Stakeholders’ Perceptions of Science-Day Programs at University-Based Science Outreach Centers

2019 ◽  
Vol 22 (2) ◽  
pp. 147-170
Author(s):  
Efrat Nativ Ronen ◽  
Tali Tal
GSA Today ◽  
2017 ◽  
Author(s):  
C.J. Spencer ◽  
K.L. Gunderson ◽  
C.W. Hoiland ◽  
W.K. Schleiffarth

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Jonathan M. Read ◽  
Shanta Zimmer ◽  
Charles Vukotich ◽  
Mary Lou Schweizer ◽  
David Galloway ◽  
...  

Abstract Background Information on the etiology and age-specific burden of respiratory viral infections among school-aged children remains limited. Though school aged children are often recognized as driving the transmission of influenza as well as other respiratory viruses, little detailed information is available on the distribution of respiratory infections among children of different ages within this group. Factors other than age including gender and time spent in school may also be important in determining risk of infection but have been little studied in this age group. Methods We conducted a cohort study to determine the etiology of influenza like illness (ILI) among 2519 K–12 students during the 2012–13 influenza season. We obtained nasal swabs from students with ILI-related absences. Generalized linear mixed-effect regressions determined associations of outcomes, including ILI and laboratory-confirmed respiratory virus infection, with school grade and other covariates. Results Overall, 459 swabs were obtained from 552 ILI–related absences. Respiratory viruses were found in 292 (63.6%) samples. Influenza was found in 189 (41.2%) samples. With influenza B found in 134 (70.9%). Rates of influenza B were significantly higher in grades 1 (10.1, 95% CI 6.8–14.4%), 2 (9.7, 6.6–13.6%), 3 (9.3, 6.3–13.2%), and 4 (9.9, 6.8–13.8%) than in kindergarteners (3.2, 1.5–6.0%). After accounting for grade, sex and self-reported vaccination status, influenza B infection risk was lower among kindergarteners in half-day programs compared to kindergarteners in full-day programs (OR = 0.19; 95% CI 0.08–0.45). Conclusions ILI and influenza infection is concentrated in younger schoolchildren. Reduced infection by respiratory viruses is associated with a truncated school day for kindergarteners but this finding requires further investigation in other grades and populations.


Matter ◽  
2021 ◽  
Vol 4 (8) ◽  
pp. 2578-2581
Author(s):  
Mingyu Yang ◽  
Camille C. Farruggio ◽  
Jacqueline E. Baidoo ◽  
W. Robin Lindemann ◽  
Ethan R. Rosenberg ◽  
...  

2021 ◽  
Author(s):  
Patricia Silva‐Flores ◽  
Andrés Argüelles‐Moyao ◽  
Ana Aguilar‐Paredes ◽  
Francisco Junior Simões Calaça ◽  
Jessica Duchicela ◽  
...  

1932 ◽  
Vol 21 (8) ◽  
pp. 663
Author(s):  
Ida T. Jacobs
Keyword(s):  

2021 ◽  
Author(s):  
Loïc Rossi

<p>First published in 1887 by Ludwik Lejzer Zamenhof, Esperanto is the most successful constructed language, with speakers all around the globe and even native speakers.</p> <p>The relationship between Esperanto and science starts very early: the scientific journal <em>Internacia Scienca Revuo</em> was created in 1904 and the International Esperantist Science Association (ISAE) was founded in 1907 (Wera Blanke, <em>Scienca Revuo</em> 206, 2006). Many publications and books about scientific topics have since been written or translated in Esperanto. </p> <p>Esperanto has initially been envisioned as a lingua franca to be used in international communication, both in general and for scientific purposes. While English has since taken this role, there is still a desire to maintain and develop the scientific culture and the related terminology in Esperanto. Science outreach is one way to achieve this goal, and new projects have appeared in the last few years.</p> <p>Esperanto represents an interesting challenge for outreach : being a more neutral language, not related to a specific country or ethnic group, the community of speakers (albeit small) is by essence more international and more diverse than in national languages. This is an opportunity, but also comes with some difficulties.</p> <p>In this work, I’ll discuss the advantages and obstacles of communicating science in Esperanto. I’ll present various projects of science communication in Esperanto, with a focus on my personal experience with my YouTube channel <em>D-ro Loĉjo</em>, where I do videos about science and in particular about planetary science.</p>


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