Números del CIDE Anterior #32 Siguiente #34
Y las preguntas científicas ¿En donde se encuentran?
La base de la indagación científica son las preguntas, mismas que guían a la humanidad hacia los nuevos descubrimientos. Si concebimos la formación de un científico desde la perspectiva de que en ciencia son más importantes las preguntas que las respuestas, y que al final, las respuestas al igual que las definiciones son siempre temporales, el siguiente producto que es uno de los elementos que debe realizarse previo a la elaboración del protocolo de investigación, del que obtendremos la tesis de grado, es: “La colección de preguntas científicas que se intentan responder sobre el objeto de estudios seleccionado”.
Este producto tiene que ver con la competencia de aprender a encontrar y aprender a redactar las preguntas científicas. Sin embargo, encontrar algo que generalmente está implícito en los artículos de investigación, pero que es muy raro encontrarlo de manera explícita y que es mucho más raro aún que se presente entre signos de interrogación, puede ser una tarea que requiere cierto nivel de abstracción, imaginación y aplicación de la ingeniería inversa, para encontrar las preguntas que dieron origen a los grandes descubrimientos y cada una de las preguntas generales y específicas que dan origen a los artículos científicos con los que contamos para trabajar y construir nuestro objeto de estudios.
Para la elaboración del trabajo de identificación de las preguntas científicas actuales de nuestro campo, se sugiere la lectura de una serie de documentos que se publicaron en una sección especial de la revista Science del 1 de julio de 2005, en el entendido que es más fácil construir a partir de un modelo concreto, que a partir de una abstracción. Por ello, una parte de la citada sección del semanario “Science” se anexa al presente y un resumen de la misma se transcribe a continuación:
Las preguntas que se hacen los científicos en la actualidad (Sección especial de la revista “Science” del 1 julio del 2005).
1. Is ours the only universe?
A number of quantum theorists and cosmologists are trying to figure out whether our universe is part of a bigger "multiverse." But others suspect that this hard-to-test idea may be a question for philosophers.
2. What drove cosmic inflation?
In the first moments after the big bang, the universe blew up at an incredible rate. But what did the blowing? Measurements of the cosmic microwave background and other astrophysical observations are narrowing the possibilities.
3. When and how did the first stars and galaxies form?
The broad brush strokes are visible, but the fine details aren't. Data from satellites and ground-based telescopes may soon help pinpoint, among other particulars, when the first generation of stars burned off the hydrogen "fog" that filled the universe.
4. Where do ultrahigh-energy cosmic rays come from?
Above a certain energy, cosmic rays don't travel very far before being destroyed. So why are cosmic ray hunters spotting such rays with no obvious source within our galaxy?
5. What powers quasars?
The mightiest energy fountains in the universe probably get their power from matter plunging into whirling supermassive black holes. But the details of what drives their jets remain anybody's guess.
6. What is the nature of black holes?
Relativistic mass crammed into a quantum-sized object? It's a recipe for disaster--and scientists are still trying to figure out the ingredients.
7. Why is there more matter than antimatter?
To a particle physicist, matter and antimatter are almost the same. Some subtle difference must explain why matter is common and antimatter rare.
8. Does the proton decay?
In a theory of everything, quarks (which make up protons) should somehow be convertible to leptons (such as electrons)--so catching a proton decaying into something else might reveal new laws of particle physics.
9. What is the nature of gravity?
It clashes with quantum theory. It doesn't fit in the Standard Model. Nobody has spotted the particle that is responsible for it. Newton's apple contained a whole can of worms.
10. Why is time different from other dimensions?
It took millennia for scientists to realize that time is a dimension, like the three spatial dimensions, and that time and space are inextricably linked. The equations make sense, but they don't satisfy those who ask why we perceive a "now" or why time seems to flow the way it does.
11. Are there smaller building blocks than quarks?
Atoms were "uncuttable." Then scientists discovered protons, neutrons, and other subatomic particles- which were, in turn, shown to be made up of quarks and gluons. Is there something more fundamental still?
12. Are neutrinos their own antiparticles?
Nobody knows this basic fact about neutrinos, although a number of underground experiments are under way. Answering this question may be a crucial step to understanding the origin of matter in the universe.
13. Is there a unified theory explaining all correlated electron systems?
High-temperature superconductors and materials with giant and colossal magnetoresistance are all governed by the collective rather than individual behavior of electrons. There is currently no common framework for understanding them.
14. What is the most powerful laser researchers can build?
Theorists say an intense enough laser field would rip photons into electron-positron pairs, dousing the beam. But no one knows whether it's possible to reach that point.
15. Can researchers make a perfect optical lens?
They've done it with microwaves but never with visible light.
16. Is it possible to create magnetic semiconductors that work at room temperature?
Such devices have been demonstrated at low temperatures but not yet in a range warm enough for spintronics applications.
17. What is the pairing mechanism behind high - temperature superconductivity?
Electrons in superconductors surf together in pairs. After 2 decades of intense study, no one knows what holds them together in the complex, high-temperature materials.
18. Can we develop a general theory of the dynamics of turbulent flows and the motion of granular materials?
So far, such "nonequilibrium systems" defy the tool kit of statistical mechanics, and the failure leaves a gaping hole in physics.
19. Are there stable high-atomic-number elements?
A superheavy element with 184 neutrons and 114 protons should be relatively stable, if physicists can create it.
20. Is superfluidity possible in a solid? If so, how?
Despite hints in solid helium, nobody is sure whether a crystalline material can flow without resistance. If new types of experiments show that such outlandish behavior is possible, theorists would have to explain how.
21. What is the structure of water?
Researchers continue to tussle over how many bonds each H2O molecule makes with its nearest neighbors.
22. What is the nature of the glassy state?
Molecules in a glass are arranged much like those in liquids but are more tightly packed. Where and why does liquid end and glass begin?
23. Are there limits to rational chemical synthesis?
The larger synthetic molecules get, the harder it is to control their shapes and make enough copies of them to be useful. Chemists will need new tools to keep their creations growing.
24. What is the ultimate efficiency of photovoltaic cells?
Conventional solar cells top out at converting 32% of the energy in sunlight to electricity. Can researchers break through the barrier?
25. Will fusion always be the energy source of the future?
It's been 35 years away for about 50 years, and unless the international community gets its act together, it'll be 35 years away for many decades to come.
26. What drives the solar magnetic cycle?
Scientists believe differing rates of rotation from place to place on the sun underlie its 22-year sunspot cycle. They just can't make it work in their simulations. Either a detail is askew, or it's back to the drawing board.
27. How do planets form?
How bits of dust and ice and gobs of gas came together to form the planets without the sun devouring them all is still unclear. Planetary systems around other stars should provide clues.
28. What causes ice ages?
Something about the way the planet tilts, wobbles, and careens around the sun presumably brings on ice ages every 100,000 years or so, but reams of climate records haven't explained exactly how.
29. What causes reversals in Earth's magnetic field?
Computer models and laboratory experiments are generating new data on how Earth's magnetic poles might flip-flop. The trick will be matching simulations to enough aspects of the magnetic field beyond the inaccessible core to build a convincing case.
30. Are there earthquake precursors that can lead to useful predictions?
Prospects for finding signs of an imminent quake have been waning since the 1970s. Understanding faults will progress, but routine prediction would require an as-yet-unimagined breakthrough.
31. Is there--or was there--life elsewhere in the solar system?
The search for life--past or present--on other planetary bodies now drives NASA's planetary exploration program, which focuses on Mars, where water abounded when life might have first arisen.
32. What is the origin of homochirality in nature?
Most biomolecules can be synthesized in mirror-image shapes. Yet in organisms, amino acids are always left-handed, and sugars are always right-handed. The origins of this preference remain a mystery.
33. Can we predict how proteins will fold?
Out of a near infinitude of possible ways to fold, a protein picks one in just tens of microseconds. The same task takes 30 years of computer time.
34. How many proteins are there in humans?
It has been hard enough counting genes. Proteins can be spliced in different ways and decorated with numerous functional groups, all of which makes counting their numbers impossible for now.
35. How do proteins find their partners?
Protein-protein interactions are at the heart of life. To understand how partners come together in precise orientations in seconds, researchers need to know more about the cell's biochemistry and structural organization.
36. How many forms of cell death are there?
In the 1970s, apoptosis was finally recognized as distinct from necrosis. Some biologists now argue that the cell death story is even more complicated. Identifying new ways cells die could lead to better treatments for cancer and degenerative diseases.
37. What keeps intracellular traffic running smoothly?
Membranes inside cells transport key nutrients around, and through, various cell compartments without sticking to each other or losing their way. Insights into how membranes stay on track could help conquer diseases, such as cystic fibrosis.
38. What enables cellular components to copy themselves independent of DNA?
Centrosomes, which help pull apart paired chromosomes, and other organelles replicate on their own time, without DNA's guidance. This independence still defies explanation.
39. What roles do different forms of RNA play in genome function?
RNA is turning out to play a dizzying assortment of roles, from potentially passing genetic information to offspring to muting gene expression. Scientists are scrambling to decipher this versatile molecule.
40. What role do telomeres and centromeres play in genome function?
These chromosome features will remain mysteries until new technologies can sequence them.
41. Why are some genomes really big and others quite compact?
The puffer fish genome is 400 million bases; one lungfish's is 133 billion bases long. Repetitive and duplicated DNA don't explain why this and other size differences exist.
42. What is all that "junk" doing in our genomes?
DNA between genes is proving important for genome function and the evolution of new species. Comparative sequencing, microarray studies, and lab work are helping genomicists find a multitude of genetic gems amid the junk.
43. How much will new technologies lower the cost of sequencing?
New tools and conceptual breakthroughs are driving the cost of DNA sequencing down by orders of magnitude. The reductions are enabling research from personalized medicine to evolutionary biology to thrive.
44. How do organs and whole organisms know when to stop growing?
A person's right and left legs almost always end up the same length, and the hearts of mice and elephants each fit the proper rib cage. How genes set limits on cell size and number continues to mystify.
45. How can genome changes other than mutations be inherited?
Researchers are finding ever more examples of this process, called epigenetics, but they can't explain what causes and preserves the changes.
46. How is asymmetry determined in the embryo?
Whirling cilia help an embryo tell its left from its right, but scientists are still looking for the first factors that give a relatively uniform ball of cells a head, tail, front, and back.
47. How do limbs, fins, and faces develop and evolve?
The genes that determine the length of a nose or the breadth of a wing are subject to natural and sexual selection. Understanding how selection works could lead to new ideas about the mechanics of evolution with respect to development.
48. What triggers puberty?
Nutrition--including that received in utero--seems to help set this mysterious biological clock, but no one knows exactly what forces childhood to end.
49. Are stem cells at the heart of all cancers?
The most aggressive cancer cells look a lot like stem cells. If cancers are caused by stem cells gone awry, studies of a cell's "stemness" may lead to tools that could catch tumors sooner and destroy them more effectively.
50. Is cancer susceptible to immune control?
Although our immune responses can suppress tumor growth, tumor cells can combat those responses with counter-measures. This defense can stymie researchers hoping to develop immune therapies against cancer.
51. Can cancers be controlled rather than cured?
Drugs that cut off a tumor's fuel supplies--say, by stopping blood-vessel growth--can safely check or even reverse tumor growth. But how long the drugs remain effective is still unknown.
52. Is inflammation a major factor in all chronic diseases?
It's a driver of arthritis, but cancer and heart disease? More and more, the answer seems to be yes, and the question remains why and how.
53. How do prion diseases work?
Even if one accepts that prions are just misfolded proteins, many mysteries remain. How can they go from the gut to the brain, and how do they kill cells once there, for example.
54. How much do vertebrates depend on the innate immune system to fight infection?
This system predates the vertebrate adaptive immune response. Its relative importance is unclear, but immunologists are working to find out.
55. Does immunologic memory require chronic exposure to antigens?
Yes, say a few prominent thinkers, but experiments with mice now challenge the theory. Putting the debate to rest would require proving that something is not there, so the question likely will not go away.
56. Why doesn't a pregnant woman reject her fetus?
Recent evidence suggests that the mother's immune system doesn't "realize" that the fetus is foreign even though it gets half its genes from the father. Yet just as Nobelist Peter Medawar said when he first raised this question in 1952, "the verdict has yet to be returned."
57. What synchronizes an organism's circadian clocks?
Circadian clock genes have popped up in all types of creatures and in many parts of the body. Now the challenge is figuring out how all the gears fit together and what keeps the clocks set to the same time.
58. How do migrating organisms find their way?
Birds, butterflies, and whales make annual journeys of thousands of kilometers. They rely on cues such as stars and magnetic fields, but the details remain unclear.
59. Why do we sleep?
A sound slumber may refresh muscles and organs or keep animals safe from dangers lurking in the dark. But the real secret of sleep probably resides in the brain, which is anything but still while we're snoring away.
60. Why do we dream?
Freud thought dreaming provides an outlet for our unconscious desires. Now, neuroscientists suspect that brain activity during REM sleep--when dreams occur--is crucial for learning. Is the experience of dreaming just a side effect?
61. Why are there critical periods for language learning?
Monitoring brain activity in young children--including infants—may shed light on why children pick up languages with ease while adults often struggle to learn train station basics in a foreign tongue.
62. Do pheromones influence human behavior?
Many animals use airborne chemicals to communicate, particularly when mating. Controversial studies have hinted that humans too use pheromones. Identifying them will be key to assessing their sway on our social lives.
63. How do general anesthetics work?
Scientists are chipping away at the drugs' effects on individual neurons, but understanding how they render us unconscious will be a tougher nut to crack.
64. What causes schizophrenia?
Researchers are trying to track down genes involved in this disorder. Clues may also come from research on traits schizophrenics share with normal people.
65. What causes autism?
Many genes probably contribute to this baffling disorder, as well as unknown environmental factors. A biomarker for early diagnosis would help improve existing therapy, but a cure is a distant hope.
66. To what extent can we stave off Alzheimer's?
A 5- to 10-year delay in this late-onset disease would improve old age for millions. Researchers are determining whether treatments with hormones or antioxidants, or mental and physical exercise, will help.
67. What is the biological basis of addiction?
Addiction involves the disruption of the brain's reward circuitry. But personality traits such as impulsivity and sensation-seeking also play a part in this complex behavior.
68. Is morality hardwired into the brain?
That question has long puzzled philosophers; now some neuroscientists think brain imaging will reveal circuits involved in reasoning.
69. What are the limits of learning by machines?
Computers can already beat the world's best chess players, and they have a wealth of information on the Web to draw on. But abstract reasoning is still beyond any machine.
70. How much of personality is genetic?
Aspects of personality are influenced by genes; environment modifies the genetic effects. The relative contributions remain under debate.
71. What is the biological root of sexual orientation?
Much of the "environmental" contribution to homosexuality may occur before birth in the form of prenatal hormones, so answering this question will require more than just the hunt for "gay genes."
72. Will there ever be a tree of life that systematists can agree on?
Despite better morphological, molecular, and statistical methods, researchers' trees don't agree. Expect greater, but not complete, consensus.
73. How many species are there on Earth?
Count all the stars in the sky? Impossible. Count all the species on Earth? Ditto. But the biodiversity crisis demands that we try.
74. What is a species?
A "simple" concept that's been muddied by evolutionary data; a clear definition may be a long time in coming.
75. Why does lateral transfer occur in so many species and how?
Once considered rare, gene swapping, particularly among microbes, is proving quite common. But why and how genes are so mobile--and the effect on fitness--remains to be determined.
76. Who was LUCA (the last universal common ancestor)?
Ideas about the origin of the 1.5-billion-year-old "mother" of all complex organisms abound. The continued discovery of primitive microbes, along with comparative genomics, should help resolve life's deep past.
77. How did flowers evolve?
Darwin called this question an "abominable mystery." Flowers arose in the cycads and conifers, but the details of their evolution remain obscure.
78. How do plants make cell walls?
Cellulose and pectin walls surround cells, keeping water in and supporting tall trees. The biochemistry holds the secrets to turning its biomass into fuel.
79. How is plant growth controlled?
Redwoods grow to be hundreds of meters tall, Arctic willows barely 10 centimeters. Understanding the difference could lead to higher-yielding crops.
80. Why aren't all plants immune to all diseases?
Plants can mount a general immune response, but they also maintain molecular snipers that take out specific pathogens. Plant pathologists are asking why different species, even closely related ones, have different sets of defenders. The answer could result in hardier crops.
81. What is the basis of variation in stress tolerance in plants?
We need crops that better withstand drought, cold, and other stresses. But there are so many genes involved, in complex interactions, that no one has yet figured out which ones work how.
82. What caused mass extinctions?
A huge impact did in the dinosaurs, but the search for other catastrophic triggers of extinction has had no luck so far. If more subtle or stealthy culprits are to blame, they will take considerably longer to find.
83. Can we prevent extinction?
Finding cost-effective and politically feasible ways to save many endangered species requires creative thinking.
84. Why were some dinosaurs so large?
Dinosaurs reached almost unimaginable sizes, some in less than 20 years. But how did the long-necked sauropods, for instance, eat enough to pack on up to 100 tons without denuding their world?
85. How will ecosystems respond to global warming?
To anticipate the effects of the intensifying greenhouse, climate modelers will have to focus on regional changes and ecologists on the right combination of environmental changes.
86. How many kinds of humans coexisted in the recent past, and how did they relate?
The new dwarf human species fossil from Indonesia suggests that at least four kinds of humans thrived in the past 100,000 years. Better dates and additional material will help confirm or revise this picture.
87. What gave rise to modern human behavior?
Did Homo sapiens acquire abstract thought, language, and art gradually or in a cultural "big bang," which in Europe occurred about 40,000 years ago? Data from Africa, where our species arose, may hold the key to the answer.
88. What are the roots of human culture?
No animal comes close to having humans' ability to build on previous discoveries and pass the improvements on. What determines those differences could help us understand how human culture evolved.
89. What are the evolutionary roots of language and music?
Neuroscientists exploring how we speak and make music are just beginning to find clues as to how these prized abilities arose.
90. What are human races, and how did they develop?
Anthropologists have long argued that race lacks biological reality. But our genetic makeup does vary with geographic origin and as such raises political and ethical as well as scientific questions.
91. Why do some countries grow and others stagnate?
From Norway to Nigeria, living standards across countries vary enormously, and they're not becoming more equal.
92. What impact do large government deficits have on a country's interest rates and economic growth rate?
The United States could provide a test case.
93. Are political and economic freedom closely tied?
China may provide one answer.
94.Why has poverty increased and life expectancy declined in sub-Saharan Africa?
Almost all efforts to reduce poverty in sub-Saharan Africa have failed. Figuring out what will work is crucial to alleviating massive human suffering. The following six mathematics questions are drawn from a list of seven outstanding problems selected by the Clay Mathematics Institute. (The seventh problem is discussed on p. 96.) For more details, go to www.claymath.org/millennium.
95. Is there a simple test for determining whether an elliptic curve has an infinite number of rational solutions?
Equations of the form y2 = x3 ax b are powerful mathematical tools. The Birch and Swinnerton-Dyer conjecture tells how to determine how many solutions they have in the realm of rational numbers information that could solve a host of problems, if the conjecture is true.
96. Can a Hodge cycle be written as a sum of algebraic cycles?
Two useful mathematical structures arose independently in geometry and in abstract algebra. The Hodge conjecture posits a surprising link between them, but the bridge remains to be built.
97. Will mathematicians unleash the power of the Navier-Stokes equations?
First written down in the 1840s, the equations hold the keys to understanding both smooth and turbulent flow. To harness them, though, theorists must find out exactly when they work and under what conditions they break down.
98. Does Poincaré's test identify spheres in four-dimensional space?
You can tie a string around a doughnut, but it will slide right off a sphere. The mathematical principle behind that observation can reliably spot every spherelike object in 3D space. Henri Poincaré conjectured that it should also work in the next dimension up, but no one has proved it yet.
99. Do mathematically interesting zero-value solutions of the Riemann zeta function all have the form a bi?
Don't sweat the details. Since the mid-19th century, the "Riemann hypothesis" has been the monster catfish in mathematicians' pond. If true, it will give them a wealth of information about the distribution of prime numbers and other long-standing mysteries.
100. Does the Standard Model of particle physics rest on solid mathematical foundations?
For almost 50 years, the model has rested on "quantum Yang-Mills theory," which links the behavior of particles to structures found in geometry. The theory is breathtakingly elegant and useful--but no one has proved that it's sound.
De estas cien preguntas de índole general y de las más variadas disciplinas, se desprenden miles de preguntas de cientos de campos científicos particulares que pueden encontrarse en cada uno de los artículos científicos que componen las bases de datos que hemos elaborado en correspondencia con la tarea de construir nuestro objeto de estudios. Por ejemplo si retomamos un par de preguntas que tienen que ver con la biología de la conservación (pregunta 83. Can weprevent extinction? Y pregunta 85. How will ecosystems respond to global warming), cuestiones científicas que actualmente intentan ser respondidas por los biólogos conservacionistas y que se retoman en un ensayo que ha sido compartido por la Dra. Martha Vergara, cuya fichacompleta es:
Sutherland, W., W. Adams, et al. (2009). "One hundred questions of importance to the conservation of global biological diversity." Conservation Biology 23(3): 557-567.
En este ensayo las preguntas que se retoman son:
1. Do critical thresholds exist at which the loss of species diversity, or the loss of particular species, disrupts ecosystem functions and services, and how can these thresholds be predicted?
2. What is the effectiveness of different methods for the assessment of ecosystem services?
3. How can biodiversity considerations be integrated into economic policies to reflect the monetary and nonmonetary value of biodiversity, ecosystem processes, goods, and services?
4. How can ecosystems be managed to increase protection of humans and biodiversity from extreme events?
5. How, where, and when has biodiversity loss affected human welfare?
6. What strategies for distributing the material benefits derived from biodiversity most effectively foster environmental stewardship and biodiversity conservation?
7. How can protected area networks be designed to increase carbon storage benefits and mitigate climate impacts, with these benefits as incentives to support conservation actions?
8. How does soil biodiversity contribute to the extent and persistence of ecosystem services, including agricultural productivity?
9. What impact will the melting of polar ice and a reduction in permafrost have on the human use of high-latitude ecosystems, and how will these changes in human use affect biodiversity?
10. Which elements of biodiversity in which locations are most vulnerable to climate change, including extreme events?
11. How is the resilience of ecosystems to climate change affected by human activities and interventions?
12. What factors determine the rates at which coastal ecosystems can respond to sea-level rise, and which of these are amenable to management?
13. How will climate change, together with other environmental stressors, alter the distribution and prevalence of diseases of wild species?
14. How will human responses to climate change (e.g., changes in agriculture, resource conflicts, and migration) affect biodiversity?
15. How might biodiversity policies and management practices be modified and implemented to accommodate climate change?
16. How might emerging carbon markets affect biodiversity through their impacts on the protection, management, and creation of habitats?
17. What are the potential effects of feedbacks between climate change and ecosystem dynamics (e.g., drought, forest dieback, and coral bleaching) on the effectiveness of policy measures to sequester carbon and protect biodiversity?
18. How much carbon is sequestered by different ecosystems, including their soils, and how can these ecosystems be managed to contribute most effectively to the mitigation of climate change?
19. How, where, and to what extent can natural and seminatural ecosystems contribute to climate change adaptation and mitigation?
20. How will climate change affect the distribution and impacts of climate-dependent disturbance regimes, such as fire?
21. How will climate change affect global food production, and what are the resulting consequences for ecosystems and agrobiodiversity?
22. How does biodiversity shape social resilience to the effects of climate change?
23. How might nanotechnology have positive or negative impacts on biodiversity conservation?
24. How do the type, location, and associated mitigation measures of renewable energy technologies affect biodiversity?
25. What are the direct and indirect impacts of genetically modified organisms on biodiversity?
26. What are the implications for land use and biodiversity of the new and emerging “bioeconomy” markets (crops for pharmaceuticals, plastics, adhesives, etc.)?
27. How effective are different types of protected areas (e.g., strict nature reserves, hunting reserves, and national parks) at conserving biodiversity and providing ecosystem services?
28. What is the management cost per hectare required to manage protected areas effectively, and how does this vary with management category, geography, and threat?
29. What are the human well-being costs and benefits of protected areas, how are these distributed, and how do they vary with governance, resource tenure arrangements, and site characteristics?
30. How does the management of protected areas affect conservation beyond the boundaries of the protected area, such as through the displacement of human populations, hunting, or fishing?
31. What is the trade-off for biodiversity between balancing production of natural resources from intensive management systems, such as plantation forestry and aquaculture, versus harvesting those resources from more natural ecosystems?
32. What was the condition of ecosystems before significant human disruption, and how can this knowledge be used to improve current and future management?
33. What, and where, are the significant opportunities for large-scale ecosystem restoration that benefits biodiversity and human well-being?
34. How can ecosystem management systems be designed to better emulate natural processes, notably natural disturbance regimes, and to what extent does this improve conservation effectiveness?
35. To what extent, and under what conditions, does the integration of marine, terrestrial, and freshwater ecosystems within conservation plans yield better outcomes than plans based on single realms?
36. What spatial pattern of human settlement (e.g., clustered vs. dispersed) has the least impact on biodiversity?
37. What is the contribution of areas that are intensively managed for production of commodities (such as food, timber, or biofuels) to conservation of biodiversity at the landscape scale?
38. How can an understanding of factors affecting household decisions to invest in different naturalresource- based productive activities (e.g., agriculture, fishing, or hunting) be used to predict the biodiversity impacts of household responses to environmental change?
39. What are the impacts on biodiversity and ecosystem services of biofuel production and how will these vary by feedstock type, location, objective, and technology applied?
40. Under what conditions can agricultural intensification contribute to conserving overall biodiversity by reducing pressure to convert natural ecosystems?
41. What are the impacts (on and off site) on agricultural returns and biodiversity of “biodiversity friendly” agricultural practices, such as organic, minimum tillage, and agroenvironment schemes?
42. Under what circumstances can afforestation, reforestation,and reduced emissions from deforestation and degradation (REDD) benefit biodiversity conservation, reduce emissions, and provide sustainable livelihoods?
43. How do different forms of forest governance influence biodiversity conservation outcomes and the implementation of REDD?
44. How are arid and semiarid ecosystems affected by the interaction of multiple stressors such as grazing by domestic livestock, soil erosion, and drought?
45. What are the contributions of urban nature reserves and other green amenity spaces, such as golf courses, to biodiversity conservation, and how can these be enhanced?
46. How will ocean acidification affect marine biodiversity and ecosystem function, and what measures could mitigate these effects?
47. What are the ecological, social, and economic impacts resulting from the expansion of freshwater and marine aquaculture?
48. Which management actions are most effective for ensuring the long-term survival of coral reefs in response to the combined impacts of climate change and other existing stressors?
49. Which management approaches to fisheries are most effective at mitigating the impacts of fish extraction and fishing gear on nontarget species and their habitats?
50. How does the effectiveness of marine protected areas vary with biological, physical, and social factors and with connectivity to other protected areas?
51. What will be the impacts of climate change on phytoplankton and oceanic productivity, and what will be the feedbacks of these impacts on the climate?
52. How will multiple stressors, especially fishing, pollution, sea temperature fluctuations, acidification, and diseases, interact to affect marine ecosystems?
53. Whichmechanisms are most effective at conserving biodiversity in ocean areas occurring outside the legal jurisdiction of any single country?
54. How can freshwater biodiversity and ecosystem service values best be incorporated in the design of water-provisioning schemes for direct human use and food production?
55. Which aquatic species and communities are most vulnerable to human impacts, and how would the degradation affect the provision of ecosystem services?
56. Where will the impacts of global climate change on hydrology be most extreme, and how might they affect freshwater species and the ability of wetlands and inland waters to deliver ecosystem services?
57. Which multinational governance, cross-sector cooperation arrangements, and finance mechanisms will make freshwater ecosystem management more effective and reduce international conflicts over water?
58. How does investment in restoration of wetlands and riparian areas compare with construction of dams and flood defenses in providing cost-effective improvements in flood management and the storage and retention of water for domestic, industrial, and agricultural use?
59. Under what conditions is trade in captive or wildharvested species beneficial for wild populations of the traded species?
60. What information is required to enable responsible authorities to decide when and how to manage nonnative species?
61. What is the relative effectiveness of different methods for facilitating movement of a species among disjunct patches of its habitat?
62. What is the cost-effectiveness of different contributions to species conservation programs such as education, captive breeding, and habitat management?
63. What are the ecosystem impacts of efforts to conserve charismatic, flagship, or umbrella species?
64. What are the likely risks, costs, and benefits of reintroducing and translocating species as a response to climate change?
65. What are the most effective approaches for reversing range and population collapse in top predators, large herbivores, and other species that exert disproportionate effects on ecosystem structure and function?
66. How can we best manage diseases that have the potential to move among wild species, domestic species, and people?
67. How do the characteristics of the organizations (e.g., government vs. nongovernment) and their funding (e.g., amount and duration of funds) shape the effectiveness of conservation interventions?
68. What factors affect the extent towhich practitioners integrate consideration of human needs and preferences into policy and practice?
69. What is the cost-effectiveness of different approaches for rapidly expanding professional conservation capacity, and how does this vary with circumstances and among countries?
70. What is the effectiveness of the different mechanisms used to foster the evaluation and dissemination of conservation interventions?
71. How effective are the different strategies devised to integrate scientific knowledge into conservation policy and practice?
72. How effective are the different mechanisms used to promote data sharing and collaboration among individuals, conservationists, and conservation organizations?
73. What are the impacts on biodiversity of shifting patterns and trends in human demography, economic activity, consumption, and technology?
74. How does the relationship between economic growth and biodiversity vary across scales, among different types of ecosystems, and with the type of economic activity?
75. What are the direct and indirect impacts of armed conflict on biodiversity?
76. What are the biodiversity impacts of changes in energy prices?
77. How do resource tenure systems shape conservation outcomes in different social and ecological contexts?
78. What are the impacts of international trade agreements and related policy instruments on biodiversity?
79. How do economic subsidies affect biodiversity within the recipient country and elsewhere?
80. How does corruption influence the effectiveness of conservation, and what are the most effective ways of preventing negative consequences?
81. What are the conservation impacts of improved access to education, employment, and reproductive choice?
82. What is the relationship between individuals learning about environmental problems and their conservation attitudes, knowledge, beliefs, and behaviors?
83. What are the impacts of increasing human dissociation from nature on the conservation of biodiversity?
84. What are the effects of changes in human patterns of food consumption on biodiversity (e.g., shift from bushmeat to domestic meat and from fish to plantbased protein), and how are such human patterns of food consumption shaped by education programs, financial incentives, and other policy instruments?
85. What factors shape human (in)tolerance of the presence and activities ofwild animals, especially where those animals induce human–wildlife conflict?
86. What have been the impacts on biodiversity of the Convention on Biological Diversity 2010 targets, and what objectives, mechanism, time frame, and means of measurement would be most effective for future targets?
87. How do different values (e.g., use vs. preservation) and the framing of these values (e.g., ecosystem services vs. species) motivate policy makers to assign public resources to conservation programs and policies?
88. What factors shape individual and state compliance with local, national, and international conservation regimes?
89. What are the consequences of investment in improving knowledge (e.g., status, nature of threat, and effectiveness of interventions) versus expenditure on conservation action, and how does this differ among conservation issues?
90. What are the impacts on biodiversity and human well-being of differing approaches to devolving the responsibility for natural resource management?
91. What are the impacts of different conservation incentive programs on biodiversity and human wellbeing?
92. How does public involvement, especially of marginalized groups, in conservation decision making shape the effectiveness of conservation interventions?
93. What are the impacts of free, prior, and informed consent policies on the emergence, evolution, and performance of conservation interventions?
94. How does providing information to resource users affect individual behavior and support for collective restrictions, and how does the effect vary with different means of providing the information?
95. What are the conservation impacts of corporate social responsibility regimes that are biodiversityoriented?
96. What are the social impacts of conservation interventions, and how and why do these impacts vary among social groups (e.g., elites, poor, women, and indigenous)?
97. What factors shape the likelihood and extent of formal recognition of customary rights and traditional institutions as the basis for conservation policy and practices, and what are the impacts of this formal recognition on conservation outcomes?
98. What are the most cost-effectivemeans of encouraging broad, long-lasting, and active societal support and action for conservation in different contexts and among different actors?
99. What has been the effect of environmental impact assessments on biodiversity conservation?
100. What mechanisms best promote the use of local ideas and knowledge in conservation programs in ways that enhance biodiversity outcomes?
Al leer estos 200 ejemplos de preguntas científicas y tomarlas como patrón, podemos construir nuestra propia lista de cuestionamientos que se hacen los equipos de científicos que han contribuido a la creación del campo científico que nos ocupa, para ello se sugiere el siguiente ejercicio:
a) Abrir la base de datos en la que tenemos colocadas las fichas bibliográficas de los artículos científicos originales que conforman nuestro objeto de estudios (incluir sólo artículos que se refieran a reportes de investigación, no incluir revisiones de literatura, capítulos de libro u otros documentos que no corresponden a aportaciones originales al conocimiento).
b) Elaborar un formato de salida en el programa de End-note, las formas de proceder son similares a las que se han venido sugiriendo anteriormente, es decir, se requiere construir un nuevo estilo de salida, esta vez utilizando sólo con el campo de “Title” (Título) como ya se había señalado previamente en otro envío. Y si ya cuenta con el estilo de salida de “Títulos” proceda a utilizarlo, si aún no lo tiene tome en cuenta los siguientes pasos para crearlo:
1 Con la base de datos en End-note® abierta, se hace “clic” en la opción de “edición” (en inglés “Edit”).
2 Hacer “clic” en la opción de “estilos de salida” (“Output styles” en inglés).
3 Hacer “clic” en “Nuevo estilo” (“New style” en inglés).
4 Una vez en nuevos estilos, seleccionar la opción de “Bibliografía” (“Bibliography” en inglés).
5 En esta opción “bibliografía” (“bibliography) seleccionar la opción de “plantillas” (“Templates” en inglés) ahí aparecerá una páginas con tres opciones de ventana, la primera dice “tipos de referencias” (“reference types”), la siguiente hacia la derecha dice “Insertar campo” (“Insert field” en inglés) y abajo dice “genérico” (“generic” en inglés).
6 Seleccionar “genérico”, para ello se coloca el cursor debajo de la palabra “generic”.
7 Hacer “clic” en el espacio que dice “Insert field” (al hacer esto aparecen los nombres de los campos que posee la ficha bibliográfica, de éstos campos seleccionamos el campo de “Title” y al hacerlo queda insertado este campo en el nuevo estilo de salida.
8 Luego se procede a salir de esta opción del End-note® haciendo clicen la “X” que aparece en la parte superior o bien con la opción de salir que ustedes seleccionen.
9 Antes de salir, el administrador de la información le preguntará si quiere guardar el estilo de salida que han construido y se debe seleccionar esta opción. Entonces les preguntará que nombre le van a dar a este estilo de salida. Se recomienda darle un nombre que les haga saber para qué hicieron este estilo o el campo de la ficha que seleccionaron para la salida, en esta caso es conveniente poner el nombre de “Title”, para que luego lo reconozcan entre la gran cantidad de estilos de salida que trae de fábrica el administrador de la información End-note®.
10 Una vez guardado el nuevo “Estilo de salida” se procede a ubicarlo entre los estilos de salida. Al regresar a la base de datos, el nuevo estilo de salida no aparece automáticamente en la opción de “Bibligraphic aoutput style” por lo que se requiere hacer clic en la flecha de “bibliographic output style” (que normalmente tiene de alta el estilo de “author date” o el último estilo se haya utilizado). Al hacer clic en la flecha, aparecerán las opciones de “estilos de salida” utilizado recientemente, para localizar el nuevo estilo seleccionen la primera opción que dice “Select another style”.
11 Al hacer clic en la opción “Select another style” el programa abrirá la lista de estilos que tiene disponibles y pondrá a su disposición en orden alfabético los estilos de salida, para encontrar el que hemos creado, se puede recorrer la lista de estilos con las flechas o bien presionar la letra inicial del nombre que le dimos al estilo de salida (en este caso la letra “T” de “Title” y ahí aparecerán los estilos de salida que inicien con esta letra, se selecciona el de “title” y ya está disponible para trabajar la base de datos que tenemos abierta.
12 Para verificar el funcionamiento del formato de salida se procede a seleccionar una de las fichas referenciales, mientras se mantiene abierta la ventana de “preview” o vista preliminar que aparece en la parte inferior de la pantalla de End-note®, ahí deberá aparecer solamente el título de la referencia seleccionada.
13 Abra la base de datos que contiene el núcleo de las publicaciones de su objeto de estudios, esta base de datos debe tener alrededor de 100 fichas referenciales (pueden ser de menos de 100 hasta 300 fichas, según el objeto de estudios de cada estudiante).
14 Con esta base de datos abierta se seleccionan todas las referencias y se procede a copiar formateadas (“Copy formated”) las fichas que constituyen la base de datos.
15 Se abre una hoja de cálculo en Excel® y se procede a “pegar” Las referencias seleccionadas en el paso anterior en la segunda hilera de la primer columna de hoja de cálculo.
16 Proceda a observar el título del primero de los documentos trate de encontrar la pregunta que se hicieron los investigadores que firman el artículos y que los movió a hacer ese trabajo experimental.
17 Escriba en la columna (B) de la hoja de Excel® (la columna que queda frente al título del primer artículo), la pregunta según usted la concibe y que considera que fue la que se hicieron los investigadores y que dio origen a ese trabajo de investigación (recuerde que puede tratarse de alguna de las preguntas que usted leyó previamente o bien de una pregunta más específica, pero que tiene que ver con alguna de las preguntas que se señalaron líneas arriba).
18 Continúe así con cada uno de los títulos que componen la base de datos del núcleo de su motivación y al finalizar este ejercicio habrá obtenido la relación de las preguntas científicas actuales en relación con el núcleo del objeto de estudios que usted está construyendo.
Salud y éxitos
Joel