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PubMed2000

[Between object and society: 25 years of museums of science and technology in the Netherlands].

At present 28% of the Dutch museums belongs to the group of museums of science and technology. During the second half of the twentieth century this group has developed from a small number of rather general museums into a large number of small and highly specialized museums with an emphasis on transport and crafts. Most of the new museums are collection rather than community oriented. They are about technological progress, while only a few discuss social and environmental issues. Considering the huge number of science museums it is remarkable that science centres never became popular. The two most important science centres (Evoluon at Eindhoven and newMetropolis/Nemo at Amsterdam) can hardly be described in terms of resounding success. Nevertheless, the (international) science centre movement did have its impact on the development of Dutch science museums. Whereas the young specialized museums remain quite traditional, the old general museums have eagerly adopted new methods of communication and are in the process of profiling themselves as real centres of science education.

History, 20th Century↗

PubMed2000

[Twisting and turning; the development of the Dutch science shops].

The concept of science shops (Wetenschapswinkels) originates from the Netherlands. Science shops were based on the idea that universities had to play a more prominent role in the solution of social problems - an outcome of the discussion, initiated by students, on the democratisation of universities in the early 1970s. Starting as voluntary student organisations supported by individual staff members from the universities, they were devoted to give oppressed minority groups and the financially weak access to scientific research. Slowly, acknowledgement came. Science shops began to receive financial support from university boards. Support also came from the Dutch government. By now science shops have professionalized and most of them are well embedded in their universities. Many developments within society and the universities influenced the work and structure of the science shops. Positive developments were professionalization, growth, becoming embedded, and the introduction of new research themes. There were also negative developments, such as budget cuts and the fact that 'service to society' ceased to be a government objective for the universities. These led to recurring struggles for survival, which were not always won. Interest in the science shop concept has grown in other countries over the last years. In the 1980s, the system spread within Western Europe. Similar activities, based on the Dutch model, have started in North America and Eastern Europe in the 1990s. The activities on the international level led to an E.U. financial project to prepare an international network of science shops, which commenced in 1999. With information exchange and international cooperation as its major goals, the network will create new opportunties for the future.

Curriculum↗

PubMed2000

[Controlling science and technology, 1965-2000].

Over the last 35 years ideas about the development of science and technology have taken a new turn. The optimistic period of post-war reconstruction that lasted until the nineteen sixties saw science and technology as almost autonomous phenomena and as the source of our wealth. This view came to be criticized in the seventies, and the social impact of the intertwined development of science and technology came under scrutiny. Discussions about nuclear power, nuclear weapons and environmental problems induced the first attempts to control the development of science and technology. These attempts were mainly directed at minimalizing side effects, yet at the same time an increasing need was felt to adapt the course of scientific and technological developments to social needs. Governments were urged to devise mechanisms to institutionalize attempts in this direction. Social groupings began to use science and technology as a means to achieve their own ends (e.g., alternative technology). In particular, there was a growing interest in the possibilities of influencing decision-making with regard to science and technology. This paper presents an overview of these developments and illustrates the growing involvement of outside parties. Multinational companies, science organizations and the universities have thus paid increasing attention to forms of decision making that aim to give civilians a more important role.

History, 20th Century↗

PubMed2001

The history of science and the introduction of plant genetics in Mexico.

The emergence and development of 'national sciences' in Latin American countries were not, until very recently, part of the agenda of historians of science because the 'traditional' history of sciences was not interested in the scientific activity of peripheral areas. The history of science is a recent discipline in Mexican historiographic studies. The methodological interest in the history of science, the creation of schools and institutes that deal with it, the establishment of particular chairs, the organization of national societies, and the publication of books and periodicals are all very recent. It is important to carry out studies in the history of science that examine the development of Mexican science introducing the 'local' context, and study how this development has influenced the formation of scientific societies and the development of scientific disciplines in the country. We want to explore the introduction of genetics in Mexico as applied to agriculture between 1930 and 1960. This matter has not been investigated in Mexico and therefore this work would represent one of the first studies of this subject and one of the first studies in the general field of Mexican scientific history.

Biological Science Disciplines↗

PubMed1992

The quality of medical science.

Is the quality of science aimed at understanding and treating disease inferior to more basic investigations of basic biology, or does the different quality of medical science reflect a distinct nature? This duality in the meaning of quality is central to any critique of the quality of medical science. The nature of medical science, which deals with the dysfunction of integrated genetic, epigenetic, environmental, or stochastic phenomenon, is distinct from that of basic science which seeks to describe discrete biological processes. In physical sciences it is generally accepted that there are practical boundaries between disciplines such as quantum physics, thermodynamics, and chemistry even though, in theory, such investigations are related. In meteorology, the development of chaos theory establishes that there are even theoretical limits to the ability to predict large scale processes from their essential, constituent processes. So too, the quality of medical science may be distinct from that of basic biology.

Attitude↗

PubMed2003

Science and religion.

Religion and science have often been in conflict throughout human history. There are many who think that they can never be reconciled. In this essay, it will be argued that religion and science are in harmony, and, in fact, they are both necessary for the advancement of human civilization. In essence, religion and sciences represent to pathways in the search for truth. In general, religion deals with spiritual matters and science with physical matters. In some cases they overlap. The very word, "science" has had different meanings throughout the centuries. The sciences studied in the ancient world, such as alchemy, would have no meeting today. It is likely that some sciences, which are considered very important today, will in future centuries become irrelevant. (Ref. 15.).

Humans↗

PubMed2005

A current perspective on medical informatics and health sciences librarianship.

OBJECTIVE: The article offers a current perspective on medical informatics and health sciences librarianship. NARRATIVE: The authors: (1) discuss how definitions of medical informatics have changed in relation to health sciences librarianship and the broader domain of information science; (2) compare the missions of health sciences librarianship and health sciences informatics, reviewing the characteristics of both disciplines; (3) propose a new definition of health sciences informatics; (4) consider the research agendas of both disciplines and the possibility that they have merged; and (5) conclude with some comments about actions and roles for health sciences librarians to flourish in the biomedical information environment of today and tomorrow. SUMMARY: Boundaries are disappearing between the sources and types of and uses for health information managed by informaticians and librarians. Definitions of the professional domains of each have been impacted by these changes in information. Evolving definitions reflect the increasingly overlapping research agendas of both disciplines. Professionals in these disciplines are increasingly functioning collaboratively as "boundary spanners," incorporating human factors that unite technology with health care delivery.

Humans↗

PubMed1992

Concurrent phenomena of science and history in the 17th century and their essential interdependence.

The explanation for the explosion of science in the 17th century lies in history and medical historiography. Without this approach, it becomes fantasy, accidents, or success stories. Sigerist grasped the essential interdependence of science and history, and had no need for devised reasons or speculation. He realized that once the dark night of the Middle Ages was over, the sciences arose with undreamt of force and accelerated development. The advances in astronomy, mathematics, mechanics, and experimental science benefitted a society developing in seafaring, manufacture, and trade in the 17th century. Sigerist's views make the scientific explosion understandable in human and social terms. He did not overlook the capabilities of some extraordinary individuals, such as Paracelsus (1493-1541), to shape the course of medicine, nor the importance of the mechanistic philosophy in the 17th century. Man makes history and science; hence, we find concurrent phenomena of history and science essentially interdependent. The spirit of experimental science of 17th century England was inspired by the new needs of commercial enterprise for more means of transportation and communication. Likewise, the interest in the mechanics of the pump for waterworks and for the drainage of swamps led Harvey to think of the heart as a pump, and to explain the circulation of the blood in terms of its functioning.

England↗

PubMed1994

Critical science and the critique of technology.

Environmental and occupational epidemiology are in the tradition of "critical science." Critical science is a mode of science in which scientific methods are used to critique the adverse consequences of technological development. Critical science should be explicitly recognized as a paradigm in interdisciplinary research. It is the "mode" in which environmental and occupational epidemiology function and the role that these and related disciplines play in society. As the feedback to society on the performance of technology, critical science has assumed a major role in modern society by providing an acceptable critique of technological development. The close association between scientific research and technology of the last three and one-half centuries has been the exception to the historical rule. Intelligent guidance of technology in modern society makes public participation and education in scientific, biomedical, and technical affairs imperative. Critical science in its interdisciplinary dimension is imperative to this public process. Truly interdisciplinary work can only be accomplished when the disciplinary underpinnings are strong and when individual investigators are encouraged to pursue their individual priorities. Critical science is no exception and requires encouragement of skepticism on the part of the investigator toward conventional assumptions.

Ecology↗

PubMed1997

Making science clinically relevant.

Clinical practice requires a sound foundation in the basic and clinical sciences. However, the traditional dental curriculum often separates the two in a variety of ways that reduce their integration. The basic sciences are commonly taught in the first two years by a basic science faculty with inconsistent integration with clinical dental practice. The clinical sciences are often taught by faculty who may not be actively involved in research-related activities. The curriculum is dense and is difficult to modify to adapt to evolving scientific discovery and application. The 1995 IOM report focuses much of its attention on these issues. The Harvard School of Dental Medicine has dramatically modified its curriculum twice in the recent past to more closely integrate the basic and clinical sciences and to promote the clinical relevance of the basic sciences. The class entering in 1980 began a five-year D.M.D. program that was designed to decompress the curriculum and increase experiences that enhance scientific and clinical integration. The class entering in 1994 initiated a four-year program that uses a problem-based learning design throughout the entire curriculum. Strategies for integrating the clinical and the basic sciences along with research training and experience were developed and implemented in both programs.

Clinical Competence↗

PubMed1998

[The concept of paradigm in nursing science].

This paper critically analyses the use of the term paradigm in nursing science. The essay consists of two main sections. The "prekuhnian" meaning of the paradigm term is described in the first section. The developments in the philosophy of science are presented in conjunction with the rise of the "antipositivist turning point" and Kuhn's historical approach with its central terms (paradigm, revolution, normal science). Some central points of criticism regarding Kuhn's approach close the first section. The second section gives attention to the application of the term paradigm in nursing science, at first describing the situation in the USA and subsequently referring to Germany. The insufficient extent of discussions on questions and problems regarding the philosophy of science is elucidated in the following criticism. The examination comes to the conclusion that the application of the paradigm term to nursing science is neither possible nor is it sensible. A brief review of the prospects for nursing science concludes the essay.

Germany↗

PubMed1998

[The concept of paradigm in nursing science].

Ethics, Nursing↗

PubMed2003

Goethe's science: an approach to research in American Indian Studies.

In The Wholeness of Nature (1996), Henri Bortoft shows how a Goethean science of qualitative wholeness complements the analytic and causal- explanatory framework that underlies most research in the natural and social sciences. Goethe's insights and methods suggest that a better understanding of Indian tribes may occur when a tribe is regarded as its own abstraction and its own explanation. In Goethe's approach to science, the human mind is an "organ of perception" and researchers are active participants in the way they see the world. Consider an Indian tribe and the goal of Goethean science is to intuitively "see" patterns of interpenetrating relationships in a dynamic process of self-organization that is the tribe. While analytic science and Goethe's science of wholeness are incommensurable, both are true, and neither is comprehensive.

Biological Science Disciplines↗

PubMedDate not supplied

Predictive efficacy of Chiropractic College Assessment Test scores in basic science chiropractic education.

OBJECTIVE: To evaluate the ability of Chiropractic College Assessment Test (CCAT) to explain academic success within a chiropractic basic science curriculum. METHODS: The CCAT examination was administered to 202 subjects from 1 chiropractic college on the first day of classes. Zero-order Pearson correlations were used to examine for associations between the prechiropractic grade point average (GPA), CCAT scores, and basic science GPA. Multiple regression techniques were applied to determine the predictive efficacy of CCAT scores on basic science GPA. RESULTS: Study results indicate a correlation between prechiropractic GPA, CCAT scores (r = 0.348, P < .001), and basic science GPA (r = 0.559, P < .001). Correlation was also noted between CCAT scores and basic science GPA (r = 0.537, P < .001). Using multiple regression, together the variables (age, postsecondary education, prechiropractic GPA, and CCAT scores) accounted for a significant portion (R2 = 0.483, P < .001) of the total variance in basic science GPA. Furthermore, the CCAT scores accounted for significant unique explanation (change R2 = 0.081, P < .001) beyond that offered by the traditionally used prechiropractic GPA. CONCLUSION: The CCAT examination provides a valuable a priori indicator of success within the basic science curriculum of this particular chiropractic program. Consideration should be given to adopting the CCAT examination as one of a number of heuristic guides students and college officials use in making enrollment decisions.

Chiropractic↗

PubMed2005

Dimensions, domains and principles of the new nutrition science.

OBJECTIVE: Following the agreed principles, definition and dimensions of the new nutrition science, to elaborate its overall guiding principles, to propose some domains of its biological, social and environmental dimensions, and to propose a series of principles to govern and guide these dimensions and domains. This paper, part of The New Nutrition Science project, is initial work in progress towards a comprehensive typology of the science, and is designed to stimulate further work. METHOD: A review that takes into account the discussions of the Giessen workshop on the new nutrition science, and in particular the workshop agreement as expressed in The Giessen Declaration. Three outlines of the evolutionary, historical and ecological general principles to guide the new nutrition science are given in boxed texts. The suggested specific principles, taken mostly from 14 associated papers and workshop discussion, are an informal supplement to the Declaration. They are presented as further work in progress, to be developed, revised and agreed at future meetings designed to develop the new nutrition science. CONCLUSION: An essential aspect of the theory and the practice of the new nutrition science--in common with any scientific discipline and indeed any ordered human activity--is a specification of its dimensions and their domains, with definitions; and also considered and agreed principles to govern and guide its work.

Culture↗

PubMed1986

Exemplar reasoning about biological models and diseases: a relation between the philosophy of medicine and philosophy of science.

This paper discusses the structure of medical science with a special focus on the role of generalizations and universals in medicine, and philosophy of medicine's relation with the philosophy of science. I argue that a usually overlooked aspect of Kuhnian paradigms, namely, their characteristic of being "exemplars", is of considerable significance in the biomedical sciences. This significance rests on certain important differences from the physical sciences in the nature of theories in the basic and the clinical medical sciences. I describe those differences and maintain that they are these differentiating features that require the use of more comparative and analogical reasoning in medicine. I suggest that Kitcher's recent introduction of the notion of a 'practice' may have similar implications if it is construed to contain more analogical elements than he appears to recognize in his initial formulation. Finally I argue that though Gorovitz and MacIntyre's characterization of medicine as a "science of particulars" bears some similarities with my thesis, I maintain that such a position without careful qualification can lead to ignoring both the nature of generalizations in these sciences and their role as positive analogies tying together a family of overlapping models.

Humans↗

PubMed1992

Comparison of medical school performances and career plans of students with broad and with science-focused premedical preparation.

This paper reports (1) a method for classifying students according to the breadth of their premedical preparation and (2) a comparison of the medical school performances and career plans of the students thus classified. The method was developed in 1987, in part by using input from a small but representative sample of admission officers. Students were grouped according to undergraduate major, ratio of nonscience-to-science course hours, and extracurricular involvement. After tentatively classifying all individuals who had entered U.S. medical schools in 1981 as having either broad or science-focused preparation, the author compared the two most distinct groups selected from a random sample of the individuals in each classification: 59 individuals constituted the final broadly prepared group, and 73, the science-focused group. The science-focused group attained higher mean scores (p less than .05) on three science sections of the National Board of Medical Examiners (NBME) Part I examination, and the broadly prepared group scored higher on the Behavioral Sciences section (p less than .05). No other significant difference was evident between the groups' mean scores on the NBME Parts I, II, or III, or in the groups' rates of experiences of academic difficulty, specialty choice distributions, or percentages of individuals deciding to pursue research careers. The author concludes that this method of classifying students is useful and that the students with less premedical focus in the sciences were able to perform well.

Career Choice↗

PubMed2003

[Pharmacy, pharmacists and society--pharmaceutical science and practice with philosophy].

In Japanese pharmaceutical community, there seems to be a lack of "Science of Science" and "Research on Research" which are to utilize unit sciences and research for the benefit of human being. In other words, pharmaceutical people in Japan should have much more pharmaceutical philosophy. The late Professor Komei Miyaki, founder Editor-in-Chief of FARUMASHIA, the monthly membership magazine of Pharmaceutical Society of Japan, under whom I worked as one of editorial board members, taught me that scientists should have their own philosophy of their sciences. Such a pharmaceutical philosophy as mentioned above should be established on the basis of complete separation of medical profession between doctors and pharmacists, which form the most important and necessary issue in safety assurance for patients with the complete zero defect (ZD action), as there is a long history for that in Europe since the separation was completed by King Friedrich II in 1240. Therefore, we have to learn the social status of European/American pharmacist practitioners who are the great No. 1 among all the professions. European pharmacists guarantee the safety of every chemical used for human body and pets, such as medicines, cosmetics, foods, tooth stuffs and so on. Regarding the pharmaceutical sciences in Japan also there seems to be a lack of pharmaceutical philosophy, as pharmaceutical scientists have no identity in research object that may be similar to basic scientists who are non-pharmacy graduates. Japanese sciences generally have developed along the lines of the Western model, reaching the current high level. We now not only should receive profits from the outside but also should embark on a mission to support pharmaceutical sciences throughout the world, especially Asian courtiers. At the present, we do not seem to be fulfilling our mission to do that, even though general activity includes significant international exchange. We have to make much more effort for international contribution/participation. For that, the most important and necessary issue is to make change in fundamental sense in Japanese pharmaceutical community, though an internationalization of technological issues is usually taken into consideration. In this connection, regarding the new drug development, we must have a change in the sense to establish pharmaceutical philosophy and jump up in conception from the existing one. Based on the above mentioned pharmaceutical philosophy, seven star pharmacists should be educated as described in 2000 FIP Statement of Policy: Good Pharmacy Education Practice, who could be a (1) care giver; (2) decision maker; (3) communicator; (4) leader; (5) manager; (6) life-long learner; (7) teacher.

Asia↗