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Matshonisa Seeletse, Solly, Tsakani Violet Ndobe, Tichavasia Alex Dandadzi, and Taurai Hungwe. "Crowdsourcing benefits in postgraduate project supervision: Sefako Makgatho Health Sciences University statistics and computer science case study." Environmental Economics 7, no. 2 (June 3, 2016): 122–29. http://dx.doi.org/10.21511/ee.07(2).2016.13.
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The paper reports on the findings made on an experiential exercise of Bachelor of Science Honours in Statistics (BSc Hons Stat) in the Department of Statistics and Operations Research (SOR) of the Sefako Makgatho Health Sciences University (SMU) in South Africa. SOR is a small, understaffed department, which offers courses for degrees from Bachelor to Doctoral levels in the subfields of Artificial Intelligence, Data Mining, Operations Research, Statistics and related ones. On SMU campus, expertize in some of these fields is also available in the Department of Computer Science (DCS). In the 2015 academic year SOR admitted 20 BSc Hons Stat students beyond its staffing capacity. Then, SOR invited DCS in a crowdsourcing initiative to jointly supervise student projects in the various subfields mentioned. The challenges include conflict and limited experience. These are managed satisfactorily though, but mainly because they occur at low levels. This crowdsourcing arrangement nevertheless results in timely submissions of final projects, improved quality projects worthy of being published, innovation, quality teamwork, and some synergistic outcomes. Coordinators also learn and/or improved some project management skills
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Charles, P. A., and K. O. Mason. "Supporting space science projects." New Astronomy Reviews 45, no. 1-2 (January 2001): 17–21. http://dx.doi.org/10.1016/s1387-6473(00)00120-2.
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Yeck, Jim. "Lessons for delivering big science projects." Nature Reviews Physics 3, no. 1 (December 14, 2020): 2–3. http://dx.doi.org/10.1038/s42254-020-00266-2.
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Lotfian, Maryam, Jens Ingensand, Olivier Ertz, Simon Oulevay, and Thibaud Chassin. "Auto-filtering validation in citizen science biodiversity monitoring: a case study." Proceedings of the ICA 2 (July 10, 2019): 1–5. http://dx.doi.org/10.5194/ica-proc-2-78-2019.
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<p><strong>Abstract.</strong> Data quality is the primary concern for researchers working on citizen science projects. The collected data by citizen science participants are heterogeneous and therefore must be validated. There are several validation approaches depending on the theme and objective of the citizen science project, but the most common approach is the expert review. While expert validation is essential in citizen science projects, considering it as the only validation approach can be very difficult and complicated for the experts. In addition, volunteers can get demotivated to contribute if they do not receive any feedback regarding their submissions. This project aims at introducing an automatic filtering mechanism for a biodiversity citizen science project. The goals of this project are to first use an available historical database of the local species to filter out the unusual ones, and second to use machine learning and image recognition techniques to verify if the observation image corresponds with the right species type. The submissions that does not successfully pass the automatic filtering will be flagged as unusual and goes through expert review. The objective is on the one hand to simplify validation task by the experts, and on the other hand to increase participants’ motivation by giving them real-time feedback on their submissions. Finally, the flagged observations will be classified as valid, valid but uncommon, and invalid, and the observation outliers (rare species) can be identified for each specific region.</p>
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Erer, Mert. "The Improvement Project Of Science Construction PLC." Journal of Business Case Studies (JBCS) 9, no. 3 (April 26, 2013): 227–34. http://dx.doi.org/10.19030/jbcs.v9i3.7799.
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This case is designed to be an introduction to preparing improvement projects for insolvent companies. After reading this text and answering the questions for discussion, the students understand 1) the major aspects that should be highlighted in an improvement project, 2) the links between the reasons for bankruptcy and countermeasures, and 3) the links between the planned measures and their representation in financial statements.
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James, Nikki, Andrea Humez, and Philipp Laufenberg. "Using Technology to Structure and Scaffold Real World Experiential Learning in Distance Education." TechTrends 64, no. 4 (June 6, 2020): 636–45. http://dx.doi.org/10.1007/s11528-020-00515-2.
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Abstract Team projects allow students to apply their technical skills to a real-world context and build twenty-first century competencies, including teamwork, project management and communication skills. However, the complex challenges that such experiential learning projects present for students and faculty can limit the scale of implementation. This article argues that Virtual Business Projects (VBP), a model of team-based experiential learning where teams of students complete a virtual business project for an industry sponsor, can mitigate these problems by leveraging instructional technology and learning analytics. The VBP model is deployed in multiple universities, which have provided more than 2500 Virtual Business Projects since 2015. We will discuss how innovative technology, embedded in thoughtful learning design, supports experiential learning by taking advantage of features such as customizable scaffolding, automated reflection and feedback loops, and learning analytics.
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Schwebach, J. Reid. "Science Seminar: Science Capstone Research Projects as a Class in High School." American Biology Teacher 70, no. 8 (October 2008): 488–97. http://dx.doi.org/10.1662/0002-7685(2008)70[488:ssscrp]2.0.co;2.
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Tolich, Martin. "Guidelines for Community-based Ethics Review of Children’s Science Fair Projects." Journal of Bioethical Inquiry 5, no. 4 (September 2, 2008): 303–10. http://dx.doi.org/10.1007/s11673-008-9109-2.
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Lederman, Norman G. "Sciencesense: an introduction to scientific inquiry, science projects, and science fairs." Science Education 81, no. 5 (September 1997): 616–18. http://dx.doi.org/10.1002/(sici)1098-237x(199709)81:5<616::aid-sce13>3.0.co;2-o.
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Carr, M. K. V. "Irrigation Issues in Swaziland 2: Small-Scale Projects." Outlook on Agriculture 16, no. 3 (September 1987): 140–45. http://dx.doi.org/10.1177/003072708701600308.
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This is the second of two papers which discusses current irrigation issues in Swaziland, a relatively poor developing country in southern Africa. In the first, developments in large scale commercial irrigation schemes were considered [1]. In this, an important irrigation settlement scheme is described, together with small-scale government-supported and farmer-initiated schemes. Among other factors, the importance of secure systems of land tenure is examined. Finally, general conclusions are drawn regarding the role of irrigation in agricultural development in Swaziland and elsewhere in sub-Saharan Africa.
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Daston, Lorraine. "On the Value of Collective Work and Studying Practices: An Interview." Philosophical Literary Journal Logos 30, no. 2 (2020): 1–14. http://dx.doi.org/10.22394/0869-5377-2020-2-1-12.
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A conversation with historian of science Lorraine Daston covers the current state of the discipline and Dr. Daston’s own projects. She argues that a history of science is indispensable for understanding contemporary science. She believes that the history of science has the potential to be liberating. By studying the historical variability of science, the discipline shows how science has become what it is — with certain subjects, standards and methods — and points to alternative ways for it to develop. The conversation also turns to whether “big pictures” of the development of science are possible. Although the discipline is trending toward localization with a focus on concrete material practices, historicism, and avoiding generalizations, those big pictures are still possible through collective research projects. Daston cites the efforts of the Working Group at the Max Planck Institute for the History of Science in Berlin as one example. The question of the relation between the history of science and philosophy is also discussed. Daston briefly outlines the status of the current interactions between these disciplines and singles out Heidegger, Wittgenstein, Bachelard, Canguilhem, Foucault, and Hadot as some of the key, at least on the European tradition. Speaking about the difference between histories of the natural sciences and the humanities, she suggests that the more interesting optics in their study may be practice-oriented rather than disciplinary. An example of research built around particular practices is her joint research project with Peter Galison on objectivity as a history of the practices for creating and reading scientific images. Daston briefly describes the history and features of their collaboration. In conclusion, she shares her immediate research plans.
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Morgan, Joe, Wei Zhan, and Matt Leonard. "K-12 Project Management Education: NASA Hunch Projects." American Journal of Engineering Education (AJEE) 4, no. 2 (November 13, 2013): 105–18. http://dx.doi.org/10.19030/ajee.v4i2.8227.
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To increase the interest in science, technology, engineering, and math (STEM) among high school students, the National Aeronautics and Space Administration (NASA) created the “High Schools United with NASA to Create Hardware” (HUNCH) program. To enhance the experience of the students, NASA sponsored two additional projects that require universities to design and implement educational modules to be delivered over two (fall and spring) semesters to the six high schools in the area of project management. These modules exposed the students to project management concepts and tools that can be applied in their HUNCH projects. The benefits of the project management modules are: 1) acquiring knowledge in project management, 2) timely, cost- effective execution of the HUNCH projects, and most important, 3) increased student interest in STEM. This article discusses the details of Texas A&M University’s design and implementation of the project management modules. The faculty members involved in the sponsored research projects designed and taught the educational modules. The educational modules were reviewed by the Project Management Institute-Clear Lake (PMI-CL) to ensure consistency with PMI’s project management standards. Texas A&M University partnered with three high schools during this project. Undergraduate students at Texas A&M University who were enrolled in a project management course using project management techniques to complete their capstone design projects mentored the high school students. The interactions between the undergraduate and high school students proved beneficial to both parties. Pre- and post- tests in project management were designed and conducted in each high school. The data are used to analyze the effectiveness of student learning.
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Bonciani, Giovanni, Gaetano Biancucci, Simona Fioravanti, Vagif Valiyev, and Antonello Binni. "Learning Micromanipulation, Part 2: Term Projects in Practice." Actuators 7, no. 3 (September 3, 2018): 56. http://dx.doi.org/10.3390/act7030056.
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This paper describes the activities that have been necessary to design, fabricate, control and test some low-cost test stands independently developed by the students enrolled in the course of Micro-Nano sensors and actuators for the postgraduate course in Industrial Nanotechnologies Engineering of the University of Rome La Sapienza. The construction and use of these test stands are an essential part of teaching and learning methods whose theoretical bases have been presented in the companion paper (Part 1). Each test stand is composed of a compliant structure and a control system, which consists of a programmable control micro-card equipped with sensors and actuators. The compliant structure consists of a compliant mechanism whose geometry is achieved by scaling some previously developed silicon micromanipuators and microactuators up to the macroscale by a factor of 20. This macroscale model offered a kinesthetic tool to improve the understanding of the original microsystems and their working principles. The original silicon micromechanisms have been previously presented in the literature by the research group after design and deep reactive-ion etching (DRIE) microfabrication. Scaling from micro to macro size was quite easy because the original DRIE masks were bestowed to the students in the form of CAD files. The samples at the macroscale have been fabricated by means of recently available low-cost 3D printers after some necessary modifications of the mask geometry. The purpose of the whole work (Parts 1 and 2) was the improvement of the efficiency of an educational process in the field of microsystem science. By combining the two companion papers, concerning, respectively, the theoretical basis of the teaching methods and the students’ achievements, it is possible to conclude that, in a given class, there may be some preferred activities that are more efficient than others in terms of advancements and satisfaction.
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Philibert, Ingrid, Jolene Rohde, and LaKaija Johnson. "14179 Retrospective Case Studies using the TSBM to Evaluate Translation Research Progress." Journal of Clinical and Translational Science 5, s1 (March 2021): 68. http://dx.doi.org/10.1017/cts.2021.578.
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ABSTRACT IMPACT: This effort will ultimately improve both human and community health and translational science by showing the impact of CTR services on different types of projects that meet overall CTR missions and aims. OBJECTIVES/GOALS: CTRs seek to advance translational research to generate clinical, healthcare delivery, policy and community benefits. We conducted retrospective case studies for selected funded Pilot Projects for the Great Plains IDeA-CTR, focusing on facilitators and barriers to research translation and contrasting community-engaged and other proposals. METHODS/STUDY POPULATION: We analyzed 8 CTR-funded projects (4 community-engaged (CE) projects and 4 other pilot awards) focusing on outcome domains of the Translational Science Benefits Model (TSBM): Clinical, Economic, Policy and Community Benefits as endpoints of successful research translation. We adapted an existing TSBM case study template for use with data required by NIH/NGIMS to map progress toward one or more TSBM outcomes. Using email, we posed three brief open-ended questions to investigators: 1) challenges/ barriers for the project; 2) how the CTR helped move research along and (how it could have moved it further); and 3) how research is progressing and how it could progress further. RESULTS/ANTICIPATED RESULTS: All investigators reported the CTR advanced their project. Non-CE projects appeared to have a more straightforward trajectory, with 2 investigators reporting no challenges and 2 reporting solely institution-internal ones. In contrast, the 4 CE projects reported both benefit from the engagement of the CTR (most prominently the efforts of the community advisory board (CAB) and community liaisons). Yet, they also reported some challenges beyond the CTR’s ability to address, including delays in securing community buy-in and community buy-in of the investigator’s research approach. Some barriers appeared beyond the CTR’s current immediate ability to provide support to advance the project. DISCUSSION/SIGNIFICANCE OF FINDINGS: Findings contribute to efficient approaches for retrospective case studies and emerging information on challenges and opportunities for CE projects. The study will help identify: 1) intermediate milestones and timelines for different projects; 2) advance data for TBSM endpoints; and 3) CTR activities that leverage the translational process.
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Wehn, Uta, Mohammad Gharesifard, Luigi Ceccaroni, Hannah Joyce, Raquel Ajates, Sasha Woods, Ane Bilbao, Stephen Parkinson, Margaret Gold, and Jonathan Wheatland. "Impact assessment of citizen science: state of the art and guiding principles for a consolidated approach." Sustainability Science 16, no. 5 (May 12, 2021): 1683–99. http://dx.doi.org/10.1007/s11625-021-00959-2.
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AbstractOver the past decade, citizen science has experienced growth and popularity as a scientific practice and as a new form of stakeholder engagement and public participation in science or in the generation of new knowledge. One of the key requirements for realising the potential of citizen science is evidence and demonstration of its impact and value. Yet the actual changes resulting from citizen science interventions are often assumed, ignored or speculated about. Based on a systematic review of 77 publications, combined with empirical insights from 10 past and ongoing projects in the field of citizen science, this paper presents guidelines for a consolidated Citizen Science Impact Assessment framework to help overcome the dispersion of approaches in assessing citizen science impacts; this comprehensive framework enhances the ease and consistency with which impacts can be captured, as well as the comparability of evolving results across projects. Our review is framed according to five distinct, yet interlinked, impact domains (society, economy, environment, science and technology, and governance). Existing citizen science impact assessment approaches provide assessment guidelines unevenly across the five impact domains, and with only a small number providing concrete indicator-level conceptualisations. The analysis of the results generates a number of salient insights which we combine in a set of guiding principles for a consolidated impact assessment framework for citizen science initiatives. These guiding principles pertain to the purpose of citizen science impact assessments, the conceptualisation of data collection methods and information sources, the distinction between relative versus absolute impact, the comparison of impact assessment results across citizen science projects, and the incremental refinement of the organising framework over time.
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Suslov, V. I., T. S. Novikova, and O. I. Gulakova. "Price Effects in the Evaluation of Investment Projects." Economy of Region 17, no. 1 (March 2021): 16–30. http://dx.doi.org/10.17059/ekon.reg.2021-1-2.
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In the context of globalisation, there is a need to assess the difference between domestic and world price effects as an im- portant component of the economic analysis of investment projects. We developed an integrated approach to measuring the differences between commercial and public efficien cy (indicati ng pri ce effec ts) and substantiat ing the applicat ion of specific mechanisms for implementing relevant projects based on the principles of public-private partnership. We propose to estimate price effects using three interrelated models: financial and economic model, input-output multi-regional model, and econometric model. The combination of these models allows analysing large investment projects considering their influence on the develop- ment trends of the global, national and regional economy. This methodology was tested on the example of a real regional project for the construction of the Eastern Siberia — Pacific Ocean (ESPO-2) oil pipeline. The results show that the share of price effects amounted to more than 35 % of net present value within the framework of public efficiency, confirming their high significance. Tax price effects have the largest share in the structure of the price effects. Indirect price effects of the considered project are less significant. The research results have confirmed that the identification of indicators of public efficiency and in-depth analysis of price effects increase the validity of the assessment of regional infrastructure projects. In the future, we plan to use the proposed methods as an integral part of a comprehensive assessment of large-scale production, transport and research infrastructure projects.
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Davis, Donald W., and Karolien Dubusschere. "FUNDING OF OIL SPILL SCIENCE IN LOUISIANA: 50 PROJECTS AND STILL COUNTING." International Oil Spill Conference Proceedings 2001, no. 2 (March 1, 2001): 1153–58. http://dx.doi.org/10.7901/2169-3358-2001-2-1153.
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ABSTRACT Immediately following the Exxon Valdez incident, Alaska, California, Texas, and Louisiana law makers enacted complementary legislation to the federal Oil Pollution Act of 1990. Among other things, the Louisiana legislation provides $530,000 annually, through the Louisiana Applied and Educational Oil Spill Research and Development Program (OSRADP), to underwrite oil spill research. Although in some areas interest in oil spill research may be waning, this is not the case in Louisiana. In fact, the program may be getting stronger. Since the fall of 1993, the OSRADP has awarded 83 grants in support of 50 projects (some are 2- year projects); the average award has been $46,925. This paper briefly summarizes projected completed as of May 1999. Through the coordination and cooperation of industry, government, and university community, OSRADP's research mission has promoted scientific endeavors based on a 1- or 2-year turnaround plan. This mission requires rigorous oversight and a dedicated research commitment. OSRADP's goals and objectives are designed to ensure all research projects are applied in nature and designed to take advantage of synergies. The program focuses on: (1) education, training, and public awareness; (2) remote sensing and mapping; (3) spill response, cleanup, and harmful ecological consequences; and (4) spills-of opportunity. It is critical that the science developed with OSRADP support is incorporated into the oil industry's planning and response strategies with the approval and support of the various regulatory agencies. Investment in the research initiatives can only be justified when the regulatory community incorporates the research results/material in their oil spill cleanup protocols. Louisiana takes the position that planning and response can be enhanced by good science and supports this philosophy by annually underwriting up to 14 research projects.
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Gadermaier, Gabriele, Daniel Dörler, Florian Heigl, Stefan Mayr, Johannes Rüdisser, Robert Brodschneider, and Christine Marizzi. "Peer-reviewed publishing of results from Citizen Science projects." Journal of Science Communication 17, no. 03 (September 26, 2018): L01. http://dx.doi.org/10.22323/2.17030101.
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Citizen science (CS) terms the active participation of the general public in scientific research activities. With increasing amounts of information generated by citizen scientists, best practices to go beyond science communication and publish these findings to the scientific community are needed. This letter is a synopsis of authors' personal experiences when publishing results from citizen science projects in peer-reviewed journals, as presented at the Austrian Citizen Science Conference 2018. Here, we address authors' selection criteria for publishing CS data in open-access, peer-reviewed scientific journals as well as barriers encountered during the publishing process. We also outline factors that influence the probability of publication using CS data, including 1) funding to cover publication costs; 2) quality, quantity and scientific novelty of CS data; 3) recommendations to acknowledge contributions of citizen scientists in scientific, peer-reviewed publications; 4) citizen scientists' preference of the hands-on experience over the product (publication) and 5) bias among scientists for certain data sources and the scientific jargon. These experiences show that addressing these barriers could greatly increase the rate of CS data included in scientific publications.
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Pulaski, Michael H., Michael J. Horman, and M. Jeya Chandra. "Case Study Validation of the Continuous Value Enhancement Process." Journal of Green Building 1, no. 3 (August 1, 2006): 169–82. http://dx.doi.org/10.3992/jgb.1.3.169.
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Sustainable building projects have levels of complexity over conventional building projects that challenge current project management tools at efficiently managing the rigors of sustainable projects. The Continuous Value Enhancement Process (CVEP) is a recently developed tool designed specifically for sustainable building projects. This project management tool enables project teams to systematically generate and evaluate project alternatives for meeting sustainable goals. The goal of this tool is to identify high performance solutions that increase levels of sustainability and improve project performance. CVEP was experimentally implemented and tested on four case study projects to evaluate its ability to support project management decision making in ways that elevate sustainability and project performance. Reported in this paper, the results show CVEP produced first cost and life cycle cost savings. In particular, the study confirms that CVEP has the capability to: 1.) Provide a systematic evaluation process, 2.) Collect high performance building solutions, and 3.) Be applicable to different project types. These results show that it is possible to employ targeted project management techniques, like CVEP, to improve the cost-effective provision of sustainable buildings.
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KARLSEN, JAN TERJE, JEANETTE ANDERSEN, LIVE S. BIRKELY, and ELISE ØDEGÅRD. "WHAT CHARACTERIZES SUCCESSFUL IT PROJECTS." International Journal of Information Technology & Decision Making 04, no. 04 (December 2005): 525–40. http://dx.doi.org/10.1142/s0219622005001738.
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This paper presents empirical research aimed at studying what characterizes successful information technology (IT) projects. There are often doubts about what characterizes project success and who actually defines it. In this paper, we have reviewed the literature and present significant contributions to the discussion of what characterizes successful IT projects. Furthermore, a survey was conducted in Norway to collect data on successful IT projects. Research results show that the five most important success criteria are: (1) the IT system works as expected and solves the problems, (2) satisfied users, (3) the IT system has high reliability, (4) the solution contributes to improved efficiency and competitive power, and (5) the IT system realizes strategic, tactical and operational objectives.
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Li, Qian, Ziheng Shangguan, Mark Wang, Dengcai Yan, Ruizhi Zhai, and Chuanhao Wen. "Risk Assessment of China’s Water-Saving Contract Projects." Water 12, no. 10 (September 25, 2020): 2689. http://dx.doi.org/10.3390/w12102689.
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In order to alleviate the problem of water shortage, the Ministry of Water Resources of China proposed a Water-Saving Contract (WSC) project management model in 2014, which is similar to the Energy Performance Contract (EPC). In this context, this research aims to explore the applicability of China’s WSC projects by risk assessment, and to help promote WSC projects in China. Different from traditional risk assessment, this paper takes into account the uncertainty of the EPC project’s risks, and adopts the multielement connection degree set pair analysis to evaluate both the level and trend of the risks. The results show: (1) the overall risk of China’s WSC projects is low, so WSC projects are very suitable for promotion in China. However, the overall risk shows a trend of decelerated ascent, which shows that there are some potential high-risk factors in China’s WSC projects; (2) among the many risks of the WSC projects, audit risk, financing risk, and payment risk are at a high-risk level; market competition risk is at a medium-risk level; the remaining risks are at a low-risk level; (3) among the medium and high risks, audit risk, financing risk, and market competition risk have a trend of accelerated ascent, while payment risk has a trend of decelerated decline; in low risks, inflation risk has a trend of decelerated ascent, while the remaining risks have a trend of accelerated decline.
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McCann, Jenny, and Terry McCann. "2018 Lush Science Prize." Alternatives to Laboratory Animals 48, no. 1_suppl (October 26, 2020): 18S—25S. http://dx.doi.org/10.1177/0261192920912054.
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The Lush Prize supports animal-free testing by awarding money prizes of up to £350,000 per year to the most effective projects and individuals who have been working towards the goal of replacing animals in product or ingredient safety testing. Since its inception in 2012, the Lush Prize has distributed almost £2 million. Prizes are awarded for developments in five strategic areas: Science; Lobbying; Training; Public Awareness; and Young Researchers. In 2015, the judges also awarded a Black Box prize for the development of the skin sensitisation Adverse Outcome Pathway and its associated in vitro assays. The Science Prize is awarded to researchers whose work the judging panel believe to have made the most significant contribution, in the preceding year, to the replacement of animal testing. This 2018 Science Background paper outlines the research projects that were presented to the Prize judges as potential candidates for the 2018 Lush Science Prize award. To obtain an overview of developments in the field of animal replacement in toxicity research, recent work by the relevant scientific institutions and projects in this area, including the OECD, CAAT, ECVAM, UK NC3Rs, US Tox21 Programme, the ToxCast programme and EU-ToxRisk, was reviewed. Recent developments in toxicity testing research were investigated by searching the relevant literature. Abstracts from conferences focusing on animal replacement in toxicity testing that were held in the preceding 12 months, were also analysed, including those from the 2017 10th World Congress on Alternatives and Animals in the Life Sciences and the 2018 Society of Toxicology annual conference.
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Dunn, Ashley, Linda Lucian, Gordon Saul, Paul Yock, and Mark Cullen. "3432 Stanford MedTech: An Innovative CTSA-Supported Pilot Program." Journal of Clinical and Translational Science 3, s1 (March 2019): 126–27. http://dx.doi.org/10.1017/cts.2019.287.
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OBJECTIVES/SPECIFIC AIMS: Helping researchers assess and effectively translate innovations into healthcare improvements is a complex process (Terry et. al., 2013). The Clinical Translational Science Awards (CTSA)—supported by the National Institute of Health (NIH) under the auspices of the National Center for Advancing Translational Sciences (NCATS)— provide the resources and support needed to strengthen our nation’s clinical and translational research (CTR) enterprise. In 2008, Stanford University was awarded a CTSA from the NIH, establishing Spectrum (the Stanford Center for Clinical and Translational Research and Education). Under the Spectrum umbrella, the Byers Center for Biodesign manages the MedTech Pilot Program with the goal of translating discoveries into novel health technologies that address important unmet health needs. The MedTech Pilot Program is an innovative funding mechanism that seeks to (1) stimulate clinical translational research, (2) help promising projects bridge the gap between the bench and the patients’ bedside, and (3) encourage collaborative, transdisciplinary work. Specifically, the Pilot Program offers up to $50,000 to support projects involving medical devices and mobile technologies used for (1) therapeutic applications and (2) device-based patient-specific (or POC) diagnostic applications. This analysis of the MedTech Pilot Program will: 1) describe the Program’s structure and process; 2) highlight the intensive, hands-on mentorship and practical guidance awardees receive that enables them to more efficiently and effectively advance their projects toward patient care; and 3) characterize the progress of the 36 funded projects. METHODS/STUDY POPULATION: Key elements of the Pilot Program’s infrastructure and mentoring processes as they relate to project outcomes were identified. Additionally, outcomes data were collected from two sources: (1) annual survey of Pilot Awardees and (2) publicly available information relevant to the pilot projects. RESULTS/ANTICIPATED RESULTS: The Pilot Program’s framework and infrastructure has supported a diverse group of transdisciplinary projects. These projects were evaluated using both traditional and non-traditional metrics (e.g., patents, startups, publications). The initial investment of $1.5 million to fund 36 projects has led to over $88 million dollars in additional funding. Additionally, taking full advantage of the expertise in Silicon Valley, strong mentorship has helped advance projects along the clinical and translational path. DISCUSSION/SIGNIFICANCE OF IMPACT: The Pilot Program has benefited Stanford innovators and researchers by providing seed funding to help promising projects bridge the gap between the bench and the bedside. The intensive, hands-on mentorship, early pilot funding, and practical guidance pilot awardees receive effectively help translate their technologies into patient care.
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Graham, C. Matt, and Harold Daniel. "Millennial's Virtual Teamwork and Technical Proficiencies Impact on Project Quality." International Journal of e-Collaboration 13, no. 1 (January 2017): 10–26. http://dx.doi.org/10.4018/ijec.2017010102.
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The development of information systems continues to be a difficult process that frequently ends in failing to meet the projects goals. The processes involved in developing information systems are now compounded by the use of virtual teams. The goal of this study was to determine whether technical proficiencies, project skills in using database development software and technical skills in using the virtual environment, contributed to higher quality projects. The study attempted to address two hypotheses: 1) that increased proficiency in projects skills (Database Software skills) will contribute to greater project quality and 2) that increased proficiency within the virtual environment will contribute to greater project quality. Findings suggest that technical proficiencies in projects skills do contribute to greater project quality however the technical proficiency in the use of virtual environments does not. The relationship between proficiency in project skills and the quality of project outcomes is weak; suggesting that other variables not investigated in this study may exert a more powerful influence on project outcomes.
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Kirchner, M., and M. Krott. "Integrating forest science into natural hazard management praxis: an international case study based on the innovative RIU approach." International Forestry Review 22, no. 4 (December 1, 2020): 449–63. http://dx.doi.org/10.1505/146554820831255524.
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The forest science-based solutions for natural hazard management proposed by applied research projects are expected to develop practical relevance. In order to achieve this ambitious goal of knowledge transfer, the innovative Research-Integration-Utilization (RIU) model is applied in the GreenRisk4Alps Project 1 . The two hypotheses on the integration of scientific information focus on (1) the bi-directional selection of scientific information by actors and (2) the selection of actors within integration forums. A review of literature and empirical evidence collected by the GreenRisk4Alps project in 2018–2020 show that only selected scientific information makes it into praxis and highlights that three different types of integration forums define the relevant actors who drive the integration into praxis. Based on that RIU model extension we recommend strengthening the practical relevance of projects by conducting a pre-analysis in order to identify already existing integration forums and to also trigger new integration forums.
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Phalen, Steven. "From Permit to New Knowledge: Improving Institutional Accountability and User Access by Tracking Documentation from Research Projects in Grand Teton National Park." UW National Parks Service Research Station Annual Reports 34 (January 1, 2011): 185–91. http://dx.doi.org/10.13001/uwnpsrc.2011.3895.
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In Summer 2011, the author undertook a number of projects for the Museum & Archives in the Science and Resource Management division of Grand Teton National Park (GRTE[i]). Alice Hart, Museum Curator and Archivist for the Park, supervised the work, which was part of an internship for graduate credit[ii]. The two major project categories were 1) Research Permits and 2) Biological Science Program Files.
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Webb, A. "Software for risk analysis in business projects. Part 2." Engineering Management Journal 7, no. 1 (1997): 33. http://dx.doi.org/10.1049/em:19970105.
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Margiotta, A. "The KM3NeT project: status and perspectives." Geoscientific Instrumentation, Methods and Data Systems 2, no. 1 (January 23, 2013): 35–40. http://dx.doi.org/10.5194/gi-2-35-2013.
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Abstract. KM3NeT is an international consortium involving more than 300 scientists from 10 EU countries. Its main objective is the construction of a multi-km3 high-energy neutrino telescope in the Mediterranean Sea that will also host an interdisciplinary observatory for marine sciences. KM3NeT has been included in the roadmap of the European Strategy Forum of Research Infrastructures (ESFRI). Very high energy neutrinos are important messengers to study non-thermal phenomena in the Universe. The pioneering ANTARES, NEMO and NESTOR underwater neutrino telescope projects include the extensive R&D knowledge base behind the KM3NeT project. A Technical Design Report has been published that describes the technological solutions chosen for the detector. The present status of the project is presented.
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Margolin Lerman, Zafra. "Making Science Education Accessible to All." Aula Abierta 46, no. 2 (July 25, 2017): 13. http://dx.doi.org/10.17811/rifie.46.2.2017.13-16.
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ABSTRACTMany students shy away from science. In order to attract students into studying science, creative methods for teaching and learning were developed for all levels of education, from primary school to university, and from formal to informal settings. These methods utilize the students’ talents, hobbies, interests and cultural backgrounds. Equal access to science education is a human right that belongs to all [1, 2]. If we do not guarantee science education to all, we will form a two-class society divided not by royalty and status, but by knowledge of science. The centerpiece for this method is the development of student projects, which help them to remember and understand abstract scientific concepts. An old Chinese proverb says: “I hear and I forget; I see and I remember; I do and I understand.” These students’ projects take advantage of seeing and remembering, doing and understanding.Through this process, students are active learners, instead of being passive observers. To demonstrate their understanding of scientific concepts through their projects, the students use a media of their choice, from drawing, dance and drama (no tech) to computer animation (high tech). Projects can also take the form of paintings, sculptures, songs, films, and scripts for theater. These projects are used as alternative assessment methods where the whole class is involved in the assessment process. In order for this method to be successful, workshops for teachers as well as parents must be conducted. This way, the students will be taught in a creative way in school and through the joint involvement of teachers and parents, students will be encouraged to pursue chemistry. After all, “it takes a village to raise a child,” as the African proverb states.
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Margolin Lerman, Zafra. "Making Science Education Accessible to All." Aula Abierta 46 (July 25, 2017): 13. http://dx.doi.org/10.17811/rifie.46.2017.13-16.
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ABSTRACTMany students shy away from science. In order to attract students into studying science, creative methods for teaching and learning were developed for all levels of education, from primary school to university, and from formal to informal settings. These methods utilize the students’ talents, hobbies, interests and cultural backgrounds. Equal access to science education is a human right that belongs to all [1, 2]. If we do not guarantee science education to all, we will form a two-class society divided not by royalty and status, but by knowledge of science. The centerpiece for this method is the development of student projects, which help them to remember and understand abstract scientific concepts. An old Chinese proverb says: “I hear and I forget; I see and I remember; I do and I understand.” These students’ projects take advantage of seeing and remembering, doing and understanding.Through this process, students are active learners, instead of being passive observers. To demonstrate their understanding of scientific concepts through their projects, the students use a media of their choice, from drawing, dance and drama (no tech) to computer animation (high tech). Projects can also take the form of paintings, sculptures, songs, films, and scripts for theater. These projects are used as alternative assessment methods where the whole class is involved in the assessment process. In order for this method to be successful, workshops for teachers as well as parents must be conducted. This way, the students will be taught in a creative way in school and through the joint involvement of teachers and parents, students will be encouraged to pursue chemistry. After all, “it takes a village to raise a child,” as the African proverb states.
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Krueger, Charles C., Christopher M. Holbrook, Thomas R. Binder, Christopher S. Vandergoot, Todd A. Hayden, Darryl W. Hondorp, Nancy Nate, et al. "Acoustic telemetry observation systems: challenges encountered and overcome in the Laurentian Great Lakes." Canadian Journal of Fisheries and Aquatic Sciences 75, no. 10 (October 2018): 1755–63. http://dx.doi.org/10.1139/cjfas-2017-0406.
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The Great Lakes Acoustic Telemetry Observation System (GLATOS), organized in 2012, aims to advance and improve conservation and management of Great Lakes fishes by providing information on behavior, habitat use, and population dynamics. GLATOS faced challenges during establishment, including a funding agency-imposed urgency to initiate projects, a lack of telemetry expertise, and managing a flood of data. GLATOS now connects 190+ investigators, provides project consultation, maintains a web-based data portal, contributes data to Ocean Tracking Network’s global database, loans equipment, and promotes science transfer to managers. The GLATOS database currently has 50+ projects, 39 species tagged, 8000+ fish released, and 150+ million tag detections. Lessons learned include (1) seek advice from others experienced in telemetry; (2) organize networks prior to when shared data is urgently needed; (3) establish a data management system so that all receivers can contribute to every project; (4) hold annual meetings to foster relationships; (5) involve fish managers to ensure relevancy; and (6) staff require full-time commitment to lead and coordinate projects and to analyze data and publish results.
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Köpsel, Vera, Gabriel de Moura Kiipper, and Myron A. Peck. "Stakeholder engagement vs. social distancing—how does the Covid-19 pandemic affect participatory research in EU marine science projects?" Maritime Studies 20, no. 2 (May 14, 2021): 189–205. http://dx.doi.org/10.1007/s40152-021-00223-4.
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AbstractIn the realm of marine science, engaging with stakeholders (e.g., industry members, policy-makers, managers, NGOs) is an important method applied in many research projects. The Covid-19 pandemic has severely impacted this engagement in two ways. First, social distancing measures forbid most face-to-face participatory activities originally envisioned in projects. Second, the restrictions have caused hardships for the stakeholders being engaged by these projects. We assessed the impact of Covid-19 on stakeholder engagement activities in ongoing EU marine science projects by posing the following questions: What problems has Covid-19 caused for the workflow and outcomes of current research projects, (ii) how have scientists responsible for stakeholder engagement coped with the situation, and (iii) if alternative stakeholder activities were implemented, how have these been evaluated? Our survey was conducted nearly 2 months after the onset of Covid-19 lockdowns. It addressed researchers who engage with stakeholders in EU projects and delivers insights into the practical implications of Covid-19 for stakeholder engagement and the measures taken to tackle this challenge. The paper highlights the impacts of the pandemic on stakeholder engagement in marine science, outlines current coping strategies in different EU projects, and recommends seven practical actions to promote and maintain meaningful exchange with stakeholders in times of social distancing and lockdowns.
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Lafferrerie, Annie. "Learning ergonomics by conducting projects: The case of students in computer science and telecommunications." Safety Science 23, no. 2-3 (July 1996): 173–74. http://dx.doi.org/10.1016/0925-7535(96)00039-2.
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Som de Cerff, Wim, John van de Vegte, Reinout Boers, Theo Brandsma, Marijn de Haij, Wim van Moosel, Jan Willem Noteboom, Giuliano Andrea Pagani, and Gerard van der Schrier. "Agile Development in Meteorological R&D: Achieving a Minimum Viable Product in a Scrum Work Setting." Bulletin of the American Meteorological Society 99, no. 12 (December 2018): 2507–18. http://dx.doi.org/10.1175/bams-d-17-0273.1.
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AbstractIn the Agile Way of Working (AoW), a group of developers jointly work to efficiently realize a project. Here we report on the application of AoW in meteorological research and development (R&D) outside of the software engineering environment. Three projects were formulated, derived from the observations strategy (2015) of the Royal Netherlands Meteorological Institute (KNMI). An initial phase of preparation consisted of breaking down the workload into tasks to be accomplished by individual project members and achievable in two one-week sprints. Sprints consisted of daily stand-ups, where accomplishments, work intentions, and obstacles were discussed, followed by project work in a joint working environment. The three projects identified were 1) flying a drone to detect boundary layer evolution, 2) monitoring the quality of the precipitation measurement system, and 3) realizing a platform for merging third-party data with meteorological observations. The preparation phase proved to be vitally important to each of the projects. The roles of the product owner and Scrum master in streamlining and guiding these projects were essential to the success of the sprint weeks, but the joint group settings worked well for only two of the three projects. While team members were positive about their experience with the AoW, the challenge remains to fuse the traditional individual work practice of researchers with that of software engineers, who are experienced in working in a group setting.
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Hantziagelis, Sandra, and Brenda McCabe. "Benchmarking airport reconstruction projects." Canadian Journal of Civil Engineering 33, no. 12 (December 1, 2006): 1571–84. http://dx.doi.org/10.1139/l05-095.
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The impact of redevelopment and expansion of airport operations has not received much attention in the literature. Data were collected for 22 North American airports, 26 airport projects, and 107 individual operational years (airport years) with at least 3.5 million passengers annually. Each airport undertook at least one brownfield passenger terminal project between 1991 and 2001. The study shows that some factors, such as traffic volume, air traffic movements, and cargo, may indicate impacts of airport redevelopment. It was also found that the strategic use of space is critical to operational efficiency, especially with the full range of non-aeronautical services that can be offered at airports. The cost of space may be higher, but it tended to improve overall efficiency. Reconstruction projects that were evaluated as successful tended to show operational recovery within 2 years of construction completion; this result was consistent through a wide range of project sizes, traffic levels, and services.Key words: airport terminal reconstruction, benchmarking, reconstruction impacts, airport performance measures, data envelopment analysis.
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Rollins, Latrice, Nicole Llewellyn, Eric Nehl, and Astrid Sosa. "2218 An application of the payback framework to evaluate the outcomes of pilot projects supported by the Georgia Clinical and Translational Science Alliance from 2007 to 2014." Journal of Clinical and Translational Science 2, S1 (June 2018): 78–79. http://dx.doi.org/10.1017/cts.2018.275.
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OBJECTIVES/SPECIFIC AIMS: We will use a structured evaluation framework, the payback framework, to document the outcomes of 15 case studies of pilot projects supported by Georgia CTSA from 2007 to 2014. METHODS/STUDY POPULATION: We will use a case study approach including bibliometric analyses of publications associated with the selected projects, document review (e.g., investigator curriculum vitae, biannual project reports) and investigator interviews. RESULTS/ANTICIPATED RESULTS: We will document outcomes in 5 “payback categories”: (1) knowledge, (2) research targeting, capacity building, and absorption, (3) policy and product development, (4) health benefits, and (5) broader economic benefits. DISCUSSION/SIGNIFICANCE OF IMPACT: This study will aid in characterizing the returns resulting from this research funding and identify its strengths and weaknesses. This study will inform our understanding of the diversity and breadth of outcomes resulting from Georgia CTSA-supported research, and the value pilot projects provide to clinical and translational science and the broader community.
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Chung, Hui-Min, and Kristina Jackson Behan. "Peer Sharing Facilitates the Effect of Inquiry-based Projects on Science Learning." American Biology Teacher 72, no. 1 (January 1, 2010): 24–29. http://dx.doi.org/10.1525/abt.2010.72.1.7.
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Authentic assessment exercises are similar to real-world tasks that would be expected by a professional. An authentic assessment in combination with an inquiry-based learning activity enhances students' learning and rehearses them for their future roles, whether as scientists or as informed citizens. Over a period of 2 years, we experimented with two inquiry-based projects; one had traditional scientific inquiry characteristics, and the other used popular culture as the medium of inquiry. We found that activities that incorporated group learning motivated students and sharpened their abilities to apply and communicate their knowledge of science. We also discovered that incorporating popular culture provided ““Millennial”” students with a refreshing view of science learning and increased their appetites to explore and elaborate on science.
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Schulte, Rebecca, and Andrea Heilmann. "Presentation and Discussion of an Evaluation Model for Transdisciplinary Research Projects." European Journal of Sustainable Development 8, no. 3 (October 1, 2019): 1. http://dx.doi.org/10.14207/ejsd.2019.v8n3p1.
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In 2001 the academic advisory council for global environmental changes published the social contract for the big transformation. They demand a worldwide sustainable change in economics and society. Transdisciplinary research (TDR) should support the transformation e.g. by participatory research, learning and knowledge production for successful real-world-projects and knowledge sharing by transformative education. Particularly in connection with the demand for a third mission in universities, the major transformation of the society and the pursuit of sustainable development, it might surprise there is still no balance between Mode-2-Science, which TDR is a part of, and the monodisciplinary Mode-1-Science. In literature various examples of a punctual or in part project-accompanying evaluation of TDR can be found, but however, the crucial long-term consequences of these projects are often not taken into consideration here - although they are required by many authors. Regarding the increasing importance of a third mission for universities, an increase in the meaning of TDR projects is expected. Therefore, new tools and methods are needed. In this paper an evaluation model is presented and applied that enables a project-related evaluation of TDR as well as sustainable third mission projects. The first use of the evaluation model and the quality criteria for research are presented and discussed. Keywords: Transdisciplinary Research, Transdisciplinarity, Evaluation, Transformation, Sustainability
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Pereira, Juanan. "Leveraging Final Degree Projects for Open Source Software Contributions." Electronics 10, no. 10 (May 15, 2021): 1181. http://dx.doi.org/10.3390/electronics10101181.
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(1) Background: final year students of computer science engineering degrees must carry out a final degree project (FDP) in order to graduate. Students’ contributions to improve open source software (OSS) through FDPs can offer multiple benefits and challenges, both for the students, the instructors and for the project itself. This work reports on a practical experience developed by four students contributing to mature OSS projects during their FDPs, detailing how they addressed the multiple challenges involved, both from the students and teachers perspective. (2) Methods: we followed the work of four students contributing to two established OSS projects for two academic years and analyzed their work on GitHub and their responses to a survey. (3) Results: we obtained a set of specific recommendations for future practitioners and detailed a list of benefits achieved by steering FDP towards OSS contributions, for students, teachers and the OSS projects. (4) Conclusions: we find out that FDPs oriented towards enhancing OSS projects can introduce students into real-world, practical examples of software engineering principles, give them a boost in their confidence about their technical and communication skills and help them build a portfolio of contributions to daily used worldwide open source applications.
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Stiebels, Barbara. "Studies in complement control." ZAS Papers in Linguistics 47 (January 1, 2007): 219. http://dx.doi.org/10.21248/zaspil.47.2007.343.
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This volume represents a collection of papers that present some of the results of two projects on control: on the one hand, the project Typology of complement control directed by Barbara Stiebels and funded by the German Research Foundation (DFG STI 151/2-2), and on the other hand the project Variation in control structures directed by Maria Polinsky and Eric Potsdam and funded by the US National Science Foundation (NSF grants BCS-0131946, BCS-0131993; website http://accent.ucsd.edu/). Whereas the first project pursued a lexical approach to control with a semantic definition of obligatory control, the second project has mainly pursued a syntactic approach to control – with special emphasis on less studied control structures (such as adjunct control, backward control, finite control, etc.). Both projects have aimed at extending the research on complement control to structures that differ from the prototypical cases of infinitival complements with empty subjects found in many Indo-European languages; their common interest was to bring in new empirical data, both primary and experimental.
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Heckler, Valmir, Anahy Arrieche Fazio, and Franciele Pires Ruas. "Investigation with experimental practical activities in training geographically distant teachers." JOURNAL OF RESEARCH AND KNOWLEDGE SPREADING 1, no. 1 (November 18, 2020): 11403. http://dx.doi.org/10.20952/jrks1111403.
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This work aims to understand the investigation combined with practical experimental activities in the formation of geographically distant teachers. The study begins by the problematization of research and experimental practices in teacher education, followed by the presentation of the work context: the Science Graduation course, in the Distance Education modality (EaD), from the Federal University of Rio Grande (FURG). The corpus of the work is composed of the students’ reflective writings built in the last stage of the investigative project proposed in the interdiscipline called Phenomena of Nature IV. In this writing, students should report what happened to them when they became involved in the development of the experimental project throughout the semester. The methodology of the research carried out is a hermeneutic phenomenological approach and the analysis of the corpus made through the Discursive Textual Analysis (ATD). From the analysis two categories emerge: 1) Co-creation potentiated by the processes of interaction and 2) Investigative projects: a means for understanding science themes and classroom methodology. It is concluded that it is essential to promote training spaces that encourage theoretical and practical reflections on experimental investigative projects combined with technological resources, promoting interactive environments that involve participants in the co-creation process from the interaction with different interfaces and languages. Therefore, the development of experimental investigative projects is possibility for the formation of Science teachers geographically distant, in which the investigation is part of the development of the project and methodology for future teaching practices.
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Lebedev, Sergei, Raffaele Bonadio, Clara Gómez-García, Janneke I. de Laat, Laura Bérdi, Bruna Chagas de Melo, Daniel Farrell, et al. "Education and public engagement using an active research project: lessons and recipes from the SEA-SEIS North Atlantic Expedition's programme for Irish schools." Geoscience Communication 2, no. 2 (October 11, 2019): 143–55. http://dx.doi.org/10.5194/gc-2-143-2019.
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Abstract. An exciting research project, for example with an unusual field component, presents a unique opportunity for education and public engagement (EPE). The adventure aspect of the fieldwork and the drive and creativity of the researchers can combine to produce effective, novel EPE approaches. Engagement with schools, in particular, can have a profound impact, showing the students how science works in practice, encouraging them to study science, and broadening their career perspectives. The project SEA-SEIS (Structure, Evolution And Seismicity of the Irish offshore, https://www.sea-seis.ie, last access: 6 October 2019) kicked off in 2018 with a 3-week expedition on the research vessel (RV) Celtic Explorer in the North Atlantic. Secondary and primary school students were invited to participate and help scientists in the research project, which got the students enthusiastically engaged. In a nation-wide competition before the expedition, schools from across Ireland gave names to each of the seismometers. During the expedition, teachers were invited to sign up for live, ship-to-class video link-ups, and 18 of these were conducted. The follow-up survey showed that the engagement was not only exciting but encouraged the students' interest in science, technology, engineering, and mathematics (STEM) and STEM-related careers. With most of the lead presenting scientists on the ship being female, both girls and boys in the classrooms were presented with engaging role models. After the expedition, the programme continued with follow-up, geoscience-themed competitions (a song-and-rap one for secondary and a drawing one for primary schools). Many of the programme's best ideas came from teachers, who were its key co-creators. The activities were developed by a diverse team including scientists and engineers, teachers, a journalist, and a sound artist. The programme's success in engaging and inspiring school students illustrates the EPE potential of active research projects. The programme shows how research projects and the researchers working on them are a rich resource for EPE, highlights the importance of an EPE team with diverse backgrounds and expertise, and demonstrates the value of co-creation by the EPE team, teachers, and school students. It also provides a template for a multifaceted EPE programme that school teachers can use with flexibility, without extra strain on their teaching schedules. The outcomes of an EPE programme coupled with research projects can include both an increase in the students' interest in STEM and STEM careers and an increase in the researchers' interest and proficiency in EPE.
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Järvinen, Raija, Jarno Salonen, Aki Ahonen, and Jouni Kivistö-Rahnasto. "eInsurance Project." Journal of Cases on Information Technology 12, no. 4 (October 2010): 35–49. http://dx.doi.org/10.4018/jcit.2010100103.
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This case study covers two R&D projects called eInsurance 1 and eInsurance 2, which are concerned with electronic insurance. This case emphasizes project organization, its activities and roles, together with the results of the projects. In addition, the structure and innovation level of the projects are analyzed and the challenges involved in launching the concepts into insurance markets are presented. The most important outcomes of the projects are novel service concepts, and valuable information of consumer expectations that corporate partners utilized in their R&D activities. For research partners, the projects brought ideas, how to organize future projects in new ways, and how to combine academic and business expertise successfully.
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Kartam, Nabil A., and Raymond E. Levitt. "Intelligent Planning of Construction Projects." Journal of Computing in Civil Engineering 4, no. 2 (April 1990): 155–76. http://dx.doi.org/10.1061/(asce)0887-3801(1990)4:2(155).
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Forget, Bettina. "Women With Impact: Taking One Small Step into the Universe." Leonardo 54, no. 1 (February 2021): 63–70. http://dx.doi.org/10.1162/leon_a_01985.
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Out of 1,578 cataloged and named craters on the Moon, only 32 are named after women. That is a scant 2%. To highlight the underrepresentation of women in science, the author created two connected art projects. The initial project, Women With Impact, is a series of drawings of Moon craters named after women. Building on this oeuvre is One Small Step, a participatory project that invites prominent female astronomers to perform a meditative walk while wearing 3D-printed shoe soles that create a small Moon crater with each step.
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Holden, Norman E., Tyler B. Coplen, and Peter Mahaffy. "Isotopes Matter." Chemistry International 41, no. 1 (January 1, 2019): 27–31. http://dx.doi.org/10.1515/ci-2019-0107.
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Abstract Two years ago, the King’s Centre for Visualization in Science (KCVS) at The King’s University, Edmonton released a new digital interactive version of the IUPAC Periodic Table of the Elements and Isotopes with accompanying educational resources at an International Conference on Chemistry Education. It can be found at www.isotopesmatter.com. The effort was part of an IUPAC project [1]. The science behind this new table was developed by Inorganic Chemistry Division scientists working for over a decade on an earlier IUPAC project [2]. These projects were joint efforts between the IUPAC Committee on Chemistry Education (CCE) and the Inorganic Chemistry Division.
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Apprey, Maurice. "Chiasmatic Crossings Between Freud’s Clinical Projects and Social Concerns." Society 57, no. 3 (May 22, 2020): 276–80. http://dx.doi.org/10.1007/s12115-020-00479-2.
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Wagenknecht, Katherin, Tim Woods, Francisco García Sanz, Margaret Gold, Anne Bowser, Simone Rüfenacht, Luigi Ceccaroni, and Jaume Piera. "EU-Citizen.Science: A Platform for Mainstreaming Citizen Science and Open Science in Europe." Data Intelligence 3, no. 1 (February 2021): 136–49. http://dx.doi.org/10.1162/dint_a_00085.
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Citizen Science (CS) is a prominent field of application for Open Science (OS), and the two have strong synergies, such as: advocating for the data and metadata generated through science to be made publicly available [ 1 ]; supporting more equitable collaboration between different types of scientists and citizens; and facilitating knowledge transfer to a wider range of audiences [ 2 ]. While primarily targeted at CS, the EU-Citizen. Science platform can also support OS. One of its key functions is to act as a knowledge hub to aggregate, disseminate and promote experience and know-how; for example, by profiling CS projects and collecting tools, resources and training materials relevant to both fields. To do this, the platform has developed an information architecture that incorporates the public participation in scientific research (PPSR)—Common Conceptual Model ① . This model consists of the Project Metadata Model, the Dataset Metadata Model and the Observation Data Model, which were specifically developed for CS initiatives. By implementing these, the platform will strengthen the interoperating arrangements that exist between other, similar platforms (e.g., BioCollect and SciStarter) to ensure that CS and OS continue to grow globally in terms of participants, impact and fields of application.
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Jetter, James W. "Book Review of Science Projects, How To Collect, Analyze, and Present Your Data; Science Projects, Book 1. Project Ideas in the Life Sciences; Science Projects, Book 2. Project Ideas in Chemistry and Biochemistry; Science Projects, Book 3. Project Ideas in Physics and Engineering Science Projects: How To Collect, Analyze, and Present Your Data by Richard Neuhaus Gormley Publishing : Waynesburg, PA , 2006 . 173 pp. Contains many black and white figures, tables, diagrams, testimonials. ISBN: 978-0979450006 (soft cover). $24.95. Science Projects: Book 1. Project Ideas in the Life Sciences by RichardNeuhaus Gormley Publishing : Waynesburg, PA , 2007 . 173 pp. Contains many black and white figures, tables, diagrams, testimonials. ISBN: 978-0979450013 (soft cover). $24.95. Science Projects: Book 2. Project Ideas in Chemistry and Biochemistry by Richard Neuhaus Gormley Publishing : Waynesburg, PA , 2008 . 185 pp. Contains many black and white figures, tables, diagrams, testimonials. ISBN: 978-0979450044 (soft cover). $24.95. Science Projects: Book 3. Project Ideas in Physics and Engineering by Richard Neuhaus Gormley Publishing : Waynesburg, PA , 2010 . 184 pp. Contains many black and white figures, tables, diagrams, testimonials. ISBN: 978-0979450075 (soft cover). $24.95." Journal of Chemical Education 87, no. 9 (September 2010): 908–11. http://dx.doi.org/10.1021/ed100653p.
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Morgan, Catherine. "The work of the British School at Athens, 2014–2015." Archaeological Reports 61 (November 2015): 34–48. http://dx.doi.org/10.1017/s0570608415000058.
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Over the past year the School has delivered a rich and varied research programme combining a range of projects in antiquity, spanning the Palaeolithic to Byzantine periods, science-based archaeology to epigraphy (including the work of the Fitch Laboratory and the Knossos Research Centre), with research in sectors from the fine arts to history and the social sciences (see Map 2).At Knossos, new investigation in the suburb of Gypsadhes, directed by Ioanna Serpetsedaki (23rd EPCA), Eleni Hatzaki (Cincinnati), Amy Bogaard (Oxford) and Gianna Ayala (Sheffield), forms part of Oxford University's ERC-funded project Agricultural Origins of Urban Civilisation. The Gypsadhes excavation features large-scale bioarchaeological research, aimed at providing the fine-grained information necessary to reconstruct the Knossian economy through time.