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Journal articles on the topic 'SCIENCE / Space Science'

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Published: 4 June 2021
Last updated: 29 July 2024

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1

Cowen, Ron. "Space Science." Science News 140, no. 20 (November 16, 1991): 318. http://dx.doi.org/10.2307/3975811.

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2

Lawler, A. "SPACE SCIENCE:." Science 308, no. 5721 (April 22, 2005): 484b. http://dx.doi.org/10.1126/science.308.5721.484b.

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3

SELTZER, RICHARD. "SPACE SCIENCE:." Chemical & Engineering News 67, no. 20 (May 15, 1989): 4–5. http://dx.doi.org/10.1021/cen-v067n020.p004.

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4

Waller, William H. "The Case for Coordinating Earth & Space Science Education Worldwide." Proceedings of the International Astronomical Union 15, S367 (December 2019): 415–16. http://dx.doi.org/10.1017/s1743921321000065.

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AbstractDespite the many amazing advances that have occurred in the space sciences (planetary science, heliophysics, astronomy, and cosmology) these subjects continue to play minor roles in pre-collegiate science education. Similarly, the Earth sciences are woefully under-represented in most school science programs – despite their vital relevance to our physical well-being. Some countries have educational standards that formally prioritize the Earth & space sciences as much as the physical and life sciences, but even they fail to actualize their mandated priorities. I contend that better coordination and advancement of Earth & space science education at the national, state, society, and educator levels would lead to better educational outcomes worldwide.
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5

Yusifova, Nardana. "UNIFICATION OF EXACT SCIENCES AND ART (SPACE GEOMETRY-SPACE CHEMISTRY-ART SCIENCE)." PPOR 24, no. 2 (2023): 209–34. http://dx.doi.org/10.36719/1726-4685/94/209-234.

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6

MacLeish, Marlene Y., Nancy P. Moreno, Barbara Z. Tharp, Jon J. Denton, George Jessup, and Milton C. Clipper. "Improving science literacy and education through space life sciences." Acta Astronautica 49, no. 3-10 (August 2001): 469–76. http://dx.doi.org/10.1016/s0094-5765(01)00129-1.

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7

Worden, Simon P., Jamie Drew, and Peter Klupar. "Philanthropic Space Science: The Breakthrough Initiatives." New Space 6, no. 4 (December 2018): 262–68. http://dx.doi.org/10.1089/space.2018.0027.

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8

Witkovský, Viktor, and Ivan Frollo. "Measurement Science is the Science of Sciences - There is no Science without Measurement." Measurement Science Review 20, no. 1 (February 1, 2020): 1–5. http://dx.doi.org/10.2478/msr-2020-0001.

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AbstractOmnia in mensura et numero et pondere disposuisti is a famous Latin phrase from Solomon’s Book of Wisdom, dated to the mid first century BC, meaning that all things were ordered in measure, number, and weight. Naturally, the wisdom is appearing in its relation to man. The Wisdom of Solomon is understood as the perfection of knowledge of the righteous as a gift from God showing itself in action. Consequently, a natural and obvious conjecture is that measurement science is the science of sciences. In fact, it is a basis of all experimental and theoretical research activities. Each measuring process assumes an object of measurement. Some science disciplines, such as quantum physics, are still incomprehensible despite complex mathematical interpretations. No phenomenon is a real phenomenon unless it is observable in space and time, that is, unless it is a subject to measurement. The science of measurement is an indispensable ingredient in all scientific fields. Mathematical foundations and interpretation of the measurement science were accepted and further developed in most of the scientific fields, including physics, cosmology, geology, environment, quantum mechanics, statistics, and metrology. In this year, 2020, Measurement Science Review celebrates its 20th anniversary and we are using this special opportunity to highlight the importance of measurement science and to express our faith that the journal will continue to be an excellent place for exchanging bright ideas in the field of measurement science. As an illustration and motivation for usage and further development of mathematical methods in measurement science, we briefly present the simple least squares method, frequently used for measurement evaluation, and its possible modification. The modified least squares estimation method was applied and experimentally tested for magnetic field homogeneity adjustment.
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9

Lawler, A. "Space Science: Panel Critiques NASA Science." Science 270, no. 5233 (October 6, 1995): 26. http://dx.doi.org/10.1126/science.270.5233.26.

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10

Lawler, A. "SPACE AND EARTH SCIENCES: Budget Woes Greet NASA Science Chief." Science 309, no. 5738 (August 19, 2005): 1165a. http://dx.doi.org/10.1126/science.309.5738.1165a.

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11

Qiu, Jane. "Great strides of China's space programmes." National Science Review 4, no. 2 (February 24, 2017): 264–68. http://dx.doi.org/10.1093/nsr/nwx006.

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Abstract While China's almost flawless space endeavours—such as its space lab Tiangong-2, launched last year, and the 2012 mission that sent a rover to the surface of the Moon—have long impressed the world, space-science missions were not among its priorities until recently. The situation improved in 2011 when the Chinese Academy of Sciences won government support for a 10-year Strategic Pioneering Programme on Space Science—with a total budget of nearly 1 billion dollars. Since then, China has launched satellites to probe dark matter, detect black holes and conduct quantum experiments from space. This year will see the launch of an astronomy satellite and a highly anticipated mission to bring back rocks from the Moon. In a forum chaired by National Science Review's Executive Associate Editor Mu-ming Poo, space scientists discussed different types of Chinese space programmes, the science missions already launched or in development, the importance and challenges of international collaboration, and the uncertain future of the country's space-science development. Chunlai Li Deputy Director, National Astronomical Observatories, Chinese Academy of Sciences, Beijing Ji Wu Director, National Centre of Space Science, Chinese Academy of Sciences, Beijing Jianyu Wang Deputy Director, Chinese Academy of Sciences Shanghai Branch Shuangnan Zhang Institute of High-Energy Physics, Chinese Academy of Sciences, Beijing Yifang Wang Director, Institute of High-Energy Physics, Chinese Academy of Sciences, Beijing Mu-ming Poo (Chair) Director, Institute of Neuroscience, Institute of High-Energy Physics, Chinese Academy of Sciences, Shanghai
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12

Moskvitin, G. V., and N. N. Krasnoshchekov. "Space machine science." Journal of Machinery Manufacture and Reliability 37, no. 6 (December 2008): 537–41. http://dx.doi.org/10.3103/s1052618808060010.

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13

Anonymous. "Space science strategy." Eos, Transactions American Geophysical Union 76, no. 2 (January 10, 1995): 10. http://dx.doi.org/10.1029/eo076i002p00010-03.

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14

Tananbaum, Harvey. "Space Science Crunch." Science 264, no. 5156 (April 8, 1994): 186–87. http://dx.doi.org/10.1126/science.264.5156.186.b.

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15

Katz, Jonathan. "Space Science Crunch." Science 264, no. 5156 (April 8, 1994): 186. http://dx.doi.org/10.1126/science.264.5156.186.a.

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16

Dickson, David. "European Space Science." Science 242, no. 4886 (December 23, 1988): 1630. http://dx.doi.org/10.1126/science.242.4886.1630.c.

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17

Dickson, David. "European Space Science." Science 242, no. 4886 (December 23, 1988): 1630. http://dx.doi.org/10.1126/science.242.4886.1630-c.

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18

Tananbaum, Harvey. "Space Science Crunch." Science 264, no. 5156 (April 8, 1994): 186–87. http://dx.doi.org/10.1126/science.264.5156.186-b.

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19

Dickson, D. "European Space Science." Science 242, no. 4886 (December 23, 1988): 1630. http://dx.doi.org/10.1126/science.242.4886.1630-b.

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20

INOKUCHI, Hiroo. "Space and Science." Kobunshi 49, no. 2 (2000): 51. http://dx.doi.org/10.1295/kobunshi.49.51.

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21

Katz, J. "Space Science Crunch." Science 264, no. 5156 (April 8, 1994): 186. http://dx.doi.org/10.1126/science.264.5156.186.

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22

Tananbaum, H. "Space Science Crunch." Science 264, no. 5156 (April 8, 1994): 186–87. http://dx.doi.org/10.1126/science.264.5156.186-a.

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23

KEMSLEY, JYLLIAN. "SPACE-DUST SCIENCE." Chemical & Engineering News 88, no. 16 (April 19, 2010): 36–38. http://dx.doi.org/10.1021/cen-v088n016.p036.

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24

Fraser-Smith, A. C. "Space science strategy." Eos, Transactions American Geophysical Union 70, no. 52 (1989): 1569. http://dx.doi.org/10.1029/89eo00399.

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25

Bleeker, Johan, and Lodewijk Woltjer. "European space science." Nature 375, no. 6533 (June 1995): 624. http://dx.doi.org/10.1038/375624a0.

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26

Sagdeev, Roald Z. "Soviet Space Science." Physics Today 41, no. 5 (May 1988): 30–38. http://dx.doi.org/10.1063/1.881162.

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27

Davidian, Ken. "Space Science and New Space." New Space 11, no. 1 (March 1, 2023): 1. http://dx.doi.org/10.1089/space.2023.29047.editorial.

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28

Lovell, Bernard. "Book Review: British Space Science: History of British Space Science." Journal for the History of Astronomy 18, no. 2 (May 1987): 144–46. http://dx.doi.org/10.1177/002182868701800218.

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29

Normile, D. "SPACE SCIENCE: Science Emerges From Shadows of China's Space Program." Science 296, no. 5574 (June 7, 2002): 1788–91. http://dx.doi.org/10.1126/science.296.5574.1788.

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30

DeWitt, Jennifer, and Karen Bultitude. "Space Science: the View from European School Students." Research in Science Education 50, no. 5 (August 30, 2018): 1943–59. http://dx.doi.org/10.1007/s11165-018-9759-y.

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Abstract Gender imbalance in the physical sciences and engineering is a longstanding and well-documented concern within science education, industry, and policy. The current study is motivated by this issue and focuses on space science in particular, which has been promoted as a physical science with the capacity to inspire both boys and girls. A survey of over 8000 pupils aged 9–16 from 11 European countries was utilised to provide the first large-scale investigation of school students’ perceptions of space science. Enthusiasm for space science was clear within our sample, and individual differences were more important than background characteristics (gender, age, country) in driving attitudes to space science. However, although these positive attitudes and perceptions were shared by boys and girls, substantially fewer students, particularly females, expressed interest in pursuing a career in space science.
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31

Liu, Siqing, and Jiancun Gong. "Operational Space Weather Services in National Space Science Center of Chinese Academy of Sciences." Space Weather 13, no. 10 (October 2015): 599–605. http://dx.doi.org/10.1002/2015sw001298.

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32

Berestova, T. F., and A. V. Mikhailova. "Methodology of a spatial approach in library science: prevalence and specificity of applying." Bibliosphere, no. 4 (December 30, 2017): 51–61. http://dx.doi.org/10.20913/1815-3186-2017-4-51-61.

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Space is one of the basic categories of philosophy having extensive operational and analytical capabilities. Nowadays the specificity of different types of spaces is studied, and the methodology of a spatial approach has become recognized as an effective method of knowledge in various sciences: philosophy, philology, pedagogics and psychology, political science, sociology, art history and cultural studies, economics and law, technical and natural sciences (physics, mathematics, biology, chemistry). As a special tool, the spatial approach is included in the scientific-educational store of documentary communication cycle’s sciences. To proof this statement authors examined an array of dissertations on library science and bibliography. A vector of cognitive activity, formed in librarian works of last 20-30 years, was directed on researching a spatial-information subject, as well as related to an «information space» phenomenon. However, many scientists, focusing on spatial terminology, have not deepened theoretical aspects and set tasks to detect an entity and structure of the information space without trying to offer its definition. Nevertheless, after representation theoretical and methodological foundations for studying information space scientists by T. F. Berestova in her doctoral dissertation researches began operating spatial terminology more confidently. Works’ analysis in library science allowed concluding that studying information or any other space researchers always focus their attention on investigating the interaction of the subject, which simultaneously acts as a part and as a creator of the space with other subjects and objects within it. This interaction provides course of integrative processes between subjects. The library science has already studied some form of interaction, identified a number of areas of integration processes, which are involved and initiated by the library. Thus, the analysis of works revealing the spatial issues enabled to summarize the methodology and to identify some common theoretical and methodological positions, which should be relied while developing a new epistemological tool in library science: methodology of the spatial approach. This article offers recommendations to use the spatial approach in library science and bibliographic researches.
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33

Lawler, A. "SPACE SCIENCE: Small Missions Lift Planetary Science." Science 277, no. 5332 (September 12, 1997): 1596–98. http://dx.doi.org/10.1126/science.277.5332.1596.

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34

Golub, Leon. "Book Review: Space Science in Depth: The Century of Space Science." Journal for the History of Astronomy 34, no. 4 (November 2003): 461–62. http://dx.doi.org/10.1177/002182860303400410.

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35

Russo, Arturo. "Science in space vs space science: The European utilisation of spacelab∗." History and Technology 16, no. 2 (January 1999): 137–77. http://dx.doi.org/10.1080/07341519908581962.

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36

Жуков, Леонид Борисович. "HOW SCIENCE WORKS: VISUAL ORIENTATION IN SEMIOTIC SPACE." ΠΡΑΞΗMΑ. Journal of Visual Semiotics, no. 2(36) (February 28, 2023): 103–14. http://dx.doi.org/10.23951/2312-7899-2023-2-103-114.

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Наука как познание – это процесс. Наука как социальная система – это тоже процесс. В этих процессах мы время от времени фиксируем опорные точки, позволяющие описывать их с точки зрения определенной универсальной позиции. В том числе, я полагаю, на роль такой позиции подходит представление об ориентации в окружающей среде. Познание и сопутствующая ему наука в таком случае предстают как система все более и более сложной ориентации, сложность которой одним концом упирается в неопределённость, которую можно представить, с одной стороны, в реальном концепте сложностности, а с другой – в ирреальном концепте абсолютной абстракции. Лучше всего такую абстракцию, на мой взгляд, характеризует парадоксальное слово / понятие «ничто». Как сложностности и ее физического представителя – запутанности – мы не имеем в наличии, хотя реально имеем дело с ее производными – схлопнувшимися формами вещей (вроде электрона в двущелевом эксперименте), так тем более мы не имеем в наличии абсолютных абстракций (вроде, скажем, упомянутой уже «истины»). Ориентация в конечном счете сворачивается в четыре ориентира, которые образуют фрактальный кортеж, разворачивающийся в любом предмете, в котором мы захотим сориентироваться, включая отдельное сознание или систему науки. Эти ориентиры суть данности, схемы, позиции и «ничто» (за горизонтом этих ориентиров остаются неопределенность и абсолютная абстракция). Паттерн классической науки, задающий типологию науки вообще, опирается на три ориентира: исследователь с определенной позиции наблюдает данности мира и описывает их с помощью теорий (схем), которые верифицированы посредством научного эксперимента. Коротко это выглядит так: позиция => схемы => данности. По сути, это тип / паттерн естественных наук. Новый тип наук – гуманитарные науки – характеризуется прямо противоположным вектором в том же паттерне: позиция = схемы = данности. С появлением гуманитарных наук стало возможным говорить о научной и познавательной типологии, поскольку тут было заложено начало формирования представления о наблюдателе (в противовес естественнонаучному субъекту), благодаря которому реальные ориентиры были трансформированы в условные. Гуманитарный наблюдатель из позиции данностей наблюдает / описывает позиции как данности; таким образом реализуется паттерн классической науки, но сама наука становится другой – у нее другой предмет исследования и другой взгляд (позиция), из которого она исходит. Две эти точки – позиция наблюдения и предмет исследования – определяют тип науки. Одновременно иерархическая картина мира становится сетевой. Теперь, комбинируя ориентиры в разных сочетаниях, мы получаем ориентацию в типах современной науки и познания, в том числе в описанных Вячеславом Степиным неклассических и постнеклассических науках. Неклассика включает в себя теоретические науки. Пример естественных теоретических наук – теоретическая физика и биосемиотика; пример гуманитарных теоретических наук – теоретическая социология и теория психотерапии. Постнеклассика включает в себя общие теории. Пример естественных общих теорий – общая теория систем и синергетика; пример гуманитарных общих теорий – герменевтика и семиотика. Science is a specific and even unbelievable, I would say paradoxical, kind of human activity, just like any functional system in modern society. It is accepted that science establishes truth, but this truth is not true, as evidenced by Popper’s criterion of falsifiability. Another problem is the distinction between science as a social system and cognitive activity, so that much of modern scientific work may have nothing to do with cognition at all, but only with the self-reproduction of the social system. Finally, modern science also essentially differs from everything from which its genesis is usually deduced: firstly from primitive mythological not even cognition, but consciousness; then from primary philosophical views with attempts of objective descriptions sewn into them; then from theories verified by scholasticism; and, finally, from classic science, which actually underlies all sciences, forming in the Enlightenment era the concept of object and method of scientific experiment. Science as cognition is a process. Science as a social system is also a process. In these processes we fix from time to time reference points that allow us to describe them in terms of a certain universal position, which different philosophical orientations define differently. Among other things, I believe, the notion of orientation in the environment fits the role of such a position. Cognition and its accompanying science then appear as a system of a more and more complex orientation, the complexity of which at one end rests on uncertainty, which can be represented in the real concept of complexity or, metaphorically, in the image of quantum metaphor as quantum entanglement, and, at the other, in the unreal concept of absolute abstraction, which perhaps could be imagined – if it were possible! – as a sign cleared of content. Such a form is best characterized by the paradoxical word/notion of “nothingness.” Just as we do not have complexity and its physical representative, entanglement, although we really deal with its derivatives – collapsed forms of things (like the electron in the double-slit experiment), so even less do we have absolute abstractions (like, say, the already mentioned “truth”), although we work with unreal concepts, of which, on occasion, only a sign remains. Thus, a point can be a real point placed with chalk on the blackboard in the classroom, or it can be an unreal “mathematical point,” which a handful of chalk on the blackboard only symbolizes. Orientation ultimately collapses into four reference points, which form a fractal tuple that unfolds in any subject in which we wish to orient ourselves, including the individual consciousness or system of science. These orientations are given, schemata, positions, and “nothingness” (beyond the horizon of these orientations there remain indeterminacy and absolute abstraction). The pattern of classical science, which defines the typology of science in general, relies on three reference points: the researcher observes from a certain position the data of the world and describes them through theories (schemata), which are verified through scientific experiment. Briefly, it looks like this: position => schemas => data. In essence, this is the type/pattern of natural sciences. A new type of sciences – the humanities – is characterized by the exact opposite vector in the same pattern: position = schemata = data. In this case, in fact, with the emergence of the humanities it became possible to speak of a scientific and cognitive typology at all, since the beginning of the formation of the notion of the observer (as opposed to the natural science subject) was laid here, thanks to which real reference points were transformed into conditional, typologically relative ones. Thus, the humanitarian observer observes/describes positions as given – thus the pattern of classical (natural) science is realized, but science itself becomes different – it has another subject of research and another view (position) from which it proceeds. These two points – the position of observation and the subject of research – determine the type of science. In this case, the hierarchical picture of the world created by the natural (classical, enlightened) sciences becomes networked. Now, by combining the reference points in different combinations, we get an orientation in the types of modern science and cognition, including the non-classical and post-non-classical sciences described by Vyacheslav Stepin. The non-classical includes the theoretical sciences (natural and humanitarian). An example of natural theoretical sciences is theoretical physics or biosemiotics; an example of humanities theoretical sciences is theoretical sociology and psychotherapy theory. The post-non-classical includes general theories (also natural theories and humanities). An example of natural general theories is general systems theory and synergetics; an example of humanitarian general theories is hermeneutics and semiotics.
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37

Hellemans, A. "Space Science: Europe Ponders Space Constraints." Science 275, no. 5300 (January 31, 1997): 606–7. http://dx.doi.org/10.1126/science.275.5300.606.

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38

Boyle, Alison. "Space for space in Science Museum." Astronomy & Geophysics 53, no. 2 (March 23, 2012): 2.07. http://dx.doi.org/10.1111/j.1468-4004.2012.53204_12.x.

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39

Lévy, J. "Science + Space + Society: urbanity and the risk of methodological communalism in social sciences of space*." Geographica Helvetica 69, no. 2 (July 22, 2014): 99–114. http://dx.doi.org/10.5194/gh-69-99-2014.

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Abstract. During the last decades, geography has lost its epistemological exceptionality, but is this enough? Social sciences are commonly threatened by methodological nationalism and, more generally, by methodological communalism, that is the corruption of a scientific approach or project by any kind of other social alignment that undermines its capacity to develop a free, autonomous thought. Has geography escaped these pitfalls? In this text, the example of urban studies is taken to try and answer these questions. More specifically, the way the idea of spatial justice has emerged in the last decades is explored through the analysis of five significant books among the academic production on these topics. It is then argued, thanks to a critical review around the iconic notion of 'gentrification', that the corpus at stake is more substantial than the limited, partially arbitrary selection of these five books. The present-day situation of urban geography (and probably of urban sociology, too) shows a serious risk of methodological communalism particularly located in Anglophone, and especially North American, literature. Some hypotheses are proposed to explain this particular geography of the academic episteme of inhabited space. It is argued that the potential single-paradigm hegemony in geography and, more generally, in social sciences might fuel this danger. Finally, a possible antidote to this worrying trend could be the simple, but complex idea of putting science, space and society together in a non-dissociable way. The conclusion stresses the necessity of taking up key challenges that urbanity issues raise and the usefulness of epistemological and theoretical pluralism as a major intellectual resource.
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40

MARBURGER, JOHN H. "SPACE-BASED SCIENCE AND THE AMERICAN COMPETITIVENESS INITIATIVE." International Journal of Modern Physics D 16, no. 12a (December 2007): 1927–32. http://dx.doi.org/10.1142/s0218271807011553.

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I discuss the process by which science contributes to the setting of government priorities, and how these priorities get translated into programs and budgets at the federal agencies that fund scientific research. New technologies are now opening exciting scientific opportunities across the biological and physical sciences. I review the motivations and goals of President Bush's American Competitiveness Initiative (ACI), the importance of societal relevance to federal investments in basic research, and the ACI's impacts on discovery-oriented disciplines within the physical sciences.
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41

Polilova, Tatyana Alekseevna. "Keldysh Institute Preprints in the diagrams of the Science Space system." Keldysh Institute Preprints, no. 27 (2022): 1–38. http://dx.doi.org/10.20948/prepr-2022-27.

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The bibliometric and statistical indicators of the scientific journal "Keldysh Institute Preprints" are considered. The functionality of the system named “Science Space” is demonstrated. The issues of correspondence of the thematic directions of the GRNTI rubricator used in the Science Space system and the thematic scientific directions fixed in the charter and in the electronic library of the Keldysh Insitute are discussed. The given bibliometric characteristics of the "Keldysh Institute Preprints" is forced to be more careful about the interpretation of scientometric indicators and the results of the ratings in the eLibrary.ru.
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42

Van Allen, James A. "Space Science, Space Technology and the Space Station." Scientific American 254, no. 1 (January 1986): 32–39. http://dx.doi.org/10.1038/scientificamerican0186-32.

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43

Kanashiro, Marta M. "Newspaper space for science." Journal of Science Communication 05, no. 03 (February 2, 2006): R01. http://dx.doi.org/10.22323/2.05030701.

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In recent years, courses, events and incentive programs for scientific journalism and the divulgation of science have proliferated in Brazil. Part of this context is “Sunday is science day, history of a supplement from the post-war years”, a book published this year that is based on the Master’s degree research of Bernardo Esteves, a journalist specialized in science.
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44

Marshall, Eliot. "Shakeup Splits Space Science." Science 258, no. 5082 (October 23, 1992): 540. http://dx.doi.org/10.1126/science.258.5082.540.b.

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45

Das, Tirtha Pratim, Mohammad Hasan, S. Megala, K. Praveen Kumar, V. Girish, and T. Maria Antonita. "Indian space science missions." Nature Reviews Physics 3, no. 11 (October 22, 2021): 722–23. http://dx.doi.org/10.1038/s42254-021-00390-7.

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46

Marshall, Eliot. "Shakeup Splits Space Science." Science 258, no. 5082 (October 23, 1992): 540. http://dx.doi.org/10.1126/science.258.5082.540-b.

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47

Livingstone, David N. "Making space for science." ERDKUNDE 54, no. 4 (2000): 285–96. http://dx.doi.org/10.3112/erdkunde.2000.04.01.

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48

Guinnessy, Paul. "Space science: Management overhauled." Physics World 11, no. 4 (April 1998): 11. http://dx.doi.org/10.1088/2058-7058/11/4/14.

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49

Pounds, Ken. "'Glasnost' in space science." Physics World 2, no. 2 (February 1989): 13–14. http://dx.doi.org/10.1088/2058-7058/2/2/9.

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50

Katzoff, Judith A. "Space science setbacks discussed." Eos, Transactions American Geophysical Union 67, no. 47 (1986): 1342. http://dx.doi.org/10.1029/eo067i047p01342-02.

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