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PubMed2006

The current status of forensic science laboratory accreditation in Europe.

Forensic science is gaining some solid ground in the area of effective crime prevention, especially in the areas where more sophisticated use of available technology is prevalent. All it takes is high-level cooperation among nations that can help them deal with criminality that adopts a cross-border nature more and more. It is apparent that cooperation will not be enough on its own and this development will require a network of qualified forensic laboratories spread over Europe. It is argued in this paper that forensic science laboratories play an important role in the fight against crime. Another, complimentary argument is that forensic science laboratories need to be better involved in the fight against crime. For this to be achieved, a good level of cooperation should be established and maintained. It is also noted that harmonization is required for such cooperation and seeking accreditation according to an internationally acceptable standard, such as ISO/IEC 17025, will eventually bring harmonization as an end result. Because, ISO/IEC 17025 as an international standard, has been a tool that helps forensic science laboratories in the current trend towards accreditation that can be observed not only in Europe, but also in the rest of the world of forensic science. In the introduction part, ISO/IEC 17025 states that "the acceptance of testing and calibration results between countries should be facilitated if laboratories comply with this international standard and if they obtain accreditation from bodies which have entered into mutual recognition agreements with equivalent bodies in other countries using this international standard." Furthermore, it is emphasized that the use of this international standard will assist in the harmonization of standards and procedures. The background of forensic science cooperation in Europe will be explained by using an existing European forensic science network, i.e. ENFSI, in order to understand the current status of forensic science in Europe better. The Council of Europe and the European Union approaches to forensic science will also be discussed by looking at the legal instruments and documents published by these two European organizations. Data collected from 52 European forensic science laboratories will be examined and findings will be evaluated from a quality assurance and accreditation point of view. The need for harmonization and accreditation in forensic science will be emphasized. The steps that should be taken at the European level for increasing and strengthening the role of European forensic science laboratories in the fight against crime will be given as recommendations in the conclusion.

Accreditation↗
PubMed2000

The role of basic sciences in a problem-based learning clinical curriculum.

BACKGROUND: Very little is known about the use of problem-based learning (PBL) during the later years of the undergraduate medical course and how it influences further acquisition of basic science knowledge. Similarly to many other Faculties, the PBL approach is used at Manchester in years 1 and 2, but more unusually, the curriculum continues to be centred on PBL in the clinical modules. OBJECTIVES: To explore whether and how basic science learning was continued in year 3 of the PBL clinical curriculum. METHODS: 10 of the weekly problems from the two core modules in year 3 were analysed to determine: (a) whether the design teams were using basic science objectives in devising the problems, and (b) whether PBL student groups were setting basic science learning objectives. The basic science knowledge of year 3 and 4 students was also measured. RESULTS: Similar numbers of objectives were being set by the management groups for each weekly problem (Heart, lung and blood (HLB) module, median 15, range 11-20; Nutrition, metabolism and excretion (NME) module, median 13, range 9-21). In the basic sciences, there was a median of 3 objectives per problem (range 0-6) in the NME module, but only 1 objective (0-2) per problem in the HLB module. The objectives set by six PBL groups in each module were analysed. Overall, agreement was reached on 130 occasions (62%) between the design team basic science objectives and those set for themselves by the student groups. In addition, there was a median of 2 (range 1-8) new basic science objectives brought out by the PBL groups that were not listed by the HLB module design team. In the NME module, there was again a median of 2 new objectives (range 0-6). The performance of year 3 and year 4 students in the multiple-choice questions progress test was analysed. For the 65 basic science questions, the year 3 mark was 40.8 +/- 12.3% compared with 57.1 +/- 12.3% for year 4 (P < 0.0001). CONCLUSIONS: (a) The design teams are setting basic science objectives; (b) the working problems are triggering students to set learning objectives in the basic sciences; (c) most of the objectives being set by the design teams are being triggered in the majority of group sessions; (d) the students knowledge of basic sciences increases in years 3-4.

Curriculum↗
PubMed1976

[The epistemological obstacle in the constitution of social sciences].

I. General conception. The author contends that the constitution of science requires the completion of two different tasks: a) a negative-critical one, i.e. the clearing of the theoretical field through expurgating all pre-scientific ideologies jeopardizing the growth of scientific concepts; and b) a positive-constructive one, or the actual building up of a science through the production of the formal-abstract object, using ontically indeterminate raw material. Those tasks have characteristics that differ from the formal and factic-natural sciences to the social sciences. The reasons for the differences are: a) the former two have established objects, whereas the latter ones have their objects in the process of undergoing constitution, and thus possessing and oscillating ambiguity; b) the former two sciences have specific methods related to their specific objects, whereas the latter ones have a host of methods, all of them advocating scientific status; c) the former two sciences integrate their concepts into systems so as to constitute the unity of their meaning, whereas the latter ones lack a systematic integration. The consequence is that sciences already constituted (formal and factic-natural sciences) have, by the same token, established the co-implication of both moments (negative-critical and positive-constructive), to the extent that they are in the midst of universes admitting some law-system. Social sciences, on the contrary, set a double register of problems: a) "in-themselves", as they suppose the opening of a new way to approach the object; and b) "for-themselves", as long as that opening is performed at the expense of pre-scientific ideologies that bar the developments to be done "in-themselves". Furthermore, the double task is not accomplished in the same fashion in logic-formal sciences and factic-natural ones, both groups having an apodictic adequation (absolute in the first group, relative in the second one) between the context of discovery and the context of justification, be it formal or experimental, whereas in social sciences there is no such adequation, as they are still searching and trying to establish the mutually foundating relationship between both contexts. II. The epistemological obstacle in Psychology. Psychology, belonging to the general class of social sciences, is subject to two kinds of epistemological obstacles: a) those stemming from "common sense", born and nourished in the naïve, day-to-day experience, and being used as a general canon for usual as well as entirely new situations; they reach the status of a pre-critical "knowing", based solely on beliefs, and advocating to provide the grounds for our opinion on singular and general subjects; and b) those stemming from the "speculative discourse", understood as a system of notions encircling themselves and pretending to have an analogical reference to real objects, when analogy only actualizes objects that are absent...

Humans↗
PubMed2002

Undergraduate basic science preparation for dental school.

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

Allergy and Immunology↗
PubMedDate not supplied

Lloyd Roberts memorial lecture. Science, culture and wealth.

1. This lecture defends the view that science, culture and wealth are linked and that, in the long run, the only way to maintain the spirit of excited intellectual enquiry leading to novel exploitable ideas is to attract the young by creating and maintaining a culture in which they respond to the intellectual challenge. 2. The pursuit of science is not independent of the culture in which it develops, nor is it a neutral activity. The objectivity of science neither requires nor entails its neutrality. 3. A comparison between American and British attitudes reveals a major cultural difference that leads otherwise similar political authorities to totally opposed views on the role of public funding of science. 4. The roots of this difference run deep in our culture and have a long history, stretching back at least to the early 19th century and Babbage's Decline of Science campaign. This seems to be a feature of the culture of the governing classes in Britain, at least in modern Britain. The general public perception (revealed by a recent opinion poll) is that more than 80% think that our national prosperity depends on science and technology and that it is important for Britain to be a leading nation in science. 5. The immediate cause of the present political malaise with regard to science funding is the perceived lack of correlation between science expenditure and industrial success in the 1960s. In fact, though, at the micro-economic level, there is a strong correlation between research investment and industrial competitiveness. Those industries that have invested have also succeeded. The general problem lies with a failure of major parts of industry to invest in research rather than in any major weakness or lack of exploitability in British science. 6. It will not solve that problem (which to compare with our main competitors requires an increased civil Research and Development expenditure of 3 pounds billion/annum by British government and industry combined) to try to squeeze funds from the much smaller fundamental science base, nor to impose expensive management structures on university science, which has fluorished in Britain precisely because the "young turks" have been given their head.(ABSTRACT TRUNCATED AT 400 WORDS)

Culture↗
PubMed1986

Nursing science: more promise than threat.

This paper considers the issue of nursing science. Nursing, as an art, has long been accepted as integral to nursing. Nursing, as a science, however, is a more recent concept. Nursing science is viewed as a threat to the profession by its opponents, while the proponents of nursing science see it as a promise for advancement of the discipline. This paper examines the issue of nursing science by looking at its history and development, the definition of science, and five factors critical to the nursing science issue. The author concludes that nursing science is, in varying respects, both a threat and a promise. It is clear that the preponderance of evidence favours the promise nursing science holds for the profession of nursing. It is not a matter of choosing either art or science, but rather skillfully blending both for the betterment of nursing. Both art and science are necessary in nursing--neither, however, is sufficient.

Education, Nursing↗
PubMed2003

Stereotypes and crossed-category evaluations: the case of gender and science education.

A sample of UK adolescents (n = 1140), grouped by sex and liking of science, evaluated themselves, and girl and boy targets who did or did not like science, on masculine, feminine and gender non-specific traits. Contrary to sociological concerns about the masculine image and appeal of science, those who liked science more rated themselves more positively on feminine and gender non-specific-but not masculine-traits. The girl target was rated lower on feminine traits if she liked science, but the boy was rated higher on feminine traits if he liked science. Target ratings also showed in-group enhancement based on liking of science, and a 'black sheep' effect: those who liked science less discriminated against the same-sex target who liked science, especially on gender in-group relevant traits. We argue that gender differences in science education should be attributed partly to subjective group dynamics and not solely to images of science.

Adolescent↗
PubMedDate not supplied

The Islamic world view and modern science.

The author in this article marks various factors that have motivated Muslims to adopt science and technology. In the earlier days the interest of Muslims in science and technology was due to their intellectual necessity to consolidate political independence. But their interest in science has increased today because of its being considered as the most potent means for global domination. Most of the Muslims emulate science without any critical evaluation. They are impervious to the wisdom that science offers and hence increases the depth of understanding of God's sign (ayat) and His art of creation. The author also urged Muslims to realize the devastating consequences caused by the unethical use of modern science. To him such a science that accelerates mass destruction and moral degeneration is opposed to the Islamic science which is based not on reason alone but also on revelation that promotes peace and harmony, and helps mankind to live at peace. The link that has been advocated today between science and ethics by some western writers is most deceptive and incredible, because that link primarily corresponds to a worldview which has been supplanted by that of modern science. Contrary to this the harmony between science and Islam cultivated by Muslims of over a millenium leads to the omnipotence and omniscence of God and guarantees welfare for the whole human kind.

History, Modern 1601-↗
PubMedDate not supplied

[Introductory remarks to an empirical science of care].

The academic birth of the nursing science has created a disciplinary problem of the statute, epistemological bases of the relation between the sciences of nature and the sciences of man. The real subject of the nursing science is the care and its reason for being is in the ability of motivating with scientific and rational bases the choices of nursing care. Because of its characteristics the nursing science is tended towards the practice more than to a speculative knowledge, so the nursing science can be called "empiric science of care". It treats man in regard to quality, to relation, to the metaphoric interpretation of life and health more than to measurement. For its ability of investigate with methodological rigor, the nursing science is able to build a proper body of knowledges, crossing all the other disciplines involved in the study of man (cross-disciplinarity). Obviously, first of all, it's a question of pragmatic/assertive knowledge and only subordinately a nomothetic/predictive one. Evidently, nursing science and profession are not at once identifiable or overlying, we are going towards a new professional construction, which is changing the basic characteristics of the previous education, goes beyond it to reach another identity. Medicine is defined the "science of disease", differently from nursing which we can describe as a paradigmatic science of health.

Empathy↗
PubMed1998

The war against junk science: the use of expert panels in complex medical-legal scientific litigation.

In the legal context, junk science is defined as evidence that is outside of mainstream scientific or medical views. Junk science does not have indicia of reliability and is not generally accepted. Despite the lack of scientific reliability, US courts, expert witnesses and juries are increasingly reliant on junk science in making causation decisions in complex medical liability cases. Courts have accepted junk science even where reliable scientific evidence is available. The United States silicone gel breast implant litigation is a prime example of this phenomenon. The issue of whether silicone breast implants are associated with disease has been a controversial subject for scientists and physicians, an emotional issue for women who have breast implants, and a lucrative business for the lawyers and expert witnesses who are the proponents of junk science. Junk science has provided to juries a quick and convenient explanation for claimed diseases or syndromes which have required years for reliable scientists to conclude are not related to breast implants. The breast implant litigation highlights the often dramatic difference between decisions based upon junk science and decisions grounded in scientific method, fact and reality. Recently, judges involved in the breast implant litigation have become concerned about the use of junk science in light of the growing body of legitimate scientific evidence that breast implants do not cause disease. Several judges have been motivated to take the unique and novel approach of convening scientific panels of independent experts to study the scientific issues and make findings to the court. Through the use of independent scientific experts, several judges have meaningfully assessed the evidence that the litigants present and have prevented or strictly limited the use of junk science in the courtroom. Using this procedure, other judges are weighing the evidence for future cases. This paper will briefly explore the background of mass tort medical products litigation and the development of junk science. The paper will then focus on the history of the breast implant litigation and the steps that the courts have already taken to combat junk science, including the use of scientific panels.

Biocompatible Materials↗
PubMed1992

Authorship outlets of academic health sciences librarians.

Journal articles are the most common publication format for U.S. academic health sciences librarians. This is consistent with the findings of other researchers. Of the total publications in this study, 68% were in journals. Watson found that 69% of the academic librarians' publications were published in some type of journal [8]. Similarly, Yerkey and Glogowski found that 67% of the publications in their study were journal articles, although their population consisted of all types of authors of library/information science materials [9]. Both the present study and Watson found that monographs were the second most common publication outlet. Watson found that 16% of the total publications were monographs; the current study identified 14.8% of the total publications as monographs [10]. Although Watson's findings are similar to the newer results, it is important to note that Watson's study was conducted in a different manner and included book reviews, which were not counted in the present study. The health sciences librarians in the present study published more than two thirds of their articles in library/information science journals and 27% in health sciences journals. Similarly, in Yerkey and Glogowski's study, the second-largest number of library/information science articles appeared in medical and health sciences journals [11]. Fang also found that 22.57% of the journal articles on health sciences librarianship or by health sciences librarians were in medical journals [12. This seems to demonstrate the desire of health sciences librarians to communicate with the health professionals. Yerkey and Glogowski that library and information science is an interdisciplinary field, "borrowing and supplying information to and from other disciplines"[13].

Authorship↗
PubMed2001

Sociology and the public understanding of science: from rationalization to rhetoric.

This paper contributes to the reappraisal of sociological theories of modernity inspired by the sociology of scientific knowledge (SSK). As much as these theories rely on received ideas about the nature of science that SSK has called into doubt, so do they rely on ideas about the public understanding of science. Public understanding of science has been assumed to conform to the monolithic logic and perception of science associated with rationalization, leading to an impoverished view of the cognitive outlook of the modern individual. Rationalization has become the basis for the construction of theoretical critique of science divorced from any clear reference to public understanding, with the result that theory has encountered considerable problems in accounting for public scepticism towards science. However, rather than question rationalization, the more typical strategy has been to propose radical changes in the modernization process, such as postmodernism and the risk society. Against this, an alternative view of public understanding is advanced drawn from SSK and rhetorical psychology. The existence of the sociological critique of science, and SSK in particular, suggests that the meaning of science in modernity is not monolithic but multiple, arising out of a central dilemma over the universal form of knowledge-claims and their necessarily particular, human and social grounding. This dilemma plays out not only in intellectual discourses about science, but also in the public's understanding of science. This argument is used to call for further sociological research into public understanding and to encourage sociologists to recognize the central importance of the topic to a proper understanding of modernity.

Humans↗
PubMed1991

Nursing science: basic, applied, or practical? Implications for the art of nursing.

Nursing has long been described as both a science and an art. If the science of nursing is to be relevant to the art of nursing, then it must be conceptualized and pursued such that these two central components of nursing remain connected. Current conceptualizations of nursing science are examined in terms of the consequences that each conceptualization might have for the art of nursing. Pursuing nursing science as a basic science or an applied science disarticulates the science of nursing and the art of nursing. The author concludes that only if nursing science is conceptualized and pursued as a practical science will the science of nursing be consistently relevant to the art of nursing.

Humans↗
PubMed2002

Cohort studies in health sciences librarianship.

QUESTION: What are the key characteristics of the cohort study design and its varied applications, and how can this research design be utilized in health sciences librarianship? DATA SOURCES: The health, social, behavioral, biological, library, earth, and management sciences literatures were used as sources. STUDY SELECTION: All fields except for health sciences librarianship were scanned topically for either well-known or diverse applications of the cohort design. The health sciences library literature available to the author principally for the years 1990 to 2000, supplemented by papers or posters presented at annual meetings of the Medical Library Association. DATA EXTRACTION: A narrative review for the health, social, behavioral, biological, earth, and management sciences literatures and a systematic review for health sciences librarianship literature for the years 1990 to 2000, with three exceptions, were conducted. The author conducted principally a manual search of the health sciences librarianship literature for the years 1990 to 2000 as part of this systematic review. MAIN RESULTS: The cohort design has been applied to answer a wide array of theoretical or practical research questions in the health, social, behavioral, biological, and management sciences. Health sciences librarianship also offers several major applications of the cohort design. CONCLUSION: The cohort design has great potential for answering research questions in the field of health sciences librarianship, particularly evidence-based librarianship (EBL), although that potential has not been fully explored.

Cohort Studies↗
PubMed1994

[Science and society: a confidence crisis?].

Modern technical world is essentially dependent on science and technology. Due to this, more and more potential dangers between science and society build up, leading to a general fear of the threatening progress of science on all sectors, especially in nuclear research and gene technology, thus arousing the question of a crisis of confidence between science and society. It will be proved that this crisis does not exist. The thing to be done is to make science much more transparent than before. "Belief in science and fear of science" are discussed in detail, including the fear of a risk (reckless society). Further paragraphs deal with "limitations of situations of misery" by way of science and the "limits of science and action". The discussion of this matter entails a short comment on the "responsibility of the scientist". The political function of the scientist is underlined in a kind of "outlock". It is concluded that we cannot cope with a crisis of confidence between science and society. The scientification and technification of the biosphere cannot be reversed. Mankind must and will somehow manage the future.

Anxiety↗
PubMed1998

[Nursing science in German--current status and future prospects].

Establishing nursing science at German universities has become more and more consolidated. At the beginning of this establishment there was an evident backlog especially compared to angloamerican and scandinavian countries. Today-- 1997--more than 40 nursing science courses exist at German high schools and universities. Despite this dynamic development, it is clear that nursing science and research are still not firmly established in the German university system. Defining an independent nursing science area is one of the primary tasks that should be accomplished simultaneously with the ongoing establishment of science courses, hereby, taking into account its dialectic relationship with closely related sciences. Moreover, the different nursing science courses that have been established until now, appear to have different profiles and are partly located in different university and high school departments. The influences of these different departments on the establishment of nursing science as an independent discipline are at least as unpredictable as is the question of how nursing science could be integrated within the system of sciences as well as within the high schools and universities. Taking the above mentioned considerations into account the following reflections have been stated.

Curriculum↗
PubMed1999

Development of knowledge and reported use of sport science by elite New Zealand Olympic class sailors.

The objective of this study was to determine the change in elite dinghy sailor's knowledge and use of sport science, three years after the adoption of a sport science support (SSS) programme by Yachting New Zealand for its elite dinghy sailors. A questionnaire was administered to 28 (22 male, six female) elite sailors in April 1994 and to 33 (24 male and nine female) in March 1997 during a training camp for elite sailors. 15 of the sailors participated in 1994 and 1997. The questionnaire asked whether or not the sailors used a training race diary and inquired about their knowledge and use of sport science in the areas of nutrition, psychology and physical conditioning. In 1997, additional questions enquired about sailor's perception of sport science and its affect on their racing performance. Between April 1994 and March 1997, sailors received sport science support in nutrition, psychology and physical conditioning. Sailors reported a greater amount of fluid drunk on a four-hour sail in 1997 than in 1994 and a greater proportion of sailors ate a high carbohydrate meal after a race in 1997 than in 1994. In 1997, sailors reported feeling less anxiety before a race, and the sailors common to 1994 and 1997 reported feeling less sick before a race in 1997 than in 1994. Increases were observed in volume and intensity of physical training, and improvements were noticed in the chosen type of aerobic training in 1997. Most sailors believed that their knowledge and use of sport science has increased and that their increased use of sport science has led to improvements in racing performance. The results suggest that elite New Zealand sailors' use of sport science improved in the areas of nutrition, sports psychology and physical conditioning between 1994 and 1997. However, when the results were compared with those of Legg and Mackie (1999), it was evident that greater physical conditioning improvements had occurred between 1994 and 1995 than had been sustained since, while the majority of sailor's sport psychology improvements occurred between 1995 and 1997. Sailors reported fluid intake between 1994 and 1997 had steadily improved. The reason for sailor's change in emphasis on different areas of sport science over time may be a result of their adopting ideas with which they were most familiar (physical conditioning and nutrition) first, and then adopting the less widely understood discipline of sport psychology once they felt that they had mastered their use of physical conditioning and nutrition. This study indicates that sailors are beginning to understand the importance of personal preparation using sport science principles.

Adult↗
PubMed2000

Change in knowledge and reported use of sport science by elite New Zealand olympic class sailors.

The objective of this study was to examine the change in knowledge and use of sport science in 46 elite New Zealand Olympic class dinghy sailors' one year after the adoption of a sport science support (SSS) programme by Yachting New Zealand. Twenty eight (22 males, six females) sailors responded to a questionnaire which was administered during a training camp in April 1994 and 28 (also 22 males and six females) responded to the same questionnaire at a training camp in April 1995. Ten of the sailors responded in both 1994 and 1995. The questionnaire asked whether or not the sailors used a training race diary and inquired about their knowledge and use of sport science in the areas of nutrition, psychology and physical conditioning. In 1995, additional questions enquired about sailors' perception of sport science and its affect on their racing performance. In the intervening year, six of the sailors received sport science support (SSS) in nutrition; eleven received SSS in sport psychology; eleven received SSS in physical conditioning. In 1995, the sailors reported a greater amount of fluid taken and drunk on a four-hour sail and a greater proportion of sailors ate a high carbohydrate meal after a race. They also reported feeling less anxiety before a race. Increases were also observed in the sailors' volume and intensity of physical training and in their chosen type of aerobic training. Most sailors believed that their knowledge and use of sport science had increased and that this had led to improvements in racing performance. It is concluded that elite New Zealand sailors' reported use of sport science improved in the areas of physical conditioning and nutrition between 1994 and 1995. Improvement in the use of sports psychology was less clear and the eleven sailors who received psychology SSS reported feeling more anxious before a race. There was little evidence to suggest that the sport science programme was responsible for the improvements. This study indicates that sailors are beginning to understand the importance of sport science support, but there is still much room for improvement in their use of sport science.

Adult↗