Here are some examples from the issues and topics I'm familiar with that reflect different models of science communication:
- Climate change skepticism reflects the deficit model, with a view that public concerns could be addressed by providing more scientific facts and evidence.
- Vaccine hesitancy reflects the social contextualist model, with perceptions influenced by social networks and issues of trust in institutions.
- GMO labeling debates reflect the lay expertise model, as the public draws on personal experience shopping for groceries and preferences around food.
- City planning issues around parks or transportation reflect public engagement models, as these topics directly impact people's daily lives and involve tradeoffs the public can reason about.
The factors that determine which model is used
The Basics of Science Communication - in a formulaJacopo Pasotti
I was invited to speak about science communication at a meeting of chemists, in Lion (France). Having short time to present such a huge field, I decided to condense it in a three elements formula (there is one element, you will notice, it has been introduced for the first time). This presentation has been changed (more text) hoping that it will be self-explaining. Glad if you download and thankful if you send me a notice!
Logical issues in Social Scientific Approach of Communication ResearchQingjiang (Q. J.) Yao
The study concludes that Conceptual analysis is a critical but skipped step in communication and some other social science research. Efforts like AERA, APA, and NCME’s joint committee’s (2014) Standards for Educational and Psychological Testing should be encouraged in multiple areas of social sciences.
Pure deduction is impossible in scientific research; the H-D model falls in either the falsification model or the abduction model.
Some increasingly popular concepts of research methodology, such as statistical inferencing, data, mining, meta-analysis, are inductive in nature.
The Basics of Science Communication - in a formulaJacopo Pasotti
I was invited to speak about science communication at a meeting of chemists, in Lion (France). Having short time to present such a huge field, I decided to condense it in a three elements formula (there is one element, you will notice, it has been introduced for the first time). This presentation has been changed (more text) hoping that it will be self-explaining. Glad if you download and thankful if you send me a notice!
Logical issues in Social Scientific Approach of Communication ResearchQingjiang (Q. J.) Yao
The study concludes that Conceptual analysis is a critical but skipped step in communication and some other social science research. Efforts like AERA, APA, and NCME’s joint committee’s (2014) Standards for Educational and Psychological Testing should be encouraged in multiple areas of social sciences.
Pure deduction is impossible in scientific research; the H-D model falls in either the falsification model or the abduction model.
Some increasingly popular concepts of research methodology, such as statistical inferencing, data, mining, meta-analysis, are inductive in nature.
China 2016: My understanding of the history of quantitative science communic...John C. Besley
Presentation given at Nanjing Agriculture University, May 2016. Provides an initial overview of how I think about the field with a focus on the central role of agricultural university and increasing interest in the face of the challenge of issues such as climate change and various emerging technologies that the public sees as potentially risky.
Social and scientific implications of science blogging.Janet Stemwedel
Slides from the talk I gave in the session “Opening Science to All: Implications of Blogs and Wikis for Social and Scholarly Scientific Communication” at the American Society for Information Science and Technology (ASIS&T) Annual Meeting in Milwaukee, WI, in October 2007.
Scientists and Public Communication: A Report on NC State University Research...Jacques Nemo
This report emerges from data collected as part of the master’s thesis work of the author as a
graduate student at North Carolina State University. It also reflects his particular interest in public
communication of science and technology, specifically the views and behavior of scientists
regarding public engagement (PE).
The report is based on data of an online survey of researchers working at North Carolina
State University (NCSU) in Raleigh, NC, United States.
Good or Bad for Whom and What: A Revised Ethical Framework to Differentiate J...Qingjiang (Q. J.) Yao
This study proposes a revised theoretical framework that consists of the axes of ethical devotions (visibly at the personal, institutional, local, national, regional, and global levels) and ethical reasoning approaches (teleology and deontology), to analyze journalists’ ethical stance of collecting and editing news. Values serving as the foundation of the deontological reasoning approach are deemed as heuristics evolved from historic teleological calculations. Journalism is defined as truthful informing of current events ethically devoted to a larger community, while activism, in this context, is defined as truthful informing devoted to a smaller one. So a global devotion with a teleological reasoning approach is recommended for journalists in this global age.
Keywords: ethical framework, ethical devotion, ethical reasoning approach, journalism, activism
*Presented to #BEAVirtualVegas Conference, April 2020
This is from my invited talk at AAPT.
Why leave it up to the “experts” (i.e., the media) to portray physics accurately and positively? Speak for yourself, without the need for a translator who may – or may not – get it right. As a scientist, you can talk about what your work means and why it’s important with an authority that a science writer doesn’t bring to the table. While we can’t all be Brian Greene, you can have control over how your work – and physics in general – is presented to the public. In this talk, I’ll share some best practices of science communication – gleaned during my time as a science reporter at NPR and elsewhere. These simple tips can take a lifetime to master, but can help you get your message across – to the public, the media, and even Aunt Mabel.
Presentation to CRC Mental Health Early Career Researcher Workshop, Melbourne 29.11.17 for @andsdata.
Workshop title: A by-product of scientific training: We're all a little bit biased.
http://climateshiftproject.org/civic-science-lab-day-3-navigating-the-new-media-ecosystem-writing-for-social-media/
In the morning session, we will discuss the changing nature of the news and social media ecosystem for topics related to science, the environment and emerging technologies. We will focus on the role that journalists and bloggers play; the increasingly social and participatory nature of news use; and the importance of informal opinion-leaders as trusted information brokers and go betweens.
In the afternoon session, we will examine different examples of blog writing that scientists and other experts can comfortably engage in and that can enhance their own professional brand and that of their organization. We will also discuss managing the time pressures and distraction of social media use, and methods for developing an online identity that enhances your professional work and career.
Lecture: Values, Worldviews and Interpretative Communities Related to Climate...Matthew Nisbet
Lecture slides from course on Environmental and Risk Communication at Northeastern University. For more see syllabus:
http://climateshiftproject.org/envriskcomm/
Lecture slides for Northeastern University course in Public Health Debates and Communication. http://climateshiftproject.org/2015/09/03/healthcommf2015/
Twenty Years of Evolving Models of Science CommunicationMatthew Nisbet
Carl Sagan and Neil deGrasse Tyson have come to symbolize the dominant "popularization" approach to science communication, a model that has been embraced with renewed enthusiasm among young scientists as they have experimented with and developed a variety of digital and social media tools. Yet this dominant approach to science communication is not without several key imitations, pitfalls and trade-offs.
In a March 29, 2014 talk as part of the "Sharing Science" conference held at the University of British Columbia, I reviewed major areas of research, analysis and debate relevant to twenty years of evolving models and approaches to science communication. At the link below you find related readings and studies on each of the models reviewed.
http://climateshiftproject.org/2014/03/28/university-of-british-columbia-sharing-science-conference-twenty-years-of-evolving-models-of-science-communication/
Preparing for Abrupt Climate Change: Building Civic Capacity and Overcoming P...Matthew Nisbet
Over the past year, I have had the great opportunity to work with faculty and students at the The University of Maine’s Climate Change Institute and their NSF-funded Integrative Graduate Education and Research Traineeship (IGERT) – the first of its kind to focus explicitly on adaptation to abrupt climate change. Here is a short description on the rationale for the program, a joint initiative between the Climate Change Institute and the School of Policy and International Affairs at the University of Maine.
The paradigm that climate change operates slowly and gradually shifted with the discovery of abrupt climate change (ACC), which refers to rapid state changes in the climate system that are either transient or persistent, and of variable magnitude. We now recognize that abrupt climate change is one of the greatest threats to the sustainability of human society and ecosystem services, yet economic and social systems are rarely designed for abrupt nonlinear environmental change. The Adaptation to Abrupt Climate Change (A2C2) IGERT is a doctoral training program for students in earth sciences, ecology, anthropology, archaeology, international affairs, and economics. A2C2 is designed to train the next generation of natural and social scientists to meet the critical societal challenge of human adaptation to abrupt climate change (ACC).
In the Spring of 2013, I taught a week-long workshop for students involved in the IGERT program and other faculty and professionals at the University of Maine. Participants were introduced to research and strategies for more effectively engaging the public and policymakers on sustainability-related issues. The workshop also covered different schools of thought, modes of practice, and areas of research relevant to navigating the intersections among science, policy, and communication. The goal was for participants to gain an integrated understanding of the institutions, organizations, and actors involved in public communication and policymaker engagement; and the different roles they can play as experts, professionals and educators.
In Fall 2013, I participated in a retreat for faculty, organizational partners and students involved in the A2C2 program. To generate discussion and small group idea generation, I presented a brief overview on communication challenges and strategies relevant to preparing for abrupt climate change. In my presentation, I focused particularly on sea level rise and other coastal impacts. I also created a web page and list of relevant readings and resources that I will continue to update. You can find the list at the link below.
http://climateshiftproject.org/preparing-and-planning-ahead-for-abrupt-climate-change/
China 2016: My understanding of the history of quantitative science communic...John C. Besley
Presentation given at Nanjing Agriculture University, May 2016. Provides an initial overview of how I think about the field with a focus on the central role of agricultural university and increasing interest in the face of the challenge of issues such as climate change and various emerging technologies that the public sees as potentially risky.
Social and scientific implications of science blogging.Janet Stemwedel
Slides from the talk I gave in the session “Opening Science to All: Implications of Blogs and Wikis for Social and Scholarly Scientific Communication” at the American Society for Information Science and Technology (ASIS&T) Annual Meeting in Milwaukee, WI, in October 2007.
Scientists and Public Communication: A Report on NC State University Research...Jacques Nemo
This report emerges from data collected as part of the master’s thesis work of the author as a
graduate student at North Carolina State University. It also reflects his particular interest in public
communication of science and technology, specifically the views and behavior of scientists
regarding public engagement (PE).
The report is based on data of an online survey of researchers working at North Carolina
State University (NCSU) in Raleigh, NC, United States.
Good or Bad for Whom and What: A Revised Ethical Framework to Differentiate J...Qingjiang (Q. J.) Yao
This study proposes a revised theoretical framework that consists of the axes of ethical devotions (visibly at the personal, institutional, local, national, regional, and global levels) and ethical reasoning approaches (teleology and deontology), to analyze journalists’ ethical stance of collecting and editing news. Values serving as the foundation of the deontological reasoning approach are deemed as heuristics evolved from historic teleological calculations. Journalism is defined as truthful informing of current events ethically devoted to a larger community, while activism, in this context, is defined as truthful informing devoted to a smaller one. So a global devotion with a teleological reasoning approach is recommended for journalists in this global age.
Keywords: ethical framework, ethical devotion, ethical reasoning approach, journalism, activism
*Presented to #BEAVirtualVegas Conference, April 2020
This is from my invited talk at AAPT.
Why leave it up to the “experts” (i.e., the media) to portray physics accurately and positively? Speak for yourself, without the need for a translator who may – or may not – get it right. As a scientist, you can talk about what your work means and why it’s important with an authority that a science writer doesn’t bring to the table. While we can’t all be Brian Greene, you can have control over how your work – and physics in general – is presented to the public. In this talk, I’ll share some best practices of science communication – gleaned during my time as a science reporter at NPR and elsewhere. These simple tips can take a lifetime to master, but can help you get your message across – to the public, the media, and even Aunt Mabel.
Presentation to CRC Mental Health Early Career Researcher Workshop, Melbourne 29.11.17 for @andsdata.
Workshop title: A by-product of scientific training: We're all a little bit biased.
http://climateshiftproject.org/civic-science-lab-day-3-navigating-the-new-media-ecosystem-writing-for-social-media/
In the morning session, we will discuss the changing nature of the news and social media ecosystem for topics related to science, the environment and emerging technologies. We will focus on the role that journalists and bloggers play; the increasingly social and participatory nature of news use; and the importance of informal opinion-leaders as trusted information brokers and go betweens.
In the afternoon session, we will examine different examples of blog writing that scientists and other experts can comfortably engage in and that can enhance their own professional brand and that of their organization. We will also discuss managing the time pressures and distraction of social media use, and methods for developing an online identity that enhances your professional work and career.
Lecture: Values, Worldviews and Interpretative Communities Related to Climate...Matthew Nisbet
Lecture slides from course on Environmental and Risk Communication at Northeastern University. For more see syllabus:
http://climateshiftproject.org/envriskcomm/
Lecture slides for Northeastern University course in Public Health Debates and Communication. http://climateshiftproject.org/2015/09/03/healthcommf2015/
Twenty Years of Evolving Models of Science CommunicationMatthew Nisbet
Carl Sagan and Neil deGrasse Tyson have come to symbolize the dominant "popularization" approach to science communication, a model that has been embraced with renewed enthusiasm among young scientists as they have experimented with and developed a variety of digital and social media tools. Yet this dominant approach to science communication is not without several key imitations, pitfalls and trade-offs.
In a March 29, 2014 talk as part of the "Sharing Science" conference held at the University of British Columbia, I reviewed major areas of research, analysis and debate relevant to twenty years of evolving models and approaches to science communication. At the link below you find related readings and studies on each of the models reviewed.
http://climateshiftproject.org/2014/03/28/university-of-british-columbia-sharing-science-conference-twenty-years-of-evolving-models-of-science-communication/
Preparing for Abrupt Climate Change: Building Civic Capacity and Overcoming P...Matthew Nisbet
Over the past year, I have had the great opportunity to work with faculty and students at the The University of Maine’s Climate Change Institute and their NSF-funded Integrative Graduate Education and Research Traineeship (IGERT) – the first of its kind to focus explicitly on adaptation to abrupt climate change. Here is a short description on the rationale for the program, a joint initiative between the Climate Change Institute and the School of Policy and International Affairs at the University of Maine.
The paradigm that climate change operates slowly and gradually shifted with the discovery of abrupt climate change (ACC), which refers to rapid state changes in the climate system that are either transient or persistent, and of variable magnitude. We now recognize that abrupt climate change is one of the greatest threats to the sustainability of human society and ecosystem services, yet economic and social systems are rarely designed for abrupt nonlinear environmental change. The Adaptation to Abrupt Climate Change (A2C2) IGERT is a doctoral training program for students in earth sciences, ecology, anthropology, archaeology, international affairs, and economics. A2C2 is designed to train the next generation of natural and social scientists to meet the critical societal challenge of human adaptation to abrupt climate change (ACC).
In the Spring of 2013, I taught a week-long workshop for students involved in the IGERT program and other faculty and professionals at the University of Maine. Participants were introduced to research and strategies for more effectively engaging the public and policymakers on sustainability-related issues. The workshop also covered different schools of thought, modes of practice, and areas of research relevant to navigating the intersections among science, policy, and communication. The goal was for participants to gain an integrated understanding of the institutions, organizations, and actors involved in public communication and policymaker engagement; and the different roles they can play as experts, professionals and educators.
In Fall 2013, I participated in a retreat for faculty, organizational partners and students involved in the A2C2 program. To generate discussion and small group idea generation, I presented a brief overview on communication challenges and strategies relevant to preparing for abrupt climate change. In my presentation, I focused particularly on sea level rise and other coastal impacts. I also created a web page and list of relevant readings and resources that I will continue to update. You can find the list at the link below.
http://climateshiftproject.org/preparing-and-planning-ahead-for-abrupt-climate-change/
Draft slides for Dec. 8 presentation as part of the National Academies Roundtable on Public Interfaces in the Life Sciences. bit.ly/1fYaBTc #NASInterface
Knowledge-Based Journalism in Politicized Science DebatesMatthew Nisbet
Presentation at the "Science of Science Communication III" conference hosted by the Annenberg Public Policy Center at the University of Pennsylvania.
The presentations draws on the following forthcoming paper:
Nisbet, M.C. & Fahy, D. (in press). Why We Need Knowledge-based Journalism in Politicized Science Debates. Annals of the American Academy of Political and Social Science.
http://climateshiftproject.org/wp-content/uploads/2014/07/NisbetFahy_KnowledgeBasedJournalismScienceDebates_ANNALS.pdf
Visions of a Sustainable Future: Journalists as Public Intellectuals in the C...Matthew Nisbet
In this presentation at Boston University's College of Communication on March 28, 2013, I discuss my recent Harvard University Shorenstein Center paper on journalists as public intellectuals. In the tradition of Walter Lippmann, these best-selling authors, essayists, columnists, and bloggers specialize in the analysis and translation of complex subjects, often also championing specific policy positions. In doing so, they influence how we think and talk, infusing the abstract with meaning, and turning the complex into a common vocabulary. In my paper and presentation, I focus specifically on journalists writing about climate change, sustainability, and economic growth, evaluating the careers and work of prolific essayist-turned-activist Bill McKibben (author of The End of Nature, Deep Economy), New York Times columnist Tom Friedman (Hot, Flat, and Crowded), and New York Times environmental writer Andrew Revkin (the Dot Earth blog).
Lectures: Scientists & Advocacy / Models of Science CommunicationMatthew Nisbet
Slides from class lectures and discussion in the American University course COM 589: "Communication, Culture and the Environment," Spring 2014.
http://climateshiftproject.org/com-589-communication-culture-and-the-environment-spring-2014/
Slides from a 2017 presentation to the Science Policy Fellows program of the American Association for the Advancement of Science, Washington, D.C. For more see: https://mattnisbet.substack.com/p/building-a-civic-science-culture
Who to believe: How epistemic cognition can inform science communication (key...Simon Knight
Who to believe? How epistemic cognition can inform science communication
Two patients with the same condition decide to research possible treatments. They encounter multiple sources, from experts and others, each with different – sometimes contradictory – information. Depending on whom they believe and how they integrate these claims, the patients may make radically different decisions. These situations are commonplace in everyday life, from medical choices, to our voting decisions. How do we understand these differences, and support people in making the best decisions?
Epistemic cognition provides one lens onto this problem. Epistemic cognition is the study of how people think about the justification, source, complexity, and certainty of knowledge. When we evaluate evidence, think about where and when it applies, and connect claims to build models, we engage our epistemic cognition. Understanding how people navigate their own, and others’ knowledge is one of the most pressing social issues of our time in order to develop a sustainable society. I’ll draw on research in epistemic cognition, and my own research on how people search for and talk about evidence, to flag key implications of epistemic cognition research for science communication.
An overview of citizen science including the diversity of projects and people involved. Includes a nod towards the potential influence citizen scientists may have on policy matters .
Slides for Week 2 of DPC's Fall 2020 section of PUAD 6289 Research Design. Topics include epistemic traditions, critical (theory) research, and research ethics. Programs of Public Affairs, Dept of Political Science, University of Utah.
2021 - Communicating Astronomy with the Public TalkJohn C. Besley
An updated version of the 'strategic science communication' talk for astronomy communicators. Focuses more deeply on the goals that might make the most sense for basic science researchers.
This is a citizen science overview particularly aimed at graduate students enrolled in a new course at Arizona State University, aptly titled "Citizen Science." The author of this presentation, and course instructor, Darlene Cavalier, will talk students through its nuances and intersections with science, technology, and society.
Similar to Day1 Civic Science Lab: Experts in the Policymaking Process & Models of Science Communication (20)
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
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Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Day1 Civic Science Lab: Experts in the Policymaking Process & Models of Science Communication
1. The Civic Science Lab
Day 1: Experts in the Decision-Making Process & Models of Communication
@MCNisbet
Climate Change Institute
University of Maine 5.14.13
Matthew C. Nisbet
Associate Professor
School of Communication
American University
Washington D.C.
2. Introductions
@MCNisbet
o As a scientist, social scientist or professional working
on behalf of an expert institution, what is your
preferred role relative to public outreach and
policymaking?
o How might this role change given the nature of an
issue you may be working on or based on a career
change?
3. Four Idealized Roles for Scientists in Policymaking
@MCNisbet
Pure Scientist
Honest Broker of
Policy Alternatives
Issue Advocate
Science
Arbiter
Linear Model Stakeholder Model
VIEW OF SCIENCE IN SOCIETY
(Madisonian)
Interest group
pluralism
(Schnattsneider)
Elite
Conflict
4. The Scientific Arbiter
@MCNisbet
oResponds to request or need from
policymakers or media for synthesis
of expert opinion and research
related to emerging science, trend or
problem.
oTypically stops short of offering policy
advice or advocating on behalf of a
policy option.
5. (Stealth) Issue Advocate
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oRun into problems when scientific
findings, studies or reports are
framed as compelling specific
policy action or choice.
oStealth advocates limit policy
options rather than expand them.
6. Honest Broker Approach
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Means and options focused
• Goal: Adaptation and resilience.
• Expand menu of options currently discussed.
• Provide differential information on
effectiveness, risks, costs, social implications.
Pluralistic and participatory
• Diversity of experts and stakeholders.
• Public consultation and co-learning.
Goal is to enable and empower decisions, not to
influence, persuade or limit.
9. Discussion Question
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o Think about individual scientists or organizations
working either at the state or national level. Drawing
on the Pielke reading and discussion, which scientists
and organizations reflect the role of
o science arbiter?
o issue advocate?
o stealth advocate?
o honest broker?
o How effective have each of these individuals or
organizations been?
12. Deficit Model Assumptions
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If the public knew more about the technical side of
science, then the public would view issues as scientists
do, and there would be fewer controversies.
Need to return to a point in the past where science was
respected and citizens were informed.
Emphasis is on improving science literacy through formal
education and science media.
13. 1957: Is the Past That Different from Today?
Science Literacy
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12% of the public understood the scientific approach or
method.
On basic questions tapping knowledge of
polio, fluoridation, radioactivity, and space satellites, only 1
in 6 could answer all four questions correctly.
Only 38% knew that the Moon was smaller than the Earth
and only 4% could correctly indicate the distance in miles
between the Moon and the Earth.
Michael, D.N. (1960). The Beginning of the Space Age and Public Opinion. Public Opinion Quarterly, 573-582;
Withey, S.B. (1959). Public opinion about science and scientists. Public Opinion Quarterly, 382-388.
14. 1957: Is the Past That Different from Today?
Low Knowledge But Support for Science
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Michael, D.N. (1960). The Beginning of the Space Age and Public Opinion. Public Opinion Quarterly, 573-582;
Withey, S.B. (1959). Public opinion about science and scientists. Public Opinion Quarterly, 382-388.
15. 1957: Is the Past That Different from Today?
Low Knowledge But Support for Science
@MCNisbet
Michael, D.N. (1960). The Beginning of the Space Age and Public Opinion. Public Opinion Quarterly, 573-582;
Withey, S.B. (1959). Public opinion about science and scientists. Public Opinion Quarterly, 382-388.
16. 1957: Is the Past That Different from Today?
Perception is Context Dependent
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Michael, D.N. (1960). The Beginning of the Space Age and Public Opinion. Public Opinion Quarterly, 573-582;
Withey, S.B. (1959). Public opinion about science and scientists. Public Opinion Quarterly, 382-388.
0
10
20
30
40
50
60
Behind Russia,
Security
Propaganda Nothing
significant
Religious
Meaning
Scientific
Advancement
1957: Looking to
the future, what
would you say is
the real meaning
of Sputnik to us
here in America?
17. 1957: Is the Past That Different from Today?
Perception is Context Dependent
@MCNisbetNational Science Board (2008). Chapter 7: Public Attitudes about Science and Technology. Science & Engineering Indicators.
18. 2008: Is the Past That Different from Today? Deep Public
Optimism and Trust in Science
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More than 70% of all American adults believe that the benefits of
scientific research outweigh the harmful results.
More than 85% of Americans agree that “even if it brings no immediate
benefits, scientific research that advances the frontiers of knowledge is
necessary and should be supported by the federal government.”
On climate change, stem cell research, and food
biotechnology, Americans believe scientists hold greater expertise, are
less self interested, and should have greater say in decisions than
industry leaders, elected officials, and/or religious leaders.
Among institutions, only the military has greater trust than science.
Analysis of 2006 General Social Survey; National Science Board (2008). Chapter 7: Public Attitudes about Science and Technology.
Science & Engineering Indicators.
19. 2. Networks and Trust Matter
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Social
relationships, networ
ks, and identities
Trust, credibility, alienati
on relative to science-
related institutions
The uptake
and
influence of
“expert”
science-
related
knowledge
Practical
reason, localized
knowledge
Bryan Wynne
20. Common Criteria Used to Judge Expert Advice
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1) Does expert knowledge work? Do predictions fail?
2) Do expert claims pay attention to other available
knowledge?
3) Are experts open to criticism? Admission of
errors, or oversights?
4) What are the social / institutional affiliations of
experts? Historical track record of
trustworthiness, affiliation with industry?
5) What issues overlap or connect to lay experience?
21. Q: What Issues/Examples from Your Work Are Consistent
with Wynne’s Observations?
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1) Does expert knowledge work? Do predictions fail?
2) Do expert claims pay attention to other available
knowledge?
3) Are experts open to criticism? Admission of
errors, or oversights?
4) What are the social / institutional affiliations of
experts? Historical track record of
trustworthiness, affiliation with industry?
5) What issues overlap or connect to lay experience?
22. Models of Science Communication
@MCNisbetBrossard, D., & Lewenstein, B. V. (2009). A Critical Appraisal of Models of Public Understanding of Science: Using Practice to Inform
Theory. In L. Kahlor & P. Stout (Eds.), Communicating Science: New Agendas in Communication(pp. 11-39). New York: Routledge.
23. Examples of Models of Science Communication
@MCNisbetBrossard, D., & Lewenstein, B. V. (2009). A Critical Appraisal of Models of Public Understanding of Science: Using Practice to Inform
Theory. In L. Kahlor & P. Stout (Eds.), Communicating Science: New Agendas in Communication(pp. 11-39). New York: Routledge.
24. COMPASS: Contextualist and Network Approach
@MCNisbetBrossard, D., & Lewenstein, B. V. (2009). A Critical Appraisal of Models of Public Understanding of Science: Using Practice to Inform
Theory. In L. Kahlor & P. Stout (Eds.), Communicating Science: New Agendas in Communication(pp. 11-39). New York: Routledge.
25. The Deficit vs. Public Engagement Model
@MCNisbetGroffman, P. Stylinski, C., Nisbet, M.C. et al. (2010). Restarting the Conversation: Challenges at the Interface of Science and Society.
Frontiers in Ecology and the Environment, 8, 284-291.
26. Models of Science Communication
@MCNisbetBrossard, D., & Lewenstein, B. V. (2009). A Critical Appraisal of Models of Public Understanding of Science: Using Practice to Inform
Theory. In L. Kahlor & P. Stout (Eds.), Communicating Science: New Agendas in Communication(pp. 11-39). New York: Routledge.
27. Discussion Question
Think about the issues or topics that you are working on, care most
deeply about, or are most familiar with. Drawing on the Brossard &
Lewenstein reading, identify examples that reflect the:
o deficit model
o social contextualist model
o lay expertise model
o public engagement models of science communication
What factors account for why one of these models might have been
adopted over another?
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