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PubMed2006

The future of forensic and crime scene science. Part II. A UK perspective on forensic science education.

This paper builds on the views presented by the author at 'The Future of Forensic and Crime Scene Science Conference'. Forensic science has become an increasingly prominent area of science within the last 10 years. This increasing prominence together with popularity in the subject has seen the number of undergraduate students studying forensic science related courses at UK Universities increase rapidly in just 5 years and there are no short term signs of this trend reducing. In 2005, there were 450 courses with forensic in the title offered by higher education institutes. Although the forensic community has expressed its concern that job prospects for these students wishing to pursue careers as forensic scientists will be limited numbers of students undertaking science courses have still increased. The increase in students studying forensic science comes in an era of decreasing science numbers in higher education with the potential to produce high calibre science graduates with sought after skills in critical thinking, analysis, interpretation and communication. Technology has continued to advance at a similar pace providing those responsible for managing crime with a need and opportunity to identify and predict new and future applications of science and technology; not just in reducing and detecting crime but also in predicting how technology will be used by criminals in the future. There is therefore a need for forensic science users, providers and educators to identify the knowledge and skills required by forensic scientists and crime investigators of the future to ensure that technology continues to be used and applied to its full advantage. This provides universities an opportunity to contribute to the development of both the practice and practitioners of forensic science. This paper outlines the current issues facing universities in relation to forensic science and identifies their future role in providing high quality relevant courses for future forensic practitioners; developing current forensic practitioners through their participation in applied research, short courses, conferences and qualifications linked to professional practice; and supporting and developing the practice of forensic and crime scene science, through the identification, engagement and dissemination of pure and applied research.

Accreditation↗

PubMed1998

Just before Nature: The purposes of science and the purposes of popularization in some english popular science journals of the 1860s.

Popular science journalism flourished in the 1860s in England, with many new journals being projected. The time was ripe, Victorian men of science believed, for an 'organ of science' to provide a means of communication between specialties, and between men of science and the public. New formats were tried as new purposes emerged. Popular science journalism became less recreational and educational. Editorial commentary and reviewing the progress of science became more important. The analysis here emphasizes those aspects of popular science which have been identified by Frank Turner as 'public science' and by Thomas Gieryn as 'boundary-work'. the religious, intellectual, and utilitarian values claimed for science by editors and contributors in their tasks of persuading the public to support science and of distinguishing science from what they often called 'applied science' are discussed. These values are shown to vary among editors and, for the editors examined here, Shirley Hibberd, Henry Slack, James Samuelson, William Crookes, and Henry Lawson, to differ significantly from those of T. H. Huxley, John Tyndall, and Norman Lockyer, on whom much study of the popularization of science in the 1860s has focused.

History, 19th Century↗

PubMed2005

Science as a general education: Conceptual science should constitute the compulsory core of multi-disciplinary undergraduate degrees.

It is plausible to assume that in the future science will form the compulsory core element both of school curricula and multi-disciplinary undergraduate degrees. But for this to happen entails a shift in the emphasis and methods of science teaching, away from the traditional concern with educating specialists and professionals. Traditional science teaching was essentially vocational, designed to provide precise and comprehensive scientific knowledge for practical application. By contrast, future science teaching will be a general education, hence primarily conceptual. Its aim should be to provide an education in flexible rationality. Vocational science teaching was focused on a single-discipline undergraduate degree, but a general education in abstract systematic thinking is best inculcated by studying several scientific disciplines. In this sense, 'science' is understood as mathematics and the natural sciences, but also the abstract and systematic aspects of disciplines such as economics, linguistics, music theory, history, sociology, political science and management science. Such a wide variety of science options in a multi-disciplinary degree will increase the possibility of student motivation and aptitude. Specialist vocational science education will progressively be shifted to post-graduate level, in Masters and Doctoral programs. A multi-disciplinary and conceptually-based science core curriculum should provide an appropriate preparation for dealing with the demands of modern societies; their complex and rapidly changing social systems; and the need for individual social and professional mobility. Training in rational conceptual thinking also has potential benefits to human health and happiness, since it allows people to over-ride inappropriate instincts, integrate conflicting desires and pursue long-term goals.

Curriculum↗

PubMed2001

Primary- and secondary-school environmental health science education and the education crisis: a survey of science teachers in Ohio.

There is a science education crisis in the United States, with studies showing that U.S. high school graduates are not as well-versed in science as graduates in other countries. Studies also suggest that students are better learners when the environment is used as an integrating theme. Therefore, the time is right to discuss opportunities for integrating environmental health science into kindergarten through 12th grade (K-12) curriculum. The research presented here takes a step toward developing the use of environmental health science as a multidisciplinary theme in the K-12 curriculum. Almost 500 K-12 science teachers in Ohio were surveyed for their opinions about the science education crisis and the role of environmental health science in their current courses of instruction. These teachers had been identified as having an interest in environmental education because of their participation in the Environmental Education Council of Ohio. Nevertheless, the results of the survey suggest that these environmentally oriented science teachers are currently not aware of existing environmental health science learning opportunities. Environmental health practitioners have work to do to educate science teachers about the field and about the ways in which studying environmental health science could alleviate the science education crisis.

Curriculum↗

PubMed2005

Scientists' and science writers' experiences reporting genetic discoveries: toward an ethic of trust in science journalism.

PURPOSE: To describe the relationship between scientists and science writers and their experiences with media reporting of genetic discoveries. METHODS: This study included individual interviews with 15 scientists who specialize in genetics and 22 science writers who have covered their stories and a qualitative analysis of the data. RESULTS: Scientists and science writers place an equally high priority on accuracy of media reports. They agree on what makes genetics stories newsworthy and the particular challenges in reporting genetic discoveries (i.e., poor public understanding of genetics, the association of genetics with eugenics, and the lack of immediately apparent applications of genetic discoveries to human health). The relationship between scientists and bona fide science writers is largely positive. Scientists tend to trust, respect, and be receptive to science writers. Both scientists and science writers acknowledge that trust is an essential component of a good interview. Science writers report a fair degree of autonomy with respect to the relationship they have with their editors. CONCLUSION: To the degree that trust facilitates the access that science writers have to scientists, as well as higher quality interviews between scientists and science writers, trust might also contribute to higher quality media reporting. Therefore, scientists and science writers have an ethical obligation to foster trusting relationships with each other. Future research should systematically explore ways to cultivate such relationships and assess their impact on the quality of science journalism.

Biomedical Research↗

PubMed1967

The spread of Western science. A three-stage model describes the introduction of modern science into any non-European nation.

There is no need to summarize the features of this simplified model, which describes the manner in which modern science was transmitted to the lands beyond Western Europe. The graph of Fig. 1 and the examples drawn from science in various lands should have made them clear. It may be in order, however, to reiterate that there is nothing about the phases of my model that is cosmically or metaphysically necessary. I am satisfied if my attempt will interest others to go beyond my crude analysis and make a systematic investigation of the diffusion of Western science throughout the world. Such an investigation would include a comparative appraisal of the development of science in different national, cultural, and social settings and would mark the beginnings of truly comparative studies in the history and sociology of science. The present lack of comparative studies in these disciplines can be attributed to the widespread belief that science is strictly an international endeavor. In one sense this is true. As Sir Isaac Newton remarked in his Principia (49), "the descent of stones in Europe and in America" must both be explained by one set of physical laws. Yet, we cannot ignore the peculiar environment in which members of a national group of scientists are trained and carry on their research. While I do not hold with the Nazi theorists that science is a direct reflection of the racial or national spirit (50), neither do I accept Chekhov's dictum (51) that "there is no national science just as there is no national multiplication table. . . ." In emphasizing the international nature of scientific inquiry we have forgotten that science exists in a local social setting. If that setting does not decisively mold the conceptual growth of science, it can at least affect the number and types of individuals who are free to participate in the internal development of science. Perhaps the effect is more profound; only future scholarship can determine the depth of its influence.

Acculturation↗

PubMedDate not supplied

[Basic science and applied science].

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

Science↗

PubMed2002

Caring science and the science of unitary human beings: a trans-theoretical discourse for nursing knowledge development.

BACKGROUND: Two dominant discourses in contemporary nursing theory and knowledge development have evolved over the past few decades, in part by unitary science views and caring theories. Rogers' science of unitary human beings (SUHB) represents the unitary directions in nursing. Caring theories and related caring science (CS) scholarship represent the other. These two contemporary initiatives have generated two parallel, often controversial, seemingly separate and unrelated, trees of knowledge for nursing science. AIM: This paper explores the evolution of CS and its intersection with SUHB that have emerged in contemporary nursing literature. We present a case for integration, convergence, and creative synthesis of CS with SUHB. A trans-theoretical, trans-disciplinary context emerges, allowing nursing to sustain its caring ethic and ontology, within a unitary science. METHODS: The authors critique and review the seminal, critical issues that have separated contemporary knowledge developments in CS and SUHB. Foundational issues of CS, and Watson's theory of transpersonal caring science (TCS), as a specific exemplar, are analysed, alongside parallel themes in SUHB. By examining hidden ethical-ontological and paradigmatic commonalities, trans-theoretical themes and connections are explored and revealed between TCS and SUHB. CONCLUSIONS: Through a creative synthesis of TCS and SUHB we explicate a distinct unitary view of human with a relational caring ontology and ethic that informs nursing as well as other sciences. The result: is a trans-theoretical, trans-disciplinary view for nursing knowledge development. Nursing's history has been to examine theoretical differences rather than commonalities. This trans-theoretical position moves nursing toward theoretical integration and creative synthesis, vs. separation, away from the 'Balkanization' of different theories. This initiative still maintains the integrity of different theories, while facilitating and inviting a new discourse for nursing science. The result: Unitary Caring Science that evokes both science and spirit.

Consciousness↗

PubMed2003

Community science: bridging the gap between science and practice with community-centered models.

A major goal of community science is to improve the quality of life in our communities by improving the quality of the practice of treatment, prevention, health promotion, and education. Community science is an interdisciplinary field, which develops and researches community-centered models that enable communities to use evidence-based interventions more effectively and efficiently. In this article, the gap between science and practice and the need to bridge the gap with new models serve as an entry point and guide to the development of a community science. Therefore, the article describes (1) the "prevention science" model of bringing science to practice, (2) why this model is necessary but not sufficient for influencing the quality of interventions in our everyday world, (3) the gap between science and practice and the need to integrate "prevention science" models with community-centered models in order to bridge the gap, and (4) features of community science.

Community Mental Health Services↗

PubMedDate not supplied

[The structure of scientific knowledge. Science for knowledge and science for action].

Moving from the seminal contribution of Aristotele--according to whom science is not concerned with the what, neither with the how of reality, but with the why--the article emphasizes some characteristic features of a science: it must be rational, methodologically grounded, and it must have a specific object, depending on which many different sciences can be distinguished. An historical sketch of science is offered, as well as some recent contributions in the field of epistemology, in particular those of Carl R. Popper and of Thomas S. Kuhn. The case of Glottodidactics (Language Teaching)--which has been considered as a proper science only since a few years ago, and which has, since then, regular university courses--is very useful to study the difference between "sciences to know" and "sciences to do", and to outline the structure of an interdisciplinary science; this case--this is the author's claim--is quite similar to that of Nursing Science.

Humans↗

PubMed1997

Downsizing of basic science departments in U. S. medical schools: perceptions of their chairs. The National Caucus of Basic Biomedical Science Chairs.

PURPOSE: To assess the status of basic science departments in academic health centers through a survey of department chairs. METHOD: In November 1995 the National Caucus of Basic Biomedical Science Chairs developed a 35-item questionnaire that was sent to the presidents of the Caucus's six member associations, who distributed it to their medical school chairs. The questionnaire was sent to 90% of the basic science chairs; a total of 683 questionnaires were distributed. By April 1996, 59% (400/683) of the chairs responded. Preliminary tabulations were made by each association, and then all the questionnaires were sent to the Caucus chair for compilation and analysis. RESULTS: The chairs in all six basic science disciplines reported four basic trends. Reduction in staffing: Eleven percent of the chairs were in "acting" positions, temporarily filling vacancies that sometimes had not been filled for five years or more. There were 583 reported faculty vacancies, but active searches were under way for only 339 of these. The chairs reported the abolition of, on average, one faculty position per department between 1985 and 1995, but these losses were clustered in only a third of the schools; thus several departments had experienced extensive faculty depletion. Overall, there was a 10% attrition of basic science faculty. Restructuring of the basic sciences: In all, 22 disciplinary departments had merged between 1985 and 1995, and merger discussions were under way at another 9% of the departments. Seven percent of the chairs reported that their schools were considering a single, combined basic science department, but only one such unit exists so far. Graduate student recruitment had become solely interdisciplinary at 26% of the schools, had remained strictly departmental at another 44%, and was joint at the remaining 30%. The development of a non-research-based teaching track was being considered at a fourth of the reporting departments. New fiscal policies/professional stability: A salary incentive beyond the university contribution, to reward research funding, was in effect at 28% of the departments and under consideration by another 29%. For a junior faculty member who, at the time of tenure decision, lacked research grant support, termination was reported by almost a third of the chairs as being extremely likely; however, half of the chairs did not respond to this question. Changes in tenure: A fourth of the chairs reported that modifications of their school's tenure policies were under serious consideration; and almost three fourths felt that tenure had become more difficult to achieve. CONCLUSION: This survey reveals certain profound and disconcerting changes in the basic science departments of U.S. medical school. More studies are needed to see whether these trends continue. Further downsizing and merging of the basic sciences should be avoided in order to preserve the quality of medical education for future physicians as well as the quality of health care in the United States.

Curriculum↗

PubMed2003