Domestic technology generation in LDCs: a review of research findings

Includes bibliography

Particle Physics in the teaching practice of the participants of the School of Physics CERN

A atualização dos currículos escolares e, em especial, a inserção de assuntos de física moderna e contemporânea já foram defendidos com justificativas satisfatórias, tanto por professores em atividade escolar como por pesquisadores da área de ensino de física. Entre os assuntos que deveriam ser discutidos encontramos a Física das Partículas Elementares. O ensino deste tópico é justificado pelo fato dele permitir a discussão: a) de uma nova visão de mundo; b) de uma visão mais adequada da ciência; c) da reinterpretação da Física Clássica; d) da dinâmica da Ciência e seu desenvolvimento; e) da contribuição dos diversos cientistas; f) do papel da experimentação; g) do investimento financeiro e cooperativo de diversos países e pesquisadores. No entanto, para que a inserção de assuntos de física moderna e contemporânea ocorra de maneira eficiente é necessária a atualização dos professores que já estão em docência escolar, bem como uma formação adequada daqueles que estão em processo de formação inicial. Neste sentido, desde 2010 a Sociedade Brasileira de Física realiza anualmente a Escola de Física do CERN, na qual participam professores brasileiros de física de escolas públicas do Ensino Médio. Nesta escola são desenvolvidas aulas sobre física de partículas, sessões experimentais e visitas aos laboratórios do CERN. Perante isso, investigamos como os professores participantes da Escola de Física do CERN abordam a física de partículas em suas aulas após participarem dela.

Coffee adulteration: more than two decades of research

Abstract Coffee is a ubiquitous food product of considerable economic importance to the countries that produce and export it. The adulteration of roasted coffee is a strategy used to reduce costs. Conventional methods employed to identify adulteration in roasted and ground coffee involve optical and electron microscopy, which require pretreatment of samples and are time-consuming and subjective. Other analytical techniques have been studied that might be more reliable, reproducible, and widely applicable. The present review provides an overview of three analytical approaches (physical, chemical, and biological) to the identification of coffee adulteration. A total of 30 published papers are considered. It is concluded that despite the existence of a number of excellent studies in this area, there still remains a lack of a suitably sensitive and widely applicable methodology able to take into account the various different aspects of adulteration, considering coffee varieties, defective beans, and external agents.

Post-trial access to study medication: a Brazilian e-survey with major stakeholders in clinical research

Objectives To analyse the perspective of clinical research stakeholders concerning post-trial access to study medication. Methods Questionnaires and informed consents were sent through e-mail to 599 ethics committee (EC) members, 290 clinical investigators (HIV/AIDS and Diabetes) and 53 sponsors in Brazil. Investigators were also asked to submit the questionnaire to their research patients. Two reminders were sent to participants. Results The response rate was 21%, 20% and 45% in EC, investigators and sponsors' groups, respectively. 54 patients answered the questionnaire through their doctors. The least informative item in the consent form was how to obtain the study medication after trial. If a benefit were demonstrated in the study, 60% of research participants and 35% of EC answered that all patients should continue receiving study medication after trial; 43% of investigators believed the medication should be given to participants, and 40% to subjects who participated and benefited from treatment. For 50% of the sponsors, study medication should be assured to participants who had benefited from treatment. The majority of responders answered that medication should be provided free by sponsors; investigators and sponsors believed the medication should be kept until available in the public health sector; EC members said that the patient should keep the benefit; patients answered that benefits should be assured for life. Conclusions Due to the study limitations, the results cannot be generalised; however, the data can contribute to discussion of this complex topic through analysing the views of stakeholders in clinical research in Brazil.

Reporting of research quality characteristics of studies published in 6 major clinical dental specialty journals

The objective of this article was to record reporting characteristics related to study quality of research published in major specialty dental journals with the highest impact factor (Journal of Endodontics, Journal of Oral and Maxillofacial Surgery, American Journal of Orthodontics and Dentofacial Orthopedics; Pediatric Dentistry, Journal of Clinical Periodontology, and International Journal of Prosthetic Dentistry). The included articles were classified into the following 3 broad subject categories: (1) cross-sectional (snap-shot), (2) observational, and (3) interventional. Multinomial logistic regression was conducted for effect estimation using the journal as the response and randomization, sample calculation, confounding discussed, multivariate analysis, effect measurement, and confidence intervals as the explanatory variables. The results showed that cross-sectional studies were the dominant design (55%), whereas observational investigations accounted for 13%, and interventions/clinical trials for 32%. Reporting on quality characteristics was low for all variables: random allocation (15%), sample size calculation (7%), confounding issues/possible confounders (38%), effect measurements (16%), and multivariate analysis (21%). Eighty-four percent of the published articles reported a statistically significant main finding and only 13% presented confidence intervals. The Journal of Clinical Periodontology showed the highest probability of including quality characteristics in reporting results among all dental journals.

Making research relevant to policy-makers, development actors, and local communities: NCCR North-South report on effectiveness of research for development

Bridging the gap between research and policy is of growing importance in international development. The National Centre of Competence in Research (NCCR) North-South has rich experience in collaborating beyond academic boundaries to make their research relevant to various societal actors. This publication is the first to provide an overview of the effectiveness of NCCR North-South researchers’ efforts to interact with policy, practice, and local communities with a view to effecting a change in practices. A systematic assessment of researchers’ interactions with non-academic partners is presented, based on principles of monitoring and evaluation. On this basis, tools for collective learning and widespread adaptation are proposed. The report shows with what types of societal actors NCCR North-South researchers collaborate and analyses examples of how researchers conduct dialogue beyond academic boundaries, leading to specific outcomes. It also explains the frame conditions considered decisive for successful and sustainable policy dialogue and concludes with recommendations about how the NCCR North-South can increase the effectiveness of its research for development. The publication is a valuable source of inspiration for those interested in better understanding how to generate the multiple benefits of making science relevant to society.

Fidelity of Implementation of Research-Based Instructional Strategies (RBIS) in Engineering Science Courses

Background Increasing attention is being paid to improvement in undergraduate science, technology, engineering, and mathematics (STEM) education through increased adoption of research-based instructional strategies (RBIS), but high-quality measures of faculty instructional practice do not exist to monitor progress. Purpose/Hypothesis The measure of how well an implemented intervention follows the original is called fidelity of implementation. This theory was used to address the research questions: What is the fidelity of implementation of selected RBIS in engineering science courses? That is, how closely does engineering science classroom practice reflect the intentions of the original developers? Do the critical components that characterize an RBIS discriminate between engineering science faculty members who claimed use of the RBIS and those who did not? Design/Method A survey of 387 U.S. faculty teaching engineering science courses (e.g., statics, circuits, thermodynamics) included questions about class time spent on 16 critical components and use of 11 corresponding RBIS. Fidelity was quantified as the percentage of RBIS users who also spent time on corresponding critical components. Discrimination between users and nonusers was tested using chi square. Results Overall fidelity of the 11 RBIS ranged from 11% to 80% of users spending time on all required components. Fidelity was highest for RBIS with one required component: case-based teaching, just-in-time teaching, and inquiry learning. Thirteen of 16 critical components discriminated between users and nonusers for all RBIS to which they were mapped. Conclusions Results were consistent with initial mapping of critical components to RBIS. Fidelity of implementation is a potentially useful framework for future work in STEM undergraduate education.

Estimates of Use of Research-Based Instructional Strategies in Core Electrical or Computer Engineering Courses

Many research-based instruction strategies (RBISs) have been developed; their superior efficacy with respect to student learning has been demonstrated in many studies. Collecting and interpreting evidence about: 1) the extent to which electrical and computer engineering (ECE) faculty members are using RBISs in core, required engineering science courses, and 2) concerns that they express about using them, are important aspects of understanding how engineering education is evolving. The authors surveyed ECE faculty members, asking about their awareness and use of selected RBISs. The survey also asked what concerns ECE faculty members had about using RBISs. Respondent data showed that awareness of RBISs was very high, but estimates of use of RBISs, based on survey data, varied from 10% to 70%, depending on characteristics of the strategy. The most significant concern was the amount of class time that using an RBIS might take; efforts to increase use of RBISs must address this.