Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “Science”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 1,315 records · Page 73Linked to original sources
PubMed2004

Innateness in cognitive science.

Innateness is one of the central concepts of cognitive science; but it is also a source of considerable confusion. In this article, I survey recent attempts to understand the notion of innateness as it figures in cognitive science and indicate which is likely to prove most fruitful. One approach draws directly on our "commonsense" views about innate traits. Another aims to characterize innateness in terms of concepts drawn from biology, such as genetic determination. Yet neither strategy has met with much success. This could indicate that a satisfactory account of innateness needs to make use of the conceptual resources of cognitive science itself. A proposal that takes this suggestion seriously is outlined, and an appeal is made for a more systematic assessment of the role and significance of the notion of innateness to cognitive science.

Adult↗
PubMed2005

Enhancing the role of science in the decision-making of the European Union.

Used well, science provides effective ways of identifying potential risks, protecting citizens, and using resources wisely. It enables government decisions to be based on evidence and provides a foundation for a rule-based framework that supports global trade. To ensure that the best available science becomes a key input in the decisions made by EU institutions, this abridged version of a working paper produced for the European Policy Centre, a leading, independent think tank, considers how science is currently used in the policy and decision-making processes of the EU, what the limitations of scientific evidence are, and how a risk assessment process based on scientific 'good practices' can be advantageous. Finally, the paper makes recommendations on how to improve the use of science by EU institutions.

Decision Making↗
PubMed2002

The Great War, the Russian Civil War, and the invention of big science.

The revolutionary transformation in Russian science toward the Soviet model of research started even before the revolution of 1917. It was triggered by the crisis of World War I, in response to which Russian academics proposed radical changes in the goals and infrastructure of the country's scientific effort. Their drafts envisioned the recognition of science as a profession separate from teaching, the creation of research institutes, and the turn toward practical, applied research linked to the military and industrial needs of the nation. The political revolution and especially the Bolshevik government that shared or appropriated many of the same views on science, helped these reforms materialize during the subsequent Civil War. By 1921, the foundation of a novel system of research and development became established, which in its most essential characteristics was similar to the U. S. later phenomenon known as "big science."

History, 20th Century↗
PubMed2004

The triad of science foundations, instructional technology, and organizational structure.

Over the centuries and across all societies educational achievement does not improve. The attempt to improve the instructional process has concentrated on instructional technology. But these attempts have overlooked the importance of two other factors: the science that should underlie the instructional technologies and the organization that must operate those technologies. A considerable step forward in handling the problems of instructional effectiveness has been the derivation of instructional technologies based on Skinnerian science. But the instructional technologies based on Skinner's analysis of behavior are promoted as if they were to operate in an organizational vacuum. The division of labor, and its necessary coordination and control, is taken for granted. But in any large scale enterprise, the organization of the division of labor must fit the technology through which that enterprise achieves its mission. Educational technology must tie directly to a pertinent science and to a proper organizational structure. To teach effectively requires an overhaul along three lines: 1) a relevant science that reflects and encapsulates an accurate understanding of behavior; 2) a contingency-based technology of instruction that directly derives its practices upon proper scientific principles; and 3) a suitable organization based on teaching teams that operate the new instructional technology.

Behaviorism↗
PubMed1999

[What kind of science is required by nursing?].

This article represents a slightly modified paper presented at the symposium on Nursing Science held by the University of Basel in December 1998. It involves a topic analysis of the requirements for nursing science of a nursing service of a University Hospital. On the basis of this analysis a possible identity of Nursing Science is derived. It appears to be compatible both with the ethos and goals of the nursing profession and with the present system of the sciences.

Ethics, Nursing↗
PubMed2003

The Mona Lisa of modern science.

No molecule in the history of science has reached the iconic status of the double helix of DNA. Its image has been imprinted on all aspects of society, from science, art, music, cinema, architecture and advertising. This review of the Mona Lisa of science examines the evolution of its form at the hands of both science and art.

Art↗
PubMed1993

Chaos theory suggests a new paradigm for nursing science.

The traditional approach to science is an empirical or cause-and-effect one, where answers to research questions come about deductively. Nursing has followed this path in its attempt to establish a knowledge base. Difficulty occurs when nurses attempt to develop strategies to solve nursing problems involving human systems using this reductionistic approach. Human systems are complex, dynamic and individual. Traditional scientific models often fall short of providing adequate frameworks for describing, explaining and predicting the behaviour of these complex systems. Many scientific communities have been searching for a flexible more three-dimensional model to describe non-traditional system behaviours. Chaos theory may provide science with the new paradigm for the study of these complex systems. This paper suggests Thomas Kuhn's philosophy of science to use as a foundation for the application of chaos theory or the theory of non-linear dynamics to the science of nursing.

Epidemiology↗
PubMed2003

Does problem-based learning lead to deficiencies in basic science knowledge? An empirical case on anatomy.

INTRODUCTION: Problem-based learning (PBL) is supposed to enhance the integration of basic and clinical sciences. In a non-integrative curriculum, these disciplines are generally taught in separate courses. Problem-based learning students perceive deficiencies in their knowledge of basic sciences, particularly in important areas such as anatomy. Outcome studies on PBL show controversial results, sometimes indicating that medical students at PBL schools have less knowledge of basic sciences than do their colleagues at more traditional medical schools. We aimed to identify differences between PBL and non-PBL students in perceived and actual levels of knowledge of anatomy. METHODS: Samples of Year 4 students in all eight medical schools in the Netherlands completed a questionnaire on perceived knowledge and took part in a computerised anatomy test consisting of both clinically contextualised items and items without context. RESULTS: Problem-based learning students were found to have the same perceived level of anatomy knowledge as students at other medical schools. Differences in actual levels of knowledge were found between schools. No significant effects on knowledge levels were found for PBL schools versus non-PBL schools. CONCLUSION: The results of this study show that PBL does not result in a lower level of anatomy knowledge than more traditional educational approaches. It remains to be ascertained whether the levels students attain are adequate. Subjects for further study are the desired level of anatomy knowledge at the end of undergraduate medical education and the effectiveness of basic science learning within a clinical context and with repetition over the course of the curriculum.

Adult↗
PubMed2000

Student nurses' understanding of caring science.

The aim of this study is to investigate student nurses' understanding of caring science theory and Eriksson's caring process model. The study is 'qualitative' by its nature, and grounded theory is taken as the main point of departure. Data for the cross-section study are collected through individual interviews with 60 student nurses. Groups of students are interviewed both at the beginning (n = 27) and at the end (n = 33) of nursing training. As a result of the analysis, qualitative similarities and differences in students' ways of understanding caring science are found, and a very distinctive trend of development could be identified. Superficial understanding of caring science was prevalent among students at the beginning, while most students at the end of the nursing training had developed deeper understanding of the theory. The results also show that many students at the end of their education have difficulties in seeing and understanding the relation between the caring science theory and the practical caring reality. In order to increase students' understanding of the relation between theory and practice, it is important to pay more attention to what theoretical tools students are given in nursing training.

Attitude of Health Personnel↗
PubMed2003

Science and the major racket sports: a review.

The major racket sports include badminton, squash, table tennis and tennis. The growth of sports science and the commercialization of racket sports in recent years have focused attention on improved performance and this has led to a more detailed study and understanding of all aspects of racket sports. The aim here, therefore, is to review recent developments of the application of science to racket sports. The scientific disciplines of sports physiology and nutrition, notational analysis, sports biomechanics, sports medicine, sports engineering, sports psychology and motor skills are briefly considered in turn. It is evident from these reviews that a great deal of scientific endeavour has been applied to racket sports, but this is variable across both the racket sports and the scientific disciplines. A scientific approach has helped to: implement training programmes to improve players' fitness; guide players in nutritional and psychological preparation for play; inform players of the strategy and tactics used by themselves and their opponents; provide insight into the technical performance of skills; understand the effect of equipment on play; and accelerate the recovery from racket-arm injuries. Racket sports have also posed a unique challenge to scientists and have provided vehicles for developing scientific methodology. Racket sports provide a good model for investigating the interplay between aerobic and anaerobic metabolism and the effect of nutrition, heat and fatigue on performance. They have driven the development of mathematical solutions for multi-segment interactions within the racket arm during the performance of shots, which have contributed to our understanding of the mechanisms of both performance and injury. They have provided a unique challenge to sports engineers in relation to equipment performance and interaction with the player. Racket sports have encouraged developments in notational analysis both in terms of analytical procedures and the conceptualization of strategy and tactics. Racket sports have provided a vehicle for investigating fast interceptive actions, hand-eye coordination and perception-action coupling in the field of motor control. In conclusion, science has contributed considerably to our knowledge and understanding of racket sports, and racket sports have contributed to science by providing unique challenges to researchers.

Biomechanical Phenomena↗
PubMed1997

Basic science research in postgraduate surgical training: difficulties encountered by clinical scientists.

BACKGROUND: Clinical training of physicians and surgeons involves teaching students and residents both the science and the art of medicine. The science of medicine involves clinical skills honed through reading textbooks and journals and experience in diagnosing and treating myriad diseases. The art of medicine involves the important communication skills necessary for a good doctor-patient relationship. A third aspect of training, basic science research, is frequently de-emphasized or omitted entirely. In general, training programs frequently do not allow protected time in a laboratory setting for the resident. The few weeks to months that some programs allow is insufficient to establish a thorough understanding of scientific method. METHODS, RESULTS: The article describes the introduction of one of the authors from a clinically oriented training background into the laboratory and outlines the pitfalls frequently encountered when a clinician embarks on basic science research training. CONCLUSION: The necessity for sufficient protected time in the laboratory away from clinical responsibilities is recognized.

Clinical Competence↗
PubMed2005

Social science and a post-genomic future: alternative readings of genomic agency.

This paper explores competing discourses that envision different socio-technical landscapes opened up by the completion of the map of the human genome in 2003. It examines the ways in which the map, and it organising principle and very rationale--the gene as the sole or prime agent through which to understand the body and its disordering (as disease)--has been interpreted in quite distinct ways. It suggests how the sequences of a genomic map have post-genomic con-sequences that depend on a social rather than simply biological reading of genomic agency. Various accounts of the map and genetic agency or [sic] described, within science, science policy and social science, especially across science and technology studies (STS). The paper concludes with a comparative summary of these positions and asks whether a deconstructive reading of genomic agency by STS analysts might be the basis for a critical re-constructive engagement with post-genomic policy discourse that avoids the over-determination of agency one often finds in the latter.

Genomics↗
PubMed1981

Public attitudes toward science and technology: what have the surveys told us?

Surveys of public attitudes toward science and technology over the last two decades show a very high level of favorable response. Public confidence in science sagged in the seventies and, though science suffered considerably less than most other major social institutions, a larger tiny minority now view it as harmful than in the fifties. The most striking aspect of public attitudes toward science, and scientists, however, is that they appear to be based on nebulous and distorted conceptions which are dominated by themes of applied technology.

Public Opinion↗
PubMed2005

Conscientious workmen or booksellers' hacks? The professional identities of science writers in the mid-nineteenth century.

Existing scholarship on the debates over expertise in mid-nineteenth-century Britain has demonstrated the importance of popular writings on the sciences to definitions of scientific authority. Yet while men of science might position themselves in opposition to the stereotype of the merely popular writer, the self-identity of the popular writer remained ambiguous. This essay examines the careers of William Charles Linnaeus Martin (1798-1864) and Thomas Milner (1808-ca. 1883) and places them in the context of others who made their living by writing works on the sciences for the general reader. Martin wrote on zoology and Milner moved between astronomy, geology, and geography. The essay unravels the close but ambivalent relationship between the professions of authorship and of science and highlights writing as another aspect of scientific practice. Both writers were moderately financially successful, but Martin's sense of failure and Milner's satisfaction reflect their contrasting images of their professional identity.

Authorship↗
PubMed1997

Science in the early Athenaeum: a mirror of crystallization.

The Athenaeum, one of the most influential weekly magazines of Victorian Britain, was launched in 1828, towards the end of the period which saw the crystallization of science out of eighteenth-century natural philosophy and the differentiation of the individual sciences one from another. We examine the magazine's coverage of specific scientific areas in the year from May 1828 to April 1829, looking at what it defined as science and how it arrived at its definitions. The picture that emerges is complex, influenzed by editorial preferences as well as more clearly discernible objective criteria. But, at this stage, The Athenaeum appears to be opposed to opening up a gulf between the scientifically literate and the rest of its readership, reminding science of its debt to earlier endeavours.

History, 19th Century↗
PubMed2001

Nutrition: a reservoir for integrative science.

In the last twenty years, powerful new molecular techniques were introduced that made it possible to advance knowledge in human biology using a reductionist approach. Now, the need for scientists to deal with complexity should drive a movement toward an integrationist approach to science. We propose that nutritional science is one of the best reservoirs for this approach. The American Society for Nutritional Sciences can play an important role by developing and delivering a cogent message that convinces the scientific establishment that nutrition fills this valuable niche. The society must develop a comprehensive strategy to develop our image as the reservoir for life sciences integration. Our efforts can start with our national meeting and publications, with the research initiatives for which we advocate, with our graduate training programs and with the public relations image we project for ourselves. Defining the image and future directions of nutrition as the discipline that can integrate scientific knowledge from the cell and molecule to the whole body and beyond to populations can be the most important task that our society undertakes. If we do not effectively meet this challenge, a golden opportunity will pass to others and nutritional scientists will be left to follow them.

Biological Science Disciplines↗
PubMed2003

Longitudinal and horizontal integration of nutrition science into medical school curricula.

The overall goal of our Nutrition Academic Award (NAA) medical nutrition program at Mercer University School of Medicine is to develop, implement and evaluate a medical education curriculum in nutrition and other aspects of cardiovascular disease (CVD) prevention and patient management with emphasis on the training of primary care physicians for medically underserved populations. The curriculum is 1) vertically integrated throughout all 4 y of undergraduate medical education, including basic science, clinical skills, community science and clinical clerkships as well as residency training; 2) horizontally integrated to include allied healthcare training in dietetics, nursing, exercise physiology and public health; and 3) designed as transportable modules adaptable to the curricula of other medical schools. The specific aims of our program are 1) to enhance our existing basic science problem-based Biomedical Problems Program with respect to CVD prevention through development of additional curriculum in nutrition/diet/exercise and at-risk subpopulations; 2) to integrate into our Clinical Skills Program objectives for medical history taking, conducting patient exams, diet/lifestyle counseling and referrals to appropriate allied healthcare professionals that are specific to CVD prevention; 3) to enhance CVD components in the Community Science population-based medicine curriculum, stressing the health-field concept model, community needs assessment, evidence-based medicine and primary care issues in rural and medically underserved populations; 4) to enhance the CVD prevention and patient management component in existing 3rd- and 4th-y clinical clerkships with respect to nutrition/diet/exercise and socioeconomic issues, behavior modification and networking with allied health professionals; and 5) to integrate a nutrition/behavior change component into Graduate Residency Training in CVD prevention.

Bioethics↗
PubMed1995

The place of behavioral science in medical education and practice.

Medicine and medical practice have undergone dramatic changes in the recent past. Technological advances have exceeded the norms of social thought (e.g., frozen embryos, surrogate motherhood, assisted suicide, and the right to die), and there has been a loss of professional control of the provision of medical services because of an inability to control the costs of technology and the patterns of practice. These and related changes find the profession of medicine, including medical education, without the necessary theory and content to adapt. The author explains why this situation makes it more necessary than ever to develop and upgrade the teaching of behavioral sciences in the medical curriculum, even though these disciplines' breadth and comparative lack of definition create special problems for the teaching and learning of behavioral concepts and their application to medical practice. The behavioral sciences are needed in medicine because their role is not that of a technologically defined knowledge area but rather that of a process or functional area that mediates between the patient as a person and the delivery of medical care. The author presents concepts, a diagram, and teaching examples that explain the characteristics of behavioral sciences and illustrate the necessity for including them in the curriculum. He concludes by urging the leaders of academic medicine to find practical ways to transmit an awareness of behavioral sciences' crucial role in patient care so that tomorrow's physicians can function more fully in the complex arena of clinical reality.

Adult↗