METHOD (SCIENCE) A Intellectual introduction to science, scientific infrastructure, and scientific ideology. And the importance of all, and its raison dêtre, relative to medicine, humanity, and life, in that order. Part one, the discussion. A discourse on Academics, Science, Scientists, and Academic Research, followed by a summary list of the same. With the most appropriate examples given, or where generic, an example is taken the historical tracts of Dr. Christopher Duntsch and his many R&D efforts, programs, and networks over the last 15 years. For Example ... The University of Tennessee Health Science Center, or St Jude Childrens Research Hospital, the College of Medicine, and the Department of Neurosurgery, the Neuroscience, Cancer Biology, and Stem Cell Programs, the Molecular Neurosurgery Research Program, the Lab Groups and Labs, the Faculty, junior faculty, and young scientist in training. The former is the written word, the latter is both a list of the same, and an example of each, the example either what fits all, or what fits our collective efforts. SCIENTIFIC INFRASTRUCTURE (The Title) SCIENCE (a building block as written here) and ACADEMICS (the engine of science) Science, to exist, must be conceptualized, and materialized, defined and understood, and from this start, and every expanding and subdividing hierarchy and diversity of independent areas of bioscience. Interestingly, all of what is written here did not come to be from the entities involved and their ability to understand and define SCIENCE, nor the ideology of ACADEMICS. Instead, science in its pre-evolutionary state, and a scattered group of scientists all over the world, with the nidus in Memphis, TN (St Jude Childrens Research Hospital), and physicians in support, or as scientists themselves, through their vision, their actions, and their successes, (and the same spark said to be the first step in evolution (chance), broke though the dark ages of the past. What followed was a series of events, in which various science(s), scientists, research efforts, scientific products and successes never thought possible nor seen before in this world we lived in, slowly grew, drifted, aggregated, organized, and developed into something that was but a shadow of what think of today as the same. (Thus, from a spontaneous event in time, came the beginning, and from that came the means to the end. This is similar to saying that humans did not give rise to humanity, humanity created itself, and then humans took over.) More importantly, these events leading to spontaneous conception of Science, also sent shock waves through the world as to the Science as it is today. Thus, Science, not humans, created science, and when this did occur, at the same time, Science directly made clear its importance for humanity, and the need for change to support this. This need for change, and the change that followed, is the single largest global commitment in history,-of everything that exists and that is or could be defined as a resource, to support the effort of Science, in history. And collectively, represents every concept if the word resource, and for each resource, the large collective allocation of these resources, in history. Larger than that of the state, the economy, the social systems, the efforts to create the machines of war, and to fight wars, and anything else in life that requires resources. And it is then that humanity took over, and its first step forward, was to create a formal and ubiquitous engine for Science, Academics. Academics is the infrastructure that Science is fit into, the engine to drive science, and was created as the best fit for what is needed. THE DRIVER, THE VEHICLE, THE ENGINE, THE POWER TO DRIVE THE ENGINE. An Academic Benefactor that is committed to all possible needs of scientists and research in academics. Intent, philosophy, resources, a guiding regulatory authority, a peripheral monitor of academic rigor, and essentially, the sum total of what the two driving forces believe is needed to create the engine for academics. The Agency and agents, and the expert partners in the effort. This means a government or large nonprofit engine, with cultural agreement and ideology, commitment, and most importantly, resources for the academics and their academic institutes. At least one primary entity that can lead the way, and in doing so bring the rest of the community with it. A commitment to the above being Academics, and an understanding that this means two things. Research and Development - and all markers of productivity. and Everything else in the definition of academics: Teaching Mentoring Service to all entities and their responsibilities. Altruistics and not for gain driving for- in all actions and expectations. A VENN diagram model that is fluid OR dynamic and collectively all the major parts, and accepted for what it is relative to the present. Eventually, evidence that the above works well, and at some point a product, that can be demonstrated to be the exact outcome that long before was thought needed, predicted to result from the above, and the entire reason the effort exists. Eventually, a steady state, of said products coming into fruition. THE BIOSCIENCE UNIT(S) The Bioscience Unit(s), and its lateral and vertical progeny, and subprogeny, that are ever growing, ever dividing. SCIENTIFIC PHILOSOPHIES, AND IDEOLOGIES The definition and underlying principle of academics. The scientific method. The Collegiate Philosophy, and its underlying foundation. All things science, information, scientific products, and their impact on medicine and humanity, do not belong to the scientist, the university, the sponsoring agency, they belong to the scientific community, when a science correlate, and to the world, when something that is directed at changing life for the better, and thus making humanity easier to tolerate, is created and established. THE RESEARCH SCIENTIST. Scientists. Scientific Leadership (The PI, Program Director, Faculty, Chairman, Dean, Chancellor) Scientists in Academic Appointments, thus bound to their fixed role in Academics: Scientific Research of an Academic Nature, guided by the scientific method. THE FIXED SITE ENTITY OF ACADEMICS AND SCIENCE in space and time. Universities or Institutions with Academic Overlay. Within the Insittue ... Research space, equipment, reagents, protocols, methods, understanding, technology, know how. The research macro and subunits of that macro entity. Research Programs Research Groups The smallest unit, the research PI, his lab, staff, and support resources. THE NEXT GENERATION Junior Faculty, just starting, or in their early years. The student, at undergraduate, graduate, post-graduate levels.
Posted on: Sat, 15 Nov 2014 15:40:14 +0000
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