Academic Scientist Research Articles

Scientific-investigative Skills in the Training of the Professional of Physical Culture

The bibliographic tour carried out allowed us to know some of the problems of communication in scientific research. E hese studies They have given treatment to the communicative approach of the language and have contributed to the development of communicative competence a work from the teaching-learning process of the language itself for the benefit of the student's scientific culture. For the most part, the interest in the development of communicative competence and its dimensions has prevailed; but, even when the discursive in research is recognized among these dimensions, it is observed that its potentialities are not yet used to address the problems that occur in the research process, and that is precisely the approach with which the object of this project is addressed research. However, there are few studies in the university environment of Physical Culture. From there emanates the need to develop the scientific culture of future professionals in Physical Culture. The study characterizes the scientific, research skills and communication must possess the professional of Physical Culture in its link with the academic components, labor and scientist who would p ropicien a creative thought. A diagnosis was made students and teachers d and the race that reported some difficulties in communicating scientific results and the lack of these investigative skills. The methodology is based on a qualitative approach based on the collection of information provided by a sample of teachers and students, to whom a survey was applied that allowed the formation of the required information, verified through scientific observation and triangulation. of data with other bibliographic sources consulted. The description, explanation and evaluation carried out are the results that are presented here and are integrated into the proposed didactic strategy.

Against “Ideologies”: “Freedom” of Science at Stake in Culture Wars

The subject of this article is the analysis of selected institutional activities, including drafts of legislative initiatives and social actions that took place between 2018 and 2020 at Polish universities (and outside of them). Its goal is to define what can be expressed, who is entitled to speak within the academic realm and what can be said by an academic teacher or scientist during a public debate. These social actions and legislative initiatives are discussed in the broader context of activities of social movements having a clear ideological face (either left- or right-wing), protests against lectures, debates organised at universities that were labelled as “ideological”, as well as projects intended to promote specific visions of academic freedom along with corresponding regulations for universities.

У истоков дагестанской философии и исламоведения (к 90-летию со дня рождения и 70-летию научно-педагогической и общественной деятельности М.А. Абдуллаева)

The article highlights some important philosophical and Islamic views and works of the famous Russian, Dagestani scientist Abdullaev Magomed Abdullayevich, in connection with his 90th anniversary of the birth and 70th anniversary of scientific, pedagogical and social activities. The author notes the importance and relevance of the problems raised in numerous monographs and articles, especially the specifics of Islam in the Caucasus and Dagestan, and the uniqueness of regional Sufism. Thanks to the works of Magomed Abdullayevich, the original views of doz-ens of thinkers representing the multinational Republic were preserved in historical memory. It is emphasized that he is not only an academic scientist, but also a publicist whose works on topical religious issues played a constructive role in particularly dramatic periods of the development of our country and our republic. Overcoming the stereotypes in assessing Islam that formed during the Soviet period of the county’s development, he shows that it is an integrating factor for the entire culture and life of Dagestanis.

A note of optimism in the melody of education

In the article, the author reflects on the nature of the changes in the field of education, which are associated with its active reform in the last two decades. The author insists that the development of education is the key to the development of science, and vice versa. And without science, it is impossible to build a great power and maintain its status. Being an academic scientist, the author demonstrates how the formation of the younger generation takes shape and shows the role of scientific journals in this process.

Is the “academic conservation scientist” becoming an endangered species?

Many conservation scientists are based in higher education institutions, but increasingly academia does not value factors important to conservation work when considering the promotion and tenure of its faculty. There is pressure in academia to publish in academic journals (especially high impact factor journals; conservation journals typically have an impact factor of < 4), but these typically have few readers and generally do not include those who need the information (e.g., conservation practitioners, managers, policymakers). Academic promotion is often dependent on bringing money into the university, i.e., gaining grants, with a high proportion of the grant overhead going to the institution, whereas conservation grants are typically small, with little to spare for overhead. In the USA, R1 universities are even worse because their status depends upon federal funds; however, much of conservation-related research is funded by NGOs and foundations. Little credit is given for receiving such grants. Furthermore, little to no credit is given by academic institutions for important conservation activities that do not have a dollar value, such as helping to establish protected areas, pass protective laws, or enact regulations; conducting public outreach; advising managers and policymakers; or aiding conservation capacity building. It is unlikely that an academic institution would grant tenure to faculty whose primary achievements contributed to saving a species or ecosystem. Academic institutions must learn to value the practical, real-world impacts of conservation scientists or the “academic conservation scientist” might become an endangered species. Some suggestions are offered to help stave off this extinction.

Comparative metrics of neurosurgical scientific journals: What do they mean to readers?

Background: In regard to scientific information, are we effectively reaching the universe of physicians in the 21st century, all of whom have different backgrounds, practice environments, educational experiences, and varying degrees of research knowledge?Methods: A comparison of the top nine neurosurgery journals based on various popular citation indices and also on the digital metric, Readers (Users)/month, was compiled from available metrics and from internet sources.Results: Major differences in the ranking of the Readers (Users)/month metrics compared to ranking of the various citation indices were found. It is obvious that the citation indices do not measure the number of readers of a publication. Which metric should be used in judging the value of a scientific paper? The answer to that question relates to what the interest of the reader has in the scientific information. It appears that the academic scientist may have a different reason for reading a scientific publication than a physician caring for a patient.Conclusions: There needs to be more than one type of metric that measures the value and “Impact” of a scientific paper based on how physicians learn.

O jornal impresso: possibilidade de letramento numa perspectiva discursiva na educação infantil

Este artigo constitui-se de relato de pesquisa acadêmico-cientifica de abordagem qualitativa exploratória que investigou práticas pedagógicas de professoras em duas turmas de educação infantil no município de Campinas. O problema da pesquisa situou-se em compreender como o jornal impresso pode se constituir em mediador do desenvolvimento da linguagem e do pensamento infantis. Neste artigo apresentamos as análises realizadas mediante o entrelaçamento das transcrições das entrevistas semiestruturadas com os registros de observação. O material empírico foi analisado com base em pressupostos da teoria histórico-cultural e da perspectiva bakhitiniana. Destacamos que as práticas pedagógicas planejadas tomando como mediador o jornal impresso, possibilitaram a inserção das crianças no mundo letrado e na realidade circundante e a proposta de elaboração de um jornal das salas constituiu-se um deflagrador da produção textual infantil. Os gêneros discursivos contidos no jornal possibilitaram a interlocução, a troca de experiências e a abordagem de temáticas constantes nos planejamentos das professoras, tornando o ensino contextualizado e significativo.

Organization-based self-esteem and work-life outcomes

PurposeThis study examines the relationship of organization-based self-esteem (OBSE) to work-life conflict and enrichment. It considers whether work engagement mediates this relationship and whether organizational support moderates the relationship.Design/methodology/approachData were collected from surveys completed by 271 academic life scientists and an MTurk sample of 197 full-time employees.FindingsOverall, OBSE is significantly associated with work-life conflict and work-life enrichment, although the relationships between OBSE and life-work conflict and life-work enrichment were not significant for the academic scientist sample. Work engagement mediated the relationship between OBSE and work-life conflict and enrichment to varying extents. Organizational support moderated the relationship between OBSE and life-work conflict.Research limitations/implicationsThe research extends the literature on work-life and life-work conflict and enrichment through demonstrating how personal resources at work, specifically OBSE and work engagement, impact the work-life interactions. It also extends the JD-R theory to show how personal resources may operate sequentially and whether organizational resources may interact with personal resources. Limitations include the lack of longitudinal data and the specific characteristics of the sample.Practical implicationsThe results suggest that organizations should institute human resources practices that increase an individual’s OBSE because it is negatively associated with work-life conflict and positively associated with work-life enrichment.Originality/valueOur research expands the limited study of how personal resources affect work-life conflict and enrichment. In particular, we look at previously unstudied but still important relationships of OBSE with work-life conflict and enrichment and whether work engagement mediates and organizational support moderates this relationship.

Przeciw „ideologiom”. „Wolność” nauki jako stawka w wojnach kulturowych

Against „ideologies”. „Freedom” of science at stake in culture wars The subject of the current article is the analysis of select institutional activities, including drafts of legislative initiatives and social actions, that took place during 2018-2020 at Polish universities (and outside of them), aiming at defining of what can be expressed, who is entitled to speak within the realm of academy – and what can be said by an academic teacher or scientist during public debate. These social actions and legislative initiatives are discussed in the broader context of activities of social movements having clear ideological face (either left- or rightwing), protests against lectures and debates organised at universities that were labelled as „ideological” ones, as well as projects intending to promote specific visions of academic freedom along with corresponding regulations for universities.

Motivations for developing safer chemistry.

Marc Reid, a researcher at the University of Strathclyde and co-founder of Pre-Site Safety, talks to Nature Chemistry about safety, both as an academic scientist and as a director of a safety-focused company.

Akron Section Award to Yiying Wu

Yiying Wu, a chemistry professor at the Ohio State University, is the winner of the 2019 Akron Section Award, given by the American Chemical Society Akron Section to a promising, young industrial or academic scientist. The award consists of $1,000 and a plaque. Wu’s research is at the interface of synthetic molecular chemistry, solid-state materials chemistry, and photoelectrochemistry. He is working on dye-sensitized solar cells, metal-air batteries, and photoelectrocatalysts for solar fuels. He will receive the award on Nov. 1 at the University of Akron. He will give two presentations: “Materials Chemistry for K-O2 Battery and Solar Fuels” and “K-Air Battery for Large-Scale Energy Storage.” Please send announcements of awards to l_wang@acs.org.

Hackerman Award to Uttam Tambar

Uttam K. Tambar, associate professor of biochemistry at the University of Texas Southwestern Medical Center, is the recipient of the 2019 Norman Hackerman Award in Chemical Research. The $100,000 prize, named in honor of academic scientist Norman Hackerman, is awarded annually to recognize a young scientist conducting basic chemistry research in Texas. Tambar is being honored for his scientific contributions in selective functionalization of hydrocarbons. He pioneered a new approach for the conversion of hydrocarbons into medically relevant nitrogen-containing molecules. The approach has applications in the development of new drugs. Please send announcements of awards to l_wang@acs.org.

What industry can teach academia.

When I was considering a job with a pharmaceutical company after my postdoc, many of my academic colleagues and mentors were dubious. “You have to think this through very carefully,” one said. Some worried that my research progress would stall; others warned that my industry experience would be no help—and might even be a drawback—if I ever decided to apply for academic positions. But I had enjoyed collaborating with industry scientists, and I was curious to find out more about how treatments were developed from basic research. So I accepted the job. Now, 3 years later and contrary to my colleagues' predictions, I'm making the switch back to academia—where I think my industry experience will serve me well. ![][1] ILLUSTRATION: ROBERT NEUBECKER > “My experience … opened my eyes to how academia could do things differently.” Many academics view industry as a backup option, the place where scientists go if they aren't interested in discovering new things or are not cut out for a faculty position. But industry is full of bright, motivated people who are often happier than they would have been at a university. And translating basic research into impactful applications has lots of room for creativity and discovery. My experience working there also opened my eyes to how academia could do things differently and better. As I embark on a faculty position this month, I plan to take some of those lessons with me—lessons that I hope will make me a happier, more productive academic scientist and a more effective mentor. VALUE INTERDISCIPLINARY PERSPECTIVES. In academia, I worked almost exclusively with people in my field of immunology. In industry, I was one of only a few biology representatives on drug-discovery teams made up of people with diverse expertise, including chemistry and drug safety. At first, it was challenging to communicate with colleagues who didn't speak the same jargon I did. But over time it became more comfortable, and I came to see the value in working on these teams. Academics would benefit from doing more to reach across disciplinary boundaries, to see where their knowledge ends and where other people can provide new and different perspectives. I plan to do that by reaching out to researchers in different fields and pursuing interdisciplinary collaborations. I also hope to draw my grad students and postdocs into those projects so that they can see the value in that kind of science for themselves. MAINTAIN WORK-LIFE BALANCE. When I first started to work in industry, I was surprised to discover that I couldn't expect email responses from colleagues outside of working hours. My co-workers went home and left their work behind, spending evenings and weekends attending to their personal lives. Over time, I came to appreciate the mental space this schedule gave me when I went home—I could be fully engaged with my family, without any nagging feelings of guilt that I wasn't working. It also forced me to be more productive while I was at work, scheduling my time carefully, prioritizing important meetings, and protecting time for my science. As a faculty member, I plan to lead by example, making it clear that work-life balance is important to me. PRIORITIZE CAREER DEVELOPMENT. From day one in industry, my manager told me to think about which jobs at the company interested me the most. That way, she said, I could work to build up the skills I would need to get there in the future. That sort of support was key to making me feel like a valued employee. As a trainee in academia, by contrast, I didn't have a single meeting with an adviser that was fully focused on my career. I plan to do things differently. By taking time to talk with my group members about their career paths—and making it clear that I understand that some of them may not stay in academia, or even research—I can help make sure they have a positive training experience, which will benefit them, me, and the lab as a whole. [1]: /embed/graphic-1.gif

Meet the First Authors.

Meet the First Authors.

Social stratification in Higher Education: What it means at the micro‐level of the individual academic scientist

AbstractThe academic profession is internally divided as never before. This cross‐national comparative analysis of stratification in Higher Education is based on a sample of European academic scientists (N = 8,466) from universities in 11 countries. The analysis identifies three types of stratification: academic performance stratification, academic salary stratification, and international research stratification. This emergent stratification of the global scientific community is predominantly research‐based, and internationalisation in research is at its centre; prestige‐driven, internationally competitive, and central to academic recognition systems, research is the single most stratifying factor in Higher Education at the level of the individual scientist today. These stratification processes pull the various segments of the academic profession in different directions. The study analyses highly productive academics (‘research top performers’), highly paid academics (‘academic top earners’), and highly internationalised academics (‘research internationalists’) and explores the implications for individual scientists.

Profile of David D. Ginty

The sense of touch is key to humans’ ability to experience the world, but unraveling the neural pathways underpinning this key sense has been a challenge. David D. Ginty has spent more than two decades investigating the development of the somatosensory system and fundamental mechanisms underlying the sense of touch. The Edward R. and Anne G. Lefler professor of neurobiology at Harvard Medical School and an investigator of the Howard Hughes Medical Institute, Ginty has combined a variety of sophisticated genetic tools with physiological, developmental, and behavioral analyses to uncover the peripheral sensory neurons of touch and the central nervous system circuits they engage. David D. Ginty. Image courtesy of Harvard Medical School. Ginty discovered his love of the natural world at an early age through many childhood hours spent exploring the Connecticut outdoors and catching fish, frogs, and turtles with his older brother, Mark. Ginty’s interest in research was kindled during his time synthesizing porphryin ring compounds with his organic chemistry professor, James Thomas at Mount St. Mary’s College, Maryland. “That was the first time I realized that one could actually make a living testing, tinkering, brainstorming, and ultimately finding answers to interesting questions,” says Ginty. However, it was Ginty’s experiences with his doctoral advisor, Ed Seidel at East Carolina University, that cemented his desire to spend the rest of his life as an academic scientist. “Ed exuded the joy and satisfaction that comes with scientific discovery,” Ginty says. Later, as a postdoctoral fellow with Michael Greenberg at Harvard Medical School, Ginty worked on the mechanisms of action of neuronal growth factors. “Mike is not only a brilliant scientist but also a terrific mentor and role model,” he says. When Ginty started his own laboratory at The Johns Hopkins University, his interest in studying growth factor signaling led him …

Meet the First Authors.

Meet the First Authors.

When Citizens Do Science.

When Citizens Do Science Jaden J. A. Hastings It was a serious illness that forced me to leave behind an emerging career as an academic scientist. I became a shut-in; unable to spend time away from the house, yet I needed an outlet for my intense curiosity and creativity. This was the original impetus for setting up a laboratory in the laundry room next to my bedroom in 2009. Soon after, I discovered the growing international biohacking community—present on email lists, meetups, and online forums—and began connecting with colleagues as well as aiding in the formation of new community laboratories for other biohackers. I prefer to use the term “biohacking” or “independent research,” rather than “citizen science,” as they are conducted in different ways. “Citizen science” is typically research initiated, coordinated, and funded by a researcher, or network of researchers, based in an institution and seeking the assistance of the public for data gathering or distributed analysis. Biohacking, or independent research, is initiated by a private individual who relies on their own resources and initiative to conduct their scientific enquiry. In my story, biohacking refers to those activities where the layperson employs a mixture of lo-fi and hi-tech tools within the confines of a private residence or shared hackspace to pursue research of their own volition and interest within the scope of biotechnology. In my mind, to embrace biohacking is to accept this first principle: that we all possess an intrinsic drive for discovery and exploration. Certainly, there are a few who wish to devote themselves professionally to the pursuit of a narrow course of inquiry in great depth and are fortunate enough to find academic positions that can provide adequate support for their research. There remain precious few such funded positions available, and yet so many of us remain voraciously curious and seek a means through which we can continue to contribute toward the long arc of emerging scientific knowledge. Contemporary biohacking possesses deep roots in the history of science, particularly those practices that pre-date formalized research within the walls of institutions and government-funded research. The concept of biohacking—of utilizing the tools of biotechnology outside of the purview of commerce or academia—emerged once individuals with sufficient knowledge of the techniques were able to procure the requisite equipment and reagents from myriad sources. Building upon the competencies and praxes of their infosec hacker predecessors— indeed, with some overlap within their ranks—the sophistication and impact of biohacking has developed in concordance with the (a) decreased price and increased availability of common reagents and equipment, along with the (b) rapid and open dissemination of scientific knowledge. My own home laboratories—I have set up more than one as well as aided in the start-up of more than one community biolab—were constructed with an amalgamation of equipment purchased new [End Page 33] from China, second hand on LabX, or donated to me by colleagues at hospitals and academic labs who simply had no use for equipment no longer covered by warranty. I have constructed ad hoc laboratory spaces in my bathroom, my laundry room, my garage, even out of the back of my Landcruiser. So long as the space in question has a sufficient level of ventilation, containment, power, and plumbing for the experiments planned, I would make use of any space available to move the research forward. There are still concerns, both within the biohacking community and without, that a lack of oversight will lead to increasingly (unnecessarily) dangerous acts by individual hackers. Indeed, this is worthy of debate and has been repeatedly provoked by a few individuals who have sought media attention for their own personal gain, through the use of spectacle, while calling themselves biohackers. Thankfully, we have longstanding historical precedent in the work of scientists working from home labs—performing effective, impactful research outside of academic institutions and in a wide variety of spaces—as a counterbalance. Members of the biohacking community, on the main, have been proactive in forming open channels of dialogue with their local and federal regulatory bodies. In each country in which I have operated, I have sought out the leadership of...

Lucky, times ten: A career in Texas science

On January 21, 2017, I received an E-mail from Herb Tabor that I had been simultaneously hoping for and dreading for several years: an invitation to write a "Reflections" article for the Journal of Biological Chemistry On the one hand, I was honored to receive an invitation from Herb, a man I have admired for over 40 years, known for 24 years, and worked with as a member of the Editorial Board and Associate Editor of the Journal of Biological Chemistry for 17 years. On the other hand, the invitation marked the waning of my career as an academic scientist. With these conflicting emotions, I wrote this article with the goals of recording my career history and recognizing the many mentors, trainees, and colleagues who have contributed to it and, perhaps with pretension, with the desire that students who are beginning a career in research will find inspiration in the path I have taken and appreciate the importance of luck.

Experience matters: The role of academic scientist mobility for industrial innovation

Research Summary: A learning‐by‐hiring approach is used to scrutinize scientists' mobility in relation to the recruiting firms' subsequent innovation output. Our starting point is that among firm hires, individuals with university research experience—hired from universities or firms—can be particularly valuable. However, conflicting institutional logics between academia and industry makes working with academic scientists challenging at times for firms. We suggest two solutions to this difficulty: hiring “ambidextrous” individuals with a mix of experience of university research and working for a technologically advanced firm, and a strong organizational research culture in the recruiting firm reflected by the presence of a scientist on the top management team. We track the mobility of R&amp;D workers empirically using patent and linked employer‐employee data.Managerial Summary: An important way to make organizations more innovative is hiring individual researchers with the right types of skills and experience. We show that individuals with university research experience beyond their final degree are particularly likely to help boost firm‐level innovation output after hiring compared to R&amp;D workers with other types of skills and experience. However, to obtain good returns to innovation from hiring such individuals, firms need a university research–friendly organizational culture when hiring individuals with university research experience, from either firms or academia.