Analysis of the individual risk of altitude decompression sickness under repeated exposures

In a case-control study, researchers examined the risk of decompression sickness (DCS) in individual subjects with higher number of exposures. Of the 126 subjects, 42 showed one or more episodes of DCS. Examination of the exposure-DCS relationship by odds ratio showed a linear relationship. Stratification analysis showed that sex, tissue ratio, and the presence of Doppler microbubbles were cofounders of this risk. A higher number of exposures increased the risk of DCS in this analysis

Pseudo-science: a meaningful context for assessing nature of science

Although an understanding of nature of science is a core element in scientific literacy, there is considerable evidence that school and university students hold naïve conceptions about it. It is argued that, whilst the failure to learn about nature of science arises from its neglect in formal science education, a major reason is the adherence to the precepts of pseudo-science, a set of beliefs that have wide cultural currency in the general population. University science and non-science students were interviewed about their beliefs in and explanations for ‘water dowsing’, a pseudo-scientific approach to finding groundwater. The demarcation criteria between science and pseudo-science and students’ research designs into ‘water dowsing’ were also enquired into. The results show that many students believed in the working efficacy of water dowsing and stated pseudo-scientific explanations for it. Furthermore, they were unaware of the demarcation criteria between science and pseudo-science, and designed naïve research studies to enquire into 'water dowsing'

A method of evaluating efficiency during space-suited work in a neutral buoyancy environment

The purpose was to investigate efficiency as related to the work transmission and the metabolic cost of various extravehicular activity (EVA) tasks during simulated microgravity (whole body water immersion) using three space suits. Two new prototype space station suits, AX-5 and MKIII, are pressurized at 57.2 kPa and were tested concurrently with the operationally used 29.6 kPa shuttle suit. Four male astronauts were asked to perform a fatigue trial on four upper extremity exercises during which metabolic rate and work output were measured and efficiency was calculated in each suit. The activities were selected to simulate actual EVA tasks. The test article was an underwater dynamometry system to which the astronauts were secured by foot restraints. All metabolic data was acquired, calculated, and stored using a computerized indirect calorimetry system connected to the suit ventilation/gas supply control console. During the efficiency testing, steady state metabolic rate could be evaluated as well as work transmitted to the dynamometer. Mechanical efficiency could then be calculated for each astronaut in each suit performing each movement

Science communication: towards a proper emphasis on the social aspects of science and technology

The weaknesses in compulsory school science education are summarized and used to explain the lowerthan-desired uptake of post-compulsory courses and the lack of interest in matters scientific by the general public. Against the background of a model for 'interactive science communication' which addresses these weaknesses and which focuses on the key theme of 'the social aspects of science /technology', two approaches to improved provision are presented. The first is the use of 'context-based' courses within formal provision. The second is the much greater use of informal provision, namely that made through museums zoos and botanical gardens, TV, the internet., newspapers and magazines, books. The challenges to be faced in using these two broad approaches, namely: the nature of science, of technology, and the relation between them; the treatment of risk; the treatment of contemporary issues, are evaluated. Finally, ways to bring about these desirable changes are summarised

Supporting Self-Directed Learning in Science and Technology Beyond the School Years

While much has been written about science education from pre-K through to postgraduate study, interaction with science and technology does not stop when schooling ends. Moving beyond scholarship on conventional education, this book extends the research and provides an original in-depth look at adult and lifelong learning in science and technology. By identifying the knowledge and skills that individuals need to engage in self-directed learning, the book highlights how educators can best support adult learners beyond the years of formal schooling. Through case studies and empirical analysis, the authors offer a research-based exploration of adults’ self-directed learning and provide tools to support adults’ learning experiences in a wide range of environments while being inclusive of all educational backgrounds

Sociology of low expectations: Recalibration as innovation work in biomedicine

"This article is distributed under the terms of the Creative Commons Attribution 3.0 License (http://www.creativecommons.org/licenses/by/3.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (http://www.uk.sagepub.com/aboutus/openaccess.htm). "Social scientists have drawn attention to the role of hype and optimistic visions of the future in providing momentum to biomedical innovation projects by encouraging innovation alliances. In this article, we show how less optimistic, uncertain, and modest visions of the future can also provide innovation projects with momentum. Scholars have highlighted the need for clinicians to carefully manage the expectations of their prospective patients. Using the example of a pioneering clinical team providing deep brain stimulation to children and young people with movement disorders, we show how clinicians confront this requirement by drawing on their professional knowledge and clinical expertise to construct visions of the future with their prospective patients; visions which are personalized, modest, and tainted with uncertainty. We refer to this vision-constructing work as recalibration, and we argue that recalibration enables clinicians to manage the tension between the highly optimistic and hyped visions of the future that surround novel biomedical interventions, and the exigencies of delivering those interventions in a clinical setting. Drawing on work from science and technology studies, we suggest that recalibration enrolls patients in an innovation alliance by creating a shared understanding of how the “effectiveness” of an innovation shall be judged.This project was funded by the Wellcome Trust (Wellcome Trust Biomedical Strategic Award 086034)

Predator-induced defences in Daphnia pulex: Selection and evaluation of internal reference genes for gene expression studies with real-time PCR

<p>Abstract</p> <p>Background</p> <p>The planktonic microcrustacean <it>Daphnia pulex </it>is among the best-studied animals in ecological, toxicological and evolutionary research. One aspect that has sustained interest in the study system is the ability of <it>D. pulex </it>to develop inducible defence structures when exposed to predators, such as the phantom midge larvae <it>Chaoborus</it>. The available draft genome sequence for <it>D. pulex </it>is accelerating research to identify genes that confer plastic phenotypes that are regularly cued by environmental stimuli. Yet for quantifying gene expression levels, no experimentally validated set of internal control genes exists for the accurate normalization of qRT-PCR data.</p> <p>Results</p> <p>In this study, we tested six candidate reference genes for normalizing transcription levels of <it>D. pulex </it>genes; alpha tubulin (aTub), glyceraldehyde-3-phosphate dehydrogenase (GAPDH), TATA box binding protein (Tbp) syntaxin 16 (Stx16), X-box binding protein 1 (Xbp1) and CAPON, a protein associated with the neuronal nitric oxide synthase, were selected on the basis of an earlier study and from microarray studies. One additional gene, a matrix metalloproteinase (MMP), was tested to validate its transcriptional response to <it>Chaoborus</it>, which was earlier observed in a microarray study. The transcription profiles of these seven genes were assessed by qRT-PCR from RNA of juvenile <it>D. pulex </it>that showed induced defences in comparison to untreated control animals. We tested the individual suitability of genes for expression normalization using the programs geNorm, NormFinder and BestKeeper. Intriguingly, Xbp1, Tbp, CAPON and Stx16 were selected as ideal reference genes. Analyses on the relative expression level using the software REST showed that both classical housekeeping candidate genes (aTub and GAPDH) were significantly downregulated, whereas the MMP gene was shown to be significantly upregulated, as predicted. aTub is a particularly ill suited reference gene because five copies are found in the <it>D. pulex </it>genome sequence. When applying aTub for expression normalization Xbp1 and Tbp are falsely reported as significantly upregulated.</p> <p>Conclusions</p> <p>Our results suggest that the genes Xbp1, Tbp, CAPON and Stx16 are suitable reference genes for accurate normalization in qRT-PCR studies using <it>Chaoborus</it>-induced <it>D. pulex </it>specimens. Furthermore, our study underscores the importance of verifying the expression stability of putative reference genes for normalization of expression levels.</p

Economies of space and the school geography curriculum

This paper is about the images of economic space that are found in school curricula. It suggests the importance for educators of evaluating these representations in terms of the messages they contain about how social processes operate. The paper uses school geography texts in Britain since the 1970s to illustrate the different ways in which economic space has been represented to students, before exploring some alternative resources that could be used to provide a wider range of representations of economic space. The paper highlights the continued importance of understanding the politics of school knowledge