El Instituto de Física de La Plata en la primera posguerra: la transmisión calificada de las ciencias a la juventud / The institute of physics of la plata in the first post-war period: the qualified transmission of sciences to young people

En la primera década del siglo XX la Universidad Nacional de La Plata, fundada en 1905, creó un moderno y bien dotado Instituto de Física. En este trabajo estudiamos el impacto que esa iniciativa tuvo sobre la modernización de la enseñanza de la física a nivel medio y universitario en la Argentina. Nos concentramos en dos de los egresados más representativos del Instituto de aquellos años, Ramón G. Loyarte y Enrique Loedel Palumbo, y analizamos sus trabajos pedagógicos más importantes y la recepción pública que tuvieron. Estos trabajos son una muestra del aporte del Instituto de Física a la elevación del nivel de educación nacional en el campo de las ciencias físicas en la primera mitad del siglo XX.(AU)

In the first decade of the 20th century, the Universidad Nacional de La Plata, founded in 1905, created a modern and well-equipped Physics Institute. In this paper we study the impact that this initiative had on the modernisation of physics teaching at secondary and university level in Argentina. We focus on two of the most representative graduates of the Institute in those years, Ramón G. Loyarte and Enrique Loedel Palumbo, and analyse their most important pedagogical works and the public reception they received. These works are a sample of the contribution of the Institute of Physics to the raising of the level of national education in the field of physical sciences in the first half of the 20th century.(AU)

U.S. postdoctoral careers in life sciences, physical sciences and engineering: Government, industry, and academia.

Discussions about science and engineering postdoctoral researchers focus almost exclusively on academic postdocs and their chances of eventually securing tenure-track faculty positions. Further, biological sciences dominate policy research and published advice for new PhDs regarding postdoctoral employment. Our analysis uses the Survey of Earned Doctorates and Survey of Doctorate Recipients to understand employment implications for physical sciences and engineering (PSE) and life sciences (LS) graduates who took postdoctoral positions in government, industry, and academic sectors. We examine postdoc duration, reasons for staying in a postdoc, movement between sectors, and salary implications. There is considerable movement between employment sectors within the first six years post-PhD. Additionally, postdocs in PSE are shorter, better paid, and more often in nonacademic sectors than postdocs in LS. These results can help science and engineering faculty discuss a broader range of career pathways with doctoral students and help new PhDs make better informed early career decisions.

Gender stereotypes about interests start early and cause gender disparities in computer science and engineering.

Societal stereotypes depict girls as less interested than boys in computer science and engineering. We demonstrate the existence of these stereotypes among children and adolescents from first to 12th grade and their potential negative consequences for girls' subsequent participation in these fields. Studies 1 and 2 (n = 2,277; one preregistered) reveal that children as young as age six (first grade) and adolescents across multiple racial/ethnic and gender intersections (Black, Latinx, Asian, and White girls and boys) endorse stereotypes that girls are less interested than boys in computer science and engineering. The more that individual girls endorse gender-interest stereotypes favoring boys in computer science and engineering, the lower their own interest and sense of belonging in these fields. These gender-interest stereotypes are endorsed even more strongly than gender stereotypes about computer science and engineering abilities. Studies 3 and 4 (n = 172; both preregistered) experimentally demonstrate that 8- to 9-y-old girls are significantly less interested in an activity marked with a gender stereotype ("girls are less interested in this activity than boys") compared to an activity with no such stereotype ("girls and boys are equally interested in this activity"). Taken together, both ecologically valid real-world studies (Studies 1 and 2) and controlled preregistered laboratory experiments (Studies 3 and 4) reveal that stereotypes that girls are less interested than boys in computer science and engineering emerge early and may contribute to gender disparities.

The Prevalence of Broad Autism Phenotype in Young Adults: The Roles of Genetic Relationship to Autism, Gender, and Academic Major.

Subclinical levels of autism traits are known as the Broad Autism Phenotype (BAP) and include a rigid personality, aloof personality, and pragmatic language difficulties. Genetic relatives of children with autism spectrum disorder (ASD), males, and those in math- or science-oriented careers may be more likely to exhibit BAP. This study examined the prevalence of BAP in young adults to assess the influence of genetic relationship to ASD, gender, and academic field. Online self-report data from 170 undergraduate college students included the Broad Autism Phenotype Questionnaire (BAPQ), information about genetic relationship to ASD, and demographic information. Results showed no relationship between BAP and level of shared ASD genes, gender, or academic major. However, 25.3% of our college-aged sample met BAP cutoffs, compared to previous estimates of only 5-9% of adult parents of neurotypical children and 14-23% of parents of children with ASD. These findings expand our understanding of subclinical autistic traits in young adults. This research highlights the need to investigate community-based samples of various age groups when estimating the prevalence of BAP to better-understand the extent to which these personality characteristics are present in the general population.

Education and Outreach in Physical Sciences in Oncology.

Physical sciences are often overlooked in the field of cancer research. The Physical Sciences in Oncology Initiative was launched to integrate physics, mathematics, chemistry, and engineering with cancer research and clinical oncology through education, outreach, and collaboration. Here, we provide a framework for education and outreach in emerging transdisciplinary fields.

Physical sciences.

In the original edition of Prosthetics and Orthotics International, Dr Sidney Fishman identified what he anticipated as foundational educational needs for the emerging field of clinical prosthetics and orthotics. Within the broader construct of the physical sciences, this included mathematics, physics, chemistry, biomechanics, and material sciences. The clinical application of these disciplines to expanding the collective understanding within the field is described, including the biomechanics of able-bodied and prosthetic gait, the material science of socket construction, the physics of suspension and load distribution, and the engineering of prosthetic components to mimic human biomechanics. Additional applications of the physical sciences to upper limb prosthetics and lower limb orthotics are also described. In contemplating the continued growth and maturation of the field in the years to come, mechatronics and statistics are suggested as future areas where clinical proficiency will be required.

Carlos de la Torre y Huerta. Paradigma del quehacer científico cubano / Carlos de la Torre y Huerta. Paradigma of Cuban scientific activity

RESUMEN La dimensión científica educativa constituye uno de los aportes más sólidos de la obra de Carlos de la Torre y Huerta. Su extensa obra investigativa se nutre de las asignaturas que impartió en la Universidad de la Habana entre las que se desatacan Paleontología, Arqueología, Antropología, Zoología, Geología, Biología y Entomología. Estos estudios favorecieron el descubrimiento de la gran riqueza existente en el país, destacándose una trayectoria ejemplar cuyos cimientos se insertan en la malacología. El descubrimiento de las Polymitas lo llevan a describir una diversidad de subespecies que lo insertan en el escenario internacional aclamado como un referente de obligatoria consulta para los especialistas. La divulgación sistemática de su obra lo conducen a la formación de una escuela cubana de naturalistas en la que los discípulos marcaron impronta en el quehacer científico nacional al apropiarse de las herramientas que le permiten hacer ciencia utilizando medios de enseñanza, imágenes proyectadas, láminas, dibujos y ejemplares autóctonos del país (AU).

ABSTRACT The educational scientific dimension is one of the strongest contributions of the work of Carlos de la Torre and Huerta. His extensive research work draws on the subjects he taught at the University of Havana, including Paleontology, Archeology, Anthropology, Zoology, Geology, Biology and Entomology. These studies favored the discovery of the great wealth existing in the country, highlighting an exemplary trajectory whose foundations are inserted in malacology. The discovery of the Polymites leads him to describe a diversity of subspecies that insert him in the acclaimed international scenario as a mandatory reference for specialists. The systematic dissemination of his work lead him to the formation of a Cuban school of naturalists in which the disciples marked imprint on the national scientific work by appropriating the tools that allow him to do science using teaching means, projected images, prints, drawings and native copies of the country (AU).

Effective Self-Management for Early Career Researchers in the Natural and Life Sciences.

Early career researchers (ECRs) are faced with a range of competing pressures in academia, making self-management key to building a successful career. The Organization for Human Brain Mapping undertook a group effort to gather helpful advice for ECRs in self-management.

Research ethics in inter- and multi-disciplinary teams: Differences in disciplinary interpretations.

As research teams are increasingly comprised of members from multiple disciplines, ranging from the physical sciences, life sciences, social and behavioral sciences to the arts and humanities, it is important to revisit how research is conducted at several levels. Coupled with the national concern over rigor and reproducibility in research, it is therefore crucial to ensure that all members of such multidisciplinary teams view the need for ethics in the conduct of research in similar ways. Towards this end, Wayne State University developed a course in the Responsible Conduct of Research (RCR) which was mandatory for all its 1500 doctoral students across all disciplines in its 75 PhD programs. We found that student perceptions of the validity, applicability and usefulness of the course varied by discipline. This was in spite of iterative changes made to the course by faculty in those disciplines to make the content palatable to all. The findings show that more work needs to be done to fully incorporate the needs of social sciences and humanities disciplines in a comprehensive university course. This is especially important as these students become members of large multidisciplinary research teams in order to uphold the highest levels of rigor, reproducibility and ethics.

Citizen science frontiers: Efficiency, engagement, and serendipitous discovery with human-machine systems.

Citizen science has proved to be a unique and effective tool in helping science and society cope with the ever-growing data rates and volumes that characterize the modern research landscape. It also serves a critical role in engaging the public with research in a direct, authentic fashion and by doing so promotes a better understanding of the processes of science. To take full advantage of the onslaught of data being experienced across the disciplines, it is essential that citizen science platforms leverage the complementary strengths of humans and machines. This Perspectives piece explores the issues encountered in designing human-machine systems optimized for both efficiency and volunteer engagement, while striving to safeguard and encourage opportunities for serendipitous discovery. We discuss case studies from Zooniverse, a large online citizen science platform, and show that combining human and machine classifications can efficiently produce results superior to those of either one alone and how smart task allocation can lead to further efficiencies in the system. While these examples make clear the promise of human-machine integration within an online citizen science system, we then explore in detail how system design choices can inadvertently lower volunteer engagement, create exclusionary practices, and reduce opportunity for serendipitous discovery. Throughout we investigate the tensions that arise when designing a human-machine system serving the dual goals of carrying out research in the most efficient manner possible while empowering a broad community to authentically engage in this research.

Selection and academic success of medical students in Hamburg, Germany.

BACKGROUND: Student selection at Hamburg medical school is based on the combination of a natural science knowledge test (HAM-Nat) and pre-university educational attainment. METHOD: Of the 1565 medical students enrolled in Hamburg from 2012 to 2015 about half were admitted by an entrance test, half by quotas. First, we analysed sociodemographic determinants of entrance test performance. Then, we used regression analysis to describe the interplay of variables in the prediction of study outcome, the role of sociodemographic factors, and differences in the calibration of educational attainment specific to German federal states. RESULTS: Better performance in the entrance test was associated with age over 21, male gender, German nationality, first language German and both parents holding an academic degree - effect sizes were small. No differences were found for the birthplaces of parents (a proxy for migration background). Study outcome differed considerably among admission paths: Students admitted by entrance test or the quota for excellent pre-university educational attainment performed markedly better during the first 3 terms than students admitted by the waiting list quota and the quota for foreign students. Gender differences in study outcome were slight with better performance by males. The relation of pre-university educational attainment to study outcome was moderated by the federal state in which secondary schooling took place. Methods for the equating of state-specific grades are explored. The predictive validity of the HAM-Nat after correction for range restriction was r = .31. The relatively low value of this coefficient may be attributed to 3 factors: 1. self-selection of applicants which leads to a validity-enhancing effect that is not revealed by the predictor-outcome correlation, 2. reduction of variance due to a high selection ratio, and 3. high test difficulty, exceeding the demands of the medical curriculum. CONCLUSION: The HAM-Nat achieves a small amount of incremental validity over pre-university educational attainment. This effect, obtained from correlational analysis, underestimates the validity of the test, because it does not reflect the role of self-selection and other validity enhancing features of the selection process.

Empathizing-systemizing cognitive styles: Effects of sex and academic degree.

This study tests if the drives to empathize (E) and systemize (S), measured by the Systemizing Quotient-Revised (SQ-R) and Empathy Quotient (EQ), show effects of sex and academic degree. The responses of 419 students from the Humanities and the Physical Sciences were analyzed in terms of the E-S theory predictions. Results confirm that there is an interaction between sex, degree and the drive to empathize relative to systemize. Female students in the Humanities on average had a stronger drive to empathize than to systemize in comparison to males in the Humanities. Male students in the Sciences on average had a stronger drive to systemize than to empathize in comparison to females in the Sciences. Finally, students in the sciences on average had a stronger drive to systemize more than to empathize, irrespective of their sex. The reverse is true for students in the Humanities. These results strongly replicate earlier findings.

The effectiveness of a head-heart-hands model for natural and environmental science learning in urban schools.

We describe an environmental and natural science program called Nurture thru Nature (NtN) that seeks to improve mathematics and science performance of students in disadvantaged communities, and to increase student interest in Science, Technology, Engineering and Mathematics (STEM) careers. The program draws conceptual guidance from the Head-Heart-Hands model that informs the current educational movement to foster environmental understanding and sustainability. Employing an experimental design and data from seven cohorts of students, we find some promising, albeit preliminary, indications that the program can increase students' science knowledge and grades in mathematics, science and language arts. We discuss the special adaptations that environmental and sustainability education programs need to incorporate if they are to be successful in today's resource depleted urban schools.

Conhecimentos tradicionais em torno das plantas medicinais e currículo do ensino de ciências / Traditional knowledge about medicinal plants and science education curriculum

A evolução do conhecimento científico ao longo dos séculos, além dos aspectos tecnológicos e inovações, propiciou o que podemos chamar de "metamorfose cultural" em diversas áreas. Por meio de sua atuação e da ideologia predominante da "ciência como única e/ou principal fonte de verdade" nos deparamos com a perda ou estagnação de conhecimentos populares adquiridos em décadas, tais como o conhecimento tradicional sobre Plantas Medicinais, os quais vêm sendo substituídos pelo conhecimento farmacêutico que contraditoriamente também é produzido com base no conhecimento dos "especialistas tradicionais". Por meio de uma pesquisa in lócus na Agrovila Nova Conquista, no município de Açailândia, Estado do Maranhão, encontramos alta diversidade de plantas medicinais (42 espécies) encontradas nesta área, visto que detectamos seu uso com finalidades medicinais. A partir de entrevistas gravadas, conversas informais e da leitura de referencial teórico, construímos uma proposta pedagógica no ensino de ciências na escola de Educação Básica Oziel Alves em Açailândia-MA, que poderá contribuir para uma articulação entre elementos da realidade local e os conteúdos trabalhados no ensino de ciências na escola em questão.

Promoting convergence: The integrated graduate program in physical and engineering biology at Yale University, a new model for graduate education.

In 2008, we established the Integrated Graduate Program in Physical and Engineering Biology (IGPPEB) at Yale University. Our goal was to create a comprehensive graduate program to train a new generation of scientists who possess a sophisticated understanding of biology and who are capable of applying physical and quantitative methodologies to solve biological problems. Here we describe the framework of the training program, report on its effectiveness, and also share the insights we gained during its development and implementation. The program features co-teaching by faculty with complementary specializations, student peer learning, and novel hands-on courses that facilitate the seamless blending of interdisciplinary research and teaching. It also incorporates enrichment activities to improve communication skills, engage students in science outreach, and foster a cohesive program cohort, all of which promote the development of transferable skills applicable in a variety of careers. The curriculum of the graduate program is integrated with the curricular requirements of several Ph.D.-granting home programs in the physical, engineering, and biological sciences. Moreover, the wide-ranging recruiting activities of the IGPPEB serve to enhance the quality and diversity of students entering graduate school at Yale. We also discuss some of the challenges we encountered in establishing and optimizing the program, and describe the institution-level changes that were catalyzed by the introduction of the new graduate program. The goal of this article is to serve as both an inspiration and as a practical "how to" manual for those who seek to establish similar programs at their own institutions. © 2016 by The International Union of Biochemistry and Molecular Biology, 44(6):537-549, 2016.

Comparing the Consumption of CPU Hours with Scientific Output for the Extreme Science and Engineering Discovery Environment (XSEDE).

This paper presents the results of a study that compares resource usage with publication output using data about the consumption of CPU cycles from the Extreme Science and Engineering Discovery Environment (XSEDE) and resulting scientific publications for 2,691 institutions/teams. Specifically, the datasets comprise a total of 5,374,032,696 central processing unit (CPU) hours run in XSEDE during July 1, 2011 to August 18, 2015 and 2,882 publications that cite the XSEDE resource. Three types of studies were conducted: a geospatial analysis of XSEDE providers and consumers, co-authorship network analysis of XSEDE publications, and bi-modal network analysis of how XSEDE resources are used by different research fields. Resulting visualizations show that a diverse set of consumers make use of XSEDE resources, that users of XSEDE publish together frequently, and that the users of XSEDE with the highest resource usage tend to be "traditional" high-performance computing (HPC) community members from astronomy, atmospheric science, physics, chemistry, and biology.

Genetics affects choice of academic subjects as well as achievement.

We have previously shown that individual differences in educational achievement are highly heritable throughout compulsory education. After completing compulsory education at age 16, students in England can choose to continue to study for two years (A-levels) in preparation for applying to university and they can freely choose which subjects to study. Here, for the first time, we show that choosing to do A-levels and the choice of subjects show substantial genetic influence, as does performance after two years studying the chosen subjects. Using a UK-representative sample of 6584 twin pairs, heritability estimates were 44% for choosing to do A-levels and 52-80% for choice of subject. Achievement after two years was also highly heritable (35-76%). The findings that DNA differences substantially affect differences in appetites as well as aptitudes suggest a genetic way of thinking about education in which individuals actively create their own educational experiences in part based on their genetic propensities.

Should MD-PhD programs encourage graduate training in disciplines beyond conventional biomedical or clinical sciences?

The goal of MD-PhD training programs is to produce physician-scientists with unique capacities to lead the future biomedical research workforce. The current dearth of physician-scientists with expertise outside conventional biomedical or clinical sciences raises the question of whether MD-PhD training programs should allow or even encourage scholars to pursue doctoral studies in disciplines that are deemed nontraditional, yet are intrinsically germane to major influences on health. This question is especially relevant because the central value and ultimate goal of the academic medicine community is to help attain the highest level of health and health equity for all people. Advances in medical science and practice, along with improvements in health care access and delivery, are steps toward health equity, but alone they will not come close to eliminating health inequalities. Addressing the complex health issues in our communities and society as a whole requires a biomedical research workforce with knowledge, practice, and research skills well beyond conventional biomedical or clinical sciences. To make real progress in advancing health equity, educational pathways must prepare physician-scientists to treat both micro and macro determinants of health. The authors argue that MD-PhD programs should allow and encourage their scholars to cross boundaries into less traditional disciplines such as epidemiology, statistics, anthropology, sociology, ethics, public policy, management, economics, education, social work, informatics, communications, and marketing. To fulfill current and coming health care needs, nontraditional MD-PhD students should be welcomed and supported as valuable members of our biomedical research workforce.