How to Create and Conduct Real-Life Reusable Case Studies with Industry Employer Alliances and Projects Written and Endorsed by Science and Business Professionals in the Research Triangle Park in North Carolina, USA. Many students and university teachers are unfamiliar with the industry environment. Case studies developed in collaboration with working professionals can help students and professors bridge the gap between universities and industry. This book provides guidance on how to approach industry professionals and create educational alliances. The strategy of establishing contact with industry employers and the process of developing and teaching case-studies are described. Among the case-studies are examples of how to identify biomarkers and new drugs simultaneously, prioritize and develop products in compliance with rules and regulations, commercialize products and protect and manage the intellectual property, optimize processes and technologies for manufacturing, and minimize human errors in production.
How to Create and Conduct Real-Life Reusable Case Studies with Industry Employer Alliances and Projects Written and Endorsed by Science and Business Professionals in the Research Triangle Park in North Carolina, USA. Many students and university teachers are unfamiliar with the industry environment. Case studies developed in collaboration with working professionals can help students and professors bridge the gap between universities and industry. This book provides guidance on how to approach industry professionals and create educational alliances. The strategy of establishing contact with industry employers and the process of developing and teaching case-studies are described. Among the case-studies are examples of how to identify biomarkers and new drugs simultaneously, prioritize and develop products in compliance with rules and regulations, commercialize products and protect and manage the intellectual property, optimize processes and technologies for manufacturing, and minimize human errors in production.
An important work highlighting the theological foundation of social action. Christ himself lived in a time of immense social and political turmoil, as did his early followers. But can those early struggles provide guidance for God's faithful in our own divided time? Episcopal priest and peace advocate Michael W. Hopkins proves that they can, tracing the origins of Christian responsibility all the way back to the indissoluble bond of baptism, drawing a clear line between those fraught early days and the turbulent present that Jesus commands us to engage in. With nuance and grace, Called to Act peels back the historical and scriptural underpinnings of Christianity to exhume the social obligations inherited by all members of the kingdom of God. Through interpretation of Jesus' words, works, and sacraments, modern day Christians can begin to reframe our fundamental outlook on and participation in the world around us, working as one to build communities of mutual care. Rather than allow differences of opinion or misguided attempts at neutrality to divorce us from the necessary work of political and community engagement, Hopkins provides compelling scriptural evidence for a new kingdom, united not by what we have left undone, but by what we are called to do for each other.
The widespread appearance of frogs with deformed bodies has generated much press coverage over the past decade. Frogs with extra limbs or digits, missing limbs or digits, or misaligned appendages raise an alarming question: "Are deformed humans next?" Taking a fresh look at this disturbing environmental problem, this reference provides a balanced overview of the science behind the malformed frog phenomenon. Bringing together data from ecology, parasitology, and other disciplines, Michael Lannoo considers the possible causes of these deformities, tells which frogs have been affected, and addresses questions about what these malformations might mean to human populations. Featuring high-quality radiographic images, Malformed Frogs suggests that our focus should be on finding practical solutions, a key component of which will be controlling chemical, nutrient, and pesticide runoff into wetlands.
From Research to Manuscript, written in simple, straightforward language, explains how to understand and summarize a research project. It is a writing guide that goes beyond grammar and bibliographic formats, by demonstrating in detail how to compose the sections of a scientific paper. This book takes you from the data on your desk and leads you through the drafts and rewrites needed to build a thorough, clear science article. At each step, the book describes not only what to do but why and how. It discusses why each section of a science paper requires its particular form of information, and it shows how to put your data and your arguments into that form. Importantly, this writing manual recognizes that experiments in different disciplines need different presentations, and it is illustrated with examples from well-written papers on a wide variety of scientific subjects. As a textbook or as an individual tutorial, From Research to Manuscript belongs in the library of every serious science writer and editor.
Observations Plus Recipes It has been said that science is the orderly collection of facts about the natural world. Scientists, however, are wary of using the word ‘fact. ’ ‘Fact’ has the feeling of absoluteness and universality, whereas scientific observations are neither ab- lute nor universal. For example, ‘children have 20 deciduous [baby] teeth’ is an observation about the real world, but scientists would not call it a fact. Some children have fewer deciduous teeth, and some have more. Even those children who have exactly 20 deciduous teeth use the full set during only a part of their childhood. When they are babies and t- dlers, children have less than 20 visible teeth, and as they grow older, children begin to loose their deciduous teeth, which are then replaced by permanent teeth. ‘Children have 20 deciduous [baby] teeth’ is not even a complete scientific sta- ment. For one thing, the statement ‘children have 20 deciduous teeth’ does not tell us what we mean by ‘teeth. ’ When we say “teeth,” do we mean only those that can seen be with the unaided eye, or do we also include the hidden, unerupted teeth? An observation such as ‘children have 20 deciduous teeth’ is not a fact, and, by itself, it is not acceptable as a scientific statement until its terms are explained: scientifically, ‘children have 20 deciduous teeth’ must be accompanied by definitions and qualifiers.
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