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At least 631 records · Page 35Linked to original sources
PubMed2006

Population science is science only if you know the population.

BACKGROUND: Cancer control efforts have had limited effect in reducing the inequities for minorities and the medically underserved. One factor is the lack of theory-based conceptualization of the terms used to define race, ethnicity, and culture. METHOD: Guidelines are provided to develop more accurate use of the terms race, ethnicity, and culture to determine standards of comparability across studies of cancer incidence, survival, and quality of life in diverse populations rather than stereotypes. RESULTS AND CONCLUSIONS: Our ability to use theoretically based criteria to differentiate groups of people could increase our ability to more effectively eliminate these disparities.

Biomedical Research↗
PubMed2004

Getting the science right and doing the right science in vaccine safety.

Because of the potential for conflicts of interest, Salmon et al. propose in this issue the creation of an independent vaccine safety board to assume responsibility for assessing the safety of licensed vaccines.We believe that the current system at the Food and Drug Administration (FDA) and the Centers for Disease Control and Prevention (CDC) facilitates needed interactions between those involved in risk assessment and risk management, provides substantial safeguards against conflicts of interest, and results in sound decisions. The CDC, given its role in promoting immunization, may be perceived to have a greater potential conflict and plans to review its vaccine safety activities. Both agencies recognize the importance of transparency in considering vaccine safety and welcome the opportunity to work with the public and the medical community to improve the quality of scientific information and decisionmaking.

Centers for Disease Control and Prevention, U.S.↗
PubMed1981

Accident proneness: science or non-science?

The "accident proneness" thesis has been with us since the early 1900s. The early statistical studies that reputedly provided the scientific basis for this notion are examined and found to be lacking due to methodological errors and a fragmented view of industrial life. Accident proneness, as originally envisioned, has no empirical foundations. It has, however, become part of the tactical armanentarium used in "blaming the victim" for industrial accidents. It focuses on the personal characteristics of workers in relation to accident causation, while de-emphasizing the role of dangerous work environments. In this respect, it has acted as a barrier in the development of preventive occupational health and safety principles and practices. The notion has endured not only because it is tactically advantageous, but also because many members of the professions that deal with workplace accidents have accepted it without reservation and lent it credence. For the purposes of industrial accident prevention, however, it would be more appropriate to discard this notion in favor of a more integrated and broader understanding of the nature of the interaction between workers and their socio-technical work environment.

Accident Proneness↗
PubMed1996

How to incorporate and evaluate writing skills in animal science and dairy science courses.

For more than a century, teachers in all content areas have expressed concern about the writing skills of their students. Historically, the burden for teaching writing has fallen to English teachers, many of whom feel inadequately trained in rhetoric. Recently, faculty in many content areas, encouraged by the theories of composition specialists such as Stephen Tchudi, James Britton, Donald Murray, Ken McCrorie, and others, have begun to incorporate more writing into their disciplines, and today on many college campuses administrators strongly encourage and support training in writing across the curriculum. However, faculty in content areas other than English often feel they do not have the time or the knowledge to stress writing in their classroom. Current research in teaching writing effectively addresses both these issues. First, faculty in the college of agriculture can eliminate their students' resistance to writing by modeling and by consistently integrating writing into the course. Research suggests that content-area teachers may be more qualified than anyone to evaluate the effectiveness of their students' writing. The content-area teacher understands the material and can best determine how clearly the student has communicated an idea. Evaluating students' writing need not be overwhelming. Content-area teachers who are committed to incorporating more writing into their classes can use a variety of approaches in assessing their students' writing, many of which require limited grading. Furthermore, content-area teachers should remember that writing is as much a process as it is a product and daily writing exercises, which are generally short and often ungraded, can be integrated routinely into the curriculum without placing an unreasonable strain on the professor's time. A benefit to using daily writing is that it can help students master content as well as communicate effectively. After the content-area professor has developed a practice of using daily writing, he/she can then generate assignments that focus on the discipline. Assignments should be content-specific and authentic. This means the writing topics come from the discipline and the documents written mirror those students will read and write in their professions. Ultimately, the task of teaching students to communicate effectively must be shared by teachers across the curriculum.

Animal Husbandry↗