Weekly Science Updates - It's All in the Genes

I've been scanning the annals of other science blogs and came across some interesting stuff that I am now sharing with you. In this edition of Link Love is All About Genetics.





You know how public health providers are always saying that your risk of contracting HIV, the virus that causes AIDS increases if you have had another STD? Well, this post - STDs disrupt genetic bottleneck that usually constrains HIV infection - explains how. Basically, when your body is fighting off a STD, via an inflammatory response, the chemistry of your genital mucous lining changes - becomes thin - and the HIV virus can penetrate the normally protective barrier and infect your cells.

Now, some good news about STDs. A joint study by researchers at the Albert Einstein College of Medicine of Yeshiva University and Harvard Medical School seems to have made a breakthrough in Herpes Prevention. A topical vaginal microbicide has been found to successfully silence two genes of the Herpes Simplex Virus-2 (the one that causes genital herpes) in mice. The microbicide can also safely protect against genital herpes infection for as long as one week. Read more about the study in the blog post: Topical Microbicide Offers Long-Lasting Protection Against Genital Herpes.

Genetic Tricks of Parasites is a quick read all about the small genomes of parasites. But one parasite species has an usually large genome ~ 23,500 genes, many more than other parasite species. Read the article to learn more.

And my favorite -Rethinking the genetic theory of inheritance. Scientists at the Centre for Addiction and Mental Health in Canada have made some breakthroughs in the research of addiction and mental health as it relates to Epigenetics. Epigenetics is the study of inheritance of traits beyond DNA. DNA is important and its discovery has lead to some very important discoveries, but I've always thought we have been rather pre-occupied with every thing being genetic. I'm looking forward to what more we can learn about Epigenetic research.

Inauguration Day Commentary - What really makes Conservatives & Liberals Different?

Barack Obama has been sworn in as the 44^th President of the United States of America.  As the primary general election campaigns waged, I realized the pre-occupation we have with this nation’s political topography.  This notion of red and blue states and counties and liberal, moderate, and conservative citizens is interesting to me.  Entire regions, communities and families are labeled as red or blue; and we can trace these party affiliations back for generations.  This idea of political views as a heritable trait has piqued the interest of many, particularly bloggers who comment about the intersection of science and society, like me and Bora Zivkovic.

In a past post of his he writes…“that political affiliations are indeed a trait passed along from parent to offspring, but it is not because of genes. It is inherited via a developmental process.  Conservatives raise their children in such a way that their emotional development results in them becoming conservatives when they grow up, thus perpetuating the trait across generations - that is the definition of inheritance. And it is not teaching conservatism directly - it is providing an environment in which a child will develop conservative traits.”  I think no one exemplifies this more than Political Blogger, Cobb.  He is a conservative, his family had conservative views and he has a host of conservative friends. But what if our political leanings were more than indicators of our upbringing and social environment?  Could there be a biological explanation? Perhaps, according to a recent research article in Science: Political Attitudes Vary with Physiological Traits.

Could your political philosophies be tied to your physiology?

The 2008 Republican National Convention (RNC) showed a tribute video of the 9/11 Tragedy.  A compelling narration along with images the World Trade Center in flames, Americans dying, buildings collapsing and gun-toting-happy-terrorist enemies celebrating the carnage were on the big screen.  It ends with a declaration of “We will never let it happen again”.  The video evoked emotional responses from both sides of the political aisle; however, responses seemed to correspond according to the political leanings of the commenter.   For many conservatives, the video reminded them as to why a leader strong on national security was necessary for the safety of our nation.  Yet, many liberal correspondents – notably Keith Olbermann of MSNBC - found the video disturbing and accused the conservative political party of fear-mongering in order to promote their agenda.  

Was the RNC trying to connect to people through shock and fear?  Are political attitudes and reactions to devastating events tied?  Like political beliefs, behavioral and physiological reactions to unexpected events vary by individual.  Our body’s emergency response system, called the sympathetic nervous system, kicks in high gear when are frightened, startled or perceive a threat.  We reflexively react by blinking our eye lids or ducking for cover. Our heart rate increases, skin becomes clammy and we release nervous hormones like epinephrine and acetylcholine.   However, some people respond more strongly to startling events than others.  Would a variation in fear response correlate to a variation in political attitudes about national safety?  Researchers from the University of Nebraska-Lincoln set out to find the answer.  

Residents of Lincoln, Nebraska, were randomly selected from the telephone directory and interviewed to determine if they held strong political attitudes.  Subjects with strong political views, very conservative or very liberal, were then asked to participate in a second evaluation.   During this evaluation, subjects’ specific political attitudes were categorized according to their degree of support for protective policies.   Protective policies were defined as a generic suite of political concepts that dealt with enforcing strong security measures in order to protect the members of this society from tragedies.  Eighteen of the 28 political concepts on the survey were those that dealt with security issues such support for increased military spending, the Iraq War, the Patriot Act, as well as opposition to foreign aid, immigration, and gun control.   Individuals who indicated concern for protection and security in the 18 key political concepts were categorized as high supporters of protective policies.  The opposite was true of the subjects categorized as low supporters of protective policies.

Two months later, subjects completed two physiological response tests that measured their reflexive reactions to startling images and sounds.  In the first test, subjects were presented a slide show of 36 images, including three disturbing images of 1) a spider on a frightened person’s face, 2) a dazed individual with a bloody face, and 3) an open wound with maggots.  Researchers measured the average level of skin conductance or degree of subtle sweating and activation of the sympathetic nervous system in response to viewing all of the images.  In a second test, subjects’ eye blink response was measured when a loud, unexpected noise was heard.

The team found very clear differences in physiological responses to threatening stimuli between the two groups of subjects.  High supporters of protective policies demonstrated a marked increase skin conductance when they viewed disturbing images but no increased response when they viewed non-disturbing images.   Among low supporters, there was no difference in skin conductance response to viewing disturbing or non-disturbing images.  In fact, these subjects were mostly unaffected by either sets of images.  A similar pattern of response was measured in the startle sound-eye blink test.  Blink responses habituate over time for all subjects, however high supporters tended to blink harder than low supporters, though the differences were not as pronounced as those from the skin conductance test.  

Overall, the study demonstrated a relationship between physiological responses to threatening stimuli and political attitudes of subjects.  However, the biological basis of this relationship is not at all clear.  The research team suggests that the link between a person’s sensitivity to emergency situations and prevailing political attitudes may result in some people having a greater affinity to political policies that seem to offer the best solution to the perceived threat.  However, it does provide some credence to the RNC’s use of startling messages to rally the support of their political base in exercising stricter national security measures.

NSF-AAAS Student Research Conference Underlines the Importance of Historically Black Colleges and Universities

John Haynes, Professor and Dean of Science and Mathematics at Morehouse College, Atlanta
Credit: Photos by Sidney Perkowitz

Re-post: NSF Press Release

December 5, 2008

ATLANTA, Georgia-Historically black colleges and universities play a significant-but often unrecognized-role in the science, technology, engineering, and mathematics education of minority students in the United States, producing scientists and engineers ready to apply their education to the important problems of the day. These messages were strongly delivered by students and educators at the National Science Foundation's 2008 Historically Black Colleges and Universities Undergraduate Program Research Conference, organized by the AAAS.

In 2004 nearly half-49%-of bachelor's degrees in physics and 39% in chemistry awarded to African-Americans came from historically black colleges and universities (HBCU), according to a recent report by the Commission on Professionals in Science and Technology and the American Institute of Physics. One well-known HBCU, Morehouse College in Atlanta, graduates more bachelor's degrees in science per year than some countries, said John K. Haynes, professor and Morehouse's dean of Science and Mathematics, who spoke at the conference.

According to Shirley Malcom, director of Education and Human Resources at AAAS: "We must invest in development of talent and potential for science and engineering. HBCUs provide access to many students and introduce them to the possibilities of education and careers in STEM." HBCUs, she said, "contribute disproportionately as the baccalaureate origins institutions in many fields that are crucial to U.S. competitiveness and national security."

Much of the research described by HBCU undergraduates at the event directly addresses pressing national needs. For example, a poster headlined "Preparation of Biodiesel from Waste Oil" presented by Ashley White, a junior chemistry major at Jackson State University, Mississippi. Asked why the work is important, she responded: "Because we need cheaper gas! And we need to stop depending on foreign oil. We can do this ourselves." She went on to describe the chemistry involved in converting discarded vegetable oil used for cooking into diesel fuel. The quality of the fuel is acceptable, she added, but the process needs to be improved for greater yield.

Another poster described research in steganography, an area that turns out to be important for national security. The poster's presenter, Kevin Harris, a junior applied math major at North Carolina A&T State University, defined steganography as "disguising information without arousing suspicion." One virtually undetectable method is to encode a message within a digital graphics file by tweaking the data bits in a way that leaves the image unaltered. While this sounds like something out of a James Bond movie, Harris cited a recent FBI White Paper on the subject that shows its seriousness in an age of terrorism.

These two posters were among some 275 student poster presentations and over 100 talks at the four-day HBCU-UP conference, held 23-26 October in Atlanta. The presentations covered virtually every major field of science and technology, with cash awards offered for the best research as chosen by a panel of experts. This is the second year under a three-year NSF grant that the AAAS has organized a student-oriented event with the atmosphere and format of a full-scale scientific conference, this year with over 800 attendees. The conference featured student research abstracts in a glossy program book and gave the students opportunities to explore offerings from various graduate schools and employers.

The student activities were supplemented by workshops, and plenary talks from some of the leading players in science, technology, engineering, and mathematics (STEM) education at HBCUs. James H. Wyche, director of the NSF Division of Human Resource Development, Directorate for Education and Human Resources, spoke of the significance of STEM education for global competitiveness and noted the importance of key "transit points" in keeping potential and current HBCU science students on track toward their careers, such as the transition from 11th to 12th grade.

Haynes, in his plenary address, emphasized the excitement of today's forefront science and the importance of a research experience in undergraduate science education. Carlton E. Brown, president of Clark Atlanta University, another major HBCU, reported large numbers enrolled in STEM courses at his institution but noted that graduation rates are lower than desired. He said raising the number and skills of qualified middle- and high school science teachers would be crucial for improving university-level graduation rates in those fields.

In a later conversation, Haynes placed HBCU training within the framework of a national commitment to STEM education. "The country realizes it's got to tap all of its resources," he said. "Other countries are producing many more students in science. The question is whether we have the national will. The next president has to send a clear message to the country that all of its citizens should receive quality education." As a critical factor, Haynes added, that should include pre-college education.

For some students, the conference gave an opportunity to reflect on their HBCU experience along with their research. Jasmine Greene, a sophomore biology major at Lemoyne-Owen College, Memphis, Tennessee, presented work on the interaction between chromium metal ions and the neurotransmitter aspartate. Even trace amounts of certain metallic elements can impair human neural behavior. Greene's project is the first to examine possible harmful effects from chromium. The results will be submitted to the Journal of the American Chemical Society.
When asked about the pros and cons of attending a historically black college compared to a school with a diverse population, Greene responded that while she strongly favors diversity, an HBCU offers "a family bond."

"The teachers really care," she said. "I'm not just a number."

Justin Morrissette, a graduating senior in chemical engineering at Hampton University in Virginia, gave a different response to the question. Morrissette studied viral infections of bacteria in the Pacific Ocean, which could have consequences for the prevalence of plankton and the food chain that it supports. He carried out his research partly at institutions that are not HBCUs; for him, the most important thing in choosing where to learn and work was to follow the science.

The buzz of activity around the student presentations was matched by the buzz of activity around the conference exhibits. Over 80 exhibitors and recruiters, mostly representing graduate schools across the United States but also from employers such as the U.S. Naval Research Laboratory and the U.S. Environmental Protection Agency, illustrated that the pool of HBCU undergraduates is indeed a valued resource for further STEM education and jobs.
For all the activity and student enthusiasm, however, the current economic downturn could potentially alter federal and other funding for science education including HBCUs and their supporting programs. Some HBCUs suffer from lack of the resources needed to provide complete student research experiences. Bad economic news may trigger other problems because "many of these students need financial help to go [to college]," said Yolanda George, deputy director of AAAS Education and Human Resources. "Many of the students come from rural areas--first-generation college students."

Added Malcom: "We can anticipate tough budget years ahead for R&D, to the extent that these can be considered a 'nice to have' rather than a 'must have.' If, however, R&D become necessities or, better still, investments, we can make a case for support even in tough times."
Haynes sounded perhaps the most optimistic note of all. Even in the face of financial difficulties, he said, we should realize that "global awareness is where we're going so internationalizing the experience of students is the next new frontier... We have to get young people out of [provincialism] to see there's a wide world with opportunities."

See the full list of young researchers who won awards for oral and poster presentations at the National Science Foundation's HBCU-UP conference in Atlanta.

Learn more about the NSF's Historically Black Colleges and Universities Undergraduate Program.
More images from the Conference here.

The National Science Foundation (NSF) is an independent federal agency that supports fundamental research and education across all fields of science and engineering, with an annual budget of $6.06 billion. NSF funds reach all 50 states through grants to over 1,900 universities and institutions. Each year, NSF receives about 45,000 competitive requests for funding, and makes over 11,500 new funding awards. NSF also awards over $400 million in professional and service contracts yearly.

Affirmed - McCain/Palin are Anti-science.

First McCain put his foot in the mouth at Debate #1 about the Grizzly Bears.

Correction - The money spent on this genetics and conservation research project was not an earmark. It was a awarded as a competitive grant and help shed light on an endangered species - a native American species- and apex predator.

Next McCain sounded like a foolish old man comparing the Zeiss Projector at the historic Aldler Museum of Chicago to an overhead projector in Debates #2 and #3.

Correction - the projector projects images of the night sky and space onto a domed ceiling in the Sky Theater. Adler is the Western Hemisphere's oldest Planetarium. They educate and inspire millions. For decades children of Chicago, the state of Illinois, and the US are have been provided top-notch space and planetary sciences education and career exploration opportunities. In fact, the Adler has educated Navy men in night sky navigation to help them chart their courses while out at sea. The stars of the night sky are their only landmarks. The Navy, the US Navy. Hmm, should Mr. Naval Academy know how important the Adler is...Maybe he would if he hadn't been such a bad boy in college and graduated near the bottom of the class.

Last, Mrs. Palin talked about a "ridiculous pet project research on fruit flies in Paris", just moments after declaring her commitment to families with special needs childrend and disabled family members. Palin, autism and fruitflies - it does not add up

Correction - 1st, the research which as she correctly stated was paid for by NSF was actually conducted in the United States! And this research with fruit flies has made discoveries about genes and proteins related to Autism Spectrum disorders! Foot in the mouth.
UNC scientists comment in support of fruit fly research for understanding autism

McCain-Palin just seem so under-informed and unapologetically ignorant about science, science education, science outreach, and research. It bothers me to potentially have another adminstration that marginalizes science as a meaningful endeavor and politicizes research results, ignoring sound advise when making important policy decisions.

Having a President (and Vice President) who are scientifically literate matters.
AVoteForScience: Kiki Sanford endorses Barack Obama

Hat tip to Bora (A Blog Around the Clock) for links with the great videos. Be sure to check them out. Very informative.

Science Literacy Matters.
Vote Pro-Science and Pro-Education

Inmates Conduct Ecological Research on Slow-growing Mosses

The Moss-in-Prisons project promotes the rehabilitation of prisoners.
Credit: Nalini Nadkarni of Evergreen State College.

Re-post: NSF Press Release 08-186
October 17, 2008

Nalini Nadkarni of Evergreen State College currently advises a team of researchers who sport shaved heads, tattooed biceps and prison-issued garb rather than the lab coats and khakis typically worn by researchers. Why is Nadkarni's team composed of such apparently iconoclastic researchers? Because all of her researchers are inmates at Cedar Creek Corrections Center, a medium security prison in Littlerock, Washington.

With partial funding from the National Science Foundation (NSF), Nadkarni has guided her unlikely but productive team of researchers since 2004, as they conduct experiments to identify the best ways to cultivate slow-growing mosses. Nadkarni's so-called Moss-in-Prisons project is designed to help ecologists replace large quantities of ecologically important mosses that are regularly illegally stripped from Pacific Northwest forests by horticulturalists.

Why did Nadkarni recruit inmates into her research team? "Because," she explains, "I need help from people who have long periods of time available to observe and measure the growing mosses; access to extensive space to lay out flats of plants; and fresh minds to put forward innovative solutions."

In addition to managing the Moss-in-Prisons research at Cedar Creek, Nadkarni helps the facility's inmates run various projects that promote sustainable living--including an organic garden that produces 15,000 pounds of fresh vegetables every summer, a bee-keeping operation and a composting operation that processes one ton of food per month.

One member of Nadkarni's research team, who was released from Cedar Creek, enrolled in a Ph.D. program in microbiology at the University of Nevada and presented his Cedar Creek research at the annual meeting of the Ecological Society of America in August 2008. (Heck, no. Now that's Broader impact.)
Nadkarni started the Moss-in-Prisons project with a type of NSF award that is specially designed to help scientists reach out to public audiences. More recently, she has received additional funding from the Washington State Department of Corrections.

In addition, Nadkarni has creatively stretched project resources by recruiting other NSF-funded researchers to contribute to a popular lecture series that she started at Cedar Creek. By giving such lectures, these scientists fulfill requirements for conducting public outreach that accompany NSF awards.

A recent TV news report about the Moss-in-Prisons and the sustainability projects at Cedar Creek is posted at http://www.kcts9.org/video/green-prison-reform.

-NSF-
Media ContactsLily Whiteman, National Science Foundation (703) 292-8310 lwhitema@nsf.govJason Wettstein, Evergreen State College (360) 451-3167 wettstej@evergreen.edu

The National Science Foundation (NSF) is an independent federal agency that supports fundamental research and education across all fields of science and engineering, with an annual budget of $6.06 billion. NSF funds reach all 50 states through grants to over 1,900 universities and institutions. Each year, NSF receives about 45,000 competitive requests for funding, and makes over 11,500 new funding awards. NSF also awards over $400 million in professional and service contracts yearly.

more images of the research and research participants.

I ain't even mad. What a unique way to do outreach and meet broader impact requirements.

Presidential Candidates Stand on Science

The other day, I blogged about the Presidential Candidates’ stands on science. STEM is the foundation of this nation’s prowess, security, and success. Therefore sound science policies and developing other policies with sound science and advice is terribly important.

Too bad there won't be a 4th Presidential Debate that's all about Science and Education. But we've got the next best thing - ScienceDebate2008. It is an online forum where the candidates provided answers to 14 key Science questions. The goal is to raise public awareness of science, technology, and innovation and call attention to informed decision-making at higher political levels. You can read their answers and offer comments and offer new questions.

I am biased (I support Obama), but my first response to the candidates side-by-side answers is that the two definitely see science differently.

Obama details his interests and comprehension of the importance of the STEM pipeline. He proposes funding science & math education from K-12 through graduate education and early career research grants. He focuses on supporting science through agencies like the National Science Foundation.

McCain doesn’t even mention a single science agency and all of his focus is on technology and entrepreneurship. Basic research happens at colleges adn universities and through scientific agencies like NSF, NASA, and NIMH. Business innovation of technology and discovery takes place AFTER graduate students and post-docs work out all of the kinks. I am disturbed by McCain’s limited comprehension STEM and its work culture. He completely disregards the role of academics in science research, and it makes him seem so out of touch. He complete focuses on tech-related industries (I guess because of the potential for entrepreneurship) and ignore the basic sciences such as life sciences and physical sciences. And I’m still sore about the comment about science research being a wasteful pork earmark.

Let me share something with you all. The ability to get federal research money for science is based on a very strict, very competitive peer-reviewed system. You have to write a detailed grant explaining why you want the money and the impact the research/results will have on the world. Science is about knowledge – gaining knowledge, clarifying information, and disseminating knowledge. Even great ideas that might possibly change the world get denied because of lack of impact. Getting research money is no easy task. Even for my graduate-level research monies I had to jump through several hoops. No one passes this money out. There is no special money set aside for pet science projects –of any kind. Everyone must compete and demonstrate professional ability before any money is granted.

Update: From Campaign News from AAAS Policy Alert Newsletter.
On Sept. 26 the Obama campaign released a revised plan for science, technology, and innovation and a letter signed by 61 Nobel Prize-winning scientists who have endorsed Obama. On Sept. 29 Senator McCain released a radio ad reinforcing his past record on stem cell research and calling an Obama ad claiming that he has "stood in the way" of stem cell research "misleading." And in a speech last week at the Clinton Global Initiative, McCain reiterated his commitment to addressing global warming.

Stay informed!
I can’t wait for the VP Debate tomorrow.

National Digital Media Day - Using Tech for STEM Education

Digital Media has really made a big impact in our world today. Think about it, some of us are easier to catch up with on line than on the phone or would rather send a text than write a letter. Digital media certainly does make life easier and convenient.

I think blogs and the internet in general have an amazing capacity to share information and educate the public. Teachers, students and parents can go to the internet and discover and download the world. Digital Media can be used (and are being used) to improve math and science education by enhancing and supplementing curriculum, aiding in research and independent study projects, and by just improving learning. It's all there.

Just googling can uncover gems.
The Smithsonian: Encyclopedia Smithsonian Science & Technology - everything from space, planet, animals, physics, forensics, conservation, to communications.

Or checking out any of the science, math, and education websites and blogs I have listed on my side bar.

Also, two of my fellow AfroSpear Members: Eddie Griffin and Fredric Mitchell.

Eddie Griffin's New School of Human Rights is a strong advocate of math education and enhanced critical thinking skills among today's urban youth. In fact, his tag line reads: "Building education systems online to propel our children to be the best that they can be." An archive post: Towards Solving the Math-Science Achievement Gap which is a bold proposal to solve this achievement gap using technology.

Fredric Mitchell with Young Black Professional Guide, is a web developer based in Chicago who hopes to one day start a foundation to support young, Black males in programming and computer science.


Though the use of Digital Media is great and can benefit all, it is not a universally accessible tool -- at least not just yet.
Our society still needs to address and solve the matters of access and affordability of these technologies. And we still need to close the computer literacy gap by introducing these technologies and helping members of under-resourced communities learn to fully utilize them in way that doesn't make them feel alienated.

In the meantime, I think lauding the benefits of Digital Media is a great start.

Ebony Magazine ain't S***

Last spring, I was actually spurred to create this blog about Science and Education and Black Class issues because of a feature in Ebony Magazine - 100 Most Influential Blacks in America.

I was irritated by the AMAZING lack of intellectual representation, particularly of scientists and academics. So on May 9, 2007, I wrote a letter to the editor of Ebony Magazine and posted about the matter on this blog.

Here is my letter

Dear Editor,

I recently read the May 2007 issue that featured the "150 Most Influential Blacks in America". It was truly inspiring to see a list comprised of key people from the realms of business, education, public service and other sectors of society. It was a fine example of your magazine's objective to "profile successful African-American role models." But I was dismayed by the absence of the influential Blacks in Science, Engineering, and Technology (SET). In fact, of the entire list, only one scientist was listed, Dr. Neil DeGrasse Tyson, a Physicist. I also noticed that the list failed to include one or more categories that would recognize such professionals. Example categories might have been The Most Influential in "Industry", "Science & Research", Medicine & Biotechnology", and/or "Science, Engineering, & Technology". Even among the list of organization leaders, I was shocked by the absence of the National Society of Black Engineers (NSBE). NSBE is not only a pre-eminent organization for black people pursuing a variety of technology and engineering careers, it is considered one of the largest and most influential college student organizations in the United States.

According to your website "Johnson Publishing Company is aimed at increasing African-Americans' pride in themselves by presenting their past and present achievements to America and to the world. This has been done by portraying the Black American experience in all its dynamics through the medium of printed words and images". Aren't the contributions of African-Americans as scientists and engineers important for shaping America and inspiring members of our community? Aren't these types of professionals worthy of portraying in printed word and images?

African-Americans are terribly under-represented in science, engineering, and technology fields. And I find it heartbreaking that a media giant such as Ebony Magazine "with over 12 million monthly readers that is full of information to enrich, encourage and enlighten the entire family; and offers fresh, exciting images and perspectives on the new Black America and remains the only Black general interest and major monthly magazine that covers all of Black America" does not take the time to inform its readership about "Influential Black Scientists and Engineers".

The lack of coverage of Black scientists and engineers, in media outlets and in your magazine in particular, sends a message to Black America that being a scientist or an engineer is an unimportant job and being one means that you are less valuable to society than say -- an entertainer. And nothing can be further from the truth. Science is the driving force of all modern life and Black Americans are apart of this story. We can't possibly hope to have more black scientists and engineers if the public is largely unaware of the existence of black scientists and engineers.

I would really like to see Ebony Magazine include more science and technology related stories in its line-up. It would also be a great treat and service to showcase Black Scientists, Engineers, and Mathematicians to your readers. Perhaps such positive stories about successful African-Americans might encourage more of our community to take pride in their academic success and close some of the education achievement gaps that exist.

I've also included a list of very important, very influential, and noteworthy Black Scientists for you to consider. Thank you for your time and consideration.

Dr. S. James Gates, Jr.: Physicist and Winner of the American Association for the Advancement of Science 2006 Public Understanding of Science and Technology Award AAAS is the world's largest scientific society and this is a VERY important testament to his influence.http://www.aaas.org/news/releases/2007/0215am_award_understand.shtml http://www.physics.umd.edu/ep/gates/gates.html Dr. Dawn Wright, Oceanographer.Learn more about her and her work here: http://sciencecareers.sciencemag.org/career_development/previous_issues/articles/3570/diving_into_the_deep/http://dusk2.geo.orst.edu/index.html Dr. Shirley Jackson, President of Rensselaer Polytechnic Institute. (She could have also been listed as an Influential Educator) and is also noted as the first woman to chair the U.S. Nuclear Regulatory Commissionhttp://www.nsf.gov/news/news_summ.jsp?cntn_id=108748&org=NSF&from=news Or any person featured on Delta SEE Radio: a science radio program produced by Delta Sigma Theta Sorority, Inc. The Host, Dr. Dhyana Ziegler and Commentator, Dr. Shirley M. Malcom, are worthy candidates themselves for this category or the Education category. http://www.deltasee.org/radio/radio_seeradio.htm http://www.deltasee.org/radio/radio_bio101-105.htm#malcom Or any of the scientists featured on the Science Update Spotlight on African-Americans section.http://www.scienceupdate.com/spotlights/africanamerican.php

Here is their timely response to me on AUGUST 17, 2008.
Thank you for your email to the editors of Ebony magazine. We appreciate your interest and continued support of our magazine. While we do not have the ability to accept unsolicited material (stories, poetry, essays, etc.) we will make sure your information is passed along to the appropriate editor.Thanks again for you support.
Ebony Magazine

What the Hell!! OVER a year and a half and they respond. And it's a form response thinking I was submitting material...It was an E-di-tor-ial!

Fake journalism rag.

Science and Policy in US Politics

The Executive and Legislative Branches of our government are responsible for some important decisions concerning our lives, livelihood and our future. Science is everywhere, and there are dedicated scholars who spend their lives studying important phenonmena and events to increase out world body of knowledge. But how does this dense, nuanced information make it to the minds of the people who make the decisions and control the purse strings and regulatory strings? Another question, are our leaders making informed decisions are they shooting from the hip. Be informed about the state of scientific comprehension of our leaders

More news from AAAS - The President and Presidential Hopefuls and Science Policy Stands.

1. Report on Presidential Science Advice.
The Center for the Study of the Presidency has completed its report Presidential Leadership to Ensure Science and Technology in the Service of National Needs: A Report to the 2008 Candidates <http://www.info-aaas.org/util/link.jsp?e=47YNycyl_p6XJlMxZ4G3rDzMe3cAhKChnS8C6FuFEIQnGfQ..A&s=5ptD7vaHq6eNRuFxxCzjGDw..A&v=6EnOrQFKA9PFd_c3bam2jdQ..A> . The report contains a number of recommendations intended to be seriously considered by the presidential candidates' staffs before and during transition planning, in order to strengthen the S&T advice provided to the President and federal agencies.

2. The Candidates' Stances on Technology, Education.

a. Republican presidential candidate John McCain released a technology agenda <http://www.info-aaas.org/util/link.jsp?e=8b-GV3JGbMHd3PssHSnp4aSSEwQXbPkZUozIFXPN7q9uLdPq3GDeEbjUduFeNfSeL&s=5ptD7vaHq6eNRuFxxCzjGDw..A&v=6EnOrQFKA9PFd_c3bam2jdQ..A> last week that includes a permanent 10 percent tax credit on R&D wages, expansion of the H1-B visa program for foreign guest workers, and tax breaks for companies that give high-speed Internet access to low-income customers. McCain also said he will "strive to ensure that Administration appointees across the government have adequate experience and understanding of science, technology and innovation."

b. Democrat Barack Obama, who released his technology program <http://www.info-aaas.org/util/link.jsp?e=7m05EBfGhHdS0bmlwPqDN7IyLGOR1tf4ytSU4rc-3SqfQdyN7HFm1BjzY9E2IbxHv&s=5ptD7vaHq6eNRuFxxCzjGDw..A&v=6EnOrQFKA9PFd_c3bam2jdQ..A> in November 2007, has said he also wants to make the R&D tax credit permanent; reform the immigration process to increase the number of permanent visas issued to foreign skilled workers; and create a national "chief technology officer" to ensure that all federal agencies have the right infrastructure, policies and services for the 21st century.

c. Last week, the McCain camp also released its agenda for higher education <http://www.info-aaas.org/util/link.jsp?e=6isk9LxiL1JpBWJFMOUpopO508l6xc_KM6d_9TAkjX489PtvAl6NG7M4kWLXKqSLn&s=5ptD7vaHq6eNRuFxxCzjGDw..A&v=6EnOrQFKA9PFd_c3bam2jdQ..A> . The policy includes a call for the simplification of higher education tax benefits and federal financial aid programs, and the elimination of earmarks in federally funded research.

d. In his education policy, Obama also proposes <http://www.info-aaas.org/util/link.jsp?e=59NjMrf6iykdcnOKJtJ8yV2g9TKGIQwS6T-05tGEoc2riUgBbo2sip1GAoW6F3kod&s=5ptD7vaHq6eNRuFxxCzjGDw..A&v=6EnOrQFKA9PFd_c3bam2jdQ..A> to simplify the process of applying for federal financial aid and calls for a universal, refundable tax credit to ensure that the first $4,000 of a college education is free for most Americans.

State of Science Education Today

Below is a letter to Members of the American Association for the Advancement of Science (AAAS) about the State of Science Education: The Education of Future Scientists by Dr. Alan Leshner, CEO of the largest professional society of physical & natural scientists, engineers, and social scientists.

Sciene and Science Education are important. Segments of society that are under-educated in science and math will not be able to fully participate (and advocate for themselves) in 21st century dynamics. Our health, food supply, living situations, medical care and even job opportunties are becoming more sophisticated and steeped in science, technology, engineering and math (STEM) advancement.

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We are living in a time when science and technology are embedded in every aspect of modern life, and therefore we must make sure that all students have familiarity with and a strong grounding in the nature of science and its core concepts. In addition, to assure a future of continuing scientific innovation, educators must continue to draw talented students into the science profession.

AAAS has had an array of direct impacts on how science is taught through our Project 2061, which laid the groundwork for science education standards, created benchmarks for science literacy, and has ongoing efforts to reform curriculum, instruction, and assessment. A Japanese translation of educational concepts for science literacy, workshops for teachers on how to use our Atlas of Science Literacy, and a field test of assessment tools for use in middle school classrooms are a few examples of Project 2061's recent efforts.

We further promote quality science education through Science NetLinks and its nearly 500 complete standards-based science lessons -- all freely accessible on the web. We engage budding scientists with radio programs, weekly online stories, events for families, and our Kinetic City after-school program. AAAS also recently helped create new science, mathematics, and technology resources for elected school board members across the United States. In addition, 48 middle-grade science and math teachers in Washington, D.C., recently earned master's degrees from The George Washington University in a free, three-year program held at AAAS.

But promoting science literacy and quality education is not enough to guarantee a new crop of professional scientists. We also must educate students about science career opportunities. AAAS has programs to help underrepresented minorities and students with disabilities enter the science work force. In addition, our Science Careers website is the most comprehensive resource for career advice and job openings.

Your AAAS membership helps improve science education. And many of you also share your scientific expertise by getting involved with local schools and youth groups, and by becoming mentors to the future's scientists. Many thanks for your participation and your support.

Sincerely,

Alan I. Leshner, CEO, AAAS

Environmental Programs in China Successful, Study Finds

Economic growth and environmental resourcefulness can co-exist. According to a recent report by the National Science Foundation, Environmental Programs in China Successful, Study Finds.

It is not easy (and never will be) to marry the interests and concerns of strict conservationists and strict capitalists, but educated compromise is possible...and is necessary for a 21st century (and beyond) survival.

Here are some excerpts:

Two of the world's largest environmental programs in China are generally successful, although key reforms could transform them into a model for the rest of the world, according to research results published this week in the journal Proceedings of the National Academy of Sciences.

These results illustrate the benefits of basic research on coupled natural and human systems," said Thomas Baerwald, program director in the National Science Foundation's (NSF) Directorate for Social, Behavioral & Economic Sciences, which funded the research along with NSF's Directorates for Geosciences and Biological Sciences. "In examining two major Chinese environmental programs, Liu and colleagues have provided generalizable knowledge regarding the complex ways policies affect interactions between natural and human systems.

"They also have generated specific information and insights that will assist Chinese policy makers--as well as policy makers in other nations--to design more effective programs to preserve the environment."

Please be sure to check out the full report.

The Importance of being a Bug

Agriculture or man’s ability to domesticate and modify plants and animals to suit our large-scale nutritional needs is an age-old science. There is the good – planting, raising and harvesting life sustaining crops like cereals, and livestock animals like beef, swine, and poultry. There is the bad – mass farming, corporate farming, the increased use of medicines, pesticides, and herbicides in order to maximize harvest (to feed a growing population). And there is the ugly – communicable diseases spread on livestock facilities, veal, and the cancerous side-effects of some medicines, pesticides, and herbicides.

No simple problems means no simple solutions can be offered.

But bugs have always been a special thing in Agriculture.

The good – many insects are essential for pollinating crops. Honey bees are our friend. That’s why the mystery of the declining bee population is so scary. Yeah, we see farmers on trackers planting rows of corn, wheat, rice, and such, but those seeds are produced in a lab. No, those seeds are made the old-fashioned way –boom chicka boom boom – pollination in the great wide outdoors. Bees, flies, wasps, and butterflies visit the flowers of these plants. (Yes, they have flowers. That fuzzy, hairy stuff that sticks from the top of the plants in the summer – those are flowers.) Insects visit them to collect nectar and spread pollen around. And that’s sex for plants. The seeds are made. At harvest time the plants are collected and so are the seeds. In a more natural agriculture system, farmers let the seeds drop and re-plant themselves. Others harvest it and replant it. Classic example: Corn kernels – those are corn seeds. Farmers save some ears of corn and plant them the next year.

The bad – many insects devour and destroy crops. Japanese Beetles are not our friend. They are responsible for over $450 million of damage to crops and trees every year! But thanks to good old-fashioned scientific inquiry, we’re learning more about their natural habits, in particular their mating habits. As we learn more about them we can tackle this problem without doing more harm than good.

The ugly - not knowing how insects play a role in your food security can be dangerous. With climate change, rising gas prices and flooding in the midwest, you will be well-advised to keep an eye on the markets (the supermarkets, farmer's markets, and the stock exchange markets) all are on the fringe of recession. Information is very empowering, you might want to consider cutting back on expensive foods, taking advantage of sales, buy more of your foods locally, and stock pile basics like rice, canned corn and beans, flour, sugar, and coffee.

Science Vocab: Nanotechnology

Simply put it is tiny technology – very tiny, in the nanoscale. Basically it is tiny machines and even computers at the molecular level.

A recent paper in Science explains how bacteria with flagella (those little whips, think to the might Euglena from your Biology class, or one better, sperm) move and stop.

The flagella attaches to the base of the bacteria and is engaged by a clutch device. Yes, just like your stick shift car. To stop the bacteria releases a protein that disengages the clutch from the engine and that’s how bacteria stop moving.

No talk of the exact applications, but my creative mind is racing – medicine delivery, micro-mechanics, etc. Read the complete story. Microscopic "Clutch" Puts Flagellum in Neutral.

Nanotechnology and Biotechnology, the umbrella field, are exciting and promising field of life sciences, engineering, physics, and medicine rolled all into one. And Biotechnology is perhaps the fastest growing science-related job field. And technicians are needed to move research and innovation along. Though typically, science professionals possess higher degrees, many technical work levels don’t require college degrees. Lots of career and job growth...

However, a post-secondary education is needed, usually at the associate' or community college level, and the pay potential is great. Here are great career opportunities, but a firm foundation in science and math is needed in order to take advantage of these opportunities.

Education for All: a Global Initiative

UNESCO promotes quality inclusive education for all learners, especially the most marginalized and vulnerable through the Education Division. The Division is divided into themes such as early childhood education, primary education, secondary education - which includes techincal and science education, higher education, literacy, HIV/AIDS Education, and Teacher Education. throughout the world. The Organization addresses the education needs of street and working children, drug users, the disabled and other vulnerable groups through such initiatives as its Program for the Education of Children in Need - which is a collaboration with the Social & Human Science Division and the “Another way to learn” project.

This makes me wonder if of our children here in the States (the inner-city and rural areas) qualify for UNESCO's attention and funds. The state of this nation's public education system is shameful. Children from many Inner-city and rural communities are dealing with the same obstabcles - multi-generation poverty, street-living, a crime culture, working (or hustling to support a family), drug users and sellers issues, etc. are documented. These groups are just as vulnerable and theChildren just aren't getting educated. And having spent some time in an "Urban School District" I know that these kids are dealing with some overwhelming circumstances -- early parenthood, STD, just plain ignorant about what to do after high school, intense gang activity, and drug trafficking -- just to name a few. Something needs to change; something new and innovative is needed.

Check out more information about UNESCO's EDUCATION FOR ALL BY 2015: WILL WE MAKE IT? A mid-term assessment of where the world stands on its commitment to provide basic education for all children, youth and adults by 2015.

Young Scientist Challenge - Apply now.

The National Governor’s Association (NGA) is pleased to announce a new partnership with the Discovery Education/ 3M Young Scientist Challenge, the premier national science competition for students in grades 5 through 8.
The Young Scientist Challenge is designed to encourage the exploration of science among America ’s youth and to promote the importance of science communication. In order to enter, students must be in grades 5 through 8 and must submit a video entry online between March 1 and June 15, 2008.
Official entry rules, deadlines, and prizes can be found at http://youngscientist.discoveryeducation.com/.

I wish I had the opportunity to do stuff like that when I was a kid. I would have been Dr. Urban Scientist much, much sooner. Thanks Eddie Griffin for letting me know about this.

Pass the word on and let's get some of our kids in this program.
Good luck!!

Going Public with the Scientific Process

The Scientific Process is the heart and soul of all science. The Scientific Method you learned in school is part of it, but not all of it. Science, like all human endeavors, is subject to human error, interpretation, value and judgement. Science is the process of creating, supplementing, and updating the world body of knowledge. The March 14, 2008 issue of Science magazine has a letter about the Scientific Process. I am posting the entire letter below. All emphases are mine.

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The idea of using framing strategies to communicate science to the public has recently been taken up in scientific forums (1, 2), the mainstream media (3), and the blogosphere (4, 5). Most participants in the framing science debate limit their notion of scientific information to scientific facts. However, confining science messages to just the facts interferes with public understanding of science as a systematic, logical process of human inquiry and effaces the distinction between data and scientists' reasoning about data. To communicate successfully, we should focus on scientific process by emphasizing two important elements of scientific rationality: skepticism and dynamicism (6, 7).
Scientists deliberately integrate skepticism into their procedures by trying to refute their own hypotheses, retaining them only when confronted with compelling evidence sought through carefully controlled procedures. Scientists tend to shy away from revealing the intrinsic skepticism of science to the public, fearful that it will open the door to doubt about the validity of their conclusions. But communicating only the facts of science (framed or unframed) destabilizes public confidence in science. A fact doesn't allow science communicators to reveal, justify, and ultimately promote the skeptical reasoning process that helps make scientists more confident that their reasoning is correct.
Science is also dynamic; it is a cumulative enterprise that requires scientists to situate their instrumental activities and interpretations against the evidence that has come before and to alter them in light of new evidence. Insisting that new data be interpreted within the context of past and future data will ferret out and correct error over time, but it means that a fact cannot, by definition, be anything more than the (ephemeral and fallible) consensus of scientists at a given point in time. A "just the facts" strategy can and often does backfire, ultimately fueling public alienation from science. When scientists inform the public of "facts" (like the "fact" widely disseminated in the 1970s that all dietary fats are bad for us), and then that "fact" is refined or altered (now we're told olive oil is good for us), the public is justifiably confused. Studies suggest that the public tends to regard normal scientific refinement and self-correction as equivocation or incompetence (8-10). Instead of sweeping uncertainty under the rug, science communicators should help the public understand the logical and systematic procedures by which scientists confront it.
The true majesty and promise of science lies in its systematic, logical, skeptical, and dynamic reasoning procedures. "Successful" science communication should not be regarded as any message that enlists public support for science. Rather, we should define "success" in scientific communication as achieving a public that celebrates scientific reasoning procedures.

Ruth Cronje
Scientific and Technical Writing Program
University of Wisconsin-Eau Claire
Eau Claire, WI 54701, USA
References
M. C. Nisbet, C. Mooney, Science 316, 56 (2007).
M. C. Nisbet, D. Scheufele, The Scientist 38, 38 (2007).
M. C. Nisbet, C. Mooney, "Thanks for the facts. Now sell them." The Washington Post, 15 April 2007; Outlook section, p. B03.
AAAS News Blog, "Science has a 'serious marketing problem,' says Google founder Larry Page," 17 February 2007; available online at {www.aaas.org/news/releases/2007_ann_mtg/127.shtml}.
P. Z. Myers, "What if the right role for science is to shatter the frame?" Pharyngula, 7 April 2007; http://scienceblogs.com/pharyngula/2007/04/what_if_the_right_role_for_sci.php.
J. Habermas, The Theory of Communicative Action, Vol. 1: Reason and the Rationalization of Society, T. McCarthy, transl. (Beacon Press, Boston, 1984).
H. I. Brown, Rationality (Routledge, New York, 1988).
B. Wynne, Environment 31, 10 (1989).
B. B. Johnson, P. Slovic, Risk Anal. 15, 485 (1995).
B. B. Johnson, Risk Anal. 28, 781 (2003).

The Importance of Scientific Literacy

The 21st century is fast-paced and highly competitive. Each day, we make important decisions that will greatly impact our lives today and well into the future. Moreover, we are provided greater amounts of increasingly complex information that ever before. However, our society’s collective sense of science literacy is outdated; many people still think of science literacy as simply being informed about new advances, for example in medicine and technology. This definition of scientific literacy will not longer suffice in this new Information Age. As the media shares new information about scientific, medical, or ecological breakthroughs, we are expected to respond to this new information. What will we do with this information? How will our lives be affected by the decisions we make?

In this new century science literacy is the occupational capacity to apply information in an appropriate contest, to analyze information, to synthesize information from various sources or on various topics, and evaluate information to determine the best course of action. Essentially, being scientifically literate in the 21st century means understanding the nature of science as a process that helps us discriminate between what is real or likely and what is not. It is the comprehension of the nature of our minds, our bodies, and our environment. It is using that knowledge to make the best decisions possible for ourselves, our families, and our community – now and for future generations.

This type of literacy is valuable because it cultivates the intellectual development of the individual. Science the close observation and examination of the natural world, analyzing information and sources of information, interpreting events, and making decisions based on these observations or conclusions made by others. Quality science education equips students (of any age) with the tools to direct one’s own learning. The individual can make his or her own discoveries, create new knowledge, and apply information and resolve discrepancies on his or her own. By studying and doing science, an individual is transformed from a passive recipient of information to an active and discerning consumer of information. In other words, scientific literacy is valuable because it prepares and empowers us to become more actively engaged in the decisions we make in out lives.

However, I am surprised by the decisions some people make because they posses a depth of misunderstanding about scientifically related topics. For example, I have met many people, some with college educations, who have decided not to participate in research activities because they were certain the doctors or psychologists would deliberately harm them. I’ve known people who have refused to donate blood or become an organ donor because they honesty believed doing so would put them at risk. Moreover, I have heard people share explanations for natural phenomena, such as disease transmission and reproductive health, which were grossly inaccurate. And more recently, I have read people’s angry comments about waste treatment or genetically modified plants, that were completely void of any comprehension of the these technologies. Some of these misconceptions and misunderstandings are so strongly-held that most people do not abandon their own explanations even when they have the opportunity to discuss the matter with scientists, doctors, or other experts. These inaccurate explanations have been accepted as truths for so long and so deeply that a single brief conversation (or blog comment) is not enough for people to update their memory banks or even have them open up their minds to the possibility of alternative explanations.

It is imperative that people have an accurate understanding f our bodies, our health, and our environment. Helping people engage in more meaningful discourse (in general and) about science-related topics is the first step to creating a more scientifically literate society. I think it is especially important to educate the most vulnerable citizens in our society, e.g. the poor, the undereducated, the marginalized and disenfranchised. A society’s most vulnerable citizenry are those who do not know how to critically evaluate the options or the validity of a source and are ignorant to the resources available to them. Individuals who are well-informed and discerning are less likely to be victims of social injustice or environmental racism. Being better educated makes us better advocates. When we become advocate or activist-citizens we hold our elected officials and service providers and each other accountable.

Comprehending science and the rest of the world

Ever so often I am reminded of how insularized I am as a Scientist. It's not until I hear or read people's responses to events that I come to appreciate how overwhelmingly uniformed many people are. I find myself fighting the urge to remark - "You are one dumb ass. You didn't know that's how it worked?"

And no, they obviously didn't, so why be mean. I readjust my face, but my thoughts still linger on. As noted by many, and I last read on Black Snob's page, Black people don't hold the market on anti-illectualism, it is a pandemic problem. But I am especially pained when I hear or read about people just going on and on about a topic and they have no real information to offer. And I see people just ranting and chanting on in support. Are people that attuned to sensationalism? I keep waiting for them to say something substantial or make a point or offer some evidence. I'm thinking "yeah, and..." But most every one else is caught up, carrying the banner, and cheering in thunderous applause.

Then, I am reminded of how important FRAMING is to science -- or any topic for that matter. Do we only respond when something shocks us, or disgusts us or frightens us? And the answer I'm arriving at is Yes. Most people are just waiting for someone, some authority, some preacher or activist - a charismatic soapboxer I call them - to tell them that something is a problem and that they ought to be disgusted and even scripts them on how to respond. For example, a posting on WOAD where the author had to tell people that they don't need her approval to tell them something is disgusting and illegal and to report it to the proper authorities.
I blame it on Tavis and investigative news reporters. They've done all of the research and work and now they package it up for us with an emotional spin "Oh Black Folk, you gonna get mad when I tell you this." Right there, they've set us up to expect to hear something disappointing; we're riled up.
What about balance or encouraging people to make up their own minds - to be discerning? So what happens when we are just given the information, evidence, balanced interpretations, and contexts? Do we engage in thoughtful discourse then? No, most people still walk away only remembering and quoting that which supported their original positions.

I find myself frustrated, because a meaningful dialogue still hasn't occurred. There hasn't been a vetting - of the source or the information. And then I'm back to where I started...I'm not like everyone else, at least not when it comes to certain information. Am I better-read or more exposed to things compared to the general public? Yes, I am, particularly about topics that relate to science or research or the environment. That's because I'm immersed in the information. I know about many advances in life sciences 1-5 years before the general public. That's because I go to conferences and I know scientists. I get the scoop before things go to press; sometimes I get the scoop before the entire experiment is complete. Plus, I've read ALOT of papers and textbooks, so I'm aware of all of the nuances and exceptions. So it's easier for someone like me to not respond so eagerly to dramatic information. It's likely old news for me. But on the flip side I'll admit that I'm a buffoon about economics and markets. I mean I can add and subtract. I watch or listen to the general news...But read the Wall Street Journal or watch the Bloomberg Report. What are those damned letters racing across the screen at different speeds? I digress.

The rest of this week's posts will explore the the importance and challenges of sharing science with the general public.
Stay tuned.

Free Signed Book Contest

This is something that tends to do very well among most blog readers, especially among AfroSphere bloggers and readers - Free Book Contest.

Carl Zimmer is a popular science writer who writes for the New York Times and several magazines.

His recent book Microcosm: E. coli and the New Science of Life is now on sale but he's actually giving away a signed copy of his book. I'd like for one of my readers to get a shot at winning this book. All you have to do is visit his blog and ask a question about E. coli - the subject of the book.


Editorial Reviews of the book From Publishers Weekly
When most readers hear the words E. coli, they think tainted hamburger or toxic spinach. Noted science writer Zimmer says there are in fact many different strains of E. coli, some coexisting quite happily with us in our digestive tracts. These rod-shaped bacteria were among the first organisms to have their genome mapped, and today they are the toolbox of the genetic engineering industry and even of high school scientists. Zimmer explains that by scrutinizing the bacteria's genome, scientists have discovered that genes can jump from one species to another and how virus DNA has become tightly intertwined with the genes of living creatures all the way up the tree of life to humans. Studying starving E. coli has taught us about how our own cells age. Advocates of intelligent design often produce the E. coli flagellum as Exhibit A, but the author shows how new research has shed light on the possible evolutionary arc of the flagellum. Zimmer devotes a chapter to the ethical debates surrounding genetic engineering. Written in elegant, even poetic prose, Zimmer's well-crafted exploration should be required reading for all well-educated readers.
(May 6) Copyright © Reed Business Information, a division of Reed Elsevier Inc. All rights reserved.

"Written in elegant, even poetic prose, Zimmer's well-crafted exploration should be required reading for all well-educated readers."--Publishers Weekly

Good luck.

Government Funded Research on African-American Children - Math & Science Scores improve

The Good News: The Achievement Gap in Math and Science is closing between both African-American and Hispanic students and white students in elementary school math, and between African-American and white students in elementary and middle-school science.

This is Government funded/sponsored research and it is your tax money at work (US citizens). In light of the dialogue concerning the sewer study in black neighborhoods, I realize there is a huge misunderstanding about government funding research. I hope to set the record straight. Most of our nation's (and most other nations, too) science, technological, and engineering innovations are funded with public money. The National Science Foundation, the Department of Energy, the National Institutes of Health, the National Institute of Mental Health, Centers for Disease Control, and even the Smithsonian Institute are all major funders of STEM research. Private foundations also leverage funds to researchers.

Though each organization has its own forms to fill out and hoops to jump through, all pretty much have the same process.

1. Organizations ANNOUNCE the availability of funds for research. The Agency announces funds are available and each major program (discipline related) get so much of the pie. Not every program gets the same amount of money (that's a completely different topic to tackle). Let's take the field of Engineering for example - program divisions would be Materials Engineering, Electrical Engineering, Air and Transportation Engineering, and so on.

2. Researchers (most often from colleges or universities) survey their portfolio of research and see if they are doing something that might fit the bill. Researchers are often college professors (faculty) who have earned doctorate degrees in their field of study. Researchers train graduate students (those pursuing master's and doctorate degrees), so they can apply for and use this money, too. Sometimes, there are special funds set aside ONLY for students, faculty cannot apply.

3. Researchers write a proposal for the money (a grant) that outlines what type of research they are doing (or will do) and how they will use that money. Grant writing is a long and grueling process - sometimes. Essentially, you are writing a research proposal to be evaluated by the most critical and qualified people in your field. There is way too much money on the line to just give it to someone who has a neat idea, but doesn't have the ability, capability or proven track record to get things done.

4. In exchange for the money the researchers must adhere to all legal boundaries (state, federal, and professional) as well as ethical boundaries. These are also considered in the grant proposal. Any red flags and a researcher has to re-do the whole proposal or sometimes is disqualified from funding for that round. Researchers are also expected to disseminate results - not only to other professionals in his/her field, but to the public as well. Why? Because the public paid for it. Also, this new information is knowledge designed to enhance/enrich our lives. Others (practitioners, students, and other researchers) can use this information to make decisions about policy, their lives, business, pursue future research, etc.

The story above is such as example. And can't you just imagine the many applications of this finding and the study itself informing struggling school districts? So, to clarify, government sponsored funding is typically how most research is funded AND it isn't designed to take advantage of any group of citizen. It is a very critical process and though the jargon can be overwhelming to non-scientist/engineering, it is open and subject ot public scrutiny.

Stay informed.