Nanotechnology. Physics. Earth. Astronomy & Space. Technology. Chemistry. Biology. These are just some of the subjects covered in website phys.org, fun and useful science.
"Phys.org™ is a leading web-based science, research and technology news service which covers a full range of topics... Launched in 2004, Phys.org’s readership has grown steadily to include 1.75 million scientists, researchers, and engineers every month. Phys.org publishes approximately 100 quality articles every day, offering some of the most comprehensive coverage of sci-tech developments world-wide. Quancast 2009 includes Phys.org in its list of the Global Top 2,000 Websites.
"Publishing around 100 articles every business day, Phys.org offers the most comprehensive sci-tech news coverage on the web."
Showing posts with label science. Show all posts
Showing posts with label science. Show all posts
Monday, July 27, 2015
Tuesday, July 15, 2014
Majority of STEM College Graduates Do Not Work in STEM Occupations
The U.S. Census Bureau reported this week that 74 percent of those who have a bachelor’s degree in science, technology, engineering and math — commonly referred to as STEM — are not employed in STEM occupations. In addition, men continue to be overrepresented in STEM, especially in computer and engineering occupations. About 86 percent of engineers and 74 percent of computer professionals are men.
“STEM graduates have relatively low unemployment, however these graduates are not necessarily employed in STEM occupations,” said Liana Christin Landivar, a sociologist in the Census Bureau’s Industry and Occupation Statistics Branch.
According to new statistics from the 2012 American Community Survey, engineering and computer, math and statistics majors had the largest share of graduates going into a STEM field with about half employed in a STEM occupation. Science majors had fewer of their graduates employed in STEM. About 26 percent of physical science majors; 15 percent of biological, environmental and agricultural sciences majors; 10 percent of psychology majors; and 7 percent of social science majors were employed in STEM.
Approximately 14 percent of engineers were women, where they were most underrepresented of all the STEM fields. Representation of women was higher among mathematicians and statisticians (45 percent), life scientists (47 percent) and social scientists (63 percent). The rates of mathematicians and statisticians, and life scientists are not statistically different from each other.
Friday, September 13, 2013
Disparities in STEM Employment by Demographics and Education
From Disparities in STEM Employment by Sex, Race, & Hispanic Origin
Industry, government, and academic leaders cite increasing the science, technology, engineering, and mathematics (STEM) workforce as a top concern. The National Academy of Sciences, National Academy of Engineering, and the Institute of Medicine describe STEM as “high-quality, knowledge-intensive jobs . . . that lead to discovery and new technology,” improving the U.S. economy and standard of living.
In 2007, Congress passed the America COMPETES Act, reauthorized in 2010, to increase funding for STEM education and research. One focus area for increasing the STEM workforce has been to reduce disparities in STEM employment by sex, race, and Hispanic origin. Historically, women, Blacks, and Hispanics have been underrepresented in STEM
employment.
From The Relationship Between Science & Engineering Education and Employment in STEM Occupations
A question one might ask is whether increased training in science and engineering yields more STEM workers. This report explores the links between educational attainment, science and engineering training in college, and employment in a STEM occupation. Several pathways may increase the STEM workforce. Science and engineering training in college could result in subsequent STEM employment. Alternatively, or in addition, the number of STEM workers without a bachelor’s degree in a science and engineering field could grow.
Industry, government, and academic leaders cite increasing the science, technology, engineering, and mathematics (STEM) workforce as a top concern. The National Academy of Sciences, National Academy of Engineering, and the Institute of Medicine describe STEM as “high-quality, knowledge-intensive jobs . . . that lead to discovery and new technology,” improving the U.S. economy and standard of living.
In 2007, Congress passed the America COMPETES Act, reauthorized in 2010, to increase funding for STEM education and research. One focus area for increasing the STEM workforce has been to reduce disparities in STEM employment by sex, race, and Hispanic origin. Historically, women, Blacks, and Hispanics have been underrepresented in STEM
employment.
From The Relationship Between Science & Engineering Education and Employment in STEM Occupations
A question one might ask is whether increased training in science and engineering yields more STEM workers. This report explores the links between educational attainment, science and engineering training in college, and employment in a STEM occupation. Several pathways may increase the STEM workforce. Science and engineering training in college could result in subsequent STEM employment. Alternatively, or in addition, the number of STEM workers without a bachelor’s degree in a science and engineering field could grow.
Tuesday, August 20, 2013
On being ‘right’ in science
From PLOS:
The other day I was standing around with a few friends arguing about ergonomics (these are the things you do when you’re a graduate scientist). At one point, my friend referenced a presentation that was chock full of the worst kinds of sensationalist science writing (it said that the act of sitting was literally killing you).
As a scientist and writer myself, I jumped all over the presentation, calling it sham science, and pointing out the many ways in which it was confusing or obscuring the truth. Expecting to be met with nodding approval, I instead faced several annoyed looks and the strong feeling that I was being wished out of the room. I didn’t understand what was wrong – they had presented a piece of evidence, and I had summarily shot it down. Isn’t that what arguing is all about? Instead of feeling right, I felt like a jerk.
And then I realized something: it didn’t matter whether I was right; nobody was listening to me anymore.
Many scientists run into this situation on a daily basis, but understanding this problem digs into one of the biggest crises facing scientific research today: there’s a difference between being right and being persuasive. The first entails having the facts straight, and the second means convincing someone else to believe them.
...
Consider the fact that scientific theory and uninformed hand waving are often presented as equal and opposing sides to an argument in the media. Clearly, we are not getting the message across to the public that science is not opinion, it is an argument grounded in facts. It’s incredibly important to think about how we phrase our understanding of the world, as well as how we can make our ideas more relevant, interesting, and clear to the public. Don’t believe me? Just ask the climate scientists.
The other day I was standing around with a few friends arguing about ergonomics (these are the things you do when you’re a graduate scientist). At one point, my friend referenced a presentation that was chock full of the worst kinds of sensationalist science writing (it said that the act of sitting was literally killing you).
As a scientist and writer myself, I jumped all over the presentation, calling it sham science, and pointing out the many ways in which it was confusing or obscuring the truth. Expecting to be met with nodding approval, I instead faced several annoyed looks and the strong feeling that I was being wished out of the room. I didn’t understand what was wrong – they had presented a piece of evidence, and I had summarily shot it down. Isn’t that what arguing is all about? Instead of feeling right, I felt like a jerk.
And then I realized something: it didn’t matter whether I was right; nobody was listening to me anymore.
Many scientists run into this situation on a daily basis, but understanding this problem digs into one of the biggest crises facing scientific research today: there’s a difference between being right and being persuasive. The first entails having the facts straight, and the second means convincing someone else to believe them.
...
Consider the fact that scientific theory and uninformed hand waving are often presented as equal and opposing sides to an argument in the media. Clearly, we are not getting the message across to the public that science is not opinion, it is an argument grounded in facts. It’s incredibly important to think about how we phrase our understanding of the world, as well as how we can make our ideas more relevant, interesting, and clear to the public. Don’t believe me? Just ask the climate scientists.
Tuesday, June 25, 2013
The Hidden STEM (science, technology, engineering, and math) Economy
From Brookings:
Workers in STEM (science, technology, engineering, and math) fields play a direct role in driving economic growth. Yet, because of how the STEM economy has been defined, policymakers have mainly focused on supporting workers with at least a bachelor’s (BA) degree, overlooking a strong potential workforce of those with less than a BA. An analysis of the occupational requirements for STEM knowledge finds that:
As of 2011, 26 million U.S. jobs—20 percent of all jobs—require a high level of knowledge in any one STEM field. STEM jobs have doubled as a share of all jobs since the Industrial Revolution, from less than 10 percent in 1850 to 20 percent in 2010.
Half of all STEM jobs are available to workers without a four-year college degree, and these jobs pay $53,000 on average—a wage 10 percent higher than jobs with similar educational requirements. Half of all STEM jobs are in manufacturing, health care, or construction industries. Installation, maintenance, and repair occupations constitute 12 percent of all STEM jobs, one of the largest occupational categories. Other blue-collar or technical jobs in fields such as construction and production also frequently demand STEM knowledge.
STEM jobs that require at least a bachelor’s degree are highly clustered in certain metropolitan areas, while sub-bachelor’s STEM jobs are prevalent in every large metropolitan area. Of large metro areas, San Jose, CA, and Washington, D.C., have the most STEM-based economies, but Baton Rouge, LA, Birmingham, AL, and Wichita, KS, have among the largest share of STEM jobs in fields that do not require four-year college degrees. These sub-bachelor’s STEM jobs pay relatively high wages in every large metropolitan area.
More STEM-oriented metropolitan economies perform strongly on a wide variety of economic indicators, from innovation to employment. Job growth, employment rates, patenting, wages, and exports are all higher in more STEM-based economies. The presence of sub-bachelor’s degree STEM workers helps boost innovation measures one-fourth to one-half as much as bachelor’s degree STEM workers, holding other factors constant. Concentrations of these jobs are also associated with less income inequality.
Workers in STEM (science, technology, engineering, and math) fields play a direct role in driving economic growth. Yet, because of how the STEM economy has been defined, policymakers have mainly focused on supporting workers with at least a bachelor’s (BA) degree, overlooking a strong potential workforce of those with less than a BA. An analysis of the occupational requirements for STEM knowledge finds that:
As of 2011, 26 million U.S. jobs—20 percent of all jobs—require a high level of knowledge in any one STEM field. STEM jobs have doubled as a share of all jobs since the Industrial Revolution, from less than 10 percent in 1850 to 20 percent in 2010.
Half of all STEM jobs are available to workers without a four-year college degree, and these jobs pay $53,000 on average—a wage 10 percent higher than jobs with similar educational requirements. Half of all STEM jobs are in manufacturing, health care, or construction industries. Installation, maintenance, and repair occupations constitute 12 percent of all STEM jobs, one of the largest occupational categories. Other blue-collar or technical jobs in fields such as construction and production also frequently demand STEM knowledge.
STEM jobs that require at least a bachelor’s degree are highly clustered in certain metropolitan areas, while sub-bachelor’s STEM jobs are prevalent in every large metropolitan area. Of large metro areas, San Jose, CA, and Washington, D.C., have the most STEM-based economies, but Baton Rouge, LA, Birmingham, AL, and Wichita, KS, have among the largest share of STEM jobs in fields that do not require four-year college degrees. These sub-bachelor’s STEM jobs pay relatively high wages in every large metropolitan area.
More STEM-oriented metropolitan economies perform strongly on a wide variety of economic indicators, from innovation to employment. Job growth, employment rates, patenting, wages, and exports are all higher in more STEM-based economies. The presence of sub-bachelor’s degree STEM workers helps boost innovation measures one-fourth to one-half as much as bachelor’s degree STEM workers, holding other factors constant. Concentrations of these jobs are also associated with less income inequality.
Monday, May 20, 2013
Public Information about Government Data Will Improve With New Obama Policy
From APDU:
The Obama Administration released an Executive Order and a Policy Directive that move the federal government forward in a significant direction -- officially requiring that, going forward, data generated by the government be made available in open, machine-readable formats (with appropriate protections). Most notably, it requires that agencies create and maintain an “enterprise data inventory, if it does not already exist, that accounts for datasets used in the agency's information systems" -- with the ultimate goal of including all agency datasets, and with indications whether the agency has determined that the individual datasets may be made publicly available and whether these are currently available to the public. Here's what you need to know:
• The Executive Order declares that information is a valuable resource and strategic asset for the nation.
• Newly generated government data will be required to be made available in open, machine-readable format by default -- enhancing their accessibility and usefulness, and ensuring privacy and security.
• These executive actions will allow entrepreneurs and companies to take advantage of this information -- fueling economic growth in communities across the Nation.
Watch a short video and find out more about the announcement HERE. Also, read more HERE.
In conjunction with those steps to unleash troves of useful data from the vaults of government, the interagency US Global Change Research Program (USGCRP) launched a new online tool that promises to accelerate research relating to climate change and human health—the Metadata Access Tool for Climate and Health, or “MATCH.” MATCH is a tool, driven by open data, which could open the door for new scientific insights in the public health and climate science communities. It is a publicly accessible digital platform for searching and integrating metadata—standardized contextual information—extracted from more than 9,000 health, environment, and climate-science datasets held by six Federal agencies. Read more HERE.
The Obama Administration released an Executive Order and a Policy Directive that move the federal government forward in a significant direction -- officially requiring that, going forward, data generated by the government be made available in open, machine-readable formats (with appropriate protections). Most notably, it requires that agencies create and maintain an “enterprise data inventory, if it does not already exist, that accounts for datasets used in the agency's information systems" -- with the ultimate goal of including all agency datasets, and with indications whether the agency has determined that the individual datasets may be made publicly available and whether these are currently available to the public. Here's what you need to know:
• The Executive Order declares that information is a valuable resource and strategic asset for the nation.
• Newly generated government data will be required to be made available in open, machine-readable format by default -- enhancing their accessibility and usefulness, and ensuring privacy and security.
• These executive actions will allow entrepreneurs and companies to take advantage of this information -- fueling economic growth in communities across the Nation.
Watch a short video and find out more about the announcement HERE. Also, read more HERE.
In conjunction with those steps to unleash troves of useful data from the vaults of government, the interagency US Global Change Research Program (USGCRP) launched a new online tool that promises to accelerate research relating to climate change and human health—the Metadata Access Tool for Climate and Health, or “MATCH.” MATCH is a tool, driven by open data, which could open the door for new scientific insights in the public health and climate science communities. It is a publicly accessible digital platform for searching and integrating metadata—standardized contextual information—extracted from more than 9,000 health, environment, and climate-science datasets held by six Federal agencies. Read more HERE.
Saturday, April 7, 2012
Politicization of Science in the Public Sphere: A Study of Public Trust in the US, 1974-2010
Source: American Sociological Review
This study explores time trends in public trust in science in the United States from 1974 to 2010. More precisely, the author, Gordon Gauchat, tests Mooney’s (2005) claim that conservatives in the United States have become increasingly distrustful of science.
This study explores time trends in public trust in science in the United States from 1974 to 2010. More precisely, the author, Gordon Gauchat, tests Mooney’s (2005) claim that conservatives in the United States have become increasingly distrustful of science.
Wednesday, December 14, 2011
The Open Knowledge Foundation: Open Data Means Better Science
Multiple individuals, groups, and organisations are involved in a major movement to reform the process of scientific communication. The promotion of open access and open data and the development of platforms that reduce the cost and difficulty of data handling play a principal role in this.
One such organisation is the Working Group on Open Data in Science (also known as the Open Science Working Group) at the Open Knowledge Foundation (OKF). The OKF is a community-based organisation that promotes open knowledge, which encompasses open data, free culture, the public domain, and other areas of the knowledge commons. Founded in 2004, the organisation has grown into an international network of communities that develop tools, applications, and guidelines enabling the opening up of data, and subsequently the discovery and use of that data.
Link to publication page for additional viewing and downloading options
One such organisation is the Working Group on Open Data in Science (also known as the Open Science Working Group) at the Open Knowledge Foundation (OKF). The OKF is a community-based organisation that promotes open knowledge, which encompasses open data, free culture, the public domain, and other areas of the knowledge commons. Founded in 2004, the organisation has grown into an international network of communities that develop tools, applications, and guidelines enabling the opening up of data, and subsequently the discovery and use of that data.
Link to publication page for additional viewing and downloading options
Wednesday, June 1, 2011
Survey of Science and Engineering Research Facilities
According to the National Science Foundation's biennial Survey of Science and Engineering Research Facilities, the amount of science and engineering (S&E) research space at research-performing colleges and universities expanded 4% between FY 2007 and FY 2009, from 188 million to 196 million net assignable square feet (NASF). This percentage increase is almost three times the amount of growth found between FY 2005 and FY 2007 and follows two consecutive survey cycles with slowing growth.
Tuesday, September 22, 2009
Science and Engineering Indicators
Someone looking for average expenditure on Research and Development by industry should consider Science and Engineering Indicators. SEI "is first and foremost a volume of record comprising the major high-quality quantitative data on the U.S. and international science and engineering enterprise. SEI is factual and policy-neutral. It does not offer policy options and it does not make policy recommendations. SEI employs a variety of presentational styles—tables, figures, narrative text, bulleted text, Web-based links, highlights, introductions, conclusions, reference lists—to make the data accessible to readers with different information needs and different information-processing preferences."
Subscribe to:
Comments (Atom)