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"Scientists Drama"
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Grasses of a Thousand Colors
Brilliantly upsetting and endearing . . . riveting.NewsdayAn updated and revised edition of Wallace Shawn's most outlandish work to date.This poetic epic about a scientist, his wife, and his two mistresses as they fend for their lives in a world savagely close to extinction, raises issues of redemption, forgiveness, and responsibility. Grasses of a Thousand Colors is a troubling, erotic adventure that received high critical praise for its first New York City revival in 2013, starring Shawn.Wallace Shawn is a noted actor and writer. His often politically charged and controversial plays include The Fever, Aunt Dan and Lemon, Marie and Bruce, and The Designated Mourner. With Andre Gregory, he co-wrote My Dinner with Andre, in which he also starred.
eBook
Miss Tracy is spacey!
Retired scientist Miss Tracy comes to Ella Mentry School to teach about the planets and the solar system and casts A.J. as Uranus in the school play.
Book
Newton's darkness
“What purpose is served by showing that England’s greatest natural philosopher is flawed … like other mortals?†asks one of the characters in Newton’s Darkness. “We need unsullied heroes!†But what if the hero is sullied? At stake is an issue that is as germane today as it was 300 years ago: a scientist’s ethics must not be divorced from scientific accomplishments. There is probably no other scientist of whom so many biographies and other historical analyses have been published than Isaac Newton - all of them in the standard format of documentary prose because of their didactic purpose to transmit historical information. Newton’s Darkness, however, illuminates the darker aspects of Newton’s persona through two historically grounded plays dealing with two of the bitterest struggles in the history of science. The name of Isaac Newton appears in virtually every survey of the public’s choice for the most important persons of the second millennium. Yet the term “darkness†can be applied to much of Newton’s personality. Adjectives that have been used to describe facets of his personality include “remoteâ€, “lonelyâ€, “secretiveâ€, “introvertedâ€, “melancholicâ€, “humorlessâ€, “puritanicalâ€, “cruelâ€, “vindictive†and, perhaps worst of all, “unforgivingâ€. The trait most relevant to the present book is Newton’s obsessively competitive nature, which was often out of proportion to the warranted facts, as demonstrated in three of Newton’s best-known bitter conflicts: with the physicist Robert Hooke, the astronomer royal John Flamsteed, and a German contemporary of almost equal intellectual prowess, Gottfried Wilhelm Leibniz - the last fight eventually turning into an England vs Continental Europe competition. It is two of these three relentless drawn-out battles that are illuminated in
Newton’s Darkness in the form of historically grounded drama. After a summary of the historical evidence, the book starts with the Newtonâ€\"Hooke struggle (Chapter 2), which was conducted mano a mano, and is then followed by little-known aspects of the Newtonâ€\"Leibniz confrontation (Chapter 3), which was fought largely through surrogates - notably the infamous, anonymous committee of 11 Fellows of the Royal Society. Readership: Undergraduate and graduate students interested in history of science and of literature, general readers interested in biographical history, and theatre-goers.
eBook
Strategies and Resources for Increasing the PhD Pipeline and Producing Independent Nurse Scientists
Nurse scientists play an indispensable role in developing new knowledge to advance the health of patients, families, and communities. Yet PhD nurse enrollment has significantly dropped, and many later career nurse scientists are nearing retirement. The purpose of this article is to outline potential strategies to enhance the PhD nurse pipeline. Potential strategies are identified at three distinct time points along the PhD trajectory: (a) prior to a PhD program (increasing the pipeline), (b) during a PhD program (enhancing graduation rates and transitioning into research‐focused careers), and (c) in the postdoctoral or early career period (establishing scholarly independence and an active program of research). Talented students should be approached early on in their education to ascertain interest in a scientific research‐based career, and all students could be engaged in research opportunities while in undergraduate programs. During a PhD program, supportive mentors are a key component for student success and may provide assistance in obtaining ongoing funding and scholarship support. Throughout doctoral study and into early career, less structured opportunities can be influential, including conference support, online and face‐to‐face training, and ongoing funding and scholarship support for postdoctoral study or fellowships. At each career stage, there should be a focus on designing scientifically sound nursing research that will impact outcomes in measurable and sustainable ways. We must not focus our attention only on student recruitment. Public messaging efforts are needed to raise awareness of the role of nurse researchers. In addition, several stakeholders play a role in increasing the PhD pipeline and producing independent nurse scientists, and they should be acknowledged in these efforts. The strategies described may be beneficial for any nurse contemplating a research career as well as for those who may serve as mentors to these individuals. More broadly, these strategies may be employed by colleges and universities, funding bodies, professional nursing societies, and healthcare organizations in the United States and abroad. Increasing the PhD pipeline, and fostering a more robust field of independent nurse scientists, will translate into improved patient outcomes.
Journal Article
Magnitude decrease of the Matthew effect in citations: a study based on Nobel Prize articles
The Matthew effect is widely used by researchers across disciplines. However, few studies have focused on this effect’s magnitude variation on the background of the open access movement and expanded avenues to obtain information. Citation is the most widespread and basic form of scholarly recognition in the reward system of science, therefore, scientists are motivated to refer to the work of their peers where reference is due. This study assumes that the Matthew effect may not play a major role in science anymore and uses citations as a proxy to measure this effect, and calculates the citation fluctuation of Noble Laureates’ key publications before and after winning the award during 1901–2016. The results show that the coefficient of variation of citations is smaller for publications published after 1980 than for those published before. The median of citations in chemistry is higher than that for in physics, physiology, or medicine. Additionally, over 90% of publications published after 1980 were recognized by their community pre-award, while the ratio consisted of 84% and 75% for 1940–1980 and 1900–1940, respectively. Furthermore, the time range between publication and year awarded plays a role in this phenomenon. The study suggests a potential magnitude decrease in the Matthew effect, which is a reminder that most researchers nowadays will recognize the importance of scientific breakthrough in its early stage.
Journal Article
Storytelling and Hands-On Science to Engage Children in Climate and Gender-Aware Education
Children’s responses to the climate crisis range from mistrust and helplessness to activism and eco-anxiety, highlighting the need for early educational experiences that foster constructive engagement. At the same time, the persistent underrepresentation of women in science highlights the importance of integrating gender awareness into science education. While hands-on activities and storytelling are widely recognized as effective educational strategies, less attention has been given to how these approaches can be meaningfully combined within a single learning experience. This exploratory study investigates the integration of hands-on environmental science activities and theatrical storytelling as an interdisciplinary, gender-aware educational design for children aged 6 to 11. The intervention included clean energy and greenhouse effect experiments guided by two actresses portraying pioneering scientists, Eunice Newton Foote and Susan Solomon, situating scientific concepts within narrative, historical, and social contexts. Qualitative observations and an exploratory analysis of children’s drawings indicate that narrative and embodied approaches can support cognitive and emotional engagement while fostering more inclusive representations of scientific practice. The study proposes a preliminary, interdisciplinary approach of engagement and inclusion, providing a starting point for future research on integrated, gender-aware environmental education.
Journal Article
Role-Play Simulations for Decision Making in Contexts of Uncertainty: Challenges and Strategies When Engaging Elites as Participants
This study explores the application of role-play simulations (RPS) in addressing complex challenges (e.g., the climate crisis) beyond traditional educational settings. Drawing from pilot simulations involving 12 scientific experts and 12 policy makers, the article identifies three key challenges in conducting RPS with elite participants and provides practical strategies for overcoming them. Namely, the article emphasizes the importance of adapting the scenarios to sociopolitical contexts, choosing an ethical recruiting method to ensure inclusivity, and managing group diversity while maintaining a balance between the playfulness and the seriousness of the simulation. Overall, our study underscores the potential of RPS to foster dialogue between scientific and political actors and provides practical guidance for their effective use.
Journal Article
Radioactive
The incredible true story of Marie Sklodowska-Curie and her Nobel Prize-winning work that changed the world.
Streaming Video
The use of drama in science instruction—a review of the literature
Although there has been previous research concerning the use of drama in science education, a comprehensive review has not been completed over the past 20 years. The current article explores this topic in greater depth by focusing only on empirical-based peer-reviewed research studies that detail the use of drama in the science classroom between 2000 and 2020. The question remains: does incorporating drama into science teaching improve student understanding? Twenty empirical studies were reviewed focusing on students as active participants in drama interventions in PK-12 classrooms. The studies were analyzed according to available demographic data (e.g., grade levels, science topics, geographic distribution), research designs, type and duration of drama interventions, use of epistemic practices, and empirical results (e.g., science skills, content knowledge change, epistemic practices). The reviewed studies revealed that no matter the grade level, drama in science has a positive benefit for students in terms of attitudes toward science and improving conceptual knowledge. Integrating drama into science offers a possible way of improving interest in choosing a science major. Based on the review's findings, conclusions and recommendations for future research are offered.
Journal Article