students' reasoning may be limited or unbalanced. We describe an analytic tool for recognizing when students are engaged in complex reasoning during inquiry teaching. Using classrooms that represented “best case scenarios” for inquiry teaching, we adapted and applied a matrix to categorize the complexity of students' reasoning. Our results revealed points when students' reasoning was quite complex and occasions when their reasoning was limited by the curriculum, instructional choices, or students' unprompted prescription. We propose that teachers use the matrix as a springboard for reflection and discussion that takes a sustained, critical view of inquiry teaching practice. PMID:21113314

Comments on "Distinguishing science from pseudoscience in school psychology:" Evidence-based interventions for grandiose bragging.

PubMed

Kratochwill, Thomas R

2012-02-01

The purpose of this article is to provide some perspectives on Lilienfeld, Ammirati, and David's (2012) paper on distinguishing science from pseudoscience in school psychology. In many respects their work represents an intervention for "grandiose bragging," a problem that has occasionally occurred when various non-evidence-based or discredited interventions receive sensationalized positive endorsement for adoption in school psychology practice. In this paper, the implications of the Lilienfeld et al. work are discussed within the context of the scientist-practitioner gap, scientific thinking and evaluation of scientific thinking, and negative results research. The authors have advanced our thinking on evidence-based practices in school psychology and education. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Medical Subspecialty Textbooks in the 21st Century. Essential or Headed for Extinction?

PubMed

Broaddus, V Courtney; Grippi, Michael A

2015-08-01

In recent years, the role of medical subspecialty textbooks as sources of information for students, trainees, and practicing clinicians has been challenged. Although the structure of textbooks continues to evolve from standard, printed versions to digital formats, including e-books and online texts, we maintain that the authoritative compilation of clinical and scientific material by experts in the field (i.e., a modern-day textbook) remains central to the education, training, and practice of subspecialists. Regardless of format, an effective medical subspecialty textbook is authoritative, comprehensive, and integrated in its coverage of the subject. Textbook content represents a unique synthesis of clinical and scientific material of real educational and clinical value. Incorporation of illustrations, including figures, tables, videos, and audios, bolsters the presentation and further solidifies the reader's understanding of the subject. The textbook, both printed and digital, reinforces the many widely available online resources and serves as a platform from which to evaluate other sources of information and to launch additional scientific and clinical inquiry.

Scientific Research in Homeopathic Medicine: Validation, Methodology and Perspectives

PubMed Central

2007-01-01

Verona's School of Homeopathic Medicine (www.omeopatia.org) organized a day of full immersion in the field of homeopathy, focusing on the validity of this much-debated discipline. There is widespread consensus in the medical community that evidence-based medicine is the best standard for assessing efficacy and safety of healthcare practices, and systematic reviews with strict protocols are essential to establish proof for various therapies. Students, homeopathic practitioners, academic and business representatives, who are interested in or curious about homeopathic practices attended the conference.

Investigative Homework with Apples: An Opportunity for Primary-School Students to Learn Actively the Relationship between Density and Flotation

ERIC Educational Resources Information Center

Radovanovic, Jelena; Sliško, Josip

2014-01-01

This paper describes investigative homework with apples, aiming to contribute to the primary-school students' understanding of density and conditions leading to floating and sinking. The assignment represents an opportunity for individual autonomous learning of physics and adoption of established scientific concepts through practical activities…

A Review on the research and practice of city sustainable development indicators and indices

NASA Astrophysics Data System (ADS)

Xiang, Ning

2017-10-01

City sustainable development indicators and indices have become a hot issue in academic research and practical application, alongside the high-speed worldwide urbanization and driven by the actual managing demand. This article is aimed at a clear understanding of the progress in relevant research and practice. This is done by collecting common indicators and indices for city sustainable development and making comparison of the assessment process and contents, so as to find out main obstacles for the development of this research field and explore the direction for efforts to be made next step. The article divides these indicators and indices into two categories: ① indicators serving as single index which can provide an explicit description on the relationship between economic activities and environmental carrying capacity, but have a narrow scope of assessment and use complicated methods to collect and calculate data; ② indices based on indicator systems which can represent multiple processes, could reflect the view of strong sustainability and are easy to use, but can hardly depict the responding relationship between social, environmental and economic changes for city sustainable development or assure the scientific rigor of weight setting. Practices on indicators and indices for city sustainable development was summarized, and its problems were reviewed with China being representative of transitioning countries. According to the review, great progress has been achieved in the research and practice of indicators and indices for city sustainable development, but consistency of theories, rationality of indicators and scientific rigor of methodology are to be improved significantly.

Concept mapping as a promising method to bring practice into science.

PubMed

van Bon-Martens, M J H; van de Goor, L A M; Holsappel, J C; Kuunders, T J M; Jacobs-van der Bruggen, M A M; te Brake, J H M; van Oers, J A M

2014-06-01

Concept mapping is a method for developing a conceptual framework of a complex topic for use as a guide to evaluation or planning. In concept mapping, thoughts and ideas are represented in the form of a picture or map, the content of which is determined by a group of stakeholders. This study aimed to explore the suitability of this method as a tool to integrate practical knowledge with scientific knowledge in order to improve theory development as a sound basis for practical decision-making. Following a short introduction to the method of concept mapping, five Dutch studies, serving different purposes and fields in public health, will be described. The aim of these studies was: to construct a theoretical framework for good regional public health reporting; to design an implementation strategy for a guideline for integral local health policy; to guide the evaluation of a local integral approach of overweight and obesity in youth; to guide the construction of a questionnaire to measure the quality of postdisaster psychosocial care; and to conceptualize an integral base for formulation of ambitions and targets for the new youth healthcare programme of a regional health service. The studies showed that concept mapping is a way to integrate practical and scientific knowledge with careful selection of participants that represent the different perspectives. Theory development can be improved through concept mapping; not by formulating new theories, but by highlighting the key issues and defining perceived relationships between topics. In four of the five studies, the resulting concept map was received as a sound basis for practical decision-making. Concept mapping is a valuable method for evidence-based public health policy, and a powerful instrument for facilitating dialogue, coherence and collaboration between researchers, practitioners, policy makers and the public. Development of public health theory was realized by a step-by-step approach, considering both scientific and practical knowledge. However, the external validity of the concept maps in place and time is of importance. Copyright © 2014 The Royal Society for Public Health. Published by Elsevier Ltd. All rights reserved.

Promotion of scientific literacy: Bangladeshi teachers' perspectives and practices

NASA Astrophysics Data System (ADS)

Sarkar, Mahbub; Corrigan, Deborah

2014-05-01

Background: In Bangladesh, a common science curriculum caters for all students at the junior secondary level. Since this curriculum is for all students, its aims are both to build a strong foundation in science while still providing students with the opportunities to use science in everyday life - an aim consistent with the notion of scientific literacy. Purpose: This paper reports Bangladeshi science teachers' perspectives and practices in regard to the promotion of scientific literacy. Sample: Six science teachers representing a range of geographical locations, school types with different class sizes, lengths of teaching experience and educational qualifications. Design and method: This study employed a case study approach. The six teachers and their associated science classes (including students) were considered as six cases. Data were gathered through observing the teachers' science lessons, interviewing them twice - once before and once after the lesson observation, and interviewing their students in focus groups. Results: This study reveals that participating teachers held a range of perspectives on scientific literacy, including some naïve perspectives. In addition, their perspectives were often not seen to be realised in the classroom as for teachers the emphasis of learning science was more traditional in nature. Many of their teaching practices promoted a culture of academic science that resulted in students' difficulty in finding connections between the science they study in school and their everyday lives. This research also identified the tension which teachers encountered between their religious values and science values while they were teaching science in a culture with a religious tradition. Conclusions: The professional development practice for science teachers in Bangladesh with its emphasis on developing science content knowledge may limit the scope for promoting the concepts of scientific literacy. Opportunities for developing pedagogic knowledge is also limited and consequently impacts on teachers' ability to develop the concepts of scientific literacy and learn how to teach for its promotion.

Identification of good practices for teachers and students training activity in the ENVRIPLUS project

NASA Astrophysics Data System (ADS)

D'Addezio, Giuliana; Marsili, Antonella; Beranzoli, Laura

2016-04-01

We elaborated basic guiding principles that will be used to improve the content of the ENVRIPLUS e-Training Platform for multimedia education of Secondary School level teachers and students. The purpose is to favour teacher training and consequently students training on selected scientific themes faced within the ENVRIPLUS Research Infrastructures. "Best practices" could positively impacts on students by providing motivation on promoting scientific research and to increase the awareness of the Earth System complexity and Environmental challenges for its preservation and sustainability. Best practice teaching strategies represent an inherent part of a curriculum that exemplifies the connection and relevance identified in education research. The actions are designed to develop thinking and problem-solving skill through integration and active learning. Relationships are built though opportunities for communication and teamwork. Best practices motivate, engage and prompt student to learn and achieve. A starting list of principles is discussed in respect of the following main Best Practices pillars: • Identify the conceptual framework of the subject of the dissemination • Increase personal awareness of the individual potential • Easy personal elaboration and the connection of the subject with the school curriculum.

Predictors of trust in the general science and climate science research of US federal agencies.

PubMed

Myers, Teresa A; Kotcher, John; Stenhouse, Neil; Anderson, Ashley A; Maibach, Edward; Beall, Lindsey; Leiserowitz, Anthony

2017-10-01

In this article, we focus on a key strategic objective of scientific organizations: maintaining the trust of the public. Using data from a nationally representative survey of American adults ( n = 1510), we assess the extent to which demographic factors and political ideology are associated with citizens' trust in general science and climate science research conducted by US federal agencies. Finally, we test whether priming individuals to first consider agencies' general science research influences trust in their climate science research, and vice versa. We found that federal agencies' general science research is more trusted than their climate science research-although a large minority of respondents did not have an opinion-and that political ideology has a strong influence on public trust in federal scientific research. We also found that priming participants to consider general scientific research does not increase trust in climate scientific research. Implications for theory and practice are discussed.

XSIM Final Report: Modelling the Past and Future of Identity Management for Scientific Collaborations

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

Cowles, Robert; Jackson, Craig; Welch, Von

The eXtreme Science Identity Management (XSIM1) research project: collected and analyzed real world data on virtual organization (VO) identity management (IdM) representing the last 15+ years of collaborative DOE science; constructed a descriptive VO IdM model based on that data; used the model and existing trends to project the direction for IdM in the 2020 timeframe; and provided guidance to scientific collaborations and resource providers that are implementing or seeking to improve IdM functionality. XSIM conducted over 20 semi­structured interviews of representatives from scientific collaborations and resource providers, both in the US and Europe; the interviewees supported diverse set ofmore » scientific collaborations and disciplines. We developed a definition of “trust,” a key concept in IdM, to understand how varying trust models affect where IdM functions are performed. The model identifies how key IdM data elements are utilized in collaborative scientific workflows, and it has the flexibility to describe past, present and future trust relationships and IdM implementations. During the funding period, we gave more than two dozen presentations to socialize our work, encourage feedback, and improve the model; we also published four refereed papers. Additionally, we developed, presented, and received favorable feedback on three white papers providing practical advice to collaborations and/or resource providers.« less

[Issues of research in medicine].

PubMed

Topić, Elizabeta

2006-01-01

Research in medicine is liable to all rules and standards that apply to research in other natural sciences, since medicine as a science and service fully meets the general definition of science: it is a common, integrated, organized and systematized knowledge of mankind, whereby physician--being more or less aware of doing so-- in his daily activities applies scientific thinking and scientific methods. The procedure of problem solving in scientific work and in medical practice is characterized by many similarities as well as variation. In scientific research, the observation of some phenomenon that cannot be explained by the known facts and theories is followed by making a hypothesis, planning and carrying out experimental investigation resulting in some data. Interpretation of these data then provides evidence to confirm or reject the hypothesis. In medical practice, quite a similar procedure is followed; the initial examination of a patient, when his condition cannot be explained by the data thus obtained, is identical to the observation of a phenomenon which cannot be explained by the known facts; working diagnosis would correspond to making the hypothesis; and experimental investigation would compare to laboratory and other diagnostic studies. The working diagnosis is accepted or rejected depending on these results. Of course, there also are differences in the problem solving procedure between scientific research and daily medical practice. For example, in research a single hypothesis is posed, a single experiment with successive testing and/or repeats is performed, whereas in medical practice several hypotheses are made, multiple studies are concurrently performed to reject current hypotheses and to make new ones. Scientific investigation produces an abundance of systematic data, whereas in medical practice target data are being generated, yet not systematically. Definitive decision making also differs greatly, as in scientific research it only ensues from conclusive evidence, whereas in medical practice definitive decision is made and therapeutic procedures are performed even before reaching final evidence. The general strategy of work and research in medicine can be briefly described by four principles, i.e. good knowledge of one's own work; continuing upgrading of one's own work in collaboration with respective institutions (laboratories, university, and research institutes); implementation of standard, up-to-date and scientific methods most of the time; and publishing work results on a regular basis. This strategy ensures constant progress and treatment quality improvement while allowing due validation and evaluation of the work by the society. Scientific research is based on the pre-existing knowledge of the problem under study, and should be supervised, systematic and planned. Research produces data that may represent some new concepts, or such concepts are developed by further data processing. In research, scientific procedure includes a number of steps that have to be made to reach a new scientific result. This procedure includes (a) thinking about a scientific issue; (b) making a scientific hypothesis, i.e. the main objective of the study; (c) research ethics; (d) determination of sources and mode of data collection; (e) research performance; (f) collection and analysis of all research data; (g) interpretation of results and evidence; and (h) publications. The next section of this chapter brings an example of scientific research in the field of medicine, where the procedures carried out during the research are briefly described; other chapters of this supplement deal with statistical methodology used on processing the data obtained in the study, which is most frequently employed in scientific work in the field of medicine.

Explaining Variation in How Classroom Communities Adapt the Practice of Scientific Argumentation

ERIC Educational Resources Information Center

Berland, Leema K.

2011-01-01

Research and practice has placed an increasing emphasis on aligning classroom practices with scientific practices such as scientific argumentation. In this paper, I explore 1 challenge associated with this goal by examining how existing classroom practices influence students' engagement in the practice of scientific argumentation. To do so, I…

Some Current Dimensions of the Behavioral Economics of Health-Related Behavior Change

PubMed Central

Bickel, Warren K.; Moody, Lara; Higgins, Stephen T.

2016-01-01

Health-related behaviors such as tobacco, alcohol and other substance use, poor diet and physical inactivity, and risky sexual practices are important targets for research and intervention. Health-related behaviors are especially pertinent targets in the United States, which lags behind most other developed nations on common markers of population health. In this essay we examine the application of behavioral economics, a scientific discipline that represents the intersection of economics and psychology, to the study and promotion of health-related behavior change. More specifically, we review what we consider to be some core dimensions of this discipline when applied to the study health-related behavior change. Behavioral economics (1) provides novel conceptual systems to inform scientific understanding of health behaviors, (2) translates scientific understanding into practical and effective behavior-change interventions, (3) leverages varied aspects of behavior change beyond increases or decreases in frequency, (4) recognizes and exploits trans-disease processes and interventions, and (5) leverages technology in efforts to maximize efficacy, cost effectiveness, and reach. These dimensions are overviewed and their implications for the future of the field discussed. PMID:27283095

Is the statistic value all we should care about in neuroimaging?

PubMed

Chen, Gang; Taylor, Paul A; Cox, Robert W

2017-02-15

Here we address an important issue that has been embedded within the neuroimaging community for a long time: the absence of effect estimates in results reporting in the literature. The statistic value itself, as a dimensionless measure, does not provide information on the biophysical interpretation of a study, and it certainly does not represent the whole picture of a study. Unfortunately, in contrast to standard practice in most scientific fields, effect (or amplitude) estimates are usually not provided in most results reporting in the current neuroimaging publications and presentations. Possible reasons underlying this general trend include (1) lack of general awareness, (2) software limitations, (3) inaccurate estimation of the BOLD response, and (4) poor modeling due to our relatively limited understanding of FMRI signal components. However, as we discuss here, such reporting damages the reliability and interpretability of the scientific findings themselves, and there is in fact no overwhelming reason for such a practice to persist. In order to promote meaningful interpretation, cross validation, reproducibility, meta and power analyses in neuroimaging, we strongly suggest that, as part of good scientific practice, effect estimates should be reported together with their corresponding statistic values. We provide several easily adaptable recommendations for facilitating this process. Published by Elsevier Inc.

Scientific Explanations: Characterizing and Evaluating the Effects of Teachers' Instructional Practices on Student Learning

ERIC Educational Resources Information Center

McNeill, Katherine L.; Krajcik, Joseph

2008-01-01

Teacher practices are essential for supporting students in scientific inquiry practices, such as the construction of scientific explanations. In this study, we examine what instructional practices teachers engage in when they introduce scientific explanation and whether these practices influence students' ability to construct scientific…

Evidence-Based Practice: a survey regarding behavior, knowledge, skills, resources, opinions and perceived barriers of Brazilian physical therapists from São Paulo state

PubMed Central

Silva, Tatiane M.; Costa, Lucíola C. M.; Costa, Leonardo O. P.

2015-01-01

BACKGROUND: Evidence-Based Practice (EBP) has been widely used by health professionals. However, no study in Brazil has investigated the data regarding the knowledge and difficulties related to EBP from a representative sample of physical therapists. OBJECTIVE: To identify behavior, knowledge, skills, resources, opinions and perceived barriers of Brazilian physical therapists from the state of São Paulo regarding EBP. METHOD: A customized questionnaire about behavior, knowledge, skills, resources, opinions and perceived barriers regarding EBP was sent by email to a sample of 490 physical therapists registered by the Registration Board of São Paulo, Brazil. Physical therapists who did not respond to the questionnaire were contacted by telephone and/or letter. The data were analyzed descriptively. RESULTS: The final response rate was 64.4% (316/490). Because 60 physical therapists were no longer practicing, 256 answers were analyzed. The physical therapists reported that they routinely read scientific papers (89.5%) as a resource for professional development, followed by continuing education courses (88.3%) and books (86.3%). Approximately 35% of the respondents reported a clear understanding of the implementation of research findings in their practice; approximately 37% reported no difficulties in critically appraising scientific papers; and 67.2% strongly agreed that EBP is important for their practice. The most commonly reported barriers were related to difficulties in obtaining full-text papers (80.1%), using EBP may represent higher cost (80.1%) and the language of publication of the papers (70.3%). CONCLUSION: Physical therapists from São Paulo state believe that they have knowledge and skills to use EBP. Although they have favorable opinions regarding its implementation, they still encounter difficulties in implementing EBP successfully. PMID:26443977

Evidence-Based Practice: a survey regarding behavior, knowledge, skills, resources, opinions and perceived barriers of Brazilian physical therapists from São Paulo state.

PubMed

Silva, Tatiane M; Costa, Lucíola C M; Costa, Leonardo O P

2015-01-01

Evidence-Based Practice (EBP) has been widely used by health professionals. However, no study in Brazil has investigated the data regarding the knowledge and difficulties related to EBP from a representative sample of physical therapists. To identify behavior, knowledge, skills, resources, opinions and perceived barriers of Brazilian physical therapists from the state of São Paulo regarding EBP. A customized questionnaire about behavior, knowledge, skills, resources, opinions and perceived barriers regarding EBP was sent by email to a sample of 490 physical therapists registered by the Registration Board of São Paulo, Brazil. Physical therapists who did not respond to the questionnaire were contacted by telephone and/or letter. The data were analyzed descriptively. The final response rate was 64.4% (316/490). Because 60 physical therapists were no longer practicing, 256 answers were analyzed. The physical therapists reported that they routinely read scientific papers (89.5%) as a resource for professional development, followed by continuing education courses (88.3%) and books (86.3%). Approximately 35% of the respondents reported a clear understanding of the implementation of research findings in their practice; approximately 37% reported no difficulties in critically appraising scientific papers; and 67.2% strongly agreed that EBP is important for their practice. The most commonly reported barriers were related to difficulties in obtaining full-text papers (80.1%), using EBP may represent higher cost (80.1%) and the language of publication of the papers (70.3%). Physical therapists from São Paulo state believe that they have knowledge and skills to use EBP. Although they have favorable opinions regarding its implementation, they still encounter difficulties in implementing EBP successfully.

Rationalism, Empiricism, and Evidence-Based Medicine: A Call for a New Galenic Synthesis.

PubMed

Webb, William M

2018-04-25

Thirty years after the rise of the evidence-based medicine (EBM) movement, formal training in philosophy remains poorly represented among medical students and their educators. In this paper, I argue that EBM’s reception in this context has resulted in a privileging of empiricism over rationalism in clinical reasoning with unintended consequences for medical practice. After a limited review of the history of medical epistemology, I argue that a solution to this problem can be found in the method of the 2nd-century Roman physician Galen, who brought empiricism and rationalism together in a synthesis anticipating the scientific method. Next, I review several of the problems that have been identified as resulting from a staunch commitment to empiricism in medical practice. Finally, I conclude that greater epistemological awareness in the medical community would precipitate a Galenic shift toward a more epistemically balanced, scientific approach to clinical research.

Scientists' conceptions of scientific inquiry: Revealing a private side of science

NASA Astrophysics Data System (ADS)

Reiff, Rebecca R.

Science educators, philosophers, and pre-service teachers have contributed to conceptualizing inquiry but missing from the inquiry forum is an in-depth research study concerning science faculty conceptions of scientific inquiry. The science education literature has tended to focus on certain aspects of doing, teaching, and understanding scientific inquiry without linking these concepts. As a result, conceptions of scientific inquiry have been disjointed and are seemingly unrelated. Furthermore, confusion surrounding the meaning of inquiry has been identified as a reason teachers are not using inquiry in instruction (Welch et al., 1981). Part of the confusion surrounding scientific inquiry is it has been defined differently depending on the context (Colburn, 2000; Lederman, 1998; Shymansky & Yore, 1980; Wilson & Koran, 1976). This lack of a common conception of scientific inquiry is the reason for the timely nature of this research. The result of scientific journeys is not to arrive at a stopping point or the final destination, but to refuel with questions to drive the pursuit of knowledge. A three-member research team conducted Interviews with science faculty members using a semi-structured interview protocol designed to probe the subject's conceptions of scientific inquiry. The participants represented a total of 52 science faculty members from nine science departments (anthropology, biology, chemistry, geology, geography, school of health, physical education and recreation (HPER), medical sciences, physics, and school of environmental science) at a large mid-western research university. The method of analysis used by the team was grounded theory (Strauss & Corbin, 1990; Glaser & Strauss, 1967), in which case the frequency of concepts, patterns, and themes were coded to categorize scientists' conceptions of scientific inquiry. The results from this study address the following components: understanding and doing scientific inquiry, attributes of scientists engaged in inquiry investigations, the relationship of scientific inquiry to the nature of science, whether the process of scientific inquiry follows the traditional scientific method, and the similarities and differences in conceptualizations of scientific inquiry across science disciplines. These findings represent a private side of science, which can be useful in characterizing key features of scientific inquiry to be incorporated into K--16 teaching practices.

"Here the Scientists Explain What I Said." Coordination Practices Elicited during the Enactment of the Results and Discussion Sections of Adapted Primary Literature

ERIC Educational Resources Information Center

Falk, Hedda; Yarden, Anat

2009-01-01

Adapted primary literature (APL) is a novel text genre that retains the authentic characteristics of primary literature. Learning through APL represents an educational intervention with an authentic scientific context. In this case study, we analyzed the 80-min discourse developed during the enactment of an article from an APL-based curriculum in…

The Role of Visual Representations in Scientific Practices: From Conceptual Understanding and Knowledge Generation to 'Seeing' How Science Works

ERIC Educational Resources Information Center

Evagorou, Maria; Erduran, Sibel; Mäntylä, Terhi

2015-01-01

Background: The use of visual representations (i.e., photographs, diagrams, models) has been part of science, and their use makes it possible for scientists to interact with and represent complex phenomena, not observable in other ways. Despite a wealth of research in science education on visual representations, the emphasis of such research has…

Learning to "see" sound: An investigation into the intellectual and linguistic resources that urban middle school African American boys utilize in the practice of representing sound transmission

NASA Astrophysics Data System (ADS)

Wright, Christopher G.

2011-12-01

This research examines the intellectual and linguistic resources that a group of African American boys brought to the study of the science of sound and the practice of representation. By taking a resource-rich view of the boys' linguistic and representational practices, my objective is to investigate children's abilities in producing, using, critiquing, and modifying representations. Specifically, this research looks to explore and identify the varieties of resources that African American boys utilize in developing scientific understanding. Using transcripts from group sessions, as well as the drawings produced during these sessions, I utilized a combination of discourse analysis to explore the boys' linguistic interactions during the critique of drawings with a focus on the boys' manipulation of line segments in order to explore their representational competencies. Analysis of the transcripts and the boys' drawings revealed several important findings. First, elements of Signifying were instrumental in the group's collective exploration of each other's drawings, and the ideas of sound transmission being represented in the drawings. Thus, I found that the boys' use of Signifying was key to their engagement win the practice of critique. Second, the boys' ideas regarding sound transmission were not fixed, stable misconceptions that could be "fixed" through instruction. Instead, I believe that their explanations and drawings were generated from a web of ideas regarding sound transmission. Lastly, the boys exhibited a form of meta-representational competency that included the production, modification, and manipulation of notations used to represent sound transmission. Despite this competency, the negotiation process necessary in constructing meaning of a drawing highlighted the complexities in developing a conventional understanding or meaning for representations. Additional research is necessary for exploring the intellectual and lingustic resources that children from communities of color bring to the science classroom. The objective of this research was not to highlight a single intellectual and linguistic resource that educators and educational researchers could expect to witness when working with African American boys. Instead, the objective was to highlight an approach to teaching and learning that investigated and highlighted the resources that children from communities of color have developed within their communities and from their varied life experiences that may be conducive to scientific exploration and language. Recognizing that all children bring a variety of resources that can be utilized and further developed in order to expand their understandings of scientific concepts or a representational practices must be continually explored if we are to begin the process of addressing inequitable access to science opportunities.

Is it all in the game? Flow experience and scientific practices during an INPLACE mobile game

NASA Astrophysics Data System (ADS)

Bressler, Denise M.

Mobile science learning games show promise for promoting scientific practices and high engagement. Researchers have quantified this engagement according to flow theory. Using an embedded mixed methods design, this study investigated whether an INPLACE mobile game promotes flow experience, scientific practices, and effective team collaboration. Students playing the game (n=59) were compared with students in a business-as-usual control activity (n=120). Using an open-ended instrument designed to measure scientific practices and a self-report flow survey, this study empirically assessed flow and learner's scientific practices. The game players had significantly higher levels of flow and scientific practices. Using a multiple case study approach, collaboration among game teams (n=3 teams) were qualitatively compared with control teams (n=3 teams). Game teams revealed not only higher levels of scientific practices but also higher levels of engaged responses and communal language. Control teams revealed lower levels of scientific practice along with higher levels of rejecting responses and command language. Implications for these findings are discussed.

[Nursing care perspectives and foresights

PubMed

Lecordier, Didier; Jovic, Ljiljana

2016-12-01

As a continuation of its work and of the seminar on nursing sciences education in 2014, the “Association de recherche en soins infirmiers” (Arsi) organized a seminar on the 3rd and-4th of June 2016 in Nantes entitled : “nursing : perspectives and foresights”. More than fifty participants from the francophone area representing various sectors of practice : clinical, teaching, management and students gathered to debate and produce benchmarks to support the development of nursing sciences in France and to draw future directions for clinical practice and training. The successive sessions made it possible to reflect, to confront opinions, to make proposals and to identify the terms of the problematic of care and nursing knowledge today and the methodological elements relating to foresight. At the end of this very creative seminar, new avenues of reflection emerged shifting our usual look at the nurse profession. Orientations for training and practice have been defined with different stakes depending on the level of training and professional commitment. The strong links between professional, scientific and academic discipline have also been clarified, highlighting the importance to hold a high theoretical and scientific requirement, rigorous clinical practice, strong professional commitment and effective leadership.

Using scientific evidence to improve information practice.

PubMed

Bradley, J; Marshall, J G

1995-09-01

The recent policy statement of the Medical Library Association (MLA) takes the position that scientific evidence is the basis for improving the quality of library and information sciences now and in the future. Research activity is seen as the foundation of an evolving knowledge base for the profession--a knowledge base that will set health sciences librarians apart from others in an increasingly competitive world of information service providers. The statement represents the culmination of many years of activity by association members, during which the role of research in health information practice has been debated. Over a similar time period, the quality movement, with its increasing demand for the collection and use of data, has been growing. Developments such as total quality management (TQM) and continuous quality improvement (CQI) reinforce the centrality of research with its increasing demand for the collection and use of data, has been growing. Developments such as total quality management (TQM) and continuous quality improvement (CQI) reinforce the centrality of research and its relationship to efficient and effective information practice as envisioned in the MLA policy statement.

Arctic indigenous peoples as representations and representatives of climate change.

PubMed

Martello, Marybeth Long

2008-06-01

Recent scientific findings, as presented in the Arctic Climate Impact Assessment (ACIA), indicate that climate change in the Arctic is happening now, at a faster rate than elsewhere in the world, and with major implications for peoples of the Arctic (especially indigenous peoples) and the rest of the planet. This paper examines scientific and political representations of Arctic indigenous peoples that have been central to the production and articulation of these claims. ACIA employs novel forms and strategies of representation that reflect changing conceptual models and practices of global change science and depict indigenous peoples as expert, exotic, and at-risk. These portrayals emerge alongside the growing political activism of Arctic indigenous peoples who present themselves as representatives or embodiments of climate change itself as they advocate for climate change mitigation policies. These mutually constitutive forms of representation suggest that scientific ways of seeing the global environment shape and are shaped by the public image and voice of global citizens. Likewise, the authority, credibility, and visibility of Arctic indigenous activists derive, in part, from their status as at-risk experts, a status buttressed by new scientific frameworks and methods that recognize and rely on the local experiences and knowledges of indigenous peoples. Analyses of these relationships linking scientific and political representations of Arctic climate change build upon science and technology studies (STS) scholarship on visualization, challenge conventional notions of globalization, and raise questions about power and accountability in global climate change research.

Routines, roles, and responsibilities for aligning scientific and classroom practices

NASA Astrophysics Data System (ADS)

Ford, Michael J.; Wargo, Brian M.

2007-01-01

Reform efforts in science education have focused on engaging students in authentic scientific practices. For these efforts to succeed, detailed articulations of scientific practice need to be linked to understandings of classroom practice. Here we characterize engagement in practice generally in terms of 3Rs: routines, roles, and responsibilities. We argue that there is a misalignment between the 3Rs of scientific practice and the practices common in classrooms, and that this misalignment poses a considerable obstacle for beginning teachers who attempt to implement reform pedagogy. As part of a secondary methods course, 16 preservice teachers (PSTs) participated in two exemplar activities designed to engage them in scientific practices. The PST performances suggest that at least initially, they did not consider authentic scientific practices appropriate for classroom activities, implying a pedagogical repertoire dominated by the 3Rs of traditional classrooms. PST performances, however, evidenced a shift in the 3Rs from those common in classrooms to those required by these activities, suggesting that their visions for classrooms are malleable and underlining the importance of aligning the 3Rs of scientific and classroom practices during teacher preparation.

There is no ``I'' in referee: Why referees should be anonymous

NASA Astrophysics Data System (ADS)

Ucko, Daniel

2015-03-01

From the early days of modern science, it has been recognized that scientific claims must be verified by someone who is not the maker of those claims, and who furthermore has no stake in the matter. In other words, claims need to be evaluated objectively, by the community. The way in which this tends to be done is by peer review conducted by journals. Peer review as currently practiced touches on the themes of trust, where the trust is in institutions and procedures that emerge from expert communities. The practice of peer review is viewed as a citizenly duty of scientists in the scientific community, because all scientists take turns serving either as authors, referees, and editors in the peer review process We lack the resources to have a work evaluated by the entire community, so we substitute with a representative. Yet, in most examples of scientific review, the referee or referees are anonymous. This question is particularly important when the peer review process is brought to bear in order to evaluate matters beyond scientific validity, more ``subjective'' criteria such as relative importance, broadness of interest - criteria that do not appear to have an objective standard of comparison and validation. I will show that the anonymity of referees, far from endangering this trust, actually strengthens it. I will show that this anonymity is crucial in order to maintain any objectivity in scientific peer review, and why authors should not try to unmask the referee. Also at American Physical Society (APS).

Establishing best practise in the application of expert review of mutagenicity under ICH M7.

PubMed

Barber, Chris; Amberg, Alexander; Custer, Laura; Dobo, Krista L; Glowienke, Susanne; Van Gompel, Jacky; Gutsell, Steve; Harvey, Jim; Honma, Masamitsu; Kenyon, Michelle O; Kruhlak, Naomi; Muster, Wolfgang; Stavitskaya, Lidiya; Teasdale, Andrew; Vessey, Jonathan; Wichard, Joerg

2015-10-01

The ICH M7 guidelines for the assessment and control of DNA reactive (mutagenic) impurities in pharmaceuticals allows for the consideration of in silico predictions in place of in vitro studies. This represents a significant advance in the acceptance of (Q)SAR models and has resulted from positive interactions between modellers, regulatory agencies and industry with a shared purpose of developing effective processes to minimise risk. This paper discusses key scientific principles that should be applied when evaluating in silico predictions with a focus on accuracy and scientific rigour that will support a consistent and practical route to regulatory submission. Copyright © 2015 Elsevier Inc. All rights reserved.

Some current dimensions of the behavioral economics of health-related behavior change.

PubMed

Bickel, Warren K; Moody, Lara; Higgins, Stephen T

2016-11-01

Health-related behaviors such as tobacco, alcohol and other substance use, poor diet and physical inactivity, and risky sexual practices are important targets for research and intervention. Health-related behaviors are especially pertinent targets in the United States, which lags behind most other developed nations on common markers of population health. In this essay we examine the application of behavioral economics, a scientific discipline that represents the intersection of economics and psychology, to the study and promotion of health-related behavior change. More specifically, we review what we consider to be some core dimensions of this discipline when applied to the study health-related behavior change. Behavioral economics (1) provides novel conceptual systems to inform scientific understanding of health behaviors, (2) translates scientific understanding into practical and effective behavior-change interventions, (3) leverages varied aspects of behavior change beyond increases or decreases in frequency, (4) recognizes and exploits trans-disease processes and interventions, and (5) leverages technology in efforts to maximize efficacy, cost effectiveness, and reach. These dimensions are overviewed and their implications for the future of the field discussed. Copyright © 2016 Elsevier Inc. All rights reserved.

Report on Automated Semantic Analysis of Scientific and Engineering Codes

NASA Technical Reports Server (NTRS)

Stewart. Maark E. M.; Follen, Greg (Technical Monitor)

2001-01-01

The loss of the Mars Climate Orbiter due to a software error reveals what insiders know: software development is difficult and risky because, in part, current practices do not readily handle the complex details of software. Yet, for scientific software development the MCO mishap represents the tip of the iceberg; few errors are so public, and many errors are avoided with a combination of expertise, care, and testing during development and modification. Further, this effort consumes valuable time and resources even when hardware costs and execution time continually decrease. Software development could use better tools! This lack of tools has motivated the semantic analysis work explained in this report. However, this work has a distinguishing emphasis; the tool focuses on automated recognition of the fundamental mathematical and physical meaning of scientific code. Further, its comprehension is measured by quantitatively evaluating overall recognition with practical codes. This emphasis is necessary if software errors-like the MCO error-are to be quickly and inexpensively avoided in the future. This report evaluates the progress made with this problem. It presents recommendations, describes the approach, the tool's status, the challenges, related research, and a development strategy.

The unbearable emptiness of tweeting—About journal articles

PubMed Central

Costas, Rodrigo; Isett, Kimberley; Melkers, Julia; Hicks, Diana

2017-01-01

Enthusiasm for using Twitter as a source of data in the social sciences extends to measuring the impact of research with Twitter data being a key component in the new altmetrics approach. In this paper, we examine tweets containing links to research articles in the field of dentistry to assess the extent to which tweeting about scientific papers signifies engagement with, attention to, or consumption of scientific literature. The main goal is to better comprehend the role Twitter plays in scholarly communication and the potential value of tweet counts as traces of broader engagement with scientific literature. In particular, the pattern of tweeting to the top ten most tweeted scientific dental articles and of tweeting by accounts is examined. The ideal that tweeting about scholarly articles represents curating and informing about state-of-the-art appears not to be realized in practice. We see much presumably human tweeting almost entirely mechanical and devoid of original thought, no evidence of conversation, tweets generated by monomania, duplicate tweeting from many accounts under centralized professional management and tweets generated by bots. Some accounts exemplify the ideal, but they represent less than 10% of tweets. Therefore, any conclusions drawn from twitter data is swamped by the mechanical nature of the bulk of tweeting behavior. In light of these results, we discuss the compatibility of Twitter with the research enterprise as well as some of the financial incentives behind these patterns. PMID:28837664

The unbearable emptiness of tweeting-About journal articles.

PubMed

Robinson-Garcia, Nicolas; Costas, Rodrigo; Isett, Kimberley; Melkers, Julia; Hicks, Diana

2017-01-01

Enthusiasm for using Twitter as a source of data in the social sciences extends to measuring the impact of research with Twitter data being a key component in the new altmetrics approach. In this paper, we examine tweets containing links to research articles in the field of dentistry to assess the extent to which tweeting about scientific papers signifies engagement with, attention to, or consumption of scientific literature. The main goal is to better comprehend the role Twitter plays in scholarly communication and the potential value of tweet counts as traces of broader engagement with scientific literature. In particular, the pattern of tweeting to the top ten most tweeted scientific dental articles and of tweeting by accounts is examined. The ideal that tweeting about scholarly articles represents curating and informing about state-of-the-art appears not to be realized in practice. We see much presumably human tweeting almost entirely mechanical and devoid of original thought, no evidence of conversation, tweets generated by monomania, duplicate tweeting from many accounts under centralized professional management and tweets generated by bots. Some accounts exemplify the ideal, but they represent less than 10% of tweets. Therefore, any conclusions drawn from twitter data is swamped by the mechanical nature of the bulk of tweeting behavior. In light of these results, we discuss the compatibility of Twitter with the research enterprise as well as some of the financial incentives behind these patterns.

Gender equity and equality on Korean student scientists: A life history narrative study

NASA Astrophysics Data System (ADS)

Hur, Changsoo

Much research, including that by Koreans (e.g., Mo, 1999), agrees on two major points relating to the inequitable and unequal condition of women in the scientific community: (1) the fact that the under-representation of women in the scientific community has been taken for granted for years (e.g., Rathgeber, 1998), and (2) documenting women's lives has been largely excluded in women's studies (e.g., Sutton, 1998). The basis for the design of this study relates to the aforementioned observations. This study addresses two major research questions: how do social stereotypes exist in terms of gender equity and equality in the South Korean scientific and educational fields, and how do these stereotypes influence women and men's socializations, in terms of gender equity and equality, in the South Korean scientific and educational fields? To investigate the research questions, this qualitative study utilizes a life history narrative approach in examining various theoretical perspectives, such as critical theory, post-structuralism, and postmodernism. Through the participants' perceptions and experiences in the scientific community and in South Korean society, this study fords gendered stereotypes, practices, and socializations in school, family, and the scientific community. These findings demonstrate asymmetric gendered structures in South Korea. Moreover, with the comparison among male and female participants, this study shows how they perceive and experience differently in school, family, and the scientific community. This study attempts to understand the South Korean scientific community as represented by four student scientists through social structures. Education appears to function significantly as an hegemonic power in conveying legitimating ideologies. This process reproduces man-centered social structures, especially in the scientific community. This suggests that to emancipate women's under-representations in the scientific community, educational administrators and teachers should carefully consider gendered practices, stereotypes, and socialization in science classes. There have been significant findings of educative authenticity criteria (Guba & Lincoln, 1989) that stimulate the needs of future studies on gender, especially women in the scientific community in general and, more specifically, in South Korea. These findings suggest the importance of active involvement by women participants to enhance a more detailed examination, by women's studies, of the scientific community.

Engaging Pre-Service Teachers to Teach Science Contextually with Scientific Approach Instructional Video

NASA Astrophysics Data System (ADS)

Susantini, E.; Kurniasari, I.; Fauziah, A. N. M.; Prastowo, T.; Kholiq, A.; Rosdiana, L.

2018-01-01

Contextual teaching and learning/CTL presents new concepts in real-life experiences and situations where students can find out the meaningful relationship between abstract ideas and practical applications. Implementing contextual teaching by using scientific approach will foster teachers to find the constructive ways of delivering and organizing science content. This research developed an instructional video that represented a modeling of using a scientific approach in CTL. The aim of this research are to engage pre-service teachers in learning how to teach CTL and to show how pre-service teachers’ responses about learning how to teach CTL using an instructional video. The subjects of this research were ten pre-service teachers in Department of Natural Sciences, Universitas Negeri Surabaya, Indonesia. All subjects observed the instructional video which demonstrated contextual teaching and learning combined with the scientific approach as they completed a worksheet to analyze the video content. The results showed that pre-service teachers could learn to teach contextually as well as applying the scientific approach in science classroom through a modeling in the instructional video. They also responded that the instructional video could help them to learn to teach each component contextual teaching as well as scientific approach.

MOMENTS OF UNCERTAINTY: ETHICAL CONSIDERATIONS AND EMERGING CONTAMINANTS

PubMed Central

Cordner, Alissa; Brown, Phil

2013-01-01

Science on emerging environmental health threats involves numerous ethical concerns related to scientific uncertainty about conducting, interpreting, communicating, and acting upon research findings, but the connections between ethical decision making and scientific uncertainty are under-studied in sociology. Under conditions of scientific uncertainty, researcher conduct is not fully prescribed by formal ethical codes of conduct, increasing the importance of ethical reflection by researchers, conflicts over research conduct, and reliance on informal ethical standards. This paper draws on in-depth interviews with scientists, regulators, activists, industry representatives, and fire safety experts to explore ethical considerations of moments of uncertainty using a case study of flame retardants, chemicals widely used in consumer products with potential negative health and environmental impacts. We focus on the uncertainty that arises in measuring people’s exposure to these chemicals through testing of their personal environments or bodies. We identify four sources of ethical concerns relevant to scientific uncertainty: 1) choosing research questions or methods, 2) interpreting scientific results, 3) communicating results to multiple publics, and 4) applying results for policy-making. This research offers lessons about professional conduct under conditions of uncertainty, ethical research practice, democratization of scientific knowledge, and science’s impact on policy. PMID:24249964

Unnecessary overuse. Study of "inadvisable practices" for patients with atrial fibrillation.

PubMed

Ortiz, M M; Llamas, P; Sanmartín, M; Egido, J A; Del Toro, J; Egocheaga, M I; Estévez, M S; Navarro, I M; Mira, J J

2017-05-01

To identify overuse (diagnostic, therapeutic and self-care practices that represent risks that outweigh the potential benefits) in patients with atrial fibrillation. The study was based on qualitative research techniques. Using the "Metaplan" technique, we identified and ordered potentially inappropriate, ineffective and inefficient practices. By means of a consensus conference, we then established a number of "inadvisable practice" measures (relatively common practices that should be eliminated based on the scientific evidence or clinical experience). Professionals from the specialties of cardiology, haematology, neurology, internal medicine, family medicine and nursing participated in the consensus. We developed a catalogue of 19 "inadvisable practices" related to the diagnosis, treatment and care of anticoagulated patients that were inappropriate, had questionable effectiveness or were ineffective, as well as 13 beliefs or behaviours for anticoagulated patients that could result in injury or were useless or inefficient. The "inadvisable practices" approach helps identify practices that represent greater risks than benefits for patients. It seems appropriate to include algorithms in the clinical decision-making support systems that consider this information for the diagnosis, treatment and for home care. For this last case, recommendations have also been prepared that define specific contents for the healthcare education of these patients. Copyright © 2017 Elsevier España, S.L.U. and Sociedad Española de Medicina Interna (SEMI). All rights reserved.

Studies in Historical Replication in Psychology VII: The Relative Utility of ``Ancestor Analysis'' from Scientific and Educational Vantages

NASA Astrophysics Data System (ADS)

Ranney, Michael Andrew

2008-05-01

This article discusses, from various vantages, Ryan Tweney’s (this issue) pedagogical technique of employing historical replications of psychological experiments with graduate students in psychology. A prima facie perspective suggests great promise for this sort of academic “ancestor analysis,” particularly given the enthusiasm and skill represented in the activities that culminated in the replicators’ articles. It is suggested that such activities might be enhanced by requiring a contextualization that makes contact with more modern psychological research—particularly regarding expositions of the replications. From a scientific/cognitive methods perspective, the original experimenters’ inexplicit, ambiguous, descriptions provide both challenges and opportunities for students seeking to improve their understandings of their field. Three practical questions are posed herein regarding the general utility of this—or any—proposed instructional intervention. Ultimately, determining and integrating the diverse objectives that essential stakeholders have in graduate psychological training represent critical prerequisites in comprehensively assessing the relative advantages of such historical replications with respect to alternative experiences.

Science and Pseudoscience in Medicine: Evidence-Based vs. Evidence-Biased Medicine.

PubMed

Jakovljević, Miro; Ostojić, Ljerka

2016-12-01

The concept of evidence-based medicine (EBM), as the highest standard of health care, came into existence in 1990s to promote a systematic approach to helping clinicians in their practice to be guided by the best available scientific evidence. However, there has been an increasing number of warning reports that in modern research, misrepresented, false and unuseful findings may be the majority or even the vast majority of published research claims In spite of the huge scientific progress, pseudoscience and associated evidence biased medicine represent a serious threat to the concept of the EBM. Effective education in medicine, proper research motivation, sound systems and creative thinking and culture of scientific dialogue may significantly contribute to better science and evidence-based medicine. The seven key words of good science, research and publishing are: integrity, motivation, capacity, understanding, knowledge, experience, and creativity.

CI-Miner: A Semantic Methodology to Integrate Scientists, Data and Documents through the Use of Cyber-Infrastructure

NASA Astrophysics Data System (ADS)

Pinheiro da Silva, P.; CyberShARE Center of Excellence

2011-12-01

Scientists today face the challenge of rethinking the manner in which they document and make available their processes and data in an international cyber-infrastructure of shared resources. Some relevant examples of new scientific practices in the realm of computational and data extraction sciences include: large scale data discovery; data integration; data sharing across distinct scientific domains, systematic management of trust and uncertainty; and comprehensive support for explaining processes and results. This talk introduces CI-Miner - an innovative hands-on, open-source, community-driven methodology to integrate these new scientific practices. It has been developed in collaboration with scientists, with the purpose of capturing, storing and retrieving knowledge about scientific processes and their products, thereby further supporting a new generation of science techniques based on data exploration. CI-Miner uses semantic annotations in the form of W3C Ontology Web Language-based ontologies and Proof Markup Language (PML)-based provenance to represent knowledge. This methodology specializes in general-purpose ontologies, projected into workflow-driven ontologies(WDOs) and into semantic abstract workflows (SAWs). Provenance in PML is CI-Miner's integrative component, which allows scientists to retrieve and reason with the knowledge represented in these new semantic documents. It serves additionally as a platform to share such collected knowledge with the scientific community participating in the international cyber-infrastructure. The integrated semantic documents that are tailored for the use of human epistemic agents may also be utilized by machine epistemic agents, since the documents are based on W3C Resource Description Framework (RDF) notation. This talk is grounded upon interdisciplinary lessons learned through the use of CI-Miner in support of government-funded national and international cyber-infrastructure initiatives in the areas of geo-sciences (NSF-GEON and NSF-EarthScope), environmental sciences (CEON, NSF NEON, NSF-LTER and DOE-Ameri-Flux), and solar physics (VSTO and NSF-SPCDIS). The discussion on provenance is based on the use of PML in support of projects in collaboration with government organizations (DARPA, ARDA, NSF, DHS and DOE), research organizations (NCAR and PNNL), and industries (IBM and SRI International).

Development of clinical practice guidelines.

PubMed

Hollon, Steven D; Areán, Patricia A; Craske, Michelle G; Crawford, Kermit A; Kivlahan, Daniel R; Magnavita, Jeffrey J; Ollendick, Thomas H; Sexton, Thomas L; Spring, Bonnie; Bufka, Lynn F; Galper, Daniel I; Kurtzman, Howard

2014-01-01

Clinical practice guidelines (CPGs) are intended to improve mental, behavioral, and physical health by promoting clinical practices that are based on the best available evidence. The American Psychological Association (APA) is committed to generating patient-focused CPGs that are scientifically sound, clinically useful, and informative for psychologists, other health professionals, training programs, policy makers, and the public. The Institute of Medicine (IOM) 2011 standards for generating CPGs represent current best practices in the field. These standards involve multidisciplinary guideline development panels charged with generating recommendations based on comprehensive systematic reviews of the evidence. The IOM standards will guide the APA as it generates CPGs that can be used to inform the general public and the practice community regarding the benefits and harms of various treatment options. CPG recommendations are advisory rather than compulsory. When used appropriately, high-quality guidelines can facilitate shared decision making and identify gaps in knowledge.

Guiding students towards sensemaking: teacher questions focused on integrating scientific practices with science content

NASA Astrophysics Data System (ADS)

Benedict-Chambers, Amanda; Kademian, Sylvie M.; Davis, Elizabeth A.; Palincsar, Annemarie Sullivan

2017-10-01

Science education reforms articulate a vision of ambitious science teaching where teachers engage students in sensemaking discussions and emphasise the integration of scientific practices with science content. Learning to teach in this way is complex, and there are few examples of sensemaking discussions in schools where textbook lessons and teacher-directed discussions are the norm. The purpose of this study was to characterise the questioning practices of an experienced teacher who taught a curricular unit enhanced with educative features that emphasised students' engagement in scientific practices integrated with science content. Analyses indicated the teacher asked four types of questions: explication questions, explanation questions, science concept questions, and scientific practice questions, and she used three questioning patterns including: (1) focusing students on scientific practices, which involved a sequence of questions to turn students back to the scientific practice; (2) supporting students in naming observed phenomena, which involved a sequence of questions to help students use scientific language; and (3) guiding students in sensemaking, which involved a sequence of questions to help students learn about scientific practices, describe evidence, and develop explanations. Although many of the discussions in this study were not yet student-centred, they provide an image of a teacher asking specific questions that move students towards reform-oriented instruction. Implications for classroom practice are discussed and recommendations for future research are provided.

Applying the Scientific Method of Cybersecurity Research

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

Tardiff, Mark F.; Bonheyo, George T.; Cort, Katherine A.

The cyber environment has rapidly evolved from a curiosity to an essential component of the contemporary world. As the cyber environment has expanded and become more complex, so have the nature of adversaries and styles of attacks. Today, cyber incidents are an expected part of life. As a result, cybersecurity research emerged to address adversarial attacks interfering with or preventing normal cyber activities. Historical response to cybersecurity attacks is heavily skewed to tactical responses with an emphasis on rapid recovery. While threat mitigation is important and can be time critical, a knowledge gap exists with respect to developing the sciencemore » of cybersecurity. Such a science will enable the development and testing of theories that lead to understanding the broad sweep of cyber threats and the ability to assess trade-offs in sustaining network missions while mitigating attacks. The Asymmetric Resilient Cybersecurity Initiative at Pacific Northwest National Laboratory is a multi-year, multi-million dollar investment to develop approaches for shifting the advantage to the defender and sustaining the operability of systems under attack. The initiative established a Science Council to focus attention on the research process for cybersecurity. The Council shares science practices, critiques research plans, and aids in documenting and reporting reproducible research results. The Council members represent ecology, economics, statistics, physics, computational chemistry, microbiology and genetics, and geochemistry. This paper reports the initial work of the Science Council to implement the scientific method in cybersecurity research. The second section describes the scientific method. The third section in this paper discusses scientific practices for cybersecurity research. Section four describes initial impacts of applying the science practices to cybersecurity research.« less

Simplistic and complex thought in medicine: the rationale for a person-centered care model as a medical revolution

PubMed Central

Reach, Gérard

2016-01-01

According to the concept developed by Thomas Kuhn, a scientific revolution occurs when scientists encounter a crisis due to the observation of anomalies that cannot be explained by the generally accepted paradigm within which scientific progress has thereto been made: a scientific revolution can therefore be described as a change in paradigm aimed at solving a crisis. Described herein is an application of this concept to the medical realm, starting from the reflection that during the past decades, the medical community has encountered two anomalies that, by their frequency and consequences, represent a crisis in the system, as they deeply jeopardize the efficiency of care: nonadherence of patients who do not follow the prescriptions of their doctors, and clinical inertia of doctors who do not comply with good practice guidelines. It is proposed that these phenomena are caused by a contrast between, on the one hand, the complex thought of patients and doctors that sometimes escapes rationalization, and on the other hand, the simplification imposed by the current paradigm of medicine dominated by the technical rationality of evidence-based medicine. It is suggested therefore that this crisis must provoke a change in paradigm, inventing a new model of care defined by an ability to take again into account, on an individual basis, the complex thought of patients and doctors. If this overall analysis is correct, such a person-centered care model should represent a solution to the two problems of patients’ nonadherence and doctors’ clinical inertia, as it tackles their cause. These considerations may have important implications for the teaching and the practice of medicine. PMID:27103790

Regulatory framework in assisted reproductive technologies, relevance and main issues.

PubMed

Merlet, Françoise

2009-01-01

Assisted reproductive technologies (ART) have changed life for the past 25 years and many ethical and social issues have emerged following this new method of conception. In order to protect individuals against scientific and ethical abuses without inhibiting scientific progress, a specific legal framework is necessary. The first French law on Bioethics was voted after an extensive debate in 1994 then reviewed in 2004. This review previously scheduled every five years is currently being discussed. Legal provisions applying to ART are part of a large framework including the protection of the patients' rights and biomedical research. The key principles consist of respect for human life and ban on commercial practices of human body parts, eugenic practices and any kind of cloning. These key principles apply to ART. Donation is anonymous and free. Created in 2004, the Agence de la biomédecine is a government agency and one of the main tools of the French regulations. The missions focus on improving the quality and the safety of the management of ART. Evaluation of activities is available to all from the annual report. The agency represents the French competent authority for medical and scientific aspects of ART. Substantial differences in European legislations exist from the open-up "laissez faire" to the most restrictive one. As a consequence a large reproductive tourism has developed particularly for egg donation or surrogacy. The medical and ethical conditions of management of patients and donors represent the main critical points. In order to avoid ethical abuses, homogenization regarding the key principles is necessary in Europe. It is an opportunity to reassert that human body parts should not be a source of financial gain.

[Mental health: an identification of new directions walking in Archie Cochrane footsteps].

PubMed

Tansella, Michele

2006-10-01

New borders and promising new directions in scientific fields are often difficult to identify and define. This paper attempts to it so in relation to recent developments and new research evidence in mental health, recognizing that this exercise may be biased by many factors, including: the author's own perspective, professional background and research training and the always present dialectic between the analysis of the past and the attraction of the future. A good starting point is the ground-breaking work by Sir Archibald Cochrane. He recommended to adopt a rigorous and continuous evaluation of clinical practice and protocols, promoting well designed clinical research and the use of scientific methods. This evidence-based approach should also be used in mental health. High quality research, continuous education and good clinical practice, incorporating the results of scientific experiments and observations, represent the approach that ensures an improvement in care provision and patient satisfaction. Currently, mental health care is still too "opinion oriented", due to the over emphasis placed on personal experience and traditional approaches by many psychiatrists. In this paper some of the most promising recent results in psychosocial research, psychopharmacological studies and genetics, as well as in neuroimaging studies, are briefly summarised. From a pragmatic point of view, it is possible to achieve a significant improvement in the quality of mental health care if the following procedure is followed: firstly, to start from solid evidence; secondly, to promote the wide implementation of evidence-based research into every day practice; thirdly, to ensure that administrators and policy makers incorporate the available scientific evidence in the planning and evaluating services and mental health systems of care. The integration between research, education and practice remains the hardest border to cross, yet the achievement of it holds the greatest promise for better mental health care in the future.

Using Communication Technology to Facilitate Scientific Literacy: A Framework for Engaged Learning

NASA Astrophysics Data System (ADS)

VanBuskirk, Shireen Adele

The purpose of this research project is to describe how existing communication technologies are used to foster scientific literacy for secondary students. This study develops a new framework as an analytic tool to categorize the activities of teachers and students involved in scientific literacy to describe what elements of scientific literacy are facilitated by such technologies. Four case studies are analyzed using the framework to describe the scientific literacy initiatives. Data collection at each site included interviews with the teacher, student focus groups, student surveys, and classroom observations. Qualitative analysis of the data provided insight into the learning activities and student experiences in the four cases. This study intentionally provides a platform for student voice. Very few previous empirical studies in the area of scientific literacy include the student experience. This represents a significant gap in the current literature on scientific literacy. An interpretation of scientific literacy that promotes student engagement, interaction, and initiative corresponds to a need to listen to students' perspectives on these experiences. Findings of the study indicated that the classroom activities depended on the teacher's philosophy regarding scientific literacy. Communication technology was ubiquitous; where the teacher did not initiate the use of social media in the classroom, the students did. The goal of supporting scientific literacy in students is an objective that extends beyond the boundaries of classroom walls, and it can be facilitated by technologies that seem both abundant and underutilized. Technology-enhanced pedagogy altered the classroom practices and resulted in more student participation and engagement.

Captain America, Tuskegee, Belmont, and Righteous Guinea Pigs: Considering Scientific Ethics through Official and Subaltern Perspectives

NASA Astrophysics Data System (ADS)

Weinstein, Matthew

2008-09-01

With an eye towards a potential scientific ethics curriculum, this paper examines four contrasting discourses regarding the ethics of using human subjects in science. The first two represent official statements regarding ethics. These include the U.S.’s National Science Education Standards, that identify ethics with a professional code, and the Belmont Report, that conceptualizes ethics in three principles to guide research oversight boards. Contrasting this view of ethics as decorum and practice in line with a priori principles is the conception of ethics from unofficial sources representing populations who have been human subjects. The first counter-discourse examined comes from Guinea Pig Zero, an underground magazine for professional human subjects. Here ethics emerges as a question of politics over principle. The good behavior of the doctors and researchers is an effect of the politics and agency of the communities that supply science with subjects. The second counter-discourse is a comic book called Truth, which tells the story of Black soldiers who were used as guinea pigs in World War II. Ethics is both more political and more uncertain in this narrative. Science is portrayed as complicit with the racism of NAZI Germany; at the same time, and in contrast to the professional guinea pigs, neither agency nor politics are presented as effective tools for forcing the ethical conduct of the scientific establishment. The conclusion examines the value of presenting all of these views of scientific ethics in science education.

Research on Evaluation of Chinese Students' Competence in Written Scientific Argumentation in the Context of Chemistry

ERIC Educational Resources Information Center

Deng, Yang; Wang, Houxiong

2017-01-01

Attending to practice has become a significant topic in science education today. As scientific argumentation is a typical form of scientific practice as well as an important educational practice, more and more attention has been paid to it by science education researchers. Evaluating students' competence in scientific argumentation is one of the…

Discovering Plate Boundaries in Data-integrated Environments: Preservice Teachers' Conceptualization and Implementation of Scientific Practices

NASA Astrophysics Data System (ADS)

Sezen-Barrie, Asli; Moore, Joel; Roig, Cara E.

2015-08-01

Drawn from the norms and rules of their fields, scientists use variety of practices, such as asking questions and arguing based on evidence, to engage in research that will contribute to our understanding of Earth and beyond. In this study, we explore how preservice teachers' learn to teach scientific practices while teaching plate tectonic theory. In particular, our aim is to observe which scientific practices preservice teachers use while teaching an earth science unit, how do they integrate these practices into their lessons, and what challenges do they face during their first time teaching of an earth science content area integrated with scientific practices. The study is designed as a qualitative, exploratory case study of seven preservice teachers while they were learning to teach plate tectonic theory to a group of middle school students. The data were driven from the video records and artifacts of the preservice teachers' learning and teaching processes as well as written reflections on the teaching. Intertextual discourse analysis was used to understand what scientific practices preservice teachers choose to integrate into their teaching experience. Our results showed that preservice teachers chose to focus on four aspects of scientific practices: (1) employing historical understanding of how the theory emerged, (2) encouraging the use of evidence to build up a theory, (3) observation and interpretation of data maps, and (4) collaborative practices in making up the theory. For each of these practices, we also looked at the common challenges faced by preservice teachers by using constant comparative analysis. We observed the practices that preservice teachers decided to use and the challenges they faced, which were determined by what might have come as in their personal history as learners. Therefore, in order to strengthen preservice teachers' background, college courses should be arranged to teach important scientific ideas through scientific practices. In addition, such practices should also reflect the authentic practices of earth scientists such as use of historical record and differentiating observation versus interpretation.

What can scientific practice look like in a classroom? Insights from scientists' critique of high school students' climate change argumentation practice

NASA Astrophysics Data System (ADS)

Walsh, E.; McGowan, V. C.

2015-12-01

The Next Generation Science Standards promote a vision in which learners engage in authentic knowledge in practice to tackle personally consequential science problems in the classroom. However, there is not yet a clear understanding amongst researchers and educators of what authentic practice looks like in a classroom and how this can be accomplished. This study explores these questions by examining interactions between scientists and students on a social media platform during two pilot enactments of a project-based curriculum focusing on the ecological impacts of climate change. During this unit, scientists provided feedback to students on infographics, visual representations of scientific information meant to communicate to an audience about climate change. We conceptualize the feedback and student work as boundary objects co-created by students and scientists moving between the school and scientific contexts, and analyze the structure and content of the scientists' feedback. We find that when giving feedback on a particular practice (e.g. argumentation), scientists would provide avenues, critiques and questions that incorporated many other practices (e.g. data analysis, visual communication); thus, scientists encouraged students to participate systemically in practices instead of isolating one particular practice. In addition, scientists drew attention to particular habits of mind that are valued in the scientific community and noted when students' work aligned with scientific values. In this way, scientists positioned students as capable of participating "scientifically." While traditionally, incorporating scientific inquiry in a classroom has emphasized student experimentation and data generation, in this work, we found that engaging with scientists around established scientific texts and data sets provided students with a platform for developing expertise in other important scientific practices during argment construction.

Investigating power capping toward energy-efficient scientific applications: Investigating Power Capping toward Energy-Efficient Scientific Applications

DOE PAGES

Haidar, Azzam; Jagode, Heike; Vaccaro, Phil; ...

2018-03-22

The emergence of power efficiency as a primary constraint in processor and system design poses new challenges concerning power and energy awareness for numerical libraries and scientific applications. Power consumption also plays a major role in the design of data centers, which may house petascale or exascale-level computing systems. At these extreme scales, understanding and improving the energy efficiency of numerical libraries and their related applications becomes a crucial part of the successful implementation and operation of the computing system. In this paper, we study and investigate the practice of controlling a compute system's power usage, and we explore howmore » different power caps affect the performance of numerical algorithms with different computational intensities. Further, we determine the impact, in terms of performance and energy usage, that these caps have on a system running scientific applications. This analysis will enable us to characterize the types of algorithms that benefit most from these power management schemes. Our experiments are performed using a set of representative kernels and several popular scientific benchmarks. Lastly, we quantify a number of power and performance measurements and draw observations and conclusions that can be viewed as a roadmap to achieving energy efficiency in the design and execution of scientific algorithms.« less

Investigating power capping toward energy-efficient scientific applications: Investigating Power Capping toward Energy-Efficient Scientific Applications

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

Haidar, Azzam; Jagode, Heike; Vaccaro, Phil

The emergence of power efficiency as a primary constraint in processor and system design poses new challenges concerning power and energy awareness for numerical libraries and scientific applications. Power consumption also plays a major role in the design of data centers, which may house petascale or exascale-level computing systems. At these extreme scales, understanding and improving the energy efficiency of numerical libraries and their related applications becomes a crucial part of the successful implementation and operation of the computing system. In this paper, we study and investigate the practice of controlling a compute system's power usage, and we explore howmore » different power caps affect the performance of numerical algorithms with different computational intensities. Further, we determine the impact, in terms of performance and energy usage, that these caps have on a system running scientific applications. This analysis will enable us to characterize the types of algorithms that benefit most from these power management schemes. Our experiments are performed using a set of representative kernels and several popular scientific benchmarks. Lastly, we quantify a number of power and performance measurements and draw observations and conclusions that can be viewed as a roadmap to achieving energy efficiency in the design and execution of scientific algorithms.« less

Philosophy of science and the diagnostic process.

PubMed

Willis, Brian H; Beebee, Helen; Lasserson, Daniel S

2013-10-01

This is an overview of the principles that underpin philosophy of science and how they may provide a framework for the diagnostic process. Although philosophy dates back to antiquity, it is only more recently that philosophers have begun to enunciate the scientific method. Since Aristotle formulated deduction, other modes of reasoning including induction, inference to best explanation, falsificationism, theory-laden observations and Bayesian inference have emerged. Thus, rather than representing a single overriding dogma, the scientific method is a toolkit of ideas and principles of reasoning. Here we demonstrate that the diagnostic process is an example of science in action and is therefore subject to the principles encompassed by the scientific method. Although a number of the different forms of reasoning are used readily by clinicians in practice, without a clear understanding of their pitfalls and the assumptions on which they are based, it leaves doctors open to diagnostic error. We conclude by providing a case example from the medico-legal literature in which diagnostic errors were made, to illustrate how applying the scientific method may mitigate the chance for diagnostic error.

Critical Realism and Empirical Bioethics: A Methodological Exposition.

PubMed

McKeown, Alex

2017-09-01

This paper shows how critical realism can be used to integrate empirical data and philosophical analysis within 'empirical bioethics'. The term empirical bioethics, whilst appearing oxymoronic, simply refers to an interdisciplinary approach to the resolution of practical ethical issues within the biological and life sciences, integrating social scientific, empirical data with philosophical analysis. It seeks to achieve a balanced form of ethical deliberation that is both logically rigorous and sensitive to context, to generate normative conclusions that are practically applicable to the problem, challenge, or dilemma. Since it incorporates both philosophical and social scientific components, empirical bioethics is a field that is consistent with the use of critical realism as a research methodology. The integration of philosophical and social scientific approaches to ethics has been beset with difficulties, not least because of the irreducibly normative, rather than descriptive, nature of ethical analysis and the contested relation between fact and value. However, given that facts about states of affairs inform potential courses of action and their consequences, there is a need to overcome these difficulties and successfully integrate data with theory. Previous approaches have been formulated to overcome obstacles in combining philosophical and social scientific perspectives in bioethical analysis; however each has shortcomings. As a mature interdisciplinary approach critical realism is well suited to empirical bioethics, although it has hitherto not been widely used. Here I show how it can be applied to this kind of research and explain how it represents an improvement on previous approaches.

Developing an interdisciplinary and cross-sectoral community of practice in the domain of forests and livelihoods.

PubMed

Watkins, Cristy; Zavaleta, Jennifer; Wilson, Sarah; Francisco, Scott

2018-02-01

Although significant resources are being spent researching and fostering the relationship between forests and livelihoods to promote mutually beneficial outcomes, critical gaps in understanding persist. A core reason for such gaps is that researchers, practitioners, and policy makers lack the structured space to interact and collaborate, which is essential for effective, interdisciplinary research, practice, and evaluation. Thus, scientific findings, policy recommendations, and measured outcomes have not always been synthesized into deep, systemic understanding; learning from practice and implementation does not easily find its way into scientific analyses, and science often fails to influence policy. Communities of practice (CofPs) are dynamic sociocultural systems that bring people together to share and create knowledge around a common topic of interest. They offer participants a space and structure within which to develop new, systemic approaches to multidimensional problems on a common theme. Uniquely informed by a systems-thinking perspective and drawing from the scientific and gray literatures and in-depth interviews with representatives of established CofPs in the natural resource management and development domain, we argue that a well-designed and adequately funded CofP can facilitate interdisciplinary and cross-sectoral relationships and knowledge exchange. Well-designed CofPs integrate a set of core features and processes to enhance individual, collective, and domain outcomes; they set out an initial but evolving purpose, encourage diverse leadership, and promote collective-identity development. Funding facilitates effective communication strategies (e.g., in person meetings). We urge our colleagues across sectors and disciplines to take advantage of CofPs to advance the domain of forests and livelihoods. © 2017 Society for Conservation Biology.

Platelet-Rich Plasma Therapy for Knee Joint Problems: Review of the Literature, Current Practice and Legal Perspectives in Korea

PubMed Central

Park, Yong-Geun; Han, Seung Beom; Song, Sang Jun; Kim, Tae Jin

2012-01-01

Platelet-rich plasma (PRP) is a concentrate extract of platelets from autologous blood, and represents a possible treatment option for the stimulation and acceleration of soft-tissue healing and regeneration in orthopedics. Currently, the availability of devices for outpatient preparation and delivery contributes to the increase in the clinical use of PRP therapy in practical setting of orthopedic fields. However, there is still paucity of scientific evidence in the literature to prove efficacy of PRP therapy for the treatment of ligament or tendon problems around the knee joint. Moreover, strong evidence from well-designed clinical trials to support the PRP therapy for osteoarthritis of the knee joint is yet scanty in the literature. Scientific studies need to be performed to assess clinical indications, efficacy, and safety of PRP, and this will require high powered randomized controlled trials. Nonetheless, some hospitals exaggeratedly advertise PRP procedures as the ultimate treatment and a novel technology with abundant scientific evidence for the treatment of knee problems. As a matter of fact, PRP protocols are currently approved only for use in clinical trials and research, and are not allowed for treatment purpose by any institutions in Korea. At present, clinical use of PRP therapy for ligament or tendon problems or osteoarthritis of knee joint is defined as illegal medical practice, regardless of whether it is performed as a sole procedure or as a part of prolotherapy, because the safety and validity are not yet approved by the Ministry of Health and Welfare and Health Insurance Review and Assessment Service. Practicing physicians should remember that injection of PRP to patients by imposing medical charge is still illegal as per the current medical law in Korea. PMID:22708106

Modern Scientific Literacy: A Case Study of Multiliteracies and Scientific Practices in a Fifth Grade Classroom

NASA Astrophysics Data System (ADS)

Allison, Elizabeth; Goldston, M. Jenice

2018-01-01

This study investigates the convergence of multiliteracies and scientific practices in a fifth grade classroom. As students' lives become increasingly multimodal, diverse, and globalized, the traditional notions of literacy must be revisited (New London Group 1996). With the adoption of the Next Generation Science Standards (NGSS Lead States 2013a) in many states, either in their entirety or in adapted forms, it becomes useful to explore the interconnectedness multiliteracies and scientific practices and the resulting implications for scientific literacy. The case study included a fifth grade classroom, including the students and teacher. In order to create a rich description of the cases involved, data were collected and triangulated through teacher interviews, student interviews and focus groups, and classroom observations. Findings reveal that as science activities were enriched with multiliteracies and scientific practices, students were engaged in developing skills and knowledge central to being scientifically literate. Furthermore, this study establishes that characteristics of scientific literacy, by its intent and purpose, are a form of multiliteracies in elementary classrooms. Therefore, the teaching and learning of science and its practices for scientific literacy are in turn reinforcing the development of broader multiliteracies.

Code of Practice for Scientific Diving: Principles for the Safe Practice of Scientific Diving in Different Environments. Unesco Technical Papers in Marine Science 53.

ERIC Educational Resources Information Center

Flemming, N. C., Ed.; Max, M. D., Ed.

This publication has been prepared to provide scientific divers with guidance on safe practice under varying experimental and environmental conditions. The Code offers advice and recommendations on administrative practices, insurance, terms of employment, medical standards, training standards, dive planning, safety with different breathing gases…

Development of an Empirically Based Learning Performances Framework for Third-Grade Students' Model-Based Explanations about Plant Processes

ERIC Educational Resources Information Center

Zangori, Laura; Forbes, Cory T.

2016-01-01

To develop scientific literacy, elementary students should engage in knowledge building of core concepts through scientific practice (Duschl, Schweingruber, & Schouse, 2007). A core scientific practice is engagement in scientific modeling to build conceptual understanding about discipline-specific concepts. Yet scientific modeling remains…

Finding science in students' talk

NASA Astrophysics Data System (ADS)

Yeo, Jennifer

2009-12-01

What does it mean to understand science? This commentary extends Brown and Kloser's argument on the role of native language for science learning by exploring the meaning of understanding in school science and discusses the extent that science educators could tolerate adulterated forms of scientific knowledge. Taking the perspective of social semiotics, this commentary looks at the extent that school science can be represented with other discourse practices. It also offers an example to illustrate how everyday language can present potential hindrance to school science learning.

Disparities in Cancer Genetic Risk Assessment and Testing.

PubMed

Underhill, Meghan L; Jones, Tarsha; Habin, Karleen

2016-07-01

Scientific and technologic advances in genomics have revolutionized genetic counseling and testing, targeted therapy, and cancer screening and prevention. Among younger women, African American and Hispanic women have a higher rate of cancers that are associated with hereditary cancer risk, such as triple-negative breast cancer, which is linked to poorer outcomes. Therefore, genetic testing is particularly important in diverse populations. Unfortunately, all races and ethnic groups are not well represented in current genetic testing practices, leading to disparities in cancer prevention and early detection.

Teachers' instructional goals for science practice: Identifying knowledge gaps using cultural-historical activity theory (CHAT)

NASA Astrophysics Data System (ADS)

Farrar, Cynthia Hamen

In AP Biology, the course goal, with respect to scientific acts and reasoning, has recently shifted toward a reform goal of science practice, where the goal is for students to have a scientific perspective that views science as a practice of a community rather than a body of knowledge. Given this recent shift, this study is interested in the gaps that may exist between an individual teacher's instructional goal and the goals of the AP Biology course. A Cultural-Historical Activity Theory (CHAT) methodology and perspective is used to analyze four teachers' knowledge, practice, and learning. Teachers have content knowledge for teaching, a form of knowledge that is unique for teaching called specialized content knowledge. This specialized content knowledge (SCK) defines their instructional goals, the student outcomes they ultimately aim to achieve with their students. The study employs a cultural-historical continuum of scientific acts and reasoning, which represents the development of the AP Biology goal over time, to study gaps in their instructional goal. The study also analyzes the contradictions within their teaching practice and how teachers address those contradictions to shift their instructional practice and learn. The findings suggest that teachers have different interpretations of the AP Biology goals of science practice, placing their instructional goal at different points along the continuum. Based on the location of their instructional goal, different micro-communities of teachers exist along the continuum, comprised of teachers with a shared goal, language, and culture of their AP Biology teaching. The in-depth study of one teacher's AP Biology teaching, using a CHAT perspective, provides a means for studying the mechanisms that connect SCK to classroom actions and ultimately to instructional practice. CHAT also reveals the nature and importance of contradictions or cognitive dissonance in teacher learning and the types of support teachers need to recognize contradictions and to internalize and set their instructional goal, facilitating their learning. Without recognition of contradictions, some of these micro-communities are not aware that their instruction is not in line with the AP Biology goal of science practice. An in-depth look at teacher learning revealed the criticality of reflective practice and the need for an "expert" within a teacher's community to facilitate = learning and develop SCK to incorporate science practice in classroom instruction.

Epistemologies in Practice: Making Scientific Practices Meaningful for Students

ERIC Educational Resources Information Center

Berland, Leema K.; Schwarz, Christina V.; Krist, Christina; Kenyon, Lisa; Lo, Abraham S.; Reiser, Brian J.

2016-01-01

Recent research and policy documents call for engaging students and teachers in scientific practices such that the goal of science education shifts from students "knowing" scientific and epistemic ideas, to students "developing and using" these understandings as tools to make sense of the world. This perspective pushes students…

A Scientific Method Based upon Research Scientists' Conceptions of Scientific Inquiry.

ERIC Educational Resources Information Center

Reiff, Rebecca; Harwood, William S.; Phillipson, Teddie

For students to develop a more realistic picture of how scientists practice science, there must be well-researched understanding of how scientists do science. A model for the process of scientific inquiry that more closely reflects actual scientific practices can provide a means of dispelling some of the myths about scientific inquiry. This paper…

A conceptual framework for understanding the perspectives on the causes of the science-practice gap in ecology and conservation.

PubMed

Bertuol-Garcia, Diana; Morsello, Carla; N El-Hani, Charbel; Pardini, Renata

2018-05-01

Applying scientific knowledge to confront societal challenges is a difficult task, an issue known as the science-practice gap. In Ecology and Conservation, scientific evidence has been seldom used directly to support decision-making, despite calls for an increasing role of ecological science in developing solutions for a sustainable future. To date, multiple causes of the science-practice gap and diverse approaches to link science and practice in Ecology and Conservation have been proposed. To foster a transparent debate and broaden our understanding of the difficulties of using scientific knowledge, we reviewed the perceived causes of the science-practice gap, aiming to: (i) identify the perspectives of ecologists and conservation scientists on this problem, (ii) evaluate the predominance of these perspectives over time and across journals, and (iii) assess them in light of disciplines studying the role of science in decision-making. We based our review on 1563 sentences describing causes of the science-practice gap extracted from 122 articles and on discussions with eight scientists on how to classify these sentences. The resulting process-based framework describes three distinct perspectives on the relevant processes, knowledge and actors in the science-practice interface. The most common perspective assumes only scientific knowledge should support practice, perceiving a one-way knowledge flow from science to practice and recognizing flaws in knowledge generation, communication, and/or use. The second assumes that both scientists and decision-makers should contribute to support practice, perceiving a two-way knowledge flow between science and practice through joint knowledge-production/integration processes, which, for several reasons, are perceived to occur infrequently. The last perspective was very rare, and assumes scientists should put their results into practice, but they rarely do. Some causes (e.g. cultural differences between scientists and decision-makers) are shared with other disciplines, while others seem specific to Ecology and Conservation (e.g. inadequate research scales). All identified causes require one of three general types of solutions, depending on whether the causal factor can (e.g. inadequate research questions) or cannot (e.g. scientific uncertainty) be changed, or if misconceptions (e.g. undervaluing abstract knowledge) should be solved. The unchanged predominance of the one-way perspective over time may be associated with the prestige of evidence-based conservation and suggests that debates in Ecology and Conservation lag behind trends in other disciplines towards bidirectional views ascribing larger roles to decision-makers. In turn, the two-way perspective seems primarily restricted to research traditions historically isolated from mainstream conservation biology. All perspectives represented superficial views of decision-making by not accounting for limits to human rationality, complexity of decision-making contexts, fuzzy science-practice boundaries, ambiguity brought about by science, and different types of knowledge use. However, joint knowledge-production processes from the two-way perspective can potentially allow for democratic decision-making processes, explicit discussions of values and multiple types of science use. To broaden our understanding of the interface and foster productive science-practice linkages, we argue for dialogue among different research traditions within Ecology and Conservation, joint knowledge-production processes between scientists and decision-makers and interdisciplinarity across Ecology, Conservation and Political Science in both research and education. © 2017 Cambridge Philosophical Society.

The Science ELF: Assessing the enquiry levels framework as a heuristic for professional development

NASA Astrophysics Data System (ADS)

Wheeler, Lindsay B.; Bell, Randy L.; Whitworth, Brooke A.; Maeng, Jennifer L.

2015-01-01

This study utilized an explanatory sequential mixed methods approach to explore randomly assigned treatment and control participants' frequency of inquiry instruction in secondary science classrooms. Eleven treatment participants received professional development (PD) that emphasized a structured approach to inquiry instruction, while 10 control participants received no PD. Two representative treatment participants were interviewed and observed to provide an in-depth understanding of inquiry instruction and factors affecting implementation. Paired t-tests were used to analyze quantitative data from observation forms, and a constant comparative approach was used to analyze qualitative data from surveys, interviews, purposeful observations and artifacts. Results indicated that treatment participants implemented inquiry significantly more frequently than control participants (p < .01). Two treatment participants' instruction revealed that both used a similar structure of inquiry but employed different types of interactions and emphasized different scientific practices. These differences may be explained by the participants' understandings of and beliefs about inquiry and structuring inquiry. The present study has the potential to inform how methods of structuring inquiry instruction and teaching scientific practices are addressed in teacher preparation.

Publication planning: an effective corporate strategy to influence health professionals.

PubMed

2013-12-01

Pharmaceutical companies integrate scientific publications into the communication strategies they employ to influence the practices of health professionals. In their"publication plan", pharmaceutical companies, or the communication agencies they hire, develop key messages to promote their drugs and then plan in advance how, when and where to disseminate them in medical journals or at conferences. Although their true intent is promotional, these messages must appear to be purely scientific, and are therefore disseminated as research articles, review articles, editorials, commentaries. Publication planning involves the use of "ghost" authors who work directly for pharmaceutical companies, but whose contribution is rarely acknowledged in the final published article. Key opinion leaders are recruited as the honorary authors of these articles, to which they have made little, if any, contribution. The criteria for authorship set by journals that publish primary research articles do not provide adequate protection against the practice of ghost and honorary authorship. Certain journals publishing primary research derive a large proportion of their revenue from selling reprints used by pharmaceutical companies to promote their drugs, especially by their sales representatives.

Investigating Flow Experience and Scientific Practices during a Mobile Serious Educational Game

ERIC Educational Resources Information Center

Bressler, Denise M.; Bodzin, Alec M.

2016-01-01

Mobile serious educational games (SEGs) show promise for promoting scientific practices and high engagement. Researchers have quantified this engagement according to flow theory. This study investigated whether a mobile SEG promotes flow experience and scientific practices with eighth-grade urban students. Students playing the game (n = 59) were…

Reconciling evidence-based practice and cultural competence in mental health services: introduction to a special issue.

PubMed

Gone, Joseph P

2015-04-01

The calls for evidence-based practice (EBP) and cultural competence (CC) represent two increasingly influential mandates within the mental health professions. Advocates of EBP seek to standardize clinical practice by ensuring that only treatment techniques that have demonstrated therapeutic outcomes under scientifically controlled conditions would be adopted and promoted in mental health services. Advocates of CC seek to diversify clinical practice by ensuring that treatment approaches are designed and refined for a multicultural clientele that reflects a wide variety of psychological orientations and life experiences. As these two powerful mandates collide, the fundamental challenge becomes how to accommodate substantive cultural divergences in psychosocial experience using narrowly prescriptive clinical practices and approaches, without trivializing either professional knowledge or cultural difference. In this Introduction to a special issue of Transcultural Psychiatry, the virtue of an interdisciplinary conversation between and among anthropologists, psychologists, psychiatrists, and social work researchers in addressing these tensions is extolled. © The Author(s) 2015.

Salt, time, and metaphor: examining norms in scientific culture

NASA Astrophysics Data System (ADS)

Brady, Anna G.

2017-06-01

As has been widely discussed, the National Research Council's (NRC) current policy in United States education advocates supporting students toward acquiring skills to engage in scientific practices. NRC policy also suggests that supporting students in the practices of science may require different approaches than what is required for supporting student engagement with scientific content. Further, acquiring skills in scientific practices is not limited to gaining proficiency in utilizing tools that support scientific inquiry: students must also understand how to interpret information generated from such tools. These tools of scientific practices are embedded within scientific culture, which from Sewell's perspective, is comprised of both practice and semiotic code (symbols and meanings). To become scientifically literate students must learn to utilize this code in practice. Author Germà Garcia-Belmonte identified one example of learning to utilize the semiotic code in scientific practice and considers challenges faced by undergraduate physics and engineering students within that context. Garcia-Belmonte observes students struggle to interpret symbols and meaning (the visual display generated) while engaging in practice (utilizing an oscilloscope) and posits that two, culturally bound, competing, linguistic metaphors of time may be the cause. Ultimately, however, the author does not explore beyond hypotheses. Although his theory may be correct, the paper serves as a reminder of the responsibility we have to students. As educators, it is useful and beneficial to make observations and develop theories surrounding why our students struggle. However, in addition to theorizing on why, for example, a particular scientific norm might present challenges for our students, we must remain mindful that challenges may not be uniform and may vary considerably according to students' culture(s). Engaging with students and soliciting specific information regarding the challenges they face allows us, as educators, to both examine whether students' reported challenges align or conflict with our own perceptions of those challenges, and subsequently devise and test methods toward supporting students in overcoming their challenges.

International survey on the use and welfare of zebrafish Danio rerio in research.

PubMed

Lidster, K; Readman, G D; Prescott, M J; Owen, S F

2017-05-01

A survey was conducted regarding zebrafish Danio rerio use for scientific research with a focus on: anaesthesia and euthanasia; housing and husbandry; breeding and production; refinement opportunities. A total of 98 survey responses were received from laboratories in 22 countries in Europe, North America, South America, Asia and Australia. There appears a clear and urgent need to identify the most humane methods of anaesthesia and euthanasia. Aversive responses to MS-222 were widely observed raising concerns about the use of this anaesthetic for D. rerio. The use of anaesthesia in fin clipping for genetic identification is widely practised and there appears to be an opportunity to further develop less invasive methods and refine this process. Optimization (and potentially standardization) of feeding is an area for further investigation. Given that diet and body condition can have such profound effects on results of experiments, differences in practice could have significant scientific implications. Further research into transition between dark and light phases in the laboratory appears to represent an opportunity to establish best practice. Plants and gravel were not considered practical by many laboratories. The true value and benefits need to be established and communicated. Overproduction is a concern both from ethical and financial viewpoints. There is an opportunity to further reduce wastage of D. rerio. There are clear concerns and opportunities for the scientific community to work together to further improve the welfare of these important laboratory models. © 2017 The Authors. Journal of Fish Biology published by John Wiley & Sons Ltd on behalf of The Fisheries Society of the British Isles.

Conversations Around Practice: Mediating Opportunities to Learn about Teaching Science

NASA Astrophysics Data System (ADS)

Ricketts, Amy Rene

This study contributes to the knowledge base regarding the ways in which school-based, ongoing, professional learning communities mediate teacher learning. Specifically, it investigates an organic learning group as they met in various contexts over a full school year, engaging in conversations around their teaching practices that focused on supporting students' explanations of scientific phenomena. The group consisted of ten middle school science teachers from three schools in the same public school district, their district science coordinator and a professor of science education. Drawing on traditions of ethnography and discourse analysis, this case study: 1) characterizes each episode of the group's conversations around practice in terms of its potential for generating transformative learning opportunities, 2) identifies which spontaneous and designed features of those conversations accounted for differences in the generative nature of the talk, and 3) explains how those features mediated the generative nature of the talk. In this group, the differences between more- and less- generative talk could be attributed to five features: the context of the conversation; the tools participants used to represent their practice; the stance with which they represented and took up one another's practices in the talk; the resources they drew on (in terms of expertise); the conversational routines in which they engaged. These five features interacted in complex, patterned ways to mediate the generative nature of the group's talk.

Incidence of Data Duplications in a Randomly Selected Pool of Life Science Publications.

PubMed

Oksvold, Morten P

2016-04-01

Since the solution to many public health problems depends on research, it is critical for the progress and well-being for the patients that we can trust the scientific literature. Misconduct and poor laboratory practice in science threatens the scientific progress, leads to loss of productivity and increased healthcare costs, and endangers lives of patients. Data duplication may represent one of challenges related to these problems. In order to estimate the frequency of data duplication in life science literature, a systematic screen through 120 original scientific articles published in three different cancer related journals [journal impact factor (IF) <5, 5-10 and >20] was completed. The study revealed a surprisingly high proportion of articles containing data duplication. For the IF < 5 and IF > 20 journals, 25% of the articles were found to contain data duplications. The IF 5-10 journal showed a comparable proportion (22.5%). The proportion of articles containing duplicated data was comparable between the three journals and no significant correlation to journal IF was found. The editorial offices representing the journals included in this study and the individual authors of the detected articles were contacted to clarify the individual cases. The editorial offices did not reply and only 1 out of 29 cases were apparently clarified by the authors, although no supporting data was supplied. This study questions the reliability of life science literature, it illustrates that data duplications are widespread and independent of journal impact factor and call for a reform of the current peer review and retraction process of scientific publishing.

Sudden Cardiac Risk Stratification with Electrocardiographic Indices - A Review on Computational Processing, Technology Transfer, and Scientific Evidence

PubMed Central

Gimeno-Blanes, Francisco J.; Blanco-Velasco, Manuel; Barquero-Pérez, Óscar; García-Alberola, Arcadi; Rojo-Álvarez, José L.

2016-01-01

Great effort has been devoted in recent years to the development of sudden cardiac risk predictors as a function of electric cardiac signals, mainly obtained from the electrocardiogram (ECG) analysis. But these prediction techniques are still seldom used in clinical practice, partly due to its limited diagnostic accuracy and to the lack of consensus about the appropriate computational signal processing implementation. This paper addresses a three-fold approach, based on ECG indices, to structure this review on sudden cardiac risk stratification. First, throughout the computational techniques that had been widely proposed for obtaining these indices in technical literature. Second, over the scientific evidence, that although is supported by observational clinical studies, they are not always representative enough. And third, via the limited technology transfer of academy-accepted algorithms, requiring further meditation for future systems. We focus on three families of ECG derived indices which are tackled from the aforementioned viewpoints, namely, heart rate turbulence (HRT), heart rate variability (HRV), and T-wave alternans. In terms of computational algorithms, we still need clearer scientific evidence, standardizing, and benchmarking, siting on advanced algorithms applied over large and representative datasets. New scenarios like electronic health recordings, big data, long-term monitoring, and cloud databases, will eventually open new frameworks to foresee suitable new paradigms in the near future. PMID:27014083

Developing implant dentistry education in Europe: the continuum from undergraduate to postgraduate education and continuing professional development.

PubMed

Mattheos, N; de Bruyn, H; Hultin, M; Jepsen, S; Klinge, B; Koole, S; Sanz, M; Ucer, C; Lang, N P

2014-03-01

Implant dentistry is a treatment modality which has mainstream clinical practice of comprehensive care, which however is not adequately represented in the undergraduate dental curricula. A consensus workshop organised by ADEE in 2008, set the benchmarks for the knowledge and competences a modern dental practitioner must possess with regard to implant dentistry, as well as defined undergraduate and postgraduate pathways for the acquisition of these competences. Today, 5 years later, there exist several challenges for the implementation of these benchmarks in both undergraduate curricula but also post-graduation educational pathways. A consensus workshop was organised by ADEE, bringing together 48 opinion leaders, including academic teachers of all disciplines related to implant dentistry, specialists, representatives of relevant scientific and professional associations, as well as industry delegates. The objectives of the workshop were to evaluate the existing scientific literature, reported experience and best practices in order to identify potential and limitations for the implementation of implant dentistry in the undergraduate curriculum, as well produce recommendations for the optimal educational structures for postgraduate programmes and continuing professional development. The scientific committee conducted two European-wide questionnaire surveys to better document the current state of education in implant dentistry. Upon completion of the surveys, reviewers were appointed to produce three scientific review papers, identifying current achievements and future challenges. Finally, during the 3 days of the workshop, all the evidence was reviewed and the main conclusions and recommendations that were adopted by all participants are reported in the present Consensus Paper. Implementation of implant dentistry in the undergraduate curriculum has improved significantly, but still lags behind the benchmarks set in 2008 and the diversity between institutions remains big. At the post-graduation level, there is currently a wide diversity of courses and pathways towards competences related to implant dentistry and there is at present a great need for quality assurance, as well as standardisation and transparency of the learning outcomes. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

The roles of integration in molecular systems biology.

PubMed

O'Malley, Maureen A; Soyer, Orkun S

2012-03-01

A common way to think about scientific practice involves classifying it as hypothesis- or data-driven. We argue that although such distinctions might illuminate scientific practice very generally, they are not sufficient to understand the day-to-day dynamics of scientific activity and the development of programmes of research. One aspect of everyday scientific practice that is beginning to gain more attention is integration. This paper outlines what is meant by this term and how it has been discussed from scientific and philosophical points of view. We focus on methodological, data and explanatory integration, and show how they are connected. Then, using some examples from molecular systems biology, we will show how integration works in a range of inquiries to generate surprising insights and even new fields of research. From these examples we try to gain a broader perspective on integration in relation to the contexts of inquiry in which it is implemented. In today's environment of data-intensive large-scale science, integration has become both a practical and normative requirement with corresponding implications for meta-methodological accounts of scientific practice. We conclude with a discussion of why an understanding of integration and its dynamics is useful for philosophy of science and scientific practice in general. Copyright © 2011 Elsevier Ltd. All rights reserved.

Investigating Flow Experience and Scientific Practices During a Mobile Serious Educational Game

NASA Astrophysics Data System (ADS)

Bressler, Denise M.; Bodzin, Alec M.

2016-10-01

Mobile serious educational games (SEGs) show promise for promoting scientific practices and high engagement. Researchers have quantified this engagement according to flow theory. This study investigated whether a mobile SEG promotes flow experience and scientific practices with eighth-grade urban students. Students playing the game ( n = 59) were compared with students in a business-as-usual control activity ( n = 120). In both scenarios, students worked in small teams. Data measures included an open-ended instrument designed to measure scientific practices, a self-report flow survey, and classroom observations. The game players had significantly higher levels of flow and scientific practices compared to the control group. Observations revealed that game teams received less whole-class instruction and review compared to the control teams. Game teachers had primarily a guide-on-the-side role when facilitating the game, while control teachers predominantly used didactic instruction when facilitating the control activity. Implications for these findings are discussed.

[Journal "Surgery" (1934-2004): (historiographical and cognitological study-cadastre)].

PubMed

Kumanova, A; Iarŭmov, N; Kumanov, M

2005-01-01

The study is based on the methodology of the contemporary interdisciplinary cognitive images of the information entity of the surgical sphere, reflected in the phenomenology of the journal "Surgery", which is gathering --as a publication of the Scientific Society of Surgeons--the kaleidoscope of the genealogy of the scientific and practical thought in Bulgaria in the treated area for an impressive historical lapse of time. The information image observed is represented in the form of a triptych: I. Macrostructure of the periodicals in the field of medicine in the years 30 of XX century: Bibliographic analysis: Historiographical description [: Background]; II. Microstructure of the journal "Surgery" (1934-2004): Periodization [1934-1944: non-party system with priority of the monarchy; 1944-1989: totalitarian epoch; 1989-2004: democracy and pluralism]: Scientometrical synthesis: Transformatism of the information modeling [: History]; III. Status of the surgical field in the intelligible prism of the journal "Surgery" (1934-2004): Interdisciplinary deduction: Cognitological proscopy [: Classification]. The ontological synthesis concludes the study by which is expressed the systemic dynamical entity of the relation "surgical field"--"its scientific expression in a periodical" as a base of future scientific research--as well as a complex scientific and applied field of knowledge, and a social important phenomenon. The Supplements and References and notes are an empirical base and a fragment of the expose.

The Nature of Students' Chemical Reasoning Employed in Scientific Argumentation in Physical Chemistry

ERIC Educational Resources Information Center

Moon, A.; Stanford, C.; Cole, R.; Towns, M.

2016-01-01

Recent science education reform efforts have emphasized scientific practices in addition to scientific knowledge. Less work has been done at the tertiary level to consider students' engagement in scientific practices. In this work, we consider physical chemistry students' engagement in argumentation and construction of causal explanations.…

SCIENTIFIC AUTHORSHIP, PART I: A WINDOW INOT SCIENTIFIC FRAUD SCIENTIFIC AUTHORSHIP, PART II: HISTORY, REOCCURRING ISSUES, PRACTICES, AND GUIDELINES (SEE COMMENTS)

EPA Science Inventory

Scientific Authorship: History, Reoccurring Issues, Practices, and Guidelines
Introduction
Often, the most challenging aspect of being a scientist is dealing with the intricacies of publishing one's research and knowledge. One must do much more than just accurately record...

Utilizing Professional Vision in Supporting Preservice Teachers' Learning About Contextualized Scientific Practices. Collaborative Discourse Practices Between Teachers and Scientists

NASA Astrophysics Data System (ADS)

Sezen-Barrie, Asli

2018-03-01

Drawn from the cultural-historical theories of knowing and doing science, this article uses the concept of professional vision to explore what scientists and experienced teachers see and articulate as important aspects of climate science practices. The study takes an abductive reasoning approach to analyze scientists' videotaped lectures to recognize what scientists pay attention to in their explanations of climate science practices. It then analyzes how ideas scientists attended align with experienced teachers' sense-making of scientific practices to teach climate change. The findings show that experienced teachers' and scientists' explanations showed alignment in the focus on scientific practices, but indicated variations in the temporal and spatial reasoning of climate data. Furthermore, the interdisciplinarity of climate science was emphasized in climate scientists' lectures, but was not apparent once scientists and teachers shared the same culture in meetings to provide feedback to preservice teachers. Given the importance of teaching through scientific practices in classrooms, this study provides suggestions to capture the epistemic diversity of scientific disciplines.

"One hundred percent efficiency": Technology and the pursuit of scientific literacy

NASA Astrophysics Data System (ADS)

King, Kenneth Paul

This dissertation examined the role of technology in science education during the twentieth century. A historical approach was taken to examine teacher practices in the use of technology. The three technologies considered in this study were the motion picture, the television, and the computer. As an organizing principle, historical definitions of "scientific literacy" were used to examine the goals of using technology within science education. The evolution of the concept of science literacy is traced from the early part of the twentieth century to the late 1990s. Documentation examined revealed the "best practices" associated with the use of technology. The use of the motion picture was traced from the silent film through film loops, videotape, videodisc and the advent of the digital video disc, and the means by which teachers used this technology were considered. The instructional use of television was examined from several different approaches: commercial broadcasts, educational and instructional programming, closed circuit approaches and the use of cable and satellite programming. The manner in which these approaches were used to achieve goals of scientific literacy was considered. The use of the computer was examined in terms of the purpose of the software involved. Teaching practice to achieve scientific literacy, using computers as a means of accessing information, as an analytical tool, as a creativity tool, and as a means of communication were addressed. In each of these technologies, similar implementation trends were present within each one. The literature supporting the use of the technology described first the focus on the hardware, followed by the development of appropriate pedagogy, and then by the proliferation of software supporting the use of the technology. Suggestions for additional study were offered as well as speculation as to future practices with technology in science teaching. Investigations using expectation-value theory suggest particular promise with regard to staff development needs among teachers using technology. The convergence of the various technologies into a single entity represents one likely scenario for the use of technology within science teaching. Further developments with telecommunications may provide simple and direct delivery systems for national and/or state curricula.

Expanding our perspectives on research in musculoskeletal science and practice.

PubMed

Kerry, Roger

2017-12-01

The quantity and quality of scientific research within physiotherapy has unquestionably grown and matured over the last few decades, especially since the "formal" onset of evidence-based physiotherapy in the 1990s. The urgent need to evaluate our practice for effectiveness and efficiency has been responded to with thought and respect to both scientific integrity and shop-floor clinical needs. However, after thirty years or more of a professionally-governed and strategic approach to research activity, it is now timely to reflect, review, and consider the next chapter in the relationship between scientific research and clinical practice. This masterclass aims to develop a research vision for the future of physiotherapy. It is proposed that a crisis is evident within evidence-based physiotherapy, particular so given the assumed complexity and context-sensitivity of our clinical practice. This crisis period has highlighted fundamental limitations within the way research and practice are currently related. These limitations are presented and framed within the problematisation of empirical and philosophical concerns. As research becomes increasingly aligned to traditional scientific principles, examination of the real world context in which its outcomes are intended expose critical challenges for both research and clinical practice. A reconceptualisation of fundamental elements of scientific research may allow more meaningful relationships between research and clinical practice. A proposed research vision encourages scientific activity to embrace real-world complexity in a way that it is presently unable to. An enhanced person-centered, scientifically-informed world of effective musculoskeletal practice is envisaged. Copyright © 2017 Elsevier Ltd. All rights reserved.

Korean Students' Perceptions of Scientific Practices and Understanding of Nature of Science

NASA Astrophysics Data System (ADS)

Yoon, Sae Yeol; Suh, Jee Kyung; Park, Soonhye

2014-11-01

Korean students have shown relatively little interest and confidence in learning science, despite being ranked in the top percentile in international evaluations of academic achievement in science such as the Trends in International Mathematics and Science Study. Although research indicates a positive relationship between student perceptions of science and their science learning, this area has not been sufficiently explored in Korea. Particularly, even though both students' perceptions of scientific practice and their understanding of the nature of science (NOS) are influenced by their science learning experiences at schools, little research examines how this perception, understanding, and experience are related to one another. This study aimed to uncover Korean students' perceptions of school scientific practice through exploring their drawings, writings, and responses to questionnaires. Participants were 500 Korean students in 3rd, 7th, and 10th grades who were asked to complete an open-ended questionnaire. The results indicated that Korean students typically viewed school scientific practices as experimental activities or listening to lecture; and that most participants held an insufficient understanding of the NOS. Overall, no significant relationship emerged between students' perceptions of school scientific practice and their understanding of the NOS. Our findings highlight the need to help both teachers and students understand the potential breadth of school scientific practices, beyond simple 'activity mania.' This study also suggests that teachers must balance implicit and explicit instructional approaches to teaching about the NOS through scientific practices in school science contexts.

IOPS advisor: Research in progress on knowledge-intensive methods for irregular operations airline scheduling

NASA Technical Reports Server (NTRS)

Borse, John E.; Owens, Christopher C.

1992-01-01

Our research focuses on the problem of recovering from perturbations in large-scale schedules, specifically on the ability of a human-machine partnership to dynamically modify an airline schedule in response to unanticipated disruptions. This task is characterized by massive interdependencies and a large space of possible actions. Our approach is to apply the following: qualitative, knowledge-intensive techniques relying on a memory of stereotypical failures and appropriate recoveries; and quantitative techniques drawn from the Operations Research community's work on scheduling. Our main scientific challenge is to represent schedules, failures, and repairs so as to make both sets of techniques applicable to the same data. This paper outlines ongoing research in which we are cooperating with United Airlines to develop our understanding of the scientific issues underlying the practicalities of dynamic, real-time schedule repair.

Principled Practical Knowledge: Not a Bridge but a Ladder

ERIC Educational Resources Information Center

Bereiter, Carl

2014-01-01

The much-lamented gap between theory and practice in education cannot be filled by practical knowledge alone or by explanatory knowledge alone. Principled practical knowledge (PPK) is a type of knowledge that has characteristics of both practical know-how and scientific theory. Like basic scientific theory, PPK meets standards of explanatory…

The Training and Utilization of Scientific and Engineering Manpower in the People's Republic of China. Science and Technology in the People's Republic of China Background Study No. 5. Transmitted to the Committee on Science and Technology, U.S. House of Representatives, Ninety-Eighth Congress, First Session, Serial P.

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House Committee on Science and Technology.

The education of scientists and engineers in China was severely interrupted and for all practical purposes discontinued during the years of the Cultural Revolution (1966-1972). This study covers the evolution of the educational system in China since that time. The study updates the Committee on Science and Technology's 1980 study of science and…

Bringing Cosmic Objects Down to Earth: An Overview of 3D Modelling and Printing in Astronomy and Astronomy Communication

NASA Astrophysics Data System (ADS)

Arcand, K.; Megan, W.; DePasquale, J.; Jubett, A.; Edmonds, P.; DiVona, K.

2017-09-01

Three-dimensional (3D) modelling is more than just good fun, it offers a new vehicle to represent and understand scientific data and gives experts and non-experts alike the ability to manipulate models and gain new perspectives on data. This article explores the use of 3D modelling and printing in astronomy and astronomy communication and looks at some of the practical challenges, and solutions, to using 3D modelling, visualisation and printing in this way.

The European guideline on management of major bleeding and coagulopathy following trauma: fourth edition.

PubMed

Rossaint, Rolf; Bouillon, Bertil; Cerny, Vladimir; Coats, Timothy J; Duranteau, Jacques; Fernández-Mondéjar, Enrique; Filipescu, Daniela; Hunt, Beverley J; Komadina, Radko; Nardi, Giuseppe; Neugebauer, Edmund A M; Ozier, Yves; Riddez, Louis; Schultz, Arthur; Vincent, Jean-Louis; Spahn, Donat R

2016-04-12

Severe trauma continues to represent a global public health issue and mortality and morbidity in trauma patients remains substantial. A number of initiatives have aimed to provide guidance on the management of trauma patients. This document focuses on the management of major bleeding and coagulopathy following trauma and encourages adaptation of the guiding principles to each local situation and implementation within each institution. The pan-European, multidisciplinary Task Force for Advanced Bleeding Care in Trauma was founded in 2004 and included representatives of six relevant European professional societies. The group used a structured, evidence-based consensus approach to address scientific queries that served as the basis for each recommendation and supporting rationale. Expert opinion and current clinical practice were also considered, particularly in areas in which randomised clinical trials have not or cannot be performed. Existing recommendations were reconsidered and revised based on new scientific evidence and observed shifts in clinical practice; new recommendations were formulated to reflect current clinical concerns and areas in which new research data have been generated. This guideline represents the fourth edition of a document first published in 2007 and updated in 2010 and 2013. The guideline now recommends that patients be transferred directly to an appropriate trauma treatment centre and encourages use of a restricted volume replacement strategy during initial resuscitation. Best-practice use of blood products during further resuscitation continues to evolve and should be guided by a goal-directed strategy. The identification and management of patients pre-treated with anticoagulant agents continues to pose a real challenge, despite accumulating experience and awareness. The present guideline should be viewed as an educational aid to improve and standardise the care of the bleeding trauma patients across Europe and beyond. This document may also serve as a basis for local implementation. Furthermore, local quality and safety management systems need to be established to specifically assess key measures of bleeding control and outcome. A multidisciplinary approach and adherence to evidence-based guidance are key to improving patient outcomes. The implementation of locally adapted treatment algorithms should strive to achieve measureable improvements in patient outcome.

[Alternative sources for a history of sciences].

PubMed

Edler, F

In this study we call attention to the importance of Manguinhos' scientific collections, which preserve a major portion of the memory of scientific practice as developed by Brazilian researchers in the field of biomedical sciences. We make use of these collections to approach some little-known aspects of scientific activity: the historical evaluation of forms of zoological classification and efforts as legitimating scientific practice.

Guiding Development Based Approach Practicum Vertebrates Taxonomy Scientific Study Program for Students of Biology Education

NASA Astrophysics Data System (ADS)

Arieska, M.; Syamsurizal, S.; Sumarmin, R.

2018-04-01

Students having difficulty in identifying and describing the vertebrate animals as well as less skilled in science process as practical. Increased expertise in scientific skills, one of which is through practical activities using practical guidance based on scientific approach. This study aims to produce practical guidance vertebrate taxonomy for biology education students PGRI STKIP West Sumatra valid. This study uses a model of Plomp development consisting of three phases: the initial investigation, floating or prototype stage, and the stage of assessment. Data collection instruments used in this study is a validation sheet guiding practicum. Data were analyzed descriptively based on data obtained from the field. The result of the development of practical guidance vertebrate taxonomic validity value of 3.22 is obtained with very valid category. Research and development has produced a practical guide based vertebrate taxonomic scientific approach very valid.

Scientists in the making: An ethnographic investigation of scientific processes as literate practice in an elementary classroom

NASA Astrophysics Data System (ADS)

Crawford, Teresa Jo

This study explored the issue of literacy in science by examining how the social and academic literate practices in an elementary classroom formed the basis for learning across the curriculum, with a specific focus on the disciplinary field of science. Through the study of classroom interaction, issues related to student knowledge and ability were addressed as they pertain to scientific literacy in the context of science education reform. The theoretical framework guiding this study was drawn from sociocultural studies of scientific communities and interactional ethnography in education. To investigate the literate practices of science in a school setting, data were collected over a two-year period with the same teacher in her third grade and then her fourth/fifth grade classroom. Data were collected through participant observation in the form of fieldnotes, video data, interviews, and various artifacts (e.g., writings, drawings, teaching protocols). Using ethnographic and sociolinguistic methods of analysis this work examined classroom members' discursive practices to illustrate the role that discourse plays in creating opportunities for engagement in, and access to, scientific knowledge. These analyses revealed that the discursive actions and practices among members of this classroom shaped a particular type of learning environment that was process-oriented and inquiry based. It was shown that this learning environment afforded opportunities for students to engage in the processes of science outside the official, planned curriculum, often leading to whole class scientific investigations and discussions. Additionally, within this classroom community students were able to draw on multiple discourses to display their knowledge of scientific concepts and practices. Overall, this study found that the literate practices of this classroom community, as they were socially constructed among members, contributed to opportunities for students to practice science and demonstrate scientific literacy.

Moral Stress, Moral Practice, and Ethical Climate in Community-Based Drug-Use Research: Views From the Front Line

PubMed Central

Fisher, Celia B.; True, Gala; Alexander, Leslie; Fried, Adam L.

2016-01-01

Background The role of front-line researchers, those whose responsibilities include face-to-face contact with participants, is critical to ensuring the responsible conduct of community-based drug use research. To date, there has been little empirical examination of how front-line researchers perceive the effectiveness of ethical procedures in their real-world application and the moral stress they may experience when adherence to scientific procedures appears to conflict with participant protections. Methods This study represents a first step in applying psychological science to examine the work-related attitudes, ethics climate, and moral dilemmas experienced by a national sample of 275 front-line staff members whose responsibilities include face-to-face interaction with participants in community-based drug-use research. Using an anonymous Web-based survey we psychometrically evaluated and examined relationships among six new scales tapping moral stress (frustration in response to perceived barriers to conducting research in a morally appropriate manner); organizational ethics climate; staff support; moral practice dilemmas (perceived conflicts between scientific integrity and participant welfare); research commitment; and research mistrust. Results As predicted, front-line researchers who evidence a strong commitment to their role in the research process and who perceive their organizations as committed to research ethics and staff support experienced lower levels of moral stress. Front-line researchers who were distrustful of the research enterprise and frequently grappled with moral practice dilemmas reported higher levels of moral stress. Conclusion Applying psychometrically reliable scales to empirically examine research ethics challenges can illuminate specific threats to scientific integrity and human subjects protections encountered by front-line staff and suggest organizational strategies for reducing moral stress and enhancing the responsible conduct of research. PMID:27795869

Moral Stress, Moral Practice, and Ethical Climate in Community-Based Drug-Use Research: Views From the Front Line.

PubMed

Fisher, Celia B; True, Gala; Alexander, Leslie; Fried, Adam L

2013-01-01

The role of front-line researchers, those whose responsibilities include face-to-face contact with participants, is critical to ensuring the responsible conduct of community-based drug use research. To date, there has been little empirical examination of how front-line researchers perceive the effectiveness of ethical procedures in their real-world application and the moral stress they may experience when adherence to scientific procedures appears to conflict with participant protections. This study represents a first step in applying psychological science to examine the work-related attitudes, ethics climate, and moral dilemmas experienced by a national sample of 275 front-line staff members whose responsibilities include face-to-face interaction with participants in community-based drug-use research. Using an anonymous Web-based survey we psychometrically evaluated and examined relationships among six new scales tapping moral stress (frustration in response to perceived barriers to conducting research in a morally appropriate manner); organizational ethics climate; staff support; moral practice dilemmas (perceived conflicts between scientific integrity and participant welfare); research commitment; and research mistrust. As predicted, front-line researchers who evidence a strong commitment to their role in the research process and who perceive their organizations as committed to research ethics and staff support experienced lower levels of moral stress. Front-line researchers who were distrustful of the research enterprise and frequently grappled with moral practice dilemmas reported higher levels of moral stress. Applying psychometrically reliable scales to empirically examine research ethics challenges can illuminate specific threats to scientific integrity and human subjects protections encountered by front-line staff and suggest organizational strategies for reducing moral stress and enhancing the responsible conduct of research.

11th GCC Closed Forum: cumulative stability; matrix stability; immunogenicity assays; laboratory manuals; biosimilars; chiral methods; hybrid LBA/LCMS assays; fit-for-purpose validation; China Food and Drug Administration bioanalytical method validation.

PubMed

Islam, Rafiq; Briscoe, Chad; Bower, Joseph; Cape, Stephanie; Arnold, Mark; Hayes, Roger; Warren, Mark; Karnik, Shane; Stouffer, Bruce; Xiao, Yi Qun; van der Strate, Barry; Sikkema, Daniel; Fang, Xinping; Tudoroniu, Ariana; Tayyem, Rabab; Brant, Ashley; Spriggs, Franklin; Barry, Colin; Khan, Masood; Keyhani, Anahita; Zimmer, Jennifer; Caturla, Maria Cruz; Couerbe, Philippe; Khadang, Ardeshir; Bourdage, James; Datin, Jim; Zemo, Jennifer; Hughes, Nicola; Fatmi, Saadya; Sheldon, Curtis; Fountain, Scott; Satterwhite, Christina; Colletti, Kelly; Vija, Jenifer; Yu, Mathilde; Stamatopoulos, John; Lin, Jenny; Wilfahrt, Jim; Dinan, Andrew; Ohorodnik, Susan; Hulse, James; Patel, Vimal; Garofolo, Wei; Savoie, Natasha; Brown, Michael; Papac, Damon; Buonarati, Mike; Hristopoulos, George; Beaver, Chris; Boudreau, Nadine; Williard, Clark; Liu, Yansheng; Ray, Gene; Warrino, Dominic; Xu, Allan; Green, Rachel; Hayward-Sewell, Joanne; Marcelletti, John; Sanchez, Christina; Kennedy, Michael; Charles, Jessica St; Bouhajib, Mohammed; Nehls, Corey; Tabler, Edward; Tu, Jing; Joyce, Philip; Iordachescu, Adriana; DuBey, Ira; Lindsay, John; Yamashita, Jim; Wells, Edward

2018-04-01

The 11th Global CRO Council Closed Forum was held in Universal City, CA, USA on 3 April 2017. Representatives from international CRO members offering bioanalytical services were in attendance in order to discuss scientific and regulatory issues specific to bioanalysis. The second CRO-Pharma Scientific Interchange Meeting was held on 7 April 2017, which included Pharma representatives' sharing perspectives on the topics discussed earlier in the week with the CRO members. The issues discussed at the meetings included cumulative stability evaluations, matrix stability evaluations, the 2016 US FDA Immunogenicity Guidance and recent and unexpected FDA Form 483s on immunogenicity assays, the bioanalytical laboratory's role in writing PK sample collection instructions, biosimilars, CRO perspectives on the use of chiral versus achiral methods, hybrid LBA/LCMS assays, applications of fit-for-purpose validation and, at the Global CRO Council Closed Forum only, the status and trend of current regulated bioanalytical practice in China under CFDA's new BMV policy. Conclusions from discussions of these topics at both meetings are included in this report.

Wyoming Landscape Conservation Initiative data management and integration

USGS Publications Warehouse

Latysh, Natalie; Bristol, R. Sky

2011-01-01

Six Federal agencies, two State agencies, and two local entities formally support the Wyoming Landscape Conservation Initiative (WLCI) and work together on a landscape scale to manage fragile habitats and wildlife resources amidst growing energy development in southwest Wyoming. The U.S. Geological Survey (USGS) was tasked with implementing targeted research and providing scientific information about southwest Wyoming to inform the development of WLCI habitat enhancement and restoration projects conducted by land management agencies. Many WLCI researchers and decisionmakers representing the Bureau of Land Management, U.S. Fish and Wildlife Service, the State of Wyoming, and others have overwhelmingly expressed the need for a stable, robust infrastructure to promote sharing of data resources produced by multiple entities, including metadata adequately describing the datasets. Descriptive metadata facilitates use of the datasets by users unfamiliar with the data. Agency representatives advocate development of common data handling and distribution practices among WLCI partners to enhance availability of comprehensive and diverse data resources for use in scientific analyses and resource management. The USGS Core Science Informatics (CSI) team is developing and promoting data integration tools and techniques across USGS and partner entity endeavors, including a data management infrastructure to aid WLCI researchers and decisionmakers.

Promoting Science Learning and Scientific Identification through Contemporary Scientific Investigations

NASA Astrophysics Data System (ADS)

Van Horne, Katie

This dissertation investigates the implementation issues and the educational opportunities associated with "taking the practice turn" in science education. This pedagogical shift focuses instructional experiences on engaging students in the epistemic practices of science both to learn the core ideas of the disciplines, as well as to gain an understanding of and personal connection to the scientific enterprise. In Chapter 2, I examine the teacher-researcher co-design collaboration that supported the classroom implementation of a year-long, project-based biology curriculum that was under development. This study explores the dilemmas that arose when teachers implemented a new intervention and how the dilemmas arose and were managed throughout the collaboration of researchers and teachers and between the teachers. In the design-based research of Chapter 3, I demonstrate how students' engagement in epistemic practices in contemporary science investigations supported their conceptual development about genetics. The analysis shows how this involved a complex interaction between the scientific, school and community practices in students' lives and how through varied participation in the practices students come to write about and recognize how contemporary investigations can give them leverage for science-based action outside of the school setting. Finally, Chapter 4 explores the characteristics of learning environments for supporting the development of scientific practice-linked identities. Specific features of the learning environment---access to the intellectual work of the domain, authentic roles and accountability, space to make meaningful contributions in relation to personal interests, and practice-linked identity resources that arose from interactions in the learning setting---supported learners in stabilizing practice-linked science identities through their engagement in contemporary scientific practices. This set of studies shows that providing students with the tools and means of contemporary scientific inquiry allows them to gain conceptual development and proficiency with the scientific practices within the contexts of their lives, in ways that provided access to resources that promoted students' stabilization of practice-linked identities. For teachers implementing this instructional model in their classrooms, it brought up dilemmas and opportunities related to their school contexts and their personal history of instructional practices. The work collectively informs how interest-driven project-based science instruction can happen across a range of school contexts and how such models can support meaningful science learning and identification.

Preservice Elementary Teachers' Ideas About Scientific Practices

NASA Astrophysics Data System (ADS)

Ricketts, Amy

2014-10-01

With the goal of producing scientifically literate citizens who are able to make informed decisions and reason critically when science intersects with their everyday lives, the National Research Council (NRC) has produced two recent documents that call for a new approach to K-12 science education that is based on scientific practices, crosscutting concepts, and disciplinary core ideas. These documents will potentially influence future state standards and K-12 curricula. Teachers will need support in order to teach science using a practices based approach, particularly if they do not have strong science backgrounds, which is often the case with elementary teachers. This study investigates one cohort (n = 19) of preservice elementary teachers' ideas about scientific practices, as developed in a one-semester elementary science teaching methods course. The course focused on eight particular scientific practices, as defined by the National Research Council's A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012). Participants' written reflections, lesson plans and annotated teaching videos were analyzed in fine detail to better understand their ideas about what it means to engage in each of the practices. The findings suggest that preservice elementary teachers hold promising ideas about scientific practices (such as an emphasis on argumentation and communication between scientists, critical thinking, and answering and asking questions as the goal of science) as well as problematic ideas (including confusion over the purpose of modeling and the process of analysis, and conflating argumentation and explanation building). These results highlight the strengths and limitations of using the Framework (NRC 2012) as an instructional text and the difficulties of differentiating between preservice teachers' content knowledge about doing the practices and their pedagogical knowledge about teaching the practices.

A Knowledge Base for Teaching Biology Situated in the Context of Genetic Testing

NASA Astrophysics Data System (ADS)

van der Zande, Paul; Waarlo, Arend Jan; Brekelmans, Mieke; Akkerman, Sanne F.; Vermunt, Jan D.

2011-10-01

Recent developments in the field of genomics will impact the daily practice of biology teachers who teach genetics in secondary education. This study reports on the first results of a research project aimed at enhancing biology teacher knowledge for teaching genetics in the context of genetic testing. The increasing body of scientific knowledge concerning genetic testing and the related consequences for decision-making indicate the societal relevance of such a situated learning approach. What content knowledge do biology teachers need for teaching genetics in the personal health context of genetic testing? This study describes the required content knowledge by exploring the educational practice and clinical genetic practices. Nine experienced teachers and 12 respondents representing the clinical genetic practices (clients, medical professionals, and medical ethicists) were interviewed about the biological concepts and ethical, legal, and social aspects (ELSA) of testing they considered relevant to empowering students as future health care clients. The ELSA suggested by the respondents were complemented by suggestions found in the literature on genetic counselling. The findings revealed that the required teacher knowledge consists of multiple layers that are embedded in specific genetic test situations: on the one hand, the knowledge of concepts represented by the curricular framework and some additional concepts (e.g. multifactorial and polygenic disorder) and, on the other hand, more knowledge of ELSA and generic characteristics of genetic test practice (uncertainty, complexity, probability, and morality). Suggestions regarding how to translate these characteristics, concepts, and ELSA into context-based genetics education are discussed.

[Rod of Asclepius. Symbol of medicine].

PubMed

Young, Pablo; Finn, Bárbara C; Bruetman, Julio E; Cesaro Gelos, Jorge; Trimarchi, Hernán

2013-09-01

Symbolism is one of the most archaic forms of human thoughts. Symbol derives from the Latin word symbolum, and the latter from the Greek symbolon or symballo, which means "I coincide, I make matches". The Medicine symbol represents a whole series of historical and ethical values. Asclepius Rod with one serpent entwined, has traditionally been the symbol of scientific medicine. In a misconception that has lasted 500 years, the Caduceus of Hermes, entwined by two serpents and with two wings, has been considered the symbol of Medicine. However, the Caduceus is the current symbol of Commerce. Asclepius Rod and the Caduceus of Hermes represent two professions, Medicine and Commerce that, in ethical practice, should not be mixed. Physicians should be aware of their real emblem, its historical origin and meaning.

Science and football: evaluating the influence of science on performance.

PubMed

Drust, B; Green, M

2013-01-01

The scientific study of football has its origins in the early research completed in the 1970's. Since these early efforts the available scientific knowledge base related to football has developed substantially. The ability of this scientific information to influence practice in the day-to-day activity of football organisations, especially elite teams, has been largely taken for granted. The close examination of this impact can lead to more uncertainty regarding the usefulness of the scientific data to the sport. Few articles are available that have attempted to critique the link between science and football practice. As such, the aims of this article are 2-fold; (i) to examine the historical background to "science and football" and to analyse the influence of sports science research on the current practice of coaches and practitioners within the sport and (ii) to identify potential ways to increase the influence of scientific research on practice in the "real world".

Supporting students' construction of scientific explanation through curricular scaffolds and teacher instructional practices

NASA Astrophysics Data System (ADS)

McNeill, Katherine Lynch

An essential goal of classroom science is to help all students become scientifically literate to encourage greater public understanding in a science infused world. This type of literacy requires that students participate in scientific inquiry practices such as construction of arguments or scientific explanations in which they justify their claims with appropriate evidence and reasoning. Although scientific explanations are an important learning goal, this complex inquiry practice is frequently omitted from k-12 science classrooms and students have difficulty creating them. I investigated how two different curricular scaffolds (context-specific vs. generic), teacher instructional practices, and the interaction between these two types of support influence student learning of scientific explanations. This study focuses on an eight-week middle school chemistry curriculum, How can I make new stuff from old stuff?, which was enacted by six teachers with 578 students during the 2004-2005 school year. Overall, students' written scientific explanations improved during the unit in which they were provided with multiple forms of teacher and curricular support. A growth curve model of student learning showed that there was a significant difference in the effect of the two curricular scaffolds towards the end of the unit and on the posttest. The context-specific scaffolds resulted in greater student learning of how to write scientific explanations, but only for three of the six teachers. The case studies created from the videotapes of classroom enactments revealed that teachers varied in which instructional practices they engaged in and the quality of those practices. Analyses suggested that the curricular scaffolds and teacher instructional practices were synergistic in that the supports interacted and the effect of the written curricular scaffolds depended on the teacher's enactment of the curriculum. The context-specific curricular scaffolds were more successful in supporting students in this complex task only when teachers' enactments provided generic support for scientific explanation through instructional practices. For teachers who did not provide their students with generic support, neither curricular scaffold was more effective. Classrooms are complex systems in which multiple factors and the interactions between those factors influence student learning.

Representative Nature of Scientific Literacy Themes in a High School Chemistry Course: The Case of Zambia

ERIC Educational Resources Information Center

Mumba, Frackson; Hunter, William J. F.

2009-01-01

The purpose of this study was to find out how the scientific literacy themes are represented in the current Zambian high school chemistry syllabus, textbooks and grade twelve chemistry examination papers in an attempt to find out whether or not the chemistry course has adequate potential to contribute to the preparation of scientifically literate…

New perspectives in forensic anthropology.

PubMed

Dirkmaat, Dennis C; Cabo, Luis L; Ousley, Stephen D; Symes, Steven A

2008-01-01

A critical review of the conceptual and practical evolution of forensic anthropology during the last two decades serves to identify two key external factors and four tightly inter-related internal methodological advances that have significantly affected the discipline. These key developments have not only altered the current practice of forensic anthropology, but also its goals, objectives, scope, and definition. The development of DNA analysis techniques served to undermine the classic role of forensic anthropology as a field almost exclusively focused on victim identification. The introduction of the Daubert criteria in the courtroom presentation of scientific testimony accompanied the development of new human comparative samples and tools for data analysis and sharing, resulting in a vastly enhanced role for quantitative methods in human skeletal analysis. Additionally, new questions asked of forensic anthropologists, beyond identity, required sound scientific bases and expanded the scope of the field. This environment favored the incipient development of the interrelated fields of forensic taphonomy, forensic archaeology, and forensic trauma analysis, fields concerned with the reconstruction of events surrounding death. Far from representing the mere addition of new methodological techniques, these disciplines (especially, forensic taphonomy) provide forensic anthropology with a new conceptual framework, which is broader, deeper, and more solidly entrenched in the natural sciences. It is argued that this new framework represents a true paradigm shift, as it modifies not only the way in which classic forensic anthropological questions are answered, but also the goals and tasks of forensic anthropologists, and their perception of what can be considered a legitimate question or problem to be answered within the field.

Teaching for Scientific Literacy? An Examination of Instructional Practices in Secondary Schools in Barbados

ERIC Educational Resources Information Center

Archer-Bradshaw, Ramona E.

2017-01-01

This study examined the extent to which the instructional practices of science teachers in Barbados are congruent with best practices for teaching for scientific literacy. Additionally, through observation of practice, it sought to determine the teachers' demonstrated role in the classroom, their demonstration of learning through discourse,…

Making Meaning of Scientific Practices: Exploring the Pathways and Variations of Classrooms Engaging in Science Practices

ERIC Educational Resources Information Center

Ko, Mon-Lin Monica

2013-01-01

A focus of reforms in standards, learning environments, teacher preparation programs and professional development is to support teachers' and students' engagement with scientific practices such as argumentation, modeling and generating explanations for real-world phenomena (NRC, 2011). Engaging in these practices in authentic ways…

Integrative Convergence in Neuroscience: Trajectories, Problems, and the Need for a Progressive Neurobioethics

NASA Astrophysics Data System (ADS)

Giordano, J.

The advanced integrative scientific convergence (AISC) model represents a viable approach to neuroscience. Beyond simple multi-disciplinarity, the AISC model unifies constituent scientific and technological fields to foster innovation, invention and new ways of addressing seemingly intractable questions. In this way, AISC can yield novel methods and foster new trajectories of knowledge and discovery, and yield new epistemologies. As stand-alone disciplines, each and all of the constituent fields generate practical and ethical issues, and their convergence may establish a unique set of both potential benefits and problems. To effectively attend to these contingencies requires pragmatic assessment of the actual capabilities and limits of neurofocal AISC, and an openness to what new knowledge and scientific/technological achievements may be produced, and how such outcomes can affect humanity, the human condition, society and the global environment. It is proposed that a progressive neurobioethics may be needed to establish both a meta-ethical framework upon which to structure ethical decisions, and a system and method of ethics that is inclusive, convergent and innovative, and in thus aligned with and meaningful to use of an AISC model in neuroscience.

Natural products and the athlete: facts and folklore.

PubMed

Barron, R L; Vanscoy, G J

1993-05-01

To contrast scientific facts with suggested manufacturers' claims regarding food supplements (natural products) marketed for enhanced athletic prowess. A MEDLINE search was performed to obtain documentation supporting the claims of natural-product manufacturers. In addition, several references pertaining to pharmacognosy, natural products, herbs, pharmacy practice, and sports medicine were reviewed. Claims were obtained from promotional advertisements in bodybuilding magazines, product labels, and fact sheets for sales representatives in nutrition and health-food stores. We reviewed all of the clinical trials, published between 1966 and 1992, relative to the manufacturers' claims regarding these products. Pertinent human and/or animal studies supporting each natural product were compared with the manufacturers' claims. We found that there was no published scientific evidence to support the promotional claims for a large proportion of the products (8/19, 42 percent). Only 4 of 19 products (21 percent) were associated with any documented human clinical trials supporting their promotional claims. Six of 19 agents (32 percent) had some scientific documentation to support their promotional claims; however, these products were judged to be marketed in a misleading manner.

Students' abilities to critique scientific evidence when reading and writing scientific arguments

NASA Astrophysics Data System (ADS)

Knight, Amanda M.

Scientific arguments are used to persuade others for explanations that make sense of the natural world. Over time, through the accumulation of evidence, one explanation for a scientific phenomenon tends to take precedence. In science education, arguments make students' thinking and reasoning visible while also supporting the development of their conceptual, procedural, and epistemic knowledge. As such, argumentation has become a goal within recent policy documents, including the Next Generation Science Standards, which, in turn, presents a need for comprehensive, effective, and scalable assessments. This dissertation used assessments that measure students' abilities to critique scientific evidence, which is measured in terms of the form of justification and the support of empirical evidence, when reading and writing scientific arguments. Cognitive interviews were then conducted with a subset of the students to explore the criteria they used to critique scientific evidence. Specifically, the research investigated what characteristics of scientific evidence the students preferred, how they critiqued both forms of justification and empirical evidence, and whether the four constructs represented four separate abilities. Findings suggest that students' prioritized the type of empirical evidence to the form of justification, and most often selected relevant-supporting justifications. When writing scientific arguments, most students constructed a justified claim, but struggled to justify their claims with empirical evidence. In comparison, when reading scientific arguments, students had trouble locating a justification when it was not empirical data. Additionally, it was more difficult for students to critique than identify or locate empirical evidence, and it was more difficult for students to identify than locate empirical evidence. Findings from the cognitive interviews suggest that students with more specific criteria tended to have more knowledge of the construct. Lastly, dimensional analyses suggest that these may not be four distinct constructs, which has important implications for curriculum development and instructional practice. Namely, teachers should attend to the critique of scientific evidence separately when reading and writing scientific arguments.

Doctors and pharmaceutical industry.

PubMed

Beran, Roy G

2009-09-01

The pharmaceutical industry is seen as seducing doctors by providing expensive gifts, subsidising travel and underwriting practice expenses in return for those doctors prescribing products that otherwise they would not use. This paints doctors in a very negative light; suggests doctors are available to the highest bidder; implies doctors do not adequately act as independent agents; and that doctors are driven more by self-interest than by patient needs. Similar practices, in other industries, are accepted as normal business behaviour but it is automatically assumed to be improper if the pharmaceutical industry supports doctors. Should the pharmaceutical industry withdraw educational grants then there would be: fewer scientific meetings; reduced attendance at conferences; limited post graduate education; and a depreciated level of maintenance of professional standards. To suggest that doctors prescribe inappropriately in return for largesse maligns their integrity but where there is no scientific reason to choose between different treatments then there can be little argument against selecting the product manufactured by a company that has invested in the doctor and the question arises as to whether this represents bad medicine? This paper will examine what constitutes non-professional conduct in response to inducements by the pharmaceutical industry. It will review: conflict of interest; relationships between doctors and pharma and the consequences for patients; and the need for critical appraisal before automatically decrying this relationship while accepting that there remain those who do not practice ethical medicine.

Spinoff, 1994

NASA Technical Reports Server (NTRS)

Haggerty, James J.

1994-01-01

This publication is intended to foster the aim of the NASA Technology Transfer Program by heightening awareness of the NASA technology available for reapplication and its potential for public benefit. The publication is organized in three main sections. The first section, Aerospace Aims, is an illustrated summary of NASA's major aeronautical and space programs, their goals and directions, their contributions to American scientific and technological growth, and their potential for practical benefit. The second section, Technology Twice Used, is a representative selection of new products and processes adapted from technology originally developed for NASA mainline programs, underlying the broad diversity of spinoff applications and the social/economic benefits they provide. The third section, Technology Transfer, is a description of the mechanisms employed to encourage and facilitate practical application of new technologies developed in the course of NASA activities.

[The Durkheim Test. Remarks on Susan Leigh Star's Boundary Objects].

PubMed

Gießmann, Sebastian

2015-09-01

The article reconstructs Susan Leigh Star's conceptual work on the notion of 'boundary objects'. It traces the emergence of the concept, beginning with her PhD thesis and its publication as Regions of the Mind in 1989. 'Boundary objects' attempt to represent the distributed, multifold nature of scientific work and its mediations between different 'social worlds'. Being addressed to several 'communities of practice', the term responded to questions from Distributed Artificial Intelligence in Computer Science, Workplace Studies and Computer Supported Cooperative Work (CSCW), and microhistorical approaches inside the growing Science and Technology Studies. Yet the interdisciplinary character and interpretive flexibility of Star’s invention has rarely been noticed as a conceptual tool for media theory. I therefore propose to reconsider Star's 'Durkheim test' for sociotechnical media practices.

Early scientific advice obtained simultaneously from regulators and payers: findings from a pilot study in Australia.

PubMed

Wonder, Michael; Backhouse, Martin E; Hornby, Edward

2013-01-01

There is scope for better interaction between regulators, payers/HTA agencies, and medicines developers in their common objective of getting new medicines to patients. This paper reports on a tripartite early scientific advice pilot conducted by a pharmaceutical company (developer), the Therapeutic Goods Administration (TGA: regulator) and the Pharmaceutical Benefit Advisory Committee (PBAC) Secretariat (HTA agency) in Australia. The objective was to explore the practicality, feasibility, and sustainability of means of obtaining simultaneous scientific advice from both a regulatory and reimbursement perspective. Advice was sought for two development compounds in different disease areas. The focus was on matters of common interest to the TGA and the PBAC (i.e. the clinical evidence). Briefing books were prepared by the developer and supplied eight weeks prior to the meeting and only verbal advice was provided. The pilot meeting took place in 2009. Each session lasted for approximately two hours and was structured around the questions in the briefing books. The representatives from the TGA and PBAC Secretariat provided well-informed, considered and careful advice for both compounds, which was predominantly actionable and practical. The sessions proved highly informative and permitted better alignment of the possible positioning of new medicines with the clinical evidence that regulators and HTA agencies might subsequently require for favorable assessment. The process provided early and clear signals to inform major development investments and the probability of successful market access. A number of challenges need to be addressed before tripartite scientific advice can be provided on continual basis. Copyright © 2013, International Society for Pharmacoeconomics and Outcomes Research (ISPOR). Published by Elsevier Inc.

Design Approaches to Support Preservice Teachers in Scientific Modeling

NASA Astrophysics Data System (ADS)

Kenyon, Lisa; Davis, Elizabeth A.; Hug, Barbara

2011-02-01

Engaging children in scientific practices is hard for beginning teachers. One such scientific practice with which beginning teachers may have limited experience is scientific modeling. We have iteratively designed preservice teacher learning experiences and materials intended to help teachers achieve learning goals associated with scientific modeling. Our work has taken place across multiple years at three university sites, with preservice teachers focused on early childhood, elementary, and middle school teaching. Based on results from our empirical studies supporting these design decisions, we discuss design features of our modeling instruction in each iteration. Our results suggest some successes in supporting preservice teachers in engaging students in modeling practice. We propose design principles that can guide science teacher educators in incorporating modeling in teacher education.

Guiding students to develop an understanding of scientific inquiry: a science skills approach to instruction and assessment.

PubMed

Stone, Elisa M

2014-01-01

New approaches for teaching and assessing scientific inquiry and practices are essential for guiding students to make the informed decisions required of an increasingly complex and global society. The Science Skills approach described here guides students to develop an understanding of the experimental skills required to perform a scientific investigation. An individual teacher's investigation of the strategies and tools she designed to promote scientific inquiry in her classroom is outlined. This teacher-driven action research in the high school biology classroom presents a simple study design that allowed for reciprocal testing of two simultaneous treatments, one that aimed to guide students to use vocabulary to identify and describe different scientific practices they were using in their investigations-for example, hypothesizing, data analysis, or use of controls-and another that focused on scientific collaboration. A knowledge integration (KI) rubric was designed to measure how students integrated their ideas about the skills and practices necessary for scientific inquiry. KI scores revealed that student understanding of scientific inquiry increased significantly after receiving instruction and using assessment tools aimed at promoting development of specific inquiry skills. General strategies for doing classroom-based action research in a straightforward and practical way are discussed, as are implications for teaching and evaluating introductory life sciences courses at the undergraduate level.

Aesthetics and ethics in engineering: insights from Polanyi.

PubMed

Dias, Priyan

2011-06-01

Polanyi insisted that scientific knowledge was intensely personal in nature, though held with universal intent. His insights regarding the personal values of beauty and morality in science are first enunciated. These are then explored for their relevance to engineering. It is shown that the practice of engineering is also governed by aesthetics and ethics. For example, Polanyi's three spheres of morality in science--that of the individual scientist, the scientific community and the wider society--has parallel entities in engineering. The existence of shared values in engineering is also demonstrated, in aesthetics through an example that shows convergence of practitioner opinion to solutions that represent accepted models of aesthetics; and in ethics through the recognition that many professional engineering institutions hold that the safety of the public supersedes the interests of the client. Such professional consensus can be seen as justification for studying engineering aesthetics and ethics as inter-subjective disciplines.

Resistance and the Development of Scientific Practice: Designing the Mangle into Science Instruction

ERIC Educational Resources Information Center

Manz, Eve

2015-01-01

This article addresses how we can develop learning environments that establish a need for scientific practices and provide a context for developing content knowledge through practice. It argues that Pickering's (1995) notion of "The Mangle of Practice" informs these efforts by focusing our attention on how resistance, or push-back from…

Preservice Elementary Teachers' Ideas about Scientific Practices

ERIC Educational Resources Information Center

Ricketts, Amy

2014-01-01

With the goal of producing scientifically literate citizens who are able to make informed decisions and reason critically when science intersects with their everyday lives, the National Research Council (NRC) has produced two recent documents that call for a new approach to K-12 science education that is based on scientific practices, crosscutting…

Collaborative explanation, explanatory roles, and scientific explaining in practice.

PubMed

Love, Alan C

2015-08-01

Scientific explanation is a perennial topic in philosophy of science, but the literature has fragmented into specialized discussions in different scientific disciplines. An increasing attention to scientific practice by philosophers is (in part) responsible for this fragmentation and has put pressure on criteria of adequacy for philosophical accounts of explanation, usually demanding some form of pluralism. This commentary examines the arguments offered by Fagan and Woody with respect to explanation and understanding in scientific practice. I begin by scrutinizing Fagan's concept of collaborative explanation, highlighting its distinctive advantages and expressing concern about several of its assumptions. Then I analyze Woody's attempt to reorient discussions of scientific explanation around functional considerations, elaborating on the wider implications of this methodological recommendation. I conclude with reflections on synergies and tensions that emerge when the two papers are juxtaposed and how these draw attention to critical issues that confront ongoing philosophical analyses of scientific explanation. Copyright © 2015 Elsevier Ltd. All rights reserved.

Classroom Communities' Adaptations of the Practice of Scientific Argumentation

ERIC Educational Resources Information Center

Berland, Leema K.; Reiser, Brian J.

2011-01-01

Scientific argumentation is increasingly seen as a key inquiry practice for students in science classrooms. This is a complex practice that entails three overlapping, instructional goals: Participants "articulate their understandings" and work to "persuade others of those understandings" in order to "make sense of the…

14 CFR 1206.701 - Categories of requesters.

Code of Federal Regulations, 2010 CFR

2010-01-01

... scientific institutions; representatives of the news media; and all other requesters. The Act prescribes... reproduction of documents. (b) Education and noncommercial scientific institution requesters. NASA shall... are representatives of the news media. NASA shall provide documents to requesters in this category for...

Good practices to promote gender equality in science and physics in Tunisia

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

Jaziri, Sihem

Women represent 47% of researchers in Tunisia but only 12% of senior faculty in scientific fields. This paper describes three areas of activity to promote greater participation of women. The Women in Science group at the University of Tunis has, among other activities, organized an annual conference on women in science since 2005. The COACh project is a multinational effort across northern Africa to promote professional networking and mentoring through partnerships with women in the United States. Finally, an immersive summer school was organized to introduce master’s level women to projects and careers in optics and photonics.

International Cooperation in Environmental Management and Rational Use of Natural Resources

NASA Astrophysics Data System (ADS)

Fedulova, E. A.; Korchagina, I. V.; Vik, S. V.; Kalinina, O. I.; Martyanov, V. L.

2017-01-01

The progress in technologies is developing towards the unlimited growth of production and consumption, wasteful use of natural resources and biosphere. These problems require adequate response such as international cooperation and integration of the efforts of authorities, scientists, representatives of educational system. Such cooperation is important to ensure the transition to the sustainable, ecologically-oriented practices of natural resources rational use. This is impossible without establishing a new environmental management system based upon formation of ecological competence of all scientific and technological progress participants among which the higher school scholars must play a leading role.

European Society of Endodontology position statement: the use of CBCT in endodontics.

PubMed

Patel, S; Durack, C; Abella, F; Roig, M; Shemesh, H; Lambrechts, P; Lemberg, K

2014-06-01

This Position Statement represents a consensus of an expert committee convened by the European Society of Endodontology (ESE) on the use of Cone Beam Computed Tomography (CBCT). The statement is based on the current scientific evidence, and provides the clinician with evidence-based criteria on when to use CBCT in Endodontics. Given the dynamic and changing nature of research, development of new devices and clinical practice relating to CBCT, this Position Statement will be updated within 3 years, or before that time should new evidence become available. © 2014 International Endodontic Journal. Published by John Wiley & Sons Ltd.

Cognition and the menopause transition.

PubMed

Maki, Pauline M; Henderson, Victor W

2016-07-01

Complaints about forgetfulness, "brain fog," and difficulty concentrating are common in women transitioning through menopause. Women with these cognitive complaints often express concern about whether these problems are normal, related to menopause, or represent a symptom of Alzheimer disease or another serious cognitive disorder. In this Practice Pearl, we provide a brief summary of the scientific literature on the frequency of cognitive complaints in midlife women, the validity of complaints in relation to performance on standardized cognitive tests, and the influence of menopause on cognitive performance. We then offer recommendations for healthcare providers and women to address cognitive concerns.

Good practices to promote gender equality in science and physics in Tunisia

NASA Astrophysics Data System (ADS)

Jaziri, Sihem

2015-12-01

Women represent 47% of researchers in Tunisia but only 12% of senior faculty in scientific fields. This paper describes three areas of activity to promote greater participation of women. The Women in Science group at the University of Tunis has, among other activities, organized an annual conference on women in science since 2005. The COACh project is a multinational effort across northern Africa to promote professional networking and mentoring through partnerships with women in the United States. Finally, an immersive summer school was organized to introduce master's level women to projects and careers in optics and photonics.

Probabilistic machine learning and artificial intelligence.

PubMed

Ghahramani, Zoubin

2015-05-28

How can a machine learn from experience? Probabilistic modelling provides a framework for understanding what learning is, and has therefore emerged as one of the principal theoretical and practical approaches for designing machines that learn from data acquired through experience. The probabilistic framework, which describes how to represent and manipulate uncertainty about models and predictions, has a central role in scientific data analysis, machine learning, robotics, cognitive science and artificial intelligence. This Review provides an introduction to this framework, and discusses some of the state-of-the-art advances in the field, namely, probabilistic programming, Bayesian optimization, data compression and automatic model discovery.

Probabilistic machine learning and artificial intelligence

NASA Astrophysics Data System (ADS)

Ghahramani, Zoubin

2015-05-01

How can a machine learn from experience? Probabilistic modelling provides a framework for understanding what learning is, and has therefore emerged as one of the principal theoretical and practical approaches for designing machines that learn from data acquired through experience. The probabilistic framework, which describes how to represent and manipulate uncertainty about models and predictions, has a central role in scientific data analysis, machine learning, robotics, cognitive science and artificial intelligence. This Review provides an introduction to this framework, and discusses some of the state-of-the-art advances in the field, namely, probabilistic programming, Bayesian optimization, data compression and automatic model discovery.

Tracing Fifth-Grade Students' Epistemologies in Modeling through Their Participation in a Model-Based Curriculum Unit

ERIC Educational Resources Information Center

Baek, Hamin

2013-01-01

In the past decade, there has been a growing interest in scientific practices as a reform focus in K-12 science education of the United States. In this context, scientific practices refer to practices that have family resemblance to scientists' professional practices and simultaneously are pedagogically accessible and useful to students. In…

Frames of scientific evidence: How journalists represent the (un)certainty of molecular medicine in science television programs.

PubMed

Ruhrmann, Georg; Guenther, Lars; Kessler, Sabrina Heike; Milde, Jutta

2015-08-01

For laypeople, media coverage of science on television is a gateway to scientific issues. Defining scientific evidence is central to the field of science, but there are still questions if news coverage of science represents scientific research findings as certain or uncertain. The framing approach is a suitable framework to classify different media representations; it is applied here to investigate the frames of scientific evidence in film clips (n=207) taken from science television programs. Molecular medicine is the domain of interest for this analysis, due to its high proportion of uncertain and conflicting research findings and risks. The results indicate that television clips vary in their coverage of scientific evidence of molecular medicine. Four frames were found: Scientific Uncertainty and Controversy, Scientifically Certain Data, Everyday Medical Risks, and Conflicting Scientific Evidence. They differ in their way of framing scientific evidence and risks of molecular medicine. © The Author(s) 2013.

[The Declaration of Istanbul on organ trafficking and transplant tourism].

PubMed

2009-01-01

A Summit Meeting that convened over 150 representatives of scientific and medical bodies from around the world was held in Istanbul from April 30 to May 2, 2008 to address the urgent and growing problem of organ sales, transplant tourism and trafficking in organ donors in the context of the global shortage of organs. Preparatory work for the meeting was undertaken by a Steering Committee convened by The Transplantation Society and the International Society of Nephrology in Dubai in December 2007. Participants at the Istanbul Summit were selected by the Steering Committee according to the following criteria: The country liaisons with The Transplantation Society representing virtually all countries with transplantation programs; representatives from international societies and the Vatican; key stakeholders in nephrology and transplantation; public policy experts in organ transplantation; and ethicists, anthropologists, sociologists, and legal academic well-recognized for their work on transplantation policy and practice. This Declaration represents the consensus of the Summit participants and is an authorized Spanish translation that will help disseminate this information among Mexican health professionals and interested readers.

[The Declaration of Istanbul on organ trafficking and transplant tourism].

PubMed

2008-01-01

To address the urgent and growing problems of organ sales, transplant tourism and trafficking in organ donors in context of global shortage of organs a Summit Meeting of more than 150 representatives of scientific and medical bodies from around the world was held in Istanbul from April 30 to May 2, 2008. Preparatory work for the meeting was undertaken by a Steering Committee convened by The Transplantation Society and the International Society of Nephrology in Dubai in 2007. Participants at the Istanbul Summit were selected by the Steering Committee according to the following considerations: The country liaisons with The Transplantation Society representing virtually all countries with transplantation programs; Representatives from international societies and the Vatican; Individuals holding leadership positions in nephrology and transplantation; Stakeholders in the public policy aspect of organ transplantation; and ethicists, anthropologists, sociologists, and legal academic well recognized for their writings regarding transplantation policy and practice. This Declaration represents the consensus of the Summit participants and it is an authorized Spanish translation version in order to divulging between Mexican healths professionals and to who concern this topic.

Science Is an Attitude: A Response to Kamhi

ERIC Educational Resources Information Center

Apel, Kenn

2011-01-01

Purpose: I provide alternative views to Kamhi's (2011) assertion that clinical practice cannot be scientific. I also discuss how the field of communication sciences and disorders might encourage scientific thinking about clinical practices in researchers and clinicians. Method: Kamhi's three main points for why clinical practice cannot be…

Strategic Integration: The Practical Politics of Integrated Research in Context

ERIC Educational Resources Information Center

van Kerkhoff, Lorrae

2005-01-01

Designing an integrative research program requires that research leaders negotiate a balance between the scientific interest of research and the practical interests of non-scientific partners. This paper examines the ways integrated research is formally categorised, and analyses the tangible expressions of the practical politics involved in…

A Geometric Model to Teach Nature of Science, Science Practices, and Metacognition

ERIC Educational Resources Information Center

Nyman, Matthew; St. Clair, Tyler

2016-01-01

Using the science practice model in science classes for preservice teachers addresses three important aspects of science teacher preparation: teaching the nonlinear nature of scientific process, using scientific practices rather than the ambiguous term "inquiry-based," and emphasizing the process of metacognition as an important tool in…

Aeronautical education and research at the Swiss Institute of Technology in Zurich

NASA Technical Reports Server (NTRS)

Karner, L; Ackeret, J

1931-01-01

Progress in the scientific and practical fields of aviation has caused the Swiss Institute of Technology to organize lectures and practical training courses in all three branches of aeronautics and to found centers of scientific research, laboratories, etc., in order to supply the government and industries with scientifically and technically trained engineers.

Arguing Like a Scientist: Engaging Students in Core Scientific Practices

ERIC Educational Resources Information Center

Chen, Ying-Chih; Steenhoek, Joshua

2014-01-01

Argumentation is now seen as a core practice for helping students engage with the construction and critique of scientific ideas and for making students scientifically literate. This article demonstrates a negotiation model to show how argumentation can be a vehicle to drive students to learn science's big ideas. The model has six phases:…

A Sample Practical Report to Facilitate Writing in the Scientific Style

ERIC Educational Resources Information Center

Corradi, Hazel Ruth

2012-01-01

The ability to write concise and accurate scientific reports is highly valued in university level science. From reflection on marking student final year reports, it was apparent that many students have had insufficient practice at writing complete "scientific paper" style reports by that time, although some do it very well. This is a previously…

"Model-Based Reasoning Is Not a Simple Thing": Investigating Enactment of Modeling in Five High School Biology Classrooms

ERIC Educational Resources Information Center

Gaytan, Candice Renee

2017-01-01

Modeling is an important scientific practice through which scientists generate, evaluate, and revise scientific knowledge, and it can be translated into science classrooms as a means for engaging students in authentic scientific practice. Much of the research investigating modeling in classrooms focuses on student learning, leaving a gap in…

Teachers' Use of Curriculum to Support Students in Writing Scientific Arguments to Explain Phenomena

ERIC Educational Resources Information Center

McNeill, Katherine L.

2009-01-01

The role of the teacher is essential for students' successful engagement in scientific inquiry practices. This study focuses on teachers' use of an 8-week chemistry curriculum that explicitly supports students in one particular inquiry practice, the construction of scientific arguments to explain phenomena in which students justify their claims…

The growth and evolution of cardiovascular magnetic resonance: a 20-year history of the Society for Cardiovascular Magnetic Resonance (SCMR) annual scientific sessions.

PubMed

Lee, Daniel C; Markl, Michael; Dall'Armellina, Erica; Han, Yuchi; Kozerke, Sebastian; Kuehne, Titus; Nielles-Vallespin, Sonia; Messroghli, Daniel; Patel, Amit; Schaeffter, Tobias; Simonetti, Orlando; Valente, Anne Marie; Weinsaft, Jonathan W; Wright, Graham; Zimmerman, Stefan; Schulz-Menger, Jeanette

2018-01-31

The purpose of this work is to summarize cardiovascular magnetic resonance (CMR) research trends and highlights presented at the annual Society for Cardiovascular Magnetic Resonance (SCMR) scientific sessions over the past 20 years. Scientific programs from all SCMR Annual Scientific Sessions from 1998 to 2017 were obtained. SCMR Headquarters also provided data for the number and the country of origin of attendees and the number of accepted abstracts according to type. Data analysis included text analysis (key word extraction) and visualization by 'word clouds' representing the most frequently used words in session titles for 5-year intervals. In addition, session titles were sorted into 17 major subject categories to further evaluate research and clinical CMR trends over time. Analysis of SCMR annual scientific sessions locations, attendance, and number of accepted abstracts demonstrated substantial growth of CMR research and clinical applications. As an international field of study, significant growth of CMR was documented by a strong increase in SCMR scientific session attendance (> 500%, 270 to 1406 from 1998 to 2017, number of accepted abstracts (> 700%, 98 to 701 from 1998 to 2018) and number of international participants (42-415% increase for participants from Asia, Central and South America, Middle East and Africa in 2004-2017). 'Word clouds' based evaluation of research trends illustrated a shift from early focus on 'MRI technique feasibility' to new established techniques (e.g. late gadolinium enhancement) and their clinical applications and translation (key words 'patient', 'disease') and more recently novel techniques and quantitative CMR imaging (key words 'mapping', 'T1', 'flow', 'function'). Nearly every topic category demonstrated an increase in the number of sessions over the 20-year period with 'Clinical Practice' leading all categories. Our analysis identified three growth areas 'Congenital', 'Clinical Practice', and 'Structure/function/flow'. The analysis of the SCMR historical archives demonstrates a healthy and internationally active field of study which continues to undergo substantial growth and expansion into new and emerging CMR topics and clinical application areas.

Guiding Students to Develop an Understanding of Scientific Inquiry: A Science Skills Approach to Instruction and Assessment

PubMed Central

Stone, Elisa M.

2014-01-01

New approaches for teaching and assessing scientific inquiry and practices are essential for guiding students to make the informed decisions required of an increasingly complex and global society. The Science Skills approach described here guides students to develop an understanding of the experimental skills required to perform a scientific investigation. An individual teacher's investigation of the strategies and tools she designed to promote scientific inquiry in her classroom is outlined. This teacher-driven action research in the high school biology classroom presents a simple study design that allowed for reciprocal testing of two simultaneous treatments, one that aimed to guide students to use vocabulary to identify and describe different scientific practices they were using in their investigations—for example, hypothesizing, data analysis, or use of controls—and another that focused on scientific collaboration. A knowledge integration (KI) rubric was designed to measure how students integrated their ideas about the skills and practices necessary for scientific inquiry. KI scores revealed that student understanding of scientific inquiry increased significantly after receiving instruction and using assessment tools aimed at promoting development of specific inquiry skills. General strategies for doing classroom-based action research in a straightforward and practical way are discussed, as are implications for teaching and evaluating introductory life sciences courses at the undergraduate level. PMID:24591508

Visualizing time: how linguistic metaphors are incorporated into displaying instruments in the process of interpreting time-varying signals

NASA Astrophysics Data System (ADS)

Garcia-Belmonte, Germà

2017-06-01

Spatial visualization is a well-established topic of education research that has allowed improving science and engineering students' skills on spatial relations. Connections have been established between visualization as a comprehension tool and instruction in several scientific fields. Learning about dynamic processes mainly relies upon static spatial representations or images. Visualization of time is inherently problematic because time can be conceptualized in terms of two opposite conceptual metaphors based on spatial relations as inferred from conventional linguistic patterns. The situation is particularly demanding when time-varying signals are recorded using displaying electronic instruments, and the image should be properly interpreted. This work deals with the interplay between linguistic metaphors, visual thinking and scientific instrument mediation in the process of interpreting time-varying signals displayed by electronic instruments. The analysis draws on a simplified version of a communication system as example of practical signal recording and image visualization in a physics and engineering laboratory experience. Instrumentation delivers meaningful signal representations because it is designed to incorporate a specific and culturally favored time view. It is suggested that difficulties in interpreting time-varying signals are linked with the existing dual perception of conflicting time metaphors. The activation of specific space-time conceptual mapping might allow for a proper signal interpretation. Instruments play then a central role as visualization mediators by yielding an image that matches specific perception abilities and practical purposes. Here I have identified two ways of understanding time as used in different trajectories through which students are located. Interestingly specific displaying instruments belonging to different cultural traditions incorporate contrasting time views. One of them sees time in terms of a dynamic metaphor consisting of a static observer looking at passing events. This is a general and widespread practice common in the contemporary mass culture, which lies behind the process of making sense to moving images usually visualized by means of movie shots. In contrast scientific culture favored another way of time conceptualization (static time metaphor) that historically fostered the construction of graphs and the incorporation of time-dependent functions, as represented on the Cartesian plane, into displaying instruments. Both types of cultures, scientific and mass, are considered highly technological in the sense that complex instruments, apparatus or machines participate in their visual practices.

Earth Science Informatics Community Requirements for Improving Sustainable Science Software Practices: User Perspectives and Implications for Organizational Action

NASA Astrophysics Data System (ADS)

Downs, R. R.; Lenhardt, W. C.; Robinson, E.

2014-12-01

Science software is integral to the scientific process and must be developed and managed in a sustainable manner to ensure future access to scientific data and related resources. Organizations that are part of the scientific enterprise, as well as members of the scientific community who work within these entities, can contribute to the sustainability of science software and to practices that improve scientific community capabilities for science software sustainability. As science becomes increasingly digital and therefore, dependent on software, improving community practices for sustainable science software will contribute to the sustainability of science. Members of the Earth science informatics community, including scientific data producers and distributers, end-user scientists, system and application developers, and data center managers, use science software regularly and face the challenges and the opportunities that science software presents for the sustainability of science. To gain insight on practices needed for the sustainability of science software from the science software experiences of the Earth science informatics community, an interdisciplinary group of 300 community members were asked to engage in simultaneous roundtable discussions and report on their answers to questions about the requirements for improving scientific software sustainability. This paper will present an analysis of the issues reported and the conclusions offered by the participants. These results provide perspectives for science software sustainability practices and have implications for actions that organizations and their leadership can initiate to improve the sustainability of science software.

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

NASA Astrophysics Data System (ADS)

Mansour, Nasser

2015-07-01

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

Students' Visualization of Diagrams Representing the Human Circulatory System: The use of spatial isomorphism and representational conventions

NASA Astrophysics Data System (ADS)

Cheng, Maurice M. W.; Gilbert, John K.

2015-01-01

This study investigated students' interpretation of diagrams representing the human circulatory system. We conducted an interview study with three students aged 14-15 (Year 10) who were studying biology in a Hong Kong school. During the interviews, students were asked to interpret diagrams and relationships between diagrams that represented aspects of the circulatory system. All diagrams used in the interviews had been used by their teacher when teaching the topic. Students' interpretations were expressed by their verbal response and their drawing. Dual coding theory was used to interpret students' responses. There was evidence that one student relied on verbal recall as a strategy in interpreting diagrams. It was found that students might have relied unduly on similarities in spatial features, rather than on deeper meanings represented by conventions, of diagrams when they associated diagrams that represented different aspects of the circulatory system. A pattern of students' understanding of structure-behaviour-function relationship of the biological system was observed. This study suggests the importance of a consistent diagrammatic and verbal representation in communicating scientific ideas. Implications for teaching practice that facilitates learning with diagrams and address students' undue focus on spatial features of diagrams are discussed.

Effective Science Communication; A practical guide to surviving as a scientist

NASA Astrophysics Data System (ADS)

Illingworth, Sam

2016-09-01

Effective Science Communication: A practical guide to surviving as a scientist is devoted to the variety of ways that scientists are expected to communicate in their day-to-day professional lives. It includes practical advice on how to publish your work in scientific journals, apply for grants, and effectively communicate your research to both scientific and non-scientific audiences. There are chapters devoted to constructing a digital footprint, dealing with the media, and influencing science policy. Guiding you throughout are a number of useful exercises that will help you to become a more effective communicator, providing a helping hand in your scientific journey to not only survive, but to prosper in the process.

Good practice in reviewing and publishing studies on herbal medicine, with special emphasis on traditional Chinese medicine and Chinese materia medica.

PubMed

Chan, Kelvin; Shaw, Debbie; Simmonds, Monique S J; Leon, Christine J; Xu, Qihe; Lu, Aiping; Sutherland, Ian; Ignatova, Svetlana; Zhu, You-Ping; Verpoorte, Rob; Williamson, Elizabeth M; Duez, Pierre

2012-04-10

Studies on traditional Chinese medicine (TCM), like those of other systems of traditional medicine (TM), are very variable in their quality, content and focus, resulting in issues around their acceptability to the global scientific community. In an attempt to address these issues, an European Union funded FP7 consortium, composed of both Chinese and European scientists and named "Good practice in traditional Chinese medicine" (GP-TCM), has devised a series of guidelines and technical notes to facilitate good practice in collecting, assessing and publishing TCM literature as well as highlighting the scope of information that should be in future publications on TMs. This paper summarises these guidelines, together with what has been learned through GP-TCM collaborations, focusing on some common problems and proposing solutions. The recommendations also provide a template for the evaluation of other types of traditional medicine such as Ayurveda, Kampo and Unani. GP-TCM provided a means by which experts in different areas relating to TCM were able to collaborate in forming a literature review good practice panel which operated through e-mail exchanges, teleconferences and focused discussions at annual meetings. The panel involved coordinators and representatives of each GP-TCM work package (WP) with the latter managing the testing and refining of such guidelines within the context of their respective WPs and providing feedback. A Good Practice Handbook for Scientific Publications on TCM was drafted during the three years of the consortium, showing the value of such networks. A "deliverable - central questions - labour division" model had been established to guide the literature evaluation studies of each WP. The model investigated various scoring systems and their ability to provide consistent and reliable semi-quantitative assessments of the literature, notably in respect of the botanical ingredients involved and the scientific quality of the work described. This resulted in the compilation of (i) a robust scoring system and (ii) a set of minimum standards for publishing in the herbal medicines field, based on an analysis of the main problems identified in published TCM literature. Good quality, peer-reviewed literature is crucial in maintaining the integrity and the reputation of the herbal scientific community and promoting good research in TCM. These guidelines provide a clear starting point for this important endeavour. They also provide a platform for adaptation, as appropriate, to other systems of traditional medicine. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

US Urban Elementary Teachers' Knowledge and Practices in Teaching Science to English Language Learners: Results from the First Year of a Professional Development Intervention

ERIC Educational Resources Information Center

Santau, Alexandra O.; Secada, Walter; Maerten-Rivera, Jaime; Cone, Neporcha; Lee, Okhee

2010-01-01

The study examined US elementary teachers' knowledge and practices in four key domains of science instruction with English language learning (ELL) students. The four domains included: (1) teachers' knowledge of science content, (2) teaching practices to promote scientific understanding, (3) teaching practices to promote scientific inquiry, and (4)…

[Research on Participation in Working Life: On the Transfer from Theory into Practice].

PubMed

Bartel, Susanne; Ohlbrecht, Heike

2018-06-01

This study focuses on the theory-practice transfer in the field of research on participation in working life (LTA). The aim was to determine what expectations are prevalent on the part of service providers, how they access scientific knowledge, how the transfer into practice takes place and what research gaps exist. At the same time, representatives of the German Statutory Pension Insurance were asked about internal structures for identifying research topics and evaluating research results as well as for knowledge transfer. The aim of the article is to address the relationship between research and practice in the field of LTA and to create a sensitivity for this topic. The results of this study are based on a written survey of 28 Vocational Training Institutes (BFW) of the Federal Association of Vocational Rehabilitation Centres (BV BFW) and on three expert interviews with representatives of pension insurance companies (federal and regional). The response rate of the BFW survey was approximately 54% (N=15). For the evaluation of data primarily qualitative content analysis was applied, which included a step by step coding of the data. The results of the survey indicate a pronounced need for translation processes and a culture of cooperation between research and practice. At the same time, a tension between the preservation of the autonomy of research and an increasing transfer orientation became evident. In addition, a wide range of approaches for structuring possible transfer activities could be identified. In the area of research on services for participation in working life, the development of a strategy for research transfer represents a future task. It is necessary to explore new communication structures and participatory research formats in which research groups and sponsors as well as practitioners can jointly carry out research in this field. © Georg Thieme Verlag KG Stuttgart · New York.

The Art of Strategic Management: A Case-Based Exercise

ERIC Educational Resources Information Center

Maranville, Steven

2011-01-01

This article contends that the strategic thinking process is composed of two joint, but paradigmatically distinct, activities--analysis and synthesis. Analysis represents the scientific paradigm, whereas synthesis represents the artistic paradigm. Nevertheless, the Strategic Management course is dominated by the scientific paradigm, even though…

Coprophagy in wild bonobos (Pan paniscus) at Wamba in the Democratic Republic of the Congo: a possibly adaptive strategy?

PubMed

Sakamaki, Tetsuya

2010-01-01

Four cases of coprophagy and two cases of fecal inspection were identified during the 1142 h of observing wild bonobos at Wamba in the Luo Scientific Reserve in the Democratic Republic of the Congo. At least 5 females in the study group practiced coprophagy and/or fecal inspection. According to our daily behavioral observations, boredom and stress, insufficient roughage, and the search for essential nutrients could not explain the coprophagy. Several episodes observed in this study indicated that bonobos might have sought and ingested certain valuable food items, such as hard Dialium seeds, in feces during relatively lean seasons. Although coprophagy occurred only rarely among wild bonobos, this practice appeared to represent a possibly adaptive feeding strategy during periods of food scarcity rather than a behavioral abnormality.

[Physical treatment modalities for chronic leg ulcers].

PubMed

Dissemond, J

2010-05-01

An increasing numbers of physical treatment options are available for chronic leg ulcer. In this review article, compression therapy, therapeutic ultrasound, negative pressure therapy, extracorporeal shock wave therapy, electrostimulation therapy, electromagnetic therapy, photodynamic therapy, water-filtered infrared-A-radiation and hydrotherapy are discussed in terms of their practical applications and the underlying evidence. With the exception of compression therapy for most of these treatments, good scientific data are not available. However this is a widespread problem in the treatment of chronic wounds. Nevertheless, several of the described methods such as negative pressure therapy represent one of the gold standards in practical treatment of patients with chronic leg ulcers. Although the use of physical treatment modalities may improve healing in patients with chronic leg ulcers, the diagnosis and treatment of the underlying causes are essential for long-lasting success.

Informal Formative Assessment and Scientific Inquiry: Exploring Teachers' Practices and Student Learning

ERIC Educational Resources Information Center

Ruiz-Primo, Maria Araceli; Furtak, Erin Marie

2006-01-01

What does informal formative assessment look like in the context of scientific inquiry teaching? Is it possible to identify different levels of informal assessment practices? Can different levels of informal assessment practices be related to levels of student learning? This study addresses these issues by exploring how 4 middle school science…

A Review of Three Controversial Educational Practices: Perceptual Motor Programs, Sensory Integration, and Tinted Lenses

ERIC Educational Resources Information Center

Hyatt, Keith J.; Stephenson, Jennifer; Carter, Mark

2009-01-01

Children with disabilities have frequently participated in various interventions before the efficacy of those practices was scientifically validated. When subsequent scientific evidence failed to support particular practices, those that had already made inroads into the educational arena frequently continued to be used. Given the current emphasis…

Challenges Faced by Teachers Implementing Socio-Scientific Issues as Core Elements in Their Classroom Practices

ERIC Educational Resources Information Center

Bossér, Ulrika; Lundin, Mattias; Lindahl, Mats; Linder, Cedric

2015-01-01

Teachers may face considerable challenges when implementing socio-scientific issues (SSI) in their classroom practices, such as incorporating student-centred teaching practices and exploring knowledge and values in the context of socioscientific issues. This year-long study explores teachers' reflections on the process of developing their…

Teaching for Scientific Literacy? An Examination of Instructional Practices in Secondary Schools in Barbados

NASA Astrophysics Data System (ADS)

Archer-Bradshaw, Ramona E.

2017-02-01

This study examined the extent to which the instructional practices of science teachers in Barbados are congruent with best practices for teaching for scientific literacy. Additionally, through observation of practice, it sought to determine the teachers' demonstrated role in the classroom, their demonstration of learning through discourse, learning goals and the nature of classroom activities. Five hundred nineteen students from 12 of the 23 secondary schools on the island and 15 teachers across 8 schools participated in the study. Data were collected by means of a questionnaire, an observational schedule and field notes. It was found that while problem-solving and questioning were mainly used in the classroom, the use of experiments was among the least popular teaching strategies. Additionally, results showed that teachers' display of the knowledge of the characteristics of scientific literacy was unsatisfactory. Generally, the findings indicate a gap between teaching for scientific literacy as expressed in the literature and current instructional practices in secondary science classrooms in Barbados.

Are Earth System model software engineering practices fit for purpose? A case study.

NASA Astrophysics Data System (ADS)

Easterbrook, S. M.; Johns, T. C.

2009-04-01

We present some analysis and conclusions from a case study of the culture and practices of scientists at the Met Office and Hadley Centre working on the development of software for climate and Earth System models using the MetUM infrastructure. The study examined how scientists think about software correctness, prioritize their requirements in making changes, and develop a shared understanding of the resulting models. We conclude that highly customized techniques driven strongly by scientific research goals have evolved for verification and validation of such models. In a formal software engineering context these represents costly, but invaluable, software integration tests with considerable benefits. The software engineering practices seen also exhibit recognisable features of both agile and open source software development projects - self-organisation of teams consistent with a meritocracy rather than top-down organisation, extensive use of informal communication channels, and software developers who are generally also users and science domain experts. We draw some general conclusions on whether these practices work well, and what new software engineering challenges may lie ahead as Earth System models become ever more complex and petascale computing becomes the norm.

Exploring middle school students' use of inscriptions in project-based science classrooms

NASA Astrophysics Data System (ADS)

Wu, Hsin-Kai; Krajcik, Joseph S.

2006-09-01

This study explores seventh graders' use of inscriptions in a teacher-designed project-based science unit. To investigate students' learning practices during the 8-month water quality unit, we collected multiple sources of data (e.g., classroom video recordings, student artifacts, and teacher interviews) and employed analytical methods that drew from a naturalistic approach. The findings showed that throughout the unit, provided with the teachers' scaffold and social, conceptual, and material resources, the seventh graders were able to use various inscriptions (e.g., digital pictures, Web pages, and models) to demonstrate meaningful inscriptional practices such as creating and using inscriptions to make arguments, to represent conceptual understandings, and to engage in thoughtful discussions. Inscriptions and associated practices provided students with experiences and understandings about certain ways to organize, transform, and link data or scientific ideas. However, when constructing inscriptions, students did not consider how the inscriptions could serve certain reasoning purposes. In addition, more scaffolds were needed to help students use multiple inscriptions to make a coherent argument.

Analysis of theoretical knowledge and the practice of science among Brazilian otorhinolaryngologists.

PubMed

Mendonça, Vitor Rosa Ramos de; Alcântara, Thiago; Andrade, Nilvano; Andrade, Bruno Bezerril; Barral-Netto, Manoel; Boaventura, Viviane

2013-08-01

Physicians from all medical specialties are required to understand the principles of science and to interpret medical literature. Yet, the levels of theoretical and practical knowledge held by Brazilian otorhinolaryngologists has not been evaluated to date. To assess the background and level of scientific knowledge of Brazilian otorhinolaryngologists. Participants of two national ENT meetings were invited to answer a questionnaire to assess scientific practice and knowledge. This study included 73 medical doctors (52% otorhinolaryngologists and 38% residents) aged between 18 and 65 years. About two-thirds have been involved in some form of scientific activity during undergraduate education and/or reported to have written at least one scientific paper. Physicians who took part in research projects felt better prepared to interpret scientific papers and carry out research projects (p = 0.0103 and p = 0.0240, respectively). Respondents who claimed to have participated in research or to have written papers had higher scores on theoretical scientific concepts (p = 0.0101 and p = 0.0103, respectively). However, the overall rate of right answers on questions regarding scientific knowledge was 46.1%. Therefore, a deficiency was observed in the scientific education of Brazilian otorhinolaryngologists. Such deficiency may be mitigated through participation in research.

Scientific Utopia: An agenda for improving scientific communication (Invited)

NASA Astrophysics Data System (ADS)

Nosek, B.

2013-12-01

The scientist's primary incentive is publication. In the present culture, open practices do not increase chances of publication, and they often require additional work. Practicing the abstract scientific values of openness and reproducibility thus requires behaviors in addition to those relevant for the primary, concrete rewards. When in conflict, concrete rewards are likely to dominate over abstract ones. As a consequence, the reward structure for scientists does not encourage openness and reproducibility. This can be changed by nudging incentives to align scientific practices with scientific values. Science will benefit by creating and connecting technologies that nudge incentives while supporting and improving the scientific workflow. For example, it should be as easy to search the research literature for my topic as it is to search the Internet to find hilarious videos of cats falling off of furniture. I will introduce the Center for Open Science (http://centerforopenscience.org/) and efforts to improve openness and reproducibility such as http://openscienceframework.org/. There will be no cats.

The craft of intensive care medicine.

PubMed

Carmel, Simon

2013-06-01

The practice of medicine is often represented as a dualism: is medicine a 'science' or an 'art'? This dualism has been long-lasting, with evident appeal for the medical profession. It also appears to have been rhetorically powerful, for example in enabling clinicians to resist the encroachment of 'scientific' evidence-based medicine into core areas of medical work such as individual clinical judgement. In this article I want to make the case for a more valid conceptualisation of medical practice: that it is a 'craft' activity. The case I make is founded on a theoretical synthesis of the concept of craft, combined with an analysis of ethnographic observations of routine medical practice in intensive care. For this context the craft aspects of medical work can be seen in how biomedical and other types of knowledge are used in practice, the embodied skills and practical judgement of practitioners and the technological and material environment. These aspects are brought together in two conceptual dimensions for 'craft': first, the application of knowledge; second, interaction with the material world. Some practical and political implications of a 'craft' metaphor for medical practice are noted. © 2013 The Author. Sociology of Health & Illness © 2013 Foundation for the Sociology of Health & Illness/John Wiley & Sons Ltd.

Why we do what we do: a theoretical evaluation of the integrated practice model for forensic nursing science.

PubMed

Valentine, Julie L

2014-01-01

An evaluation of the Integrated Practice Model for Forensic Nursing Science () is presented utilizing methods outlined by . A brief review of nursing theory basics and evaluation methods by Meleis is provided to enhance understanding of the ensuing theoretical evaluation and critique. The Integrated Practice Model for Forensic Nursing Science, created by forensic nursing pioneer Virginia Lynch, captures the theories, assumptions, concepts, and propositions inherent in forensic nursing practice and science. The historical background of the theory is explored as Lynch's model launched the role development of forensic nursing practice as both a nursing and forensic science specialty. It is derived from a combination of nursing, sociological, and philosophical theories to reflect the grounding of forensic nursing in the nursing, legal, psychological, and scientific communities. As Lynch's model is the first inception of forensic nursing theory, it is representative of a conceptual framework although the title implies a practice theory. The clarity and consistency displayed in the theory's structural components of assumptions, concepts, and propositions are analyzed. The model is described and evaluated. A summary of the strengths and limitations of the model is compiled followed by application to practice, education, and research with suggestions for ongoing theory development.

Trajectories of legitimate peripheral participation: Ethnographic case studies of learning ecology

NASA Astrophysics Data System (ADS)

Bowen, Gervase Michael Reynolds

1999-09-01

Current reform documents in education call for elementary and high school students to engage in "authentic" scientific practices. In the past several years a number of authors have suggested that science education research and curriculum development could benefit from insights gained by research in the social studies of science that documents and theorizes science as it is actually done. Yet, although practices of laboratory science are well understood and provide a foundation from which educational practices could be drawn, little is known about the practices of the science disciplines which deal with field research and how people are enculturated into those practices. This dissertation is constituted by a series of research papers on different (although inter-related) topics, in which I examine the enculturation into the practices of field ecology and the world-view that is associated with that enculturation. To better understand the practices of field ecology and how they develop, I conducted several projects: (i) a video ethnography of a second-year university ecology class and observations on research experiences undergraduates experience; (ii) ethnographic research with ecologists conducting field research; (iii) observations of graduate student and professional ecologists as they participated in conferences, engaged in interaction in their laboratory and social settings, and presented/discussed their findings in various settings; (iv) interviews with graduate student and professional ecologists discussing their field research experiences; (v) videotaped interviews with practicing researchers and under/graduate science and non-science students as they interpreted various ecology-related inscriptions; (vi) an analysis of the inscriptions and textual information present in the various texts (textbooks and journals) used to teach students about ecology; and, (vii) observations of elementary school students engaged in practices congruent with those of field ecologists. Collectively, these studies suggest that the way in which undergraduate students are taught about disciplines such as ecology which involve field research---generally lectures and structured laboratory research investigations---does not well prepare them to enact the practices common to research in the discipline such as designing and conducting research projects, summarizing and interpreting data in graphs, and making scientific knowledge claims. In addition, the formal texts (textbooks, lectures, and journal articles) used to enculturate students into disciplinary concerns and practices develop in students a reductionist, anthropocentric view of nature as opposed to the holisitic view which ecology ostensibly represents. Story-telling within the community was revealed as an important mechanism by which field research methods, almost unmentioned in the formal texts of the discipline, are learned and the community of ecologists established and maintained. These findings have implications for how we prepare student teachers to teach science, for merely encouraging them to take undergraduate science courses will develop attitudes about nature and approaches to teaching which are perhaps undesirable. On the basis of the study reported, I conclude that both teacher education and science curricula would be best served by engaging participants (either student teachers or public school students) in long-term research projects whose conclusions they can present and defend to peers and instructors in their education program. This would need to be coupled with a critically reflective component which encouraged these participants to examine the assumptions and implicit judgements made in the conduct of their work. By engaging in such a process students will learn about scientific practices and concepts as well as about the socially-mediated nature of scientific communities and knowledge.

Communicating with scientific graphics: A descriptive inquiry into non-ideal normativity.

PubMed

Sheredos, Benjamin

2017-06-01

Scientists' graphical practices have recently become a target of inquiry in the philosophy of science, and in the cognitive sciences. Here I supplement our understanding of graphical practices via a case study of how researchers crafted the graphics for scientific publication in the field of circadian biology. The case highlights social aspects of graphical production which have gone understudied - especially concerning the negotiation of publication. I argue that it also supports a challenge to the claim that empirically-informed "cognitive design principles" offer an apt understanding of the norms of success which govern good scientific graphic design to communicate data and hypotheses to other experts. In this respect, the case-study also illustrates how "descriptive" studies of scientific practice can connect with normative issues in philosophy of science, thereby addressing a central concern in recent discussions of practice-oriented philosophy of science. Copyright © 2017 Elsevier Ltd. All rights reserved.

Development of an Instrument to Assess Student Knowledge Necessary to Critically Evaluate Scientific Claims in the Popular Media

ERIC Educational Resources Information Center

Strimaitis, Anna M.; Schellinger, Jennifer; Jones, Anthony; Grooms, Jonathon; Sampson, Victor

2014-01-01

Students need to learn how to engage in several scientific practices in order to be considered proficient in science. Many of these practices are needed to evaluate scientific claims made in the popular media. Yet, there are few instruments available that science educators can use to assess whether students can apply what they know about…

The integrity of science - lost in translation?

PubMed

Kaiser, Matthias

2014-04-01

This paper presents some selected issues currently discussed about the integrity of science, and it argues that there exist serious challenges to integrity in the various sciences. Due to the involved conceptual complexities, even core definitions of scientific integrity have been disputed, and core cases of scientific misconduct influenced the public discussion about them. It is claimed that ethics and law may not always go well together in matters of scientific integrity. Explanations of the causes of scientific misconduct vary, and defining good scientific practices is not a straightforward task. Even though the efficacy of ethics courses to improve scientific integrity can be doubted, and universities probably need to come up with more innovative formats to improve ethics in scientific training, ethics talk may be the only practical remedy. Copyright © 2014. Published by Elsevier Ltd.

[Scientific and practical activity of the Department of Muscle Biochemistry of the Palladin Institute of Biochemistry of NAS of Ukraine].

PubMed

Vynogradova, R P; Danilova, V M; Yurasova, S P

2017-01-01

The article focuses on scientific and practical activity of the Department of Muscle Biochemistry of the Palladin Institute of Biochemistry of NAS of Ukraine in the context of its foundation and development. Main findings and practical achievements in the area of muscle biochemistry are summarized and discussed.

Interpretations of Graphs by University Biology Students and Practicing Scientists: Toward a Social Practice View of Scientific Representation Practices.

ERIC Educational Resources Information Center

Bowen, G. Michael; Roth, Wolff-Michael; McGinn, Michelle K.

1999-01-01

Describes a study of the similarities and differences in graph-related interpretations between scientists and college students engaged in collective graph interpretation. Concludes that while many students learned to provide correct answers to scientific graphing questions, they did not come to make linguistic distinctions or increase their…

The Status of Secondary Science Education in the United States: Factors That Predict Practice

ERIC Educational Resources Information Center

Smith, Adrienne A.; Banilower, Eric R.; Nelson, Michele M.; Smith, P. Sean

2013-01-01

New K-12 science education standards emphasize teaching and learning grounded in authentic scientific practices. A first step toward supporting teachers' adoption of scientific practice-based pedagogies is to develop a clear picture of how teachers are currently teaching science, and what factors predict their pedagogical choices. A recently…

5 CFR 2502.13 - Fees to be charged-categories of requestors.

Code of Federal Regulations, 2010 CFR

2010-01-01

...-commercial scientific institutions; representatives of the news media; and all other requestors. The specific... are sought in furtherance of scholarly if the request is from an education institution) or scientific... describe the records sought. (c) Requestors who are representatives of the news media. OA shall provide...

29 CFR 1401.36 - Freedom of Information Act fee schedules.

Code of Federal Regulations, 2011 CFR

2011-07-01

... scientific research, the results of which are not intended to promote any particular product or industry. (b... furtherance of scholarly or scientific research. (iii) Requesters who are representatives of the news media... education, which operates a program or programs of scholarly research. (7) Representative of the news media...

29 CFR 1401.36 - Freedom of Information Act fee schedules.

Code of Federal Regulations, 2012 CFR

2012-07-01

... scientific research, the results of which are not intended to promote any particular product or industry. (b... furtherance of scholarly or scientific research. (iii) Requesters who are representatives of the news media... education, which operates a program or programs of scholarly research. (7) Representative of the news media...

Using Scientific Visualization to Represent Soil Hydrology Dynamics

ERIC Educational Resources Information Center

Dolliver, H. A. S.; Bell, J. C.

2006-01-01

Understanding the relationships between soil, landscape, and hydrology is important for making sustainable land management decisions. In this study, scientific visualization was explored as a means to visually represent the complex spatial and temporal variations in the hydrologic status of soils. Soil hydrology data was collected at seven…

Psychometrics in action, science as practice.

PubMed

Pearce, Jacob

2017-07-27

Practitioners in health sciences education and assessment regularly use a range of psychometric techniques to analyse data, evaluate models, and make crucial progression decisions regarding student learning. However, a recent editorial entitled "Is Psychometrics Science?" highlighted some core epistemological and practical problems in psychometrics, and brought its legitimacy into question. This paper attempts to address these issues by applying some key ideas from history and philosophy of science (HPS) discourse. I present some of the conceptual developments in HPS that have bearing on the psychometrics debate. Next, by shifting the focus onto what constitutes the practice of science, I discuss psychometrics in action. Some incorrectly conceptualize science as an assemblage of truths, rather than an assemblage of tools and goals. Psychometrics, however, seems to be an assemblage of methods and techniques. Psychometrics in action represents a range of practices using specific tools in specific contexts. This does not render the practice of psychometrics meaningless or futile. Engaging in debates about whether or not we should regard psychometrics as 'scientific' is, however, a fruitless enterprise. The key question and focus should be whether, on what grounds, and in what contexts, the existing methods and techniques used by psychometricians can be justified or criticized.

De-implementation: A concept analysis.

PubMed

Upvall, Michele J; Bourgault, Annette M

2018-04-25

The purpose of this concept analysis is to explore the meaning of de-implementation and provide a definition that can be used by researchers and clinicians to facilitate evidence-based practice. De-implementation is a relatively unknown process overshadowed by the novelty of introducing new ideas and techniques into practice. Few studies have addressed the challenge of de-implementation and the cognitive processes involved when terminating harmful or unnecessary practices. Also, confusion exists regarding the myriad of terms used to describe de-implementation processes. Walker and Avant's method (2011) for describing concepts was used to clarify de-implementation. A database search limited to academic journals yielded 281 publications representing basic research, study protocols, and editorials/commentaries from implementation science experts. After applying exclusion criterion of English language only and eliminating overlap between databases, 41 articles were selected for review. Literature review and synthesis provided a concept analysis and a distinct definition of de-implementation. De-implementation was defined as the process of identifying and removing harmful, non-cost-effective, or ineffective practices based on tradition and without adequate scientific support. The analysis provided further refinement of de-implementation as a significant concept for ongoing theory development in implementation science and clinical practice. © 2018 Wiley Periodicals, Inc.

Defining the impact of non-native species.

PubMed

Jeschke, Jonathan M; Bacher, Sven; Blackburn, Tim M; Dick, Jaimie T A; Essl, Franz; Evans, Thomas; Gaertner, Mirijam; Hulme, Philip E; Kühn, Ingolf; Mrugała, Agata; Pergl, Jan; Pyšek, Petr; Rabitsch, Wolfgang; Ricciardi, Anthony; Richardson, David M; Sendek, Agnieszka; Vilà, Montserrat; Winter, Marten; Kumschick, Sabrina

2014-10-01

Non-native species cause changes in the ecosystems to which they are introduced. These changes, or some of them, are usually termed impacts; they can be manifold and potentially damaging to ecosystems and biodiversity. However, the impacts of most non-native species are poorly understood, and a synthesis of available information is being hindered because authors often do not clearly define impact. We argue that explicitly defining the impact of non-native species will promote progress toward a better understanding of the implications of changes to biodiversity and ecosystems caused by non-native species; help disentangle which aspects of scientific debates about non-native species are due to disparate definitions and which represent true scientific discord; and improve communication between scientists from different research disciplines and between scientists, managers, and policy makers. For these reasons and based on examples from the literature, we devised seven key questions that fall into 4 categories: directionality, classification and measurement, ecological or socio-economic changes, and scale. These questions should help in formulating clear and practical definitions of impact to suit specific scientific, stakeholder, or legislative contexts. © 2014 The Authors. Conservation Biology published by Wiley Periodicals, Inc., on behalf of the Society for Conservation Biology.

Promissory accounts of personalisation in the commercialisation of genomic knowledge.

PubMed

Arribas-Ayllon, Michael; Sarangi, Srikant; Clarke, Angus

2011-01-01

As part of personalised medicine emerging from the human genomics revolution, many websites now offer direct-to-consumer genetic testing. Here, we examine three personal genomics companies--Navigenics, deCODEme and 23andMe--each of which represents contrasting registers of 'personalisation'. We identify three distinctive registers in these websites: a paternalistic (medical) register; a translational (scientific) register and a democratic (consumerist) register. We explore in detail the rhetorical and discourse devices employed in these websites to assess how personalised healthcare is promised to the public. Promising information that will empower prevention of common complex diseases and ensure better quality of life is conflated with promising greater access to personal information. The presence and absence of scientific legitimacy is related to concerns about accuracy and validity on the one side, and fears of paternalism and elitism on the other. Nevertheless, a common strategy uniting these different styles of personalisation is consumer empowerment. Finally, we consider the tension between the drive of translational medicine to make human genomic research practically relevant, and the intrinsic uncertainties of scientific research and show how, in the commercial domain, future risks are transformed into discourses of promise by concealing these uncertainties.

Déjà vu: a database of highly similar citations in the scientific literature

PubMed Central

Errami, Mounir; Sun, Zhaohui; Long, Tara C.; George, Angela C.; Garner, Harold R.

2009-01-01

In the scientific research community, plagiarism and covert multiple publications of the same data are considered unacceptable because they undermine the public confidence in the scientific integrity. Yet, little has been done to help authors and editors to identify highly similar citations, which sometimes may represent cases of unethical duplication. For this reason, we have made available Déjà vu, a publicly available database of highly similar Medline citations identified by the text similarity search engine eTBLAST. Following manual verification, highly similar citation pairs are classified into various categories ranging from duplicates with different authors to sanctioned duplicates. Déjà vu records also contain user-provided commentary and supporting information to substantiate each document's categorization. Déjà vu and eTBLAST are available to authors, editors, reviewers, ethicists and sociologists to study, intercept, annotate and deter questionable publication practices. These tools are part of a sustained effort to enhance the quality of Medline as ‘the’ biomedical corpus. The Déjà vu database is freely accessible at http://spore.swmed.edu/dejavu. The tool eTBLAST is also freely available at http://etblast.org. PMID:18757888

Deja vu: a database of highly similar citations in the scientific literature.

PubMed

Errami, Mounir; Sun, Zhaohui; Long, Tara C; George, Angela C; Garner, Harold R

2009-01-01

In the scientific research community, plagiarism and covert multiple publications of the same data are considered unacceptable because they undermine the public confidence in the scientific integrity. Yet, little has been done to help authors and editors to identify highly similar citations, which sometimes may represent cases of unethical duplication. For this reason, we have made available Déjà vu, a publicly available database of highly similar Medline citations identified by the text similarity search engine eTBLAST. Following manual verification, highly similar citation pairs are classified into various categories ranging from duplicates with different authors to sanctioned duplicates. Déjà vu records also contain user-provided commentary and supporting information to substantiate each document's categorization. Déjà vu and eTBLAST are available to authors, editors, reviewers, ethicists and sociologists to study, intercept, annotate and deter questionable publication practices. These tools are part of a sustained effort to enhance the quality of Medline as 'the' biomedical corpus. The Déjà vu database is freely accessible at http://spore.swmed.edu/dejavu. The tool eTBLAST is also freely available at http://etblast.org.

76 FR 47155 - Fisheries of the Exclusive Economic Zone Off Alaska; Bering Sea and Aleutian Islands Crab...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-08-04

... scientific methods and practices employed by NMFS in the design and administration of the EDR program and..., and provide recommendations for methodological improvements to achieve best scientific practices in...

Linked In

ERIC Educational Resources Information Center

Mayer, Kristen; Damelin, Daniel; Krajcik, Joseph

2013-01-01

The "Next Generation Science Standards" ("NGSS") emphasizes content and scientific practices, but what does this actually look like in a classroom? The "NGSS" integrates scientific and engineering practices with core ideas and crosscutting concepts, merging the three dimensions from "A Framework for K-12 Science…

Improvement of Science Teaching.

ERIC Educational Resources Information Center

Postlethwait, S. N.

1980-01-01

Supports implementation of instructional procedures that permit students to engage in good learning practices as commonly defined by educational psychologists and teachers. Presents the scientific strategy used by students in botany at Purdue, which involves students in the practice of scientific procedures. (CS)

Robert Boyle and the representation of imperceptible entities.

PubMed

Wragge-Morley, Alexander

2018-03-01

In this essay, I examine Robert Boyle's strategies for making imperceptible entities accessible to the senses. It is well known that, in his natural philosophy, Boyle confronted the challenge of making imperceptible particles of matter into objects of sensory experience. It has never been noted, however, that Boyle confronted a strikingly similar challenge in his natural theology - he needed to make an equally imperceptible God accessible to the senses. Taking this symmetrical difficulty as my starting point, I propose a new approach to thinking about the interconnections between Boyle's natural philosophy and natural theology. For the most part, studies of science and religion in the early modern period work by seeking out the influence of explicitly stated religious beliefs on scientific ideas. I argue, by contrast, that we need to focus on Boyle's representational practices, using his attempts to represent imperceptible entities as a means of uncovering metaphysical and theological presuppositions that he did not always articulate when stating his religious beliefs. With new interpretations of both A Discourse of Things Above Reason (1681) and Some Physico-Theological Considerations about the Possibility of the Resurrection (1675), I show that there were crucial similarities between Boyle's practices for representing both God and atoms. I go on to show, moreover, that Boyle used these practices to enact an ontological stance at odds with one of his most important professed beliefs.

Scaffolding Student Learning in the Discipline-Specific Knowledge through Contemporary Science Practices: Developing High-School Students' Epidemiologic Reasoning through Data Analysis

NASA Astrophysics Data System (ADS)

Oura, Hiroki

Science is a disciplined practice about knowing puzzling observations and unknown phenomena. Scientific knowledge of the product is applied to develop technological artifacts and solve complex problems in society. Scientific practices are undeniably relevant to our economy, civic activity, and personal lives, and thus public education should help children acquire scientific knowledge and recognize the values in relation to their own lives and civil society. Likewise, developing scientific thinking skills is valuable not only for becoming a scientist, but also for becoming a citizen who is able to critically evaluate everyday information, select and apply only the trustworthy, and make wise judgments in their personal and cultural goals as well as for obtaining jobs that require complex problem solving and creative working in the current knowledge-based economy and rapid-changing world. To develop students' scientific thinking, science instruction should focus not only on scientific knowledge and inquiry processes, but also on its epistemological aspects including the forms of causal explanations and methodological choices along with epistemic aims and values under the social circumstances in focal practices. In this perspective, disciplinary knowledge involves heterogeneous elements including material, cognitive, social, and cultural ones and the formation differs across practices. Without developing such discipline-specific knowledge, students cannot enough deeply engage in scientific "practices" and understand the true values of scientific enterprises. In this interest, this dissertation explores instructional approaches to make student engagement in scientific investigations more authentic or disciplinary. The present dissertation work is comprised of three research questions as stand-alone studies written for separate publication. All of the studies discuss different theoretical aspects related to disciplinary engagement in epidemiologic inquiry and student development in epidemiologic reasoning. The first chapter reviews literature on epistemological instruction and explores theoretical frameworks for epistemically-guided instruction. The second chapter explores methodological strategies to elicit students' disciplinary understanding and demonstrates an approach with a case study in which students engaged in a curriculum unit for an epidemiologic investigation. The last chapter directs the focus into scientific reasoning and demonstrates how the curriculum unit and its scaffolds helped students develop epidemiologic reasoning with a focus on population-based reasoning.

Modelling Scientific Argumentation in the Classroom : Teachers perception and practice

NASA Astrophysics Data System (ADS)

Probosari, R. M.; Sajidan; Suranto; Prayitno, B. A.; Widyastuti, F.

2017-02-01

The purposes of this study were to investigate teacher’s perception about scientific argumentation and how they practice it in their classroom. Thirty biology teachers in high school participated in this study and illustrated their perception of scientific argumentation through a questionnaire. This survey research was developed to measure teachers’ understanding of scientific argumentation, what they know about scientific argumentation, the differentiation between argument and reasoning, how they plan teaching strategies in order to make students’ scientific argumentation better and the obstacles in teaching scientific argumentation. The result conclude that generally, teachers modified various representation to accommodate student’s active participation, but most of them assume that argument and reasoning are similar. Less motivation, tools and limited science’s knowledge were considered as obstacles in teaching argumentation. The findings can be helpful to improving students’ abilities of doing scientific argumentation as a part of inquiry.

Lakatos' Scientific Research Programmes as a Framework for Analysing Informal Argumentation about Socio-Scientific Issues

ERIC Educational Resources Information Center

Chang, Shu-Nu; Chiu, Mei-Hung

2008-01-01

The purpose of this study is to explore how Lakatos' scientific research programmes might serve as a theoretical framework for representing and evaluating informal argumentation about socio-scientific issues. Seventy undergraduate science and non-science majors were asked to make written arguments about four socio-scientific issues. Our analysis…

Engaging Undergraduate Biology Students in Scientific Modeling: Analysis of Group Interactions, Sense-Making, and Justification

PubMed Central

Bierema, Andrea M.-K.; Schwarz, Christina V.; Stoltzfus, Jon R.

2017-01-01

National calls for improving science education (e.g., Vision and Change) emphasize the need to learn disciplinary core ideas through scientific practices. To address this need, we engaged small groups of students in developing diagrammatic models within two (one large-enrollment and one medium-enrollment) undergraduate introductory biology courses. During these activities, students developed scientific models of biological phenomena such as enhanced growth in genetically modified fish. To investigate whether undergraduate students productively engaged in scientific practices during these modeling activities, we recorded groups of students as they developed models and examined three characteristics: how students 1) interacted with one another, 2) made sense of phenomena, and 3) justified their ideas. Our analysis indicates that students spent most of the time on task, developing and evaluating their models. Moreover, they worked cooperatively to make sense of core ideas and justified their ideas to one another throughout the activities. These results demonstrate that, when provided with the opportunity to develop models during class, students in large-enrollment lecture courses can productively engage in scientific practices. We discuss potential reasons for these outcomes and suggest areas of future research to continue advancing knowledge regarding engaging students in scientific practices in large-enrollment lecture courses. PMID:29196429

"To Be a Scientist Sometimes You Have to Break Down Stuff about Animals": Examining the Normative Scientific Practices of a Summer Herpetological Program for Children

ERIC Educational Resources Information Center

Scott, Catherine Marie

2016-01-01

When studying informal science programs, researchers often overlook the opportunities enabled and constrained in each program and the practices reinforced for participants. In this case study, I examined the normative scientific practices reinforced in one-week-long "Herpetology" (the study of reptiles and amphibians) program for…

Social Scientific Research and Societal Practice: Action Research and Cultural-Historical Research in Methodological Light from Kurt Lewin and Lev S. Vygotsky

ERIC Educational Resources Information Center

Chaiklin, Seth

2011-01-01

The main interest is the relationship between social scientific research and societal practice, with specific attention on action research and cultural-historical research. To provide a productive way to engage with these research traditions, a historically-grounded, superordinate perspective is formulated that places practice in the centre. This…

Discovering Plate Boundaries in Data-Integrated Environments: Preservice Teachers' Conceptualization and Implementation of Scientific Practices

ERIC Educational Resources Information Center

Sezen-Barrie, Asli; Moore, Joel; Roig, Cara E.

2015-01-01

Drawn from the norms and rules of their fields, scientists use variety of practices, such as asking questions and arguing based on evidence, to engage in research that will contribute to our understanding of Earth and beyond. In this study, we explore how preservice teachers' learn to teach scientific practices while teaching plate tectonic…

Toward an Understanding of the Use of Academic Theories in Public Relations Practice.

ERIC Educational Resources Information Center

Cornelissen, Joep P.

2000-01-01

Discusses a focal issue in the public relations field: the way that practitioners use academic theories. Offers an exploration of the possible modes of use of academic or scientific theory in public relations practice. Notes that the premise of this model is that scientific knowledge is seldom used in an unaltered form in practice. Closes by…

A well-started beginning elementary teacher's beliefs and practices in relation to reform recommendations about inquiry-based science

NASA Astrophysics Data System (ADS)

Avraamidou, Lucy

2017-06-01

Given reform recommendations emphasizing scientific inquiry and empirical evidence pointing to the difficulties beginning teachers face in enacting inquiry-based science, this study explores a well-started beginning elementary teacher's (Sofia) beliefs about inquiry-based science and related instructional practices. In order to explore Sofia's beliefs and instructional practices, several kinds of data were collected in a period of 9 months: a self-portrait and an accompanying narrative, a personal philosophy assignment, three interviews, three journal entries, ten lesson plans, and ten videotaped classroom observations. The analysis of these data showed that Sofia's beliefs and instructional practices were reform-minded. She articulated contemporary beliefs about scientific inquiry and how children learn science and was able to translate these beliefs into practice. Central to Sofia's beliefs about science teaching were scientific inquiry and engaging students in investigations with authentic data, with a prevalent emphasis on the role of evidence in the construction of scientific claims. These findings are important to research aiming at supporting teachers, especially beginning ones, to embrace reform recommendations.

Goethe's Conception of "Experiment as Mediator" and Implications for Practical Work in School Science

NASA Astrophysics Data System (ADS)

Park, Wonyong; Song, Jinwoong

2018-03-01

There has been growing criticism over the aims, methods, and contents of practical work in school science, particularly concerning their tendency to oversimplify the scientific practice with focus on the hypothesis-testing function of experiments. In this article, we offer a reading of Johann Wolfgang von Goethe's scientific writings—particularly his works on color as an exquisite articulation of his ideas about experimentation—through the lens of practical school science. While avoiding the hasty conclusions made from isolated experiments and observations, Goethe sought in his experiments the interconnection among diverse natural phenomena and rejected the dualistic epistemology about the relation of humans and nature. Based on a close examination of his color theory and its underlying epistemology, we suggest three potential contributions that Goethe's conception of scientific experimentation can make to practical work in school science.

The organizational social context of mental health services and clinician attitudes toward evidence-based practice: a United States national study

PubMed Central

2012-01-01

Background Evidence-based practices have not been routinely adopted in community mental health organizations despite the support of scientific evidence and in some cases even legislative or regulatory action. We examined the association of clinician attitudes toward evidence-based practice with organizational culture, climate, and other characteristics in a nationally representative sample of mental health organizations in the United States. Methods In-person, group-administered surveys were conducted with a sample of 1,112 mental health service providers in a nationwide sample of 100 mental health service institutions in 26 states in the United States. The study examines these associations with a two-level Hierarchical Linear Modeling (HLM) analysis of responses to the Evidence-Based Practice Attitude Scale (EBPAS) at the individual clinician level as a function of the Organizational Social Context (OSC) measure at the organizational level, controlling for other organization and clinician characteristics. Results We found that more proficient organizational cultures and more engaged and less stressful organizational climates were associated with positive clinician attitudes toward adopting evidence-based practice. Conclusions The findings suggest that organizational intervention strategies for improving the organizational social context of mental health services may contribute to the success of evidence-based practice dissemination and implementation efforts by influencing clinician attitudes. PMID:22726759

International Symposium on Grids and Clouds (ISGC) 2017

NASA Astrophysics Data System (ADS)

2017-03-01

The International Symposium on Grids and Clouds (ISGC) 2017 will be held at Academia Sinica in Taipei, Taiwan from 5-10 March 2017, with co- located events and workshops. The main theme of ISGC 2017 is "Global Challenges: From Open Data to Open Science". The unprecedented progress in ICT has transformed the way education is conducted and research is carried out. The emerging global e-Infrastructure, championed by global science communities such as High Energy Physics, Astronomy, and Bio- medicine, must permeate into other sciences. Many areas, such as climate change, disaster mitigation, and human sustainability and well-being, represent global challenges where collaboration over e-Infrastructure will presumably help resolve the common problems of the people who are impacted. Access to global e-Infrastructure helps also the less globally organized, long-tail sciences, with their own collaboration challenges. Open data are not only a political phenomenon serving government transparency; they also create an opportunity to eliminate access barriers to all scientific data, specifically data from global sciences and regional data that concern natural phenomena and people. In this regard, the purpose of open data is to improve sciences, accelerating specifically those that may benefit people. Nevertheless, to eliminate barriers to open data is itself a daunting task and the barriers to individuals, institutions and big collaborations are manifold. Open science is a step beyond open data, where the tools and understanding of scientific data must be made available to whoever is interested to participate in such scientific research. The promotion of open science may change the academic tradition practiced over the past few hundred years. This change of dynamics may contribute to the resolution of common challenges of human sustainability where the current pace of scientific progress is not sufficiently fast. ISGC 2017 created a face-to-face venue where individual communities and national representatives can present and share their contributions to the global puzzle and contribute thus to the solution of global challenges.

Exploring Institutional Mechanisms for Scientific Input into the Management Cycle of the National Protected Area Network of Peru: Gaps and Opportunities.

PubMed

López-Rodríguez, M D; Castro, H; Arenas, M; Requena-Mullor, J M; Cano, A; Valenzuela, E; Cabello, J

2017-12-01

Understanding how to improve decision makers' use of scientific information across their different scales of management is a core challenge for narrowing the gap between science and conservation practice. Here, we present a study conducted in collaboration with decision makers that aims to explore the functionality of the mechanisms for scientific input within the institutional setting of the National Protected Area Network of Peru. First, we analyzed institutional mechanisms to assess the scientific information recorded by decision makers. Second, we developed two workshops involving scientists, decision makers and social actors to identify barriers to evidence-based conservation practice. Third, we administered 482 questionnaires to stakeholders to explore social perceptions of the role of science and the willingness to collaborate in the governance of protected areas. The results revealed that (1) the institutional mechanisms did not effectively promote the compilation and application of scientific knowledge for conservation practice; (2) six important barriers hindered scientific input in management decisions; and (3) stakeholders showed positive perceptions about the involvement of scientists in protected areas and expressed their willingness to collaborate in conservation practice. This collaborative research helped to (1) identify gaps and opportunities that should be addressed for increasing the effectiveness of the institutional mechanisms and (2) support institutional changes integrating science-based strategies for strengthening scientific input in decision-making. These insights provide a useful contextual orientation for scholars and decision makers interested in conducting empirical research to connect scientific inputs with operational aspects of the management cycle in other institutional settings around the world.

Exploring Institutional Mechanisms for Scientific Input into the Management Cycle of the National Protected Area Network of Peru: Gaps and Opportunities

NASA Astrophysics Data System (ADS)

López-Rodríguez, M. D.; Castro, H.; Arenas, M.; Requena-Mullor, J. M.; Cano, A.; Valenzuela, E.; Cabello, J.

2017-12-01

Understanding how to improve decision makers' use of scientific information across their different scales of management is a core challenge for narrowing the gap between science and conservation practice. Here, we present a study conducted in collaboration with decision makers that aims to explore the functionality of the mechanisms for scientific input within the institutional setting of the National Protected Area Network of Peru. First, we analyzed institutional mechanisms to assess the scientific information recorded by decision makers. Second, we developed two workshops involving scientists, decision makers and social actors to identify barriers to evidence-based conservation practice. Third, we administered 482 questionnaires to stakeholders to explore social perceptions of the role of science and the willingness to collaborate in the governance of protected areas. The results revealed that (1) the institutional mechanisms did not effectively promote the compilation and application of scientific knowledge for conservation practice; (2) six important barriers hindered scientific input in management decisions; and (3) stakeholders showed positive perceptions about the involvement of scientists in protected areas and expressed their willingness to collaborate in conservation practice. This collaborative research helped to (1) identify gaps and opportunities that should be addressed for increasing the effectiveness of the institutional mechanisms and (2) support institutional changes integrating science-based strategies for strengthening scientific input in decision-making. These insights provide a useful contextual orientation for scholars and decision makers interested in conducting empirical research to connect scientific inputs with operational aspects of the management cycle in other institutional settings around the world.

Best Practices for Use of Historical Control Data of Proliferative Rodent Lesions.

EPA Science Inventory

The Historical Control Data Working Group under the direction of the Scientific and Regulatory Policy Committee (SRPC) of the Society of Toxicologic Pathology (STP) was tasked with reviewing the current scientific practices, regulatory guidance and relevant literature pertaining ...

STP WORKING GROUP FOR HISTORIAL DATA OF PROLIFERATIVE RODENT LESIONS

EPA Science Inventory

Abstract: The Historical Control Data Working Group, under the direction of the Scientific and Regulatory Policy Committee, is tasked with the preparation of a document that reviews current scientific practices, regulations and relevant literature in order to provide best practic...

Bareback sex and gay men: an HIV prevention failure.

PubMed

Goodroad, B K; Kirksey, K M; Butensky, E

2000-01-01

Bareback sex, or actively seeking unprotected anal intercourse is occurring in the gay male community. This represents a new phenomenon, different from previously identified "relapse" unsafe sexual behavior and poses an important HIV prevention problem. This article reviews the extant literature regarding bareback sex. The lay press and scientific literature are reviewed. Although discussion of issues surrounding bareback sex is abundant in the gay press, scientific literature regarding this phenomenon is nonexistent. The evidence-based literature addresses relapse to unsafe sexual behavior. Although this literature provides further understanding of safer sexual behaviors in gay men, barebacking is a unique issue that requires additional exploration. In this article, factors underlying bareback sexual behavior are explored, including previous HIV prevention efforts and their relationship to this phenomenon. Finally, bareback sex in the gay male community and its implications for nursing practice, research, and education are explored. The harm reduction model is offered as a useful guide for nursing assessment and intervention.

Pre-Service Science Teachers in Xinjiang "Scientific Inquiry" - Pedagogical Content Knowledge Research

ERIC Educational Resources Information Center

Li, Yufeng; Xiong, Jianwen

2012-01-01

Scientific inquiry is one of the science curriculum content, "Scientific inquiry" - Pedagogical Content Knowledge is the face of scientific inquiry and teachers - of course pedagogical content knowledge and scientific inquiry a teaching practice with more direct expertise. Pre-service teacher training phase of acquisition of knowledge is…

Coordinating Scientific Argumentation and the Next Generation Science Standards through Argument Driven Inquiry

ERIC Educational Resources Information Center

Grooms, Jonathon; Enderle, Patrick; Sampson, Victor

2015-01-01

Scientific argumentation is an essential activity for the development and refinement of scientific knowledge. Additionally, fostering argumentation related to scientific concepts can help students engage in a variety of essential scientific practices and enhance their science content knowledge. With the increasing prevalence and emphasis on…

Perilous terra incognita--open-access journals.

PubMed

Balon, Richard

2014-04-01

The author focuses on a new rapidly spreading practice of publication in open-access journals. The pros and cons of open-access journals are discussed. Publishing in these journals may be cost prohibitive for educators and junior faculty members. Some authors may be lured by the ease of publishing in open-access journals (and their, at times, inflated self-description, e.g., "international", "scientific"), and their possibly valuable contributions will escape the attention of Academic Psychiatry readership in the vast sea of open-access journals. The readership may be flooded with a large number of low-quality articles (maybe not even properly peer-reviewed) from open-access journals. It may take some time to sort out what is and what is not relevant and useful. Open-access publishing represents a problematic and controversial practice and may be associated with a conflict of interest for the editors and publishers of these journals.

Pathways to Male Transactional Sex in Mumbai, India.

PubMed

Srivastava, Ankur; Goldbach, Jeremy T

2017-10-27

The article explores pathways to male transactional sex, focusing on entering, soliciting practices, role of pimps, client characteristics, and negotiations. Little scientific literature exists regarding male transactional sex in India, who represent a high-risk group for HIV infection. Case studies with 10 men who engage in transactional sex were conducted, who were recruited using purposive snowball sampling and interviewed at a social service organization. Participants differed in their sexual identity, sex roles, soliciting practices, and clients. Most of them listed economic crisis as their reason for entering transactional sex. Strategies to find clients included self-solicitation and referrals, while pimps played a major role in solicitation, negotiations, and events of crisis. The relationship among men who engage in transactional sex, pimps, and clients involves points of negotiation, opportunities, and limitations. HIV prevention should focus on identifying and addressing the groups' unique needs and working with pimps on risk-reduction strategies and crisis interventions.

[Measuring the impact of nursing on health: a literature review].

PubMed

Ausili, Davide

2013-01-01

Measuring nursing contribution to health services' outcomes represents a primary issue for nursing research internationally. The aim of this literature review was to outline main research lines studying the effect of nursing practice on health. A search of the literature was performed asking health and nursing-specific major database and consulting websites of authoritative nursing associations and scientific societies. Four main nursing research lines were found in literature and they concerned, nurse staffing and patient and staff-related outcomes; level of nursing care needed to achieve attended outcomes in hospitals; practice environments and patient and staff-related outcomes; the use of nursing terminologies and classifications to describe nursing-specific and nursing sensitive outcomes. Although researchers report the need to strengthen available evidences, recommendations suggest to empower nurses and nursing in clinical, educational, organizational and policy-making settings in order to draw toward the best health outcomes for communities.

[What else is Evidence-based Medicine?].

PubMed

Hauswaldt, Johannes

2010-01-01

The practice of evidence-based medicine means integrating individual clinical expertise with the best available external clinical evidence. Strange enough, scientific discussion focuses on external evidence from systematic research, but neglects its counterpart, i.e., individual clinical expertise. Apart from a lack of appropriate intellectual tools for approaching the latter, this might be due to the mutual concealment of thought and action, of sensor and motor activity (Viktor von Weizsaecker's principle of the revolving door). Behind this, and incommensurably different from each other, lie the world of physics and the world of biology with an ego animal, that is, the dilemma of the self-conscious subject in a world of objects. When practicing medicine, this dilemma of self-reference is being resolved but only through a holistic approach combining rational and external evidence with biographical, spiritual, emotional and pre-rational elements represented in the physician's individual clinical expertise. Copyright © 2010. Published by Elsevier GmbH.

[Experimental orthopedic surgery: the practical aspects and management].

PubMed

Di Denia, P; Caligiuri, G; Guzzardella, G A; Fini, M; Giardino, R

1996-01-01

The funds to grant for a scientific research project are more and more interesting public and private administrations. A quantitative analysis of experimental research prices in all its phases is mandatory for an optimization process. The aim of this paper is to define practical and economical aspects of the experimental 'in vivo' models designed for the validation of biomaterials, with particular respect to the managerial bookkeeping of consumer goods, based on the experience of our Institute. Some tables were realized in order to quantify the resources needed to perform experimental 'in vivo' models. These tables represent a reliable tool for a continuous monitoring of managerial costs for the current year and for an accurate budget planning for the future years considering the experimental projects in progress and the planned researches. A business organization of public research facilities may lead to an optimization of costs and an easier national and international funds achievement increasing, also, the partnership with private appointers.

Media Reporting of Practice-Changing Clinical Trials in Oncology: A North American Perspective.

PubMed

Andrew, Peter; Vickers, Michael M; O'Connor, Stephen; Valdes, Mario; Tang, Patricia A

2016-03-01

Media reporting of clinical trials impacts patient-oncologist interactions. We sought to characterize the accuracy of media and Internet reporting of practice-changing clinical trials in oncology. The first media articles referencing 17 practice-changing clinical trials were collected from 4 media outlets: newspapers, cable news, cancer websites, and industry websites. Measured outcomes were media reporting score, social media score, and academic citation score. The media reporting score was a measure of completeness of information detailed in media articles as scored by a 15-point scoring instrument. The social media score represented the ubiquity of social media presence referencing 17 practice-changing clinical trials in cancer as determined by the American Society of Clinical Oncology in its annual report, entitled Clinical Cancer Advances 2012; social media score was calculated from Twitter, Facebook, and Google searches. The academic citation score comprised total citations from Google Scholar plus the Scopus database, which represented the academic impact per clinical cancer advance. From 170 media articles, 107 (63%) had sufficient data for analysis. Cohen's κ coefficient demonstrated reliability of the media reporting score instrument with a coefficient of determination of 94%. Per the media reporting score, information was most complete from industry, followed by cancer websites, newspapers, and cable news. The most commonly omitted items, in descending order, were study limitations, exclusion criteria, conflict of interest, and other. The social media score was weakly correlated with academic citation score. Media outlets appear to have set a low bar for coverage of many practice-changing advances in oncology, with reports of scientific breakthroughs often omitting basic study facts and cautions, which may mislead the public. The media should be encouraged to use a standardized reporting template and provide accessible references to original source information whenever feasible. ©AlphaMed Press.

Modifiable futures: science fiction at the bench.

PubMed

Milburn, Colin

2010-09-01

Science fiction remains an alien dimension of the history of science. Historical and literary studies of science have become increasingly attentive to various "literary technologies" in scientific practice, the metaphorical features of scientific discourse, and the impact of popular science writing on the social development of scientific knowledge. But the function of science fiction and even literature as such in the history of scientific and technological innovation has often been obscured, misconstrued, or repudiated owing to conventional notions of authorship, influence, and the organic unity of texts. The better to address those close encounters where scientific practice makes use of speculative fiction, this essay proposes that we instead analyze such exchanges as processes of appropriation, remixing, and modification.

A Personalized Study Method for Learning University Physics

ERIC Educational Resources Information Center

Aravind, Vasudeva Rao; Croyle, Kevin

2017-01-01

Students learn scientific concepts and mathematical calculations relating to scientific principles by repetition and reinforcement. Teachers and instructors cannot practically spend the long time required during tutorials to patiently teach students the calculations. Usually, teachers assign homework to provide practice to students, hoping that…

Scientific literacy and academic identity: Creating a community of practice

NASA Astrophysics Data System (ADS)

Reveles, John Michael

2005-07-01

This one-year ethnographic study of a third grade classroom examined the construction of elementary school science. The research focused on the co-development of scientific literacy and academic identity. Unlike much research in science education that views literacy as merely supportive of science; this dissertation research considers how students learned both disciplinary knowledge in science as well as about themselves as learners through language use. The study documented and analyzed how students came to engage with scientific knowledge and the impact this engagement had upon their academic identities over time. Ethnographic and discourse analytic methods were employed to investigate three research questions: (a) How were the students in a third grade classroom afforded opportunities to acquire scientific literate practices through the spoken/written discourse and science activities? (b) In what ways did students develop and maintain academic identities taken-up over time as they discursively appropriated scientific literate practices via classroom discourse? and (c) How did students collectively and individually inscribe their academic identities and scientific knowledge into classroom artifacts across the school year? Through multiple forms of analyses, I identified how students' communication and participation in science investigations provided opportunities for them to learn specific scientific literate practices. The findings of this empirical research indicate that students' communication and participation in science influenced the ways they perceived themselves as active participants within the classroom community. More specifically, students were observed to appropriate particular discourse practices introduced by the teacher to frame scientific disciplinary knowledge and investigations. Thus, emerging academic identities and developing literate practices were documented via analysis of discursive (spoken, written, and enacted) classroom interactions. A unique feature of this research is that it investigated how students' identities changed through participation in inquiry-based science activities. At this point, the importance of communication in science has not been extensively studied from this perspective. Research to date has focused on either the social or cognitive aspects of interaction. This research contributes to the improvement in participation of underserved, underrepresented students in science, a major equity concern for the state and nation.

Objects prompt authentic scientific activities among learners in a museum programme

NASA Astrophysics Data System (ADS)

Achiam, Marianne; Simony, Leonora; Kramer Lindow, Bent Erik

2016-04-01

Although the scientific disciplines conduct practical work in different ways, all consider practical work as the essential way of connecting objects and phenomena with ideas and the abstract. Accordingly, practical work is regarded as central to science education as well. We investigate a practical, object-based palaeontology programme at a natural history museum to identify how palaeontological objects prompt scientific activity among upper secondary school students. We first construct a theoretical framework based on an analysis of the programme's palaeontological content. From this, we build our reference model, which considers the specimens used in the programme, possible palaeontological interpretations of these specimens, and the conditions inherent in the programme. We use the reference model to analyse the activities of programme participants, and illustrate how these activities are palaeontologically authentic. Finally, we discuss our findings, examining the mechanism by which the specimens prompt scientific activities. We also discuss our discipline-based approach, and how it allows us to positively identify participants' activities as authentic. We conclude by discussing the implications of our findings.

Students' Evaluation of the Credibility of Scientific Models that Represent Natural Entities and Phenomena

ERIC Educational Resources Information Center

Al-Balushi, Sulaiman M.

2011-01-01

The purpose of the current study was to explore learners' evaluation of the credibility of scientific models that represent natural entities and phenomena. Participants were 845 students in grades 9-11 (aged 15-17 years) and 108 prospective science teachers in Oman, totaling 953 students. A survey called Epistemologies about the Credibility of…

Colonial scientific-medical documentary films and the legitimization of an ideal state in post-war Spain.

PubMed

Tabernero, Carlos; Jiménez-Lucena, Isabel; Molero-Mesa, Jorge

2017-01-01

This paper explores the role of film and medical-health practices and discourses in the building and legitimating strategies of Franco's fascist regime in Spain. The analysis of five medical-colonial documentary films produced during the 1940s explores the relationship between mass media communication practices and techno-scientific knowledge production, circulation and management processes. These films portray a non-problematic colonial space where social order is articulated through scientific-medical practices and discourses that match the regime's need to consolidate and legitimize itself while asserting the inclusion-exclusion dynamics involved in the definition of social prototypes through processes of medicalization.

Beyond "Bad Science": Skeptical Reflections on the Value-Freedom of Scientific Inquiry.

ERIC Educational Resources Information Center

Longino, Helen

1983-01-01

Discusses how human cultural and personal values relate to scientific practice (and indirectly to results of that practice), considering interferon, biological risk assessment, plutonium, and sex hormones. Also discusses the significance of these episodes in understanding the (contextual) value-freedom of science. (JN)

Translations of Scientific Practice to "Students' Images of Science"

ERIC Educational Resources Information Center

van Eijck, Michiel; Hsu, Pei-Ling; Roth, Wolff-Michael

2009-01-01

In the science education research literature, it often appears to be assumed that students "possess" more or less stable "images of science" that directly correspond to their experiences with scientific practice in science curricula. From cultural-historical and sociocultural perspectives, this assumption is problematic because scientific…

A Transdisciplinary Approach to Public Health Law: The Emerging Practice of Legal Epidemiology

PubMed Central

Burris, Scott; Ashe, Marice; Levin, Donna; Penn, Matthew; Larkin, Michelle

2017-01-01

Public health law has roots in both law and science. For more than a century, lawyers have helped develop and implement health laws; over the past 50 years, scientific evaluation of the health effects of laws and legal practices has achieved high levels of rigor and influence. We describe an emerging model of public health law that unites these two traditions. This transdisciplinary model adds scientific practices to the lawyerly functions of normative and doctrinal research, counseling, and representation. These practices include policy surveillance and empirical public health law research on the efficacy of legal interventions and the impact of laws and legal practices on health and health system operation. A transdisciplinary model of public health law, melding its legal and scientific facets, can help break down enduring cultural, disciplinary, and resource barriers that have prevented the full recognition and optimal role of law in public health. PMID:26667606

A Transdisciplinary Approach to Public Health Law: The Emerging Practice of Legal Epidemiology.

PubMed

Burris, Scott; Ashe, Marice; Levin, Donna; Penn, Matthew; Larkin, Michelle

2016-01-01

Public health law has roots in both law and science. For more than a century, lawyers have helped develop and implement health laws; over the past 50 years, scientific evaluation of the health effects of laws and legal practices has achieved high levels of rigor and influence. We describe an emerging model of public health law that unites these two traditions. This transdisciplinary model adds scientific practices to the lawyerly functions of normative and doctrinal research, counseling, and representation. These practices include policy surveillance and empirical public health law research on the efficacy of legal interventions and the impact of laws and legal practices on health and health system operation. A transdisciplinary model of public health law, melding its legal and scientific facets, can help break down enduring cultural, disciplinary, and resource barriers that have prevented the full recognition and optimal role of law in public health.

Oak Regeneration: A Knowledge Synthesis

Treesearch

H. Michael Rauscher; David L. Loftis; Charles E. McGee; Christopher V. Worth

1997-01-01

This scientific literature is represented by a hypertext software. To view this literature you must download and install the hypertext software.Abstract: The scientific literature concerning oak regeneration problems is lengthy, complex, paradoxical, and often perplexing. Despite a large scientific literature and numerous conference...

Integrating practical, regulatory and ethical strategies for enhancing farm animal welfare.

PubMed

Mellor, D J; Stafford, K J

2001-11-01

To provide an integrated view of relationships between assessment of animal welfare. societal expectations regarding animal welfare standards, the need for regulation, and two ethical strategies for promoting animal welfare, emphasising farm animals. Ideas in relevant papers and key insights were outlined and illustrated, where appropriate, by New Zealand experience with different facets of the welfare management of farm animals. An animal's welfare is good when its nutritional, environmental, health, behavioural and mental needs are met. Compromise may occur in one or more of these areas and is assessed by scientifically-informed best judgement using parameters validated by directed research and objective analysis in clinical and practical settings. There is a wide range of perceptions of what constitutes good and bad welfare in society, so that animal welfare standards cannot be left to individual preferences to determine. Rather, the promotion of animal welfare is seen as requiring central regulation, but managed in a way that allows for adjustments based on new scientific knowledge of animals' needs and changing societal perceptions of what is acceptable and unacceptable treatment of animals. Concepts of 'minimal welfare', representing the threshold of cruelty, and 'acceptable welfare', representing higher, more acceptable standards than those that merely avoid cruelty, are outlined. They are relevant to economic analyses, which deal with determinants of animal welfare standards based on financial costs and the desire of the public to feel broadly comfortable about the treatment of the animals that are used to serve their needs. Ethical strategies for promoting animal welfare can be divided broadly into the 'gold standard' approach and the 'incremental improvement' approach. The first defines the ideal that is to be required in a particular situation and will accept nothing less than that ideal, whereas the second aims to improve welfare in a step-wise fashion by setting a series of achievable goals, seeing each small advance as worthwhile progress towards the same ideal. 'Incremental improvement' is preferred. This also has application in veterinary practice where the professional commitment to maintain good welfare standards may at times conflict with financial constraints experienced by clients.

Rockets: Physical Science Teacher's Guide with Activities.

ERIC Educational Resources Information Center

Vogt, Gregory L.; Rosenberg, Carla R., Ed.

Rockets have evolved from simple tubes filled with black powder into mighty vehicles capable of launching a spacecraft out into the galaxy. The 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…

Restoring forest ecosystems: the human dimension

Treesearch

Bruce R. Hull; Paul H. Gobster

2000-01-01

In the past two decades, ecological restoration has moved from an obscure and scientifically suspect craft to a widely practiced and respected profession with considerable scientific knowledge and refined on-the-ground practices. Concurrently, forest restoration has become a valued skill of forestry professionals and a popular goal for forest management. Politics and...

Salt, Time, and Metaphor: Examining Norms in Scientific Culture

ERIC Educational Resources Information Center

Brady, Anna G.

2017-01-01

As has been widely discussed, the National Research Council's (NRC) current policy in United States education advocates supporting students toward acquiring skills to engage in scientific practices. NRC policy also suggests that supporting students in the practices of science may require different approaches than what is required for supporting…

Research in Special Education: Scientific Methods and Evidence-Based Practices

ERIC Educational Resources Information Center

Odom, Samuel L.; Brantlinger, Ellen; Gersten, Russell; Horner, Robert H.; Thompson, Bruce; Harris, Karen R.

2005-01-01

This article sets the context for the development of research quality indicators and guidelines for evidence of effective practices provided by different methodologies. The current conceptualization of scientific research in education and the complexity of conducting research in special education settings underlie the development of quality…

Rockets: An Educator's Guide with Activities in Science, Mathematics, and Technology.

ERIC Educational Resources Information Center

National Aeronautics and Space Administration, Washington, DC.

This educational guide discusses rockets and includes activities in science, mathematics, and technology. It begins with background information on the history of rocketry, scientific principles, and practical rocketry. The sections on scientific principles and practical rocketry focus on Sir Isaac Newton's Three Laws of Motion. These laws explain…

Scientific misconduct and science ethics: a case study based approach.

PubMed

Consoli, Luca

2006-07-01

The Schön misconduct case has been widely publicized in the media and has sparked intense discussions within and outside the scientific community about general issues of science ethics. This paper analyses the Report of the official Committee charged with the investigation in order to show that what at first seems to be a quite uncontroversial case, turns out to be an accumulation of many interesting and non-trivial questions (of both ethical and philosophical interest). In particular, the paper intends to show that daily scientific practices are structurally permeated by chronic problems; this has serious consequences for how practicing scientists assess their work in general, and scientific misconduct in particular. A philosophical approach is proposed that sees scientific method and scientific ethics as inextricably interwoven. Furthermore, the paper intends to show that the definition of co-authorship that the members of the Committee use, although perhaps clear in theory, proves highly problematic in practice and raises more questions that it answers. A final plea is made for a more self-reflecting attitude of scientists as far as the moral and methodological profile of science is concerned as a key element for improving not only their scientific achievements, but also their assessment of problematic cases.

Therapeutic touch: is there a scientific basis for the practice?

PubMed

Clark, P E; Clark, M J

1984-01-01

The research-related literature on the topic of therapeutic touch is critically reviewed. The purpose of the review is to explore the current scientific basis for the teaching and practice of therapeutic touch as a treatment modality. An examination of published research literature indicates that empirical support for the practice of therapeutic touch is, at best, weak. The results of well-designed, double-blind studies have been transient, of no significance, or are in need of independent replication. Current practice of therapeutic touch is empirically little more than practice of placebo. Considerations for further nursing research are also presented.

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

Neilson, Hutch

Nuclear fusion — the process that powers the sun — offers an environmentally benign, intrinsically safe energy source with an abundant supply of low-cost fuel. It is the focus of an international research program, including the ITER fusion collaboration, which involves seven parties representing half the world’s population. The realization of fusion power would change the economics and ecology of energy production as profoundly as petroleum exploitation did two centuries ago. The 21st century finds fusion research in a transformed landscape. The worldwide fusion community broadly agrees that the science has advanced to the point where an aggressive action plan,more » aimed at the remaining barriers to practical fusion energy, is warranted. At the same time, and largely because of its scientific advance, the program faces new challenges; above all it is challenged to demonstrate the timeliness of its promised benefits. In response to this changed landscape, the Office of Fusion Energy Sciences (OFES) in the US Department of Energy commissioned a number of community-based studies of the key scientific and technical foci of magnetic fusion research. The Research Needs Workshop (ReNeW) for Magnetic Fusion Energy Sciences is a capstone to these studies. In the context of magnetic fusion energy, ReNeW surveyed the issues identified in previous studies, and used them as a starting point to define and characterize the research activities that the advance of fusion as a practical energy source will require. Thus, ReNeW’s task was to identify (1) the scientific and technological research frontiers of the fusion program, and, especially, (2) a set of activities that will most effectively advance those frontiers. (Note that ReNeW was not charged with developing a strategic plan or timeline for the implementation of fusion power.)« less

Design training activity for teachers and students on environmental science topic in the frame of ENVRIPLUS project

NASA Astrophysics Data System (ADS)

D'Addezio, G.; Beranzoli, L.; Antonella, M.

2016-12-01

We elaborated actions to improve the content of the ENVRIPLUS e-Training Platform for multimedia education of secondary school level teachers and students. The purpose is to favor teacher training and consequently students training on selected scientific themes faced within the ENVRIPLUS Research Infrastructures. In particular we address major thematic research areas and challenges on Biodiversity and Ecosystem Services, Greenhouse effect and Earth Warming, Ocean acidifications and Environmental sustainability. First we identified "Best practices" that could positively impacts on students by providing motivation on promoting scientific research and increase the awareness of the Earth System complexity and Environmental challenges for its preservation and sustainability,). Best practice teaching strategies represent an inherent part of a curriculum that exemplifies the connection and relevance identified in education research. To realize the training platform we start detailed study and analysis of teaching and multimedia information materials already available. We plan the realization of a digital repository for access to teachers and students with opportunities to develop original content, with standardization of the design methods of the scientific and technical content, classification / cataloging of information in digital form and definition of a logical model for the provision of thematic content in a single digital environment. To better design the actions and to catch teacher needs, we prepare a questionnaire that will be administered to a large sample of international secondary school level teachers. The first part focused on objective information about the formal, quantitative and qualitative position of science class in schools and the content and methods of teaching in different countries. The second part investigate subjective teacher experiences and their views on what can improve training offer for environmental science lessons and courses.

Interpreting the Atomic Age: Scientific News Coverage of the Atomic Bomb in Representative Newspapers and Magazines.

ERIC Educational Resources Information Center

Barwis, Gail L.

A study examined the coverage of the scientific aspects of the atomic bomb in four representative newspapers (New York "Times," New York "Herald Tribune," Chicago "Daily Tribune," and Boston "Daily Globe") and in 14 general mass circulation magazines in the time period immediately following the dropping of the bomb. Among the conclusions of the…

[A practical guide for writing an original scientific article].

PubMed

Rosenberg, Jacob; Burcharth, Jakob; Pommergaard, Hans-Christian

2014-06-30

Writing scientific articles is an integrated part of being a medical doctor at academic institutions, and the demand for publishing scientific work has increased during recent years. The discipline of writing scientific articles can be troublesome and complicated, especially for young inexperienced researchers. This article is a guide to structuring and writing an original scientific article.

Early career researchers want Open Science.

PubMed

Farnham, Andrea; Kurz, Christoph; Öztürk, Mehmet Ali; Solbiati, Monica; Myllyntaus, Oona; Meekes, Jordy; Pham, Tra My; Paz, Clara; Langiewicz, Magda; Andrews, Sophie; Kanninen, Liisa; Agbemabiese, Chantal; Guler, Arzu Tugce; Durieux, Jeffrey; Jasim, Sarah; Viessmann, Olivia; Frattini, Stefano; Yembergenova, Danagul; Benito, Carla Marin; Porte, Marion; Grangeray-Vilmint, Anaïs; Curiel, Rafael Prieto; Rehncrona, Carin; Malas, Tareq; Esposito, Flavia; Hettne, Kristina

2017-11-15

Open Science is encouraged by the European Union and many other political and scientific institutions. However, scientific practice is proving slow to change. We propose, as early career researchers, that it is our task to change scientific research into open scientific research and commit to Open Science principles.

5 CFR 1631.11 - Fees to be charged-categories of requesters.

Code of Federal Regulations, 2014 CFR

2014-01-01

...; commercial use requesters; representatives of news media; educational and noncommercial scientific...-inclusive. As traditional methods of news delivery evolve (e.g. electronic dissemination of newspapers... educational or noncommercial scientific institution whose purpose is scholarly or scientific research, the fee...

12 CFR 404.2 - Definitions.

Code of Federal Regulations, 2014 CFR

2014-01-01

..., educational and non-commercial scientific requesters, or representatives of the news media. Appeal—A written... by Ex-Im Bank regarding disclosure of requested records. Non-commercial scientific institution—An institution that is operated for the purpose of conducting scientific research the results of which are not...

12 CFR 404.2 - Definitions.

Code of Federal Regulations, 2012 CFR

2012-01-01

..., educational and non-commercial scientific requesters, or representatives of the news media. Appeal—A written... by Ex-Im Bank regarding disclosure of requested records. Non-commercial scientific institution—An institution that is operated for the purpose of conducting scientific research the results of which are not...

5 CFR 1631.11 - Fees to be charged-categories of requesters.

Code of Federal Regulations, 2012 CFR

2012-01-01

...; commercial use requesters; representatives of news media; educational and noncommercial scientific...-inclusive. As traditional methods of news delivery evolve (e.g. electronic dissemination of newspapers... educational or noncommercial scientific institution whose purpose is scholarly or scientific research, the fee...

5 CFR 1631.11 - Fees to be charged-categories of requesters.

Code of Federal Regulations, 2013 CFR

2013-01-01

...; commercial use requesters; representatives of news media; educational and noncommercial scientific...-inclusive. As traditional methods of news delivery evolve (e.g. electronic dissemination of newspapers... educational or noncommercial scientific institution whose purpose is scholarly or scientific research, the fee...

12 CFR 404.2 - Definitions.

Code of Federal Regulations, 2011 CFR

2011-01-01

..., educational and non-commercial scientific requesters, or representatives of the news media. Appeal—A written... by Ex-Im Bank regarding disclosure of requested records. Non-commercial scientific institution—An institution that is operated for the purpose of conducting scientific research the results of which are not...

12 CFR 404.2 - Definitions.

Code of Federal Regulations, 2013 CFR

2013-01-01

..., educational and non-commercial scientific requesters, or representatives of the news media. Appeal—A written... by Ex-Im Bank regarding disclosure of requested records. Non-commercial scientific institution—An institution that is operated for the purpose of conducting scientific research the results of which are not...

[Consensus document and recommendations for the prevention of cardiovascular disease in Italy - 2018].

PubMed

Volpe, Massimo; Tocci, Giuliano; Accettura, Domenico; Battistoni, Allegra; Bellone, Simonetta; Bellotti, Paolo; Bertolotti, Marco; Borghi, Claudio; Casasco, Maurizio; Consoli, Agostino; Coppini, Raffaele; Corsini, Alberto; Costanzo, Gianfranco; Desideri, Giovambattista; Ferri, Claudio; Galanti, Giorgio; Giada, Franco; Icardi, Giancarlo; Lombardi, Niccolò; Modena, Maria Grazia; Modesti, Pietro Amedeo; Monti, Giorgio; Mugelli, Alessandro; Orsi, Andrea; Parati, Gianfranco; Pedretti, Roberto F.E.; Perseghin, Gianluca; Pirro, Matteo; Ricotti, Roberta; Rizzoni, Damiano; Rotella, Carlo; Rubattu, Speranza; Salvetti, Guido; Sarto, Patrizio; Tassinari, Federico; Trimarco, Bruno; de Kreutzenberg, Saula Vigili; Volpe, Roberto

2018-02-01

Cardiovascular prevention represents a cornerstone of modern strategies to reduce the burden of cardiovascular disease. It is of key importance to prevent cardiovascular diseases and associated events, not only to reduce morbidity and mortality, but also to increase the years of wellness in the aging population and to make the growing socio-economic burden imposed by cardiovascular events more sustainable.The current approach to prevention is based on an integrated use of effective lifestyle measures and, whenever appropriate, of antihypertensive and antidiabetic drugs, lipid-lowering agents and antiplatelet drugs.Given that population characteristics, in terms of ethnicity, demography and lifestyle habits, and healthcare system organizations differ among countries, international guidelines are not always applicable to specific countries and, often, are difficult to translate into daily clinical practice.In order to afford the specific features of Italy, 10 Scientific Societies and Research Institutions, mostly involved in preventive strategies, contributed to the present Italian consensus document, which includes brief, practical recommendations to support the preventive actions within the physician community and the general practice setting.

The norm and the text: Denzin and Lincoln's handbooks of qualitative method.

PubMed

Fielding, N G

1999-09-01

Qualitative methods have lately enjoyed enhanced legitimacy and are increasingly used in academic and applied social research. Yet the field is marked by controversy about virtually every key tenet of qualitative inquiry, from matters of epistemology to purely practical matters of relations with research subjects. Not only is the practice of qualitative research hotly contested, consensus is lacking about the purpose of qualitative research and whether it has a distinctive role to play relative to other approaches to the study of social phenomena. Against this context, the handbooks of qualitative method edited by Norman Denzin and Yvonna Lincoln represent a significant attempt to capture the breadth of contemporary approaches to qualitative method. The article examines key contributions from the handbooks, drawing on these to develop a view of qualitative method from a pragmatic, realist perspective. Among the issues considered are the significance of relativism, subjectivity, post-modernism and feminist method, the politicization of the purposes of qualitative research, the debate over criteria of validity, and the move to treat qualitative research as an entertainment rather than a scientific practice.

Conceptual Demand of Practical Work in Science Curricula. A Methodological Approach

NASA Astrophysics Data System (ADS)

Ferreira, Sílvia; Morais, Ana M.

2014-02-01

This article addresses the issue of the level of complexity of practical work in science curricula and is focused on the discipline of Biology and Geology at high school. The level of complexity is seen in terms of the emphasis on and types of practical work and, most importantly, in terms of its level of conceptual demand as given by the complexity of scientific knowledge, the degree of inter-relation between knowledges, and the complexity of cognitive skills. The study also analyzes recontextualizing processes that may occur within the official recontextualizing field. The study is psychologically and sociologically grounded, particularly on Bernstein's theory of pedagogic discourse. It uses a mixed methodology. The results show that practical work is poorly represented in the curriculum, particularly in the case of laboratory work. The level of conceptual demand of practical work varies according to the text under analysis, between the two subjects Biology and Geology, and, within each of them, between general and specific guidelines. Aspects studied are not clearly explicated to curriculum receivers (teachers and textbooks authors). The meaning of these findings is discussed in the article. In methodological terms, the study explores assumptions used in the analysis of the level of conceptual demand and presents innovative instruments constructed for developing this analysis.

"Assuming the privilege" of bridging divides: Abigail Fowler-Chumos, practical phrenology, and America's Gilded Age.

PubMed

Lilleleht, Erica

2015-11-01

Nineteenth-century phrenology is often presented as a failed or pseudoscience. Based on erroneous anatomical assumptions and indirect observation, phrenology as such offers historians of psychology an object lesson in what scientists ought not do (e.g., Boring, 1929). As a practical profession, however, phrenology presents a more complicated narrative. This is particularly true in the United States where in the hands of practitioners including and influenced by the Fowler family, phrenology maintained a cultural presence long after being rejected by the scientific and medical mainstream (Janik, 2014). The prevalence of women practitioners, whose work and lives have yet to be adequately explored, represents another complication. Abigail Ayers Doe Fowler-Chumos, third wife of America's "great gun of phrenology" Orson Squire Fowler, is one practitioner worthy of closer examination (Davies, 1955, p. 46). Using the separate spheres concept (Kerber, 1988) and newspaper announcements, articles, and advertisements spanning the 1870s to 1920s, this article explores Abigail Ayers Doe Fowler-Chumos' development as a practical phrenologist. Her story suggests much about the unrecognized capacity of practical phrenology to create concepts and practices of selfhood capable of moving women beyond the private and domestic, while also preparing all Americans for modern psychology. (c) 2015 APA, all rights reserved).

Scientific-practical and legal problems of implementation of the personalized medicine.

PubMed

Bezdieniezhnykh, N O; Reznikova, V V; Rossylna, O V

2017-09-01

The article is devoted to the comprehensive analysis of scientific, practical and legal issues of personalized medicine that is a rapidly developing science-driven approach to healthcare. It is concluded that there is lack of general legal framework for the encouragement of scientific researches and practical implementation in this field. The article shows foreign experience and prospects for the introduction of personalized medicine as a key concept of healthcare system, which is based on a selection of diagnostic, therapeutic and preventive measures that would be the most effective for a particular person in view of individual characteristics. The conclusions and proposals to improve the current legislation and development of personalized medicine in Ukraine are suggested.

Consumer responses to communication about food risk management.

PubMed

van Dijk, Heleen; Houghton, Julie; van Kleef, Ellen; van der Lans, Ivo; Rowe, Gene; Frewer, Lynn

2008-01-01

Recent emphasis within policy circles has been on transparent communication with consumers about food risk management decisions and practices. As a consequence, it is important to develop best practice regarding communication with the public about how food risks are managed. In the current study, the provision of information about regulatory enforcement, proactive risk management, scientific uncertainty and risk variability were manipulated in an experiment designed to examine their impact on consumer perceptions of food risk management quality. In order to compare consumer reactions across different cases, three food hazards were selected (mycotoxins on organically grown food, pesticide residues, and a genetically modified potato). Data were collected from representative samples of consumers in Germany, Greece, Norway and the UK. Scores on the "perceived food risk management quality" scale were subjected to a repeated-measures mixed linear model. Analysis points to a number of important findings, including the existence of cultural variation regarding the impact of risk communication strategies-something which has obvious implications for pan-European risk communication approaches. For example, while communication of uncertainty had a positive impact in Germany, it had a negative impact in the UK and Norway. Results also indicate that food risk managers should inform the public about enforcement of safety laws when communicating scientific uncertainty associated with risks. This has implications for the coordination of risk communication strategies between risk assessment and risk management organizations.

Editorial quality, diffusion and bibliometric indicators of the Revista Espaãnola de Enfermedades Digestivas.

PubMed

López-Cózar, E D; Ruiz-Pérez, R; Jiménez-Contreras, E

1999-01-01

To evaluate the editorial quality, diffusion, relevance of the scientific content, and the publication practices of the specialised journal Revista Española de Enfermedades Digestivas. We checked 136 parameters based on ISO standards, the recommendations of scientific and editorial organisations, and studies of scientific editing and international publishing practices for biomedical journals. Diffusion was calculated using national and international databases, specialised libraries in Spain, and Internet sources. The analysis of the scientific content and publication practices was based on bibliometric indicators for the journal, authorship, and contributions. The sample for this study comprised six alternate issues of volume number 88 (1996), the last issue of this volume, and the first issue of volume 89 (1997). The samples used for the bibliometric analysis varied depending on the characteristics of specific indicators and the availability of information. The overall mean value for compliance with standards was 46.1%, while the real mean was calculated at 72.21%. The editorial procedures at the journal are similar to those of analogous international journals. The Revista Española de Enfermedades Digestivas is included in international databases of biomedical journals, and in the interdisciplinary international database SCI. It was found to be present in 70% of the medical libraries of Spanish universities, and in 73% of the hospital libraries studied. Bibliometric indicators showed co-authorship to be 5.5%; the origin of the authors grouped by province and by type of institutional affiliations showed 27.8% of all authors to be from Madrid, and that more were affiliated with general hospitals than with university hospitals. The mean delay between initial receipt of a manuscript and its publication was 300 days. Cocitation analysis gave the journal a central position amongst the 38 Spanish biomedical journals considered representative of the field. The journal's impact factor for 1996 was 0.260. The Revista Española de Enfermedades Digestivas is a high-quality vehicle of research results, and has acceptable internal editorial procedures. The journal is widely distributed, though its visibility on the Internet should be improved. Co-authorship is similar to that seen in other medical journals. Steps should be taken to make this journal better known within Spain, and to reduce the delay between the initial receipt and the final publication of manuscripts. Its impact factor is increasing steadily.

Scientific Communication and the Nature of Science

ERIC Educational Resources Information Center

Nielsen, Kristian H.

2013-01-01

Communication is an important part of scientific practice and, arguably, may be seen as constitutive to scientific knowledge. Yet, often scientific communication gets cursory treatment in science studies as well as in science education. In Nature of Science (NOS), for example, communication is rarely mentioned explicitly, even though, as will be…

Teaching Scientific Communication Skills in Science Studies: Does It Make a Difference?

ERIC Educational Resources Information Center

Spektor-Levy, Ornit; Eylon, Bat-Sheva; Scherz, Zahava

2009-01-01

This study explores the impact of "Scientific Communication" (SC) skills instruction on students' performances in scientific literacy assessment tasks. We present a general model for skills instruction, characterized by explicit and spiral instruction, integration into content learning, practice in several scientific topics, and application of…

Validity Evidence for a Learning Progression of Scientific Explanation

ERIC Educational Resources Information Center

Yao, Jian-Xin; Guo, Yu-Ying

2018-01-01

Providing scientific explanations for natural phenomena is a fundamental aim of science; therefore, scientific explanation has been selected as one of the key practices in science education policy documents around the world. To further elaborate on existing educational frameworks of scientific explanation in K-12, we propose a learning progression…

Constructing Scientific Arguments Using Evidence from Dynamic Computational Climate Models

ERIC Educational Resources Information Center

Pallant, Amy; Lee, Hee-Sun

2015-01-01

Modeling and argumentation are two important scientific practices students need to develop throughout school years. In this paper, we investigated how middle and high school students (N = 512) construct a scientific argument based on evidence from computational models with which they simulated climate change. We designed scientific argumentation…

Toxic ignorance and right-to-know in biomonitoring results communication: a survey of scientists and study participants.

PubMed

Morello-Frosch, Rachel; Brody, Julia Green; Brown, Phil; Altman, Rebecca Gasior; Rudel, Ruthann A; Pérez, Carla

2009-02-28

Exposure assessment has shifted from pollutant monitoring in air, soil, and water toward personal exposure measurements and biomonitoring. This trend along with the paucity of health effect data for many of the pollutants studied raise ethical and scientific challenges for reporting results to study participants. We interviewed 26 individuals involved in biomonitoring studies, including academic scientists, scientists from environmental advocacy organizations, IRB officials, and study participants; observed meetings where stakeholders discussed these issues; and reviewed the relevant literature to assess emerging ethical, scientific, and policy debates about personal exposure assessment and biomonitoring, including public demand for information on the human health effects of chemical body burdens. We identify three frameworks for report-back in personal exposure studies: clinical ethics; community-based participatory research; and citizen science 'data judo.' The first approach emphasizes reporting results only when the health significance of exposures is known, while the latter two represent new communication strategies where study participants play a role in interpreting, disseminating, and leveraging results to promote community health. We identify five critical areas to consider in planning future biomonitoring studies. Public deliberation about communication in personal exposure assessment research suggests that new forms of community-based research ethics and participatory scientific practice are emerging.

Between universalism and regionalism: universal systematics from imperial Japan.

PubMed

Lee, Jung

2015-12-01

Historiographic discussions of the universality and regionality of science have to date focused on European cases for making regional science universal. This paper presents a new perspective by moving beyond European origins and illuminating a non-European scientist's engagement with the universality and regionality of science. It will examine the case of the Japanese botanist Nakai Takenoshin (1882-1952), an internationally recognized authority on Korean flora based at Tokyo Imperial University. Serving on the International Committee on Botanical Nomenclature in 1926, Nakai endorsed and acted upon European claims of universal science, whilst simultaneously unsettling them with his regionally shaped systematics. Eventually he came to promote his own systematics, built regionally on Korean flora, as the new universal. By analysing his shifting claims in relation to those of other European and non-European botanists, this paper makes two arguments. First, universalism and regionalism were not contradictory foundations of scientific practice but useful tools used by this non-European botanist in maintaining his scientific authority as a representative Japanese systematist. Second, his claims to universality and regionalism were both imperially charged. An imperially monopolized study of Korean plants left a regional imprint on Nakai's systematics. In order to maintain his scientific authority beyond its region of origin he had to assert either the expanding regionalism of 'East Asia' or universalism.

Exploring the Dominant Discourse of Baccalaureate Nursing Education in Iran

PubMed Central

Yazdannik, Ahmadreza; Yousefy, Alireza; Mohammadi, Sepideh

2017-01-01

Introduction: Understanding how academic dominant discourse is implicated in the shaping of nursing identity, professional aspirations and socialization of nursing students is useful as it can lead to strategies that promote nursing profession. Materials and Methods: This is a qualitative research conducted through discourse analysis approach. Semi-structured interviews, focus group, and direct observation of undergraduate theoretical and clinical courses were used to collect the data. Participants were 71 nursing students, 20 nursing educators, and 5 nursing board staffs from five universities in Iran. Results: Data analysis resulted in the development of four main themes that represent essential discourses of nursing education. The discourses explored are theoretical and scientific nursing, domination of biomedical paradigm, caring as an empty signifier, and more than expected role of research in nursing education discourse. Conclusions: The results indicated that academics attempt to define itself based on “scientific knowledge” and faculties seek to socialize students by emphasizing the scientific/theoretical basis of nursing and research, with the dominance of biomedical discourse. It fails to conceptually grasp the reality of nursing practice, and the result is an untested and impoverished theoretical discourse. The analysis highlights the need for the formation of a strong and new discourse, which contains articulation of signifiers extracted from the nature of the profession. PMID:28382053

Clinical applications of immunoglobulin: update

PubMed Central

Novaretti, Marcia Cristina Zago; Dinardo, Carla Luana

2011-01-01

Human immunoglobulin is the most used blood product in the clinical practice. Immunoglobulin applications have increased quickly since the elucidation of its immunomodulatory and antiinflammatory properties which turned this blood product into a precious tool in the treatment of numerous diseases that present with humoral immune deficiency or that cause immune system dysfunction. Currently, the approved indications for Ig are: primary immunodeficiencies, secondary immunodeficiencies (multiple myeloma or chronic lymphoid leukemia), Kawasaki syndrome, immune thrombocytopenic purpura, Guillain Barré syndrome, graft-versus-host disease following bone marrow transplantation and repeat infections in HIV children. On the other hand, there are numerous "off-label" indications of immunoglobulin, which represent 20-60% of all clinical applications of this drug. It is important to study all these indications and, above all, the scientific evidence for its use, in order to provide patients with a new therapeutic option without burdening the health system. This review results from a wide selection of papers identified in the Pubmed and Lilacs scientific electronic databases. A group of descriptors were used from human immunoglobulin to the names of each disease that immunoglobulin is clinically applied. Our main objective is to list the numerous indications of immunoglobulin, both authorized and "off-label" and to analyze these indications in the light of the most recent scientific evidence. PMID:23049300

"Screw health": representations of sex as a health-promoting activity in medical and popular literature.

PubMed

Gupta, Kristina

2011-06-01

Recently, scientific and popular press articles have begun to represent sex as a health-promoting activity. A number of scientific studies have identified possible health benefits of sexual activity, including increased lifespan and decreased risk of certain types of cancers. These scientific findings have been widely reported on in the popular press. This "sex for health" discourse claims that sexual activity leads to quantifiable physical and mental health benefits in areas not directly related to sexuality. Analyzing this discourse provides an opportunity to better understand both broader health promotion discourses and current norms and anxieties about sexuality. In this article, I place this "sex for health" discourse within the context of broader health promotion discourses and within the context of a number of historical and contemporary discourses connecting health and sexuality. I argue that although the "sex for health" discourse may serve to de-stigmatize sexual activity for some, it may also increase pressure on others to be sexually active and may further pathologize sexual "dysfunction." In addition, these representations often serve to further privilege a normative form of sexual behavior - coitus in the context of a monogamous heterosexual partnership - at the expense of non-normative sexual desires, identities, and practices.

[The passing eye: museums, public education, and the visualization of scientific evidence].

PubMed

Podgorny, Irina

2005-01-01

In this examination of certain issues related to the history of museums. An emphasis on the functions and missions entrusted to museums does not necessarily reflect the power museums have to create habits or shape meanings. To the contrary, this may reflect the actual fragility of museums and their need to resort to rhetoric to attract governmental favors and funds. Therefore, concentrating on the monumental, representative, or metaphorical aspects of museums obscures the history of these institutions and of their consolidated practices, there by naturalizing the separation between research space and public space and leaving the historian to play the role of an uninitiated observer of the 'cathedrals of science'.

Exploring the Development of Fifth Graders' Practical Epistemologies and Explanation Skills in Inquiry-Based Learning Classrooms

NASA Astrophysics Data System (ADS)

Wu, Hsin-Kai; Wu, Chia-Lien

2011-05-01

The purposes of this study are to explore fifth graders' epistemological views regarding their own experiences of constructing scientific knowledge through inquiry activities (i.e., practical epistemologies) and to investigate possible interactions between students' practical epistemologies and their inquiry skills to construct scientific explanations (i.e., explanation skills). Quantitative and qualitative data including interview transcripts, classroom video recordings, and pre- and post-tests of explanation skills were collected from 68 fifth graders in two science classes. Analyses of data show that after engaging in 5-week inquiry activities, students developed better inquiry skills to construct scientific explanations. More students realized the existence of experimental errors, viewed experimental data as evidence to support their claims, and had richer understanding about the nature of scientific questions. However, most students' epistemological beliefs were still naïve (the beginning level); they could not differentiate between experimental results and scientific knowledge and believed that the purpose of science is doing experiments or research. The results also show that students who held a more sophisticated epistemology (the intermediate level) tended to develop better inquiry skills than those with naïve beliefs. Analyses of classroom observations suggest possible explanations for how students reflected their epistemological views in their inquiry practices.

Transcending disciplines: Scientific styles in studies of the brain in mid-twentieth century America.

PubMed

Abraham, Tara H

2012-06-01

Much scholarship in the history of cybernetics has focused on the far-reaching cultural dimensions of the movement. What has garnered less attention are efforts by cyberneticians such as Warren McCulloch and Norbert Wiener to transform scientific practice in an array of disciplines in the biomedical sciences, and the complex ways these efforts were received by members of traditional disciplines. In a quest for scientific unity that had a decidedly imperialistic flavour, cyberneticians sought to apply practices common in the exact sciences-mainly theoretical modeling-to problems in disciplines that were traditionally defined by highly empirical practices, such as neurophysiology and neuroanatomy. Their efforts were met with mixed, often critical responses. This paper attempts to make sense of such dynamics by exploring the notion of a scientific style and its usefulness in accounting for the contrasts in scientific practice in brain research and in cybernetics during the 1940s. Focusing on two key institutional contexts of brain research and the role of the Rockefeller and Macy Foundations in directing brain research and cybernetics, the paper argues that the conflicts between these fields were not simply about experiment vs. theory but turned more closely on the questions that defined each area and the language used to elaborate answers. Copyright © 2012 Elsevier Ltd. All rights reserved.

5 CFR 9800.15 - Fees.

Code of Federal Regulations, 2014 CFR

2014-01-01

... conducting scientific research. (e) For requesters who are representatives of the news media, fees will also... request is from an educational institution) or scientific research (if the request is from a non... of scholarly research. (2) The term “non-commercial scientific institution” refers to an institution...

5 CFR 9800.15 - Fees.

Code of Federal Regulations, 2013 CFR

2013-01-01

... conducting scientific research. (e) For requesters who are representatives of the news media, fees will also... request is from an educational institution) or scientific research (if the request is from a non... of scholarly research. (2) The term “non-commercial scientific institution” refers to an institution...

The Russian Academy of Education's Centers for Innovative Development

ERIC Educational Resources Information Center

Martirosian, B. P.; Rubtsova, N. E.; Shapovalova, I. A.

2014-01-01

The article presents a review of the experience of practical testing (based in 385 experimental sites of the Russian Academy of Education) of current achievements of scientific academic schools that are developing the traditions of education. The organization of the innovative scientific and practical activity of the experimental sites of the…

Enhancing the Student Experiment Experience: Visible Scientific Inquiry through a Virtual Chemistry Laboratory

ERIC Educational Resources Information Center

Donnelly, Dermot; O'Reilly, John; McGarr, Oliver

2013-01-01

Practical work is often noted as a core reason many students take on science in secondary schools (high schools). However, there are inherent difficulties associated with classroom practical work that militate against scientific inquiry, an approach espoused by many science educators. The use of interactive simulations to facilitate student…

Strategies for Success: Uncovering What Makes Students Successful in Design and Learning

ERIC Educational Resources Information Center

Apedoe, Xornam S.; Schunn, Christian D.

2013-01-01

While the purposes of design and science are often different, they share some key practices and processes. Design-based science learning, which combines the processes of engineering design with scientific inquiry, is one attempt to engage students in scientific reasoning via solving practical problems. Although research suggests that engaging…

Award for Distinguished Scientific Early Career Contributions to Psychology: Robert E. Ployhart

ERIC Educational Resources Information Center

American Psychologist, 2009

2009-01-01

Robert E. Ployhart, recipient of the Award for Distinguished Scientific Early Career Contributions to Psychology, is cited for innovative work in examining reactions to staffing practices and efforts to enhance the acceptability of recruitment and staffing practices; for exemplary use of applied statistical models in examining multilevel effects…

Lab Notebooks as Scientific Communication: Investigating Development from Undergraduate Courses to Graduate Research

ERIC Educational Resources Information Center

Stanley, Jacob T.; Lewandowski, H. J.

2016-01-01

In experimental physics, lab notebooks play an essential role in the research process. For all of the ubiquity of lab notebooks, little formal attention has been paid to addressing what is considered "best practice" for scientific documentation and how researchers come to learn these practices in experimental physics. Using interviews…

Guiding Students towards Sensemaking: Teacher Questions Focused on Integrating Scientific Practices with Science Content

ERIC Educational Resources Information Center

Benedict-Chambers, Amanda; Kademian, Sylvie M.; Davis, Elizabeth A.; Palincsar, Annemarie Sullivan

2017-01-01

Science education reforms articulate a vision of ambitious science teaching where teachers engage students in sensemaking discussions and emphasise the integration of scientific practices with science content. Learning to teach in this way is complex, and there are few examples of sensemaking discussions in schools where textbook lessons and…

Practicing the Four Seasons of Ethnography Methodology while Searching for Identity in Mexico

ERIC Educational Resources Information Center

Pitts, Margaret Jane

2012-01-01

This narrative is an account of my field experiences and challenges practicing Gonzalez's (2000) Four Seasons of Ethnography methodology in Mexico City. I describe the complexities and tensions inherent in managing two scientific paradigms: Western scientific logic vs. a more organic ontology. The experiential knowledge produced in this text is…

Scientific and Legal Perspectives on Science Generated for Regulatory Activities

PubMed Central

Henry, Carol J.; Conrad, James W.

2008-01-01

This article originated from a conference that asked “Should scientific work conducted for purposes of advocacy before regulatory agencies or courts be judged by the same standards as science conducted for other purposes?” In the article, which focuses on the regulatory advocacy context, we argue that it can be and should be. First, we describe a set of standards and practices currently being used to judge the quality of scientific research and testing and explain how these standards and practices assist in judging the quality of research and testing regardless of why the work was conducted. These standards and practices include the federal Information Quality Act, federal Good Laboratory Practice standards, peer review, disclosure of funding sources, and transparency in research policies. The more that scientific information meets these standards and practices, the more likely it is to be of high quality, reliable, reproducible, and credible. We then explore legal issues that may be implicated in any effort to create special rules for science conducted specifically for a regulatory proceeding. Federal administrative law does not provide a basis for treating information in a given proceeding differently depending on its source or the reason for which it was generated. To the contrary, this law positively assures that interested persons have the right to offer their technical expertise toward the solution of regulatory problems. Any proposal to subject scientific information generated for the purpose of a regulatory proceeding to more demanding standards than other scientific information considered in that proceeding would clash with this law and would face significant administrative complexities. In a closely related example, the U.S. Environmental Protection Agency considered but abandoned a program to implement standards aimed at “external” information. PMID:18197313

Scientific and legal perspectives on science generated for regulatory activities.

PubMed

Henry, Carol J; Conrad, James W

2008-01-01

This article originated from a conference that asked "Should scientific work conducted for purposes of advocacy before regulatory agencies or courts be judged by the same standards as science conducted for other purposes?" In the article, which focuses on the regulatory advocacy context, we argue that it can be and should be. First, we describe a set of standards and practices currently being used to judge the quality of scientific research and testing and explain how these standards and practices assist in judging the quality of research and testing regardless of why the work was conducted. These standards and practices include the federal Information Quality Act, federal Good Laboratory Practice standards, peer review, disclosure of funding sources, and transparency in research policies. The more that scientific information meets these standards and practices, the more likely it is to be of high quality, reliable, reproducible, and credible. We then explore legal issues that may be implicated in any effort to create special rules for science conducted specifically for a regulatory proceeding. Federal administrative law does not provide a basis for treating information in a given proceeding differently depending on its source or the reason for which it was generated. To the contrary, this law positively assures that interested persons have the right to offer their technical expertise toward the solution of regulatory problems. Any proposal to subject scientific information generated for the purpose of a regulatory proceeding to more demanding standards than other scientific information considered in that proceeding would clash with this law and would face significant administrative complexities. In a closely related example, the U.S. Environmental Protection Agency considered but abandoned a program to implement standards aimed at "external" information.

[Science in the crosshairs of enlightenment. Significance of hypothetical thinking].

PubMed

Wieland, Wolfgang

2011-01-01

To further the enlightenment primarily or even only by means of science was the hope of most representatives of the movement of the enlightenment which gave its name to a whole period of European cultural history. Only a few of its representatives, like Montesquieu and Rousseau, doubted for good reasons, whether and how the goals of the enlightenment can be reached at all by the means of science alone. In his Discours préliminaires to the Encyclopédie D'Alembert still wanted to limit science proper to the narrower field of those kinds of research which were strictly based on observations and calculations alone. In this way he remained committed to Descartes' ideal method of receiving authentic knowledge only by deduction from evident axioms or fundamental theorems. Pascal's casual discovery of the calculation of probabilities allowed to apply mathematics on the hidden laws of the apparent casualties of the human life world. Bacon's project of empirical science as a rational and methodological art of conducting experiments could replace the methodological ideal of science more geometrico. Lichtenberg's refined sensibility for the subjunctive linguistic forms of hypothetical thinking indicates a new understanding of inventing and testing hypotheses as the two most important methods of the experimental sciences when compared to the formal sciences of logic and mathematics. Whoever is studying the history of science of modern times in the cross wire of the enlightenment, will realize soon that science has always been in need of being illuminated about its own chances, risks and side effects. The project of enlightenment through science had to be complemented by the project of an enlightenment about science right from its beginning. Because of the implicit risks and side effects the project of enlightenment has to be enlightenment despite of science and because of science. On the one hand, as a special form of human practice the sciences are directed towards theoretical goals and practical purposes such that their agents cannot be conscious of all aspects of their practices in advance and reflect about all of them at the same time. On the other hand, the agents of such scientific practices are rarely trained, to analyze the cognitive implications of their own actions with the conceptual means of philosophical analysis. Furthermore, the agents of scientific research are hardly able to foresee the theoretical results of their research or even predict the chances and risks of eventual applications with the methods of the social sciences. Despite of the chastening experiences with the ambivalence of the theoretical results and practical applications of the modern sciences and despite of the illuminating effects of modern history and theory of science, contemporary scientists are not fully conscious yet of what they are really doing and what science really is. The contemplative ideal of scientific investigations for their own sake has been replaced in modern times by the practical ideal of scientific research in the service of humanity. The emancipation of the modem sciences from philosophical authorities and religious institutions has freed at first the sciences from alien restrictions to their self-chosen objects and purposes of research. However, the increasing economic constraints and the political dependences prevented even more so that scientists could realize the autonomy which the representatives of the enlightenment had been hoping for. KANT defined the goal of enlightenment as "man's emergence from his self-incurred immaturity". Quoting HORACE'S Sapere aude! he appealed to the courage of his comrades to use their own reason without the guidance of others in philosophical and especially in religious matters. Intellectual maturity as the proper goal of the enlightenment remained to be an undelivered promise despite of the emancipation of the sciences from traditional philosophical authorities and religious institutions. It is not only arguable whether or not enlightenment in this understanding is possible for most people, but also whether it is even desirable for all people considering the implicit ambivalence of the modern sciences. Kant's main philosophical works can be adequately interpreted as the first and unique attempt to understand the potential of the cognitive capacities of human beings about the chances and risks of enlightenment itself by means of a critical inquiry. This holds especially for the practical fruits of the enlightenment as, e.g., with respect to the emancipation from superstition and the appeal to religious tolerance, to the republican idea of the state and the establishment of civil and human rights, to the humanization of the law and execution of legal penalty as well as the unalienable rights of each individual human being.

Relationship between scientific knowledge and fortune-telling.

PubMed

Shein, Paichi Pat; Li, Yuh-Yuh; Huang, Tai-Chu

2014-10-01

This study takes on a relational and situated perspective to understand the relationship between scientific knowledge and fortune-telling. Measures included socio-demographic characteristics, knowledge of scientific facts and methods, and fortune-telling beliefs and practices. A sample of 1863 adults was drawn from a population of Taiwanese citizens using the method of probability proportional to size. The findings showed that knowledge of scientific methods was negatively associated with fortune-telling beliefs. However, knowledge of scientific facts was, by and large, positively associated with engagement in fortune-telling practices, a phenomenon known as cognitive polyphasia. This study does not imply that science communication or education have no effect on promoting scientific knowledge; rather, it hopes to encourage researchers and practitioners to use a culturally sensitive lens to rethink the role of science in society and its relationship with other forms of knowledge and belief. © The Author(s) 2014.

Evaluation of medical research performance – position paper of the Association of the Scientific Medical Societies in Germany (AWMF)

PubMed Central

Herrmann-Lingen, Christoph; Brunner, Edgar; Hildenbrand, Sibylle; Loew, Thomas H.; Raupach, Tobias; Spies, Claudia; Treede, Rolf-Detlef; Vahl, Christian-Friedrich; Wenz, Hans-Jürgen

2014-01-01

Objective: The evaluation of medical research performance is a key prerequisite for the systematic advancement of medical faculties, research foci, academic departments, and individual scientists’ careers. However, it is often based on vaguely defined aims and questionable methods and can thereby lead to unwanted regulatory effects. The current paper aims at defining the position of German academic medicine toward the aims, methods, and consequences of its evaluation. Methods: During the Berlin Forum of the Association of the Scientific Medical Societies in Germany (AWMF) held on 18 October 2013, international experts presented data on methods for evaluating medical research performance. Subsequent discussions among representatives of relevant scientific organizations and within three ad-hoc writing groups led to a first draft of this article. Further discussions within the AWMF Committee for Evaluation of Performance in Research and Teaching and the AWMF Executive Board resulted in the final consented version presented here. Results: The AWMF recommends modifications to the current system of evaluating medical research performance. Evaluations should follow clearly defined and communicated aims and consist of both summative and formative components. Informed peer reviews are valuable but feasible in longer time intervals only. They can be complemented by objective indicators. However, the Journal Impact Factor is not an appropriate measure for evaluating individual publications or their authors. The scientific “impact” rather requires multidimensional evaluation. Indicators of potential relevance in this context may include, e.g., normalized citation rates of scientific publications, other forms of reception by the scientific community and the public, and activities in scientific organizations, research synthesis and science communication. In addition, differentiated recommendations are made for evaluating the acquisition of third-party funds and the promotion of junior scientists. Conclusions: With the explicit recommendations presented in the current position paper, the AWMF suggests enhancements to the practice of evaluating medical research performance by faculties, ministries and research funding organizations. PMID:24971044

A Review and Synthesis of the Scientific Information Related to the Biology and Management of Species of Special Concern at Cape Hatteras National Seashore, North Carolina

USGS Publications Warehouse

Cohen, Jonathan B.; Erwin, R. Michael; French, John B.; Marion, Jeffrey L.; Meyers, J. Michael

2009-01-01

The U.S. Geological Survey's Patuxent Wildlife Research Center (PWRC) conducted a study for the National Park Service (NPS) Southeast Region, Atlanta, GA, and Cape Hatteras National Seashore (CAHA) in North Carolina to review, evaluate, and summarize the available scientific information for selected species of concern at CAHA (piping plovers, sea turtles, seabeach amaranth, American oystercatchers, and colonial waterbirds). This work consisted of reviewing the scientific literature and evaluating the results of studies that examined critical life history stages of each species, and focused on the scientific findings reported that are relevant to the management of these species and their habitats at CAHA. The chapters that follow provide the results of that review separately for each species and present scientifically based options for resource management at CAHA. Although no new original research or experimental work was conducted, this synthesis of the existing information was peer reviewed by over 15 experts with familiarity with these species. This report does not establish NPS management protocols but does highlight scientific information on the biology of these species to be considered by NPS managers who make resource management decisions at CAHA. To ensure that the best available information is considered when assessing each species of interest at CAHA, this review included published research as well as practical experience of scientists and wildlife managers who were consulted in 2005. PWRC scientists evaluated the literature, consulted wildlife managers, and produced an initial draft that was sent to experts for scientific review. Revisions based on those comments were incorporated into the document. The final draft of the document was reviewed by NPS personnel to ensure that the description of the recent status and management of these species at CAHA was accurately represented and that the report was consistent with our work agreement. The following section summarizes the biological information relevant to resource management for the species of concern at CAHA.

Evaluation of medical research performance--position paper of the Association of the Scientific Medical Societies in Germany (AWMF).

PubMed

Herrmann-Lingen, Christoph; Brunner, Edgar; Hildenbrand, Sibylle; Loew, Thomas H; Raupach, Tobias; Spies, Claudia; Treede, Rolf-Detlef; Vahl, Christian-Friedrich; Wenz, Hans-Jürgen

2014-01-01

The evaluation of medical research performance is a key prerequisite for the systematic advancement of medical faculties, research foci, academic departments, and individual scientists' careers. However, it is often based on vaguely defined aims and questionable methods and can thereby lead to unwanted regulatory effects. The current paper aims at defining the position of German academic medicine toward the aims, methods, and consequences of its evaluation. During the Berlin Forum of the Association of the Scientific Medical Societies in Germany (AWMF) held on 18 October 2013, international experts presented data on methods for evaluating medical research performance. Subsequent discussions among representatives of relevant scientific organizations and within three ad-hoc writing groups led to a first draft of this article. Further discussions within the AWMF Committee for Evaluation of Performance in Research and Teaching and the AWMF Executive Board resulted in the final consented version presented here. The AWMF recommends modifications to the current system of evaluating medical research performance. Evaluations should follow clearly defined and communicated aims and consist of both summative and formative components. Informed peer reviews are valuable but feasible in longer time intervals only. They can be complemented by objective indicators. However, the Journal Impact Factor is not an appropriate measure for evaluating individual publications or their authors. The scientific "impact" rather requires multidimensional evaluation. Indicators of potential relevance in this context may include, e.g., normalized citation rates of scientific publications, other forms of reception by the scientific community and the public, and activities in scientific organizations, research synthesis and science communication. In addition, differentiated recommendations are made for evaluating the acquisition of third-party funds and the promotion of junior scientists. With the explicit recommendations presented in the current position paper, the AWMF suggests enhancements to the practice of evaluating medical research performance by faculties, ministries and research funding organizations.

Chiropractic management of low back disorders: report from a consensus process.

PubMed

Globe, Gary A; Morris, Craig E; Whalen, Wayne M; Farabaugh, Ronald J; Hawk, Cheryl

2008-01-01

Although a number of guidelines addressing manipulation, an important component of chiropractic professional care, exist, none to date have incorporated a broad-based consensus of chiropractic research and clinical experts representing mainstream chiropractic practice into a practical document designed to provide standardized parameters of care. The purpose of this project was to develop such a document. Development of the document began with seed materials, from which seed statements were distilled. These were circulated electronically to the Delphi panel until consensus was reached, which was considered to be present when there was agreement by at least 80% of the panelists. The panel consisted of 40 clinically experienced doctors of chiropractic, representing 15 chiropractic colleges and 16 states, as well as both the American Chiropractic Association and the International Chiropractic Association. The panel reached 80% consensus of the 27 seed statements after 2 rounds. Specific recommendations regarding treatment frequency and duration, as well as outcome assessment and contraindications for manipulation were agreed upon by the panel. A broad-based panel of experienced chiropractors was able to reach a high level (80%) of consensus regarding specific aspects of the chiropractic approach to care for patients with low back pain, based on both the scientific evidence and their clinical experience.

Italian intersociety consensus on DOAC use in internal medicine.

PubMed

Prisco, Domenico; Ageno, Walter; Becattini, Cecilia; D'Angelo, Armando; Davì, Giovanni; De Cristofaro, Raimondo; Dentali, Francesco; Di Minno, Giovanni; Falanga, Anna; Gussoni, Gualberto; Masotti, Luca; Palareti, Gualtiero; Pignatelli, Pasquale; Santi, Roberto M; Santilli, Francesca; Silingardi, Mauro; Tufano, Antonella; Violi, Francesco

2017-04-01

The direct oral anticoagulants (DOACs) are drugs used in clinical practice since 2009 for the prevention of stroke or systemic embolism in non-valvular atrial fibrillation, and for the treatment and secondary prevention of venous thromboembolism. The four DOACs, including the three factor Xa inhibitors (rivaroxaban, apixaban and edoxaban) and one direct thrombin inhibitor (dabigatran) provide oral anticoagulation therapy alternatives to Vitamin K antagonists (VKAs). Despite their clear advantages, the DOACs require on the part of the internist a thorough knowledge of their pharmacokinetic and pharmacodynamic characteristics to ensure their correct use, laboratory monitoring and the appropriate management of adverse events. This document represents a consensus paper on the use of DOACs by representatives of three Italian scientific societies: the Italian Society of Internal Medicine (SIMI), the Federation of the Associations of Hospital Managers (FADOI), and the Society for the Study of Haemostasis and Thrombosis (SISET). This document formulates expert opinion guidance for pragmatic managing, monitoring and reversing the anticoagulant effect of DOACs in both chronic and emergency settings. This practical guidance may help the internist to create adequate protocols for patients hospitalized ion internal medicine wards, where patients are often elderly subjects affected by poly-morbidities and renal insufficiency, and, thus, require particular attention to drug-drug interactions and peri-procedural protocols.

Periodic reference tracking control approach for smart material actuators with complex hysteretic characteristics

NASA Astrophysics Data System (ADS)

Sun, Zhiyong; Hao, Lina; Song, Bo; Yang, Ruiguo; Cao, Ruimin; Cheng, Yu

2016-10-01

Micro/nano positioning technologies have been attractive for decades for their various applications in both industrial and scientific fields. The actuators employed in these technologies are typically smart material actuators, which possess inherent hysteresis that may cause systems behave unexpectedly. Periodic reference tracking capability is fundamental for apparatuses such as scanning probe microscope, which employs smart material actuators to generate periodic scanning motion. However, traditional controller such as PID method cannot guarantee accurate fast periodic scanning motion. To tackle this problem and to conduct practical implementation in digital devices, this paper proposes a novel control method named discrete extended unparallel Prandtl-Ishlinskii model based internal model (d-EUPI-IM) control approach. To tackle modeling uncertainties, the robust d-EUPI-IM control approach is investigated, and the associated sufficient stabilizing conditions are derived. The advantages of the proposed controller are: it is designed and represented in discrete form, thus practical for digital devices implementation; the extended unparallel Prandtl-Ishlinskii model can precisely represent forward/inverse complex hysteretic characteristics, thus can reduce modeling uncertainties and benefits controllers design; in addition, the internal model principle based control module can be utilized as a natural oscillator for tackling periodic references tracking problem. The proposed controller was verified through comparative experiments on a piezoelectric actuator platform, and convincing results have been achieved.

Innovating Chinese Herbal Medicine: From Traditional Health Practice to Scientific Drug Discovery.

PubMed

Gu, Shuo; Pei, Jianfeng

2017-01-01

As one of the major contemporary alternative medicines, traditional Chinese medicine (TCM) continues its influence in Chinese communities and has begun to attract the academic attention in the world of western medicine. This paper aims to examine Chinese herbal medicine (CHM), the essential branch of TCM, from both narrative and scientific perspectives. CHM is a traditional health practice originated from Chinese philosophy and religion, holding the belief of holism and balance in the body. With the development of orthodox medicine and science during the last centuries, CHM also seized the opportunity to change from traditional health practice to scientific drug discovery illustrated in the famous story of the herb-derived drug artemisinin. However, hindered by its culture and founding principles, CHM faces the questions of the research paradigm posed by the convention of science. To address these questions, we discussed two essential questions concerning the relationship of CHM and science, and then upheld the paradigm of methodological reductionism in scientific research. Finally, the contemporary narrative of CHM in the 21st century was discussed in the hope to preserve this medical tradition in tandem with scientific research.

Networking and knowledge exchange to promote the formation of transdisciplinary coalitions and levels of agreement among transdisciplinary peer reviewers.

PubMed

Lobb, Rebecca; Petermann, Lisa; Manafo, Elizabeth; Keen, Deb; Kerner, Jon

2013-01-01

Funding for transdisciplinary chronic disease prevention research has increased over the past decade. However, few studies have evaluated whether networking and knowledge exchange activities promote the creation of transdisciplinary teams to successfully respond to requests for proposals (RFPs). Such evaluations are critical to understanding how to accelerate the integration of research with practice and policy to improve population health. To examine (1) the extent of participation in pre-RFP activities among funded and nonfunded transdisciplinary coalitions that responded to a RFP for cancer and chronic disease prevention initiatives and (2) levels of agreement in proposal ratings among research, practice, and policy peer reviewers. Descriptive report of a Canadian funding initiative to increase the integration of evidence with action. Four hundred forty-nine representatives in 41 research, practice, and policy coalitions who responded to a RFP and whose proposals were peer reviewed by a transdisciplinary adjudication panel. The funder hosted 6 national meetings and issued a letter of intent (LOI) to foster research, practice, and policy collaborations before issuing a RFP. All provinces and territories in Canada were represented by the coalitions. Funded coalitions were 2.5 times more likely than nonfunded coalitions to submit a LOI. A greater proportion of funded coalitions were exposed to the pre-RFP activities (100%) compared with coalitions that were not funded (68%). Overall research, practice, and policy peer reviewer agreement was low (intraclass correlation 0.12). There is widespread interest in transdisciplinary collaborations to improve cancer and chronic disease prevention. Engagement in networking and knowledge exchange activities, and feedback from LOIs prior to submission of a final application, may contribute to stronger proposals and subsequent funding success. Future evaluations should examine best practices for transdisciplinary peer review to facilitate funding of proposals that on balance have both scientific rigor and are relevant to the real world.

41 CFR 51-8.13 - Fees charged by category of requester.

Code of Federal Regulations, 2014 CFR

2014-07-01

...” basis, and which is operated solely for the purpose of conducting scientific research the results of...-commercial scientific institutions; representatives of the news media; and all other requesters. The Act... may seek additional clarification from the requester. (c) Educational and non-commercial scientific...

41 CFR 51-8.13 - Fees charged by category of requester.

Code of Federal Regulations, 2013 CFR

2013-07-01

...” basis, and which is operated solely for the purpose of conducting scientific research the results of...-commercial scientific institutions; representatives of the news media; and all other requesters. The Act... may seek additional clarification from the requester. (c) Educational and non-commercial scientific...

41 CFR 51-8.13 - Fees charged by category of requester.

Code of Federal Regulations, 2011 CFR

2011-07-01

...” basis, and which is operated solely for the purpose of conducting scientific research the results of...-commercial scientific institutions; representatives of the news media; and all other requesters. The Act... may seek additional clarification from the requester. (c) Educational and non-commercial scientific...

41 CFR 51-8.13 - Fees charged by category of requester.

Code of Federal Regulations, 2012 CFR

2012-07-01

...” basis, and which is operated solely for the purpose of conducting scientific research the results of...-commercial scientific institutions; representatives of the news media; and all other requesters. The Act... may seek additional clarification from the requester. (c) Educational and non-commercial scientific...

Supporting students' scientific explanations: A case study investigating the synergy focusing on a teacher's practices when providing instruction and using mobile devices

NASA Astrophysics Data System (ADS)

Delen, Ibrahim

Engage students in constructing scientific practices is a critical component of science instruction. Therefore a number of researchers have developed software programs to help students and teachers in this hard task. The Zydeco group, designed a mobile application called Zydeco, which enables students to collect data inside and outside the classroom, and then use the data to create scientific explanations by using claim-evidence-reasoning framework. Previous technologies designed to support scientific explanations focused on how these programs improve students' scientific explanations, but these programs ignored how scientific explanation technologies can support teacher practices. Thus, to increase our knowledge how different scaffolds can work together, this study aimed to portray the synergy between a teacher's instructional practices (part 1) and using supports within a mobile devices (part 2) to support students in constructing explanations. Synergy can be thought of as generic and content-specific scaffolds working together to enable students to accomplish challenging tasks, such as creating explanations that they would not normally be able to do without the scaffolds working together. Providing instruction (part 1) focused on understanding how the teacher scaffolds students' initial understanding of the claim-evidence-reasoning (CER) framework. The second component of examining synergy (part 2: using mobile devices) investigated how this teacher used mobile devices to provide feedback when students created explanations. The synergy between providing instruction and using mobile devices was investigated by analyzing a middle school teacher's practices in two different units (plants and water quality). Next, this study focused on describing how the level of synergy influenced the quality of students' scientific explanations. Finally, I investigated the role of focused teaching intervention sessions to inform teacher in relation to students' performance. In conclusion, findings of this study showed that the decrease in the teacher's support for claims, did not affect the quality of the students' claims. On the other hand, the quality of students' reasoning were linked with the teacher's practices. This suggests that when supporting students' explanations, focusing on components that students find challenging would benefit students' construction of explanations. To achieve synergy in this process, the collaboration between teacher's practices, focused teaching intervention sessions and scaffolds designed to support teachers played a crucial role in aiding students in creating explanations.

The media and intellectuals' response to medical publications: the antidepressants' case

PubMed Central

2013-01-01

During the last decade, there was a debate concerning the true efficacy of antidepressants. Several papers were published in scientific journals, but many articles were also published in the lay press and the internet both by medical scientists and academics from other disciplines or representatives of societies or initiatives. The current paper analyzes the articles authored by three representative opinion makers: one academic in medicine, one academic in philosophical studies, and a representative of an activists' group against the use of antidepressants. All three articles share similar gaps in knowledge and understanding of the scientific data and also are driven by an ‘existential-like’ ideology. In our opinion, these articles have misinterpreted the scientific data, and they as such may misinform or mislead the general public and policy makers, which could have a potential impact upon public health. It seems that this line of thought represents another aspect of the stigma attached to people suffering from mental illness. PMID:23587303

Examining elementary teachers' knowledge and instruction of scientific explanations for fostering children's explanations in science

NASA Astrophysics Data System (ADS)

Wiebke, Heidi Lynn

This study employed an embedded mixed methods multi-case study design (Creswell, 2014) with six early childhood (grades K-2) teachers to examine a) what changes occurred to their subject matter knowledge (SMK) and pedagogical content knowledge (PCK) for teaching scientific explanations while participating in a professional development program, b) how they planned for and implemented scientific explanation instruction within a teacher developed unit on properties of matter, and c) what affordances their instruction of scientific explanations had on fostering their students' abilities to generate explanations in science. Several quantitative and qualitative measures were collected and analyzed in accordance to this studies conceptual framework, which consisted of ten instructional practices teachers should consider assimilating or accommodating into their knowledge base (i.e., SMK & PCK) for teaching scientific explanations. Results of this study indicate there was little to no positive change in the teachers' substantive and syntactic SMK. However, all six teachers did make significant changes to all five components of their PCK for teaching explanations in science. While planning for scientific explanation instruction, all six teachers' contributed some ideas for how to incorporate seven of the ten instructional practices for scientific explanations within the properties of matter unit they co-developed. When enacting the unit, the six teachers' employed seven to nine of the instructional practices to varying levels of effectiveness, as measured by researcher developed rubrics. Given the six teachers' scientific explanation instruction, many students did show improvement in their ability to formulate a scientific explanation, particularly their ability to provide multiple pieces of evidence. Implications for professional developers, teacher educators, researchers, policy makers, and elementary teachers regarding how to prepare teachers for and support students' construction of scientific explanations are discussed.

Physical Science Experiments for Scientific Glassblowing Technicians.

ERIC Educational Resources Information Center

Tillis, Samuel E.; Donaghay, Herbert C.

The twenty experiments in this text have been designed to give the scientific glassblowing technician the opportunity to use scientific glass apparatus in the study of physical science. Primary emphasis of these experiments is on the practical application of the physical science program as a working tool for the scientific glassblowing technician.…

Science literacy and academic identity formulation

NASA Astrophysics Data System (ADS)

Reveles, John M.; Cordova, Ralph; Kelly, Gregory J.

2004-12-01

The purpose of this article is to report findings from an ethnographic study that focused on the co-development of science literacy and academic identity formulation within a third-grade classroom. Our theoretical framework draws from sociocultural theory and studies of scientific literacy. Through analysis of classroom discourse, we identified opportunities afforded students to learn specific scientific knowledge and practices during a series of science investigations. The results of this study suggest that the collective practice of the scientific conversations and activities that took place within this classroom enabled students to engage in the construction of communal science knowledge through multiple textual forms. By examining the ways in which students contributed to the construction of scientific understanding, and then by examining their performances within and across events, we present evidence of the co-development of students' academic identities and scientific literacy. Students' communication and participation in science during the investigations enabled them to learn the structure of the discipline by identifying and engaging in scientific activities. The intersection of academic identities with the development of scientific literacy provides a basis for considering specific ways to achieve scientific literacy for all students.

University-NGO connections for earthquake and tsunami risk reduction: lessons learned in West Sumatra

NASA Astrophysics Data System (ADS)

McCaughey, J.; Dewi, P. R.

2013-12-01

Scientists have information that is critical to policy and public education, yet lack field staff of their own to put this into practice. NGOs have field staff as well as connections with policymakers and the community, yet lack a direct connection to the latest scientific research. Scientists face pressure to obtain grants and publish; NGOs face pressure to deliver programs to as many people as possible. Lacking institutional incentives that recognize efforts to bridge the science-practice gap, it is often out of personal convictions that scientists seek to share their results with NGOs, and NGO practitioners seek to deepen their own scientific knowledge. Such individual efforts are impactful; however, more can be achieved with institutional commitments to closer collaboration. Science communication is dialogue, not a one-way transfer of knowledge from science to practice. On the university side, listening to our NGO partners has inspired faculty, staff, and students, identified new areas of fundamental scientific research inspired by practical use, and helped prioritize and clarify the scientific information that is most useful for disaster-risk-reduction practice. On the NGO side, connections to scientists have informed the content of public education and policy advocacy programs and clarified technical information; this new understanding has been incorporated in advocacy and community engagement programs.

45 CFR 5.41 - Fees to be charged-categories of requests.

Code of Federal Regulations, 2010 CFR

2010-10-01

... the costs of search, review, and duplication. (b) Educational and scientific institutions and news media. If you are an educational institution or a non-commercial scientific institution, operated primarily for scholarly or scientific research, or a representative of the news media, and your request is...

30 CFR 251.8 - Inspection and reporting requirements for activities under a permit.

Code of Federal Regulations, 2010 CFR

2010-07-01

... activities. You must allow MMS representatives to inspect your exploration or scientific research activities... final report of exploration or scientific research activities under a permit within 30 days after the... and blocks in which any exploration or permitted scientific research activities were conducted...

45 CFR 5.41 - Fees to be charged-categories of requests.

Code of Federal Regulations, 2011 CFR

2011-10-01

... the costs of search, review, and duplication. (b) Educational and scientific institutions and news media. If you are an educational institution or a non-commercial scientific institution, operated primarily for scholarly or scientific research, or a representative of the news media, and your request is...

The Effect of Scaffolded Strategies on Content Learning in a Designed Science Cyberlearning Environment

ERIC Educational Resources Information Center

Kern, Cynthia Lee

2013-01-01

Scientific inscriptions--graphs, diagrams, and data--and argumentation are integral to generating and communicating scientific understanding. Scientific inscriptions and argumentation are also important to learning science. However, previous research has indicated that learners struggle to understand and learn science content represented in…

Articulating Scientific Practice: Understanding Dean Hamer's "Gay Gene" Study as Overlapping Material, Social and Rhetorical Registers

ERIC Educational Resources Information Center

Lynch, John A.

2009-01-01

Rhetoricians have tried to develop a better understanding of the connection between words and things, but these attempts often employ a logic of representation that undermines a full examination of materiality and the complexity of scientific practice. A logic of articulation offers a viable alternative by focusing attention on the linkages…

Examining Elementary Students' Development of Oral and Written Argumentation Practices through Argument-Based Inquiry

ERIC Educational Resources Information Center

Chen, Ying-Chih; Hand, Brian; Park, Soonhye

2016-01-01

Argumentation, and the production of scientific arguments are critical elements of inquiry that are necessary for helping students become scientifically literate through engaging them in constructing and critiquing ideas. This case study employed a mixed methods research design to examine the development in 5th grade students' practices of oral…

Cricket Behavior: Observing Insects to Learn about Science & Scientific Inquiry

ERIC Educational Resources Information Center

Rop, Charles J.

2008-01-01

Biology teachers know how important it is for them and for their students to engage first-hand with nature. Ideally, bringing students to fields, woodlands, and wetlands to observe, explore, and wonder is the best way to stimulate curiosity and practice scientific inquiry. However, for many reasons, field excursions are not always practical or…

Promoting Argumentative Practice in Socio-Scientific Issues through a Science Inquiry Activity

ERIC Educational Resources Information Center

Nam, Younkyeong; Chen, Ying-Chih

2017-01-01

This study examines how the use of a science inquiry activity in an environmental socio-scientific issue (SSI) impacts pre-service teachers' argumentative practice in two ways: social negotiation and epistemic understanding of arguments. Twenty pre-service science teachers participated in this study as a part of their science methods class. Small…

Improving Student Achievement and Teacher Effectiveness through Scientifically Based Practices. NCREL Viewpoints, Number 11

ERIC Educational Resources Information Center

Schuch, Linda, Ed.

2004-01-01

"Viewpoints" is a multimedia package containing two audio CDs and a short, informative booklet. This volume of "Viewpoints" focuses on using scientifically based practices to improve student achievement and teacher effectiveness. The audio CDs provide the voices, or viewpoints, of various leaders from the education field who have worked closely…

Developing the Ability to Recontextualise Cellular Respiration: An Explorative Study in Recontextualising Biological Concepts

ERIC Educational Resources Information Center

Wierdsma, Menno; Boersma, Kerst Th.; Knippels, Marie-Christine; van Oers, Bert

2016-01-01

In many science education practices, students are expected to develop an understanding of scientific knowledge without being allowed a view of the practices and cultures that have developed and use this knowledge. Therefore, students should be allowed to develop scientific concepts in relation to the contexts in which those concepts are used.…

A Learning Progression for Scientific Argumentation: Understanding Student Work and Designing Supportive Instructional Contexts

ERIC Educational Resources Information Center

Berland, Leema K.; McNeill, Katherine L.

2010-01-01

Argumentation is a central goal of science education because it engages students in a complex scientific practice in which they construct and justify knowledge claims. Although there is a growing body of research around argumentation, there has been little focus on developing a learning progression for this practice. We describe a learning…

Subjective judgements in scientific practice and art.

PubMed

Regidor, Enrique

2011-12-01

Since art and science went their separate ways in the 18th century, the purpose of science has been to generate true knowledge based on reason and objectivity. However, during the second half of the 20th century, opinions emerged within science that showed the impossibility of eliminating subjectivity in scientific practice. This paper describes the similarity of the subjective judgements that form part of the peer-review system-the method devised by the scientific community to guarantee truth and objectivity-and the subjective judgements involved in artistic evaluation.

Making knowledge: history, literature, and the poetics of science.

PubMed

Bono, James J

2010-09-01

As a field of study, literature and science has gradually expanded to encompass both the impact of science on literary culture and the literary-linguistic practices intrinsic to the production of scientific knowledge. Such transformations both reinforce and fundamentally recalibrate the detailed attention focused on scientific practice by historians of science since the 1980s. As a result, this essay and the Focus section it introduces suggest that history of science and literature and science are, in fact, interdependent fields. Attention to their convergences will yield better understanding of the performative dimensions of scientific practices and thence of science itself as a form of making of knowledge of things and events in the world of nature. Science as a form of making involves the convergence of things, material practices, and a panoply of meaningful artifacts-instruments of thought and action-that refuse any simple dichotomy between "text" and "action."

Scientific Workflows and the Sensor Web for Virtual Environmental Observatories

NASA Astrophysics Data System (ADS)

Simonis, I.; Vahed, A.

2008-12-01

Virtual observatories mature from their original domain and become common practice for earth observation research and policy building. The term Virtual Observatory originally came from the astronomical research community. Here, virtual observatories provide universal access to the available astronomical data archives of space and ground-based observatories. Further on, as those virtual observatories aim at integrating heterogeneous ressources provided by a number of participating organizations, the virtual observatory acts as a coordinating entity that strives for common data analysis techniques and tools based on common standards. The Sensor Web is on its way to become one of the major virtual observatories outside of the astronomical research community. Like the original observatory that consists of a number of telescopes, each observing a specific part of the wave spectrum and with a collection of astronomical instruments, the Sensor Web provides a multi-eyes perspective on the current, past, as well as future situation of our planet and its surrounding spheres. The current view of the Sensor Web is that of a single worldwide collaborative, coherent, consistent and consolidated sensor data collection, fusion and distribution system. The Sensor Web can perform as an extensive monitoring and sensing system that provides timely, comprehensive, continuous and multi-mode observations. This technology is key to monitoring and understanding our natural environment, including key areas such as climate change, biodiversity, or natural disasters on local, regional, and global scales. The Sensor Web concept has been well established with ongoing global research and deployment of Sensor Web middleware and standards and represents the foundation layer of systems like the Global Earth Observation System of Systems (GEOSS). The Sensor Web consists of a huge variety of physical and virtual sensors as well as observational data, made available on the Internet at standardized interfaces. All data sets and sensor communication follow well-defined abstract models and corresponding encodings, mostly developed by the OGC Sensor Web Enablement initiative. Scientific progress is currently accelerated by an emerging new concept called scientific workflows, which organize and manage complex distributed computations. A scientific workflow represents and records the highly complex processes that a domain scientist typically would follow in exploration, discovery and ultimately, transformation of raw data to publishable results. The challenge is now to integrate the benefits of scientific workflows with those provided by the Sensor Web in order to leverage all resources for scientific exploration, problem solving, and knowledge generation. Scientific workflows for the Sensor Web represent the next evolutionary step towards efficient, powerful, and flexible earth observation frameworks and platforms. Those platforms support the entire process from capturing data, sharing and integrating, to requesting additional observations. Multiple sites and organizations will participate on single platforms and scientists from different countries and organizations interact and contribute to large-scale research projects. Simultaneously, the data- and information overload becomes manageable, as multiple layers of abstraction will free scientists to deal with underlying data-, processing or storage peculiarities. The vision are automated investigation and discovery mechanisms that allow scientists to pose queries to the system, which in turn would identify potentially related resources, schedules processing tasks and assembles all parts in workflows that may satisfy the query.

Literature-Based Scientific Learning: A Collaboration Model

ERIC Educational Resources Information Center

Elrod, Susan L.; Somerville, Mary M.

2007-01-01

Amidst exponential growth of knowledge, student insights into the knowledge creation practices of the scientific community can be furthered by science faculty collaborations with university librarians. The Literature-Based Scientific Learning model advances undergraduates' disciplinary mastery and information literacy through experience with…

The Two Nursing Disciplinary Scientific Revolutions: Florence Nightingale and Martha E. Rogers.

PubMed

Koffi, Kan; Fawcett, Jacqueline

2016-07-01

The purpose of this essay is to share Kan Koffi's ideas about scientific revolutions in the discipline of nursing. Koffi has proposed that the works of Florence Nightingale and Martha E. Rogers represent two scientific revolutions in nursing as a learned discipline. The outcome of these two scientific revolutions is a catalyst for critical disciplinary and paradigmatic debate about the universal conceptualization of nursing's distinctive professional and scientific knowledge. © The Author(s) 2016.

PREFACE: 7th International Conference on Modern Practice in Stress and Vibration Analysis

NASA Astrophysics Data System (ADS)

Barton, J.

2009-07-01

The proceedings contain the papers presented at the 7th International Conference on Modern Practice in Stress and Vibration Analysis. The collection of papers represents the range of activities that are carried out to understand the functionality of engineering systems and structures through stress/strain based evaluation and dynamic response. The scope is broad and covers theoretical studies, modelling and experimental evaluations. Many of the papers cover integration techniques and approaches to better understanding of system performance and failure. All of the papers have been peer reviewed by at least two experts and represent the state of the art of research in this area. The conference is the seventh in the series, following on from previous conferences in Bath, Glasgow, Nottingham, Dublin, Sheffield and Liverpool. Although based in the British Isles the conference has a truly international flavour with offerings from 22 countries. The conference is organised by the Institute of Physics Applied Mechanics Group (formerly the Stress and Vibration Group). It incorporates activities associated with the British Society for Strain Measurement including the Measurements Lecture, the EMex Exhibition and the Young Stress Analyst Competition. The organising committee is grateful for the support of all of the authors, the scientific committee and keynote speakers who played a significant role in the review process, to John Edwards who was instrumental in managing the paper review and submission process, Dawn Stewart and Claire Garland of the Institute of Physics for organising the conference, social programme and registration and Biana Gale of the British Society for Strain Measurement for organising the Exhibition. The organising committee is also grateful to the sponsors of the conference for their kind support and to the co-sponsors for distributing information on the conference. Professor Janice Barton Professor of Experimental Mechanics University of Southampton School of Engineering Sciences Conference Chairman The PDF contains lists of the organising committee, scientific committee, sponsors and co-sponsors.

PREFACE: 7th International Conference on Modern Practice in Stress and Vibration Analysis

NASA Astrophysics Data System (ADS)

Dulieu-Barton, J. M.

2009-07-01

The proceedings contain the papers presented at the 7th International Conference on Modern Practice in Stress and Vibration Analysis. The collection of papers represents the range of activities that are carried out to understand the functionality of engineering systems and structures through stress/strain based evaluation and dynamic response. The scope is broad and covers theoretical studies, modelling and experimental evaluations. Many of the papers cover integration techniques and approaches to better understanding of system performance and failure. All of the papers have been peer reviewed by at least two experts and represent the state of the art of research in this area. The conference is the seventh in the series, following on from previous conferences in Bath, Glasgow, Nottingham, Dublin, Sheffield and Liverpool. Although based in the British Isles the conference has a truly international flavour with offerings from 22 countries. The conference is organised by the Institute of Physics Applied Mechanics Group (formerly the Stress and Vibration Group). It incorporates activities associated with the British Society for Strain Measurement including the Measurements Lecture, the EMex Exhibition and the Young Stress Analyst Competition. The organising committee is grateful for the support of all of the authors, the scientific committee and keynote speakers who played a significant role in the review process, to John Edwards who was instrumental in managing the paper review and submission process, Dawn Stewart and Claire Garland of the Institute of Physics for organising the conference, social programme and registration and Biana Gale of the British Society for Strain Measurement for organising the Exhibition. The organising committee is also grateful to the sponsors of the conference for their kind support and to the co-sponsors for distributing information on the conference. Professor Janice M Dulieu-Barton Professor of Experimental Mechanics University of Southampton School of Engineering Sciences Conference Chairman The PDF contains lists of the organising committee, scientific committee, sponsors and co-sponsors.

Software Attribution for Geoscience Applications in the Computational Infrastructure for Geodynamics

NASA Astrophysics Data System (ADS)

Hwang, L.; Dumit, J.; Fish, A.; Soito, L.; Kellogg, L. H.; Smith, M.

2015-12-01

Scientific software is largely developed by individual scientists and represents a significant intellectual contribution to the field. As the scientific culture and funding agencies move towards an expectation that software be open-source, there is a corresponding need for mechanisms to cite software, both to provide credit and recognition to developers, and to aid in discoverability of software and scientific reproducibility. We assess the geodynamic modeling community's current citation practices by examining more than 300 predominantly self-reported publications utilizing scientific software in the past 5 years that is available through the Computational Infrastructure for Geodynamics (CIG). Preliminary results indicate that authors cite and attribute software either through citing (in rank order) peer-reviewed scientific publications, a user's manual, and/or a paper describing the software code. Attributions maybe found directly in the text, in acknowledgements, in figure captions, or in footnotes. What is considered citable varies widely. Citations predominantly lack software version numbers or persistent identifiers to find the software package. Versioning may be implied through reference to a versioned user manual. Authors sometimes report code features used and whether they have modified the code. As an open-source community, CIG requests that researchers contribute their modifications to the repository. However, such modifications may not be contributed back to a repository code branch, decreasing the chances of discoverability and reproducibility. Survey results through CIG's Software Attribution for Geoscience Applications (SAGA) project suggest that lack of knowledge, tools, and workflows to cite codes are barriers to effectively implement the emerging citation norms. Generated on-demand attributions on software landing pages and a prototype extensible plug-in to automatically generate attributions in codes are the first steps towards reproducibility.

Media Reporting of Practice-Changing Clinical Trials in Oncology: A North American Perspective

PubMed Central

Vickers, Michael M.; O’Connor, Stephen; Valdes, Mario; Tang, Patricia A.

2016-01-01

Introduction. Media reporting of clinical trials impacts patient-oncologist interactions. We sought to characterize the accuracy of media and Internet reporting of practice-changing clinical trials in oncology. Materials and Methods. The first media articles referencing 17 practice-changing clinical trials were collected from 4 media outlets: newspapers, cable news, cancer websites, and industry websites. Measured outcomes were media reporting score, social media score, and academic citation score. The media reporting score was a measure of completeness of information detailed in media articles as scored by a 15-point scoring instrument. The social media score represented the ubiquity of social media presence referencing 17 practice-changing clinical trials in cancer as determined by the American Society of Clinical Oncology in its annual report, entitled Clinical Cancer Advances 2012; social media score was calculated from Twitter, Facebook, and Google searches. The academic citation score comprised total citations from Google Scholar plus the Scopus database, which represented the academic impact per clinical cancer advance. Results. From 170 media articles, 107 (63%) had sufficient data for analysis. Cohen’s κ coefficient demonstrated reliability of the media reporting score instrument with a coefficient of determination of 94%. Per the media reporting score, information was most complete from industry, followed by cancer websites, newspapers, and cable news. The most commonly omitted items, in descending order, were study limitations, exclusion criteria, conflict of interest, and other. The social media score was weakly correlated with academic citation score. Conclusion. Media outlets appear to have set a low bar for coverage of many practice-changing advances in oncology, with reports of scientific breakthroughs often omitting basic study facts and cautions, which may mislead the public. The media should be encouraged to use a standardized reporting template and provide accessible references to original source information whenever feasible. Implications for Practice: North American newspapers, cable news, cancer websites, and industry websites were searched for their reporting on 17 practice-changing clinical trials in oncology as highlighted by the American Society of Clinical Oncology in its 2012 annual report, Clinical Cancer Advances. Accuracy of reporting across media platforms was evaluated, and the social media buzz and academic interest generated by each clinical trial was gauged. The findings represent, to the authors’ knowledge, the first systematic effort to appraise the reporting of practice-changing clinical trials in oncology across various media platforms. Use of a standardized reporting template by the media is proposed to reduce flaws in their reporting of clinical trials to the public. PMID:26921290

Representing the Earth's shape: the polemics surrounding Maupertuis's expedition to Lapland.

NASA Astrophysics Data System (ADS)

Terrall, M.

1992-06-01

Historical accounts of quantification in the physical sciences in the eighteenth century have often been described as a straightforward series of steps in a process of maturation, as instruments and standards advanced in precision. This paper calls into question the self-evidence nature of precision by investigating the production and uses of measurements. In the case of the dispute over the shape of the Earth, centered in Paris in the 1730s, the precision of measurements was a matter to be interpreted, attacked, defended, and represented. The whole messy business, undertaken by the participants to win consensus from their contemporaries, took place in the context of academic politics and the intellectual fashions of the salons and the court. All parties to the dispute claimed to be drawing on precision measurements; evaluating precision turned out to require the use of a range of intellectual, mathematical, instrumental, political, and textual resources. The alleged precision was then used to construct and defend rival scientific programs and practices.

Questioning the Evidence for a Claim in a Socio-Scientific Issue: An Aspect of Scientific Literacy

ERIC Educational Resources Information Center

Roberts, Ros; Gott, Richard

2010-01-01

Understanding the science in a "socio-scientific issue" is at the heart of the varied definitions of "scientific literacy". Many consider that understanding evidence is necessary to participate in decision making and to challenge the science that affects people's lives. A model is described that links practical work,…

Synthetic Biology: Applications in the Food Sector.

PubMed

Tyagi, Ashish; Kumar, Ashwani; Aparna, S V; Mallappa, Rashmi H; Grover, Sunita; Batish, Virender Kumar

2016-08-17

Synthetic biology also termed as "genomic alchemy" represents a powerful area of science that is based on the convergence of biological sciences with systems engineering. It has been fittingly described as "moving from reading the genetic code to writing it" as it focuses on building, modeling, designing and fabricating novel biological systems using customized gene components that result in artificially created genetic circuitry. The scientifically compelling idea of the technological manipulation of life has been advocated since long time. Realization of this idea has gained momentum with development of high speed automation and the falling cost of gene sequencing and synthesis following the completion of the human genome project. Synthetic biology will certainly be instrumental in shaping the development of varying areas ranging from biomedicine, biopharmaceuticals, chemical production, food and dairy quality monitoring, packaging, and storage of food and dairy products, bioremediation and bioenergy production, etc. However, potential dangers of using synthetic life forms have to be acknowledged and adoption of policies by the scientific community to ensure safe practice while making important advancements in the ever expanding field of synthetic biology is to be fully supported and implemented.

[Eating, nourishment and nutrition: instrumental analytic categories in the scientific research field].

PubMed

da Veiga Soares Carvalho, Maria Cláudia; Luz, Madel Therezinha; Prado, Shirley Donizete

2011-01-01

Eating, nourishment or nutrition circulate in our culture as synonyms and thus do not account for the changes that occur in nourishment, which intended or unintended, have a hybridization pattern that represents a change of rules and food preferences. This paper aims to take these common sense conceptions as analytic categories for analyzing and interpreting research for the Humanities and Health Sciences in a theoretical perspective, through conceptualization. The food is associated with a natural function (biological), a concept in which nature is opposed to culture, and nourishment takes cultural meanings (symbolic), expressing the division of labor, wealth, and a historical and cultural creation through which one can study a society. One attributes to Nutrition a sense of rational action, derived from the constitution of this science in modernity, inserted in a historical process of scientific rationalization of eating and nourishing. We believe that through the practice of conceptualization in interdisciplinary research, which involves a shared space of knowledge, we can be less constrained by a unified theoretical model of learning and be freer to think about life issues.

Who cares about physics today? A marketing strategy for the survival of fundamental science and the benefit of society

NASA Astrophysics Data System (ADS)

Cannella, Umberto

2013-04-01

It is often said that the major stumbling block for doing scientific outreach is money because of funding issues. Ignoring that the true issue is the lack of time and/or inclination on the part of practicing scientists, this statement is too generic to be quantitative or even complete: in fact, as for every project or investment, the discussion should be based on context and impact. Initiatives are at hand to do outreach that cost nothing more than the budget already in place for a University, its Departments and its scientific research groups: it is more a matter of capitalizing existing assets at a University in a concerted way and taking full advantage of these assets by means of synergetic collaborations. I will describe one such collaboration among the School of Dance and the Astronomy and Physics Departments at the University of Maryland: the dance performance ``Gravity,'' inspired by gravitational-wave astronomy. Similar types of partnerships represent new promising ways of doing science communications according to what can be rightly called a marketing strategy (http://arxiv.org.abs/1210.0082).

International Digestive Endoscopy Network 2014: Turnpike to the Future

PubMed Central

Kim, Eun Young; Kwon, Kwang An; Choi, Il Ju; Ryu, Ji Kon

2014-01-01

Social networks are useful in the study of relationships between individuals or entire populations, and the ties through which any given social unit connects. Those represent the convergence of the various social contacts of that unit. Consequently, the term "social networking service" (SNS) became extremely familiar. Similar to familiar SNSs, International Digestive Endoscopy Network (IDEN) 2014 was based on an international network composed of an impressive 2-day scientific program dealing with a variety of topics for gastrointestinal (GI) diseases, which connects physicians and researchers from all over the world. The scientific programs included live endoscopic demonstrations and provided cutting-edge information and practice tips as well as the latest advances concerning upper GI, lower GI, and pancreatobiliary endoscopy. IDEN 2014 featured American Society for Gastrointestinal Endoscopy-Korean Society of Gastrointestinal Endoscopy (ASGE-KSGE)-joint sessions prepared through cooperation between ASGE and KSGE. Furthermore, IDEN 2014 provided a special program for young scientists called the 'Asian Young Endoscopist Award Forum' to foster networks, with many young endoscopists from Asian countries taking an active interest and participation. PMID:25324994

Proceedings of the 24th Seismic Research Review: Nuclear Explosion Monitoring: Innovation and Integration

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

Warren, N. Jill

2002-09-17

These proceedings contain papers prepared for the 24th Seismic Research Review: Nuclear Explosion Monitoring: Innovation and Integration, held 17-19 September, 2002 in Ponte Vedra Beach, Florida. These papers represent the combined research related to ground-based nuclear explosion monitoring funded by the National Nuclear Security Administration (NNSA), Defense Threat Reduction Agency (DTRA), and other invited sponsors. The scientific objectives of the research are to improve the United States capability to detect, locate, and identify nuclear explosions. The purpose of the meeting is to provide the sponsoring agencies, as well as potential users, an opportunity to review research accomplished during the precedingmore » year and to discuss areas of investigation for the coming year. For the researchers, it provides a forum for the exchange of scientific information toward achieving program goals, and an opportunity to discuss results and future plans. Paper topics include: seismic regionalization and calibration; detection and location of sources; wave propagation from source to receiver; the nature of seismic sources, including mining practices; hydroacoustic, infrasound, and radionuclide methods; on-site inspection; and data processing.« less

International digestive endoscopy network 2014: turnpike to the future.

PubMed

Kim, Eun Young; Kwon, Kwang An; Choi, Il Ju; Ryu, Ji Kon; Hahm, Ki Baik

2014-09-01

Social networks are useful in the study of relationships between individuals or entire populations, and the ties through which any given social unit connects. Those represent the convergence of the various social contacts of that unit. Consequently, the term "social networking service" (SNS) became extremely familiar. Similar to familiar SNSs, International Digestive Endoscopy Network (IDEN) 2014 was based on an international network composed of an impressive 2-day scientific program dealing with a variety of topics for gastrointestinal (GI) diseases, which connects physicians and researchers from all over the world. The scientific programs included live endoscopic demonstrations and provided cutting-edge information and practice tips as well as the latest advances concerning upper GI, lower GI, and pancreatobiliary endoscopy. IDEN 2014 featured American Society for Gastrointestinal Endoscopy-Korean Society of Gastrointestinal Endoscopy (ASGE-KSGE)-joint sessions prepared through cooperation between ASGE and KSGE. Furthermore, IDEN 2014 provided a special program for young scientists called the 'Asian Young Endoscopist Award Forum' to foster networks, with many young endoscopists from Asian countries taking an active interest and participation.

Diagnosis and Treatment of Urticaria and Angioedema: A Worldwide Perspective

PubMed Central

2012-01-01

Urticaria and angioedema are common clinical conditions representing a major concern for physicians and patients alike. The World Allergy Organization (WAO), recognizing the importance of these diseases, has contributed to previous guidelines for the diagnosis and management of urticaria. The Scientific and Clinical Issues Council of WAO proposed the development of this global Position Paper to further enhance the clinical management of these disorders through the participation of renowned experts from all WAO regions of the world. Sections on definition and classification, prevalence, etiology and pathogenesis, diagnosis, treatment, and prognosis are based on the best scientific evidence presently available. Additional sections devoted to urticaria and angioedema in children and pregnant women, quality of life and patient-reported outcomes, and physical urticarias have been incorporated into this document. It is expected that this article will supplement recent international guidelines with the contribution of an expert panel designated by the WAO, increasing awareness of the importance of urticaria and angioedema in medical practice and will become a useful source of information for optimum patient management worldwide. PMID:23282382

In science communication, why does the idea of a public deficit always return?

PubMed

Meyer, Gitte

2016-05-01

For centuries, science communication has been widely perceived, irrespective of context, as a didactic enterprise. That understanding does not accommodate a political category of science communication, featuring citizens on an equal footing - some of them scientists - who share responsibility for public affairs and represent different points of view and ways of reasoning. That may harm, at the same time and for the same reasons, democratic knowledge societies as political entities and science as a body of knowledge and rational methodology. Scientists are discursively excluded from the public. The public is perceived in terms of knowledge deficiency. The latter perception has survived decades of critique, accompanied by attempts, along an everyman-as-scientist logic, to include all citizens in the scientific endeavour. But why should all be scientists? With respect to practical-political issues - as distinct from technical-scientific ones - the acknowledgement of the citizenship of scientists seems more relevant. Only, this would challenge the widespread understanding of science as an all-purpose problem solver and the consequent ideas of politics. © The Author(s) 2016.

Data-Mining Technologies for Diabetes: A Systematic Review

PubMed Central

Marinov, Miroslav; Mosa, Abu Saleh Mohammad; Yoo, Illhoi; Boren, Suzanne Austin

2011-01-01

Background The objective of this study is to conduct a systematic review of applications of data-mining techniques in the field of diabetes research. Method We searched the MEDLINE database through PubMed. We initially identified 31 articles by the search, and selected 17 articles representing various data-mining methods used for diabetes research. Our main interest was to identify research goals, diabetes types, data sets, data-mining methods, data-mining software and technologies, and outcomes. Results The applications of data-mining techniques in the selected articles were useful for extracting valuable knowledge and generating new hypothesis for further scientific research/experimentation and improving health care for diabetes patients. The results could be used for both scientific research and real-life practice to improve the quality of health care diabetes patients. Conclusions Data mining has played an important role in diabetes research. Data mining would be a valuable asset for diabetes researchers because it can unearth hidden knowledge from a huge amount of diabetes-related data. We believe that data mining can significantly help diabetes research and ultimately improve the quality of health care for diabetes patients. PMID:22226277

The Geoscience Paper of the Future: Best Practices for Documenting and Sharing Research from Data to Software to Provenance

NASA Astrophysics Data System (ADS)

Gil, Y.; Yu, X.; David, C. H.; Demir, I.; Essawy, B.; Fulweiler, R. W.; Goodall, J. L.; Karlstrom, L.; Lee, H.; Mills, H. J.; Pierce, S. A.; Pope, A.; Tzeng, M.; Villamizar, S. R.

2016-12-01

Geoscientists live in a world rich with digital data and methods, and their computational research cannot be fully captured in traditional publications. The Geoscience Paper of the Future (GPF) proposes best practices for GPF authors to make data, software, and methods openly accessible, citable, and well documented. Those best practices come from recommendations by both scholars and organizations concerning open science, reproducible publications, and digital scholarship. The publication of digital objects empowers scientists to manage their research products as valuable scientific assets in an open and transparent way that enables broader access by other scientists, students, decision makers, and the public. Improving documentation and dissemination of research will accelerate the pace of scientific discovery by improving the ability of others to build upon published work. This presentation summarizes these best practices, as well as the practical experiences of several GPF authors in different geosciences disciplines. It will also discuss existing challenges for authors and publishers to produce GPFs in practice, and the opportunities to develop new approaches and infrastructure to implement those best practices. The adoption of GPF recommendations requires awareness and social change in the scientific community, including clear communication of the benefits and best practices that may be new to geoscientists.

Cruel Intentions? HIV Prevalence and Criminalization During an Age of Mass Incarceration, U.S. 1999 to 2012

PubMed Central

Sykes, Bryan L.; Hoppe, Trevor A.; Maziarka, Kristen D.

2016-01-01

Abstract A 2014 U.S. Department of Justice Best Practices Report advocates that states eliminate HIV-specific criminal penalties except under 2 conditions: when a human immunodeficiency virus (HIV)-positive person intentionally commits a sex crime or transmits the virus by engaging in behavior that poses a significant risk of transmission, regardless of actual transmission. We assess the premise of these exceptions to understand whether these best practices are based on scientific evidence about the population at risk of infection and the risk of sexual violence by HIV-positive individuals. We employ nationally representative, cross-sectional survey data from the Current Population Survey (CPS), the Survey of Inmates in State, Federal, and Local Jails (SISFLJ), and the National Health and Nutrition Survey (NHANES). Data from the CPS, SISFLJ, and NHANES are weighted and combined to analyze bias in the population at risk of HIV. Linear probability models are employed to estimate the likelihood that HIV-positive inmates are incarcerated for violent or sexual offenses, net of socioeconomic factors. We find significant measurement bias in HIV prevalence rates. The selection of national surveys for population denominators distorts contemporary estimates of HIV prevalence by 7% to 20%. Our findings also illustrate that HIV-positive inmates are 10 percentage-points less likely to be incarcerated for violent offenses than HIV-negative inmates. National best practice guidelines may undermine effective social policy that aims to curtail stigma within HIV-positive communities because scientific evidence neither include inmates into prevalence denominators (as a measure of the population at risk) nor assess the likelihood that HIV-positive inmates commit violent or sexual crimes. PMID:27100418

Is the tobacco control movement misrepresenting the acute cardiovascular health effects of secondhand smoke exposure? An analysis of the scientific evidence and commentary on the implications for tobacco control and public health practice

PubMed Central

Siegel, Michael

2007-01-01

While chronic exposure to secondhand smoke has been well recognized as a cause of heart disease in nonsmokers, there has been recent speculation about the potential acute cardiovascular effects of transient exposure to secondhand smoke among nonsmokers; in particular, the possibility that such exposure could increase the risk of acute myocardial infarction even in an otherwise healthy nonsmoker. This paper reviews the claims being made by a number of anti-smoking and public health groups regarding the acute cardiovascular effects of secondhand smoke exposure among otherwise healthy adults, analyzes the validity of these claims based on a review of the scientific evidence, and discusses the implications of the findings for tobacco control and public health practice. Based on the analysis, it appears that a large number of anti-smoking organizations are making inaccurate claims that a single, acute, transient exposure to secondhand smoke can cause severe and even fatal cardiovascular events in healthy nonsmokers. The dissemination of inaccurate information by anti-smoking groups to the public in support of smoking bans is unfortunate because it may harm the tobacco control movement by undermining its credibility, reputation, and effectiveness. Disseminating inaccurate information also represents a violation of basic ethical principles that are a core value of public health practice that cannot and should not be sacrificed, even for a noble end such as protecting nonsmokers from secondhand smoke exposure. How the tobacco control movement responds to this crisis of credibility will go a long way towards determining the future effectiveness of the movement and its ability to continue to save lives and protect the public's health. PMID:17927828

Using Primary Literature for Teaching Undergraduate Planetary Sciences

NASA Astrophysics Data System (ADS)

Levine, J.

2013-05-01

Articles from the primary scientific literature can be a valuable teaching tool in undergraduate classrooms. At Colgate University, I emphasize selected research articles in an upper-level undergraduate course in planetary sciences. In addition to their value for conveying specific scientific content, I find that they also impart larger lessons which are especially apt in planetary sciences and allied fields. First, because of the interdisciplinary nature of planetary sciences, students discover that contributions to outstanding problems may arrive from unexpected directions, so they need to be aware of the multi-faceted nature of scientific problems. For instance, after millennia of astrometric attempts, the scale of the Solar System was determined with extraordinary precision with emerging radar technology in the 1960's. Second, students learn the importance of careful work, with due attention to detail. After all, the timescales of planetary formation are encoded in systematic isotopic variations of a few parts in 10,000; in students' own experiences with laboratory data they might well overlook such a small effect. Third, students identify the often-tortuous connections between measured and inferred quantities, which corrects a common student misconception that all quantities of interest (e.g., the age of a meteorite) can be measured directly. Fourth, research articles provide opportunities for students to practice the interpretation of graphical data, since figures often represent a large volume of data in succinct form. Fifth, and perhaps of greatest importance, by considering the uncertainties inherent in reported data, students come to recognize the limits of scientific understanding, the extent to which scientific conclusions are justified (or not), and the lengths to which working scientists go to mitigate their uncertainties. These larger lessons are best mediated by students' own encounters with the articles they read, but require instructors to make careful choices of articles. Although research articles from any field can be challenging for students because they are usually written for a specialist audience, planetary science literature is especially difficult because students seldom have background in all of the disciplines represented in the field. An additional pedagogical challenge is demonstrating to the students the transferability of the skills they are learning from reading and analyzing the articles. My presentation will include examples of how I use research articles in class, homework assignments I have crafted to reinforce the five points above, and indicators of student achievement.

Nursing practice in home care: an integrative literature review.

PubMed

Andrade, Angélica Mônica; Silva, Kênia Lara; Seixas, Clarissa Terenzi; Braga, Patrícia Pinto

2017-01-01

analyze scientific production on nursing practice in home care. integrative review employing databases LILACS, BDENF, IBECS, and MEDLINE. Studies in Spanish, English, and Portuguese were included, regardless of publishing date. after analyzing 48 articles, it was found that nursing practice in home care is complex, employing a multitude of actions by using three technologies: soft; soft-hard especially; and hard. Challenges related to the home-care training process are reported in the literature. Nurses use knowledge from their experience and scientific recommendations in conjunction with their reflections on the practice. home nursing practice is fundamental and widespread. Relational and educational actions stand out as necessary even in technical care, with a predominant need for home-care training.

Translanguaging in a middle school science classroom: Constructing scientific arguments in English and Spanish

NASA Astrophysics Data System (ADS)

Licona, Peter R.

This dissertation investigates translanguaging in an English/Spanish dual language middle school science classroom as the teacher and students worked through a curriculum unit focusing on socioscientific issues and implementing a scientific argumentation framework. Translanguaging is the process in which bilingual speakers fluidly and dynamically draw from their full linguistic repertoire to perform a communicative act. Using ethnographically informed data collection in conjunction with discourse analysis, teacher translanguaging was examined for its related functions in the science classroom and how teacher translanguaging afforded opportunities for framing and supporting scientific argumentation. Results suggest that the functions of teacher translanguaging fell into three main themes: maintaining classroom culture, facilitating the academic task, and framing epistemic practices. Of the three categories of translanguaging, framing epistemic practices proved to be of paramount importance in the teacher presenting and supporting the practice of scientific argumentation. Implications from this study are relevant for pre-service science teacher preparation and in-service science teacher professional development for teachers working with emergent bilingual students.

Theory in Practice: Why "Good Medicine" and "Scientific Medicine" Are Not Necessarily the Same Thing

ERIC Educational Resources Information Center

De Camargo, Kenneth, Jr.; Coeli, Claudia Medina

2006-01-01

The term "scientific medicine", ubiquitous in medical literature although poorly defined, can be traced to a number of assumptions, three of which are examined in this paper: that medicine is a form of knowledge-driven practice, where the established body of proven medical knowledge determines what doctors do; if what doctors do is either…

Using Social Media to Promote Pre-Service Science Teachers' Practices of Socio-Scientific Issue (SSI) - Based Teaching

ERIC Educational Resources Information Center

Pitiporntapin, Sasithep; Lankford, Deanna Marie

2015-01-01

This paper addresses using social media to promote pre-service science teachers' practices of Socio-Scientific Issue (SSI) based teaching in a science classroom setting. We designed our research in two phases. The first phase examined pre-service science teachers' perceptions about using social media to promote their SSI-based teaching. The…

Mapping a Space for a Rhetorical-Cultural Analysis: A Case of a Scientific Proposal

ERIC Educational Resources Information Center

Dorpenyo, Isidore Kafui

2015-01-01

This article analyzes a proposal submitted to a funding unit in Michigan Technological University by a PhD Forestry student. A rhetorical-cultural approach of the text provides evidence to argue that scientific writing is rooted in a cultural practice that valorizes certain kinds of thought, practices, rituals, and symbols; that a scientist's work…

Physiology Should Be Taught as Science Is Practiced: An Inquiry-Based Activity to Investigate the "Alkaline Tide"

ERIC Educational Resources Information Center

Lujan, Heidi L.; DiCarlo, Stephen E.

2015-01-01

The American Association for the Advancement of Science (AAAS) strongly recommends that "science be taught as science is practiced." This means that the teaching approach must be consistent with the nature of scientific inquiry. In this article, the authors describe how they added scientific inquiry to a large lecture-based physiology…

Exploring the Impacts of Cognitive and Metacognitive Prompting on Students' Scientific Inquiry Practices within an E-Learning Environment

ERIC Educational Resources Information Center

Zhang, Wen-Xin; Hsu, Ying-Shao; Wang, Chia-Yu; Ho, Yu-Ting

2015-01-01

This study explores the effects of metacognitive and cognitive prompting on the scientific inquiry practices of students with various levels of initial metacognition. Two junior high school classes participated in this study. One class, the experimental group (n?=?26), which received an inquiry-based curriculum with a combination of cognitive and…

Case Studies of the Development of Science Teachers' Practices of Socio-Scientific Issue (SSI)-Based Teaching through a Professional Development Program

ERIC Educational Resources Information Center

Pitiporntapin, Sasithep; Srisakuna, Suchada

2017-01-01

This research aimed to assess three case studies of in-service science teachers regarding their practices of socio-scientific issue (SSI)-based teaching as they participated in a specially developed professional development (PD) program. Data were collected throughout the PD program from group discussions, observations, interviews, and the review…

Measurement Instrument for Scientific Teaching (MIST): A Tool to Measure the Frequencies of Research-Based Teaching Practices in Undergraduate Science Courses

ERIC Educational Resources Information Center

Durham, Mary F.; Knight, Jennifer K.; Couch, Brian A.

2017-01-01

The Scientific Teaching (ST) pedagogical framework provides various approaches for science instructors to teach in a way that more closely emulates how science is practiced by actively and inclusively engaging students in their own learning and by making instructional decisions based on student performance data. Fully understanding the impact of…

Debates—Hypothesis testing in hydrology: Theory and practice

NASA Astrophysics Data System (ADS)

Pfister, Laurent; Kirchner, James W.

2017-03-01

The basic structure of the scientific method—at least in its idealized form—is widely championed as a recipe for scientific progress, but the day-to-day practice may be different. Here, we explore the spectrum of current practice in hypothesis formulation and testing in hydrology, based on a random sample of recent research papers. This analysis suggests that in hydrology, as in other fields, hypothesis formulation and testing rarely correspond to the idealized model of the scientific method. Practices such as "p-hacking" or "HARKing" (Hypothesizing After the Results are Known) are major obstacles to more rigorous hypothesis testing in hydrology, along with the well-known problem of confirmation bias—the tendency to value and trust confirmations more than refutations—among both researchers and reviewers. Nonetheless, as several examples illustrate, hypothesis tests have played an essential role in spurring major advances in hydrological theory. Hypothesis testing is not the only recipe for scientific progress, however. Exploratory research, driven by innovations in measurement and observation, has also underlain many key advances. Further improvements in observation and measurement will be vital to both exploratory research and hypothesis testing, and thus to advancing the science of hydrology.

["...such refuges are the collections and museums, which represent the current aspects of science, and prepare for its future". Social aspects of anatomy and the collections of the Vienna medical faculty, 1790 - 1840].

PubMed

Oppenauer, Markus

2014-01-01

This paper arises out of my research which I have been conducting in the context of my dissertation project. It explores the relationship between teaching, research and collecting practices in Viennese anatomy during the late eighteenth and early nineteenth century. In a time in which Viennese medicine tried to reinvent itself through both the creation of a new curriculum and several other institutional measures the practice of establishing comparative and human anatomical collections can be seen as a strategic key field of action. By concentrating on scientific journals, popular texts, catalogues, correspondences and specimens this paper aims at revealing specific social systems which must be understood as parts of the 'social history' of Viennese anatomy. By looking closely at these social aspects of anatomical teaching and research, this work tries to contribute to recent discussions addressed by historians of science and medicine.

Course-based undergraduate research experiences in molecular biosciences-patterns, trends, and faculty support.

PubMed

Wang, Jack T H

2017-08-15

Inquiry-driven learning, research internships and course-based undergraduate research experiences all represent mechanisms through which educators can engage undergraduate students in scientific research. In life sciences education, the benefits of undergraduate research have been thoroughly evaluated, but limitations in infrastructure and training can prevent widespread uptake of these practices. It is not clear how faculty members can integrate complex laboratory techniques and equipment into their unique context, while finding the time and resources to implement undergraduate research according to best practice guidelines. This review will go through the trends and patterns in inquiry-based undergraduate life science projects with particular emphasis on molecular biosciences-the research-aligned disciplines of biochemistry, molecular cell biology, microbiology, and genomics and bioinformatics. This will provide instructors with an overview of the model organisms, laboratory techniques and research questions that are adaptable for semester-long projects, and serve as starting guidelines for course-based undergraduate research. © FEMS 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Space observations for global and regional studies of the biosphere

NASA Technical Reports Server (NTRS)

Cihlar, J.; Li, Z.; Chen, J.; Sellers, P.; Hall, F.

1994-01-01

The capability to make space-based measurements of Earth at high spatial and temporal resolutions, which would not otherwise be economically or practically feasible, became available just in time to contribute to scientific understanding of the interactive processes governing the total Earth system. Such understanding has now become essential in order to take practical steps which would counteract or mitigate the pervasive impact of the growing human population on the future habitability of the Earth. The paper reviews the rationale for using space observations for studies of climate and terrestrial ecosystems at global and regional scales, as well as the requirements for such observations for studies of climate and ecosystem dynamics. The present status of these developments is reported along with initiatives under way to advance the use of satellite observations for Earth system studies. The most important contribution of space observations is the provision of physical or biophysical parameters for models representing various components of the Earth system. Examples of such parameters are given for climatic and ecosystem studies.

Mapping the Power of Law Professors: The Role of Scientific and Social Capital

ERIC Educational Resources Information Center

Bühlmann, Felix; Benz, Pierre; Mach, André; Rossier, Thierry

2017-01-01

As a scientific discipline and profession, law has been for centuries at the heart of social and political power of many Western societies. Professors of law, as influential representatives of the profession, are important powerbrokers between academia, politics and the corporate world. Their influence is based on scientific reputation,…

2011 SOSORT guidelines: Orthopaedic and Rehabilitation treatment of idiopathic scoliosis during growth

PubMed Central

2012-01-01

Background The International Scientific Society on Scoliosis Orthopaedic and Rehabilitation Treatment (SOSORT), that produced its first Guidelines in 2005, felt the need to revise them and increase their scientific quality. The aim is to offer to all professionals and their patients an evidence-based updated review of the actual evidence on conservative treatment of idiopathic scoliosis (CTIS). Methods All types of professionals (specialty physicians, and allied health professionals) engaged in CTIS have been involved together with a methodologist and a patient representative. A review of all the relevant literature and of the existing Guidelines have been performed. Documents, recommendations, and practical approach flow charts have been developed according to a Delphi procedure. A methodological and practical review has been made, and a final Consensus Session was held during the 2011 Barcelona SOSORT Meeting. Results The contents of the document are: methodology; generalities on idiopathic scoliosis; approach to CTIS in different patients, with practical flow-charts; literature review and recommendations on assessment, bracing, physiotherapy, Physiotherapeutic Specific Exercises (PSE) and other CTIS. Sixty-five recommendations have been given, divided in the following topics: Bracing (20 recommendations), PSE to prevent scoliosis progression during growth (8), PSE during brace treatment and surgical therapy (5), Other conservative treatments (3), Respiratory function and exercises (3), Sports activities (6), Assessment (20). No recommendations reached a Strength of Evidence level I; 2 were level II; 7 level III; and 20 level IV; through the Consensus procedure 26 reached level V and 10 level VI. The Strength of Recommendations was Grade A for 13, B for 49 and C for 3; none had grade D. Conclusion These Guidelines have been a big effort of SOSORT to paint the actual situation of CTIS, starting from the evidence, and filling all the gray areas using a scientific method. According to results, it is possible to understand the lack of research in general on CTIS. SOSORT invites researchers to join, and clinicians to develop good research strategies to allow in the future to support or refute these recommendations according to new and stronger evidence. PMID:22264320

Fostering and Measuring General Scientific Reasoning Expertise at the Second Year Level

NASA Astrophysics Data System (ADS)

Jones, F. M.; Jellinek, M.; Bostock, M. G.

2010-12-01

Geoscience faculty members often debate about the definition and development of scientific expertise. Some will argue it emerges at the graduate level, others that novice students can develop relevant skills. The debate hinges on definitions of “expertise”, “scientific skills” and how these abilities are assessed. We present data from a second year geoscience course specifically designed to help research scientists foster generic skills associated with critical scientific thinking, presentation, and framing of scientific arguments and questions. To develop the course, key characteristics that professional scientists exhibit were identified from the literature and our experience. These are the abilities to: a) read critically; b) succinctly summarize and communicate; c) pose insightful questions; d) use and discuss models, data and their relationships; and e) work effectively as part of a team. To help with learning and assessment of these skills in students who do not yet have significant discipline-specific background, classroom practices were chosen so that students must think and act more like professional scientists. These include use of some team-based learning strategies, replacing exams with quizzes and projects, mixing team-teaching with solo-teaching, discursive rather than didactic instruction, and use of diverse topics representative of research in our Department. Specific strategies employed which enable “master geoscientists” to actively guide and assess novices as they practice desired skills are: homework involving reading, writing abstracts and posing questions for one or two articles each week, pre-post testing of model based reasoning abilities, interaction with guest scientists, and oral and poster presentations on topics chosen by students. Results of collecting data over two terms of using these general and specific strategies include: 1. Abstract writing skills improved during the first two thirds of the course, then leveled off in the last third. 2. The types of questions students posed depended on article type, and questions became more articulate during the course. Also, after adjusting pedagogy for the second year, questions were more discussion oriented rather than focusing on clarifying content of articles. Despite some precedent in the literature, defining how to assess question type and quality was found to be challenging, and we continue to investigate assessment of question posing as one measure of expertise. 3. Pre-post testing showed that students improved their abilities to recognize, distinguish and reason about relevant models, data and their relationships for each topic. 4. Survey responses showed students benefit from, and appreciate, opportunities to practice their communication and discussion skills, assess those of their peers, and work in teams. In conclusion, after working on this course for two terms, we show that second year students can measurably improve their mastery of generic scientific skills exhibited by professional geoscientists. Research continues on how these skills depend upon pedagogy and choice of topics, and how to assess them.

Scientific Process Flowchart Assessment (SPFA): A Method for Evaluating Changes in Understanding and Visualization of the Scientific Process in a Multidisciplinary Student Population

PubMed Central

Wilson, Kristy J.; Rigakos, Bessie

2016-01-01

The scientific process is nonlinear, unpredictable, and ongoing. Assessing the nature of science is difficult with methods that rely on Likert-scale or multiple-choice questions. This study evaluated conceptions about the scientific process using student-created visual representations that we term “flowcharts.” The methodology, Scientific Process Flowchart Assessment (SPFA), consisted of a prompt and rubric that was designed to assess students’ understanding of the scientific process. Forty flowcharts representing a multidisciplinary group without intervention and 26 flowcharts representing pre- and postinstruction were evaluated over five dimensions: connections, experimental design, reasons for doing science, nature of science, and interconnectivity. Pre to post flowcharts showed a statistically significant improvement in the number of items and ratings for the dimensions. Comparison of the terms used and connections between terms on student flowcharts revealed an enhanced and more nuanced understanding of the scientific process, especially in the areas of application to society and communication within the scientific community. We propose that SPFA can be used in a variety of circumstances, including in the determination of what curricula or interventions would be useful in a course or program, in the assessment of curriculum, or in the evaluation of students performing research projects. PMID:27856551

Family medicine practice and research: survey of physicians' attitudes towards scientific research in a post-communist transition country.

PubMed

Rogulj, Zdenka Mrdesa; Baloevic, Elizabet; Dogas, Zoran; Kardum, Goran; Hren, Darko; Marusic, Ana; Marusic, Matko

2007-01-01

Although the paradigm of modern medicine is evidence-based practice, there is a lack of research output and interest in research in family medicine. We investigated attitudes towards scientific research among family medicine practitioners in a country in post-communist socioeconomic transition, and related it to their attitudes towards alternative medicine and clinical knowledge relevant for their practice. We surveyed 427 family medicine practitioners in Croatia about their attitudes towards scientific research (5-point rating scale, total score range 20-100) and alternative medicine (5-point rating scale, total score range 14-70). We also tested their knowledge on diagnosis and treatment of hypertension (10 questions) and diabetes (12 questions). The attitude towards scientific research was positive (score 79.0 +/- 7.2 out of maximum 100) and significantly more positive than that towards alternative medicine (score 45.0 +/- 9.9 out of maximum 70; t(425) = 19.06, P < 0.001). The respondents correctly answered about half the questions on hypertension and diabetes; knowledge on new diagnostic and treatment guidelines was better than their textbook knowledge. The attitude scores were not related to knowledge or research activity or the medical practice of the respondents. Family medicine practitioners in a transition country have a more positive attitude towards science than towards alternative medicine, despite the adverse situation in which they practice. To involve family medicine practitioners in research, interventions must be directed towards changes in behavior and practice and not only towards increasing positive attitudes.

Values and the Scientific Culture of Behavior Analysis

PubMed Central

Ruiz, Maria R; Roche, Bryan

2007-01-01

As scientists and practitioners, behavior analysts must make frequent decisions that affect many lives. Scientific principles have been our guide as we work to promote effective action across a broad spectrum of cultural practices. Yet scientific principles alone may not be sufficient to guide our decision making in cases with potentially conflicting outcomes. In such cases, values function as guides to work through ethical conflicts. We will examine two ethical systems, radical behaviorism and functional contextualism, from which to consider the role of values in behavior analysis, and discuss potential concerns. Finally, we propose philosophical pragmatism, focusing on John Dewey's notions of community and dialogue, as a tradition that can help behavior analysts to integrate talk about values and scientific practices in ethical decision making. PMID:22478484

Distinguishing science from pseudoscience in school psychology: science and scientific thinking as safeguards against human error.

PubMed

Lilienfeld, Scott O; Ammirati, Rachel; David, Michal

2012-02-01

Like many domains of professional psychology, school psychology continues to struggle with the problem of distinguishing scientific from pseudoscientific and otherwise questionable clinical practices. We review evidence for the scientist-practitioner gap in school psychology and provide a user-friendly primer on science and scientific thinking for school psychologists. Specifically, we (a) outline basic principles of scientific thinking, (b) delineate widespread cognitive errors that can contribute to belief in pseudoscientific practices within school psychology and allied professions, (c) provide a list of 10 key warning signs of pseudoscience, illustrated by contemporary examples from school psychology and allied disciplines, and (d) offer 10 user-friendly prescriptions designed to encourage scientific thinking among school psychology practitioners and researchers. We argue that scientific thinking, although fallible, is ultimately school psychologists' best safeguard against a host of errors in thinking. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Innovating Chinese Herbal Medicine: From Traditional Health Practice to Scientific Drug Discovery

PubMed Central

Gu, Shuo; Pei, Jianfeng

2017-01-01

As one of the major contemporary alternative medicines, traditional Chinese medicine (TCM) continues its influence in Chinese communities and has begun to attract the academic attention in the world of western medicine. This paper aims to examine Chinese herbal medicine (CHM), the essential branch of TCM, from both narrative and scientific perspectives. CHM is a traditional health practice originated from Chinese philosophy and religion, holding the belief of holism and balance in the body. With the development of orthodox medicine and science during the last centuries, CHM also seized the opportunity to change from traditional health practice to scientific drug discovery illustrated in the famous story of the herb-derived drug artemisinin. However, hindered by its culture and founding principles, CHM faces the questions of the research paradigm posed by the convention of science. To address these questions, we discussed two essential questions concerning the relationship of CHM and science, and then upheld the paradigm of methodological reductionism in scientific research. Finally, the contemporary narrative of CHM in the 21st century was discussed in the hope to preserve this medical tradition in tandem with scientific research. PMID:28670279

Avengers Assemble! Using pop-culture icons to communicate science

PubMed Central

2014-01-01

Engaging communication of complex scientific concepts with the general public requires more than simplification. Compelling, relevant, and timely points of linkage between scientific concepts and the experiences and interests of the general public are needed. Pop-culture icons such as superheroes can represent excellent opportunities for exploring scientific concepts in a mental “landscape” that is comfortable and familiar. Using an established icon as a familiar frame of reference, complex scientific concepts can then be discussed in a more accessible manner. In this framework, scientists and the general public use the cultural icon to occupy a commonly known performance characteristic. For example, Batman represents a globally recognized icon who represents the ultimate response to exercise and training. The physiology that underlies Batman's abilities can then be discussed and explored using real scientific examples that highlight truths and fallacies contained in the presentation of pop-culture icons. Critically, it is not important whether the popular representation of the icon shows correct science because the real science can be revealed in discussing the character through this lens. Scientists and educators can then use these icons as foils for exploring complex ideas in a context that is less threatening and more comfortable for the target audience. A “middle-ground hypothesis” for science communication is proposed in which pop-culture icons are used to exploring scientific concepts in a bridging mental landscape that is comfortable and familiar. This approach is encouraged for communication with all nonscientists regardless of age. PMID:25039082

Avengers Assemble! Using pop-culture icons to communicate science.

PubMed

Zehr, E Paul

2014-06-01

Engaging communication of complex scientific concepts with the general public requires more than simplification. Compelling, relevant, and timely points of linkage between scientific concepts and the experiences and interests of the general public are needed. Pop-culture icons such as superheroes can represent excellent opportunities for exploring scientific concepts in a mental “landscape” that is comfortable and familiar. Using an established icon as a familiar frame of reference, complex scientific concepts can then be discussed in a more accessible manner. In this framework, scientists and the general public use the cultural icon to occupy a commonly known performance characteristic. For example, Batman represents a globally recognized icon who represents the ultimate response to exercise and training. The physiology that underlies Batman’s abilities can then be discussed and explored using real scientific examples that highlight truths and fallacies contained in the presentation of pop-culture icons. Critically, it is not important whether the popular representation of the icon shows correct science because the real science can be revealed in discussing the character through this lens. Scientists and educators can then use these icons as foils for exploring complex ideas in a context that is less threatening and more comfortable for the target audience. A “middle-ground hypothesis” for science communication is proposed in which popculture icons are used to exploring scientific concepts in a bridging mental landscape that is comfortable and familiar. This approach is encouraged for communication with all nonscientists regardless of age.

Design of freeze-drying processes for pharmaceuticals: practical advice.

PubMed

Tang, Xiaolin; Pikal, Michael J

2004-02-01

Design of freeze-drying processes is often approached with a "trial and error" experimental plan or, worse yet, the protocol used in the first laboratory run is adopted without further attempts at optimization. Consequently, commercial freeze-drying processes are often neither robust nor efficient. It is our thesis that design of an "optimized" freeze-drying process is not particularly difficult for most products, as long as some simple rules based on well-accepted scientific principles are followed. It is the purpose of this review to discuss the scientific foundations of the freeze-drying process design and then to consolidate these principles into a set of guidelines for rational process design and optimization. General advice is given concerning common stability issues with proteins, but unusual and difficult stability issues are beyond the scope of this review. Control of ice nucleation and crystallization during the freezing step is discussed, and the impact of freezing on the rest of the process and final product quality is reviewed. Representative freezing protocols are presented. The significance of the collapse temperature and the thermal transition, denoted Tg', are discussed, and procedures for the selection of the "target product temperature" for primary drying are presented. Furthermore, guidelines are given for selection of the optimal shelf temperature and chamber pressure settings required to achieve the target product temperature without thermal and/or mass transfer overload of the freeze dryer. Finally, guidelines and "rules" for optimization of secondary drying and representative secondary drying protocols are presented.

Uncertainty and equipoise: at interplay between epistemology, decision making and ethics.

PubMed

Djulbegovic, Benjamin

2011-10-01

In recent years, various authors have proposed that the concept of equipoise be abandoned because it conflates the practice of clinical care with clinical research. At the same time, the equipoise opponents acknowledge the necessity of clinical research if there are unresolved uncertainties about the effects of proposed healthcare interventions. As equipoise represents just 1 measure of uncertainty, proposals to abandon equipoise while maintaining a requirement for addressing uncertainties are contradictory and ultimately not valid. As acknowledgment and articulation of uncertainties represent key scientific and moral requirements for human experimentation, the concept of equipoise remains the most useful framework to link the theory of human experimentation with the theory of rational choice. In this article, I show how uncertainty (equipoise) is at the intersection between epistemology, decision making and ethics of clinical research. In particular, I show how our formulation of responses to uncertainties of hoped-for benefits and unknown harms of testing is a function of the way humans cognitively process information. This approach is based on the view that considerations of ethics and rationality cannot be separated. I analyze the response to uncertainties as it relates to the dual-processing theory, which postulates that rational approach to (clinical research) decision making depends both on analytical, deliberative processes embodied in scientific method (system II), and good human intuition (system I). Ultimately, our choices can only become wiser if we understand a close and intertwined relationship between irreducible uncertainty, inevitable errors and unavoidable injustice.

Uncertainty and Equipoise: At Interplay Between Epistemology, Decision-Making and Ethics

PubMed Central

Djulbegovic, Benjamin

2011-01-01

In recent years, various authors have proposed that the concept of equipoise be abandoned since it conflates the practice of clinical care with clinical research. At the same time, the equipoise opponents acknowledge the necessity of clinical research if there are unresolved uncertainties about the effects of proposed healthcare interventions. Since equipoise represents just one measure of uncertainty, proposals to abandon equipoise while maintaining a requirement for addressing uncertainties are contradictory and ultimately not valid. As acknowledgment and articulation of uncertainties represent key scientific and moral requirements for human experimentation, the concept of equipoise remains the most useful framework to link the theory of human experimentation with the theory of rational choice. In this paper, I show how uncertainty (equipoise) is at the intersection between epistemology, decision-making and ethics of clinical research. In particular, I show how our formulation of responses to uncertainties of hoped-for benefits and unknown harms of testing is a function of the way humans cognitively process information. This approach is based on the view that considerations of ethics and rationality cannot be separated. I analyze the response to uncertainties as it relates to the dual-processing theory, which postulates that rational approach to (clinical research) decision-making depends both on analytical, deliberative processes embodied in scientific method (system II) and “good” human intuition (system I). Ultimately, our choices can only become wiser if we understand a close and intertwined relationship between irreducible uncertainty, inevitable errors, and unavoidable injustice. PMID:21817885

Variation in general practitioners' information-seeking behaviour - a cross-sectional study on the influence of gender, age and practice form.

PubMed

Le, Jette V; Pedersen, Line B; Riisgaard, Helle; Lykkegaard, Jesper; Nexøe, Jørgen; Lemmergaard, Jeanette; Søndergaard, Jens

2016-12-01

To assess general practitioners' (GPs') information-seeking behaviour and perceived importance of sources of scientific medical information and to investigate associations with GP characteristics. A national cross-sectional survey was distributed electronically in December 2013. Danish general practice. A population of 3440 GPs (corresponding to approximately 96% of all Danish GPs). GPs' use and perceived importance of information sources. Multilevel mixed-effects logit models were used to investigate associations with GP characteristics after adjusting for relevant covariates. A total of 1580 GPs (46.4%) responded to the questionnaire. GPs' information-seeking behaviour is associated with gender, age and practice form. Single-handed GPs use their colleagues as an information source significantly less than GPs working in partnership practices and they do not use other sources more frequently. Compared with their younger colleagues, GPs aged above 44 years are less likely to seek information from colleagues, guidelines and websites, but more likely to seek information from medical journals. Male and female GPs seek information equally frequently. However, whereas male GPs are more likely than female GPs to find that pharmaceutical sales representative and non-refundable CME meetings are important, they are less likely to find that colleagues, refundable CME meetings, guidelines and websites are important. Results from this study indicate that GP characteristics should be taken into consideration when disseminating scientific medical information, to ensure that patients receive medically updated, high-quality care. KEY POINTS Research indicates that information-seeking behaviour is associated with GP characteristics. Further insights could provide opportunities for targeting information dissemination strategies. Single-handed GPs seek information from colleagues less frequently than GPs in partnerships and do not use other sources more frequently. GPs aged above 44 years do not seek information as frequently as their younger colleagues and prefer other information sources. Male and female GPs seek information equally frequently, but do not consider information sources equally important in keeping medically updated.

[50 years' of the Institute of Sports Medicine at the Charles University Medical School on the 650th anniversary of its founding].

PubMed

Novotný, V

1999-01-01

In an agreeable shadow of the great 650th anniversary of Charles University foundation (1348-1998), arising of the first Institute of Sports Medicine round the world on Medical Faculty in Prague (1948-1998) was commemorated by scientific session. Since J. E. Purkynĕ (1850) have gone idea of favourable effect of body training for human health by representatives of Prague Medical Faculty, till Doctor J. Král, who started lectures for medical students in this discipline in 1933. Rise of Institute of Sports Medicine was approved in 1934, but its realization thanks to Professor Král, was performed after 2nd World War in 1948. From the beginning, students have lectures within the framework of daily study of whole wide of the branche, including practical exercises and closing examine. First text book of sports medicine and first book about clinic in sports medicine was written (J. Král). Members of Institute lectured on many foreign universities and scientific congresses and published more than 2,500 scientific works, some of them have world priority. For example first wireless transmission of heart frequency (V. Seliger, V. Kruta), cardiologic observations during big sports load (J. Král, Z. Hornof), discoveries at biochemical laboratory (J. Král, A. Zenísek), at medical functional anthropologic laboratory (V. Novotný), introducing of remedial exercises in clinical practice (L. Schmid, M. Zintlová, J. Chrástek) etc. In the set out choice of literary citation it is put on only fragment of publications which document scientific activity of jubileeing Institute. For period of duration of Institute more than hundred thousand patients were examined--both sportives and non-sportives, young and old. Contemporary trend goes from classic care about sportsmen towards preventive medicine. Attention is focused first of all to testing of middle aged and older patients in sense of prevention of cardiovascular and metabolic diseases and indication for specific movement load. In 650 years history of pedagogic and scientific success of Charles University, 50-year activity of Institute of Sports Medicine means only tiny part. In view of healthy risks, which brings modern life style and in view of worsening of environment, an important task stand before the discipline with new prevention conception.

The relative importance of relational and scientific characteristics of psychotherapy: Perceptions of community members vs. therapists.

PubMed

Farrell, Nicholas R; Deacon, Brett J

2016-03-01

Although client preferences are an integral component of evidence-based practice in psychology (American Psychological Association, 2006), relatively little research has examined what potential mental health consumers value in the psychotherapy they may receive. The present study was conducted to examine community members' preferences for the scientific and relational aspects of psychotherapy for different types of presenting problems, and how accurately therapists perceive these preferences. Community members (n = 200) were surveyed about the importance of scientific (e.g., demonstrated efficacy in clinical trials) and relational (e.g., therapist empathy) characteristics of psychotherapy both for anxiety disorders (e.g., obsessive-compulsive disorder) and disorder-nonspecific issues (e.g., relationship difficulties). Therapists (n = 199) completed the same survey and responded how they expected the average mental health consumer would. Results showed that although community members valued relational characteristics significantly more than scientific characteristics, the gap between these two was large for disorder-nonspecific issues (d = 1.24) but small for anxiety disorders (d = .27). Community members rated scientific credibility as important across problem types. Therapists significantly underestimated the importance of scientific characteristics to community members, particularly in the treatment of disorder-nonspecific issues (d = .74). Therapists who valued research less in their own practice were more likely to underestimate the importance of scientific credibility to community members. The implications of the present findings for understanding the nature of client preferences in evidence-based psychological practice are discussed. Copyright © 2015 Elsevier Ltd. All rights reserved.

Why do clinicians choose the therapies and techniques they do? Exploring clinical decision-making via treatment selections in dysphagia practice.

PubMed

McCurtin, Arlene; Healy, Chiara

2017-02-01

Speech-language pathologists (SLPs) are assumed to use evidence-based practice to inform treatment decisions. However, the reasoning underpinning treatment selections is not well known. Understanding why SLPs choose the treatments they do may be clarified by exploring the reasoning tied to specific treatments such as dysphagia interventions. An electronic survey methodology was utilised. Participants were accessed via the gatekeepers of two national dysphagia special interest groups representing adult and paediatric populations. Information was elicited on the dysphagia therapies and techniques used and on the reasoning for using/not using therapies. Data was analysed using descriptive and non-parametric statistics. The survey had a 74.8% response rate (n = 116). Consensus in both treatment selections and reasoning supporting treatment decisions was evident. Three favoured interventions (texture modification, thickening liquids, positioning changes) were identified. The reasoning supporting treatment choices centred primarily on client suitability and clinician knowledge. Knowledge reflected both absent knowledge (e.g. training) and accumulated knowledge (clinical experience). Dysphagia practice appears highly-defined, being characterised by group consensus regarding both preferred treatments and the reasoning underpinning treatment selections. Treatment selections are based on two core criteria: client suitability and the SLPs experience/knowledge. Explicit scientific reasoning is less influential than practice-centric influences.

The clinical application of research utilization: amphotericin B.

PubMed

Reedy, A M; Shivnan, J C; Hanson, J L; Haisfield, M E; Gregory, R E

1994-05-01

To describe the first application of the research utilization process by clinical nurses using the Stetler-Marram Model of Research Utilization to the practice of amphotericin B administration; to share the findings; and to discuss issues encountered in the process and their solutions. Published articles identified through computerized literature searches, published abstracts and books, personal communication with one author, and an informal survey of other cancer centers' amphotericin B infusion practices; research articles were selected for review if studies included settings and patient populations similar to those of the authors and if they used experimental designs. Studies were reviewed for scientific merit and clinical applicability according to the Stetler-Marram model; findings were used to develop a specific nursing protocol for infusion times of amphotericin B based on clinical criteria. The Stetler-Marram model helped staff nurses decide how to apply research findings to practice, although using it was difficult and required mentorship. A research base exists for amphotericin B administration time but not for test doses or premedications to prevent or minimize side effects. Staff nurses can use the Stetler-Marram model but need resources and support from individuals, committees, and administration. A specific protocol representing a practice change was implemented and may be applicable to other settings.

A Standard of Knowledge for the Professional Practice of Toxicology.

PubMed

Hulla, Janis E; Kinter, Lewis B; Kelman, Bruce

2015-08-01

Employers, courts, and the general public judge the credibility of professionals based on credentials such as academic degrees, publications, memberships in professional organizations, board certifications, and professional registrations. However, the relevance and merit of these credentials can be difficult to determine objectively. Board certification can be a reliable indicator of proficiency if the certifying organization demonstrates, through regularly scheduled independent review, that its processes meet established standards and when a certificate holder is required to periodically demonstrate command of a body of knowledge that is essential to current professional practice. We report herein a current Standard of Knowledge in general toxicology compiled from the experience and opinions of 889 certified practicing professional toxicologists. An examination is the most commonly used instrument for testing a certification candidate's command of the body of knowledge. However, an examination-based certification is only creditable when the body of knowledge, to which a certification examination tests, is representative of the current knowledge, skills, and capabilities needed to effectively practice at the professional level. Thus, that body of knowledge must be the current "Standard of Knowledge" for the profession, compiled in a transparent fashion from current practitioners of the profession. This work was conducted toward ensuring the scientific integrity of the products produced by professional toxicologists.

[Clinical Practice Guidelines for Management of Schizophrenia: Evaluation Using AGREE II].

PubMed

de la Hoz Bradford, Ana María; Ávila, Mauricio J; Bohórquez Peñaranda, Adriana Patricia; García Valencia, Jenny; Arenas Borrero, Álvaro Enrique; Vélez Traslaviña, Ángela; Jaramillo González, Luis Eduardo; Gómez-Restrepo, Carlos

2014-01-01

Colombia is developing multiple national practice guidelines from a range of diseases. Clinical practice guidelines represent a very useful tool to be able to take decision over a patient care that is widely available for the clinician. In psychiatry there are a good number of international clinical guidelines for the treatment of schizophrenia nevertheless there is no article that evaluate them scientifically In the settings of developing a Colombian schizophrenia practice guideline, a systematic search was performed in multiple databases and the results were then evaluated by two trained persons. We present the results globally and by domains. We found 164 matches for possible guidelines. After screening 7 guidelines were evaluated with the AGREE II instrument. Globally and by the different domains, the National Institute for Health and Care Excellence (NICE) was the guideline that got the best score. From the guidelines that were reviewed, 4 were from Europe and only 2 were from Latin America. None of the guidelines used GRADE methodology for the recommendations. The diversity of the schizophrenia treatment guidelines does not allow an easy adoption of the recommendation by a psychiatrist in Colombia. Copyright © 2014 Asociación Colombiana de Psiquiatría. Publicado por Elsevier España. All rights reserved.

Measuring Academic Productivity and Changing Definitions of Scientific Impact

PubMed Central

Sarli, Cathy C.; Carpenter, Christopher R.

2016-01-01

This manuscript provides a brief overview of the history of communication of scientific research and reporting of scientific research impact outcomes. Current day practices are outlined along with examples of how organizations and libraries are providing tools to evaluate and document the impact of scientific research to provide a meaningful narrative suitable for a variety of purposes and audiences. PMID:25438359

Numerical ‘health check’ for scientific codes: the CADNA approach

NASA Astrophysics Data System (ADS)

Scott, N. S.; Jézéquel, F.; Denis, C.; Chesneaux, J.-M.

2007-04-01

Scientific computation has unavoidable approximations built into its very fabric. One important source of error that is difficult to detect and control is round-off error propagation which originates from the use of finite precision arithmetic. We propose that there is a need to perform regular numerical 'health checks' on scientific codes in order to detect the cancerous effect of round-off error propagation. This is particularly important in scientific codes that are built on legacy software. We advocate the use of the CADNA library as a suitable numerical screening tool. We present a case study to illustrate the practical use of CADNA in scientific codes that are of interest to the Computer Physics Communications readership. In doing so we hope to stimulate a greater awareness of round-off error propagation and present a practical means by which it can be analyzed and managed.

Opportunities and benefits as determinants of the direction of scientific research.

PubMed

Bhattacharya, Jay; Packalen, Mikko

2011-07-01

Scientific research and private-sector technological innovation differ in objectives, constraints, and organizational forms. Scientific research may thus not be driven by the direct practical benefit to others in the way that private-sector innovation is. Alternatively, some - yet largely unexplored - mechanisms drive the direction of scientific research to respond to the expected public benefit. We test these two competing hypotheses of scientific research. This is important because any coherent specification of what constitutes the socially optimal allocation of research requires that scientists take the public practical benefit of their work into account in setting their agenda. We examine whether the composition of medical research responds to changes in disease prevalence, while accounting for the quality of available research opportunities. We match biomedical publications data with disease prevalence data and develop new methods for estimating the quality of research opportunities from textual information and structural productivity parameters. Copyright © 2011 Elsevier B.V. All rights reserved.

Opportunities and Benefits as Determinants of the Direction of Scientific Research*

PubMed Central

Bhattacharya, Jay; Packale, Mikko

2017-01-01

Scientific research and private-sector technological innovation differ in objectives, constraints, and organizational forms. Scientific research may thus not be driven by the direct practical benefit to others in the way that private-sector innovation is. Alternatively, some–yet largely unexplored-mechanisms drive the direction of scientific research to respond to the expected public benefit. We test these two competing hypotheses of scientific research. This is important because any coherent specification of what constitutes the socially optimal allocation of research requires that scientists take the public practical benefit of their work into account in setting their agenda. We examine whether the composition of medical research responds to changes in disease prevalence, while accounting for the quality of available research opportunities. We match biomedical publications data with disease prevalence data and develop new methods for estimating the quality of research opportunities from textual information and structural productivity parameters. PMID:21683461

Recommendations for clinical biomarker specimen preservation and stability assessments.

PubMed

Dakappagari, Naveen; Zhang, Hui; Stephen, Laurie; Amaravadi, Lakshmi; Khan, Masood U

2017-04-01

With the wide use of biomarkers to enable critical drug-development decisions, there is a growing concern from scientific community on the need for a 'standardized process' for ensuring biomarker specimen stability and hence, a strong desire to share best practices on preserving the integrity of biomarker specimens in clinical trials and the design of studies to evaluate analyte stability. By leveraging representative industry experience, we have attempted to provide an overview of critical aspects of biomarker specimen stability commonly encountered during clinical development, including: planning of clinical sample collection procedures, clinical site training, selection of sample preservation buffers, shipping logistics, fit-for-purpose stability assessments in the analytical laboratory and presentation of case studies covering widely utilized biomarker specimen types.

Performance evaluation of the insurance companies based on AHP

NASA Astrophysics Data System (ADS)

Lu, Manhong; Zhu, Kunping

2018-04-01

With the entry of foreign capital, China's insurance industry is under increasing pressure of competition. The performance of a company is the external manifestation of its comprehensive strength. Therefore, the establishment of a scientific evaluation system is of practical significance for the insurance companies. In this paper, based on the financial and non-financial indicators of the companies, the performance evaluation system is constructed by means of the analytic hierarchy process (AHP). In the system, the weights of the indicators which represent the impact on the performance of the companies will be calculated by the process. The evaluation system is beneficial for the companies to realize their own strengths and weaknesses, so as to take steps to enhance the core competitiveness of the companies.

Ulysses - An ESA/NASA cooperative programme

NASA Technical Reports Server (NTRS)

Meeks, W.; Eaton, D.

1990-01-01

Cooperation between ESA and NASA is discussed, noting that the Memorandum of Understanding lays the framework for this relationship, defining the responsibilities of ESA and NASA and providing for appointment of leadership and managers for the project. Members of NASA's Jet Propulsion Laboratory and ESA's ESTEC staff have been appointed to leadership positions within the project and ultimate control of the project rests with the Joint Working Group consisting of two project managers and two project scientists, equally representing both organizations. Coordination of time scales and overall mission design is discussed, including launch cooperation, public relations, and funding of scientific investigations such as Ulysses. Practical difficulties of managing an international project are discussed such as differing documentation requirements and communication techniques, and assurance of equality on projects.

Sampling flies or sampling flaws? Experimental design and inference strength in forensic entomology.

PubMed

Michaud, J-P; Schoenly, Kenneth G; Moreau, G

2012-01-01

Forensic entomology is an inferential science because postmortem interval estimates are based on the extrapolation of results obtained in field or laboratory settings. Although enormous gains in scientific understanding and methodological practice have been made in forensic entomology over the last few decades, a majority of the field studies we reviewed do not meet the standards for inference, which are 1) adequate replication, 2) independence of experimental units, and 3) experimental conditions that capture a representative range of natural variability. Using a mock case-study approach, we identify design flaws in field and lab experiments and suggest methodological solutions for increasing inference strength that can inform future casework. Suggestions for improving data reporting in future field studies are also proposed.

Commentary on Foubert, Godin, & Tatum (2010): the evolution of sexual violence prevention and the urgency for effectiveness.

PubMed

Tharp, Andra Teten; DeGue, Sarah; Lang, Karen; Valle, Linda Anne; Massetti, Greta; Holt, Melissa; Matjasko, Jennifer

2011-11-01

Foubert, Godin, and Tatum describe qualitative effects among college men of The Men's Program, a one-session sexual violence prevention program. This article and the program it describes are representative of many sexual violence prevention programs that are in practice and provide an opportunity for a brief discussion of the development and evaluation of sexual violence prevention approaches. In this commentary, we will focus on two considerations for an evolving field: the adherence to the principles of prevention and the use of rigorous evaluation methods to demonstrate effectiveness. We argue that the problem of sexual violence has created urgency for effective prevention programs and that scientific and prevention standards provide the best foundation to meet this need.

Physicians' perceptions of medical representative visits in Yemen: a qualitative study.

PubMed

Al-Areefi, Mahmoud Abdullah; Hassali, Mohamed Azmi; Ibrahim, Mohamed Izham b Mohamed

2013-08-20

The pharmaceutical industry invests heavily in promotion, and it uses a variety of promotional strategies to influence physicians' prescribing decisions. Within this context, medical representatives (MRs) are the key personnel employed in promoting their products. One significant consequence of the interactions between physicians and medical representatives is a conflict of interests which may contribute to the over prescribing of medications and thus negative effects on patients' health and economics. There is limited detailed information published on the reasons why physicians interact with pharmaceutical representatives. This study aims to qualitatively explore physicians' attitudes about interactions with medical representatives and their reasons for accepting the medical representatives' visits. In-depth interviews were used to gain a better understanding of physicians' perceptions of medical representative visits. A total of 32 physicians from both private and public hospitals were interviewed. The recordings of the interviews were transcribed verbatim and subject to thematic analysis using a framework analysis approach. The present qualitative study found that the majority of the physicians had positive interactions with medical representatives. The physicians' main reasons stated for allowing medical representatives' visits are the social contacts and mutual benefits they will gain from these representatives. They also emphasized that the meeting with representatives provides educational and scientific benefits. A few physicians stated that the main reasons behind refusing the meeting with medical representatives were lack of conviction about the product and obligation to prescribe medicine from the representative company. Most of the physicians believed that they were under marketing pressure to prescribe certain medicines. Although physicians are aware that the medical representatives could influence their prescribing decision, they welcome representatives to visit them and consider receiving free samples, gifts and various kinds of support as a normal practice. The findings provided insight into possible target areas for educational interventions concerning pharmaceutical marketing. Such a finding will provide the basis for policymakers in the public and private health sector in Yemen to develop a suitable policy and regulations in terms of drug promotion.

The Conservation Effects Assessment Project (CEAP): a national scale natural resources and conservation needs assessment and decision support tool

NASA Astrophysics Data System (ADS)

Johnson, M.-V. V.; Norfleet, M. L.; Atwood, J. D.; Behrman, K. D.; Kiniry, J. R.; Arnold, J. G.; White, M. J.; Williams, J.

2015-07-01

The Conservation Effects Assessment Project (CEAP) was initiated to quantify the impacts of agricultural conservation practices at the watershed, regional, and national scales across the United States. Representative cropland acres in all major U.S. watersheds were surveyed in 2003-2006 as part of the seminal CEAP Cropland National Assessment. Two process-based models, the Agricultural Policy Environmental eXtender(APEX) and the Soil Water Assessment Tool (SWAT), were applied to the survey data to provide a quantitative assessment of current conservation practice impacts, establish a benchmark against which future conservation trends and efforts could be measured, and identify outstanding conservation concerns. The flexibility of these models and the unprecedented amount of data on current conservation practices across the country enabled Cropland CEAP to meet its Congressional mandate of quantifying the value of current conservation practices. It also enabled scientifically grounded exploration of a variety of conservation scenarios, empowering CEAP to not only inform on past successes and additional needs, but to also provide a decision support tool to help guide future policy development and conservation practice decision making. The CEAP effort will repeat the national survey in 2015-2016, enabling CEAP to provide analyses of emergent conservation trends, outstanding needs, and potential costs and benefits of pursuing various treatment scenarios for all agricultural watersheds across the United States.

Ghost marketing: pharmaceutical companies and ghostwritten journal articles.

PubMed

Moffatt, Barton; Elliott, Carl

2007-01-01

The use of ghostwriters by industry is subject to increasing public attention and scrutiny. This article addresses the practice and ethics of scientific ghostwriting. We focus on the type of ghostwriting that involves a pharmaceutical company hiring a medical education and communications company to write a paper favorable of their product, who then hires a well-known academic to publish it under his or her name without disclosing the paper's true origins. We argue that this practice is harmful both to the public and to the institutions of science and that it is not justified by an analogy to accepted scientific authorship practices. Finally, we consider ways to discourage the practice.

Partners in Science: A Suggested Framework for Inclusive Research

NASA Astrophysics Data System (ADS)

Pandya, R. E.

2012-12-01

Public participation in scientific research, also known as citizen science, is effective on many levels: it produces sound, publishable science and data, helps participants gain scientific knowledge and learn about the methods and practices of modern science, and can help communities advance their own priorities. Unfortunately, the demographics of citizen science programs do not reflect the demographics of the US; in general people of color and less affluent members of society are under-represented. To understand the reasons for this disparity, it is useful to look to the broader research about participation in science in a variety of informal and formal settings. From this research, the causes for unequal participation in science can be grouped into three broad categories: accessibility challenges, cultural differences, and a gap between scientific goals and community priorities. Many of these challenges are addressed in working with communities to develop an integrated program of scientific research, education, and community action that addresses community priorities and invites community participation at every stage of the process from defining the question to applying the results. In the spectrum of ways to engage the public in scientific research, this approach of "co-creation" is the most intensive. This talk will explore several examples of co-creation of science, including collaborations with tribal communities around climate change adaptation, work in the Louisiana Delta concerning land loss, and the link between weather and disease in Africa. We will articulate some of the challenges of working this intensively with communities, and suggest a general framework for guiding this kind of work with communities. This model of intensive collaboration at every stage is a promising one for adding to the diversity of citizen science efforts. It also provides a powerful strategy for science more generally, and may help us diversify our field, ensure the use and usability of our science, and help strengthen public support for and acceptance of scientific results.

Learning to argue as a biotechnologist: disprivileging opposition to genetically modified food

NASA Astrophysics Data System (ADS)

Solli, Anne; Bach, Frank; Åkerman, Björn

2014-03-01

In the public discussion of genetically modified (GM) food the representations of science as a social good, conducted in the public interest to solve major problems are being subjected to intense scrutiny and questioning. Scientists working in these areas have been seen to struggle for the position of science in society. However few in situ studies of how the debate about science appears in learning situations at the university level have been undertaken. In the present study an introductory course in biotechnology was observed during one semester, lectures and small group supervision concerning GM food were videotaped and student's reports on the issue were collected. The ethnographic approach to Discourse analysis was conducted by means of a set of carefully selected and representative observations of how a group of students learn to argue and appropriate views held in the Discourse they are enculturated into. While socio-scientific issues (SSIs) are often associated with achieving scientific literacy in terms of "informed decisions" involving "rational thought and Discourse" this study shows that SSI in practice, in the context studied here, is primarily concerned with using scientific language to privilege professional understandings of GMOs and discredit public worries and concerns. Scientific claims were privileged over ethical, economical and political claims which were either made irrelevant or rebutted. The students were seen to appropriate a Discourse model held in the biotechnological community that public opposition towards GMO is due to "insufficient knowledge". The present study offers insights into biotechnology students' decision making regarding socio-scientific issues, while also demonstrating the utility of Discourse analysis for understanding learning in this university context. Implications for reflection on the institutional Discourse of science and teaching of controversial issues in science are drawn and the study contributes to the investigation of claims of scientific literacy coupled to SSIs and argumentation

Put Me in Coach: A Commentary on the RPSD Exchange.

ERIC Educational Resources Information Center

Hardman, Michael L.

2003-01-01

This commentary discusses principles concerning requirements for scientifically based research under No Child Left Behind: scientific inquiry begins with important research questions, not specific methodologies; the logic that scientifically based research equates with randomized controlled trials will result in research and practice disconnects;…

Roadblocks to Scientific Thinking in Educational Decision Making

ERIC Educational Resources Information Center

Yates, Gregory C. R.

2008-01-01

Principles of scientific data accumulation and evidence-based practices are vehicles of professional enhancement. In this article, the author argues that a scientific knowledge base exists descriptive of the relationship between teachers' activities and student learning. This database appears barely recognised however, for reasons including (a)…

A knowledge infrastructure for occupational safety and health.

PubMed

van Dijk, Frank J H; Verbeek, Jos H; Hoving, Jan L; Hulshof, Carel T J

2010-12-01

Occupational Safety and Health (OSH) professionals should use scientific evidence to support their decisions in policy and practice. Although examples from practice show that progress has been made in evidence-based decision making, there is a challenge to improve and extend the facilities that support knowledge translation in practice. A knowledge infrastructure that supports OSH practice should include scientific research, systematic reviews, practice guidelines, and other tools for professionals such as well accessible virtual libraries and databases providing knowledge, quality tools, and good learning materials. A good infrastructure connects facilities with each other and with practice. Training and education is needed for OSH professionals in the use of evidence to improve effectiveness and efficiency. New initiatives show that occupational health can profit from intensified international collaboration to establish a good functioning knowledge infrastructure.

A Conceptual Analysis of Perspective Taking in Support of Socioscientific Reasoning

NASA Astrophysics Data System (ADS)

Kahn, Sami

Scientific literacy is concerned with the informed citizens' ability to negotiate scientifically-related societal issues. The suite of skills necessary to negotiate these complex issues is referred to as Socioscientific Reasoning (SSR). SSR requires, among other things, perspective-taking abilities in order to consider the multi-faceted nature of these open-ended, debatable socioscientific issues (SSI). Developing interventions and instruments to foster and measure perspective taking in support of SSR is therefore critical to the promotion of functional scientific literacy through both research and practice. Although widely studied in many disciplines, perspective taking is a particularly tangled construct that has been used to describe a range of activities representing different psychological domains and applied interchangeably with related constructs such as role taking, empathy, and theory of mind. This ambiguity makes it difficult to ensure construct validity and prevents science education researchers from honing in on the precise skills they wish to study and promote. To clarify the construct of perspective taking, this study undertook a conceptual analysis to operationalize perspective taking, drawing comparisons and distinctions between it and related constructs. Further, by applying a method known as conception development, perspective taking was positioned in the context of SSR, particularly as it relates to moral development, in order to devise a more precise construct relating perspective taking to SSR called socioscientific perspective taking (SSPT). It is asserted that SSPT requires engagement with others or their circumstances, an etic/emic shift, and a moral context comprised of reflective and reflexive judgment. Finally, in order to identify promising interventions for promoting SSPT in the science classroom, the newly-developed SSPT construct was applied to a series of extensively researched curricular frameworks that promote perspective taking in three non-science disciplines including historical empathy (social studies education), method acting (theater education), and autism intervention (special education). The aim of this theoretical inquiry was to translate successful perspective-taking interventions into SSI contexts, yielding an array of promising approaches for fostering SSPT while assessing the feasibility of each of these fields as potential sources for novel and expansive work in SSI to promote scientific literacy. Implications for science education research and practice are discussed.

Exploring multiliteracies, student voice, and scientific practices in two elementary classrooms

NASA Astrophysics Data System (ADS)

Allison, Elizabeth Rowland

This study explored the voices of children in a changing world with evolving needs and new opportunities. The workplaces of rapidly moving capitalist societies value creativity, collaboration, and critical thinking skills which are of growing importance and manifesting themselves in modern K-12 science classroom cultures (Gee, 2000; New London Group, 2000). This study explored issues of multiliteracies and student voice set within the context of teaching and learning in 4th and 5th grade science classrooms. The purpose of the study was to ascertain what and how multiliteracies and scientific practices (NGSS Lead States, 2013c) are implemented, explore how multiliteracies influence students' voices, and investigate teacher and student perceptions of multiliteracies, student voice, and scientific practices. Grounded in a constructivist framework, a multiple case study was employed in two elementary classrooms. Through observations, student focus groups and interviews, and teacher interviews, a detailed narrative was created to describe a range of multiliteracies, student voice, and scientific practices that occurred with the science classroom context. Using grounded theory analysis, data were coded and analyzed to reveal emergent themes. Data analysis revealed that these two classrooms were enriched with multiliteracies that serve metaphorically as breeding grounds for student voice. In the modern classroom, defined as a space where information is instantly accessible through the Internet, multiliteracies can be developed through inquiry-based, collaborative, and technology-rich experiences. Scientific literacy, cultivated through student communication and collaboration, is arguably a multiliteracy that has not been considered in the literature, and should be, as an integral component of overall individual literacy in the 21st century. Findings revealed four themes. Three themes suggest that teachers address several modes of multiliteracies in science, but identify barriers to integrating multiliteracies and scientific practices into science teaching. The issues include time, increased standards accountability, and lack of comfort with effective integration of technology. The fourth theme revealed that students have the ability to shape and define their learning while supporting other voices through collaborative science experiences.

What matters in the classroom: A structural model of standards-based scientific literacy

NASA Astrophysics Data System (ADS)

Shive, Louise E.

For over two decades educators and policy makers have been particularly concerned with student achievement in the wake of A Nation at Risk. A majority of studies indicates that students' family background has the strongest influence on achievement, although characteristics of their teachers and schools have significant impact as well. This study considered achievement in science in particular, investigating the influence of alterable factors within the classroom on students' gains in scientific literacy. Scientific literacy included three elements: content knowledge, scientific process skills, and attitude towards science. Based on a review of the literature on student achievement, a structural equation model was constructed with five latent variables: teacher's education, instructional practices, teacher's attitudes, school's context, and students' scientific literacy. The model was tested using data from the five-month implementation of a standards-based integrated text/technology/laboratory program, Biology: Exploring Life. The sixteen biology teachers completed two pre-implementation surveys, and 664 of their students completed the three pretests and the corresponding posttests. The initial model did not fit well (chi2(80) = 2784.16; chi 2/df = 34.80; GFI = .70; IFI = .49; CFI = .49) and was inadmissible due to the presence of negative variances. After revision of the model, fit improved somewhat (chi2(53) = 1623.97; chi 2/df = 30.64; GFI = .77; IFI = .65; CFI = .65), although a negative variance migrated and persisted. The total effects were greatest for the teacher's attitudes (largely indirect, mediated through instructional practices), followed by school's context, and instructional practices. Teacher's education had the lowest total effects due to almost equal but opposite direct effects (positive) and indirect effects (mediated through instructional practices and teacher's attitudes). The investigator concluded that alterable factors such as teachers' attitudes, instructional practices, and classroom context can influence students' gains in scientific literacy within a standards-based integrated text/technology/laboratory program.

Developing Students' Reflections on the Function and Status of Mathematical Modeling in Different Scientific Practices: History as a Provider of Cases

ERIC Educational Resources Information Center

Kjeldsen, Tinne Hoff; Blomhøj, Morten

2013-01-01

Mathematical models and mathematical modeling play different roles in the different areas and problems in which they are used. The function and status of mathematical modeling and models in the different areas depend on the scientific practice as well as the underlying philosophical and theoretical position held by the modeler(s) and the…

Practices and Methods for Actualization of the Scientific Information in Art Excursions (Excursions and Cultural Heritage in the Contemporary World)

ERIC Educational Resources Information Center

Portnova, Tatiana V.

2016-01-01

The paper deals with various practices and methods for actualization of the scientific information in art excursions. The modern society is characterized by commitment to information richness. The range of cultural and historical materials used as the basis for art excursions is really immense. However if to consider the number of excursions with…

Text Recycling in Scientific Writing.

PubMed

Moskovitz, Cary

2018-03-15

Text recycling, often called "self-plagiarism", is the practice of reusing textual material from one's prior documents in a new work. The practice presents a complex set of ethical and practical challenges to the scientific community, many of which have not been addressed in prior discourse on the subject. This essay identifies and discusses these factors in a systematic fashion, concluding with a new definition of text recycling that takes these factors into account. Topics include terminology, what is not text recycling, factors affecting judgements about the appropriateness of text recycling, and visual materials.

[Medicine in Brazil today: education and practice].

PubMed

Gonçalves, E L

1990-01-01

Present situation of medical education and medical practice in Brazil is analyzed, and the scientific-technological impact in medical practice is studied, in both diagnostic and therapeutic aspects. The influence of scientific methods in medical education, specifically the Flexner's contribution, is evaluated. In the recent years, Flexner's propositions have been put in question, particularly because of important contributions of psychology, anthropology and sociology to a better knowledge of human nature. Therefore many curricular alternatives have been proposed, aiming at a medical education that would favor the formation of well poised personality and a critical intelligence.

The oblique perspective: philosophical diagnostics of contemporary life sciences research.

PubMed

Zwart, Hub

2017-12-01

This paper indicates how continental philosophy may contribute to a diagnostics of contemporary life sciences research, as part of a "diagnostics of the present" (envisioned by continental thinkers, from Hegel up to Foucault). First, I describe (as a "practicing" philosopher) various options for an oblique (or symptomatic) reading of emerging scientific discourse, bent on uncovering the basic "philosophemes" of science (i.e. the guiding ideas, the basic conceptions of nature, life and technology at work in contemporary life sciences research practices). Subsequently, I outline a number of radical transformations occurring both at the object-pole and at the subject-pole of the current knowledge relationship, namely the technification of the object and the anonymisation or collectivisation of the subject, under the sway of automation, ICT and big machines. Finally, I further elaborate the specificity of the oblique perspective with the help of Lacan's theorem of the four discourses. Philosophical reflections on contemporary life sciences concur neither with a Master's discourse (which aims to strengthen the legitimacy and credibility of canonical sources), nor with university discourse (which aims to establish professional expertise), nor with what Lacan refers to as hysterical discourse (which aims to challenge representatives of the power establishment), but rather with the discourse of the analyst, listening with evenly-poised attention to the scientific files in order to bring to the fore the cupido sciendi (i.e. the will to know, but also to optimise and to control) which both inspires and disrupts contemporary life sciences discourse.

[Survey among readers of the Tijdschrift voor Psychiatrie].

PubMed

Brandt-Dominicus, J C; van Harten, P N

2006-01-01

The editorial board has defined the objectives of this journal as follows: to provide its readers with refreshing information, to report the results of scientific research and to build bridges between research and everyday practice. To find out what readers want and whether they support the board's objectives, and to use this information in planning the contents of future issues of the journal. All readers were invited to complete a questionnaire either on paper or via the website. Questionnaires were completed by 255 readers (response rate 5.7%). The average rating on a 5-point Likert scale was 3.8. Thematic issues and issues devoted to book reviews were given a high rating. There seems to be a demandfor evidence-based medicine, the inclusion of scientific results reported in other journals and practice-based articles. No significant differences were found between the views expressed by readers who had previously submitted an article for publication and those who had not, nor between Flemish readers and Dutch readers. The website was not visited very often. The Tijdschrift voor Psychiatrie is greatly appreciated by its readers. They are largely in agreement with the objectives formulated by the editorial board. Thematic issues are highly rated and many subjects are mentioned by the readers for future issues. The low response to the survey can affect its representativity. The editorial board will take readers' wishes into consideration when selecting material for future issues of the journal.

Measurement Instrument for Scientific Teaching (MIST): A Tool to Measure the Frequencies of Research-Based Teaching Practices in Undergraduate Science Courses

PubMed Central

Durham, Mary F.; Knight, Jennifer K.; Couch, Brian A.

2017-01-01

The Scientific Teaching (ST) pedagogical framework provides various approaches for science instructors to teach in a way that more closely emulates how science is practiced by actively and inclusively engaging students in their own learning and by making instructional decisions based on student performance data. Fully understanding the impact of ST requires having mechanisms to quantify its implementation. While many useful instruments exist to document teaching practices, these instruments only partially align with the range of practices specified by ST, as described in a recently published taxonomy. Here, we describe the development, validation, and implementation of the Measurement Instrument for Scientific Teaching (MIST), a survey derived from the ST taxonomy and designed to gauge the frequencies of ST practices in undergraduate science courses. MIST showed acceptable validity and reliability based on results from 7767 students in 87 courses at nine institutions. We used factor analyses to identify eight subcategories of ST practices and used these categories to develop a short version of the instrument amenable to joint administration with other research instruments. We further discuss how MIST can be used by instructors, departments, researchers, and professional development programs to quantify and track changes in ST practices. PMID:29196428

Should We All be Scientists? Re-thinking Laboratory Research as a Calling.

PubMed

Bezuidenhout, Louise; Warne, Nathaniel A

2017-07-19

In recent years there have been major shifts in how the role of science-and scientists-are understood. The critical examination of scientific expertise within the field of Science and Technology Studies (STS) are increasingly eroding notions of the "otherness" of scientists. It would seem to suggest that anyone can be a scientist-when provided with the appropriate training and access to data. In contrast, however, ethnographic evidence from the scientific community tells a different story. Scientists are quick to recognize that not everyone can-or should-be a scientist. Appealing to notions such as "good hands" or "gut feelings", scientists narrate a distinction between good and bad scientists that cannot be reduced to education, access, or opportunity. The key to good science requires scientists to express an intuitive feeling for their discipline, but also that individuals derive considerable personal satisfaction from their work. Discussing this personal joy in-and "fittingness" of-scientific occupations using the fields of STS, ethics and science policy is highly problematic. In this paper we turn to theology discourse to analyze the notion of "callings" as a means of understanding this issue. Callings highlight the identification and examination of individual talents to determine fit occupations for specific persons. Framing science as a calling represents a novel view of research that places the talents and dispositions of individuals and their relationship to the community at the center of flourishing practices.

Editorial policies and good practices in editing the journal 'International Medical Journal--Medicus'.

PubMed

Pollozhani, Aziz

2014-01-01

Ten years ago the Association of Albanian Physicians in Macedonia undertook the very brave step of publishing a scientific medical journal, Medicus, as a platform for publishing biomedical research papers. Medical journal MEDICUS is an international peer-review journal of biomedical science. The first issue was published in 2004, starting with publishing two issues per year. From 2013, the journal delivered three issues per year, namely in January, May and September. Editor-in-Chief of the journal is Prof. Dr. Aziz Pollozhani. This year marks the tenth anniversary since publication of the first issue of Medicus, a fact that makes us proud and happy. The journal has its own official website (www.imjm.mk), where papers can be submitted and published in electronic form. In addition, the journal also comes out in print form to be distributed mainly in the region. Taking into account the specific socio-cultural characteristics of the region, the journal attempts to promote research activities in the region, while seeking to serve as an educational tool to promote scientific work in such a setting. As a result, Medicus accepts manuscripts for publication in English, Albanian and Macedonian, with a mandatory abstract in English for all papers. The journal Medicus represents a solid platform of biomedical sciences that will serve to advance scientific research and promote professional achievements in medicine.

AGU scientists urge Congress to invest in research and science education

NASA Astrophysics Data System (ADS)

Rothacker, Catherine

2012-10-01

With the "fiscal cliff" of sequestration drawing closer and threatening to hit basic science research funding with an 8.2% cut, according to an estimate by the Office of Management and Budget, congressional compromise on a budget plan is more urgent than ever. To discuss the value of scientific research and education with their senators and representatives, 55 Earth and space scientists from 17 states came to Washington, D. C., on 11-12 September to participate in the fifth annual Geosciences Congressional Visits Day sponsored by AGU and six other geoscience organizations. Although their specialties varied from space weather to soil science, the scientists engaged members of Congress and their staff in a total of 116 meetings to discuss a common goal: securing continued, steady investment in the basic scientific research that allows scientists to monitor natural hazards, manage water and energy resources, and develop technologies that spur economic growth and job creation. To make the most of these visits on 12 September, participants attended a training session the previous day, during which they learned about the details of the policy- making process and current legislative developments and practiced conducting a congressional meeting. Congressional Science Fellows, including past AGU fellow Rebecca French, described their experiences as scientists working on Capitol Hill, and White House policy analyst Bess Evans discussed the president's stance on sequestration and funding scientific research.

Physician to investigator: clinical practice to clinical research--ethical, operational, and financial considerations.

PubMed

Pierre, Christine

2008-01-01

Physicians who participate in clinical research studies gain benefits for themselves, their practice, and their patients. Historically, private practice physicians have chosen to defer to their counterparts in academic medicine when it comes to contributing to scientific advancement through clinical studies. A growing number of private practice physicians are now taking a serious second look and deciding that there are unique benefits for both the practice and the patient. Physicians who decide to participate in clinical research should give serious consideration to the time and resources that are required to meet both federal regulations and industry standards. In addition, ethical and scientific principles for assuring the protection of human research subjects must be a paramount commitment.

Implementing Evidence-Based Social Work Practice

ERIC Educational Resources Information Center

Mullen, Edward J.; Bledsoe, Sarah E.; Bellamy, Jennifer L.

2008-01-01

Recently, social work has been influenced by new forms of practice that hold promise for bringing practice and research together to strengthen the scientific knowledge base supporting social work intervention. The most recent new practice framework is evidence-based practice. However, although evidence-based practice has many qualities that might…

Self-transcending meditation is good for mental health: why this should be the case.

PubMed

Hankey, Alex; Shetkar, Rashmi

2016-06-01

A simple theory of health has recently been proposed: while poor quality regulation corresponds to poor quality health so that improving regulation should improve health, optimal regulation optimizes function and optimizes health. Examining the term 'optimal regulation' in biological systems leads to a straightforward definition in terms of 'criticality' in complexity biology, a concept that seems to apply universally throughout biology. Criticality maximizes information processing and sensitivity of response to external stimuli, and for these reasons may be held to optimize regulation. In this way a definition of health has been given in terms of regulation, a scientific concept, which ties into detailed properties of complex systems, including brain cortices, and mental health. Models of experience and meditation built on complexity also point to criticality: it represents the condition making self-awareness possible, and is strengthened by meditation practices leading to the state of pure consciousness-the content-free state of mind in deep meditation. From this it follows that healthy function of the brain cortex, its sensitivity,y and consistency of response to external challenges should improve by practicing techniques leading to content-free awareness-transcending the original focus introduced during practice. Evidence for this is reviewed.

Common Practices from Two Decades of Water Resources Modelling Published in Environmental Modelling & Software: 1997 to 2016

NASA Astrophysics Data System (ADS)

Ames, D. P.; Peterson, M.; Larsen, J.

2016-12-01

A steady flow of manuscripts describing integrated water resources management (IWRM) modelling has been published in Environmental Modelling & Software since the journal's inaugural issue in 1997. These papers represent two decades of peer-reviewed scientific knowledge regarding methods, practices, and protocols for conducting IWRM. We have undertaken to explore this specific assemblage of literature with the intention of identifying commonly reported procedures in terms of data integration methods, modelling techniques, approaches to stakeholder participation, means of communication of model results, and other elements of the model development and application life cycle. Initial results from this effort will be presented including a summary of commonly used practices, and their evolution over the past two decades. We anticipate that results will show a pattern of movement toward greater use of both stakeholder/participatory modelling methods as well as increased use of automated methods for data integration and model preparation. Interestingly, such results could be interpreted to show that the availability of better, faster, and more integrated software tools and technologies free the modeler to take a less technocratic and more human approach to water resources modelling.

Wildlife conservation and reproductive cloning.

PubMed

Holt, William V; Pickard, Amanda R; Prather, Randall S

2004-03-01

Reproductive cloning, or the production of offspring by nuclear transfer, is often regarded as having potential for conserving endangered species of wildlife. Currently, however, low success rates for reproductive cloning limit the practical application of this technique to experimental use and proof of principle investigations. In this review, we consider how cloning may contribute to wildlife conservation strategies. The cloning of endangered mammals presents practical problems, many of which stem from the paucity of knowledge about their basic reproductive biology. However, situations may arise where resources could be targeted at recovering lost or under-represented genetic lines; these could then contribute to the future fitness of the population. Approaches of this type would be preferable to the indiscriminate generation of large numbers of identical individuals. Applying cloning technology to non-mammalian vertebrates may be more practical than attempting to use conventional reproductive technologies. As the scientific background to cloning technology was pioneered using amphibians, it may be possible to breed imminently threatened amphibians, or even restore extinct amphibian species, by the use of cloning. In this respect species with external embryonic development may have an advantage over mammals as developmental abnormalities associated with inappropriate embryonic reprogramming would not be relevant.

Coproduction of Research Questions and Research Evidence in Public Health: The Study to Prevent Teen Drinking Parties.

PubMed

Wolfson, Mark; Wagoner, Kimberly G; Rhodes, Scott D; Egan, Kathleen L; Sparks, Michael; Ellerbee, Dylan; Song, Eunyoung Y; Debinski, Beata; Terrillion, Albert; Vining, Judi; Yang, Evelyn

2017-01-01

Community-based participatory research (CBPR) provides a set of principles and practices intended to foster coproduction of knowledge. However, CBPR often has shortcomings when applied to population-level policy and practice interventions, including a focus on single communities and a lack of focus on policy change. At the same time, community trials focused on policy have shortcomings, including lack of stakeholder involvement in framing research questions and modest engagement in study implementation and interpretation and dissemination of results. We describe an attempt to hybridize CBPR and community trials by creating a partnership that included a national membership organization, a coalition advisory board, intervention and delayed intervention communities, and an academic study team, which collaborated on a study of community strategies to prevent underage drinking parties. We use qualitative and quantitative data to critically assess the partnership. Areas where the partnership was effective included (1) identifying a research question with high public health significance, (2) enhancing the intervention, and (3) improving research methods. Challenges included community coalition representatives' greater focus on their own communities rather than the production of broader scientific knowledge. This model can be applied in future attempts to narrow the gap between research, policy, and practice.

Developing Scientific Literacy in a Primary School

ERIC Educational Resources Information Center

Smith, Kathleen Veronica; Loughran, John; Berry, Amanda; Dimitrakopoulos, Cathy

2012-01-01

The science education literature demonstrates that scientific literacy is generally valued and acknowledged among educators as a desirable student learning outcome. However, what scientific literacy really means in terms of classroom practice and student learning is debatable due to the inherent complexity of the term and varying expectations of…

78 FR 40743 - Board of Scientific Counselors, Office of Public Health Preparedness and Response, Board of...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-07-08

... Scientific Counselors, Office of Public Health Preparedness and Response, Board of Scientific Counselors (BSC... Director, Centers for Disease Control and Prevention (CDC), and the Director, Office of Public Health... Public Health Practice Executive Assistant, Centers for Disease Control and Prevention, 1600 Clifton Road...

Scientific Skills in Mexican Graduate Students: Curriculum, Mentoring and Institutional Support

ERIC Educational Resources Information Center

Cuervo, Angel Alberto Valdés; Escobedo, Pedro Antonio Sánchez; Nenninger, Etty Haydeé Estévez; Zuñiga, Silvia Patricia Aquino

2016-01-01

In our research we examined the the relationship between the perception of scientific skills acquisition in Mexican graduate students with their awareness of scientific competences considered in the curriculum, mentoring practices and availability of institutional resources for conducting research. The study involved a conventional sample of 147…

Science in Writing: Learning Scientific Argument in Principle and Practice

ERIC Educational Resources Information Center

Cope, Bill; Kalantzis, Mary; Abd-El-Khalick, Fouad; Bagley, Elizabeth

2013-01-01

This article explores the processes of writing in science and in particular the "complex performance" of writing a scientific argument. The article explores in general terms the nature of scientific argumentation in which the author-scientist makes claims, provides evidence to support these claims, and develops chains of scientific…

Values and the Scientific Culture of Behavior Analysis

ERIC Educational Resources Information Center

Ruiz, Maria R.; Roche, Bryan

2007-01-01

As scientists and practitioners, behavior analysts must make frequent decisions that affect many lives. Scientific principles have been our guide as we work to promote effective action across a broad spectrum of cultural practices. Yet scientific principles alone may not be sufficient to guide our decision making in cases with potentially…

Learners' Epistemic Criteria for Good Scientific Models

ERIC Educational Resources Information Center

Pluta, William J.; Chinn, Clark A.; Duncan, Ravit Golan

2011-01-01

Epistemic criteria are the standards used to evaluate scientific products (e.g., models, evidence, arguments). In this study, we analyzed epistemic criteria for good models generated by 324 middle-school students. After evaluating a range of scientific models, but before extensive instruction or experience with model-based reasoning practices,…

Design and Reflection Help Students Develop Scientific Abilities: Learning in Introductory Physics Laboratories

ERIC Educational Resources Information Center

Etkina, Eugenia; Karelina, Anna; Ruibal-Villasenor, Maria; Rosengrant, David; Jordan, Rebecca; Hmelo-Silver, Cindy E.

2010-01-01

Design activities, when embedded in an inquiry cycle and appropriately scaffolded and supplemented with reflection, can promote the development of the habits of mind (scientific abilities) that are an important part of scientific practice. Through the Investigative Science Learning Environment ("ISLE"), students construct physics knowledge by…

A Dialogic Account of Sense-Making in Scientific Argumentation and Reasoning

ERIC Educational Resources Information Center

Ford, Michael J.

2012-01-01

This article identifies aspects of argumentation in scientific practice that are key for scientific sense-making and articulates how engagement in these aspects happens both inter-mentally (between people) and intra-mentally (an individual's reasoning). Institutionally, peer review exerts critique on new knowledge claims in science and is…

Collaborative Course Design in Scientific Writing: Experimentation and Productive Failure

ERIC Educational Resources Information Center

Combs, D. Shane; Frost, Erin A.; Eble, Michelle F.

2015-01-01

English 3820: Scientific Writing, a writing-intensive (WI) course offered by the Department of English at East Carolina University (ECU), serves primarily science majors. According to the course catalog, it provides students with "practice in assimilation and written presentation of scientific information." The course asks students to…

Teaching for Scientific Literacy: Bangladeshi Teachers' Perspectives, Practices and Challenges

ERIC Educational Resources Information Center

Sarkar, Mahbub; Corrigan, Deborah

2012-01-01

This paper reports on the way three Bangladeshi science teachers perceive scientific literacy, translate their perspectives into classroom teaching, the values they consider pertaining scientific literacy and the issues they perceive as challenging in their teaching. Employing a case study approach, data in this research were gathered through…

Striving for Scientific Integrity and Ethical Practices in Higher Education

NASA Astrophysics Data System (ADS)

Geissman, J. W.

2017-12-01

The need for the highest levels of scientific integrity and ethical principles in higher education, globally, is obvious. This is the setting where faculty scientists practice and future scientists, as entering science majors, those who change course and switch to science, and graduate students, are nurtured and mentored. Institutions of higher education across the globe are devoting increasing attention to scientific integrity and ethical practices, often as mandated by specific (funding) agencies, and this certainly is a step in the right direction. One approach has involved graduate students, particularly PhD students, in formal classes/seminars on the subjects. Another, more institution-specific, is to require freshman science majors to take one or more classes designed to assist students, in many ways, to succeed in whatever science path they choose. For the past five years I have "taught" such a class, which I like to refer to as "Science is the Rest of Your Life 101". My section is very heavy on scientific integrity and ethical practices; most students have never been exposed to nor have considered such subjects. Their interest level is exceedingly keen. So, steps are being taken, but rectifying existing concerns will take time. Here are some (potential/real) problems. One facing all of higher education is the ever decreasing number, certainly in the United States, of tenured/tenure track faculty in all disciplines together with the generational "gap" or "double gap" (some colleagues of mine are in their 80s) between those who never for all intents and purposes received any "formal" exposure to scientific integrity and ethical practices issues and those fresh in the academy for which these subjects are recently and better engrained. At most institutions, those faculty never involved in such formal training because of, well, their age, are required to pass some form of on-line "certification" class in research ethics among other subjects on an annual or bi-annual basis. Although of noble intent, I seriously doubt if passing such a test changes human behavior. What drives faculty to be lacking in scientific integrity and/or ethical practices is hard to finger, but I can offer some answers. I think that it is easier to explain why too many get away with improper practices, and the answer should not be in print in an AGU abstract!

ITK: enabling reproducible research and open science

PubMed Central

McCormick, Matthew; Liu, Xiaoxiao; Jomier, Julien; Marion, Charles; Ibanez, Luis

2014-01-01

Reproducibility verification is essential to the practice of the scientific method. Researchers report their findings, which are strengthened as other independent groups in the scientific community share similar outcomes. In the many scientific fields where software has become a fundamental tool for capturing and analyzing data, this requirement of reproducibility implies that reliable and comprehensive software platforms and tools should be made available to the scientific community. The tools will empower them and the public to verify, through practice, the reproducibility of observations that are reported in the scientific literature. Medical image analysis is one of the fields in which the use of computational resources, both software and hardware, are an essential platform for performing experimental work. In this arena, the introduction of the Insight Toolkit (ITK) in 1999 has transformed the field and facilitates its progress by accelerating the rate at which algorithmic implementations are developed, tested, disseminated and improved. By building on the efficiency and quality of open source methodologies, ITK has provided the medical image community with an effective platform on which to build a daily workflow that incorporates the true scientific practices of reproducibility verification. This article describes the multiple tools, methodologies, and practices that the ITK community has adopted, refined, and followed during the past decade, in order to become one of the research communities with the most modern reproducibility verification infrastructure. For example, 207 contributors have created over 2400 unit tests that provide over 84% code line test coverage. The Insight Journal, an open publication journal associated with the toolkit, has seen over 360,000 publication downloads. The median normalized closeness centrality, a measure of knowledge flow, resulting from the distributed peer code review system was high, 0.46. PMID:24600387

ITK: enabling reproducible research and open science.

PubMed

McCormick, Matthew; Liu, Xiaoxiao; Jomier, Julien; Marion, Charles; Ibanez, Luis

2014-01-01

Reproducibility verification is essential to the practice of the scientific method. Researchers report their findings, which are strengthened as other independent groups in the scientific community share similar outcomes. In the many scientific fields where software has become a fundamental tool for capturing and analyzing data, this requirement of reproducibility implies that reliable and comprehensive software platforms and tools should be made available to the scientific community. The tools will empower them and the public to verify, through practice, the reproducibility of observations that are reported in the scientific literature. Medical image analysis is one of the fields in which the use of computational resources, both software and hardware, are an essential platform for performing experimental work. In this arena, the introduction of the Insight Toolkit (ITK) in 1999 has transformed the field and facilitates its progress by accelerating the rate at which algorithmic implementations are developed, tested, disseminated and improved. By building on the efficiency and quality of open source methodologies, ITK has provided the medical image community with an effective platform on which to build a daily workflow that incorporates the true scientific practices of reproducibility verification. This article describes the multiple tools, methodologies, and practices that the ITK community has adopted, refined, and followed during the past decade, in order to become one of the research communities with the most modern reproducibility verification infrastructure. For example, 207 contributors have created over 2400 unit tests that provide over 84% code line test coverage. The Insight Journal, an open publication journal associated with the toolkit, has seen over 360,000 publication downloads. The median normalized closeness centrality, a measure of knowledge flow, resulting from the distributed peer code review system was high, 0.46.

PREFACE: VI International Scientific Practical Conference on Innovative Technologies and Economics in Engineering

NASA Astrophysics Data System (ADS)

Chinakhov, Dmitry A.

2015-09-01

In these conference proceedings we present papers from the 6th International Scientific Practical Conference on Innovation Technology and Economics in Engineering held at the Yurga Institute of Technology branch of the National Research Tomsk Polytechnic University from 21st - 23rd May 2015. The proceedings contain the selected scientific reports submitted to the conference. Having started in 1996, the scientific conference at the Yurga Institute of Technology branch of the National Research Tomsk Polytechnic University acquired international status in 2010. This year, scholars from Russia, Kazakhstan, Belarus, Ukraine, Azerbaijan, China, Germany and Poland have submitted their papers to the conference. The scientific reports published in these proceedings have been revised and approved by the editorial team of the conference. All of the reports exhibit clear, concise, and precise expositions that appeal to a broad international readership interested in mechanical engineering, welding, metallurgy, materials science as well as in computer-aided manufacturing and economics. The reports present original ideas or results of general significance supported by clear reasoning and compelling evidence, and employ methods, theories and practices relevant to the research. The authors state clearly the questions and the significance of their research to theory and practice, describe how the research contributes to new knowledge, and provide tables and figures that meaningfully add to the narrative. The organizing committee of the conference thanks all the participants for their fruitful work and personal contribution to the development of these conference proceedings.

Scientific Playworlds: a Model of Teaching Science in Play-Based Settings

NASA Astrophysics Data System (ADS)

Fleer, Marilyn

2017-09-01

Eminent scientists, like Einstein, worked with theoretical contradiction, thought experiments, mental models and visualisation—all characteristics of children's play. Supporting children's play is a strength of early childhood teachers. Promising research shows a link between imagination in science and imagination in play. A case study of 3 preschool teachers and 26 children (3.6-5.9 years; mean age of 4.6 years) over 6 weeks was undertaken, generating 59.6 h of digital observations and 788 photographs of play practices. The research sought to understand (1) how imaginative play promotes scientific learning and (2) examined how teachers engaged children in scientific play. Although play pedagogy is a strength of early childhood teachers, it was found that transforming imaginary situations into scientific narratives requires different pedagogical characteristics. The study found that the building of collective scientific narratives alongside of discourses of wondering were key determinants of science learning in play-based settings. Specifically, the pedagogical principles of using a cultural device that mirrors the science experiences, creating imaginary scientific situations, collectively building scientific problem situations, and imagining the relations between observable contexts and non-observable concepts, changed everyday practices into a scientific narrative and engagement. It is argued that these unique pedagogical characteristics promote scientific narratives in play-based settings. An approach, named as Scientific Playworlds, is presented as a possible model for teaching science in play-based settings.

Teachers' Practices of Inquiry When Teaching Investigations: A Case Study

ERIC Educational Resources Information Center

Dudu, Washington T.; Vhurumuku, Elaosi

2012-01-01

Teacher practices are essential for supporting learners in scientific inquiry practices of framing research questions, designing and conducting investigations, collecting data, and drawing conclusions. This study examines instructional practices of two Grade 11 Physical Science teachers engaged in teaching practical investigations. Data were…

Putting a spin on circulating reference, or how to rediscover the scientific subject.

PubMed

Kochan, Jeff

2015-02-01

Bruno Latour claims to have shown that a Kantian model of knowledge, which he describes as seeking to unite a disembodied transcendental subject with an inaccessible thing-in-itself, is dramatically falsified by empirical studies of science in action. Instead, Latour puts central emphasis on scientific practice, and replaces this Kantian model with a model of "circulating reference." Unfortunately, Latour's alternative schematic leaves out the scientific subject. I repair this oversight through a simple mechanical procedure. By putting a slight spin on Latour's diagrammatic representation of his theory, I discover a new space for a post-Kantian scientific subject, a subject brilliantly described by Ludwik Fleck. The neglected subjectivities and ceaseless practices of science are thus re-united. Copyright © 2014 Elsevier Ltd. All rights reserved.

Making better scientific figures

NASA Astrophysics Data System (ADS)

Hawkins, Ed; McNeall, Doug

2016-04-01

In the words of the UK government chief scientific adviser "Science is not finished until it's communicated" (Walport 2013). The tools to produce good visual communication have never been so easily accessible to scientists as at the present. Correspondingly, it has never been easier to produce and disseminate poor graphics. In this presentation, we highlight some good practice and offer some practical advice in preparing scientific figures for presentation to peers or to the public. We identify common mistakes in visualisation, including some made by the authors, and offer some good reasons not to trust defaults in graphics software. In particular, we discuss the use of colour scales and share our experiences in running a social media campaign (http://tiny.cc/endrainbow) to replace the "rainbow" (also "jet", or "spectral") colour scale as the default in (climate) scientific visualisation.

Software Reuse Methods to Improve Technological Infrastructure for e-Science

NASA Technical Reports Server (NTRS)

Marshall, James J.; Downs, Robert R.; Mattmann, Chris A.

2011-01-01

Social computing has the potential to contribute to scientific research. Ongoing developments in information and communications technology improve capabilities for enabling scientific research, including research fostered by social computing capabilities. The recent emergence of e-Science practices has demonstrated the benefits from improvements in the technological infrastructure, or cyber-infrastructure, that has been developed to support science. Cloud computing is one example of this e-Science trend. Our own work in the area of software reuse offers methods that can be used to improve new technological development, including cloud computing capabilities, to support scientific research practices. In this paper, we focus on software reuse and its potential to contribute to the development and evaluation of information systems and related services designed to support new capabilities for conducting scientific research.

Nectar for the taking: the popularization of scientific bee culture in England, 1609-1809.

PubMed

Ebert, Adam

2011-01-01

This essay expands and refines academic knowledge of English beekeeping during the seventeenth and eighteenth centuries. Scientific beekeeping focused on improvement, which, in turn, depended on the dissemination of ideas and practices. This analysis, therefore, encompasses the mentalities and tactics of popularizers. The article also identifies two neglected concepts in the popularization campaign. First, popularizers saw scientific beekeeping as a way to end the tradition of killing the bees in order to safely harvest. Second, they sought to promote a rural industry for the economic welfare of the nation. The case study of Exeter's Western Apiarian Society reveals precisely how popularization functioned in reality. The result is a more thorough history of scientific beekeeping and how the rhetoric of improvement related to the culture of practice.

Enhancing ASTRO101 Student Engagement Using Student-Created ScienceSKETCHES

NASA Astrophysics Data System (ADS)

Slater, Timothy F.; Slater, Stephanie

2016-01-01

As astronomy teaching faculty are changing their teaching strategies from those less desirable approaches that allow students to passively listen to professor-centered, information-lectures to more desirable, active-student engagement classrooms characterized by active learning, ASTRO 101 professors are looking for more ways to help students learn to participate in authentic scientific practices. This is consistent with notion advocated by the NRC that students should practice scientific thinking, scientific discourse, and scientific practices while learning science. Noticing that much informal scientific discussion is mediated by sketches—such as those occasionally lively discussions held after hours during scientific conferences—scholars at the CAPER Center for Astronomy & Physics Education Research have been piloting a series of active learning tasks where students are challenged to create scientific drawings to illustrate their understanding of astronomical phenomena or structures. Known informally as ScienceSKETCHES, examples of these tasks challenge students to illustrate: the spectral curve differences between high and low mass stars; the differences among galaxy shapes; the distribution of stars for the Andromeda Galaxy in terms of luminosity versus temperature; old and young planetary surfaces; or the relationships between distances and speeds of orbiting objects. Although our initial testing has focused on predominately on paper and pencil tasks, with the occasional cell phone picture of a ScienceSKETCH being texted to the professor, the electronic-based teaching world is nearly ready to support these sorts of drawing tasks. Already, the ability to complete and submit scientific sketches is becoming commonplace across electronic learning platforms, including shared white-boarding in many desktop videoconferencing systems, and handheld device learning systems for interactive classrooms, like those from Learning Catalytics, among many others. Our initial results suggest that this strategy is worthwhile line of research and development for a wide range of astronomy education researchers and curriculum developers.

Scientific decision-making and stakeholder consultations: the case of salt recommendations.

PubMed

Timotijevic, Lada; Barnett, Julie; Brown, Kerry; Raats, Monique M; Shepherd, Richard

2013-05-01

Scientific advisory committees (SACs) are seen as "boundary organisations" working at the interface between science, policy and society. Although their narrowly defined remit of risk assessment is anchored in notions of rationality, objectivity, and reason, in reality, their sources for developing recommendations are not limited to scientific evidence. There is a growing expectation to involve non-scientific sources of information in the formation of knowledge, including the expectation of stakeholder consultation in forming recommendations. Such a move towards "democratisation" of scientific processes of decision-making within SACs has been described and often studied as "post-normal science" (PNS) (Funtowicz & Ravetz, 1993). In the current paper we examine the application of PNS in practice through a study of stakeholder consultations within the workings of the UK Scientific Advisory Committee for Nutrition (SACN). We use the theoretical insights from PNS-related studies to structure the analysis and examine the way in which PNS tenets resonate with the practices of SACN. We have selected a particular case of the SACN UK recommendations for salt as it is characterized by scientific controversy, uncertainty, vested interests and value conflict. We apply the tenets of PNS through documentary analysis of the SACN Salt Subgroup (SSG) consultation documents published in 2002/2003: the minutes of the 5 SACN SSG's meetings which included summary of the SACN SSG's stakeholder consultation and the SSG's responses to the consultation. The analysis suggests that the SACN consultation can be construed as a process of managing sources of risk to its organisation. Thus, rather than being an evidence of post-normal scientific practice, engagement became a mechanism for confirming the specific framing of science that is resonant with technocratic models of science holding authority over the facts. The implications for PNS theory are discussed. Copyright © 2013 Elsevier Ltd. All rights reserved.

The influence of authentic scientific research experiences on teachers' conceptions of the nature of science (NOS) and their NOS teaching practices

NASA Astrophysics Data System (ADS)

Moriarty, Meghan A.

This study explored the influence of teachers' authentic scientific research experiences (ASREs) on teachers' conceptions of the nature of science (NOS) and teachers' NOS instruction. Twelve high school biology teachers participated in this study. Six of the participants had authentic scientific research experience (ASRE) and six had not participated in authentic scientific research. Data included background surveys, modified Views of the Nature of Science (VNOS) questionnaires, interviews, and teaching observations. Data was coded based on the eight NOS understandings outlined in 2013 in the Next Generation Science Standards (NGSS). Evidence from this study indicates participating in authentic scientific research as a member of a scientific community has dual benefits of enabling high school science teachers with informed understandings of the NOS and positioning them to teach with the NOS. However, these benefits do not always result from an ASRE. If the nature of the ASRE is limited, then it may limit teachers' NOS understandings and their NOS teaching practices. The results of this study suggest that participation in ASREs may be one way to improve teachers' NOS understandings and teaching practices if the experiences themselves offer a comprehensive view of the NOS. Because ASREs and other science learning experiences do not always offer such experiences, pre-service teacher education and professional development opportunities may engage science teachers in two ways: (1) becoming part of a scientific community may enable them to teach with NOS and (2) being reflective about what being a scientist means may improve teachers' NOS understandings and better position them to teach about NOS.. Keywords: nature of science, authentic scientific research experiences, Next Generation Science Standards, teaching about NOS, teaching with NOS.

40 CFR 227.27 - Limiting permissible con-cen-tra-tion (LPC).

Code of Federal Regulations, 2014 CFR

2014-07-01

... scientific literature or accepted by EPA as being reliable test organisms to determine the anticipated impact... for each type they represent, and that are documented in the scientific literature and accepted by EPA...

40 CFR 227.27 - Limiting permissible con-cen-tra-tion (LPC).

Code of Federal Regulations, 2013 CFR

2013-07-01

... scientific literature or accepted by EPA as being reliable test organisms to determine the anticipated impact... for each type they represent, and that are documented in the scientific literature and accepted by EPA...

Making sense of biologists' teaching: Two case studies of beliefs and discourse practices

NASA Astrophysics Data System (ADS)

Fifield, Steven James

1999-09-01

Undergraduate science courses are often criticized for their overemphasis of content coverage, neglect of inquiry approaches, and misrepresentation of the nature of science. Because conventional courses are influential models for future science teachers, they are often viewed as impediments to K--12 science education reform. To effectively modify how professors teach, we first need to better understand their beliefs and practices as teachers. This is an interpretive study of how two biology professors (Jim and Sue) make sense of their classroom practices in an introductory undergraduate course. Interviews are used to analyze their beliefs about teaching, learning, and science. Discourse analysis of lectures on classical genetics is used to examine their classroom practices as situated constructions of scientific knowledge. The two professors' held distinct beliefs about teaching and learning that were intricately interwoven with their beliefs about science. Jim's beliefs were largely consistent with conventional approaches to introductory science courses. He thought that introductory courses support the development of knowledge and skills that students need before they can engage in scientific inquiry. Sarah was critical of these conventional approaches. She valued courses that foster active learning and focus on applications of biology that are relevant to students' lives. But she could not enact many of her beliefs due to situational constraints associated with the course. Instead she viewed her efforts to help students succeed in a conventional course as a way to resist her colleagues' expectations that most students cannot do well in science. Discourse analysis of the professors' lectures revealed that they both relied on narratives to represent concepts in classical genetics. These narratives of concepts were distinct from other narrative forms in technical and popular presentations of biology. The relationship among these professors' beliefs and classroom practices suggest that what scientists' believe and do as teachers should be understood as dimensions of the nature of science. From this perspective, for some science professors, science education reform may entail not simply using different instructional strategies, but doing and thinking about science in radically new ways. The implications of this perspective for educational reform are discussed.

Students' Representations of Scientific Practice during a Science Internship: Reflections from an activity-theoretic perspective

NASA Astrophysics Data System (ADS)

Hsu, Pei-Ling; van Eijck, Michiel; Roth, Wolff-Michael

2010-06-01

Working at scientists' elbows is one suggestion that educators make to improve science education, because such "authentic experiences" provide students with various types of science knowledge. However, there is an ongoing debate in the literature about the assumption that authentic science activities can enhance students' understandings of scientific practice. The purpose of the study is to further address the debate in terms of the ethnographic data collected during an internship programme for high school students right through to their public presentations at the end. Drawing on activity theory to analyse these presentations, we found that students presented scientific practice as accomplished by individual personnel without collaboration in the laboratory. However, our ethnographic data of their internship interaction show that students have had conversations about the complex collaborations within and outside the laboratory. This phenomenon leads us to claim that students experienced authentic science in their internships, but their subsequent representations of authentic science are incomplete. That is, participating in authentic science internships and reporting scientific practice are embedded activities that constitute different goals and conditions rather than unrefracted reflections of one another. The debate on the influence on students' understanding of science practice is not simply related to situating students in authentic science contexts, but also related to students' values and ideology of reporting their understanding of and about science. To help students see these "invisible" moments of science practice is therefore crucial. We make suggestions for how the invisible in and of authentic science may be made visible.

Trajectories of collaborative scientific conceptual change: Middle school students learning about ecosystems in a CSCL environment

NASA Astrophysics Data System (ADS)

Liu, Lei

The dissertation aims to achieve two goals. First, it attempts to establish a new theoretical framework---the collaborative scientific conceptual change model, which explicitly attends to social factor and epistemic practices of science, to understand conceptual change. Second, it report the findings of a classroom study to investigate how to apply this theoretical framework to examine the trajectories of collaborative scientific conceptual change in a CSCL environment and provide pedagogical implications. Two simulations were designed to help students make connections between the macroscopic substances and the aperceptual microscopic entities and underlying processes. The reported study was focused on analyzing the aggregated data from all participants and the video and audio data from twenty focal groups' collaborative activities and the process of their conceptual development in two classroom settings. Mixed quantitative and qualitative analyses were applied to analyze the video/audio data. The results found that, overall participants showed significant improvements from pretest to posttest on system understanding. Group and teacher effect as well as group variability were detected in both students' posttest performance and their collaborative activities, and variability emerged in group interaction. Multiple data analyses found that attributes of collaborative discourse and epistemic practices made a difference in student learning. Generating warranted claims in discourse as well as the predicting, coordinating theory-evidence, and modifying knowledge in epistemic practices had an impact on student's conceptual understanding. However, modifying knowledge was found negatively related to students' learning effect. The case studies show how groups differed in using the computer tools as a medium to conduct collaborative discourse and epistemic practices. Only with certain combination of discourse features and epistemic practices can the group interaction lead to successful convergent understanding. The results of the study imply that the collaborative scientific conceptual change model is an effective framework to study conceptual change and the simulation environment may mediate the development of successful collaborative interactions (including collaborative discourse and epistemic practices) that lead to collaborative scientific conceptual change.

From the Teachers' Eyes: An Ethnographic-Case Study on Developing Models of Informal Formative Assessments (IFA) and Understanding the Challenges to Effective Implementation in Science Classrooms

ERIC Educational Resources Information Center

Sezen, Asli

2011-01-01

The emphasis on socio-cultural theories of learning has required the understanding of multi-dimensional, dynamic and social nature of acquiring the scientific knowledge and practices. Recent policy documents suggest a focus on formative and dynamic assessment practices that will help understand and improve the complex nature of scientific learning…

The research-practice gap: bridging the schism between eating disorder researchers and practitioners.

PubMed

Lilienfeld, Scott O; Ritschel, Lorie A; Lynn, Steven Jay; Brown, Amanda P; Cautin, Robin L; Latzman, Robert D

2013-07-01

The field of eating disorders (EDs) treatment has been beset by a marked disjunction between scientific evidence and clinical application. We describe the nature and scope of the research-practice gap in the ED field. We draw on surveys and broader literature to better understand the research-practice gap in ED treatment and reasons for resistance to evidence-based practice. We identify three sources of the research-practice gap: (1) attitudinal factors, (2) differences in the definition of "evidence," and (3) cognitive factors, especially naïve realism and confirmation bias. We affirm the role of science as a safeguard against human fallibility and as a means of bridging the research-practice gap, and delineate key principles of scientific thinking for ED researchers and practitioners. We conclude with proposals for narrowing the research-practice gap in ED treatment and enhancing the quality of interventions for ED clients. Copyright © 2013 Wiley Periodicals, Inc.

Achieving continuity: a story of stellar magnitude

NASA Astrophysics Data System (ADS)

Evans, Michael S.

2010-03-01

Scientists tell a story of 2,000 years of stellar magnitude research that traces back to Hipparchus. This story of continuity in practices serves an important role in scientific education and outreach. STS scholars point out many ways that stories of continuity, like many narratives about science, are disconnected from practices. Yet the story of continuity in stellar magnitude is a powerful scientific achievement precisely because of its connection to practice. The historical development of star catalogues shows how specific recording practices connected past and present in a useful way. The narrative of continuity in stellar magnitude, however else it might be subject to STS critique of narrative, maintains its power because of its connection to practice. I suggest that more attention be paid to connections between practice and narrative in STS, and in particular to the ways that historical practices sustain narratives by connecting past and present.

Nursing as a scientific undertaking and the intersection with science in undergraduate studies: implications for nursing management.

PubMed

Logan, Patricia A; Angel, Lyndall

2011-04-01

To explore the science-nursing tension and impact for nursing students studying bioscience. Several studies have examined why nursing students struggle to be successful in bioscience subjects. Undeveloped science background and theory-practice gaps are noted as contributing factors. A qualitative study explored the science-nursing tension with 100 Australian Registered Nurses using focus groups and a survey. The survey response rate was 85 from 550. Of survey respondents, 88% viewed nursing as an applied science. An emphasis on procedural skills and task busyness undermines theoretical understanding of care and can be a negative influence upon the student bioscience experience. Practicum mentors confident in scientific knowledge enhance the student experience of bioscience by providing opportunities for integration with practice. Competing philosophies that reinforce the science-nursing tension have an impact upon student endeavours yet the nexus created by practice can be used to activate student curiosity and scientific understanding. Nurse managers need to structure the student practicum to encompass scientific theory applied to practice with equal emphasis on task efficiency. This improves student attitudes to learning bioscience and potentially minimizes the impact of the science-nursing tension on student learning. © 2011 The Authors. Journal compilation © 2011 Blackwell Publishing Ltd.

Teaching Cell Biology to Dental Students with a Project-Based Learning Approach.

PubMed

Costa-Silva, Daniela; Côrtes, Juliana A; Bachinski, Rober F; Spiegel, Carolina N; Alves, Gutemberg G

2018-03-01

Although the discipline of cell biology (CB) is part of the curricula of predoctoral dental schools, students often fail to recognize its practical relevance. The aim of this study was to assess the effectiveness of a practical-theoretical project-based course in closing the gaps among CB, scientific research, and dentistry for dental students. A project-based learning course was developed with nine sequential lessons to evaluate 108 undergraduate dental students enrolled in CB classes of a Brazilian school of dentistry during 2013-16. To highlight the relevance of in vitro studies in the preclinical evaluation of dental materials at the cellular level, the students were challenged to complete the process of drafting a protocol and performing a cytocompatibility assay for a bone substitute used in dentistry. Class activities included small group discussions, scientific database search and article presentations, protocol development, lab experimentation, and writing of a final scientific report. A control group of 31 students attended only one laboratory class on the same theme, and the final reports were compared between the two groups. The results showed that the project-based learning students had superior outcomes in acknowledging the relevance of in vitro methods during biocompatibility testing. Moreover, they produced scientifically sound reports with more content on methodological issues, the relationship with dentistry, and the scientific literature than the control group (p<0.05). The project-based learning students also recognized a higher relevance of scientific research and CB to dental practice. These results suggest that a project-based approach can help contextualize scientific research in dental curricula.

Developing a framework to guide the de-adoption of low-value clinical practices in acute care medicine: a study protocol.

PubMed

Parsons Leigh, Jeanna; Niven, Daniel J; Boyd, Jamie M; Stelfox, Henry T

2017-01-19

Healthcare systems have difficulty incorporating scientific evidence into clinical practice, especially when science suggests that existing clinical practices are of low-value (e.g. ineffective or harmful to patients). While a number of lists outlining low-value practices in acute care medicine currently exist, less is known about how best to initiate and sustain the removal of low-value clinical practices (i.e. de-adoption). This study will develop a comprehensive list of barriers and facilitators to the de-adoption of low-value clinical practices in acute care facilities to inform the development of a framework to guide the de-adoption process. The proposed project is a multi-stage mixed methods study to develop a framework to guide the de-adoption of low-value clinical practices in acute care medicine that will be tested in a representative sample of acute care settings in Alberta, Canada. Specifically, we will: 1) conduct a systematic review of the de-adoption literature to identify published barriers and facilitators to the de-adoption of low-value clinical practices in acute care medicine and any associated interventions proposed (Phase one); 2) conduct focus groups with acute care stakeholders to identify important themes not published in the literature and obtain a comprehensive appreciation of stakeholder perspectives (Phase two); 3) extend the generalizability of focus group findings by conducting individual stakeholder surveys with a representative sample of acute care providers throughout the province to determine which barriers and facilitators identified in Phases one and two are most relevant in their clinical setting (Phase three). Identified barriers and facilitators will be catalogued and integrated with targeted interventions in a framework to guide the process of de-adoption in each of four targeted areas of acute care medicine (Emergency Medicine, Cardiovascular Health and Stroke, Surgery and Critical Care Medicine). Analyses will be descriptive using a combination of qualitative and quantitative analyses. There is a growing body of literature suggesting that the de-adoption of ineffective or harmful practices from patient care is integral to the delivery of high quality care and healthcare sustainability. The framework developed in this study will map barriers and facilitators to de-adoption to the most appropriate interventions, allowing stakeholders to effectively initiate, execute and sustain this process in an evidence-based manner.

Nanomaterial Dispersion/Dissolution Characterization: Scientific Operating Procedure SOP-F-1

DTIC Science & Technology

2016-05-01

ER D C/ EL S R- 16 -1 Environmental Consequences of Nanotechnologies Nanomaterial Dispersion/Dissolution Characterization Scientific...Nanotechnologies ERDC/EL SR-16-1 May 2016 Nanomaterial Dispersion/Dissolution Characterization Scientific Operating Procedure SOP-F-1 Lesley Miller...diagnostic application. While microscopy represents the only available method for measuring particle size, this is very labor intensive and prone to

Lab Coats or Trench Coats? Detective Sleuthing as an Alternative to Scientifically Based Research in Indigenous Educational Communities

ERIC Educational Resources Information Center

Kaomea, Julie

2013-01-01

Amidst late 19th-century efforts to emphasize modern medicine's transition to a more scientific approach, physicians seeking to represent themselves as scientists began wearing white laboratory coats. Today educational researchers are likewise urged to don metaphorical white coats as scientifically based research is held up as the cure-all for our…

The Scientific Theory Profile: A Philosophy of Science Model for Science Teachers.

ERIC Educational Resources Information Center

Loving, Cathleen

The model developed for use with science teachers--called the Scientific Theory Profile--consists of placing three well-known philosophers of science on a grid, with the x-axis being their methods for judging theories (rational vs. natural) and the y-axis being their views on scientific theories representing the Truth versus mere models of what…

Citizens and scientists: toward a gendered history of scientific practice in post-revolutionary France.

PubMed

Harrison, C E

2001-01-01

Because the French Revolution failed to produce a widely acceptable definition of citizenship, the limits of manhood suffrage in the early nineteenth century were uncertain. Social practices, in particular scientific activity, served as claims to the status of citizen. By engaging in scientific pastimes, bourgeois Frenchmen asserted that they possessed the rationality and autonomy that liberal theorists associated both with manliness and with civic capacity. However, bourgeois science was never a stable signifier of masculinity or of competence. As professional science emerged, the bourgeois amateur increasingly became the feminised object of satire rather than the sober and meritorious citizen-scientist.

[Evidence-based medicine: the art of applying scientific knowledge in clinical practice].

PubMed

Lopes, A A

2000-01-01

This article was written with the objective of describing the concept of Evidence Based Medicine (EBM) and the competences required for its practice. EBM should be viewed as an integration of clinical experience with the ability to analyze and rationally apply the scientific information while taking care of patients. The application of methods and strategies to enhance the scientific background of the physician while taking into account the humanitarian values of the medical profession should contribute to improve the quality of the medical care that is offered in Brazil. The Medical Schools and Associations may play important roles in the promotion of EBM.

Understanding as Integration of Heterogeneous Representations

NASA Astrophysics Data System (ADS)

Martínez, Sergio F.

2014-03-01

The search for understanding is a major aim of science. Traditionally, understanding has been undervalued in the philosophy of science because of its psychological underpinnings; nowadays, however, it is widely recognized that epistemology cannot be divorced from psychology as sharp as traditional epistemology required. This eliminates the main obstacle to give scientific understanding due attention in philosophy of science. My aim in this paper is to describe an account of scientific understanding as an emergent feature of our mastering of different (causal) explanatory frameworks that takes place through the mastering of scientific practices. Different practices lead to different kinds of representations. Such representations are often heterogeneous. The integration of such representations constitute understanding.

The authority of complexity.

PubMed

Stehr, N; Grundmann, R

2001-06-01

The assertion about the unique 'complexity' or the peculiarly intricate character of social phenomena has, at least within sociology, a long, venerable and virtually uncontested tradition. At the turn of the last century, classical social theorists, for example, Georg Simmel and Emile Durkheim, made prominent and repeated reference to this attribute of the subject matter of sociology and the degree to which it complicates, even inhibits the develop and application of social scientific knowledge. Our paper explores the origins, the basis and the consequences of this assertion and asks in particular whether the classic complexity assertion still deserves to be invoked in analyses that ask about the production and the utilization of social scientific knowledge in modern society. We present John Maynard Keynes' economic theory and its practical applications as an illustration. We conclude that the practical value of social scientific knowledge is not dependent on a faithful, in the sense of complete, representation of social reality. Instead, social scientific knowledge that wants to optimize its practicality has to attend and attach itself to elements of social situations that can be altered or are actionable.

Understanding the (inter)disciplinary and institutional diversity of citizen science: A survey of current practice in Germany and Austria.

PubMed

Pettibone, Lisa; Vohland, Katrin; Ziegler, David

2017-01-01

Citizen science has become more popular in recent years, quickly taking on a variety of potentially conflicting characteristics: a way to collect massive data sets at relatively low cost, a way to break science out of the ivory tower and better engage the public, an approach to educate lay people in scientific methods. But the extent of current citizen science practice-the types of actors and scientific disciplines who take part-is still poorly understood. This article builds on recent surveys of citizen science in PLOS One by analyzing citizen science practice in Germany and Austria through the projects on two online platforms. We find evidence supporting previous findings that citizen science is a phenomenon strongest in biodiversity and environmental monitoring research, but at home in a number of scientific fields, such as history and geography. In addition, our survey method yields new insights into citizen science projects initiated by non-scientific actors. We close by discussing additional methodological considerations in attempting to present a cross-disciplinary overview of citizen science.

The Gulf Cooperation Council.

PubMed

Tompkins, Olga

2012-06-01

The Gulf Cooperation Council was formed in 1981 to create economic, scientific, and business cooperation among its members. The opportunity exists for scientific collaboration on nursing education, practice, and research. Copyright 2012, SLACK Incorporated.

An investigation of the practice of scientific inquiry in secondary science and agriculture courses

NASA Astrophysics Data System (ADS)

Grady, Julie R.

The purpose of this exploratory qualitative study was to investigate the practice of scientific inquiry in two secondary biology classes and one agriculture class from different schools in different communities. The focus was on teachers' interests and intentions for the students' participation in inquiry, the voices contributing to the inquiry, and students' opportunities to confront their conceptions of the nature of science (NOS). The Partnership for Research and Education in Plants (PREP) served as the context by providing students with opportunities to design and conduct original experiments to help elucidate the function(s) of a disabled gene in Arabidopsis thaliana . Transcripts of teacher and student semi-structured interviews, field notes of classroom observations and classroom conversations, and documents (e.g., student work, teacher handouts, school websites, PREP materials) were analyzed for evidence of the practice of scientific inquiry. Teachers were interested in implementing inquiry because of potential student learning about scientific research and because PREP supports course content and is connected to a larger scientific project outside of the school. Teachers' intentions regarding the implementation of inquiry reflected the complexity of their courses and the students' previous experiences. All inquiries were student-directed. The biology students' participation more closely mirrored the practice of scientists, while the agriculture students were more involved with the procedural display of scientific inquiry. All experiences could have been enhanced from additional knowledge-centered activities regarding scientific reasoning. No activities brought explicit attention to NOS. Biology activities tended to implicitly support NOS while the agriculture class activities tended to implicitly contradict NOS. Scientists' interactions contributed to implied support of the NOS. There were missed opportunities for explicit attention to NOS in all classes. The major voices contributing to the inquiry in all classrooms included those of teachers, students, technology, scientists, textbooks, and mandated standards; however, they were more prevalent in the biology classrooms than the agriculture classroom. The powers influencing the voice frequency may be related to the teachers' own teaching and research experiences, as well as the alignment of the expectations and values of students' participation in scientific inquiry and those associated with the school-classroom communities and the students' identities.

Medical accuracy in sexuality education: ideology and the scientific process.

PubMed

Santelli, John S

2008-10-01

Recently, many states have implemented requirements for scientific or medical accuracy in sexuality education and HIV prevention programs. Although seemingly uncontroversial, these requirements respond to the increasing injection of ideology into sexuality education, as represented by abstinence-only programs. I describe the process by which health professionals and government advisory groups within the United States reach scientific consensus and review the legal requirements and definitions for medical accuracy. Key elements of this scientific process include the weight of scientific evidence, the importance of scientific theory, peer review, and recognition by mainstream scientific and health organizations. I propose a concise definition of medical accuracy that may be useful to policymakers, health educators, and other health practitioners.

National Academies report has broad support

USDA-ARS?s Scientific Manuscript database

Last December, the U.S. National Academy of Sciences (NAS) Board of Agriculture and Natural Resources convened a Forum of Scientific Society Leaders on Genetically-Engineered Crops: Experiences and Prospects. Invited participants were representatives of professional scientific societies or other org...

A whole-process progressive training mode to foster optoelectronic students' innovative practical ability

NASA Astrophysics Data System (ADS)

Zhong, Hairong; Xu, Wei; Hu, Haojun; Duan, Chengfang

2017-08-01

This article analyzes the features of fostering optoelectronic students' innovative practical ability based on the knowledge structure of optoelectronic disciplines, which not only reveals the common law of cultivating students' innovative practical ability, but also considers the characteristics of the major: (1) The basic theory is difficult, and the close combination of science and technology is obvious; (2)With the integration of optics, mechanics, electronics and computer, the system technology is comprehensive; (3) It has both leading-edge theory and practical applications, so the benefit of cultivating optoelectronic students is high ; (4) The equipment is precise and the practice is costly. Considering the concept and structural characteristics of innovative and practical ability, and adhering to the idea of running practice through the whole process, we put forward the construction of three-dimensional innovation and practice platform which consists of "Synthetically Teaching Laboratory + Innovation Practice Base + Scientific Research Laboratory + Major Practice Base + Joint Teaching and Training Base", and meanwhile build a whole-process progressive training mode to foster optoelectronic students' innovative practical ability, following the process of "basic experimental skills training - professional experimental skills training - system design - innovative practice - scientific research project training - expanded training - graduation project": (1) To create an in - class practical ability cultivation environment that has distinctive characteristics of the major, with the teaching laboratory as the basic platform; (2) To create an extra-curricular innovation practice activities cultivation environment that is closely linked to the practical application, with the innovation practice base as a platform for improvement; (3) To create an innovation practice training cultivation environment that leads the development of cutting-edge, with the scientific research laboratory as a platform to explore; (4) To create an out-campus expanded training environment of optoelectronic major practice and optoelectronic system teaching and training, with the major practice base as an expansion of the platform; (5) To break students' "pre-job training barriers" between school and work, with graduation design as the comprehensive training and testing link.

Mini-Journal Inquiry Laboratory: A Case Study in a General Chemistry Kinetics Experiment

ERIC Educational Resources Information Center

Zhao, Ningfeng; Wardeska, Jeffrey G.

2011-01-01

The mini-journal curriculum for undergraduate science laboratories mirrors the format of scientific literature and helps students improve their learning through direct scientific practices. The lab embodies the essential features of scientific inquiry and replaces the traditional "cookbook" lab to engage students in active learning. A case study…

Integrating Scientific Argumentation to Improve Undergraduate Writing and Learning in a Global Environmental Change Course

ERIC Educational Resources Information Center

Koffman, Bess G.; Kreutz,Karl J.; Trenbath, Kim

2017-01-01

We present a strategy for using scientific argumentation in an early undergraduate laboratory course to teach disciplinary writing practices and to promote critical thinking, knowledge transformation, and understanding of the scientific method. The approach combines targeted writing instruction; data analysis and interpretation; formulation of a…

Mastery of Scientific Argumentation on the Concept of Neutralization in Chemistry: A Malaysian Perspective

ERIC Educational Resources Information Center

Heng, Lee Ling; Surif, Johari; Seng, Cher Hau; Ibrahim, Nor Hasniza

2015-01-01

Purpose: Argumentative practices are central to science education, and have recently been emphasised to promote students' reasoning skills and to develop student's understanding of scientific concepts. This study examines the mastery of scientific argumentation, based on the concept of neutralisation, among secondary level science students, when…

A Comparative Study on Scientific Misconduct between Korean and Japanese Science Gifted Students

ERIC Educational Resources Information Center

Lee, Jiwon; Kim, Jung Bog; Isozaki, Tetsuo

2017-01-01

The scientific integrity, perceptions of scientific misconduct, and students' needs in the research ethics education of Korean and Japanese gifted students were analyzed to address three questions. First, how well do students practice research ethics in their research? Second, how do students perceive scientists' misconduct? Third, do students…

Validation of Automated Scoring for a Formative Assessment That Employs Scientific Argumentation

ERIC Educational Resources Information Center

Mao, Liyang; Liu, Ou Lydia; Roohr, Katrina; Belur, Vinetha; Mulholland, Matthew; Lee, Hee-Sun; Pallant, Amy

2018-01-01

Scientific argumentation is one of the core practices for teachers to implement in science classrooms. We developed a computer-based formative assessment to support students' construction and revision of scientific arguments. The assessment is built upon automated scoring of students' arguments and provides feedback to students and teachers.…

I Wonder…Scientific Exploration and Experimentation as a Practice of Christian Faith

ERIC Educational Resources Information Center

Shaver, Ruth E.

2016-01-01

"I Wonder...Gaining Wisdom and Growing Faith Through Scientific Exploration" is an intergenerational science curriculum designed to be used in congregations. The goal of this curriculum and the theoretical work underpinning it is to counter the perception that people of faith cannot also be people who possess a scientific understanding…

Understanding and Affecting Science Teacher Candidates' Scientific Reasoning in Introductory Astrophysics

ERIC Educational Resources Information Center

Steinberg, Richard; Cormier, Sebastien

2013-01-01

This study reports on a content course for science immersion teacher candidates that emphasized authentic practice of science and thinking scientifically in the context of introductory astrophysics. We explore how 122 science teacher candidates spanning three cohorts did and did not reason scientifically and how this evolved in our program. Our…

Enhancing Scientific Practice and Education through Collaborative Digital Libraries.

ERIC Educational Resources Information Center

Maini, Gaurav; Leggett, John J.; Ong, Teongjoo; Wilson, Hugh D.; Reed, Monique D.; Hatch, Stephan L.; Dawson, John E.

The need for accurate and current scientific information in the fast paced Internet-aware world has prompted the scientific community to develop tools that reduce the scientist's time and effort to make digital information available to all interested parties. The availability of such tools has made the Internet a vast digital repository of…

Epistemological Trade-Offs: Accounting for Context When Evaluating Epistemological Sophistication of Student Engagement in Scientific Practices

ERIC Educational Resources Information Center

Berland, Leema; Crucet, Kathleen

2016-01-01

Science education has long seen an emphasis on supporting students' epistemological understandings of how scientific knowledge is constructed and evaluated with the expectation that these understandings will support the students' own construction and evaluation of scientific knowledge. However, research has shown that this connection does not…

Malaysian Students' Scientific Argumentation: Do Groups Perform Better than Individuals?

ERIC Educational Resources Information Center

Heng, Lee Ling; Surif, Johari; Seng, Cher Hau

2015-01-01

The practices of argumentation have recently been upheld as an important need to develop students' understanding of scientific concepts. However, the present education system in Malaysia is still largely examination-based and teacher-oriented. Thus, this study aims to examine the mastery level of scientific argumentation and its scheme among…

Argument to Foster Scientific Literacy: A Review of Argument Interventions in K-12 Science Contexts

ERIC Educational Resources Information Center

Cavagnetto, Andy R.

2010-01-01

The goal of scientific literacy has led to a steady increase in argument-based interventions in science education contexts. It has been suggested that student participation in argument develops communication skills, metacognitive awareness, critical thinking, an understanding of the culture and practice of science, and scientific literacy.…

Investigating the Relationship between Students' Views of Scientific Models and Their Development of Models

ERIC Educational Resources Information Center

Cheng, Meng-Fei; Lin, Jang-Long

2015-01-01

Understanding the nature of models and engaging in modeling practice have been emphasized in science education. However, few studies discuss the relationships between students' views of scientific models and their ability to develop those models. Hence, this study explores the relationship between students' views of scientific models and their…

Slash Writers and Guinea Pigs as Models for a Scientific Multiliteracy

ERIC Educational Resources Information Center

Weinstein, Matthew

2006-01-01

This paper explores alternative approaches to the conception of scientific literacy, drawing on cultural studies and emerging practices in language arts as its framework. The paper reviews historic tensions in the understanding of scientific literacy and then draws on the multiliteracies movement in language arts to suggest a scientific…

Common Characteristics of Models in Present-Day Scientific Practice

ERIC Educational Resources Information Center

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

2007-01-01

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

Distinguishing Science from Pseudoscience in School Psychology: Science and Scientific Thinking as Safeguards against Human Error

ERIC Educational Resources Information Center

Lilienfeld, Scott O.; Ammirati, Rachel; David, Michal

2012-01-01

Like many domains of professional psychology, school psychology continues to struggle with the problem of distinguishing scientific from pseudoscientific and otherwise questionable clinical practices. We review evidence for the scientist-practitioner gap in school psychology and provide a user-friendly primer on science and scientific thinking for…

On the potential cost effectiveness of scientific audits.

PubMed

Click, J L

1989-09-01

The rationale for the routine performance of scientific audits has been previously discussed, and it has been proposed that independent professionals audit scientific data just as certified public accountants in independent public accounting firms audit financial data (1-4). Scientific audits would typically require the examination of data in laboratory notebooks and other work sheets, upon which research publications are based. Examples of such audits have been publicized recently, although these represent audits which have been conducted relatively inefficiently, over periods of several years per audit, and which have only been conducted due to the persistence of whistleblowers suspecting scientific fraud (5, 6). A detailed report has also appeared on the results of an audit of the research activities of a particular individual, where the audit was limited solely to an examination of the research publications themselves for errors and discrepancies (7). It should be emphasized that the purpose of conducting scientific audits is not only to detect fabrication of experimental results but also to monitor presumably more prevalent, non-fraudulent, inappropriate practices, such as misrepresentation of data, inaccurate reporting, and departure from institutional guidelines for handling hazardous materials, working with human subjects, etc. Two concerns which have been raised concerning the performance of scientific audits relate to cost. What would they cost, and who would pay for them? These questions, however, may be turned around. What does it cost not to conduct such audits, and who pays for that? An assumption often made is that science is self-correcting, that sooner or later the truth will be revealed because of the need to replicate experiments of others for independent verification of novel findings (8). Testimony recently presented at a U.S. congressional hearing suggests that the self-correcting manner in which science advances represents a very slow and inefficient process for uncovering scientific fraud (5, 6, 9). Data from a survey of university scientists was also presented, indicating ". . . a reluctance to take prompt, corrective action not only when an investigator suspects another of misconduct but also should the investigator discover flaws in his or her own published reports-whether the flaws were the result of honest error or fraud"; (10). The uncritical acceptance by established scientists that the self-correcting process works compounds the problem. The Editor of Science has written that";. . . 99.9999 percent of reports are accurate and truthful. . ."; (8). If indeed only 0.0001% of published reports were inaccurate or untruthful, there would be little justification for scientific audits. However, congressional testimony from the National Institutes of Health (NIH) revealed that";. . . the NIH Director's office has handled an average of 15-20 allegations and reports of misconduct annually in its extramural programs, which supports the work of approximately 50,000 scientists"; (11). As I shall attempt to demonstrate, since NIH alone receives fraud-related complaints concerning the work of at least 0.03% of scientists it supports in other institutions, and since evidence indicates that the incidence of fraud is considerably greater than 0.03% (10, 12), the need to audit data is justifiable on the basis of being cost effective.

Use of caries-preventive agents in children: findings from the dental practice-based research network.

PubMed

Riley, J L; Richman, Joshua S; Rindal, D Brad; Fellows, Jeffrey L; Qvist, Vibeke; Gilbert, Gregg H; Gordan, Valeria V

2010-01-01

Scientific evidence supports the application of caries-preventive agents in children and adolescents, and this knowledge must be applied to the practice of dentistry. There are few multi-region data that allow for comparisons of practice patterns between types of dental practices and geographical regions. The objective of the present study was to characterise the use of specific caries-preventive agents for paediatric patients in a large multi-region sample of practising clinicians. The present study surveyed clinicians from the Dental Practice-based Research Network who perform restorative dentistry in their practices. The survey consisted of a questionnaire that presented a range of questions about caries risk assessment and the use of preventive techniques in children aged 6 to 18 years. Dental sealants (69%) or in-office fluoride (82%) were the most commonly used caries-preventive agents of the caries preventive regimens. The recommendation of at-home caries-preventive agents ranged from 36% to 7%,with the most commonly used agent being non-prescription fluoride rinse. Clinicians who practised in a large group practice model and clinicians who come from the Scandinavian region use caries risk assessment more frequently compared to clinicians who come from regions that had, predominantly, clinicians in private practice. Whether or not clinicians used caries risk assessment with their paediatric patients was poorly correlated with the likelihood of actually using caries-preventive treatments on patients. Although clinicians reported the use of some form of in-office caries-preventive agent, there was considerable variability across practices. These differences could represent a lack of consensus across practising clinicians about the benefits of caries-preventive agents, or a function of differing financial incentives, or patient pools with differing levels of overall caries risk.