The African Open Science Platform: The Future of Science and Science for the Future

This document presents a draft strategy and makes the scientific case for the African Open Science Platform (AOSP). It is based on an expert group meeting held in Pretoria on 27-28 March 2018. Its purpose is to act as a framework for detailed, work on the creation of the Platform and as a basis for discussion at a stakeholder meeting to be held on 3-4 September 2018, which will lead to a definitive strategy for implementation from 2019. Expert group members at the March meeting were drawn from the following organisations: African Academy of Sciences (AAS), Academy of Science of South Africa (ASSAf), Committee on Data for Science and Technology (CODATA), International Council for Science (ICSU), National Research and Education Networks (NRENS), Research Data Alliance (RDA), South African Department of Science & Technology (DST) and National Research Foundation (NRF), Square Kilometre Array (SKA), UNESCO. The African Open Science Platform The Future of Science and Science for the Future 4 The African Open Science Platform. The Platform’s mission is to put African scientists at the cutting edge of contemporary, data-intensive science as a fundamental resource for a modern society. Its building blocks are: • a federated hardware, communications and software infrastructure, including policies and enabling practices, to support Open Science in the digital era; • a network of excellence in Open Science that supports scientists & other societal actors in accumulating and using modern data resources to maximise scientific, social and economic benefit. These objectives will be realised through seven related strands of activity: Strand 0: Register & portal for African & related international data collections & services. Strand 1: A federated network of computational facilities and services. Strand 2: Software tools & advice on policies & practices of research data management. Strand 3: A Data Science Institute at the cutting edge of data analytics and AI. Strand 4: Priority application programmes: e.g. cities, disease, biosphere, agriculture. Strand 5: A Network for Education & Skills in data & information. Strand 6: A Network for Open Science Access and Dialogue. The document also outlines the proposed governance, membership and management structure of the Platform, the approach to initial funding and the milestones in building up to the launch. The case for Open Science is based on the profound implications for society and for science, of the digital revolution and of the storm of data that it has unleashed and of the pervasive and novel means of communication that it has enabled. No state should fail to recognise this potential or to adapt their national intellectual infrastructure in exploiting benefits and minimising risks. Open Science is a vital enabler in maintaining the rigour and reliability of science; in creatively integrating diverse data resources to address complex modern challenges; in open innovation and in engaging with other societal actors as knowledge partners in tackling shared problems. It is fundamental to realisation of the Sustainable Development Goals. National science systems worldwide are struggling to adapt to this new paradigm. The alternatives are to do so or risk stagnating in a scientific backwater, isolated from creative streams of social, cultural and economic opportunity. Africa should adapt and capitalise on the opportunities, but in its own way, and as a leader not a follower, with broader, more societally-engaged priorities. It should seize the challenge with boldness and resolution

The African Open Science Platform: The Future of Science and Science for the Future

This document presents a draft strategy and makes the scientific case for the African Open Science Platform (AOSP). It is based on an expert group meeting held in Pretoria on 27-28 March 2018. Its purpose is to act as a framework for detailed, work on the creation of the Platform and as a basis for discussion at a stakeholder meeting to be held on 3-4 September 2018, which will lead to a definitive strategy for implementation from 2019. Expert group members at the March meeting were drawn from the following organisations: African Academy of Sciences (AAS), Academy of Science of South Africa (ASSAf), Committee on Data for Science and Technology (CODATA), International Council for Science (ICSU), National Research and Education Networks (NRENS), Research Data Alliance (RDA), South African Department of Science & Technology (DST) and National Research Foundation (NRF), Square Kilometre Array (SKA), UNESCO. The African Open Science Platform The Future of Science and Science for the Future 4 The African Open Science Platform. The Platform’s mission is to put African scientists at the cutting edge of contemporary, data-intensive science as a fundamental resource for a modern society. Its building blocks are: • a federated hardware, communications and software infrastructure, including policies and enabling practices, to support Open Science in the digital era; • a network of excellence in Open Science that supports scientists & other societal actors in accumulating and using modern data resources to maximise scientific, social and economic benefit. These objectives will be realised through seven related strands of activity: Strand 0: Register & portal for African & related international data collections & services. Strand 1: A federated network of computational facilities and services. Strand 2: Software tools & advice on policies & practices of research data management. Strand 3: A Data Science Institute at the cutting edge of data analytics and AI. Strand 4: Priority application programmes: e.g. cities, disease, biosphere, agriculture. Strand 5: A Network for Education & Skills in data & information. Strand 6: A Network for Open Science Access and Dialogue. The document also outlines the proposed governance, membership and management structure of the Platform, the approach to initial funding and the milestones in building up to the launch. The case for Open Science is based on the profound implications for society and for science, of the digital revolution and of the storm of data that it has unleashed and of the pervasive and novel means of communication that it has enabled. No state should fail to recognise this potential or to adapt their national intellectual infrastructure in exploiting benefits and minimising risks. Open Science is a vital enabler in maintaining the rigour and reliability of science; in creatively integrating diverse data resources to address complex modern challenges; in open innovation and in engaging with other societal actors as knowledge partners in tackling shared problems. It is fundamental to realisation of the Sustainable Development Goals. National science systems worldwide are struggling to adapt to this new paradigm. The alternatives are to do so or risk stagnating in a scientific backwater, isolated from creative streams of social, cultural and economic opportunity. Africa should adapt and capitalise on the opportunities, but in its own way, and as a leader not a follower, with broader, more societally-engaged priorities. It should seize the challenge with boldness and resolution

The African Open Science Platform: The Future of Science and Science for the Future

This document presents a draft strategy and makes the scientific case for the African Open Science Platform (AOSP). It is based on an expert group meeting held in Pretoria on 27-28 March 2018. Its purpose is to act as a framework for detailed, work on the creation of the Platform and as a basis for discussion at a stakeholder meeting to be held on 3-4 September 2018, which will lead to a definitive strategy for implementation from 2019. Expert group members at the March meeting were drawn from the following organisations: African Academy of Sciences (AAS), Academy of Science of South Africa (ASSAf), Committee on Data for Science and Technology (CODATA), International Council for Science (ICSU), National Research and Education Networks (NRENS), Research Data Alliance (RDA), South African Department of Science & Technology (DST) and National Research Foundation (NRF), Square Kilometre Array (SKA), UNESCO. The African Open Science Platform The Future of Science and Science for the Future 4 The African Open Science Platform. The Platform’s mission is to put African scientists at the cutting edge of contemporary, data-intensive science as a fundamental resource for a modern society. Its building blocks are: • a federated hardware, communications and software infrastructure, including policies and enabling practices, to support Open Science in the digital era; • a network of excellence in Open Science that supports scientists & other societal actors in accumulating and using modern data resources to maximise scientific, social and economic benefit. These objectives will be realised through seven related strands of activity: Strand 0: Register & portal for African & related international data collections & services. Strand 1: A federated network of computational facilities and services. Strand 2: Software tools & advice on policies & practices of research data management. Strand 3: A Data Science Institute at the cutting edge of data analytics and AI. Strand 4: Priority application programmes: e.g. cities, disease, biosphere, agriculture. Strand 5: A Network for Education & Skills in data & information. Strand 6: A Network for Open Science Access and Dialogue. The document also outlines the proposed governance, membership and management structure of the Platform, the approach to initial funding and the milestones in building up to the launch. The case for Open Science is based on the profound implications for society and for science, of the digital revolution and of the storm of data that it has unleashed and of the pervasive and novel means of communication that it has enabled. No state should fail to recognise this potential or to adapt their national intellectual infrastructure in exploiting benefits and minimising risks. Open Science is a vital enabler in maintaining the rigour and reliability of science; in creatively integrating diverse data resources to address complex modern challenges; in open innovation and in engaging with other societal actors as knowledge partners in tackling shared problems. It is fundamental to realisation of the Sustainable Development Goals. National science systems worldwide are struggling to adapt to this new paradigm. The alternatives are to do so or risk stagnating in a scientific backwater, isolated from creative streams of social, cultural and economic opportunity. Africa should adapt and capitalise on the opportunities, but in its own way, and as a leader not a follower, with broader, more societally-engaged priorities. It should seize the challenge with boldness and resolution

Is Adding the E Enough?: Investigating the Impact of K-12 Engineering Standards on the Implementation of STEM Integration.

The problems that we face in our ever-changing, increasingly global society are multidisciplinary, and many require the integration of multiple science, technology, engineering, and mathematics (STEM) concepts to solve them. National calls for improvement of STEM education in the United States are driving changes in policy, particularly in academic standards. Research on STEM integration in K-12 classrooms has not kept pace with the sweeping policy changes in STEM education. This study addresses the need for research to explore the translation of broad, national-level policy statements regarding STEM education and integration to state-level policies and implementation in K-12 classrooms. An interpretive multicase study design was employed to conduct an in-depth investigation of secondary STEM teachers\u27 implementation of STEM integration in their classrooms during a yearlong professional development program. The interpretive approach was used because it provides holistic descriptions and explanations for the particular phenomenon, in this case STEM integration. The results of this study demonstrate the possibilities of policies that use state standards documents as a mechanism to integrate engineering into science standards. Our cases suggest that STEM integration can be implemented most successfully when mathematics and science teachers work together both in a single classroom (co-teaching) and in multiple classrooms (content teaching—common theme)

Exact Bayesian curve fitting and signal segmentation.

We consider regression models where the underlying functional relationship between the response and the explanatory variable is modeled as independent linear regressions on disjoint segments. We present an algorithm for perfect simulation from the posterior distribution of such a model, even allowing for an unknown number of segments and an unknown model order for the linear regressions within each segment. The algorithm is simple, can scale well to large data sets, and avoids the problem of diagnosing convergence that is present with Monte Carlo Markov Chain (MCMC) approaches to this problem. We demonstrate our algorithm on standard denoising problems, on a piecewise constant AR model, and on a speech segmentation problem

Developing a conceptual framework for an evaluation system for the NIAID HIV/AIDS clinical trials networks

Globally, health research organizations are called upon to re-examine their policies and practices to more efficiently and effectively address current scientific and social needs, as well as increasing public demands for accountability

Kindling the Fire: Fueling Preservice Science Teachers\u27 Interest to Teach in High-Needs Schools

This study applies psychological models of interest and motivation (i.e., a model of interest‐development and self‐determination theory) to the experiences of six preservice science Noyce scholars who participated in a teacher preparation program. The National Science Foundation\u27s Noyce grant aims to incentivize mathematics and science majors to teach in high‐needs school districts. Through this interview study, we sought to understand how Noyce scholars\u27 pre‐existing interests and their experiences in the Noyce program interact to develop individual commitments to teach in high‐needs school settings. Case studies reveal that scholars had no prior experiences in high‐needs schools, abstract ideas about teachers, students, and resources in these contexts, and varying degrees of initial connectedness to teaching in high‐needs school settings. Scholars found that site visits to diverse high‐needs schools (i.e., rural and urban) triggered their interest to teach in similar contexts. Preservice science teachers\u27 emerging interest and level of commitment to teaching in high‐needs schools following the teacher preparation program was dependent upon context‐specific mastery experiences and autonomy within their long‐term clinical field experience. This study offers implications for teacher educators who are recruiting and preparing students to teach in high‐needs school contexts

An evidence base to optimise methods for involving patient and public contributors in clinical trials: a mixed-methods study

BACKGROUND: In comparison with other study designs, randomised trials are regarded as particularly likely to benefit from patient and public involvement (PPI). Using mixed-methods research we investigated PPI from the perspectives of researchers and PPI contributors. METHODS: Randomised trials in receipt of funding from the Health Technology Assessment (HTA) programme between 2006 and 2010 were identified. Funding applications and board and referee comments were obtained and data relevant to PPI extracted. Chief investigators (CIs), PPI contributors and UK Clinical Research Collaboration Registered Clinical Trials Units (RCTUs) were surveyed. Interviews were conducted with researchers and PPI contributors. RESULTS: A total of 111 trials were included. Text relevant to PPI was identified in half of the trials for which the first-stage applications were available, but only one-quarter described PPI within their development. In the second stage of the application, the majority provided some text relevant to PPI, with over half having PPI in their development. Fewer than half of referees commented on PPI, and funding boards rarely provided comments in relation to PPI. Seventy-three per cent (81 of 111) of CIs responded to the survey and 98% (79 of 81) included PPI at some stage in their trial. CIs considered high impact from PPI contributors to occur more frequently in trial setup, with low or no impact being more common during trial conduct, analysis and dissemination. Only one-third of CIs provided PPI contributor contact details but all contributors contacted completed the survey. The majority of contributors felt engaged and valued by the research team. Interviews were conducted with researchers and/or PPI contributors for 28 trials identifying two main influences on perception of PPI impact: whether or not CIs expressed personal goals and plans for PPI; and the quality of their relationship with the PPI contributors. The importance of early engagement was identified, with opportunity for input thereafter limited. Three PPI roles were identified: oversight, managerial and responsive. Oversight roles, as required by funders, were associated with low impact in comparison with responsive or managerial roles. Most researchers could see some value in PPI training for researchers, although those that had received such training themselves expressed concerns about its purpose and evidence base. Training for PPI contributors was considered unnecessary, with conversational approaches preferred, although this did not appear to provide an opportunity for role negotiation. The RCTU survey response rate was 85% (39 of 46). The majority (37 of 39) reported PPI within trials co-ordinated by their unit. Trial characteristics were used by half to determine the approach to PPI. Two-thirds reported recent developments or changes in implementing plans for PPI (21 of 33). Support to PPI contributors was commonly offered through members of staff at the unit. CONCLUSIONS: PPI is occurring in the majority of trials funded by the HTA programme, but uncertainty remains about how it is assessed and valued. Early involvement, building a relationship between researchers and contributors, responsive or managerial roles, and having defined goals for PPI were associated with impact. Efficiency could be gained by utilising the RCTU network to identify and tackle challenges, and develop a risk-based approach utilising trial characteristics. Recommendations are made to trial funders and the research community. Given the difficulties for some informants in recalling PPI contributions, future research using a prospective approach would be valuable. Ethnographic research that combines observation and multi-informant interviews is likely to be informative in identifying impact. The research community needs to give further consideration to processes for selecting PPI contributors and models of implementing PPI