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Journal articles on the topic 'Natural sciences – Biological sciences'
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1
Marchal, Bruno. "Theoretical computer science and the natural sciences." Physics of Life Reviews 2, no. 4 (December 2005): 251–89. http://dx.doi.org/10.1016/j.plrev.2005.07.001.
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Okruhlik, Kathleen. "Gender and the Biological Sciences." Canadian Journal of Philosophy Supplementary Volume 20 (1994): 21–42. http://dx.doi.org/10.1080/00455091.1994.10717393.
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Feminist critiques of science provide fertile ground for any investigation of the ways in which social influences may shape the content of science. Many authors working in this field are from the natural and social sciences; others are philosophers. For philosophers of science, recent work on sexist and androcentric bias in science raises hard questions about the extent to which reigning accounts of scientific rationality can deal successfully with mounting evidence that gender ideology has had deep and extensive effects on the development of many scientific disciplines.Feminist critiques of biology have been especially important in the political struggle for gender equality because biologically determinist arguments are so often cited to ‘explain’ women’s oppression. They explain why it is ‘natural’ for women to function in a socially subordinate role, why men are smarter and more aggressive than women, why women are destined to be homebodies, and why men rape.
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Rogozhnikova, Varvara. "Economics and Natural Science: Prospects for Interaction." Moscow University Economics Bulletin, no. 6-2018 (December 30, 2018): 40–58. http://dx.doi.org/10.38050/01300105201863.
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Modern economic science studies the behavior of an individual making choice in conditions of limited resources, and seeking to satisfy his own interests as a result of this choice. Economics is a social science as it studies the behavior of an individual which involves the interests of other people and communities. Economics is close to natural sciences as it considers the behavior of an individual in a material world of limited resources. Besides, a human being may be considered as a material system in which there are certain biological processes influencing its behavior. The question of how fully can economics use methodological assumptions of natural sciences, is sharply debatable. The author's position is that the cooperation between economics and natural sciences has both objective grounds and objective problems. In any case, economics is not a natural science, and the natural sciences shouldn't have a priority in this dialogue. It is only a new stage in self-reflection of different sciences. The importance of this research is defined by the need of studying the scientific status of economics and the prospects of its development in terms of the subject and methodology.
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Lima, Silvio Felipe Barbosa. "PECEN Publications in the Field of Biological Sciences: Present and Future." Pesquisa e Ensino em Ciências Exatas e da Natureza 1, no. 2 (December 11, 2017): 84. http://dx.doi.org/10.29215/pecen.v1i2.445.
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Biological Sciences is the discipline that studies the most diverse aspects of microscopic and macroscopic life forms on earth. This vast field of studies enables biologists to follow numerous paths according to their professional interest.<br />Biological Sciences has made rapid advances in Biochemistry, Biophysics, Biotechnology, Botany, Cell Biology, Ecology, Ethnobiology, Evolutionary Biology, Genetics, Immunology, Mycology, Microbiology, Morphology, Parasitology, Physiology and Zoology. In some cases, the expansion of different fields of Biological Sciences is tied to the crisis of biodiversity and environmental problems, such as the extinction of species, the introduction of invasive exotic species, increasing habitat loss and degradation, the overexploitation of natural resources, pollution, diseases and human-induced climate change.<br />In 2017, Pesquisa e Ensino em Ciências Exatas e da Natureza/Research and Teaching in Exact and Natural Sciences (PECEN) received 28 manuscripts for evaluation and published 18 papers, all related to the field of Biological Sciences. An analysis of the papers published in year shows that the field of Zoology (branch of Biology that studies the animal kingdom) has been the flagship of publications with 7 papers so far. Among the contributions within Zoology published in PECEN are papers involving the following sub-fields of knowledge: (2) Morphology of Recent Groups; (4) Taxonomy of Recent Groups; and (3) “ecological interactions” – phenomenon and object of study also in the field of Ecology. In 2017, PECEN also published important contributions in the fields of Ecology (2), Environmental Sciences (1), Health and Biological Science (1), Mycology (2) and Science Teaching (2).<br />Contributions in the fields of biodiversity and science teaching will undoubtedly continue to play an important role in the scientific production of PECEN in both qualitative and quantitative terms. However, given the vast field of Biological Sciences, we expect a substantial increase in the number of publications on the most diverse subjects in 2018.<br />It is important to emphasize that PECEN is a multidisciplinary journal that receives contributions from diverse fields, such as Agrarian, Biomedical, Chemical, Earth, Environmental, Health and Exact and Natural Sciences. The fundamental mission is to strengthen multidisciplinary publications through scientific and theoretical-methodological studies as well as thematic literature reviews. Regardless of the number of submissions, the main factor for publication in PECEN is the importance and quality of the contributions.
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Kandic, Aleksandar. "Plato and modern natural sciences." Theoria, Beograd 62, no. 3 (2019): 17–28. http://dx.doi.org/10.2298/theo1903017k.
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There are almost irreconcilable differences between Plato?s notion of science (episteme) and the modern notion, but also certain similarities. In the late dialogues such as The Theaetetus, The Philebus, and The Timaeus, Plato redefines his own notion of knowledge developed in The Republic to some extent. Genuine knowledge does not refer solely to the unchangeable aspects of reality. Plato?s characterization of cosmology as an eikos logos (?likely story?) in The Timaeus is an anticipation of the concept of falsifiability that dominates modern philosophy of science. Experience and observation, as well as mathematical, psychological and biological concepts, occupy a significant, indispensable place within the structure of Timaeus? cosmological model.
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Snakin, Valeriy, Marina Dergacheva, Yuriy Chendev, Stanislav Gubin, Zhanna Asainova, and Nikolay Rybalsky. "IGOR VASILIEVICH IVANOV - NATURAL SCIENTIST AND PEDOLOGY CHRONICLER." LIFE OF THE EARTH 43, no. 2 (June 8, 2021): 270–80. http://dx.doi.org/10.29003/m2032.0514-7468.2020_43_2/270-280.
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The article is dedicated to the remarkable Russian natural scientist made a significant contribution to soil science and the biosphere theory - Doctor of Biological Sciences, Professor Igor Vasilievich Ivanov (02.07.1937-30.03.2021). His open mind and encyclopedic knowledge allowed him, working in various fields of natural science, to move on to creation a socio-historical direction in soil research and generalization of the Russian soil science history with other view at the features of its development.
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Hubbard, Amelia R. "Teaching Race (Bioculturally) Matters: A Visual Approach for College Biology Courses." American Biology Teacher 79, no. 7 (September 1, 2017): 516–24. http://dx.doi.org/10.1525/abt.2017.79.7.516.
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Race and racism are considered standard subject matter in introductory college courses in the social sciences, but remain relatively absent in biological science courses (Donovan, 2015; Morning, 2011). Given a resurgence of biologically deterministic racial science (e.g., Risch et al., 2002; Shiao et al., 2012) and ongoing racial tensions in the United States, it is imperative that biology professors actively engage students in introductory and upper-level courses. This paper presents a tested approach used in an introductory natural science course (for undergraduate, non-science majors) at a mid-sized regional university. A biocultural focus is advocated for teaching about the fallacies (i.e., biological race concept) and realities of race (i.e., racism) (e.g., see Gravlee, 2009; Thompson, 2006). Further, an emphasis is placed on using a visual approach for relaying these complex and sensitive topics.
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Kosiewicz, Jerzy. "Social and Biological Context of Physical Culture and Sport." Physical Culture and Sport. Studies and Research 50, no. 1 (December 1, 2010): 5–31. http://dx.doi.org/10.2478/v10141-010-0021-1.
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Social and Biological Context of Physical Culture and SportAuthor underlines that biological sciences connected with the human being are traditionally - after MacFadden, among others - counted among physical culture sciences. Because of the bodily foundations of human physical activity, they perform - shortly speaking - a significant cognitive function: they describe natural foundations of particular forms of movement. In spite of the fact that knowledge in that respect is extremely important for multiform human activity in the field of physical culture, it is not knowledge of cultural character. From the formal (that is, institutional) viewpoint it is strictly connected with culture studies, but it has separate methodological and theoretical assumptions. Knowledge of that type is focused on the human organism and not on effects of mental, axiocreative, symbolic activity of the human being entangled in social relations. It includes auxiliary data which support practical - that is, in that case, physical, bodily - activity. Its reception of axiological (ethical and aesthetical), social (philosophical, sociological, pedagogical, historical {universal or strictly defined - referring e.g. to art and literature with the connected theories} or political) character is dealt with by the humanities (in other words: social sciences) constituting an immanent and the fundamental - and hence the most important - part of culture studies. Putting stress on alleged superiority and the dominating role of natural (biological in that case) sciences within physical culture sciences and the connected marginalization of the humanities - which constitute, after all, a necessary and hence an unquestionable foundation for culture studies, their essence and objectivisation - is, euphemistically speaking, a clear shortcoming in the field of science studies.The abovementioned exaltation and aspirations for superiority, as well as deepening and more and more aggressive marginalization of the humanities (understood in that paper as a synonym for social sciences) in the field of physical culture sciences may lead to the separation of biological sciences.
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Kosiewicz, Jerzy. "Championing Physical Cultural Sciences." Physical Culture and Sport. Studies and Research 82, no. 1 (June 1, 2019): 67–93. http://dx.doi.org/10.2478/pcssr-2019-0014.
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AbstractThe term “physical culture” is, first of all, associated (referring to the etymology of the word “culture” from the Latin “colo,-ere”, meaning “to cultivate”, “to inhabit” or “to honor”) with cultivation and taking care of the human “physis” – obviously in the context of social and natural environment. What matters in physical cultural reflection is not movement as such – as a purely physical phenomenon – but only such a form of movement which has been cultivated and attributed with conventionalized social values of symbolic and autotelic character. Biological sciences connected with the human being are traditionally – after MacFadden, among others – counted among physical cultural sciences. Because of the bodily foundations of human physical activity, they perform a significant cognitive function: they describe natural foundations of special forms of movement, but they are not offering knowledge of cultural character. As there are no values in the human being’s nature, the biological sciences within the institutional field of physical culture can with their separate methodological and theoretical assumptions only offer an auxiliary, supportive function. Physical cultural sciences are primarily dealing with the significant relations between humans in physical cultural practices, with knowledge of an axiological (ethical and aesthetical) and social (philosophical, sociological, pedagogical, historical or political) character. The alleged superiority of biological sciences within physical cultural sciences and the connected marginalization of the humanities – which constitute, after all, a necessary and hence an unquestionable foundation for cultural studies – is, therefore, a clear challenge in the institutional field of physical culture.
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Ferguson-Cradler, Gregory. "The Overfishing Problem: Natural and Social Categories in Early Twentieth-Century Fisheries Science." Journal of the History of Biology 54, no. 4 (November 12, 2021): 719–38. http://dx.doi.org/10.1007/s10739-021-09655-4.
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AbstractThis article looks at how fisheries biologists of the early twentieth century conceptualized and measured overfishing and attempted to make it a scientific object. Considering both theorizing and physical practices, the essay shows that categories and understandings of both the fishing industry and fisheries science were deeply and, at times, inextricably interwoven. Fish were both scientific and economic objects. The various models fisheries science used to understand the world reflected amalgamations of biological, physical, economic, and political factors. As a result, scientists had great difficulty stabilizing the concept of overfishing and many influential scholars into the 1930s even doubted the coherence of the concept. In light of recent literature in history of fisheries and environmental social sciences that critiques the infiltration of political and economic imperatives into fisheries and environmental sciences more generally, this essay highlights both how early fisheries scientists understood their field of study as the entire combination of interactions between political, economic, biological and physical factors and the work that was necessary to separate them.
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Janke, Steven. "Fractals: A User's Guide for the Natural Sciences. Oxford Science Publications.Harold M. Hastings , George Sugihara." Quarterly Review of Biology 70, no. 1 (March 1995): 124. http://dx.doi.org/10.1086/418972.
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Johnson, Kristin. "Natural history as stamp collecting: a brief history." Archives of Natural History 34, no. 2 (October 2007): 244–58. http://dx.doi.org/10.3366/anh.2007.34.2.244.
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The endeavour of natural history has often been ridiculed as “mere stamp collecting” by those unwilling to see anything scientific in naturalists' work. This paper traces some of the ways the term “stamp collecting” has been used in scientific literature. It discusses how the term can be seen as a reflection of the changing methodological context in which science has been done in the nineteenth and twentieth centuries. It also points to the importance of considering the relative status of certain sciences not as a problem of what type of science is better or more important but as a problem of scientific communities competing for both resources and prestige.
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Gramatik, Nadiia. "The problem of training future teachers of Natural Sciences: analytical review." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky, no. 3 (128) (October 31, 2019): 126–33. http://dx.doi.org/10.24195/2617-6688-2019-3-18.
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The reforming of school natural science education is part of the process aimed at updating educational systems, which has a general European tendency. The content orientation of the field representing natural sciences of general secondary education towards the formation of core competences and effective mechanisms of their introduction causes intensive changes in the training process intended for the future science teachers of the new formation. The component of natural education is biological education which is realized by studying Biology as a school course. Since natural knowledge in the process of external interaction purposefully influence the formation of schoolchildren’s natural outlook, this is the social order that determines the content of biological education and the potential within the education of a certain type of personality. Therefore, the new formats of biological education in the context of the New Ukrainian School are aimed at forming schoolchildren’s motivation for educational and cognitive activities, life competencies, and an active life position. The driving force facilitating the realization of innovations in biological education is a competent teacher as a subject of an innovative educational activity. In this case, the priority way in the professional training of future science teachers is the shift of emphasis from the amount of knowledge to the development of pedagogical interaction skills. This is the ability of the future specialist to work in a team, to negotiate, to make prudent decisions that makes him / her competitive. The basic condition for such an activity is the professional potential of the future teacher which manifests itself in his / her readiness for creative interaction with schoolchildren. The transfer of the study of Biology into the plane of the competence-based educational environment focuses educators’ attention on the person-centred approach to learning. The relationship between the teacher and the schoolchildren should be collaborative, in the course of which schoolchildren become not only the objects of influence, but also become participants of a joint activity. According to these approaches to teaching Biology, the interaction of the subjects of the educational process acquires organized forms of cooperation, the specific characteristic of which is the complementarity of the schoolchild and the teacher. The obviousness of the dialogical educational interaction contributes to the introduction of the elements of teachers’ / students’ creativity into the pedagogical process and motivates them to intellectual growth. Subjectivity as a paradigmatic feature of biology education lies in the pedagogical position of the teacher, since it is profession-oriented and determines the personalization of pedagogical interaction. Therefore, the subjective factor of the pedagogical activity of future teachers of natural sciences becomes a kind of trajectory of self-development and self-affirmation. Keywords: subject, competence-oriented teacher, pedagogical interaction, person-oriented environment, pedagogical communication.
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Kosiewicz, Jerzy. "Social Sciences and Common Perceptions of Sport." Physical Culture and Sport. Studies and Research 60, no. 1 (December 1, 2013): 64–74. http://dx.doi.org/10.2478/pcssr-2013-0027.
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Abstract This paper provides a discussion on various aspects and features of the concept of the social sciences of sport. The concept originated recently and was formulated in 2007 during the preparations for the establishment of the International Society for the Social Sciences of Sport. The Society, however, was not formed until the beginning of 2009. Among other things, the concept includes such academic disciplines and fields as sport sociology, sport philosophy, sport psychology, sport pedagogy, the history of physical fitness, sport and Olympism, sport politics and the international conditions of sport, sport economics, sport organizations and management, the social and cultural foundations of tourism and recreation, the social relations regarding training and sport tactics, as well as the humanistic theory of martial arts. The author presents a growth in interest of different social aspects and issues of sport at the beginning of the twentieth century. He indicates the significant development of sport during the second half of the last century, especially towards its end and at the beginning of the twenty-first century. The social sciences of sport was also underlined as the reason for the creation of a new, dynamically developing cognitive paradigm. According to the Author, it is mainly connected with the institutional and functional, organizational and methodological conditions of the social science of sport which specifically complemented the educational and research standards for the academic community around the globe. The Author emphasizes the social sciences of sport’s distinctive and autonomous part in sport science due to its specific and detailed merit-related issues and methodological foundations. He also stresses that not only does natural science (particularly biological science) play an important role in sport science, but also that the social science of sport has a vital and fundamental value in it. In his opinion, natural (biological) science in relation to sport refers mainly to one person’s organism, whereas social science refers, for the most part, to the axiological, cultural, symbolical, esthetic, ethical perception of physical exertion. Moreover, research conducted in this field encompasses the professional, pragmatic, utilitarian, cathartic, escapist, ludic, hedonistic, epistemological and recreational aspects of differently perceived professional sports or sport for all. The Author points out that the amount of available courses - lectures, classes, seminars - in the field of social sciences themselves, as well as in the social science of sport, is being gradually reduced, which undoubtedly lowers not only the knowledge, but also the perception, interpretation, explanation and comprehension of sport in the context of the humanistic approach. Furthermore, he indicates this trend’s influential role in the development of common-sense thinking, which makes opinion-forming and valuable comments on the subject of sport undergo cognitive deformations. He points out its negative influence on the listeners, audience and fans’ consciousness, opinion and attitude, as well as on the interpretative context of the observed events - not only ones associated with sport, but also those happening beyond it, for instance in social, family, peer, professional, political and religious life.
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Wiser, James L. "The Good Life and the Life Sciences." Politics and the Life Sciences 6, no. 2 (February 1988): 220–22. http://dx.doi.org/10.1017/s0730938400003324.
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Arnhart's “Aristotle's Biopolitics: A Defense of Biological Teleology against Biological Nihilism” is both a valuable and yet at the same time a problematic study. Its value for political science lies in Arnhart's reminder that for many of the most important thinkers in the history of Western political thought their efforts to discover and articulate the principles of a political order necessarily presupposed a specific understanding of the order of nature itself. Given this, the fundamental political challenge of the modern scientific and industrial revolutions not only includes the new instruments and techniques of organization and manipulation made possible by the discoveries of modern science, but also those cultural and intellectual assumptions which create that very environment within which such instruments and techniques first became possible. In illustrating this intimate relationship between modern natural science and modern political science, Grant (1976:124) has written: “What calls out for recognition here is that the same apprehension of what it is to be ‘reasonable’ leads men to build computers and to conceive the universal and homogenous society as the highest political goal. The ways such machines can be used must be at one with certain conceptions of political purposes because the same kind of ‘reasoning’ made the machines and formulated the purposes. To put the matter extremely simply, the modern physical sciences and the modern political sciences have developed in mutual interpenetration, and we can only begin to understand that interpenetration in terms of some common source from which both forms of science found their sustenance.”
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Bybee, Rodger W. "The Next Generation of Science Standards: Implications for Biology Education." American Biology Teacher 74, no. 8 (October 1, 2012): 542–49. http://dx.doi.org/10.1525/abt.2012.74.8.3.
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The release of A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (NRC, 2012) provides the basis for the next generation of science standards. This article first describes that foundation for the life sciences; it then presents a draft standard for natural selection and evolution. Finally, there is a discussion of the implications of the new standards for biology programs in general and curriculum, instruction, and assessment in particular.
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Ярмоліцька, Наталія, and Віталій Туренко. "RESEARCH OF PHILOSOPHICAL PROBLEMS OF BIOLOGY IN THE KYIV WORLDVIEW AND EPISTEMOLOGICAL PHILOSOPHICAL SCHOOL IN THE SECOND HALF OF THE XX CENTURY." Молодий вчений, no. 11 (99) (November 30, 2021): 140–45. http://dx.doi.org/10.32839/2304-5809/2021-11-99-32.
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The article is devoted to the study of the phenomenon of the the Kyiv worldview and epistemological philosophical school within which the research of philosophical problems of biology in the second half of the XX century took place. The history of the Kyiv School of Philosophy of Biology was reconstructed, the directions and problems of scientific research carried out in Soviet Ukraine in the second half of the XX century were analyzed by representatives of the Ukrainian scientific community from the Institute of Philosophy of the USSR Academy of Sciences and Kyiv University. It is established that scientists of the Kyiv School of Philosophy of Biology, on the basis of materialist dialectics, studied evolutionary methods in biology and general methods of natural science, paid attention to the correct understanding of specific features of biological methods of living nature research and correlation with methods of other sciences. in science. This study is aimed at popularizing and disseminating the achievements of the Ukrainian philosophical heritage, their modern scientific vision for further modernization of scientific research and training of specialists in the fields of philosophy, social sciences, humanities and natural sciences.
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May, Robert M. "Science as organized scepticism." Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences 369, no. 1956 (December 13, 2011): 4685–89. http://dx.doi.org/10.1098/rsta.2011.0177.
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Real progress in understanding how the natural world works only truly began with the Enlightenment, with its guiding principle that the truth is to be found not by appeal to authority but by experimental tests and evidence. Unfortunately, but understandably, science is too often seen—in school, in university and especially on quiz shows—as certainty. In fact, science (including social sciences, engineering and medicine along with the more narrowly defined physical and biological sciences) is better seen as organized scepticism: a journey, over time, toward contingent understanding guided by experimental tests and sceptical questioning. Essentially all such journeys are beset by uncertainties of various kinds. This article sketches some of the consequent problems, particularly in relation to science advice, policy making and public engagement.
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Oh, Deborah M., Joshua M. Kim, Raymond E. Garcia, and Beverly L. Krilowicz. "Valid and reliable authentic assessment of culminating student performance in the biomedical sciences." Advances in Physiology Education 29, no. 2 (June 2005): 83–93. http://dx.doi.org/10.1152/advan.00039.2004.
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There is increasing pressure, both from institutions central to the national scientific mission and from regional and national accrediting agencies, on natural sciences faculty to move beyond course examinations as measures of student performance and to instead develop and use reliable and valid authentic assessment measures for both individual courses and for degree-granting programs. We report here on a capstone course developed by two natural sciences departments, Biological Sciences and Chemistry/Biochemistry, which engages students in an important culminating experience, requiring synthesis of skills and knowledge developed throughout the program while providing the departments with important assessment information for use in program improvement. The student work products produced in the course, a written grant proposal, and an oral summary of the proposal, provide a rich source of data regarding student performance on an authentic assessment task. The validity and reliability of the instruments and the resulting student performance data were demonstrated by collaborative review by content experts and a variety of statistical measures of interrater reliability, including percentage agreement, intraclass correlations, and generalizability coefficients. The high interrater reliability reported when the assessment instruments were used for the first time by a group of external evaluators suggests that the assessment process and instruments reported here will be easily adopted by other natural science faculty.
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Suh, Nam Pyo. "Axiomatic Design and Design Thinking in Humanities and Social Sciences in the 21st Century." MATEC Web of Conferences 223 (2018): 01025. http://dx.doi.org/10.1051/matecconf/201822301025.
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Since the Industrial Revolution (IR), science and technology have advanced at an ever-accelerating rate. In a mere 250 years since IR, advances in science and technology have changed nearly all aspects of humanity. Before IR, people and animals were used as the primary source of power and energy. After IR, steam engines and other power sources replaced human and animal power, which ultimately changed the economic and political structure of many nations and the world. Now, the world is undergoing socio-economic transformation due to information technology and will soon enter the age of biological revolution. These and other advances in science and technology are likely to accelerate, creating both opportunities and some unanticipated risks to humanity. To ascertain that the technological changes result in positive outcomes for humanity and society, more research in humanities and social sciences is needed so as to complement the advances being made in natural sciences and technology. The question raised in this paper is: “Can Axiomatic Design and design thinking be applied in the fields of humanities and social sciences so as to create imaginative societal solutions in the technology era?” Design examples are given that show how AD can be applied in non-technical fields.
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Byrne, Addison. "39 CAFNR Connections: Building Community for Underrepresented Students in Agriculture." Journal of Animal Science 100, Supplement_2 (April 12, 2022): 123. http://dx.doi.org/10.1093/jas/skac064.209.
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Abstract College of Agriculture Food and Natural Resources (CAFNR) Connections began as a University of Missouri Animal Science upperclassmen’s desire to increase a sense of belonging and inclusion within the CAFNR for students of color in fall 2019. Open to all students across campus, the objective of CAFNR Connections is to provide opportunities for students to gather informally, engage in conversation, and build community. During its short existence, students from Animal Sciences, Natural Resources, Plant Sciences, Hospitality Management, Microbiology, Nursing, Psychology, Biological Sciences, and Spanish have come together in a space to share their personal experiences and grow personally, professionally, and academically. The establishment of a student organization by students for students from underrepresented minority groups, provides a platform for development in interpersonal communication, professional development, and philanthropic activities. The support systems developed within student organizations such as CAFNR Connections provide the necessary scaffolding for student success.
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Şahin, Semanur, Nüket Sivri, Isil Akpinar, Zeynep Birsu Çinçin, and Vildan Zülal Sönmez. "A comprehensive bibliometric overview: antibiotic resistance and Escherichia coli in natural water." Environmental Science and Pollution Research 28, no. 25 (May 6, 2021): 32256–63. http://dx.doi.org/10.1007/s11356-021-14084-1.
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AbstractThe environment is the most important reservoir for both resistance mechanisms and gene transfer in biological science studies. This study gives a bibliometric overview of studies of “antibiotic resistance” and “Escherichia coli” in the field of “Agricultural and Biological Sciences” from 2015 to 2019 to assess both research trends and scholarly networks in diverse research disciplines. The two keywords of “antibiotic resistance” and “Escherichia coli” were selected to search in the Scopus database. Each review article was categorized into materials, natural waters (i.e., seawater, freshwater) and wastewater, journal name, and quartile in category of the journal, the year of publication, and the country. Bibliometric indicators and visualization maps were utilized to analyse the retrieved data quantitatively and qualitatively. A total of 1376 publications in the field of agricultural and biological sciences over the last 5 years were obtained using the keywords of antibiotic resistance and Escherichia coli. With additional keywords of freshwater and wastewater, 4 and 24 studies were obtained, respectively. Wastewater was found to be the most common working environment for the keywords of antibiotic resistance and Escherichia coli. It is also found that the studies of antibiotic resistance are mainly conducted in wastewater environments, focusing on human and food health. Working under “One Health” consisting of human, animal and agriculture, and environmental health could be the only permanent and effective approach to solving antibiotic resistance-related issues.
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Vusale Hajiyeva, Vusale Hajiyeva. "FORMATION OF ECOLOGICAL CULTURE ON THE TEACHING OF ECOLOGICAL AND BIOLOGICAL KNOWLEDGE." PIRETC-Proceeding of The International Research Education & Training Centre 11, no. 01 (February 28, 2021): 11–16. http://dx.doi.org/10.36962/1101202111.
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The main purpose of the research is to coordinate biological and ecological knowledge in the learning process, to show the importance of the formation of ecological culture. Scientific - technical progress, daily increase of the population size create a number of discrepancies between nature and society. The using of nature has been increased to meet the growing demands of overpopulation, which leads to environmental degradation and ecological problems. Such an incorrect use required change and rebuilding of the relation to the nature. The humanity is to be ready for it both psychologically and socially. Rebuilding of the future, change of the relation to the nature will be started namely with the forming environmental culture of future generations. The formation of ecological culture is possible as a result of school and family social upbringing from childhood. Pedagogical process has special importance in the forming environmental culture. Pedagogical teaching aids used in the teaching process will play indispensable role in the producing namely environmental knowledge. Topics, especially knowledge producing during the teaching of the sciences related to the nature, habits and skills created for the pupils will create the base for the forming environmental education. In the settlement of this problem the teachers are to follow certain way, the process must be built correctly. At present, the amount of environmental problems existing on Earth is increased to such an extent that the learning of the ways of the settlement of this problem within one science will not help in the settlement of the matter. That is why transition to integrative training is especially important for the creation of environmental culture and education. Taking into consideration these facts, the teaching at the schools of ecology together with biology and other natural disciplines will give great benefits. Biology as a nature science has great mutual connection with ecology. And the opportunities for creation of this relation is wide enough. When there is a connection between the natural sciences, this must be done in a systematic way. In the form of set of words, the connection based on theoretical knowledge will lead to mental fatigue of students. Because the natural sciences, no matter how interesting and related to life and nature, are difficult subjects. This article examines the process of imparting environmental knowledge in the teaching of biology and examples and suggestions were given to establish a connection, and schemes were used. At the same time, their negative impact on the lives of living things was highlighted, addressing global environmental issues. Significance application: Ecology in biology classes in secondary schools and higher education institutions can be used to impart knowledge and shape environmental culture. Key words: biological, ecological, teaching methods, natural sciences
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Bagniuk. "VOLYNO-PODILLYA THE WORLD OF FLORA." Scientific bulletin of KRHPA, no. 10 (2018): 207–8. http://dx.doi.org/10.37835/2410-2075-2018-10-22.
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A detailed floral portrait of the Volyn-Podilskyi region of Ukraine was drawn by the participants of the International scientific-practical conference "Plant introduction in Volyn-Podillya: science, education, art of landscape formation, production", which was held at the Ternopil Oblast Communal Institute of Postgraduate Education academy them. Taras Shevchenko. The co-organizers of the scientific forum were Kremenetsky Botanical Garden, Ternopil National Pedagogical University. Volodymyr Hnatyuk, Vinnytsia National Agrarian University, National Forestry University of Ukraine (Lviv), State Ecological Academy of Postgraduate Education and Management, National University of Life and Environmental Sciences of Ukraine, as well as foreign scientific and educational institutions: University of Natural Sciences and Sciences in Lviv, Austria. In addition to representatives of other institutions, the Organizing Committee of the Conference, headed by the Director of Ternopil OKIPPO OM Petrovsky, included the Candidate of Biological Sciences, Associate Professor of the Department of Biology, Ecology and Methods of Teaching them. Taras Shevchenko NI Tsitsyura and a former employee of our educational institution, and now Doctor of Biological Sciences, Head of the Department of Content and Methods of Educational Subjects of Ternopil OIPPO, Professor VM Chernyak.
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Bristow, Adrian F. "Assignment of quantities to biological medicines: an old problem re-discovered." Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences 369, no. 1953 (October 28, 2011): 4004–13. http://dx.doi.org/10.1098/rsta.2011.0175.
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A distinction exists between ‘chemical’ and ‘biological’ medicines. While, from antiquity, both organic and inorganic substances had been used in therapy, developing chemical sciences were inapplicable to materials extracted from natural sources, and the active principles could be neither identified nor characterized. The distinction between biological medicines or ‘biologicals’ grew out of this realization. Such ‘biologicals’ in clinical use were, however, variable in efficacy and in safety, and controlling the strength or quality was necessary. Without information on what biological medicines are , it was necessary to quantify what they do , and such medicines were quantified using systems based on biological responses (bioassays) in animals, organs or cells. Bioassays are defined in terms of an external standard rather than in absolute terms, and depend on a number of key assumptions: the need to assay ‘like against like’, the desirability of making the assay principle relevant to the intended clinical effect in man, and the importance of appropriate statistical models of design and analysis. The science of ‘biological standardization’ has kept pace with developments in medicine and continues to allow the use of biological medicines in man to be controlled on the basis of common measurement systems.
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Caponi, Gustavo. "Lo natural, lo seglar y lo sobrenatural." Humanities Journal of Valparaiso, no. 14 (December 29, 2019): 27. http://dx.doi.org/10.22370/rhv2019iss14pp27-55.
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In Philosophy of Biology, but also in Philosophy of Mind, in Ethics, in Epistemology, and even in Aesthetics, the term naturalization is usually used in two different ways. It is often used in a meta-philosophical sense to indicate a way for doing philosophy that, in some way, would approximate this reflection to scientific research. But it is also often used in a meta-theoretical sense. In that case, it is used to characterize an explanatory operation proper to science. Sometimes, this scientific operation consists of explaining, in natural science terms, what was previously explained by recourse to the supernatural. Other times, this explanatory operation would result in a biological explanation of what, up to that moment, was explained above in terms of the Social Sciences. In the first situation, the natural is understood as the opposite of the supernatural; and science seeks to advance on that domain, producing cognitive progress. In the second situation, the natural is understood as the opposite of the secular; and Biology advances on that sphere, but not without running the risk of operating as an ideology capable of legitimating unjust and avoidable inequalities. This does not necessarily have to be so, but thought must guard against that risk.
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Duncan, Sarah I., Suzanne Lenhart, and Kelly K. Sturner. "Measuring Biodiversity with Probability." Mathematics Teacher 107, no. 7 (March 2014): 547–52. http://dx.doi.org/10.5951/mathteacher.107.7.0547.
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More and more, teachers are asked to make connections between the STEM disciplines—science, technology, engineering, and mathematics—while also addressing state standards. Mathematics is an underappreciated but important tool for the life sciences, from mathematically modeling biological processes to making sense of biological data. The activity presented here was designed for a Girls in Science camp, held at Tremont, Tennessee, in the Great Smoky Mountains National Park. The camp is designed to give local girls entering eighth grade a chance to become familiar with the natural world by doing hands-on research in the park. This particular exercise was designed to show the value of mathematics for quantifying and interpreting biodiversity data that the girls had collected.
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Prescott, Tony J., Joanna J. Bryson, and Anil K. Seth. "Introduction. Modelling natural action selection." Philosophical Transactions of the Royal Society B: Biological Sciences 362, no. 1485 (April 11, 2007): 1521–29. http://dx.doi.org/10.1098/rstb.2007.2050.
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Action selection is the task of resolving conflicts between competing behavioural alternatives. This theme issue is dedicated to advancing our understanding of the behavioural patterns and neural substrates supporting action selection in animals, including humans. The scope of problems investigated includes: (i) whether biological action selection is optimal (and, if so, what is optimized), (ii) the neural substrates for action selection in the vertebrate brain, (iii) the role of perceptual selection in decision-making, and (iv) the interaction of group and individual action selection. A second aim of this issue is to advance methodological practice with respect to modelling natural action section. A wide variety of computational modelling techniques are therefore employed ranging from formal mathematical approaches through to computational neuroscience, connectionism and agent-based modelling. The research described has broad implications for both natural and artificial sciences. One example, highlighted here, is its application to medical science where models of the neural substrates for action selection are contributing to the understanding of brain disorders such as Parkinson's disease, schizophrenia and attention deficit/hyperactivity disorder.
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Costanza, Robert, and Jared Diamond. "Human History as a Natural Science." BioScience 49, no. 10 (October 1999): 828. http://dx.doi.org/10.2307/1313576.
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Mares, Michael A. "Natural Science Collections: America's Irreplaceable Resource." BioScience 59, no. 7 (July 2009): 544–45. http://dx.doi.org/10.1525/bio.2009.59.7.2.
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Torrens Rojas, Erica, Juan Manuel Rodríguez Caso, and Ana Rosa Barahona Echeverría. "The teaching of biological evolution in Mexican socialist textbooks in the 1930s." Culture & History Digital Journal 10, no. 2 (October 20, 2021): e022. http://dx.doi.org/10.3989/chdj.2021.022.
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This manuscript presents the genesis and development of the so-called “Mexican socialist” school system of the 1930s, whose leading stakeholder was President Lázaro Cárdenas. At the beginning of the socialist project, Mexico underwent the most politicized and controversial education reform in its modern history. Much has been said about this ambitious project of social change. However, a thorough exam is still needed, especially on how socialist values were globalized and appropriated in the Mexican scenario regarding the new State project of basic education. In this sense we are interested in how science was portrayed in Natural Sciences textbooks, especially focusing in biological evolution.
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Forbes, Cory, Jaime Sabel, and Laura Zangori. "Integrating Life Science Content & Instructional Methods in Elementary Teacher Education." American Biology Teacher 77, no. 9 (November 1, 2015): 651–57. http://dx.doi.org/10.1525/abt.2015.77.9.2.
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Elementary students need to have meaningful experiences with the life sciences in order to develop understanding of the natural world. However, they often possess alternative ideas about core life-science concepts that may not be scientifically accurate. There is a need for innovative science curriculum and instruction that is responsive to students’ ideas, to help students develop a foundation of disciplinary knowledge that will ground their science learning in later grades. Formative assessment gives teachers an important toolkit to elicit, evaluate, and respond to students’ ideas. Formative-assessment practices are discipline-specific, in that they require teachers to possess both disciplinary content knowledge and sufficient pedagogical content knowledge (PCK). Unfortunately, formative-assessment practices are not widely used in elementary classrooms; this may be due to elementary teachers’ limited disciplinary knowledge and PCK of science topics. Teachers need support in learning how to effectively engage in formative-assessment practices and to integrate the strategies into science classrooms. To address this need, we designed an innovative new course for prospective elementary teachers that integrates life-science disciplinary knowledge with instructional methods – in particular, formative assessment. Here, we describe the course and highlight key findings from its first implementation.
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Mameli, Matteo. "On Dennett and the Natural Sciences of Free Will." Biology & Philosophy 18, no. 5 (November 2003): 731–42. http://dx.doi.org/10.1023/a:1026352013332.
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Keller, André A. "Reaction-diffusion systems in natural sciences and new technology transfer." Journal of the Mechanical Behaviour of Materials 21, no. 3-4 (December 1, 2012): 123–46. http://dx.doi.org/10.1515/jmbm-2012-0024.
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AbstractDiffusion mechanisms in natural sciences and innovation management involve partial differential equations (PDEs). This is due to their spatio-temporal dimensions. Functional semi-discretized PDEs (with lattice spatial structures or time delays) may be even more adapted to real world problems. In the modeling process, PDEs can also formalize behaviors, such as the logistic growth of populations with migration, and the adopters’ dynamics of new products in innovation models. In biology, these events are related to variations in the environment, population densities and overcrowding, migration and spreading of humans, animals, plants and other cells and organisms. In chemical reactions, molecules of different species interact locally and diffuse. In the management of new technologies, the diffusion processes of innovations in the marketplace (e.g., the mobile phone) are a major subject. These innovation diffusion models refer mainly to epidemic models. This contribution introduces that modeling process by using PDEs and reviews the essential features of the dynamics and control in biological, chemical and new technology transfer. This paper is essentially user-oriented with basic nonlinear evolution equations, delay PDEs, several analytical and numerical methods for solving, different solutions, and with the use of mathematical packages, notebooks and codes. The computations are carried out by using the software Wolfram Mathematica®7, and C++ codes.
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Mattson, David J. "Ethics and Science in Natural Resource Agencies." BioScience 46, no. 10 (November 1996): 767–71. http://dx.doi.org/10.2307/1312853.
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Tewksbury, Joshua J., John G. T. Anderson, Jonathan D. Bakker, Timothy J. Billo, Peter W. Dunwiddie, Martha J. Groom, Stephanie E. Hampton, et al. "Natural History's Place in Science and Society." BioScience 64, no. 4 (March 24, 2014): 300–310. http://dx.doi.org/10.1093/biosci/biu032.
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Gurrutxaga, Igor Ahedo. "Beyond the margins of neoliberalism: Biological and Neurological Foundations of Action Research." IJAR – International Journal of Action Research 17, no. 2 (September 14, 2021): 115–37. http://dx.doi.org/10.3224/ijar.v17i2.02.
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This text maintains that the presuppositions of individualistic empiricism have been instrumental for the neoliberal revolution, which turns supposed aggressiveness and natural selfishness into a foundation of society. The combination of science that denies the relational, emotional and subjective nature of humans with the naturalisation of individualism and competition as supposed bases of human behaviour combine to hinder Action Research’s aim of “self-determination” (Fricke, 2018). However, true relational parameters, located in and empathic with the living, fit perfectly with the assumptions of AR. Therefore, we explain how discoveries in biology not only show that the bases of Action Research are not heretical from a scientific point of view, but that they fit in perfectly with the true parameters of behaviour identified by the life sciences.
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Thompson, W. A. "An objective belief theory of natural science." Journal of Social and Evolutionary Systems 17, no. 2 (January 1994): 197–212. http://dx.doi.org/10.1016/s1061-7361(05)80012-8.
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Shen, Yuemao, and Xiaojiang Hao. "Natural product sciences: an integrative approach to the innovations of plant natural products." Science China Life Sciences 63, no. 11 (September 14, 2020): 1634–50. http://dx.doi.org/10.1007/s11427-020-1799-y.
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Bauer, Mark. "Normative Characterization in Empirical Explanation." THEORIA. An International Journal for Theory, History and Foundations of Science 30, no. 2 (June 20, 2015): 271. http://dx.doi.org/10.1387/theoria.11957.
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Normative characterization is a commonplace feature of biological and cognitive explanation. Such language seems to commit the biological and cognitive sciences to the existence of natural norms, but it is also difficult to understand how such normativity fits into a natural world of physical causes and forces. Existing models for how such language can have a legitimate causal-explanatory role in the sciences are, I think, unsatisfactory. I suggest an alternative model in which normativity is mapped onto systems stabilized by counteractive constraints. Such a mapping, I propose, explains normativity’s causal-explanatory role in biological and cognitive inquiry.
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Aronova, Elena, Karen S. Baker, and Naomi Oreskes. "Big Science and Big Data in Biology: From the International Geophysical Year through the International Biological Program to the Long Term Ecological Research (LTER) Network, 1957––Present." Historical Studies in the Natural Sciences 40, no. 2 (2010): 183–224. http://dx.doi.org/10.1525/hsns.2010.40.2.183.
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This paper discusses the historical connections between two large-scale undertakings that became exemplars for worldwide data-driven scientific initiatives after World War II: the International Geophysical Year (1957––1958) and the International Biological Program (1964––1974). The International Biological Program was seen by its planners as a means to promote Big Science in ecology. As the term Big Science gained currency in the 1960s, the Manhattan Project and the national space program became paradigmatic examples, but the International Geophysical Year provided scientists with an alternative model: a synoptic collection of observational data on a global scale. This new, potentially complementary model of Big Science encompassed the field practices of ecologists and suggested a model for the natural historical sciences to achieve the stature and reach of the experimental physical sciences. However, the program encountered difficulties when the institutional structures, research methodologies, and data management implied by the Big Science mode of research collided with the epistemic goals, practices, and assumptions of many ecologists. By 1974, when the program ended, many participants viewed it as a failure. However, this failed program transformed into the Long-Term Ecological Research program. Historical analysis suggests that many of the original incentives of the program (the emphasis on Big Data and the implementation of the organizational structure of Big Science in biological projects) were in fact realized by the program's visionaries and its immediate investigators. While the program failed to follow the exact model of the International Geophysical Year, it ultimately succeeded in providing a renewed legitimacy for synoptic data collection in biology. It also helped to create a new mode of contemporary science of the Long Term Ecological Research (LTER Network), used by ecologists today.
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Liseev, Igor K. "Ecology as a Way to Combine Knowledge about the Natural and Social in Human Being." Epistemology & Philosophy of Science 57, no. 4 (2020): 133–37. http://dx.doi.org/10.5840/eps202057466.
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The article considers the process of expanding the subject and methods of research in modern environmental science. It is shown how, following the traditional biological science of ecology, new directions of ecological knowledge arise under the influence of research activities: social ecology, anthropoecology. Knowledge about a human being is achieved through the use of both natural and human sciences. A great step in expanding the subject of modern ecology was the intensive formation of human ecology in recent years, in which the need for the formation of a unity of natural science and socio-humanitarian research methods was reflected most clearly. In contrast to biological ecology, in which the main focus of research was the principles of natural science research, in social ecology, socio-humanitarian issues become dominant, and in human ecology-the synthesis of natural science and socio-humanitarian approaches. It's time to abandon the progressive illusions of the past and move on to the awareness of the specifics of sustainable civilizational development at the present stage. This sustainable development presupposes the co-evolution of society and nature, such a co-development of society and nature, in which both components of this single system do not oppose each other, do not conflict, but organically presuppose each other in their combined, harmonious development. Thus, now acting as a unified science that studies the interaction of the central coreof the system and its environment, ecology sets new guidelines for understanding the organization of scientific knowledge, the mood of the modern world picture is falling. A promising way for ecology is to grow into a modern universal organizational science. But this is a distant prospect. However, even now, such a renewed ecology can provide much for Russia’s search for its modern civilizational path, clarifying the organization of scientific knowledge, specifying the contours of the modern scientific picture of the world.
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McDermott, Rose. "Combining social and biological approaches to political behaviors." Politics and the Life Sciences 30, no. 02 (2011): 98–102. http://dx.doi.org/10.1017/s0730938400014088.
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The current research climate provides an auspicious opportunity to undertake foundational investigations at the intersection of the natural and social sciences to produce transformative work with broad import for society. A great deal of relevant work examining the genetic, neurobiological and neuropsychological bases of social and political behavior has already taken place. But much of this work has been conducted simultaneously in a variety of different fields and disciplines. In addition to needlessly duplicating some research paradigms, thus wasting time and resources, such efforts have often also lacked a coherent core of social and political models and theories to guide such inquiry. With proper coordination and leverage, such efforts can achieve tremendous gains in terms of harnessing the skills, methods, and models of the natural sciences in service of addressing some of the most destructive and endemic social and political problems which plague our planet.
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McDermott, Rose. "Combining social and biological approaches to political behaviors." Politics and the Life Sciences 30, no. 2 (2011): 98–102. http://dx.doi.org/10.2990/30_2_98.
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The current research climate provides an auspicious opportunity to undertake foundational investigations at the intersection of the natural and social sciences to produce transformative work with broad import for society. A great deal of relevant work examining the genetic, neurobiological and neuropsychological bases of social and political behavior has already taken place. But much of this work has been conducted simultaneously in a variety of different fields and disciplines. In addition to needlessly duplicating some research paradigms, thus wasting time and resources, such efforts have often also lacked a coherent core of social and political models and theories to guide such inquiry. With proper coordination and leverage, such efforts can achieve tremendous gains in terms of harnessing the skills, methods, and models of the natural sciences in service of addressing some of the most destructive and endemic social and political problems which plague our planet.
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Allègre, Claude, and Vincent Courtillot. "Revolutions in the earth sciences." Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences 354, no. 1392 (December 29, 1999): 1915–19. http://dx.doi.org/10.1098/rstb.1999.0531.
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The 20th century has been a century of scientific revolutions for many disciplines: quantum mechanics in physics, the atomic approach in chemistry, the nonlinear revolution in mathematics, the introduction of statistical physics. The major breakthroughs in these disciplines had all occurred by about 1930. In contrast, the revolutions in the so–called natural sciences, that is in the earth sciences and in biology, waited until the last half of the century. These revolutions were indeed late, but they were no less deep and drastic, and they occurred quite suddenly. Actually, one can say that not one but three revolutions occurred in the earth sciences: in plate tectonics, planetology and the environment. They occurred essentially independently from each other, but as time passed, their effects developed, amplified and started interacting. These effects continue strongly to this day.
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Graham, Mark R. "Professional fossil preparators at the British Museum (Natural History), 1843–1990." Archives of Natural History 46, no. 2 (October 2019): 253–64. http://dx.doi.org/10.3366/anh.2019.0589.
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Since the inception of the British Museum (Natural History) in 1881 (now the Natural History Museum, London), the collection, development and mounting of fossils for scientific study and public exhibition have been undertaken by fossil preparators. Originally known as masons, because of their rock-working skills, their roles expanded in the late nineteenth and early twentieth centuries, when, at the forefront of the developing science of palaeontology, the Museum was actively obtaining fossil material from the UK and abroad to build the collections. As greater numbers of more impressive specimens were put on public display, these preparators developed new and better methods to recover and transport fossils from the field, and technical improvements, in the form of powered tools, enabled more detailed mechanical preparation to be undertaken. A recurring theme in the history of palaeontological preparation has been that sons often followed in their fathers' footsteps in earth sciences. William and Thomas Davies, Caleb and Frank Barlow, and Louis and Robert Parsons were all father-and-son geologists and preparators.
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Voloshin, O. R., and I. E. Kopko. "Passport and biological age of students of the Faculty of Biology and Natural Sciences: a comparative analysis." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 7(138) (July 27, 2021): 30–33. http://dx.doi.org/10.31392/npu-nc.series15.2021.7(138).06.
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The article discusses the problem of behavior and improving the health of students. According to the results of many studies, in recent years there has been a tendency among students to reduce their level of health and physical activity. There are many methods for assessing health, such as the method of determining biological age.
The aim of the study is to compare student passports and their biological age. The study was conducted on the basis of the Faculty of Biology and Natural Sciences of DSPU. Ivan Franko, which was attended by 43 students of I-IV courses. The following research methods were used to determine the biological age: testing; questionnaires, observations; methods of generalization, synthesis and analysis. It was found that in comparison with senior courses, students of I-II courses have a biological age higher than the passport. As a result of obtaining information that in the vast majority of respondents who ignored a healthy lifestyle and low low level of physical activity, the actual biological age exceeded the value of the required biological age, they were characterized by accelerated aging and poor health.
Analysis of the results of the study showed that most students I-IV showed poor static coordination, decreased attention and reaction speed, as well as reduced respiratory arrest during exhalation. Based on the results of the study, a manual was developed for students with recommendations for reducing biological age.
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Paul-Hus, Adèle, Adrián A. Díaz-Faes, Maxime Sainte-Marie, Nadine Desrochers, Rodrigo Costas, and Vincent Larivière. "Beyond funding: Acknowledgement patterns in biomedical, natural and social sciences." PLOS ONE 12, no. 10 (October 4, 2017): e0185578. http://dx.doi.org/10.1371/journal.pone.0185578.
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Carlson, L. "Bibliography of the History of Australian Science, No. 22, 2001." Historical Records of Australian Science 14, no. 1 (2002): 119. http://dx.doi.org/10.1071/hr02007.
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Main sources for this bibliography were the 2001 editions of various databases such as the Australian Public Affairs Information Service (APAIS), Chemical Abstracts and Medline Express. In addition, issues of a number of Australian journals published in 2001 were scanned, and readers of the bibliography sent information about relevant items to the compiler. Most items included were published in 2001, but a number of earlier publications were also found which it was thought should be included. The scope of the bibliography is limited to material on the history of the natural sciences (mathematics, physical sciences, earth sciences and biological sciences), some of the applied sciences (including medical and health sciences, agriculture, manufacturing and engineering), and human sciences (psychology, anthropology and sociology). Biographical material on practitioners in these sciences is also of interest. The compiler would like to thank those people who sent items or information about items published during 2001 for inclusion in the bibliography. It would again be appreciated if he could be notified about other items dealing with the history of science in Australasia, the South West Pacific area and Antarctica published during 2001, but have been omitted. Readers are invited to alert the compiler to the publication of books, journal articles, conference papers, reports, Masters and PhD theses and reviews on the subject published during 2002 for inclusion in future bibliographies. Pertinent information should be sent to the compiler, C/- Deakin University Library, Geelong, Victoria 3217, Australia or by e-mail to laurie.carlson@austehc.unimelb.edu.au.
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Peel, Amanda, Troy D. Sadler, and Patricia Friedrichsen. "Using Unplugged Computational Thinking to Scaffold Natural Selection Learning." American Biology Teacher 83, no. 2 (February 1, 2021): 112–17. http://dx.doi.org/10.1525/abt.2021.83.2.112.
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Computational thinking (CT) is a thought process composed of computer science ideas and skills that can be applied to solve problems and better understand the world around us. With the increase in technology and computing, STEM disciplines are becoming interwoven with computing. In order to better prepare students for STEM careers, computational literacy needs to be developed in K–12 education. We advocate the introduction of computational literacy through the incorporation of CT in core science courses, such as biology. Additionally, at least some of this integration should be unplugged, or without computers, so that all schools can participate in developing computational literacy. These lessons integrate unplugged CT and science content to help students develop CT competencies and learn natural selection content simultaneously through a series of lessons in which unplugged CT is leveraged for natural selection learning within varying contexts. In these lessons, students engage in the creation of handwritten algorithmic explanations of natural selection. Students build CT skills while making sense of the process, resulting in converged learning about CT and science. This article presents a description of CT, the specifics of the classroom implementation and lessons, student work and outcomes, and conclusions drawn from this work.