Journal articles: 'Scientists'

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Robinson, Daniel N. "Scientists and Scientisms." Contemporary Psychology: A Journal of Reviews 32, no. 2 (February 1987): 142–43. http://dx.doi.org/10.1037/026767.

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Huilin, Xu. "Model for assessing the influence of scientists based on the global citation network and the history of scientific results." Management of Development of Complex Systems, no. 54 (June 2, 2023): 90–94. http://dx.doi.org/10.32347/2412-9933.2023.54.90-94.

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The research considers the actual task of developing a model for evaluating the influence of scientists, taking into account the dynamics of changes in publishing activity. The paper formalizes the concept of the scientist's information environment, particularly the scientist's influence and the subject space. It shows the connection of the information space with choosing scientific partners. The concepts of the dynamic information space of a scientist and the subject scientific environment of a scientist are also introduced. It is established that they are accumulative in nature. As a result, a model for evaluating the influence of scientists based on the global citation network was developed, considering the age of scientific results. The introduction of the aging factor of the publication allows for increasing the sensitivity of the method for evaluating the influence of scientists. The developed model makes it possible to improve the cooperation of scientific teams, which is the basis of the analysis of their productivity.

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Mirnezami, Seyed Reza, Catherine Beaudry, and Leila Tahmooresnejad. "The effect of collaboration with top-funded scholars on scientific production." Science and Public Policy 47, no. 2 (January 14, 2020): 219–34. http://dx.doi.org/10.1093/scipol/scz060.

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Abstract The theoretical model developed in this article predicts that collaboration with top-funded scientists positively affects the number of scientific publications of an individual scientist. Having combined data on funding and publication of Quebec scientists, this article empirically tests the theoretical predictions. This article examines numerous definitions of top-funded scientists as those in the top 10 per cent, or top 5 per cent in terms of total funding, funding from the public sector, and funding from the private sector. The results show that collaborating with such top-funded scientists has a positive effect on a scientist’s number of publications, hence confirming our theoretical predictions.

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Zydziunaite, Vilma. "Research Area, Work Experience And Parents’ Completed Higher Education Within Scientists’ Intellectual Leadership in Higher Education: Which Roles Matter?" European Scientific Journal, ESJ 12, no. 25 (September 30, 2016): 9. http://dx.doi.org/10.19044/esj.2016.v12n25p9.

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Scientists as intellectual leaders are seen through their expertise and the scope of knowledge. The research issue in this pilot study was related to scientists‘ working in higher education schools and focused on intellectual leadership, which consists of different roles. The participants of the pilot study were researchers with acquired PhD. Data collection were accomplished by implementing the questioning survey from 2015-06-02 to 2015-06-30. In total 138 respondents filled in the instrument, but for data analysis were suitable 131 instrument. For data analysis were applied descriptive statistics, correlation analysis (Spearman), ANOVA, and Cronbach’s alpha was calculated. Findings showed that the roles of the advocate and critic for researchers from social sciences were more worth than for researchers from other research areas. The lowest assessments were related to the role of the mentor nevertheless of the scientist’s research area. Results revealed that more experienced scientists in higher education area more value the roles of academic citizen and public intellectual. The roles of ambassador, critic, advocate were assessed more positively by scientists one of whose parents was educated in higher education school. Intellectual leadership of a scientist in higher education is about everyday learning. The particular roles of a scientist are not in position of status quo. The core messages from this pilot study are the following: scientists from social research area see more complex their roles in higher education school; work experience of the scientist in higher education and the completed higher education of scientist’s parents matter.

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Ciftci, S. Koza, Engin Karadag, and Hatice Ergin-Kocaturk. "The effects of parental’s cultural and economic capital and parental support on being an elite scientists." PLOS ONE 18, no. 7 (July 18, 2023): e0287967. http://dx.doi.org/10.1371/journal.pone.0287967.

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Despite the rapid increase in the number of scientists all over the world in recent years, very few scientists can achieve to be part of elite scientist’s category. Although there are many studies focusing on elite scientists, these studies generally do not focus on their childhood and parental background. In this study, which attempts to fill this gap, we focus on the cultural and economic capital of the families of elite scientists in Turkey and their parental support in childhood to analyze the roles of these variables in their being elite scientists. First, we assess the impact of cultural capital (institutional, objectified, and embodied), economic capital, parental support, and perceived academic success in basic education on the probability of becoming an elite scientist. Second, we analyze the differences among elite scientists to shed light on the gender gap in academia. We collected the data from 1,966 scientists working at 87 universities in Turkey through an online survey. Some of our main findings are as follows: (a) cultural capital, parental support, and academic success in basic education all have a strong positive effect on becoming an elite scientist; (b) objectified cultural capital has the highest impact in that an increase in this capital increases the probability of becoming elite scientists by 19%; (c) economic capital has no significant effect on elite scientists. Elite scholars have certain common characteristics, but significantly they are different from their average peers in terms of cultural capital and parental support and (d) elite female scientists have higher of cultural capital, economic capital, parental support, and academic success than elite male scientists. This finding supports the existence of the academic inequality and suggests that female scientists need higher cultural capital, economic capital, parental support, and perceived academic success to become elite scientists than their male counterparts.

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Green, Stephanie J., Kirsten Grorud-Colvert, and Heather Mannix. "Uniting science and stories: Perspectives on the value of storytelling for communicating science." FACETS 3, no. 1 (October 1, 2018): 164–73. http://dx.doi.org/10.1139/facets-2016-0079.

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Science helps us identify problems, understand their extent, and begin to find solutions; it helps us understand future directions for our society. Scientists bear witness to scenes of change and discovery that most people will never experience. Yet the vividness of these experiences is often left out when scientists talk and write about their work. A growing community of practice is showing that scientists can share their message in an engaging way using a strategy that most are already familiar with: storytelling. Here we draw on our experiences leading scientist communication training and hosting science storytelling events at the International Marine Conservation Congress to share basic techniques, tips, and resources for incorporating storytelling into any scientist’s communication toolbox.

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Vraga, Emily, Teresa Myers, John Kotcher, Lindsey Beall, and Ed Maibach. "Scientific risk communication about controversial issues influences public perceptions of scientists' political orientations and credibility." Royal Society Open Science 5, no. 2 (February 2018): 170505. http://dx.doi.org/10.1098/rsos.170505.

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Many scientists communicate with the public about risks associated with scientific issues, but such communication may have unintended consequences for how the public views the political orientations and the credibility of the communicating scientist. We explore this possibility using an experiment with a nationally representative sample of Americans in the fall of 2015. We find that risk communication on controversial scientific issues sometimes influences perceptions of the political orientations and credibility of the communicating scientist when the scientist addresses the risks of issues associated with conservative or liberal groups. This relationship is moderated by participant political ideology, with liberals adjusting their perceptions of the scientists' political beliefs more substantially when the scientist addressed the risks of marijuana use when compared with other issues. Conservatives' political perceptions were less impacted by the issue context of the scientific risk communication but indirectly influenced credibility perceptions. Our results support a contextual model of audience interpretation of scientific risk communication. Scientists should be cognizant that audience members may make inferences about the communicating scientist's political orientations and credibility when they engage in risk communication efforts about controversial issues.

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Abdellatif, Mahmoud, and Gemma Vilahur. "Scientists on the Spot: from the Scientists of Tomorrow to the scientist of today." Cardiovascular Research 116, no. 13 (October 23, 2020): e184-e185. http://dx.doi.org/10.1093/cvr/cvaa277.

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Nadkarni, Nalini M., Caitlin Q. Weber, Shelley V. Goldman, Dennis L. Schatz, Sue Allen, and Rebecca Menlove. "Beyond the Deficit Model: The Ambassador Approach to Public Engagement." BioScience 69, no. 4 (March 29, 2019): 305–13. http://dx.doi.org/10.1093/biosci/biz018.

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Abstract Scientists are increasingly motivated to engage the public, particularly those who do not or cannot access traditional science education opportunities. Communication researchers have identified shortcomings of the deficit model approach, which assumes that skepticism toward science is based on a lack of information or scientific literacy, and encourage scientists to facilitate open-minded exchange with the public. We describe an ambassador approach, to develop a scientist's impact identity, which integrates his or her research, personal interests and experiences to achieve societal impacts. The scientist identifies a community or focal group to engage, on the basis of his or her impact identity, learns about that group, and promotes inclusion of all group members by engaging in venues in which that group naturally gathers, rather than in traditional education settings. Focal group members stated that scientists communicated effectively and were responsive to participant questions and ideas. Scientists reported professional and personal benefits from this approach.

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Fitzpatrick, Joyce J., and Elizabeth A. Madigan. "Scientist rankings: What nurse scientists need to know." Applied Nursing Research 26, no. 2 (May 2013): 49–50. http://dx.doi.org/10.1016/j.apnr.2013.02.002.

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ASPY, DAVID N. "Beyond Both Traditional Scientist/Humanists and Humanist/Scientists." Journal of Humanistic Counseling, Education and Development 43, no. 1 (March 2004): 72–81. http://dx.doi.org/10.1002/j.2164-490x.2004.tb00044.x.

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Schinske, Jeffrey N., Heather Perkins, Amanda Snyder, and Mary Wyer. "Scientist Spotlight Homework Assignments Shift Students’ Stereotypes of Scientists and Enhance Science Identity in a Diverse Introductory Science Class." CBE—Life Sciences Education 15, no. 3 (September 2016): ar47. http://dx.doi.org/10.1187/cbe.16-01-0002.

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Research into science identity, stereotype threat, and possible selves suggests a lack of diverse representations of scientists could impede traditionally underserved students from persisting and succeeding in science. We evaluated a series of metacognitive homework assignments (“Scientist Spotlights”) that featured counterstereotypical examples of scientists in an introductory biology class at a diverse community college. Scientist Spotlights additionally served as tools for content coverage, as scientists were selected to match topics covered each week. We analyzed beginning- and end-of-course essays completed by students during each of five courses with Scientist Spotlights and two courses with equivalent homework assignments that lacked connections to the stories of diverse scientists. Students completing Scientist Spotlights shifted toward counterstereotypical descriptions of scientists and conveyed an enhanced ability to personally relate to scientists following the intervention. Longitudinal data suggested these shifts were maintained 6 months after the completion of the course. Analyses further uncovered correlations between these shifts, interest in science, and course grades. As Scientist Spotlights require very little class time and complement existing curricula, they represent a promising tool for enhancing science identity, shifting stereotypes, and connecting content to issues of equity and diversity in a broad range of STEM classrooms.

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13

Hite, Rebecca. "Differences and Similarities in Scientists’ Images Among Popular USA Middle Grades Science Textbooks." European Journal of Mathematics and Science Education 2, no. 2 (December 15, 2021): 63–83. http://dx.doi.org/10.12973/ejmse.2.2.63.

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<p style="text-align: justify;">Research on students’ perceptions of scientists is ongoing, starting with early research by Mead and Metraux in the 1950s and continuing in the present. Continued research interest in this area is likely due to scholarship suggesting adolescents’ impressions of scientists are sourced in-part from media, which influence their interests in science and identity in becoming a scientist. A significant source of images, in which adolescents (or middle school students) view science and scientists, is in their science textbooks. A qualitative content analysis explored images of scientists in three of the major U.S.-based middle grade science textbooks published in the new millennium: sixth grade biology, seventh grade earth science, and eighth grade physical science. The Draw A Scientist Test (DAST) Checklist was employed to assess scientists’ images and the stereotypes therein. From nine textbooks, 435 images of scientists were coded and analyzed by publisher and grade level / area by DAST constructs of appearance, location, careers, and scientific activities. Statistical analyses showed significant variances between grade levels and textbook publishers of scientists. Despite scientists portrayed in active endeavors, traditional tropes of the scowling, older, solitary, white male scientist persist. This study offers insight in leveraging improved images of scientists in textbooks.</p>

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Bernard, Paweł, and Karol Dudek. "REVISITING STUDENTS' PERCEPTIONS OF RESEARCH SCIENTISTS – OUTCOMES OF AN INDIRECT DRAW-A-SCIENTIST TEST (InDAST)." Journal of Baltic Science Education 16, no. 4 (August 25, 2017): 562–75. http://dx.doi.org/10.33225/jbse/17.16.562.

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What is the image of research scientists in students’ minds? Studies in this area have been underway for more than fifty years and suggest that scientists are perceived as bespectacled men in lab coats, working alone in rooms full of basic lab glassware. This image has been derived mainly from the analysis of drawings, known as the Draw-A-Scientist Test (DAST). However, DAST instructions are based on the word, “scientists”, the meaning of which seems too narrow for today’s world and not reflecting the wide range of STEM-based research careers. Moreover, the instructions can predetermine the number and gender of people in the picture. For this reason, a new tool has been developed which provides an indirect analysis – the Indirect Draw-A-Scientist Test (InDAST). The new instrument was used in an experiment with secondary-school students (n = 851), and the resulting image of the scientist was compared with an earlier experiment that employed the original DAST instructions. The results showed that the basic attributes, appearance, and workplace of scientists are similar in both studies, but the new procedure disproved the theory that scientists are perceived as men working alone and that female students do not see themselves as scientists. Keywords: drawings analysis, gender and science, image of scientists, scientist stereotype, STEM careers.

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15

Johnson, David R., Elaine Howard Ecklund, Di Di, and Kirstin R. W. Matthews. "Responding to Richard: Celebrity and (mis)representation of science." Public Understanding of Science 27, no. 5 (October 10, 2016): 535–49. http://dx.doi.org/10.1177/0963662516673501.

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Drawing on 48 in-depth interviews conducted with biologists and physicists at universities in the United Kingdom, this study examines scientists’ perceptions of the role celebrity scientists play in socially contentious public debates. We examine Richard Dawkins’ involvement in public debates related to the relationship between science and religion as a case to analyze scientists’ perceptions of the role celebrity scientists play in the public sphere and the implications of celebrity science for the practice of science communication. Findings show that Dawkins’ proponents view the celebrity scientist as a provocateur who asserts the cultural authority of science in the public sphere. Critics, who include both religious and nonreligious scientists, argue that Dawkins misrepresents science and scientists and reject his approach to public engagement. Scientists emphasize promotion of science over the scientist, diplomacy over derision, and dialogue over ideological extremism.

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Janssen, Inse, and Regina Jucks. "The Impact of Communicating Advocacy and Scientific Uncertainty on a Scientist’s Trustworthiness." Fachsprache 45, no. 1-2 (May 3, 2023): 85–103. http://dx.doi.org/10.24989/fs.v45i1-2.2231.

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A central aspect of scientific knowledge is scientific uncertainty. When scientists touch upon political issues, there are two contrary expectations: One is that scientists communicate in a straightforward manner and give a direct, concrete suggestion. The other is that they communicate in a way that carefully considers the pros and cons as well as the current state of (non-) knowledge. This 2x2 experimental study investigated how disclosing scientific uncertainty affects the perceived trustworthiness of a scientist when they express either their motive to inform or their motive to advocate. All participants (N = 503) read an interview with a scientist about the usefulness of further vaccinations against COVID-19. In the interview, uncertainty was explicitly addressed (vs. not). Furthermore, the scientist either disclosed their motive to advocate or their motive to merely inform about research results. Results showed that the scientist was perceived as more trustworthy (i. e., having more expertise, integrity, and benevolence) when they communicated uncertainty than when they did not. However, contrary to our expectations, the effect of the scientist’s expressed motive to advocate (vs. to inform) on trustworthiness did not depend on whether uncertainty was explicitly addressed or not.

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17

Johnston, Timothy D. "Scientists Watch Scientists Studying Animals." Contemporary Psychology: A Journal of Reviews 39, no. 7 (July 1994): 717–18. http://dx.doi.org/10.1037/034492.

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Heidenreich, Sara. "Outreaching, Outsourcing, and Disembedding." Science, Technology, & Human Values 43, no. 3 (August 23, 2017): 464–86. http://dx.doi.org/10.1177/0162243917726578.

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The role of the individual scientist as a socialization agent (i.e., an actor who contributes to embedding technology into society) is increasingly emphasized in science policy. This article analyzes offshore wind scientists’ narratives about science–technology–society relations and their role in them. It particularly focuses on the nuanced and detailed reasons that scientists give for their level of engagement with society. The analysis is based on semistructured individual and focus group interviews with thirty-five scientists. It finds a diversity of narratives related to the questions of whether socialization of technology is needed and which approaches to socialization scientists should pursue. The six narratives identified are (1) upstream engagement, (2) design against resistance, (3) the outreaching scientist, (4) the difficulty of outreach, (5) the outsourcing scientist, and (6) disembedded development of technology. Despite the importance attributed to scientists for the socialization of science and technology, most interviewed scientists did not embrace their role as socialization agent. Based on the scientists’ narratives, this article argues that we should rethink both who should be responsible for socialization and what should be the object of sciences’ engagement with society.

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Conway, John B. "Differences among clinical psychologists: Scientists, practitioners, and scientist-practitioners." Professional Psychology: Research and Practice 19, no. 6 (1988): 642–55. http://dx.doi.org/10.1037/0735-7028.19.6.642.

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Kintisch, E. "Computer Scientist Goes on Offensive to Defend Climate Scientists." Science 332, no. 6035 (June 9, 2011): 1250–51. http://dx.doi.org/10.1126/science.332.6035.1250.

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Bohannon, J. "A TASTE OF THE GONZO SCIENTIST: Scientists Invade Azeroth." Science 320, no. 5883 (June 20, 2008): 1592. http://dx.doi.org/10.1126/science.1161351.

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Zhamashev, A., and M. Abdilla. "Mullah Ali Al-Qari is an Outstanding Scientist and Religions." Iasaýı ýnıversıtetіnіń habarshysy 127, no. 1 (March 30, 2023): 530–39. http://dx.doi.org/10.47526/2023-1/2664-0686.41.

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The article is devoted to the chronicle data of the medieval scholar Mulla Ali-al-Qari. The scientist who lived in the XI century, known as Mulla Ali al-Qari, is a historical figure of his time. The article analyzes information about Mulla Ali al-Qari in historical and scientific research. It will also tell about the life, scientific path, works and his place in the sciences of Mulla Ali al-Qari. The number of works left by Mulla Ali al-Qari is indicated by referring to historical and biographical works. The article will include the names of teachers and students of Mulla Ali Al-Qari. We will briefly touch on the life of the teachers of Mullah Ali al-Qari, such as Ibn Hajar al-Haythami, Ali al-Muttaki al-Hindi, Atoya as-Sullami, Mirkalan, Qutubuddin al-Makki and his students, such as Abdul Qadir al-Tabari, Abdurrahman al-Murshidi, Muhammad Farrukh al-Murawi, Jawhar Nath al-Kashmiri. It is characteristic that the scientist followed one of the Sufi paths, such as Naqshbandiya, qadiriya, and chishtiya and avoided official positions and leaders. The praises of scientists are given in relation to Mulla Ali Al-Qari, who lived at the same time with the scientist and arrived after him, indicating the scientist's place in science. The critical remarks of some scientists about Mullah Ali al-Qari are also considered, and the answers of scientists to this criticism are given.

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Kubalskyi, O. N. "The Man of Science as an Intellectual: The Public Mission of Scientist." Anthropological Measurements of Philosophical Research, no. 23 (June 30, 2023): 61–69. http://dx.doi.org/10.15802/ampr.v0i23.283602.

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Purpose. The paper is aimed at identifying the ways of scientist’s influence on the development of modern society as compared to those of intellectuals. Theoretical basis. The socio-anthropological approach to the role of scientists in post-industrial society shows the leading role of people of science as a social group in present-day society. However, philosophical axiology reveals that scientists in today’s society do not have the appropriate social status: neither in state governance nor in the sphere of forming public opinion. The classical doctrine concerning intellectuals has suffered a crisis in recent decades, which is due to the growing gap between the group of intellectuals recognized by society and the sphere of science. A new theoretical approach to determining the role of present-day research scientists as intellectuals is necessary. Originality. Successful development of modern society in conditions of growing social turbulence necessitates the access of research scientists to the sphere of public communication. This is required both by the needs of science advancement itself – to receive its adequate funding and win wide public recognition, and by society’s needs – as it is scientists who can provide reliable diagnostics of social problems and formulate well-grounded programs for overcoming them. Conclusions. For overcoming social barriers and getting access to public space, scientists themselves have to recognize themselves as a destitute social group – those who are unfairly deprived of making principal decisions in today’s society. For that, scientists should become modern intellectuals. Unlike media intellectuals, scientists are to interact not with social masses but, first and foremost, with public elites. The scientist has to gain his/her independent status by achieving the recognition of his/her own ideas among social elites rather than by winning wide personal popularity. Hence, scientists must aim at obtaining the status of the elite for elites – this would reveal in scientists the deepest potential of a modern man.

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Madden, Lucy. "Letters to a Pre-Scientist?" Biochemist 41, no. 5 (October 18, 2019): 42–44. http://dx.doi.org/10.1042/bio04105042.

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Students cannot aspire to careers they don’t know exist. Letters to a Pre-Scientist connects U.S. based 4th–12th grade student ‘pre-scientists’ with STEM professionals allowing them to correspond as pen pals by snail mail. Letters to a Pre-Scientist aims to break down stereotypes that many students in low-income communities have about scientists, demystify STEM careers, and empower all students to see themselves as future scientists.

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Maki, Kanetaka. "Research on the involvement and success factors of star scientists in start-ups." Impact 2024, no. 1 (January 22, 2024): 54–56. http://dx.doi.org/10.21820/23987073.2024.1.54.

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Star scientists are an essential driver of innovation. Studies into the concept of star scientists were first carried out by Professor Lynne Zucker and Professor Michael Darby from the University of California. They identified that in science research fields a very small number of scientists are responsible for the notable discoveries, and that the brightest scientists in the world produce more publications, attract more citations and lodge more patents than other scientists. An international collaboration led by the Waseda Business School and the National Graduate Institute for Policy Studies in Japan has expanded on the concept of star scientists. Their novel JST-RISTEX project, entitled ‘Star Scientists and Innovation in Japan’ focuses on understanding innovation and entrepreneurship, and the role star scientists play in this in Japan. Associate Professor Kanetaka Maki is the Principal Investigator. Building a list of star scientists in Japan and constructing data sets that can be used for star scientist research were the two main project outputs. Key activities for the team were evaluating an initiative the Government of Japan introduced in 1998 promoting university-industry technology transfer and providing scientific evidence regarding the allocation of research funds from the perspective of a star scientist, in order to ensure that Japan remains competitive in the world, in terms of scientific innovation with real-world applications for industry. The project is the first to conduct science and technology innovation and related policy evaluation in Japan from the perspective of a star scientist using quantitative analysis.

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Bossé, Dominick, Katrin Milger, and Rory E. Morty. "Clinician-Scientist Trainee: A German Perspective." Clinical & Investigative Medicine 34, no. 6 (December 1, 2011): 324. http://dx.doi.org/10.25011/cim.v34i6.15891.

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Clinician-scientists are particularly well positioned to bring basic science findings to the patient’s bedside; the ultimate objective of basic research in the health sciences. Concerns have recently been raised about the decreasing workforce of clinician-scientists in both the United States of America and in Canada; however, little is known about clinician-scientists elsewhere around the globe. The purpose of this article is two-fold: 1) to feature clinician-scientist training in Germany; and 2) to provide a comparison with the Canadian system. In a question/answer interview, Rory E. Morty, director of a leading clinician-scientist training program in Germany, and Katrin Milger, a physician and graduate from that program, draw a picture of clinician-scientist training and career opportunities in Germany, outlining the place of clinician-scientists in the German medical system, the advantages and drawbacks of this training, and government initiatives to promote training and career development of clinician-scientists. The interview is followed by a discussion comparing the German and Canadian clinician-scientist development programs, focusing on barriers to trainee recruitment and career progress, and efforts to eliminate the barriers encountered along this very demanding but also very rewarding career path.

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Cho, Young-Wuk. "Suggestion for the training policy of physician-scientists in Korea." Journal of the Korean Medical Association 67, no. 2 (February 10, 2024): 68–75. http://dx.doi.org/10.5124/jkma.2024.67.2.68.

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Background: A physician-scientist refers to a person with dual Medical Doctor (MD) and Doctor of Philosophy (PhD) degrees, i.e., a physician who has acquired medical knowledge and skills as well as scientific knowledge and research abilities. This study examines the background and current status of physician-scientists in Korea and suggests policy directions to foster physician-scientists suitable for Korea.Current Concepts: With the start of the medical graduate school system in 2005, the MD-PhD dual degree program was implemented under the name of “medical scientist”. With the discontinuation of the medical graduate school system, the term “medical scientist” was replaced with “physician-scientist”. The importance of physician-scientists for the development of biomedical research and industry has been consistently emphasized. Therefore, the government has recently initiated a support policy to train physician-scientists.Discussion and Conclusion: To successfully foster physician-scientists in Korea, the following government policy aspects should be strengthened. First, sufficient economic support should be provided so that physician-scientists could immerse themselves in biomedical research. Second, to guarantee stable employment for physician-scientists, a national research institution such as the National Institute of Health in the United States should be established. Finally, the educational programs of the medical schools should be revised to strengthen the research-related knowledge and skills of the medical students.

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Tothill, N. F. H., and C. L. Martin. "Winterover scientists in Antarctic Astrophysics." Proceedings of the International Astronomical Union 8, S288 (August 2012): 186–93. http://dx.doi.org/10.1017/s1743921312016857.

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AbstractAstronomy in Antarctica is largely carried out in winter, and so winterover scientists are required to run the instruments. A winterover appointment is a unique opportunity for a scientist, but brings challenges for both the scientist and the larger instrument team. We give a brief review of how winterovers work and their experiences. Although recent projects have required less support from winterover scientists, we believe that they will be a feature of Antarctic astronomy and astrophysics into the future.

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Johnston, Roy, Mary Brück, Charles Mollan, and Charles Mollan. "Scientists." Books Ireland, no. 253 (2002): 286. http://dx.doi.org/10.2307/20632494.

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Plachynda, T. "Formation of scientific communication etiquette of beginning scientist." Teaching languages at higher institutions, no. 42 (May 30, 2023): 94–106. http://dx.doi.org/10.26565/2073-4379-2023-42-07.

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The article highlights the problem of the formation of a scientistʼs etiquette, in particular the etiquette of scientific communication, of beginning scientists who pursue higher education at the second (masterʼs) and third (educational and scientific) levels. The author emphasizes that it is extremely important for novice scientists to possess the competencies of scientific speech, scientific etiquette, corporate culture, etc. since during scientific research activities these skills will help effective communication in scientific circles and allow the beginners to present their work and research results in the best way. The purpose of the article is to analyze the problem of forming a culture of scientific speech of novice scientists for the successful presentation of the results of research activities and the development of scientific etiquette for the successful cooperation in scientific circles of the chosen field. The author used the following research methods: theoretical (analysis and synthesis, generalization and systematization of scientific sources of information) – to identify the state of the raised problemʼs development in pedagogical theory and practice); empirical (interviews, surveys, observations, and pedagogical experience needed to reveal the peculiarities of the formation of the etiquette of scientific communication in students of higher education (beginning scientists)). The disciplines studied by students of the second (masterʼs) and third (educational and scientific) levels of higher education at Kherson State Agrarian and Economic University, namely: “Philosophy of science” and “Philosophy of science and academic ethics”, are aimed at mastering the necessary competencies for the implementation of high-quality and effective scientific activity, application of philosophical approaches, methods of scientific research, and formation of the relevant qualities of a scientist in students of higher education. The author enlists qualities of a scientist as a creative personality; scientific traditions; requirements of professional ethics; general ethical principles of a scientist, etc. Entry into the scientific community for beginning scientists is a difficult stage of professional life, so they should be ready for the challenges that they are going to meet in their research work. It is the teachers of higher education institutions who are responsible for forming the etiquette of scientific communication in students of higher education.

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Gaines, Brian R. "Humans as Scientists: Scientists as Humans." Journal of Constructivist Psychology 26, no. 3 (July 2013): 210–17. http://dx.doi.org/10.1080/10720537.2013.787331.

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Mellman, Ira. "By the scientists, for the scientists." Journal of Cell Biology 184, no. 1 (January 12, 2009): 7–9. http://dx.doi.org/10.1083/jcb.200812145.

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My association with the JCB began very early in my scientific career. In fact, it predated my understanding that there would even be a scientific career. In the mid-1970s while still an undergraduate, the JCB published my very first paper, a contribution noted perhaps less so for its reporting the characterization of the first known protein in plant cell walls than for a footnote that called attention to the evolutionary conservation of a relationship between “sex and slime” throughout the plant and animal kingdoms.

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Stern, Scott. "Do Scientists Pay to Be Scientists?" Management Science 50, no. 6 (June 2004): 835–53. http://dx.doi.org/10.1287/mnsc.1040.0241.

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Sim, Jaeho. "Science Gifted Students’ Perceptions of Scientists’ Giftedness and Scientist Drama Camp." Korean Science Education Society for the Gifted 14, no. 3 (December 30, 2022): 151–63. http://dx.doi.org/10.29306/jseg.2022.14.3.151.

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The purpose of this study was to investigate gifted students’ perception of scientists’ giftedness and scientist drama camp discovered while participating in the scientist drama camp. To this end, the scientist drama camp program developed by the P University Gifted Center was applied to secondary science gifted students. The researcher collected the preliminary report and result report written by the gifted students who participated in the program, and the video of the scientist drama camp, derived the characteristics through case analysis, and interpreted the meaning. The results of the study were as follows. First, as a result of analyzing the scientist preliminary report written by gifted students, it was found that students discovered various giftedness factors such as originality, challenge and passion, task obsession, intelligence, interest and concern, perseverance, empathy and consideration, and communication and cooperation. In view of these results, it seems that the activity of secondary gifted students’ pre-investigation of scientists provided an opportunity to discover and recognize various gifted elements of scientists. It also revealed an increased awareness of the impact of scientists on society and the impact of society on scientists. In other words, it was found that it provided an opportunity to recognize that outstanding results achieved by scientists can have a positive or negative impact on society. Third, it was found that secondary gifted students came to recognize the importance of communication, cooperation, and accountability while performing the science drama. Looking at the results of this study, it seems that the drama camp program will provide science gifted students with an opportunity to think about the nature of science, while the classes at university affiliated gifted students focus on the cultivation of knowledge and skills in science and mathematics. In addition, this program is expected to help gifted students improve the affective and social aspects of giftedness, such as cooperation, communication, and accountability.

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Sudakova, A., and A. Tarasyev. "Mobility of regional scientists in cross-border space." National Security and Strategic Planning 2020, no. 4 (January 20, 2021): 79–84. http://dx.doi.org/10.37468/2307-1400-2021-2020-4-79-84.

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The article discusses the features of building a network of migration of scientists, its typology and quantitative indicators. It is emphasized that Russian scientists consider the typology of the network in the interaction of scientist-country, and foreign scientists-the relationship between scientists. In addition, the article presents the results of the work of the network of Russian scientists on the example of a specific University, analyzes its qualitative and quantitative parameters. It is concluded that the migration pattern changes from brain drain to brain sharing.

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Aranda, Maurina L., Michelle Diaz, Lorenzo Gastelum Mena, Jocelyn I. Ortiz, Christian Rivera-Nolan, Daniela C. Sanchez, Melissa J. Sanchez, et al. "Student-Authored Scientist Spotlights: Investigating the Impacts of Engaging Undergraduates as Developers of Inclusive Curriculum through a Service-Learning Course." CBE—Life Sciences Education 20, no. 4 (December 2021): ar55. http://dx.doi.org/10.1187/cbe.21-03-0060.

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The impact of student-authored Scientist Spotlights was investigated within the context of a service-learning course engaging students in STEM curricular reform efforts. Student-authored Scientists Spotlights significantly shifted peers’ perceptions of scientists across all demographic groups, as well as student authors’ own relatability to and stereotypes about scientists.

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Hole, Francis D. "Veteran Chinese Soil Scientist Meets with American Scientists on Tour." Soil Horizons 29, no. 3 (1988): 113. http://dx.doi.org/10.2136/sh1988.3.0113.

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Song, Jinwoong, and Kwang-Suk Kim. "How Korean students see scientists: the images of the scientist." International Journal of Science Education 21, no. 9 (September 15, 1999): 957–77. http://dx.doi.org/10.1080/095006999290255.

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Sosa, Nicholas, and Kimberly Rios. "The utilitarian scientist: The humanization of scientists in moral dilemmas." Journal of Experimental Social Psychology 84 (September 2019): 103818. http://dx.doi.org/10.1016/j.jesp.2019.103818.

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Moomaw, William R. "Scientist Diplomats or Diplomat Scientists: Who Makes Science Diplomacy Effective?" Global Policy 9 (April 6, 2018): 78–80. http://dx.doi.org/10.1111/1758-5899.12520.

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Donath, Elie, Kristian B. Filion, and Mark J. Eisenberg. "Improving the Clinician-Scientist Pathway: A Survey of Clinician-Scientists." Archives of Internal Medicine 169, no. 13 (July 13, 2009): 1241. http://dx.doi.org/10.1001/archinternmed.2009.173.

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Chang, Yu-Wei, Dar-Zen Chen, and Mu-Hsuan Huang. "Do extraordinary science and technology scientists balance their publishing and patenting activities?" PLOS ONE 16, no. 11 (November 4, 2021): e0259453. http://dx.doi.org/10.1371/journal.pone.0259453.

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This study investigated whether 12 scientists who had received the National Medal of Science and the National Medal of Technology and Innovation balanced publishing and patenting activities. The results demonstrated that although the scientist were recognized for their contributions to science and technology, the majority of recipients were not prolific researchers, and some were not influential. Notably, one scientist had not been granted a single patent. This indicated that scientific and technological contributions may not necessarily correspond with influential scientific publications and patents. Moreover, only two scientists had filed for patents before publishing, and they also invested more time developing technological inventions. Most recipients were science- or technology-oriented scientists. Few scientists balanced their publishing and patenting activities, and demonstrated excellent research and technology performance.

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Stapleton, Aimee, Martin McHugh, Peter E. Childs, and Sarah Hayes. "“To see ourselves as others see us”: Post-primary school students’ drawings of scientists before and after participation in a career orientation programme." Action Research and Innovation in Science Education 1, no. 1 (November 14, 2018): 15–25. http://dx.doi.org/10.51724/arise.4.

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The stereotypical image of a scientist has negative consequences in terms of promoting a perception of scientists and relevant careers that is both positive and realistic. This study employs a modified Draw a Scientist Test (DAST) to investigate the perceptions held by post-primary school students in Ireland about scientists and their work. Participants completed the DAST before and after partaking in a Career Orientation Programme that aimed to promote careers in science and portray scientists and their working life realistically. After completing the programme, participants’ drawings were less stereotypical, with fewer images of male scientist working alone. Drawings also reflected activities the participants did throughout the programme, suggesting that first-hand experience can broaden perceptions of scientific careers.

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Toğrol, Ayşenur Yontar. "TURKISH STUDENTS’ IMAGES OF SCIENTISTS." Journal of Baltic Science Education 12, no. 3 (June 25, 2013): 289–98. http://dx.doi.org/10.33225/jbse/13.12.289.

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This study analyses the drawings of scientists done by Turkish students, primarily to learn how the students have represented scientists and to find out the stereotypical images that they use. The drawings are compared with the results of a similar study conducted twelve years earlier by the same author. Gender characteristics and differences are a focus of interest. The Draw-a-Scientist Test (DAST) was used to record and analyse the images. The sample for the study consisted of 520 students from various grade levels. Their drawings are discussed in terms of three themes: the general use of standard indicators, gender differences in stereotypical images, and implications of the results for teaching and learning science. Key words: Draw-A-Scientist Test (DAST), images of scientists, scientific literacy, values in science education.

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Surbakti, Feliks P. Sejahtera, Christine Natalia, and Nicolette Kezia. "Exploration of Data Scientist’s Current Expertise and Qualification Gap in Indonesia (Case Study: Jakarta Metropolitan Area)." RSF Conference Series: Engineering and Technology 2, no. 1 (April 22, 2022): 37–42. http://dx.doi.org/10.31098/cset.v2i1.506.

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Data is a crucial asset for an organization to compete in the 21st Century, and Indonesia is no exception. Data scientists are relatively a new profession that is one of the most needed today. As far as we are concerned, no research shows the skills and capabilities needed as a data scientist in Indonesia. This research aims to determine the skill and capability factors of data scientists, identify the actual skills and capabilities of data scientists in Indonesia, and identify gap skills and capabilities from data scientists in Indonesia. This research was conducted using a mixed-method approach, where interview results were used to design a questionnaire and determine the question indicators. This study has shown four skill and capability factors for data scientists; primary capabilities, data management, personal skills, and sources. The gap analysis results show that all indicators have a negative value, where data analysis-related training is most needed for a data scientist.

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GERASIMENKO, Petr. "RANKING METHOD OF A TEAM OF SCIENTISTS BY THEIR PUBLICATION ACTIVITY IN SCIENTIFIC JOURNALS OF QUARTILE SYSTEMATICS AND INDEXED IN RSCI DATABASE." Economy Governance and Lave Basis, no. 1(40) (March 30, 2024): 56–62. http://dx.doi.org/10.51608/23058641_2024_1_56.

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The article offers a more complex and effective method of assessing the publication activity of scientists in comparison with existing algorithms for the formation of the Hirsch index and its modifications. The method involves structuring all published works of the scientist and their citations, as well as a mathematical description of the algorithm of index construction. The results of the scientist’s publication activities are structured using the matrix form of recording statistical raw data from the RSCI (Russian Science Citation Index). The index algorithm is based on summing all publications and citations, taking into account the weight of journals and the number of authors. The weight of the journals in which the articles are published and links to them are set depending on their quartiles. The method allows, with the help of the proposed complex index, to establish the ratings of scientists in their teams.

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El Takach, Suzanne, and Hagop A. Yacoubian. "Science Teachers’ and Their Students’ Perceptions of Science and Scientists." International Journal of Education in Mathematics, Science and Technology 8, no. 1 (January 12, 2020): 65. http://dx.doi.org/10.46328/ijemst.v8i1.806.

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The purpose of this study was to explore school science teachers’ and their students’ perceptions of science and scientists. The participants included 116 in-service middle school chemistry teachers who attended a training program at the Faculty of Education, Lebanese University, and 250 of their students, randomly selected from a larger sample of 2345, enrolled in Grades 7-9 at Lebanese public schools all over Lebanon. Using the Draw-a-scientist-test (DAST), qualitative and quantitative data was collected from the participating teachers and their students. The teachers themselves administered the test to their students. Results showed that the stereotypical image of a scientist being a Caucasian, male, working in a lab, and conducting experiments mainly in chemistry were prevalent. There was absence of contemporary scientists and female scientists among the preferred names of scientists delivered by the students. The participants held positive attitudes towards scientists and many students were usually positive about pursuing careers in science and technology. Compared to their teachers, more students thought that scientists make inventions in the field of technology. Students in lower grades had more diverse images of scientists. The stereotypical images increased among students of higher grades and became more similar to those of their teachers and the authors of the textbooks that they use.

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Fitria, Fitria. "Perancangan Aplikasi Ensiklopedia Ilmuwan Islam Berbasis Android dengan Metode Crochemore Perrin." Jurnal Sistem Komputer dan Informatika (JSON) 1, no. 1 (August 21, 2019): 1. http://dx.doi.org/10.30865/json.v1i1.1364.

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Encyclopedia in the form of a number of writings that contain explanations that store information comprehensively and quickly understood and understood. Scientists generally mean intelligence and knowledge in a field arranged systematically according to the rules and methods that can be used to explain and explain and understand things related to the field of scientists. One solution to solve the problem of searching for Android-based Islamic scientists with the Crochemore Perrin method. To simplify the process of searching strings on Android-based Islamic scientist encyclopedias. By applying the Perrin Crochemore algorithm to the Android-based Islamic scientist search system, the process of searching for Islamic scientists is easier and faster. The system is designed very practical because it uses an Android application. So it can be accessed anywhere.

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Ivanchenko, Olga. "The Status of a Young Scientist: Between State Priority and Uncertainty." Science Management: Theory and Practice 5, no. 1 (March 27, 2023): 74–85. http://dx.doi.org/10.19181/smtp.2023.5.1.5.

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The article examines the current paradox of the uncertainty of the status of young scientists in the context of the proclaimed state strategic importance of this socio-professional group. Based on the institutional and resource approach, the specific features of the status of young scientists and its group-forming criteria are characterized. Based on a systematic analysis of both existing regulatory legal acts and draft laws proposing to streamline and consolidate the concept of a young scientist in the legal field, the limitations of the proposed definitions of the concept of “young scientist” and its status positions have been revealed. The consequences of the uncertainty of the status of young scientists are indicated. The author's conceptualization of the socio-professional and legal status of young scientists is proposed.

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Melnikova, O. M., and T. I. Ostanina. "ARCHAEOLOGIST ALEXEY PETROVICH SMIRNOV ABOUT THE GREAT PATRIOTIC WAR." Bulletin of Udmurt University. Series History and Philology 30, no. 4 (August 25, 2020): 718–27. http://dx.doi.org/10.35634/2412-9534-2020-30-4-718-727.

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The authors publish the memories of the famous Soviet archaeologist, doctor of Historical Sciences K. A. Smirnov about his father, Alexey Petrovich Smirnov. A. P. Smirnov is an outstanding Soviet scientist, representative of the first generation of Soviet archaeologists. He is known for his numerous studies on Finno-Ugric and Bulgar archaeology. From the second half of the 1920s to the 1930s, A. P. Smirnov conducted archaeological research into the territory of Udmurtia. His research, as well as the research of many other scientists, was interrupted by the Great Patriotic War. In the 1990s, the scientist’s son, K. A. Smirnov, compiled memoirs about his father, in which he describes the scientist's attitude to the war, and gives the facts of the archaeologist’s biography in connection with military events. These memoirs are supplemented by the letter from A. P. Smirnov to Kazan archaeologist A. M. Efimova. The documents allow to reveal the facts of A. P. Smirnov’s personal biography, and have an important social significance, reflecting the tragic events of the wartime through personal history.

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Journal articles on the topic 'Scientists'

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