Global_State_of_Young_Scientists_GloSYS.pdf

A s young scientists from all five continents, we are passionate about science, and we are passionate about science contributing to a better world. We wish to enhance the contribution that we can make to science and that science can make to society. Science and technology play an important role in addressing the challenges we face today, from reducing hunger and poverty, finding a cure for diseases such as malaria, to protecting the environment. We believe that these are universal aspirations, shared by young scientists around the world and deserving global solutions. Actions are required at local, national and international levels by young scientists themselves, senior scientists, science policy makers, politicians, the private and civil society sectors and the general public. F or science and young scientists to play the role required in the modern, technological and challenging world, public support is essential. For this support to be fostered, scientists -and especially young s...

BioEssays, 2010

Science, 2010

2010

The Global State of Young Scientists in Latin America and the Caribbean: An Exploration of Constraints and Strategies, 2022

This report provides an overview of the first phase of The Global State of Young Scientists in Latin America and the Caribbean (GloSYS LAC), a research project developed by the Global Young Academy (GYA). Its aim is to contribute to current debates on social dimensions of scientific activities and the impact that they have on the trajectories of young scientists. This research was performed using qualitative interviews with thirty-one early-career researchers from Argentina, Brazil, Colombia, Cuba, Guatemala and Panama. As a result of the analysis of these interviews, this report highlights the interplay between the constraints that young researchers currently face and the strategies they use to confront them

EMBO reports, 2014

BMC medical education, 2018

Scientific and professional development opportunities for early career scientists in low- and middle- income countries (LMICs) are limited and not consistent. There is a disproportionately low number of biomedical and clinical researchers in LMIC's relative to their high burden of disease, a disparity that is aggravated by emigration of up to 70% of scientists from their countries of birth for education and employment elsewhere. To help address this need, a novel University-accredited, immersive fellowship program was established by a large public-academic-private network. We sought to describe the program and summarize progress and lessons learned over its first 7-years. Hallmarks of the program are a structured learning curriculum and bespoke research activities tailored to the needs of each fellow. Research projects expose the scientists to state-of-the-art methodologies and leading experts in their fields while also ensuring that learnings are implementable within their home...

Proceedings of the 6th International Conference on Social, economic, and academic leadership (ICSEAL-6-2019), 2020

Over the past few years, systemic and structural-functional transformations in science have taken place in the Russian Federation: the reorganization of the Russian Academy of Sciences, reforms in the activities of dissertation councils, a reduction in the funding of scientific foundations, jobs in budgetary scientific and educational institutions, and a reorientation of the focus of scientific organizations from fundamental to applied. All these transformations primarily affect young scientists. I n the context of the transformation of science, the ambiguity of the choice of professional guidelines and the career growth of young scientists can lead to a systemic crisis in the reproduction of scientific personnel. The problems and contradictions that arise in the life of young scientists are caused by the peculiarities of the position of the young scientist as an emerging, emerging subject of the scientific community. The motivating factor in attracting science is the satisfaction of the need to realize intellectual and creative potential. However, the socioeconomic situation of the majority of young scientists is unstable as there are certain shortcomings in the personnel policy and the social security system, the distribution of income and material wealth, and the opportunities for realizing personal potential in the scientific community .

Science, 2008

The scientific enterprise has greatly advanced our understanding of the natural world and has thereby enabled the creation of countless medicines and useful devices. It has also led to behaviors that have improved lives. The public appreciates these practical benefits of science, and science and scientists are generally respected, even by those who are not familiar with how science works or what exactly it has discovered. But society may less appreciate the advantage of having everyone aquire, as part of their formal education, the ways of thinking and behaving that are central to the practice of successful science: scientific habits of mind. These habits include a skeptical attitude toward dogmatic claims and a strong desire for logic and evidence. As famed astronomer Carl Sagan put it, science is our best "bunk" detector. Individuals and societies clearly need a means to logically test the onslaught of constant clever attempts to manipulate our purchasing and political decisions. They also need to challenge what is irrational, including the intolerance that fuels so many regional and global conflicts. So how does this relate to science education? Might it be possible to encourage, across the world, scientific habits of mind, so as to create more rational societies everywhere? In principle, a vigorous expansion of science education could provide the world with such an opportunity, but only if scientists, educators, and policy-makers redefine the goals of science education, beginning with college-level teaching. Rather than only conveying what science has discovered about the natural world, as is done now in most countries, a top priority should be to empower all students with the knowledge and practice of how to think like a scientist. Scientists share a common way of reaching conclusions that is based not only on evidence and logic, but also requires honesty, creativity, and openness to new ideas. The scientific community can thus often work together across cultures, bridging political divides. Such collaborations have mostly focused on the discovery of new knowledge about the natural world. But scientists can also collaborate effectively on developing and promulgating a form of science education for all students that builds scientific habits of mind. Inquiry-based science curricula for children ages 5 to 13 have been undergoing development and refinement in the United States for more than 50 years. These curricula require that students engage in active investigations, while a teacher serves as a coach to guide them to an understanding of one of many topics. This approach takes advantage of the natural curiosity of young people, and in the hands of a prepared teacher, it can be highly effective in increasing a student's reasoning and problem-solving skills. In addition, because communication is emphasized, inquiry-based science teaching has been shown to increase reading and writing abilities. This approach to science education has been slowly spreading throughout the United States in the past decade, but it requires resources and energy on the part of school districts that are often not available. With strong support from scientists and science academies, a similar type of science education is also being increasingly implemented in France, Sweden, Chile, China, and other countries. In these efforts, catalyzed for the past 8 years by the InterAcademy Panel in Trieste, scientists are sharing resources and helping to form new bridges betweeen nations. With appropriate modifications, could such an education also help make students more rational and tolerant human beings, thereby reducing the dogmatism that threatens the world today with deadly conflict? In future editorials, I will explore the many potential advantages of inquiry-based science education. I will also discuss the barriers that must be overcome for its widespread implementation across the globe, because we may face no more urgent task if future generations are to inherit a peaceful world.