Search

Money plays a crucial role in science in many ways. Aspects of content in the context of everyday practice and scientific activity are also significantly influenced by financial means as well as funding conditions. The associated structures play a crucial role and can have a significant impact on work ethic and academic freedom of scientists. This particularly affects young researchers, as they are inferior to it in terms of both financial resources and decision-making power due to academic structures. Therefore, it is important to shed light on the role of money in academia and to reflect on the relation of conditions of financing, current academic structures, scientific work and knowledge production. To this end, a critical look at the related aspects will be taken. First, the question of why money is so important for scientific work and who is funded in the first place will be explored. Related to this is the question of how the exguidelines and existing circumstances contribute to the persistence of hierarchical structures in science and how this influences academic freedom and freedom of thinking. Finally, consequences for scientific practice will be discussed. [ABSTRACT FROM AUTHOR]

Mayer (this issue) discusses several problems related to the financing crisis that characterizes science and tertiary education for already about half a century. First of all she focusses on the question how the ways of financing inhibit careers of young scientists. In this paper I take a look at the financing problems from a wider background. The financing crisis emerged because of the substantial increase of the expectations imposed on universities without increasing proportionally the financing: massification and the so called Third Mission. Instead of helping universities to cope with the new tasks without reducing any of the traditional tasks of them, universities are left alone with more tasks and less money. Universities are also pushed to replace meaningful and constructive activities with bureaucratic formal activities which contribution to the society is increasingly questionable. Massification and the Third Mission in the current form have increasingly devastating effect on the research and tertiary education. [ABSTRACT FROM AUTHOR]

Research on the social construction of the scientific personality has shown that one is not simply born a scientist, but rather becomes one through processes of social recognition and attribution. By emphasizing the reciprocal constitution of gender and science, the notion of science as (gender) neutral and objective has been rejected. Although feminist scholars have always recognized the complex ways in which gender (and other social categories) play an important role in how people can or cannot inhabit spaces, little attention has been paid to the role of the university kitchen and its practices in becoming a scholar, and the role of gender in the appropriation of this academic space. The article addresses this research void by using a feminist autoethnographic approach to situate the author's personal experiences within a broader cultural and social context. The findings show that the practices that take place in the university kitchen (e.g. conversations around the kitchen table) can be understood as symbolic practices in which symbolic capital can be accumulated. These practices are a crucial initiation rite for early career researchers, as they show whether one belongs to the scientific field. Findings suggest that (bodily) orientations shape how the university kitchen appears and what it means to inhabit this space. The results indicate that female early career researchers encounter physical and psychological borders when trying to access the university kitchen. The article thus points to the subtle mechanisms of exclusion and distinction that contradict the self-image of science. Implications for early career researchers and scientific practice are discussed. [ABSTRACT FROM AUTHOR]

This paper examines relationships between Ugandan scientists and their experimental banana plants. Their transnational research project aims at introducing nutritionally improved bananas to Uganda, where over centuries the banana has written itself into everyday life, language, landscape and climate. The paper considers how the rhythms of the banana itself and the conventions of scientific handling shape forms of intimacy. In the context of biological research, where rapidly growing plants mean quick publications, scientists experience the banana’s slow pace as frustrating. While the banana’s temporality forces scientists to slow track their careers, biologists’ quotidian tasks consist of handling what they call ‘plant babies’ in the greenhouse, where vocabularies of love, nurturance and childcare abound. By examining the plant-scientist relationships, the paper proposes seeing intimacy as an embodied history. Unlike human-centred histories of great events and great men, foregrounding intimacy with plants draws attention to muted histories that perhaps have never been made explicit but still are sensed and felt, congealing in experience and quotidian practice. Thinking with such embodied histories allows appreciating unorthodox forms of expertise expressed in contemporary scientific practice and highlights their potential for reimagining convivial futures. [ABSTRACT FROM AUTHOR]

There is a need for more teaching innovations targeting the application of knowledge in non-vocational basic science degrees to prepare students for a diverse workforce. Our study showcases a pilot of a four-station objective structured practical examination (OSPE) designed to prepare students for the workforce. We used Kane’s Validity Framework to test the validity of the OSPE and employed a convergent mixed-methods design with 23 students and four examiners. Relaying new drug information to a medical practitioner (no fails) proved to be an easier task than explaining the clinical implications of a drug to a medication professional, with 61.5% in the Master’s student cohort and 30% of the Bachelor cohort failing this station. Post-OSPE focus group data revealed that participants appreciate the need for OSPEs in non-vocational degrees, stating that conversational mode of delivery is a skill they rarely have the opportunity to get practice or receive feedback on, and is vital for the workforce. [ABSTRACT FROM AUTHOR]

This study aimed to determine the challenges encountered by school managers in their e-leadership practices in relation to teacher's performance for school year 2022-2023 in all public secondary schools in District II of School Division Office of Quezon City, which served as the basis for an intervention program. Descriptive-correlational type was utilized in this study with survey questionnaire as the data gathering instrument. The respondents of the study were the 29 administrators and 29 teachers from all public secondary schools in District II of School Division Office of Quezon City. The extent of challenges encountered by school managers in their e-leadership practices in terms of school calendar activities, learning strategies, learning modalities and teacher's development obtained an over-all weighted mean of 1.96 with verbal interpretation of moderate extent while the extent of challenges encountered by school managers in their e-leadership practices as perceived by the teachers obtained an over-all weighted mean of 2.61 with verbal interpretation of high extent. Likewise, there was a significant difference in the perceptions of school managers and teacher respondents on the extent of challenges encountered by school managers in their e-leadership practice. Meanwhile, the level of the teacher's performance based on the result of the IPCRF for school year 2022- 2023 obtained an over-all weighted mean score of 4.70 with verbal interpretation of outstanding. Furthermore, was a weak relationship between the teachers' performance and the extent of challenges encountered by school managers as perceived by school managers themselves. [ABSTRACT FROM AUTHOR]

Rooted in the emotions-as-frames model (EFM), this research examines how hope, fear, and annoyance are evoked through health news headline scanning, and how these emotions influence perceptions of news and medical science institutions as well as health behavioral intentions. A sample of U.S. adults (N = 327) were assigned to one of four headline framing conditions expected to associate with different emotions (positive future frame-hope; threat frame-fear/anxiety; reversal frame-annoyance; and control-neutral) and then asked about their emotional states, trust in science and news, and health-related behavioral intentions. Overall, health news headlines generated more hope than any other emotion across all conditions, and positive future-framed headlines evoked more hope than other framed headlines. Felt hope, in turn, generated greater trust in news and science, higher expectations of medical breakthroughs and cures, and greater intention to engage in preventative health behaviors. Felt anxiety had marginal positive benefits whereas felt annoyance negatively impacted the outcomes of interest. Notably, felt emotion mediated the headline frame-outcome relationships in the positive future/hope condition. These findings offer some support for the EFM and demonstrate that scanning headlines imbued with specific emotional frames can influence important health-related outcomes through the emotions they evoke. We discuss both the theoretical and practical implication of these findings. [ABSTRACT FROM AUTHOR]

This study comprehensively analyzes the alignment of the Technique and Technology curriculum for grades 5–8 in Serbia's primary education system with key competencies for lifelong learning, following the 2018 Council of the European Union Recommendation. Using a mixed-method approach, specifically a convergent design as outlined by Creswell, this study combines qualitative content analysis with descriptive statistics to assess the distribution of competencies across grades. The integration of qualitative and quantitative data provides a more comprehensive understanding of the curriculum's alignment with key competencies. Findings reveal an imbalance between theoretical and practical outcomes, particularly in digital literacy, where practical skills are prioritized over theoretical understanding. Similarly, entrepreneurial modules lack activities promoting critical thinking and initiative. The curriculum emphasizes practical skills but needs to improve its theoretical framework, especially in programming and entrepreneurial finance. It also lacks activities that develop positive attitudes, such as innovation and teamwork, which are crucial for lifelong learning. Recommendations include increasing practical Science, Technology, and Engineering (STE) projects, enhancing theoretical content in digital and entrepreneurial modules, and fostering activities that build positive attitudes. Further research is needed to track students' attitudes towards technology and entrepreneurship across grades and to assess the impact of continuous professional development for educators on effectively integrating these competencies. [ABSTRACT FROM AUTHOR]

This study explores teachers' use of Spanish in sixth-grade bilingual science classrooms at an urban middle school in Texas. We used a case study approach to study how two Spanish-English bilingual teachers utilized Spanish during instruction in a unit on space exploration and their beliefs on Spanish use in English-dominant science classrooms. The results showed that the teachers used Spanish mainly for classroom management purposes like redirecting behavior and reiterating instructions previously given in English. There were inconsistencies between teachers' practices and beliefs regarding Spanish use. The school's English-centered policy and a lack of validation of language as a resource for science learning hindered the use of Spanish as a tool for science learning. The implications of the findings for teacher professional development were discussed. [ABSTRACT FROM AUTHOR]

This is a qualitative case study framed by a sociosemiotic theoretical framework to explore science and language instruction with three Emergent Bilinguals (EBs) in sixth grade. The study details the modeling and explanatory processes used by EBs to mediate science learning through evidence-based argumentation. A thematic analysis of students' models, explanations and arguments was conducted. Three themes emerged from the analysis: (1) modeling and explanatory processes evolved from illustrative to causal purpose, (2) students engaged in discursive practices similar to scientific communities, and (3) students mediated science learning through evidence-based argumentation. The three themes revealed that when EBs are taught through integrated science and language instruction they are provided with opportunities to approximate the discipline-specific language register of science through three language functions: ideational, interpersonal and textual. Modeling and explaining scaffolded evidence-based argumentation tasks through which EBs critiqued each other's models and explanations and revised their conceptual understanding of science concepts to increase sense-making. Implications suggest integrated content and language instruction to provide students with experiential learning opportunities while affording discourse and interactive opportunities on a larger scale and via other research methodologies to include a larger sample size of EBs. [ABSTRACT FROM AUTHOR]

In science and academia, success is often shaped by both knowledge and networking. Reflecting on nearly two decades in academic research, I recount my experience as a postdoctoral immunologist returning to Australia with limited local connections and support. Upon re‐establishing myself in Australia, I initially faced barriers that restricted my visibility and collaborations. A turning point came when personal challenges motivated me to actively network, leading to valuable collaborations and career opportunities. By initiating conversations with academic leaders and peers, I expanded my network and established numerous leadership roles, even as a "junior" postdoc through founding a symposium, engaging with an immunology society, volunteering on various academic and advocacy committees, contributing to public outreach and nationally advocating for gender equity in science. These experiences reinforced that networking is about fostering meaningful relationships and creating opportunities to grow professionally. I provide advice on how to increase your networks by volunteering at work, when attending conferences, through contributing to societies and building a social media presence. My journey highlights the importance of being proactive in building networks, which can open doors, amplify one's voice, and drive career advancement in science and academia. [ABSTRACT FROM AUTHOR]

To identify the current panorama of theses and dissertations on the theme of urban climate in Geographic Sciences, this article presents the contribution of the Urban Climate System to studies in the Southern Region of Brazil, with a focus on the Subtropical climate. We select theses and dissertations contained in the databases, the Brazilian Digital Library of Theses and Dissertations (BDTD), and to complement it, it was also searched year by year in the Catalog of Theses and Dissertations in Coordination for the Improvement of Higher Education Personnel (CTD - CAPES) in period 2012 to 2022. Tables were created to guide the construction of graphs, maps, and word clouds, in which it was possible to have a quantitative, qualitative, and spatial overview of the studies carried out. The results allow us to observe the growth of research and the importance of urban climate issues, thus, in the thermodynamic subsystem, 169 works were obtained, 117 of which were dissertations, 52 theses. 18 studies were identified, 10 dissertations and 8 theses in the southern region of Brazil. [ABSTRACT FROM AUTHOR]

This article delves into the perception of monastics from Larung Gar Buddhist Academy of Western China concerning the intertwining relationship between Buddhism and science, along with the impact of this perception on their worldview and life trajectory. Many monastics at Larung Gar Buddhist Academy initially held a high regard for science, dismissing Buddhism as superstition. However, upon gaining a comprehensive understanding of Buddhism through various opportunities, they came to believe that certain tenets of Buddhism are compatible with science, even suggesting that Buddhism could address some of the methodological and epistemological limitations of science and offer solutions to some issues that science is unable to resolve. This ultimately led them to embrace Buddhism and renounce worldly life. This study employs a case study to investigate the understanding of the relationship between Buddhism and science amongst the general public in contemporary China, an area underexplored by previous scholarship that predominantly concentrated on the philosophical scrutiny of the apologetic discourses towards the reconciliation between Buddhism and science of influential Buddhist ascetics and lay practitioners. Also, this study endeavors to demonstrate that despite the ongoing secularization of contemporary Chinese Buddhism in the "public sphere", within the "private sphere" of Chinese Buddhism, there remain individuals who are pursuing the religious, sacred, and transcendental dimensions of Buddhism. [ABSTRACT FROM AUTHOR]

Colonial ideologies reduce nature to a repository of extractable resources and portray the Indigenous communities' religious understanding of nature as primitive and unscientific. Decolonization foregrounds the silenced Indigenous epistemes that critique exceptional human paradigms of colonial modernity. This paper examines how traditional religious rituals function as a method of decolonization and discusses their exclusion from Western academia. It focuses on Kantara's cinematic representation of the Indigenous ritual of Bhoota Kola and the worship of forest deities, Panjurli and Guliga, in the coastal areas of southern Karnataka and Kerala. These rituals emphasize the agency of the environment, where the forest, humans, and deities are porous and permeable. This non-anthropocentric understanding of humans questions the dominance of the secular narratives of posthuman theories in Western academia. Rituals foster ecological behaviours and highlight multispecies relationality, providing alternatives for sustainable futures. In emphasizing Indigenous religious practices, the paper undisciplines the Eurocentric study of religion and questions the disciplinary boundaries between scientific thought and Indigenous knowledge. Thus, this paper argues for the inclusion of regional cinemas from the Global South in Western academia to foreground Indigenous epistemes that undiscipline the study of religion and science. [ABSTRACT FROM AUTHOR]

Curiosus is the one who delights in a kind of knowledge viewed as a purpose in itself, which knowledge diverts the soul from God and from the knowledge of the eternal, and curiositas preserves in Augustine the older pejorative meaning, I cannot love in excess a good which is not summum bonum, such a thing belongs to concupiscentia and cupiditas. Augustine’s ideal is not science, his ideal is wisdom, the liberal arts must be subordinated to philosophy as they will be subordinated to theology in the case of Bonaventure, scholarly curiosity does not belong to culture. Curiosity takes the thought away from God, it takes the mind away from the knowledge of God by directing it towards the knowledge of the inferior nature in which the mind degrades, curiosity is not evil but it cannot be a purpose in itself and a disinterested one. Curiosity is not good, Augustine seems to say, but it is also not to be rejected, in the same way pleasure is not the end, pleasure is the beginning, it can lead us to the end. [ABSTRACT FROM AUTHOR]

The anti-psychiatry movement of the 20th century has notably denounced the role of values and social norms in the shaping of psychiatric categories. Recent activist movements also recognize that psychiatry is value-laden, however, they do not fight for a value-free psychiatry. On the contrary, some activist movements of the 21st century advocate for self-advocacy in sciences of mental health in order to reach a more accurate understanding of psychiatric categories/mental distress. By aiming at such epistemic gain, they depart from the anti-psychiatry movement. Through the analysis of the epistemic and political influence of two of these movements – Neurodiversity and the Mad Studies, we show how this new activism has taken a scientific turn compatible with current philosophical scientific frameworks, while still developing a critical approach on psychiatry. [ABSTRACT FROM AUTHOR]

Science communication predominantly engages individuals who already possess a pre-existing interest in science, thereby limiting its reach to a broader and more diverse audience. Situated approaches that intertwine content with spatial design may overcome interest barriers as it allows for spontaneous encounters with science. This paper describes the design of a multi-modal physicalisation coined Star Listener as the result of a collaboration between scientific experts (in astrophysics), design researchers and media professionals. Star Listener consists of different sensory engagement modalities, including textual information panels, speakers that distribute sonified data of stars, two public video displays with an animated explainer and interactive touchscreens with a mini-game. Star Listener was placed in an entryway of a public library for a period of 2 months. We evaluated this set-up by observing and interviewing passersby, both in an in-the-wild study and as a controlled in-the-wild study. We present design recommendations for the design of situated data representations and narrative physicalisations to support engagement of varied audiences with science. [ABSTRACT FROM AUTHOR]

Centering equity in our work eliminates disparities and promotes the learning and development of ALL children. Although there has been increasing focus on supporting science, technology, engineering, and mathematics (STEM) in early childhood, many children with disabilities still face challenges in accessing early STEM opportunities. In this article, we suggest a strengths-based, system-level, and theory-driven approach to encourage the field to shift away from the practice of "fixing" children when providing STEM learning and teaching for young children with disabilities. At the conclusion of this article, we also offer critical questions for readers to ponder and reflect on their work. [ABSTRACT FROM AUTHOR]

Science and religion are influential social forces, and their interplay has been subject to many public and scholarly debates. The present article addresses how people mentally conceptualize the relationship between science and religion and how these conceptualizations can be systematized. To that end, we provide a comprehensive, integrative review of the pertinent literature. Moreover, we discuss how cognitive (in particular, epistemic beliefs) and motivational factors (in particular, epistemic needs, identity, and moral beliefs), as well as personality and contextual factors (e.g., rearing practices and cross-cultural exposure), are related to these mental conceptualizations. And finally, we provide a flowchart detailing the psychological processes leading to these mental conceptualizations. A comprehensive understanding of how individuals perceive the science–religion relationship is interesting in and of itself and practically relevant for managing societal challenges, such as science denial. [ABSTRACT FROM AUTHOR]

Studies of both professional science practice and children's science learning show that care is not merely ancillary to disciplinary work but a core and generative constituent of science practice. In science education research, however, students' care is often overlooked. In this paper, we describe the expression of care across two STEM classrooms (6th and 9th grade) studying biology and ecology and participating in a pen pal exchange. We analyze artifacts from the pen pal exchange as well as students' retrospective interviews and written reflections. Two ways of expressing care surfaced in students' letters: caring for guppies and caring for pen pals. We describe each form of care using examples from our data. We find that students' care for guppies and pen pals was both instrumental (in service of their investigations) and intrinsic (positioning guppies and pen pals as inherently valuable). We then connect these findings to studies of care in children's science learning and in professional science. We discuss methodological and practical implications for recognizing and analyzing how students' care manifests in classrooms and for designing learning activities that cultivate care. [ABSTRACT FROM AUTHOR]

As linguistic diversity continues to increase in the United States public school system, schools are expected to meet the needs of their ever‐changing student body. While much attention within education research has understandably focused on multilingual learners' (MLs) English language acquisition, an emergent body of work points to science as an important subject for attention among elementary MLs. We suggest that understanding what science and language inputs are afforded to MLs in schools can contribute to understanding the needs and opportunities for enhancing MLs' science learning. This study leveraged nationally representative data from the Early Childhood Longitudinal Study of 2010–2011 to explore the science and language inputs available to MLs in elementary school. Using descriptive statistics, our analysis of science and language inputs provides evidence on what MLs have, or do not have, access to inside of their schools. Science inputs appear to be relatively evenly distributed across classrooms serving non‐MLs, MLs, and subgroups therein. In comparison, language inputs are differentially distributed across ML subgroups, but they are distributed in ways that may align with student needs. However, while the science inputs do not necessarily vary across subgroups, the language inputs do, and this may affect how students can engage with science inputs. In understanding what science and language inputs MLs are afforded, this study provides a foundation for how to improve formal learning environments for them, especially regarding science learning. [ABSTRACT FROM AUTHOR]

Calls to bring more equity into science education research (McWayne and Melzi, 2023) are most notable for early childhood. We know very little about the teaching of science to infants and toddlers, yet this is where science education begins. To address the dearth in research, we undertook an in‐depth intervention study in an Australian early childhood center with six educators working with 11 infants and toddlers learning science (1.1–2.0 years; mean 1.6) to identify how educators support science education for infants and toddlers in a play‐based setting over 10 sessions. Specifically, our research question was how do educators create the conditions and interact with infants and toddlers in play‐based setting to support the learning of science. We found a form of co‐operation between educators and infants that centered on educator sensitivity to infants and toddlers noticing the science, educators generating rather than following infant interest, focused thinking spaces, use of scientific language by the educators, planned conceptual progression, and the use of props as placeholders for scientific meaning that acted as pivots and prompts for infants in imaginary situations. We argue that under the conditions of an intervention study where educators planned and taught science to infants, that greater insights into how to teach science to such young children was possible, thereby making available evidence‐informed practice in an under researched area to guide educators working with infants and toddlers. [ABSTRACT FROM AUTHOR]

The article outlines a resource to increase access to science, technology, engineering, mathematics (STEMM) mentorship programs that could increase the number of future scientists, medical practitioners, and for the focus of positionality, pediatricians. Topics include deterrents faced by underrepresented populations (URP) to pursuing medical careers and national organizations that have developed initiatives to recruit, support and retain individuals from underrepresented backgrounds.

Copyright of Die Urologie is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Hangzhou Normal University (Social Sciences Edition) / Hang Zhou Shi Fan Da Xue Xue Bao She Hui Ke Xue Ban is the property of Editorial Office of Journal of Hangzhou Normal University (Humanities & Social Sciences Edition) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Science-engaged theology has become all the rage lately. But what is 'science-engaged theology' and how does it relate to the pre-existing field of science-and-religion? This article argues that the field of science-and-religion and science-engaged theology seek to answer quite different questions. Science-and-religion asks about the relationship between separate disciplines or beliefs. Science-engaged theology asks how scientific research can be a source for Christian thought and practice. In so doing, science-engaged theology destabilizes the concepts 'science', 'religion' and 'theology' upon which both these approaches depend. [ABSTRACT FROM AUTHOR]

This article examines the teaching of creation in a year six and a year three Religious Education (RE) class in schools in the south of England with a focus on the type and role of teacher questioning in relation to classroom discussions. The nature of knowledge, curriculum content and the relationship between RE and other subjects is currently under scrutiny and there is an ongoing debate about the negative effects of presenting science and religion as epistemically siloed. This paper presents an analysis of the way two teachers in two primary schools used questions to frame the relationship between science and religion where the aim was to minimise the polarisation of religion and science. Using Bernstein's idea of the pedagogic device and the related notions of frame, classification and the unthinkable the analysis suggests that teachers employed both visible and invisible pedagogies that limited the diversity of ideas that were considered legitimate in discussions, and which therefore influenced the nature of pupil questions and responses. We suggest that despite attempts by both teachers to diminish the strong boundaries between different types of knowledge their use of questions serves to reinforce them. [ABSTRACT FROM AUTHOR]

The article "Books in Space!" from Science Scope discusses the NASA mission CINDI (Ion-Neutral Dynamics Investigation) and its study of Earth's ionosphere. Two middle school students, Jake and Lily, engage in a discussion about the mission's impact on Earth's atmosphere and technology. The article emphasizes the importance of reading in science education to foster curiosity, critical thinking, and scientific literacy among students. It encourages students to explore space-based missions and planetary movements to enhance their understanding of the universe. [Extracted from the article]

Copyright of Revista Iberoamericana de Ciencia, Tecnologia y Sociedad is the property of Centro de Estudios sobre Ciencia, Desarrollo y Educacion Superior and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In many countries, science is challenged by science-related populism, which deems the common sense of "ordinary people" superior to the knowledge of "academic elites". Individual support for science-related populism can be associated with people's communication behavior: On the one hand, people who hold science-related populist attitudes may inform themselves differently about science; they may even be disconnected from societal discourse around science. On the other hand, they may communicate more actively on social media and in interpersonal conversations. We test this using nationally representative survey data from Switzerland. Results show that science-related populists use TV and social networking sites more often to get information about science. They are also more likely to communicate about science in social media comments. However, science-related populist attitudes are not associated with a general preference for social media over journalistic media. Science-related populism has thus not (yet) fueled a "science-related public disconnection". We also run multiverse analyses, which show further nuances of our results, and discuss implications for science communication. [ABSTRACT FROM AUTHOR]

Academic self-concept, the belief in one's ability, is a key motivational construct in educational psychology and large-scale assessments. The construct is typically measured by instruments with positively ("I usually do well in science") and negatively worded items ("I am just not good in science"). A single latent factor is often assumed. Here, we investigated this assumption using international large-scale assessment data across two age groups of children in fourth grade and adolescents in eighth grade (N = 296,320 students, 23 educational systems). We, instead, found strong evidence of the substantiveness of a negative self-concept factor derived from negatively worded items. Exploratory and confirmatory factor analyses uncovered negative self-concept as being distinct from positive self-concept. Furthermore, theory-driven modeling supported the internal/external (I/E) frame of reference model effect on negative self-concept: achievement has a stronger effect on eighth graders' negative self-concept relative to fourth-grade children across many countries, especially for mathematics. Overall, understanding students' negative appraisals and negative beliefs of their ability is an important theoretical and policy imperative. [ABSTRACT FROM AUTHOR]

An evolutionary framework of epistemology is presented where different paradigms offer different shadings of the ecological real. It is argued that better approximations will look cross-culturally and cross-temporally in order to increase the amount of scientifically fallible testing perspectives. General concepts are sought out, translating, for instance, a Homeric shield to a general human need for protection, and Mesopotamian agriculture to a need for sustenance. Once concepts are generalized, their recurrence becomes the best estimation of a human reality (protection, food) where the initial local abstractions (shield, agriculture) are more partial. Such interparadigmatic ideas are claimed to comprise a more sustainable view of science and interdisciplinary knowledge. (EZ) [ABSTRACT FROM AUTHOR]

Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Natural History – including entomology, marine zoology, and botany – enjoyed a significant vogue in the late nineteenth century, coinciding with the much more widely celebrated and discussed literary and cultural revival. These, I argue, are not distinct but rather entwined movements. Placing the Irish novelist, poet and scientist Emily Lawless (1845–1913) within this context, and examining both her scientific research and novels including Major Lawrence F.L.S (1885) and The Book of Gilly (1906), this article explores the overlapping modes of science and literature in the work, and suggests that Lawless's sustained and committed engagement in naturalist study in Ireland led to an attempt to harness the discourses of natural science into narratives of spiritual and national resurgence. Whereas many contemporaries – Yeats among them – rejected science as a disenchanting force, Lawless provides an illuminating counter-example, whose scepticism regarding the occult spiritualities of her Revival contemporaries led her to develop an alternative form of positivist spirituality which foregrounded the materiality of the natural world and the spiritual potential of close, detailed scientific study. [ABSTRACT FROM AUTHOR]

This commentary provides several critiques to Portugali's admirably ambitious paper on the utility of applying Bohm's scientific approach to unify the current disarray in urban studies. The critiques focus on incommensurability between science and social science, conceptual over-reach, and the value of diversity versus unity. [ABSTRACT FROM AUTHOR]

The study investigated on social learning environment and problem-solving skills as correlates of students' performance competence in chemistry in Ogidi education zone of Anambra state. The study used correlation research design. The population of the study comprised of all the 2,840 senior secondary school two (SS2) Chemistry students in the zone. The sample size of the study was made up of 1420 students (530 males, 890 females). The sample was drawn using multistage sampling procedure. Five purpose of study, five research questions and five hypotheses guided the study. Three instruments were used for the study namely Social Learning Environment Questionnaire (SLEQ), Problem Solving Skill Inventory (PSSI) and Students Academic Performance Test (SAPT). The data collected were analysed using Pearson's Product Moment Correlation for both research questions and hypotheses which were tested at .05 level of significance. The results revealed a low negatively relationship between students' perception of social learning and academic performance competence in Chemistry. Hence a no significant in relationship between students' perception of social learning and academic performance competence in Chemistry. Secondly, the result also revealed a low negatively relationship between male and female students' perception of social learning and academic performance competence in Chemistry. Hence, no significant difference in relationship between male and female students' perception of social learning and academic performance competence in Chemistry. Thirdly, the study revealed low positive relationship between students' problem-solving skill and performance scores in Chemistry. Hence, there was no significant difference in relationship between students' problemsolving skill and performance scores in Chemistry. Fourthly, the study revealed a low positive relationship between male and female students' problem-solving skill and performance scores in Chemistry. Hence, there was no significant difference in relationship between male and female students' problem-solving skill and performance scores in Chemistry. Finally, a low positive relationship between secondary school students' perception on social learning environment scores, problem solving skills scores and performance competence scores in Chemistry scores. Hence, there was no significant difference in relationship between secondary school students' perception on social learning environment scores, problem solving skills scores and performance competence scores in Chemistry scores. From the findings recommendations and conclusions were made. [ABSTRACT FROM AUTHOR]

Copyright of Health Bulletin / Zdravstveni Glasnik is the property of Faculty of Health Studies, University of Mostar and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Djoussour El-maarefa is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Djoussour El-maarefa is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

We employ two changes to the research journal list produced by the Financial Times (FT) in 2010 to investigate whether citing practices in two premier accounting journals (Contemporary Accounting Research—CAR and Review of Accounting Studies—RAS) are influenced by strategic considerations. We are the first to document significant strategic citing behavior among accounting journals. Using the difference-in-difference (DiD) research design, where we account for citation practices across various groups of accounting journals, we find that while CAR and RAS papers garnered increased citations from both FT and non-FT accounting journals in the period following their addition to the FT list, self-referencing by these journals increased significantly more during the same period, compared to other benchmark journals. Our results suggest that the referencing of articles in CAR and RAS is systematically affected by strategic considerations, potentially impeding scientific progress. [ABSTRACT FROM AUTHOR]

While the contribution of science to technological progress has been empirically confirmed, the literature looking at the positive feedback from technology to science remains limited, because of the constrained citation linkages. We apply a novel machine-learning-based method to attribute 2.5 million scientific articles to the categories of WIPO patent taxonomy. We then employ Granger causality analysis to study the coevolution of technological and scientific knowledge over more than 25 years. We demonstrate that the evolution of scientific output is a good predictor of the evolution of technology production, while the opposite effect is weaker. Looking at individual WIPO technology fields, we find significant effects in about one-third of categories. [ABSTRACT FROM AUTHOR]

Several studies have described interhospital transfer coordination structures in the US but there is a lack of data on Canadian coordination systems. We aimed to develop an inventory of existing interhospital coordinating structures across Canada and to detail how they operate in terms of governance, re-sources, tools, and processes. A cross-sectional survey was designed and ten managers/medical officials from seven coordination structures of interhospital transfers across Canada completed the survey. Findings indicate that coordination systems had similar communication modalities and covered similar services including the provision of medical advice. However, they differed in terms of the profile of staff processing transfers and transportation coordination. Mature structures such as Ontario and Alberta, who manage high annual volumes, distinguish themselves with very clear, standardized, and efficient processes, as well as implemented quality and performance improvement methods including key performance indicators. These results suggest that Canada may benefit from having an inter-provincial community of practice for interhospital transfer coordination structures to promote best practices, identify solutions, and harmonize services and processes. Better harmonization in transfer coordination would improve equity in the access to healthcare services. Future research should focus on the elaboration of evidence-and consensus-based guidelines that apply to the Canadian context.

Acute lung injury (ALI) is an inflammatory disease with a high incidence and prevalence that can lead to death. While L-thyroxine is widely used as a synthetic hormone in the treatment of hypothyroidism, its effects on inflammatory processes are not fully understood. Physical exercise, recommended for the general population, serves as an ally in treating various pathologies. Due to this and the lack of understanding of how L-thyroxine affects the immune response, coupled with the well-known benefits of exercise, this study aimed to evaluate L-thyroxine’s effects on lipopolysaccharide-induced inflammation and its combination with exercise in ALI. We assessed L-thyroxine’s effects on RAW 264.7 cells exposed to LPS and its association with exercise in a mouse ALI model. Pre-treatment with L-thyroxine demonstrated a decrease in the production of reactive oxygen species (P

Scorpions, a diverse group of arachnids consisting of over 2,000 valid species, have received limited research attention in terms of their complete mitochondrial genomes (mitogenomes). To increase the taxonomic sampling frequency of species available for study based on mitogenomes, we reconstructed the complete mitogenomes of five scorpions, Androctonus amoreuxi (Audouin, 1826), Hottentotta tamulus (Fabricius, 1798), Leiurus quinquestriatus (Ehrenberg, 1828), Lychas mucronatus (Fabricius, 1798), and Teruelius flavopiceus (Kraepelin, 1900) within the family Buthidae. These five mitogenomes had a typical circular structure, with total sizes ranging from 14,504 to 15,083 bp. Nucleotide composition analysis indicated that the sequences were biased toward A and T. The Ka/Ks ratios within 13 protein-coding genes (PCGs) were lower than 1, suggesting that they had been subject to purifying selection in Buthidae. Our analyses provide additional evidence on that, in scorpions, the majority of mitogenome rearrangements occurred in tRNAs. Moreover, the genes tRNA-Asp, tRNA-Gln and tRNA-Ile were the hotspots of rearrangement in this order. Phylogenetic analyses based on PCGs supported taxonomic relationships in this taxon. Our results might provide useful insights into the gene arrangement features of scorpion mitogenomes and lay the foundation for further studies on the family Buthidae.

The European Spallation Source ERIC relies on in-kind contributions from its Members, including technical components, R&D and services, which are vital to its construction and operation. The complex nature and delivery of in-kind contributions have posed significant accounting challenges. Following a comprehensive review in collaboration with external advisors, the European Spallation Source ERIC has adopted a harmonised approach that aligns the treatment of in-kind contributions with cash contributions, enhancing transparency towards stakeholders, compliance with accounting principles and the robustness of financial reporting. The experience of the European Spallation Source ERIC in addressing these complexities offers valuable insights for other ERICs and organisations with similar scopes, promoting effective and transparent management of in-kind contributions. This commentary aims to contribute to the broader understanding of managing in-kind contributions by sharing the European Spallation Source ERIC's experience and lessons learned.

As part of ongoing revisions of the Afrotropical Trachelidae, four new genera are described from southern Africa: Foordana gen. nov., with F. distincta sp. nov. from South Africa (Eastern Cape, Free State, KwaZulu-Natal and Western Cape) as the type species, F. flavipoda sp. nov. from the Free State, F. kasouga sp. nov. from the Eastern Cape and KwaZulu-Natal, and a fourth undescribed species from Zimbabwe; the monotypic Mushimane gen. nov., with M. tswibilinki sp. nov. from KwaZulu-Natal as the type species; Namaquella gen. nov., with N. arida sp. nov. from the Northern Cape as the type species and N. samanthae sp. nov. from the Western Cape; and Rukuluk gen. nov. from South Africa, with R. gramineus sp. nov. from the Northern Cape as the type species and a second undescribed species from KwaZulu-Natal known only from juveniles.

Abstract Practical control of poultry diseases in Africa remains a considerable challenge, impacting food security, livelihoods, and public health. National Poultry Improvement Plan (NPIP) is a combined industry, state, and federal initiative to address specific poultry diseases. Implementing an NPIP offers Africa a promising disease management and prevention avenue. This article aims to evaluate the implementation status of the NPIP in diverse African countries, analyze the challenges faced in adopting and executing NPIP strategies within the continent’s poultry industry, and the prospects for enhancing poultry disease control efforts. This review provides more detailed information about the importance of NPIP in fortifying Africa’s poultry industry against diseases, ensuring food security, and driving economic growth. Collaboration among stakeholders, policymakers, and researchers is paramount to realize the full potential of the NPIP and pave the way for a healthier and more resilient poultry sector in Africa.

Abstract Background Iron deficiency anemia in pregnant women remains a public health concern despite iron deficiency interventions that have been implemented. This study investigated adherence to iron deficiency interventions and the associated factors among pregnant women attending antenatal clinics in Ubungo Municipality. Methods This cross-sectional study used a systematic random sampling technique to obtain 503 participants from the surveyed clinics. Interviews were conducted by using interviewer-administered questionnaires. Data were analyzed using Stata version 17. The study employed binary and multivariable logistic regression analysis to determine factors associated with adherence to iron deficiency interventions. Results In this study, 72% of participants were non-adherent and 28% were adherent to the interventions. In multivariable regression analysis, participants who forgot to take their iron tables on most days (AOR 2.35; 95% CI 1.23–4.48) and those who reported that not enough time was spent on education and counseling during antenatal clinic visits (AOR 3.87; 95% CI 1.08–13.84) were more likely to be non-adherent to iron deficiency interventions. Conclusions Majority of pregnant women in Ubungo Municipality were non-adherent to iron deficiency interventions. Non-adherence was associated with a tendency to forget taking iron tablets, and lack of enough time in providing health education and counseling. Improving the quality of health education and counseling could increase adherence to iron deficiency interventions and reduce maternal–child morbidity and mortality rates.

Abstract Background Due to growing resistance and continued depletion of drugs that can be used as replacements, people turn to herbal antidiabetic medicines. A polyherbal drug consisting of a mixture of two herbal plants, Zanthoxylum chalybeum and Xeroderris stuhlmannii root powder mixed in equal amounts using a tea cup, was studied to investigate its chemical composition and possible mode of action. Methods Phytochemicals were isolated using Column and Thin Layer Chromatography, and antidiabetic activity was ascertained using an enzyme inhibition model. Active compounds identity was established using 1HNMR, 13CNMR, HSQC-NMR, UV, FT-IR and MS spectroscopy. Results Results showed that the polyherbal drug consisted of two alkaloids and three anthocyanins as the major active components. PTP 1B inhibition of alkaloids was not significantly different from that of metformin with percentage inhibition of 78.6 ± 3.2 and 79.6 ± 2.3%. The anthocyanins inhibited PTP 1B enzyme significantly better than metformin with percentage inhibition of 88.2 ± 3.2, 90.3 ± 2.3 and 93.6 ± 2.9%. One new compound, an alkaloid, 1, 2-dimethoxy-12-methyl-7-(3-methylbut-2-en-1-yl)-12, 13-dihydro [1,3] benzodioxolo [5,6-c] phenanthridin-13-ol, one previously reported alkaloid berberine, IUPAC name, 9,10-dimethoxy-5,6-dihydro[1,3] dioxolo [4',5':6,7] isoquinolino [2,1-b][2] benzazin-7-ium and three anthocyanins,, malvidin 3-o-glucoside, pelargonidin-3-O-gucoside and malvidin 3, 5-O-diglucoside were identified as the active compounds in the polyherbal drug extract. Conclusion Presence of alkaloids and anthocyanins that have PTP 1B inhibitory activity showed that the polyherbal drug is a potential medicine for managing diabetes.