Paracelso / Paracelsus

Este proyecto trata dos temas históricos, la alquimia y el desarrollo del método científico, y se analiza cómo estos saberes están relacionados entre sí. El uso de biografías científicas es hoy una de las tendencias más innovadoras en educación de distintas disciplinas, el método biográfico se justifica porque los expertos en cada materia y contexto entienden que las biografías de personajes característicos pueden ser útiles para conocer un determinado proceso. Se estudiaron y comprendieron las teorías de diferentes científicos y alquimistas, como Paracelso. Nos dedicaremos a su historiografía, que aportan ideas sobre el método científico y, sobre todo, relacionado con la ciencia experimental.

This project deals with two historical themes, alchemy, and the development of the method scientific, and it is analyzed how these knowledges are related to each other. The use of Scientific biographies is today one of the most innovative trends in education of different disciplines, the biographical method is justified because the experts in each subject and context understand that biographies of characteristic characters can be useful to know a certain process. They studied and understood the theories of different scientists and alchemists, such as Paracelsus. Us We will dedicate to his historiography, which provide ideas about the scientific method and, above all, related to experimental science.

Using Ockham's razor to redefine "nursing science".

Confusion remains about the concept "nursing science." Definitions vary, depending on country, context and setting. Even among nurse scholars and scientists there is disagreement about the content and boundaries of nursing science. There is an urgent need for an acceptable definition that can guide nursing knowledge development, education, and practice. In this article, we highlight the problems for the profession of this sort of conceptual ambiguity, arguing that it is an ethical responsibility for the profession to gain clarity about the meaning and apt focus of our knowledge development initiatives. We parse out nursing and science as separate concepts and synthesize from this analysis a simple yet comprehensive definition of nursing science. We propose that this definition is capable of unifying ongoing nursing endeavors and should serve as the basis for evaluating nursing's knowledge development and educational initiatives.

Should nursing be considered a STEM profession?

BACKGROUND: The National Science and Technology Council developed a 5-year plan in 2013 to ensure that science, technology, engineering, and mathematics (STEM) experienced sustained growth within the United States (US). Nursing is comprised of multiple sciences that include chemistry, physics, biology, microbiology, anatomy and physiology, pharmacology, and the social and behavioral sciences of sociology, developmental lifespan psychology, and psychology. Science, technology, engineering, and math constitute the traditional STEM acronym. Nursing programs graduate nurses with both the rigorous academic coursework and diverse clinical skills necessary to provide patient care. These skills employed by nurses in the clinical setting can serve as the basis for the inclusion of the nursing profession as a STEM-designated profession by the federal government and educational institutions within the US. PROBLEM: Currently, the US government does not acknowledge the profession of nursing as a STEM-designated profession. Acknowledgment of nursing as a STEM profession could potentially make more funding available for nursing education within the US and address nursing shortages both in clinical and academic settings. As well as position professional nurses for careers not only within the health sector but that of business and industry because of nurses' STEM knowledge. Hence, enhancing the growth of STEM within the US and creating global market economic competitiveness with new innovation development. APPROACH: In the practice of nursing, nurses apply the sciences, math, and innovative technology in the assessments, diagnoses, and planning of patients' care. Nurses implement scientifically-based interventions to treat illness and sustain human life and to ultimately evaluate the outcomes of the care provided to patients. OUTCOMES: Methodologies of evaluation of outcomes of patient care status post nursing interventions (ie, administration of intravenous antibiotics to treat pneumonia) are based upon rationales that have been derived from evidenced-based practice and nursing research; both originating from applied STEM knowledge. CONCLUSION: The formal designation by the US federal government, for nursing to be recognized as a STEM profession, can increase funding to the nursing profession and enhance the diversity of employment opportunities for nurses in industry and business. Thereby potentially decreasing nursing shortages and bringing national and worldwide recognition to nursing in both academia, industry, business, and clinical settings, as a profession contributing to the science of improvement of the health of all people through STEM knowledge.

High-impact and transformative science (HITS) metrics: Definition, exemplification, and comparison.

Countries, research institutions, and scholars are interested in identifying and promoting high-impact and transformative scientific research. This paper presents a novel set of text- and citation-based metrics that can be used to identify high-impact and transformative works. The 11 metrics can be grouped into seven types: Radical-Generative, Radical-Destructive, Risky, Multidisciplinary, Wide Impact, Growing Impact, and Impact (overall). The metrics are exemplified, validated, and compared using a set of 10,778,696 MEDLINE articles matched to the Science Citation Index ExpandedTM. Articles are grouped into six 5-year periods (spanning 1983-2012) using publication year and into 6,159 fields constructed using comparable MeSH terms, with which each article is tagged. The analysis is conducted at the level of a field-period pair, of which 15,051 have articles and are used in this study. A factor analysis shows that transformativeness and impact are positively related (ρ = .402), but represent distinct phenomena. Looking at the subcomponents of transformativeness, there is no evidence that transformative work is adopted slowly or that the generation of important new concepts coincides with the obsolescence of existing concepts. We also find that the generation of important new concepts and highly cited work is more risky. Finally, supporting the validity of our metrics, we show that work that draws on a wider range of research fields is used more widely.

Integration of Basic and Clinical Sciences: Faculty Perspectives at a U.S. Dental School.

Although dental education has traditionally been organized into basic sciences education (first and second years) and clinical education (third and fourth years), there has been growing interest in ways to better integrate the two to more effectively educate students and prepare them for practice. Since 2012, The University of Texas School of Dentistry at Houston (UTSD) has made it a priority to improve integration of basic and clinical sciences, with a focus to this point on integrating the basic sciences. The aim of this study was to determine the perspectives of basic and clinical science faculty members regarding basic and clinical sciences integration and the degree of integration currently occurring. In October 2016, all 227 faculty members (15 basic scientists and 212 clinicians) were invited to participate in an online survey. Of the 212 clinicians, 84 completed the clinician educator survey (response rate 40%). All 15 basic scientists completed the basic science educator survey (response rate 100%). The majority of basic and clinical respondents affirmed the value of integration (93.3%, 97.6%, respectively) and reported regular integration in their teaching (80%, 86.9%). There were no significant differences between basic scientists and clinicians on perceived importance (p=0.457) and comfort with integration (p=0.240), but the basic scientists were more likely to integrate (p=0.039) and collaborate (p=0.021) than the clinicians. There were no significant differences between generalist and specialist clinicians on importance (p=0.474) and degree (p=0.972) of integration in teaching and intent to collaborate (p=0.864), but the specialists reported feeling more comfortable presenting basic science information (p=0.033). Protected faculty time for collaborative efforts and a repository of integrated basic science and clinical examples for use in teaching and faculty development were recommended to improve integration. Although questions might be raised about the respondents' definition of "integration," this study provides a baseline assessment of perceptions at a dental school that is placing a priority on integration.

Academic Pre-Orientation Program for Dental Students: Beginning and End of Program Evaluations, 1998-2016.

Admitting students from non-traditional or disadvantaged backgrounds can increase the diversity of dental school classes. The aims of this study were to analyze how interested non-traditional incoming dental students were at the beginning of an academic pre-orientation program in learning about basic science, dentistry-related topics, and academic skills; how confident they were in doing well in basic science and dentistry-related courses; and how they evaluated the program at the end. The relationships between personal (interest/confidence) and structural factors (program year, number of participants) and program evaluations were also explored. All 360 students in this program at the University of Michigan from 1998 to 2016 were invited to participate in surveys at the beginning and end of the educational intervention. A total of 353 students responded at the beginning (response rate 98%), and 338 responded at the end (response rate 94%). At the beginning, students were more interested in learning about basic science and dentistry-related topics than about academic skills, and they were more confident in their dentistry- related than basic science-related abilities. At the end, students valued basic science and dentistry-related education more positively than academic skills training. Confidence in doing well and interest in basic science and dentistry-related topics were correlated. The more recent the program was, the less confident the students were in their basic science abilities and the more worthwhile they considered the program to be. The more participants the program had, the more confident the students were, and the better they evaluated their basic science and dentistry-related education. Overall, this academic pre-orientation program was positively evaluated by the participants.

Sobre los albores de la ciencia en Venezuela / On the beginnings of science in Venezuela

Cuando se intenta reconstruir la historia de la ciencia en Venezuela solemos reducirla a etapas o períodos. Sin embargo, ¿por qué debo periodificar y “petrificar” los personajes y eventos de esta maravillosa historia del conocimiento, el “logos”, la ciencia en Venezuela? si estuviésemos obligados a responder a la pregunta ¿Cómo, cuando y dónde ubicar los albores de la ciencia en Venezuela? Entonces sólo nos queda decir que la ciencia nace desde el momento en que la Naturaleza se nos convierte en una reflexión.

Attempts at reconstructing the history of science in Venezuela are usually reduced to stages or periods. Why should the history of knowledge and science be petrified by characters and events? When forced to answer how, when and where of the beginning of science in Venezuela, it can only be concluded that it was born from the time when nature lead us into reflection.

Ordering the discipline: classification in the history of science. Introduction.

Classification of the history of science has a long history, and the essays in this Focus section explore that history and its consequences from several different angles. Two of the papers deal with how classifying schemes in bibliography have evolved. A third looks at the way archival organization has changed over the years. Finally, the last essay explores the intersection of human and machine classifying systems. All four contributions look closely at the ramifications of the digital revolution for the way we organize the knowledge of the discipline.

Organizing knowledge in the Isis bibliography from Sarton to the early twenty-first century.

This essay explores various ways in which bibliographies have exhibited "sociality." Bibliographies are both products of the social contexts that have created them and engines of social interaction in scholarly communities. By tracing the history of the Isis Bibliography, the longest-running and most comprehensive bibliography in its field, this essay explains how different Isis classification systems have been tied to major twentieth-century cataloging efforts. By looking at classification, the essay also attends to the ways in which aspects of the Isis Bibliography in different decades have reflected social mores of their period. Finally, it demonstrates how critical the Isis Bibliography was in the formation of the discipline of history of science and goes on to discuss how that disciplinary connection is evolving in the twenty-first century. By thinking of the bibliography as a network of scholars, not just scholarly works, the essay asks us to reflect on the nature and purpose of bibliography in the digital age.

Organization of knowledge and the complex identity of history of science.

History of science as a formal and autonomous field of research crosses over disciplinary boundaries. For this reason, both its production and its working materials are difficult to classify and catalog according to discipline-based systems of organization of knowledge. Three main problems might be pointed out in this regard: the disciplines themselves are subject to a historical process of transformation; some objects of scientific inquiry resist constraint within rigid disciplinary grids but, rather, extend across several disciplinary boundaries; and the so-called digital revolution has replaced spatial with temporal display sequences and shifted the traditional emphasis on knowledge to user-oriented approaches. The first part of this essay is devoted to a conceptual analysis of the various approaches to the organization of knowledge formulated over time, whereas the second considers the new possibilities afforded by a faceted model of knowledge organization compatible with user-oriented relational databases to the research materials and production of history of science.

La apropiación social de la ciencia, la tecnología y la innovación y los organismos de cooperación internacional / The social empowerment of science, technology, and innovation and the international cooperation agencies

La ciencia, la tecnología y la innovación son elementos claves para el desarrollo económico y social de un país, sin embargo no son tema de amplia discusión desde la cooperación internacional para el desarrollo, es por ello, teniendo presente la importancia que ha cobrado la transmisión y masificación de ese conocimiento propuesta por Colciencias a través de la apropiación social de la Ciencia, la Tecnología y la Innovación, interesa conocer cuáles han sido los aportes de las instituciones de cooperación internacional en América latina en general y cuales los posibles retos para Colombia.

Science, technology, and innovation are key elements for economic and social development in a country; however they are not a wide discussion topic from international cooperation for development. That is why, bearing in mind the importance that the transmission and the massification of that knowledge have gained, and which is proposed by Colciencias through the social empowerment of science, technology, and innovation; it is interesting to know which contributions the institutions of international cooperation have had in Latin America, in broad terms, as well as the general potential challenges that Colombia has to face.

Los servicios de bioanálisis como sistemas autopoiéticos: cambio y transformación / The services of bioanálisis like autopoiéticos systems:change and transformation

La autopoiesis como teoría de la autoorganización en los seres vivos de los investigadores Maturana y Varela (1971). De máquinas y seres vivos, autopoiesis: la organización de lo vivo; plantean una nueva lógica de comprender los sistemas abiertos a partir del cambio, para generar un sistema con capacidad de autodefinirse y tener una propia autonomía concretada en una unidad. Con esta teoría las organizaciones, como los servicios de salud con siderados como sistemas abiertos, pueden explicar, su capacidad de autoorganizarse antes los diferentes acontecimientos de cambios, de donde emerge una racionalidad basada en una lógicas biologícista, con capacidad de explorar las realidades de las organizaciones embebida en las relaciones e interrelaciones de sus procesos que continuamente se están produciendo, no importando las propiedades de sus componentes.

Autopoiesis as a theory of the autoorganización in living beings themselves, from Maturana and Varela (1971). From machines and living beings, autopoiesis: the organization of living. They raise a new way to understand open systems from the change, to create a system able to define itself and to have its own autonomy specific into a unit. With this theory the organizations, as long as health service considered open systems, can explain, their capacity to organize themselves with the different change events, where rationality come from based on the complete biologic phenomenology. Able to explore the reality of organizations absorbed into relations and interrelation of their processes that continuously are marking by their own, no matter their components properties.

"Positive" results increase down the Hierarchy of the Sciences.

The hypothesis of a Hierarchy of the Sciences with physical sciences at the top, social sciences at the bottom, and biological sciences in-between is nearly 200 years old. This order is intuitive and reflected in many features of academic life, but whether it reflects the "hardness" of scientific research--i.e., the extent to which research questions and results are determined by data and theories as opposed to non-cognitive factors--is controversial. This study analysed 2434 papers published in all disciplines and that declared to have tested a hypothesis. It was determined how many papers reported a "positive" (full or partial) or "negative" support for the tested hypothesis. If the hierarchy hypothesis is correct, then researchers in "softer" sciences should have fewer constraints to their conscious and unconscious biases, and therefore report more positive outcomes. Results confirmed the predictions at all levels considered: discipline, domain and methodology broadly defined. Controlling for observed differences between pure and applied disciplines, and between papers testing one or several hypotheses, the odds of reporting a positive result were around 5 times higher among papers in the disciplines of Psychology and Psychiatry and Economics and Business compared to Space Science, 2.3 times higher in the domain of social sciences compared to the physical sciences, and 3.4 times higher in studies applying behavioural and social methodologies on people compared to physical and chemical studies on non-biological material. In all comparisons, biological studies had intermediate values. These results suggest that the nature of hypotheses tested and the logical and methodological rigour employed to test them vary systematically across disciplines and fields, depending on the complexity of the subject matter and possibly other factors (e.g., a field's level of historical and/or intellectual development). On the other hand, these results support the scientific status of the social sciences against claims that they are completely subjective, by showing that, when they adopt a scientific approach to discovery, they differ from the natural sciences only by a matter of degree.