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Biomechanics as a discipline is ideally placed to increase awareness and participation of girls and women in science, technology, engineering, and mathematics. A nationwide Biomechanics and Research Innovation Challenge (BRInC) centered on mentoring and role modeling was developed to engage high school girls (mentees) and early-mid-career women (mentors) in the field of biomechanics through the completion of a 100-day research and/or innovation project. This manuscript describes the development, implementation, and uptake of the inaugural BRInC program and synthesizes the research and innovation projects undertaken, providing a framework for adoption of this program within the global biomechanics community. Eighty-seven high school girls in years 9 and 10 (age range: 14–16 y) were mentored in teams (n = 17) by women in biomechanics (n = 24). Using a design thinking approach, teams generated solutions to biomechanics-based problem(s)/research question(s). Eight key reflections on program strengths, as well as areas for improvement and planned changes for future iterations of the BRInC program, are outlined. These key reflections highlight the innovation, impact, and scalability of the program; the importance of a program framework and effective communication tools; and implementation of strategies to sustain the program as well as the importance of diversity and building a sense of community. [ABSTRACT FROM AUTHOR]

William Leybourn (1626 – 1716) was a printer, author, teacher, surveyor, and mathematician. The occupation of “printer” is often associated with passivity: a simple artisan whose sole focus is to bring books to sale and therefore a stranger to the knowledge contained within the books. This paper seeks to revisit this view, showing that William Leybourn was the exact opposite of a passive printer. He introduced to the English public the works of crucial protagonists of the European scientific community (including the works of Galileo Galilei), promoted debates among scholars and natural philosophers, and presented complex topics previously reserved for academic disputations in a manner accessible to a more general audience. Employing both traditional historical research and tools in Digital Humanities, the paper discusses Leybourn’s works as an example of a conceptually and methodologically novel approach to the study of intellectual networks. This bottom-up approach recenters traditionally peripheral figures, such as Leybourn, and reveals crucial social, economic, and political aspects of early modern European cultural and intellectual debates.

Mentorship has been widely recognized as an effective means to promote student learning and engagement in undergraduate research experiences. However, little work exists for understanding different mentors perceived approaches to mentorship, including mentorship of students from backgrounds and educational trajectories not well represented in science, technology, engineering, and mathematics (STEM). Transfer students, in particular, face unique trajectories in their pursuit of research opportunities, yet few studies investigate how mentors describe their approaches to supporting these students. Using semistructured interviews, this study examines how mentors approach mentoring students from diverse backgrounds as research trainees, with an emphasis on transfer students. First, using phenomenography as an analytical approach, we identified four categories describing variations in how mentors reflected upon or accounted for the transfer student identity in their approaches. We find that research mentors vary in their understanding and exposure to the transfer student identity and may have preconceived notions of the transfer student experience. Second, we present vignettes to illustrate how mentors approaches to the transfer student identity may relate or diverge from their general approaches to mentoring students from different backgrounds and identities. The emerging findings have implications for developing effective mentorship strategies and training mentors to support transfer students.

Machine learning (ML) methods are proliferating in scientific research. However, the adoption of these methods has been accompanied by failures of validity, reproducibility, and generalizability. These failures can hinder scientific progress, lead to false consensus around invalid claims, and undermine the credibility of ML-based science. ML methods are often applied and fail in similar ways across disciplines. Motivated by this observation, our goal is to provide clear recommendations for conducting and reporting ML-based science. Drawing from an extensive review of past literature, we present the REFORMS checklist (recommendations for machine-learning-based science). It consists of 32 questions and a paired set of guidelines. REFORMS was developed on the basis of a consensus of 19 researchers across computer science, data science, mathematics, social sciences, and biomedical sciences. REFORMS can serve as a resource for researchers when designing and implementing a study, for referees when reviewing papers, and for journals when enforcing standards for transparency and reproducibility.

Populists’ ideological opposition to global governance is well recognized, yet whether and how these actors systematically undermine international organizations (IOs) remains unclear. We argue that a keymeans by which populists warp global governance is by distorting scientific information, which is necessary for global responses to many public health and environmental issues. Populists are motivated to withhold or misreport scientific information due to their anti-elite, pro-state sovereignty views. Using new data on the source and quality of information provided to IOs, we find that populist leaders are significantly less likely to provide scientific information to these organizations than other types of leaders. When they do offer such data, it is less accurate than the information supplied by other sources. Our findings suggest that populism may stymie international institutions’ ability to govern in areas of pressing international concern.

A renewable energy scientist who resigned from his position during the Trump Administration contemplates the similarities—and differences—between his situation and what happened to Oppenheimer in the 1950s during the McCarthy era. [ABSTRACT FROM AUTHOR]

When asked to draw a scientist, children typically draw a gender stereotypical male representation; however, research has not yet assessed these representations in terms of scientist stereotypical skin tone. The current study examined children's (N = 69, 66.7% female, Mage = 7.60, SD = 2.13) scientist perceptions by analyzing both the gender and skin tone of their scientist drawings as well as stereotypical features represented (lab coats, scientific instruments, etc.). This study also examined how these perceptions as reflected in the drawings were related to children's explicit gender stereotypes and their science growth mindset. Boys were less likely to draw a female scientist than were girls. Additionally, children with higher growth mindset were more likely to draw a female scientist. Lastly, with age, children were less likely to draw a female scientist, or a darker skin‐toned scientist as compared with a male or lighter skin‐toned scientist and were more likely to draw a scientist with stereotypical features. This study furthers our knowledge of children's perceptions about scientists. [ABSTRACT FROM AUTHOR]

In the development of physical theories, thought experiments play a crucial role. Research on this topic began in 1976 and has continued to the present. This study aims to provide a more complete picture of the progress of thought experiments over the past two decades. To achieve this, this study employs bibliometric mapping methods. A total of 679 published papers were analyzed, including articles (504), conference papers (92), and book chapters (83). This data was retrieved from the Scopus database. The study's findings reveal that research and publications on thought experiments are highly valued and have received significant attention over the past eight years. According to the findings, 90% of the top 20 source titles contributing to thought experiments are from journals in the first and second quartiles (Q1 and Q2). This quartile ranking shows the quality and significant influence of a journal. The geographical distribution indicates that the United States contributes the most to thought experiments research, with 213 documents, 2592 citations, and 47 links. We also identified several prospective keywords that could be the focus of future research, including artificial intelligence, physics education, fiction, God, theology, productive imagination, technology, speculative design, and critical design. Therefore, this study provides a thorough picture of thought experiment research trends and future directions of potential topics that can be the focus of future researchers. [ABSTRACT FROM AUTHOR]

Implicitly stereotyping pSTEM (physical sciences, technology, engineering, and math) with Asian and White men can demotivate Black and Latina women in pSTEM. However, theory suggests that stereotypes might not affect all members of a group in the same way. In a sample of 345 undergraduate Black and Latina women, we tested gender typicality and ethnic/racial typicality as moderators of the relation between implicit stereotypes and pSTEM motivation. We found that stronger endorsement of implicit stereotypes associating pSTEM with men or Asian/White people was negatively related to expectancy beliefs and value beliefs among Black and Latina women. However, interaction effects revealed that the lower value beliefs in relation to pSTEM implicit stereotypes were strongest for women who identified most with other women, and the lower expectancy beliefs in relation to pSTEM implicit stereotypes were strongest for Black and Latina women who identified least with other Black and Latinx people. Thus, for Black and Latina women, seeing oneself as typical of one's ethnic/racial group may buffer the impact of stereotypes, whereas seeing oneself as a typical woman may further lower pSTEM motivation. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to determine whether providing realistic auditory or somatosensory cues to spatial location would affect measures of vestibulo-ocular reflex gain in a rotary chair testing (RCT) context. Method: This was a fully within-subject design. Thirty young adults age 18-30 years (16 men, 14 women by self-identification) completed sinusoidal harmonic acceleration testing in a rotary chair under five different conditions, each at three rotational frequencies (0.01, 0.08, and 0.32 Hz). We recorded gain as the ratio of the amplitude of eye movement to chair movement using standard clinical procedures. The five conditions consisted of two without spatial information (silence, tasking via headphones) and three with either auditory (refrigerator sound, tasking via speaker) or somatosensory (fan) information. Two of the conditions also included mental tasking (tasking via headphones, tasking via speaker) and differed only in terms of the spatial localizability of the verbal instructions. We used linear mixed-effects modeling to compare pairs of conditions, specifically examining the effects of the availability of spatial cues in the environment. This study was preregistered on Open Science Framework (https://osf.io/2gqcf/). Results: Results showed significant effects of frequency in all conditions (p < .05), but the only pairs of conditions that were significantly different were those including tasking in one condition but not the other (e.g., tasking via headphones vs. silence). Post hoc equivalence testing showed that the lack of significance in the other comparisons could be confirmed as not meaningfully different. Conclusions: These findings suggest that the presence of externally localizable sensory information, whether auditory or somatosensory, does not affect measures of gain in RCT to any relevant degree. However, these findings also contribute to the increasing body of evidence suggesting that mental engagement ("tasking") does increase gain whether or not it is provided via localizable instructions. [ABSTRACT FROM AUTHOR]

The notion of science as a stratified system is clearly manifested in the markedly uneven distribution of productivity, rewards, resources, and recognition. Although previous studies have shown that institutional environments for conducting research differ significantly between national science systems, disciplines, and subfields, it remains to be shown whether any systematic variations and patterns in inequalities exist among researchers in different national and domain specific settings. This study investigates the positioning of citation elites as opposed to 'ordinary' researchers by way of examining three dimensions of concentration (accumulation of publications and citations, specialisation, and institutional concentration) in biology, economics and physics in Denmark and the UK. Across all three dimensions, we put Richard Whitley's bipartite theory to the test, suggesting a nexus between the intellectual structure of a discipline and the configuration of its elite. The study draws on a dataset of researchers who published most of their publications in either physics, biology, or economics over the 1980–2018 period and with at least one publication in 2017–2018 while affiliated to either a British or a Danish university. We find higher degrees of concentration in the UK compared to Denmark, and that physics and biology respectively display the greatest and lowest degree of concentration. Similar patterns in disciplinary differences are observed in both countries, suggesting that concentration patterns are largely rooted in disciplinary cultures and merely amplified by the national context. [ABSTRACT FROM AUTHOR]

Initial teacher education programs have been criticised for their failure to deliver classroom-ready graduates. Problems of concern for preservice teachers (PSTs) identified in the literature are insufficient time in the classroom, lack of confidence, inadequate pedagogical knowledge and a theory practice divide. This research examines a school–university partnership approach to science teacher education from the perspective of PSTs, school students, teachers and teacher educators where university tutorials were conducted in a school environment. This research is underpinned by practice architectures theory, it follows collaborative participatory action research methodology using mixed methods of data collection including surveys, interviews and focus groups. The research findings revealed how the program built on PSTs' pedagogical knowledge and confidence and connected theory with practice. Teachers observed high level student engagement and students building on their prior science knowledge in innovative science lessons. The research provides rich data that illuminate aspects in this school–university partnership approach from a range of perspectives. [ABSTRACT FROM AUTHOR]

Even in academic fields dominated by women students (e.g., educational research), academic careers are characterized by vertical gender segregation in favor of men. This clashes with the public understanding of educational research as a women's domain that is more strongly associated with warmth (a stereotypically feminine trait) than competence (a stereotypically masculine trait), as revealed in our first study. We thus conducted an experimental vignette study of 189 adults from the general public to explore how women versus men researchers working in educational research versus physics (as a contrasting domain clearly dominated by men) were perceived on several dimensions of competence and warmth. Whereas the female researcher in physics was rated as more competent than the female researcher in educational research, the woman in physics was penalized for her gender stereotype-incongruent domain choice by being perceived as less warm. However, the male researcher in educational research was perceived as both warmer and more competent than his man counterpart in physics, and as smarter than the female researcher in educational research. These findings suggest rewards instead of penalties for men pursuing academic careers in initially women-dominated domains, likely contributing to the increasing gender gap in academic careers in these domains. [ABSTRACT FROM AUTHOR]

Background: This paper builds on the growing focus on learning about teaching science with digital technologies, and the relationship between different elements that constitute teacher knowledge and how these are captured and understood during teacher education program. Purpose: The aim of the paper is to capture and understand how student teachers integrate digital technologies into their science teaching. In the paper, research on Pedagogical Content Knowledge (PCK) is used to inform the discussion of Technological Pedagogical Content Knowledge (TPACK) the integration of technology into the teaching of a particular science content. Content Representation (CoRe) as a reflective tool is modified to a Technological Content Representation (T-CoRe) to stimulate 24 primary student teachers´ reflections on how to integrate digital technologies into science teaching. Design and methods: After completing the T-CoRes, the student teachers participated in group discussions that aimed to stimulate a deeper reflection on how and why they integrate digital technologies into their science teaching. The data consist of student teachers´ completed T-CoRes (n = 12) and audio recorded group discussions (n = 6) to provide examples where the student teachers reflected on knowledge components of TPACK, both separately and integrated. A qualitative content analysis was performed to identify examples of participants' understanding of how to use digital tools when teaching a specific science topic. Results: The results demonstrate that the T-CoRe helped student teachers to reflect on their teaching of science with the use of digital technologies and made explicit the ways in which technology, content and purpose are closely linked in teaching. Conclusion: The practices and processes highlighted in this paper will help to inform the involvement of student teachers in capturing and developing a knowledge base for using digital technologies in their science teaching. [ABSTRACT FROM AUTHOR]

Background: Although science and technology are viewed as closely related subjects, they are rarely combined in preschools. Purpose: This article investigates preschool teachers' perspectives on integrating digital tools when teaching science, asking how and why they use digital tools, and examining the affordances they experience and obstacles they encounter when incorporating digital tools. Sample: Eighteen Swedish preschool teachers volunteered to participate in the study. Design and method: Data were collected through group interviews and analyzed using a thematic approach, together with the Technological Pedagogical Content Knowledge (TPACK) framework, to obtain a more detailed picture of the teachers' experiences. Results: Most of the participants were positive about using digital tools when teaching children science, and they emphasized the need for training on how to use the tools themselves. The preschool teachers viewed digital tools as good complements to other tools when teaching science and to find information about science facts. Moreover, there were generic reasons for using digital tools, such as to stimulate critical reflections among the children, to document activities and to create stimulating learning environments. However, one group of preschool teachers struggled with integrating digital tools when teaching science. Discussion: Digitalization in preschools and the rest of society is developing. The preschool teachers found possibilities and challenges in using digital tools when teaching children science. Still, future studies are needed to investigate how this will develop. In addition to the results, we found that TPACK served as a useful framework for analyzing and discussing our results. Therefore, we recommend TPACK when analyzing and discussing the use of digital tools in future preschool studies. [ABSTRACT FROM AUTHOR]

In addition to natural curiosity, science is characterized by a number of psychological processes and perceptions. Among the psychological features, scientific enquiry relates to uncovering—or discovering—aspects of a world perceived as hidden from humans. A speculative theoretical model is presented, suggesting the evolution of science reflects psychological repercussions of wearing clothes. Specifically, the natural world is perceived as hidden due to the presence of clothing. Three components of scientific enquiry may arise from clothing: detachment from sensual experience, a perception that the world is veiled in mystery, and an intellectual desire to uncover the hidden structure of nature. Rather than beginning with the emergence of Homo sapiens, the proposed connection with clothing implies that psychological foundations for science began to develop during the last ice age, with the invention of complex clothes that fully covered the human body. After the end of the last ice age, elements of scientific thinking began to emerge in societies where clothing was worn routinely for psychosocial reasons, including modesty. Notably, a scientific attitude was essentially absent in hunter-gatherer communities where nakedness remained the norm. This novel perspective aims to advance the history and philosophy of science, revealing the emergence of science as a situated phenomenon contingent on humans being covered. [ABSTRACT FROM AUTHOR]

Despite religion's deep historical roots, adults in modern societies express greater confidence in the existence of unobservable scientific entities, like oxygen, as compared to unobservable religious entities, like God. Challenging conventional explanations, we argue that testimony-based input, rather than direct experience, is the primary determinant of individuals' ontological beliefs in both science and religion. Disparities in ontological beliefs between the domains of science and religion, within each domain, and across diverse cultures are poorly explained by variation in direct experience. From early childhood, humans rely heavily on testimony to form and calibrate their beliefs. The credibility of testimony emerges as a key factor in understanding the nuanced dynamics of ontological beliefs in both scientific and religious domains. Understanding why individuals are more confident of the existence of invisible scientific phenomena (e.g., oxygen) than invisible religious phenomena (e.g., God) remains a puzzle. Departing from conventional explanations linking ontological beliefs to direct experience, we introduce a model positing that testimony predominantly shapes beliefs in both scientific and religious domains. Distinguishing direct experience (personal observation) from cultural input (testimony-based evidence), we argue that even apparently direct experiences often stem from others' testimony. Our analysis indicates that variability in direct experience cannot explain belief disparities between science and religion, within each domain, or across cultures. Instead, variability in testimony is the primary driver of ontological beliefs. We present developmental evidence for testimony-based beliefs and elucidate the mechanisms underlying their impact. [ABSTRACT FROM AUTHOR]

Fieldwork is an important component of data collection in environmental sciences and other related disciplines. Sensitive to the ways in which field based environmental sciences (FBES) research is often unsafe and lacks inclusivity, we explore findings from a mixed methods study that identified barriers to inclusion and overlooked risks to safety for FBES researchers. We found that gender and gender identity presented a direct risk for discrimination, harassment, and violence in the field (63.8% of cis females and 100% of nonbinary/genderqueer respondents). Sexuality, race, and ethnicity also posed a risk to FBES researchers with 88.3% of respondents stating that marginalised groups are underrepresented in FBES. Over half of our respondents stated class and socio-economic background to be a barrier to their participation in FBES research due to job precarity and lack of funding. These risks and barriers experienced by researchers can lead to a lack of novelty in environmental science. As such, we argue that we need to increase diversity whilst reducing risks in FBES and cultivate a more prosperous, safe, and empowered research culture. [ABSTRACT FROM AUTHOR]

In the early 1960s, the Ford Foundation funded numerous projects in Turkey, primarily concerning science education and science policy. Related to the post-Sputnik debates on "scientific manpower needs," and modernisation theory's emphasis on "industrialising elites" in the developing world, these projects were the products of an intellectual bandwagon comprising scientists and experts commonly working with transnational organisations like the OECD and UNESCO. Characterising the need in terms influenced by this trend, the Ford Foundation's representative in Turkey proposed establishing a special high school for students gifted in the sciences. Analysing the process of the establishment of this school, this article explores how Turkish scientists connected to the same networks participated in the Foundation's initiatives to advance their status, and examines the broad political and economic factors that the Foundation's "non-ideological" interest in education for scientific manpower overlooked, leading to the mixed results of the project. [ABSTRACT FROM AUTHOR]

To what extent is the language of higher education continuous with the language of everyday life? The decline of Afrikaans at Stellenbosch University over a period of roughly three decades provides an insightful context for exploring the debate on language status in higher education. This article explores the shift from Afrikaans to English – and the attendant taaldebat or language debate – at Stellenbosch University. This shift is situated within a transforming South African higher education sector and within transnational teaching and research networks. The analysis focuses on conceptual issues relating to the concept of "language" implicit in university language planning initiatives. These include the intersection of language, race and social class, and semantic (dis)continuity within the domains of science. • Traces the decline of Afrikaans at Stellenbosch University over three decades. • Explores the taaldebat (language debate) at Stellenbosch University and other historically Afrikaans universities (HAUs). • Explores the intersection of language, race and social class at South African universities. • Explores language status and the concepts of semantic continuity and discontinuity in higher education. [ABSTRACT FROM AUTHOR]

Successful science needs deviant ideas that may challenge established norms. The last decade saw an unprecedented science-engineering project, with strict rules on preregistration, statistical testing, result-independent guaranteed publication, replication, and openness badging being enforced by psychological journals. These normative methodologies seek to prevent failure (negative deviance) rather than promote success (positive deviance), and run counter to the historical development of successful science. By narrowly focusing on research data, while avoiding theoretical bias, they are inadequate for tackling, often intractable, scientific problems. Instead, unconventional, exceptional, and even initially implausible hypotheses should be fostered. A novel connection is drawn between positive deviance and the unplanned, haphazard evolution of successful science. Hypotheses compete for the highest fitness while probing an ever-changing, infinitely wide, empirical and theoretical landscape. The winner constitutes the positive deviant, but always remains subject to future competition. Losing negative deviants, which may share characteristics with winners, become irrelevant, sometimes long after their inception, and eventually sink into oblivion. Normative methodologies aim to curb negative deviants at their source, but also cut off positive deviants and may freeze successful science. More room for deviance and a theory primacy are advocated, allowing research to generate discovery and innovation in psychological science. [ABSTRACT FROM AUTHOR]

Sky Bridge 721 was opened on 13 May 2022. It is located in the area of the Kralicky Sneznik mountain massif in the area of the Dolni Morava Mountain Resort. It was built in two years and spans the valley between the two ridges Slamnik and Chlum with a length of 721 metres. It has become a new landmark of the region, although in reality it is almost invisible when viewed from a distance. It winds like a thin thread below the horizon of the mountain ridge, suspended between the sky and the ground, so that it does not interfere with the view of the surrounding countryside. It was a real challenge to bridge such a wide valley at a height of nearly 100 metres and to achieve a subtle line of the footbridge that would not disturb the silhouette of the mountain massif. This is the story of the whole process, from the design to the statics, construction, design and implementation, that the TAROS NOVA a.s. team had to overcome during the implementation of the footbridge. [ABSTRACT FROM AUTHOR]

In an age where the worlds of art and science continuously collide, scholars and storytellers alike are increasingly using Artificial Intelligence (AI) to analyze and represent their internal worlds. As AI becomes further enmeshed in the everyday experience of humans and other sentiences across the planet, questions begin to arise concerning ethical representation of the self and other, technological anthropomorphism, and artistic expression. Our dialogue contains several modalities: text, poetry, artistic thought experiments, speculative compositions and images. Our aim is not to provide answers to these ever-accelerating questions about AI, but to open up and expose the grooves of various narratives surrounding AI by engaging with experimentation, dialogue, and speculation as modes of discovery. Each section of the text begins with a poetic provocation by S. J. Abiodun, and continues on with an exchange between the two authors, fluidly leaping between our individual and collective knowledge as researchers, artists, and interdisciplinarians. [ABSTRACT FROM AUTHOR]

Becoming proficient in scientific discourse such as argumentation or developing explanations can be challenging for students, including neurodivergent students (e.g., autistic students, students with learning disabilities, students with ADHD). Students need to practice developing arguments and explanations as well as sharing their conclusions with others; however, these opportunities do not regularly occur. The use of multimedia technology shows promise in being an engaging and effective way to support student learning and discussion of science topics and phenomena. This study investigated the use of a multimedia presentation called Dialogic Instruction for Argumentative Learning in Science (DIALS) in supporting upper-elementary neurodivergent students to provide complete responses to science questions. DIALS provides a structured inquiry investigation to the student in which they learn about a phenomenon through completing scaffolded animated experiments, explicitly learning how to develop an argument and respond to others conclusions, and learning relevant content information to support their argument and explanation development. An adapted alternating treatments design approach was used in this study. The phenomena explored were counterbalanced between three options: DIALS, PowerPoint comparison lessons, or control probe slides. Results from this study show promise in the use of DIALS in enhancing student complete responding to questions and providing quality claims for why they think phenomena occur. Implications for the findings are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Research Summary: Today's innovations rely on scientific discoveries of the past, yet only some corporate R&D builds directly on scientific output. In this article, we analyze U.S. patents to investigate how firms generate value by building on prior art "closer" to science. We show that patent value is decreasing in distance‐to‐science. Overall, we find a science premium within firms ranging from 5.0 to 18.3%. If we allow for firm sorting into different modes of R&D based on their relative advantage, that is, when we do not control for firm fixed effects, we find an even larger science premium: patents building directly on scientific publications are 4.0–42.3% more valuable than patents in the same technology that are not directly based on science. Managerial Summary: Building on scientific research allows firms to capture significantly more value from their inventions. By analyzing U.S. patents and their linkages to scientific publications, our paper describes the relationship between invention "proximity" to the scientific literature and public firm valuations—as measured in abnormal stock market returns. Our findings indicate that patents building on science are 5.0–18.3% more valuable. If we account for variations in R&D strategies among firms, the premium becomes even larger, ranging from 4.0 to 42.3%. Further, the results show that the value‐enhancing benefits of integrating scientific insights into R&D are greater for firms with more experience building on science. Together, the results underscore the competitive advantages of using science as a foundation for corporate innovation. [ABSTRACT FROM AUTHOR]

Publication citation impact can be an essential metric in deciding tenure and promotion, but studies have shown that historically women are cited less than men, despite equal or greater output of publications. While these metrics were created in an effort to be objective and fair, they ultimately fail to reach their promise when citations continue to be gendered and biased, even unintentionally. This case study examines the relationships of gender to publication and citation within two international environmental science and studies journals, the Journal of Environmental Studies (JESS) and Environment and Society (E&S). These journals were selected for their interdisciplinary focus as well as their purposeful inclusion of international authors, demonstrating that disproportionate citation by gender is not a disciplinary or geographic issue, but more generally pervasive in academia. Systematically reviewing the gender of authors in these journals against the gender of the authors cited allows for an examination of the power dynamics that ultimately have a deep influence on an individual author's perceived merit and ultimate academic success. Our study found that despite a relatively close ratio of female and male-identified authors in these journals, male-identified authors were much more highly cited within the scholarship by all authors. This review demonstrates that despite the implementation of blind peer review processes, challenges continue for equity within the cited scholarship. We hope this study contributes to the field of the environmental sciences being able to meaningfully address disproportionate representation by beginning concretely with tracking its own citation politics through reflexivity and an equity mindset. [ABSTRACT FROM AUTHOR]

This paper explores the significant role of 3D printing and digital applications in enhancing science, technology, engineering, and mathematics (STEM) education in both general and special schools. With the advent of the Fourth Industrial Revolution, the integration of these technologies into educational systems has become increasingly critical. This study reviews various study works that demonstrate how 3D printing technology enriches learning by fostering critical thinking and problem-solving skills and offering a more interactive and engaging educational experience. Special attention is given to its impact in special education, where it facilitates inclusive learning and aids in creating tailored educational tools. A case study from a vocational high school in Greece is presented, showcasing the successful implementation of a 3D printing and educational robotics club. This club highlights the practicality and effectiveness of 3D printing in enhancing student engagement and learning outcomes. The paper concludes by emphasizing the transformative potential of 3D printing in preparing students for future challenges and advocating for its wider adoption in STEM education. [ABSTRACT FROM AUTHOR]

Background: While oral health often takes a backseat to other health domains, it silently affects nearly half of the Worldwide population. The DELIVER project, funded by the EU's Horizon Europe program, seeks to develop a blueprint model for improving the quality of oral health care for everyone. Methods: Applying the Nominal Group Technique (NGT), 17 stakeholders from various backgrounds participated in identifying pressing issues for oral care quality improvement across practice, community, and policy levels. Results: The results revealed significant differences at the different levels, with accessibility emerging as a prominent issue, encompassing affordability, availability, and acceptability of oral healthcare services. Conclusions: These findings emphasizes the need for policy reforms, increased investments, and a shift towards preventive and patient-centered dental care practices. It highlights the importance of collaborative efforts with multi-stakeholders and prioritizing pressing issues on a multi-level to drive positive change in improving oral care quality. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In an era marked by scientific stagnation, Decentralized Science (DeSci) challenges the inefficiencies of traditional funding and publishing systems. DeSci employs blockchain technology to address the misalignment of incentives in academic research, emphasizing transparency, rapid funding, and open-source principles. Centralized institutions have been linked to a deceleration of progress, which is acutely felt in the field of longevity science--a critical discipline as aging is the #1 risk factor for most diseases. DeSci proposes a transformative model where decentralized autonomous organizations (DAOs) facilitate community-driven funding, promoting high- risk, high-reward research. DeSci, particularly within longevity research, could catalyze a paradigm shift towards an equitable, efficient, and progressive scientific future. [ABSTRACT FROM AUTHOR]

In recent years, digitalization has been recognized as a significant and necessary process that leads to better results, both in the education and in the scientific research. The legal and strategic framework in the Republic of Serbia follows the modern trends of the concept of open science, open knowledge, digital transformation and a unique digital format of scientific production. The Ministry of science, technological development and innovation, in cooperation with the Office for information technology and electronic administration, created the necessary conditions for dynamic the development of the scientific research and innovation system, especially in relation to the digitalization process and the establishment of an information platform, in the form of a unified national information system of scientific research activities: eNauka [eScience]. The concept of eNauka is an innovative tool that improves the efficiency and transparency of scientific processes in Serbia. The eNauka portal in the Republic of Serbia is dedicated to promoting scientific research, innovation and academic achievements within the scientific community of the Republic of Serbia. This portal provides access to scientific articles, research papers and academic publications authored by researchers from Serbia, which enables the spread of knowledge and the encouragement of scientific cooperation within the country. The eNauka portal was opened in full capacity for all active researchers in Serbia on July 3, 2023, and contains data on scientific research organizations in the Republic of Serbia, researchers and their scientific results. The goal of this paper was to bring closer to the academic community the capabilities and performance of the eNauka portal, its structure, the way and importance of data editing, with special reference to issues related to researchers' profiles and their editing. The paper is methodologically based on a theoretical, preliminary desk analysis of relevant contemporary standpoints in domestic and foreign theory, a normative analysis of current legislative sources, an inductive and deductive approach in researching the operational performance and advantages of the eNauka portal, as well as the quantitative analysis of relevant statistical indicators of relevant parameters regarding the profile that each researcher has on the eNauka portal. The results include the analysis of data related to editing the researcher's profile and the opportunities offered by the eNauka portal. The conclusion refers to the importance and advantages of the eNauke portal. Finally, it should be noted that one of the key functions of eNauka is the evaluation of scientific results. More precisely, the system provides the possibility of monitoring and evaluating research results, which is of great importance for the academic community. [ABSTRACT FROM AUTHOR]

This research is motivated by the transformation of IAIN Syarif Hidayatullah Jakarta into UIN Syarif Hidayatullah Jakarta which cannot be separated from the mission to integrate general science and religious science. However, in its implementation, this scientific integration needs to be researched whether it is in accordance with the ideal formula into the empiricaloperational area, especially in the preparation and development of the curriculum, especially in the Faculty of Dirasat Islamiyah and the Faculty of Medicine UIN Syarif Hidayatullah Jakarta. Therefore, this research is focused on the integration of science and its application to the curriculum, especially in the two faculties. Therefore, this study aims to identify the objectives, planning, implementation, evaluation and supervision process, supporting and inhibiting factors and the impact of scientific integration on the quality of graduates in the two faculties. The approach used is a qualitative approach. The research method used is descriptive analysis. The data obtained through this study is empirical (observed) data that has certain criteria that are valid, reliable and objective. Data collection was carried out by interviews, observations and document studies. The data analysis technique is through; data reduction, data display and drawing conclusions. The results of the study showed; (1) the purpose of the Faculty of Dirasat Islamiyah is to integrate its science in order to realize the vision and mission of UIN Jakarta, while the purpose of the Faculty of Medicine in integrating its science is to realize the goal of the establishment (winder manded) of UIN Jakarta itself. [ABSTRACT FROM AUTHOR]

Implementing the innovation-driven development strategy is not only an important measure to modernize the national governance system and governance capacity, but also a vital component of the Chinese path to modernization. The significance of highquality development of technology-focused think tanks, characterized by their knowledge and technology intensity, is increasingly evident. China's science and technology think tanks have always adhered to the value concept of the Party's leadership and the principle of putting the people first. They have developed a diversified and comprehensive integration model for think tanks. They offer a range of interdisciplinary products and boast specialized, composite scientific and technological talents. However, they also face a series of significant challenges, including the need to improve the support for innovative talents, address the insufficiency of scientific and technological output and its low conversion rate, strengthen institutional and mechanism reforms and innovations, and increase the intensity of research funding. To further promote the high-quality development of science and technology think tanks, the construction of new-era think tanks should adhere to the following seven key value orientations: optimize the top-level design and strategic layout of China's science and technology think tanks to comprehensively enhance the breadth and depth of their participation in decision-making and consulting; continuously refine the research methods and models of innovative technology think tanks to enhance their technological vitality; vigorously develop and strengthen the talent strategy of science and technology think tanks, continuously consolidating the foundation of scientific research; establish a fair and authoritative evaluation system for technology think tanks, and continuously improve the information resource sharing system and mechanism; promote the digital transformation and development of technology think tank management, and continuously refine the operational mechanisms; improve the diversified funding investment mechanism to enhance the conversion rate of scientific and technological achievements from think tanks; strengthen international exchanges and cooperation among technology think tanks to continuously enhance their global influence. [ABSTRACT FROM AUTHOR]

Past studies indicate that feeling related to specific social agents such as parents, teachers, and peers can facilitate domain‐general academic engagement. However, there is scarce research on how relatedness may be associated with engagement in specific academic subjects. This cross‐sectional study explores the associations of sense of relatedness to mother, father, science teachers, friends, classmates, and neighbors with behavioral, cognitive, emotional, and social engagement in science. Four hundred and thirty‐eight high school students completed an online survey that included scales to assess demographic information, relatedness, and science engagement. Only relatedness to science teacher positively predicted behavioral, cognitive, and emotional engagement in science when controlling for other relatedness dimensions, age, gender, year in school, parental educational attainment, and daily allowance. Although further research that can uncover causal conclusions is needed, these findings suggest the importance of science teacher relatedness for students' science engagement. Practitioner Points: Relatedness to science teacher was linked to greater perceived behavioral, cognitive, and emotional engagement in science.Students from high year levels are less likely to demonstrate science engagement.Forging stronger connections between science teachers and students can facilitate science engagement. [ABSTRACT FROM AUTHOR]

This study aimed to examine the models of confrontation between science and religion from the perspectives of Ted Peters and Mehdi Golshani. In this study, the issues raised in the models mentioned by Peters and Golshani are studied so that the differences and similarities of views can be examined. [ABSTRACT FROM AUTHOR]

Populism is often characterized as a rejection of scientific expertise and a key obstacle to societies' ability to address the climate crisis today. I challenge this account, arguing for a more inclusive conception of populism and a more critical account of expertise. Consistent with this, I delineate a range of responses to the challenges of climate politics in populist times. In doing so, I have two primary aims: first, to highlight limitations of "anti-populist" responses among proponents of climate change action, and, second, to lean into populist criticisms of elite expertise, by delineating how some challenges to dominant forms of science and elite power are themselves expert knowledge and integral to promising movements that address climate change. This can allow expertise to be distinguished from elitism and to be recognized in caring relations to the subjects of knowledge. Here, expertise is not manifest as separation from the common world, but as immersion in it. [ABSTRACT FROM AUTHOR]

Starting from the observation that there is a gap between knowledge of the environmental sciences and practical engagement, for example, in climate change or biodiversity loss, this article explores one possible explanation for this situation—namely, the process of objectification inherent in science. It then proposes to remedy the situation by defending the idea of a 'first-person ecology'. This term refers to a field of research and practice that looks at the relationship between humans and nature from the point of view of the embodied and situated nature of lived experience. The lived experience of nature at the heart of a first-person ecology is first studied from an epistemic perspective using the concept of recognition, inspired by the Frankfurt School philosopher and sociologist Axel Honneth. It is then approached from a phenomenological perspective, using the emerging field of ecospirituality to describe the characteristics of this experience. [ABSTRACT FROM AUTHOR]