The document summarizes key findings from the 2011 Public Attitudes to Science study in the UK. It found that while most of the public values science and sees its benefits, some remain concerned about regulation of scientists and potential negative consequences. Segmentation analysis identified groups with different levels of engagement, from "Confident Engagers" who are already highly engaged to "Indifferent" who are least engaged. Effective communication requires understanding these groups and their preferences to build understanding and trust in science.
Public Understanding of Science Seminar (26 October 2011)Marilyn Booth
The document summarizes the findings of a large study on public attitudes toward science in the UK. It identifies six audience segments based on levels of engagement and views of science: Confident Engagers, Distrustful Engagers, Late Adopters, The Concerned, Disengaged Sceptics, and The Indifferent. While public interest in science is rising, many still lack understanding of processes like peer review and have concerns about regulation and scientists' intentions. Effective engagement requires tailoring approaches to different audience needs.
The Royal Institution aims to encourage public engagement with and understanding of science through various activities and partnerships. It measures the success of its public engagement using generic learning outcomes to understand the impact on knowledge, skills, attitudes, and enjoyment. The RI works with various partners to increase the reach of its programming and shares experiences online to further discussion around science engagement.
The document summarizes the findings of a survey conducted by the Pew Research Center and Smithsonian magazine that tested the public's knowledge of science and technology. It found that while most Americans correctly answered questions about topics like sunscreen and antibiotics, knowledge varied widely across subjects. Younger Americans scored as well as older adults on many science questions, unlike on political topics, though those 65+ knew less about nanotechnology and lasers. Men outperformed women on average but women knew more about health topics.
This document outlines the key concepts from Chapter 2 of the textbook "Asking and Answering Sociological Questions". It discusses how sociology differs from natural sciences in its study of human subjects. The research process in sociology involves 8 stages: defining problems, reviewing evidence, formulating hypotheses, designing studies, collecting data, interpreting results, reporting findings, and repeating the process. Sociologists explore factual, comparative, developmental, and theoretical questions using methods like ethnography, surveys, experiments, and comparative research.
Scientists prioritize certain objectives and goals over others when engaging in public communication. The top priorities include informing and educating the public about scientific issues, generating interest and excitement about science, and defending science against falsehoods. However, simply increasing science literacy and knowledge may have limited impact, and scientists are often seen as competent but cold. More emphasis could be placed on objectives like showing the public that scientists care about society and are open and transparent. The effectiveness of different engagement tactics also requires further research.
Virtual policy event – SWAN: Understanding social relationships in Japan and ...ILC- UK
The document discusses a cross-national study comparing social relationships and well-being across aging populations in Japan and the UK. It describes a project called SWAN (Social Wellbeing in Ageing Nations) led by the International Longevity Centre UK (ILC) that is examining social connections and relationships in both countries. The project involves collaboration between researchers in the UK and Japan and aims to strengthen partnerships and facilitate knowledge exchange through shared data resources and research ideas. It also describes available data sources like the English Longitudinal Study of Aging and the Japanese Study of Aging and Retirement that can be used to explore topics like social isolation, loneliness, and their impacts on health across the two nations.
China 2016; Being strategic in science communicationJohn C. Besley
Presentation delivered at Nanjing Agricultural University in May 2016. Provides overview of how we have been thinking about science communication as strategic behavior (based on previous presentations and NSF grant)
Public Understanding of Science - Lecture 2 #SciCommLSUPaige Jarreau
The document discusses models of science communication and public understanding of science. It describes the traditional "deficit model" which assumes that public mistrust of science stems from lack of knowledge, and efforts to educate the public often backfire. A better approach promotes dialogue, trust and participation across diverse audiences and platforms. Effective communication acknowledges that people interpret science through existing beliefs and values, not just facts. Framing issues related to personal concerns like health can make science more relevant and engaging.
Public Understanding of Science Seminar (26 October 2011)Marilyn Booth
The document summarizes the findings of a large study on public attitudes toward science in the UK. It identifies six audience segments based on levels of engagement and views of science: Confident Engagers, Distrustful Engagers, Late Adopters, The Concerned, Disengaged Sceptics, and The Indifferent. While public interest in science is rising, many still lack understanding of processes like peer review and have concerns about regulation and scientists' intentions. Effective engagement requires tailoring approaches to different audience needs.
The Royal Institution aims to encourage public engagement with and understanding of science through various activities and partnerships. It measures the success of its public engagement using generic learning outcomes to understand the impact on knowledge, skills, attitudes, and enjoyment. The RI works with various partners to increase the reach of its programming and shares experiences online to further discussion around science engagement.
The document summarizes the findings of a survey conducted by the Pew Research Center and Smithsonian magazine that tested the public's knowledge of science and technology. It found that while most Americans correctly answered questions about topics like sunscreen and antibiotics, knowledge varied widely across subjects. Younger Americans scored as well as older adults on many science questions, unlike on political topics, though those 65+ knew less about nanotechnology and lasers. Men outperformed women on average but women knew more about health topics.
This document outlines the key concepts from Chapter 2 of the textbook "Asking and Answering Sociological Questions". It discusses how sociology differs from natural sciences in its study of human subjects. The research process in sociology involves 8 stages: defining problems, reviewing evidence, formulating hypotheses, designing studies, collecting data, interpreting results, reporting findings, and repeating the process. Sociologists explore factual, comparative, developmental, and theoretical questions using methods like ethnography, surveys, experiments, and comparative research.
Scientists prioritize certain objectives and goals over others when engaging in public communication. The top priorities include informing and educating the public about scientific issues, generating interest and excitement about science, and defending science against falsehoods. However, simply increasing science literacy and knowledge may have limited impact, and scientists are often seen as competent but cold. More emphasis could be placed on objectives like showing the public that scientists care about society and are open and transparent. The effectiveness of different engagement tactics also requires further research.
Virtual policy event – SWAN: Understanding social relationships in Japan and ...ILC- UK
The document discusses a cross-national study comparing social relationships and well-being across aging populations in Japan and the UK. It describes a project called SWAN (Social Wellbeing in Ageing Nations) led by the International Longevity Centre UK (ILC) that is examining social connections and relationships in both countries. The project involves collaboration between researchers in the UK and Japan and aims to strengthen partnerships and facilitate knowledge exchange through shared data resources and research ideas. It also describes available data sources like the English Longitudinal Study of Aging and the Japanese Study of Aging and Retirement that can be used to explore topics like social isolation, loneliness, and their impacts on health across the two nations.
China 2016; Being strategic in science communicationJohn C. Besley
Presentation delivered at Nanjing Agricultural University in May 2016. Provides overview of how we have been thinking about science communication as strategic behavior (based on previous presentations and NSF grant)
Public Understanding of Science - Lecture 2 #SciCommLSUPaige Jarreau
The document discusses models of science communication and public understanding of science. It describes the traditional "deficit model" which assumes that public mistrust of science stems from lack of knowledge, and efforts to educate the public often backfire. A better approach promotes dialogue, trust and participation across diverse audiences and platforms. Effective communication acknowledges that people interpret science through existing beliefs and values, not just facts. Framing issues related to personal concerns like health can make science more relevant and engaging.
1) The document summarizes the findings of a 2013 survey of 1829 academics from 12 Russell Group universities in the UK about their experiences with and attitudes toward open access publishing.
2) It finds that while most academics agree on the importance of open access, awareness and actual experiences publishing through open access models varies significantly by discipline, gender, age, and career stage.
3) Younger academics and those in medical and science fields expressed most support for open access, while humanities scholars had less experience with and more reluctance toward open access publishing models. Men, older academics and more senior scholars also reported higher awareness and engagement with open access.
This document discusses the responsible use of data science techniques and technologies. It describes data science as answering questions using large, noisy, and heterogeneous datasets that were collected for unrelated purposes. It raises concerns about the irresponsible use of data science, such as algorithms amplifying biases in data. The work of the DataLab group at the University of Washington is presented, which aims to address these issues by developing techniques to balance predictive accuracy with fairness, increase data sharing while protecting privacy, and ensure transparency in datasets and methods.
Public Attitudes to Science 2014 (PAS 2014) is the fifth in the series of studies looking at the UK public’s attitudes to science, scientists and science policy. PAS 2014 mixed survey research with a range of qualitative research strands, one of which was our “Day of Discovery” workshop. The Day of Discovery aimed to get the public themselves to tell us the best ways to engage people with science, and to generate new ideas for scientists, science communicators and policymakers to connect with the public. Based on this event, we have created a toolkit giving tips on how to use the findings from the PAS 2014 survey to start debates about better engagement with science. This session will present the toolkit, and explore how it can be used effectively with different audiences.
Speakers: Kerry Seelhoff (BIS), Sarah Pope (Ipsos MORI), Ben Johnson (Graphic Science), Chair: Katherine Mathieson (British Science Association)
This dissertation examines factors impacting the achievement of undergraduate students with visual impairments. It finds that while the proportion of disabled students attaining degrees has increased, those with visual impairments are still less likely to attain first class honors degrees or complete their degrees within the typical time period. Through interviews with eight visually impaired students, it identifies both positive and negative influences on their achievement. Positively, many staff are now more supportive in overcoming practical barriers through accommodations that support student autonomy, competence, and relatedness. However, social isolation remains a significant barrier, especially for those who are totally blind. Technological advances are also improving access to learning materials, but complex problems still occasionally arise.
Slides from a presentation "Tackling Plagiarism in Biology" given at a meeting of the Association for Science Education conference at Reading University in January 2004. The talk was given on behalf of the Institute of Biology (now the Society of Biology).
The slides have recently been uploaded here as the site where they were previously located has gone offline.
This is an updated version of an invited talk I presented at the European Research Council-Brussels (Scientific Seminar): "Love for Science or 'academic prostitution'".
It has been updated to be presented at the The Spanish and Portuguese Relativity Meetings (EREP) on 6th July 2019.
I have included new slides and revised others.
I present a personal revision (sometimes my own vision) of some issues that I consider key for doing Science. It was at the time focused on the expected audience, mainly Scientific Officers with background in different fields of science and scholarship, but also Agency staff.
Abstract: In a recent Special issue of Nature concerning Science Metrics it was claimed that " Research reverts to a kind of 'academic prostitution' in which work is done to please editors and referees rather than to further knowledge."If this is true, funding agencies should try to avoid falling into the trap of their own system. By perpetuating this 'prostitution' they risk not funding the best research but funding the best sold research.
Given the current epoch of economical crisis, where in a quest for funds researchers are forced into competitive game of pandering to panelists, its seems a good time for deep reflection about the entire scientific system.
With this talk I aim to provoke extra critical thinking among the committees who select evaluators, and among the evaluators, who in turn require critical thinking to the candidates when selecting excellent science.
I present some initiatives (e.g. new tracers of impact for the Web era- 'altmetrics'), and on-going projects (e.g. how to move from publishing advertising to publishing knowledge), that might enable us to favor Science over marketing.
This document outlines Dr. Chris Willmott's rationale for teaching ethics to bioscientists. He argues that there is an explosion of new ethical issues in bioscience due to technological advances. Students need to be equipped to explain these issues to others and ethics will be relevant to their future careers. Additionally, quality assurance standards in the UK recommend addressing the ethical and social impacts of bioscience. The document then discusses using case studies, debates, and news clips to teach ethics and introduces several example cases that raise issues around genetic screening, stem cell research, and animal research.
This document discusses multidimensional approaches to measuring poverty that go beyond income alone. It notes that Mexico and Colombia have established official multidimensional measures. The document outlines dimensions and indicators that could be used to develop a multidimensional poverty index, including housing/sanitation, education, employment, and more. It also addresses challenges in measuring these dimensions and the need for better comparable data across countries in Latin America.
Government recognizes ‘underground’ bishopstevekochi
Retired “underground” bishop Joseph Zhu Baoyu of Nanyang from central Henan province was installed as a government-recognized bishop today.
The prelate, 90, who was secretly consecrated in 1995 with Vatican approval, spent many years in detention or undergoing reform-through-labor. Pope Benedict XVI accepted his resignation last year.
Catholic sources said Bishop Zhu decided to seek recognition from the civil authorities in order to claim back Church properties that were confiscated during the Cultural Revolution (1966-76).
Nanyang diocese has about 20,000 Catholics scattered in Nanyang city, two districts and 11 counties in southwestern Henan.
Bishop John Baptist Yang Xiaoting of Yan’an, vice-president of the government-sanctioned Bishops’ Conference of the Catholic Church in China (BCCCC), officiated at the installation ceremony.
The document discusses the connection between bullying and empathy. It argues that teaching children empathy from a young age can help reduce bullying by allowing children to understand others' perspectives and feelings. While bullies are often perceived as having low self-esteem, research finds this is inaccurate - bullies often have inflated self-views but lack empathy. The document advocates for teaching empathy in schools and cites research showing empathy programs are successfully decreasing bullying rates by changing children's behaviors before problems escalate.
This document discusses the story of Blake and Kia over multiple years from 2011-2012. It highlights how Blake embodied a challenger spirit in his work promoting Kia through unconventional and collaborative efforts. His natural performance in front of and behind the camera helped a social media campaign gain press attention from channels like Channel 4. The document emphasizes building on this story and campaign through more immersive experiences while one of the most important social elements was natural engagement. It concludes by thanking the reader and discussing the ongoing challenger spirit.
Brief session for delegates new to the science communicator sector to find out what the big issues are, who the main players are and to meet other new people. This is only offered to people who are new to this Conference.
Delivered by Monica Lobo (British Science Association)
BIS/Ipsos MORI: Learning From Public Attitudes to Science 2011Marilyn Booth
- The document summarizes findings from a 2011 UK study on public attitudes toward science. It identified six main audience segments with differing levels of engagement and concerns about science.
- While most value science, concerns often stem from lack of understanding of the scientific process. Public engagement is challenging as more information does not always reduce anxiety or increase feelings of being informed.
- Targeting communication to different audience segments identified in the research could help ensure more diverse participation in public discussions about science issues.
Understanding Attitudes to Science: Reviewing Public Attitudes ResearchMarilyn Booth
This document summarizes a review of public attitudes towards science based on previous survey research from 2000, 2005, and 2008. It discusses key findings around public understanding and awareness of science, perceptions of scientific research, trust in research findings and scientific institutions. It also provides implications for improving questions and scope in the next public attitudes survey in 2011.
This document summarizes the results of a survey comparing the opinions of the Irish general public and Irish scientists on various science-related issues. The survey found both similarities and differences in their views. While both groups saw science as having a positive impact, scientists had stronger views on issues like climate change being human-caused and evolution occurring through natural selection. There were also differences in awareness levels, with scientists being more knowledgeable about Irish scientific achievements and better able to name Irish scientists. Overall, the survey aimed to uncover any gaps in perceptions between these groups.
The guide has brought together researchers working in some of the most significant, cutting edge fields. They told us that if policy makers and the public are discouraged by the existence of uncertainty, we miss out on important discussions about the development of new drugs, taking action to mitigate the impact of natural hazards, how to respond to the changing climate and to pandemic threats.
The guide discusses:
- The way scientists use uncertainty to express how confident they are about results.
- That uncertainty can be abused to undermine evidence or to suggest anything could be true: from alternative cancer treatments to anthropogenic CO2 not changing the atmosphere.
- Why uncertainty is not a barrier to taking action – decision makers usually look for a higher level of certainty for an operational decision (such as introducing body scanners in airports) than for a decision based on broader ideology or politics (such as reducing crime rates).
How to grapple with science advice in ideological conflictsSciAdvice14
Heather Douglas of the Institute for Science, Society and Policy at the University of Ottawa on grappling with science advice in ideological conflicts.
97% of climate scientists agree fact or fiction_issue 1_160925Gordon Hirst
The document discusses the claim that 97% of climate scientists agree that climate change poses risks from human activities. It notes that this figure comes from a 2013 scientific study but has since taken on an almost mythical status in public debates. The author aims to provide a clear, level-headed examination of where the 97% figure came from, how accurate it is, and why it has become so divisive. The document outlines the scientific process and how science is perceived differently by experts and the public through media coverage.
1) The document summarizes the findings of a 2013 survey of 1829 academics from 12 Russell Group universities in the UK about their experiences with and attitudes toward open access publishing.
2) It finds that while most academics agree on the importance of open access, awareness and actual experiences publishing through open access models varies significantly by discipline, gender, age, and career stage.
3) Younger academics and those in medical and science fields expressed most support for open access, while humanities scholars had less experience with and more reluctance toward open access publishing models. Men, older academics and more senior scholars also reported higher awareness and engagement with open access.
This document discusses the responsible use of data science techniques and technologies. It describes data science as answering questions using large, noisy, and heterogeneous datasets that were collected for unrelated purposes. It raises concerns about the irresponsible use of data science, such as algorithms amplifying biases in data. The work of the DataLab group at the University of Washington is presented, which aims to address these issues by developing techniques to balance predictive accuracy with fairness, increase data sharing while protecting privacy, and ensure transparency in datasets and methods.
Public Attitudes to Science 2014 (PAS 2014) is the fifth in the series of studies looking at the UK public’s attitudes to science, scientists and science policy. PAS 2014 mixed survey research with a range of qualitative research strands, one of which was our “Day of Discovery” workshop. The Day of Discovery aimed to get the public themselves to tell us the best ways to engage people with science, and to generate new ideas for scientists, science communicators and policymakers to connect with the public. Based on this event, we have created a toolkit giving tips on how to use the findings from the PAS 2014 survey to start debates about better engagement with science. This session will present the toolkit, and explore how it can be used effectively with different audiences.
Speakers: Kerry Seelhoff (BIS), Sarah Pope (Ipsos MORI), Ben Johnson (Graphic Science), Chair: Katherine Mathieson (British Science Association)
This dissertation examines factors impacting the achievement of undergraduate students with visual impairments. It finds that while the proportion of disabled students attaining degrees has increased, those with visual impairments are still less likely to attain first class honors degrees or complete their degrees within the typical time period. Through interviews with eight visually impaired students, it identifies both positive and negative influences on their achievement. Positively, many staff are now more supportive in overcoming practical barriers through accommodations that support student autonomy, competence, and relatedness. However, social isolation remains a significant barrier, especially for those who are totally blind. Technological advances are also improving access to learning materials, but complex problems still occasionally arise.
Slides from a presentation "Tackling Plagiarism in Biology" given at a meeting of the Association for Science Education conference at Reading University in January 2004. The talk was given on behalf of the Institute of Biology (now the Society of Biology).
The slides have recently been uploaded here as the site where they were previously located has gone offline.
This is an updated version of an invited talk I presented at the European Research Council-Brussels (Scientific Seminar): "Love for Science or 'academic prostitution'".
It has been updated to be presented at the The Spanish and Portuguese Relativity Meetings (EREP) on 6th July 2019.
I have included new slides and revised others.
I present a personal revision (sometimes my own vision) of some issues that I consider key for doing Science. It was at the time focused on the expected audience, mainly Scientific Officers with background in different fields of science and scholarship, but also Agency staff.
Abstract: In a recent Special issue of Nature concerning Science Metrics it was claimed that " Research reverts to a kind of 'academic prostitution' in which work is done to please editors and referees rather than to further knowledge."If this is true, funding agencies should try to avoid falling into the trap of their own system. By perpetuating this 'prostitution' they risk not funding the best research but funding the best sold research.
Given the current epoch of economical crisis, where in a quest for funds researchers are forced into competitive game of pandering to panelists, its seems a good time for deep reflection about the entire scientific system.
With this talk I aim to provoke extra critical thinking among the committees who select evaluators, and among the evaluators, who in turn require critical thinking to the candidates when selecting excellent science.
I present some initiatives (e.g. new tracers of impact for the Web era- 'altmetrics'), and on-going projects (e.g. how to move from publishing advertising to publishing knowledge), that might enable us to favor Science over marketing.
This document outlines Dr. Chris Willmott's rationale for teaching ethics to bioscientists. He argues that there is an explosion of new ethical issues in bioscience due to technological advances. Students need to be equipped to explain these issues to others and ethics will be relevant to their future careers. Additionally, quality assurance standards in the UK recommend addressing the ethical and social impacts of bioscience. The document then discusses using case studies, debates, and news clips to teach ethics and introduces several example cases that raise issues around genetic screening, stem cell research, and animal research.
This document discusses multidimensional approaches to measuring poverty that go beyond income alone. It notes that Mexico and Colombia have established official multidimensional measures. The document outlines dimensions and indicators that could be used to develop a multidimensional poverty index, including housing/sanitation, education, employment, and more. It also addresses challenges in measuring these dimensions and the need for better comparable data across countries in Latin America.
Government recognizes ‘underground’ bishopstevekochi
Retired “underground” bishop Joseph Zhu Baoyu of Nanyang from central Henan province was installed as a government-recognized bishop today.
The prelate, 90, who was secretly consecrated in 1995 with Vatican approval, spent many years in detention or undergoing reform-through-labor. Pope Benedict XVI accepted his resignation last year.
Catholic sources said Bishop Zhu decided to seek recognition from the civil authorities in order to claim back Church properties that were confiscated during the Cultural Revolution (1966-76).
Nanyang diocese has about 20,000 Catholics scattered in Nanyang city, two districts and 11 counties in southwestern Henan.
Bishop John Baptist Yang Xiaoting of Yan’an, vice-president of the government-sanctioned Bishops’ Conference of the Catholic Church in China (BCCCC), officiated at the installation ceremony.
The document discusses the connection between bullying and empathy. It argues that teaching children empathy from a young age can help reduce bullying by allowing children to understand others' perspectives and feelings. While bullies are often perceived as having low self-esteem, research finds this is inaccurate - bullies often have inflated self-views but lack empathy. The document advocates for teaching empathy in schools and cites research showing empathy programs are successfully decreasing bullying rates by changing children's behaviors before problems escalate.
This document discusses the story of Blake and Kia over multiple years from 2011-2012. It highlights how Blake embodied a challenger spirit in his work promoting Kia through unconventional and collaborative efforts. His natural performance in front of and behind the camera helped a social media campaign gain press attention from channels like Channel 4. The document emphasizes building on this story and campaign through more immersive experiences while one of the most important social elements was natural engagement. It concludes by thanking the reader and discussing the ongoing challenger spirit.
Brief session for delegates new to the science communicator sector to find out what the big issues are, who the main players are and to meet other new people. This is only offered to people who are new to this Conference.
Delivered by Monica Lobo (British Science Association)
BIS/Ipsos MORI: Learning From Public Attitudes to Science 2011Marilyn Booth
- The document summarizes findings from a 2011 UK study on public attitudes toward science. It identified six main audience segments with differing levels of engagement and concerns about science.
- While most value science, concerns often stem from lack of understanding of the scientific process. Public engagement is challenging as more information does not always reduce anxiety or increase feelings of being informed.
- Targeting communication to different audience segments identified in the research could help ensure more diverse participation in public discussions about science issues.
Understanding Attitudes to Science: Reviewing Public Attitudes ResearchMarilyn Booth
This document summarizes a review of public attitudes towards science based on previous survey research from 2000, 2005, and 2008. It discusses key findings around public understanding and awareness of science, perceptions of scientific research, trust in research findings and scientific institutions. It also provides implications for improving questions and scope in the next public attitudes survey in 2011.
This document summarizes the results of a survey comparing the opinions of the Irish general public and Irish scientists on various science-related issues. The survey found both similarities and differences in their views. While both groups saw science as having a positive impact, scientists had stronger views on issues like climate change being human-caused and evolution occurring through natural selection. There were also differences in awareness levels, with scientists being more knowledgeable about Irish scientific achievements and better able to name Irish scientists. Overall, the survey aimed to uncover any gaps in perceptions between these groups.
The guide has brought together researchers working in some of the most significant, cutting edge fields. They told us that if policy makers and the public are discouraged by the existence of uncertainty, we miss out on important discussions about the development of new drugs, taking action to mitigate the impact of natural hazards, how to respond to the changing climate and to pandemic threats.
The guide discusses:
- The way scientists use uncertainty to express how confident they are about results.
- That uncertainty can be abused to undermine evidence or to suggest anything could be true: from alternative cancer treatments to anthropogenic CO2 not changing the atmosphere.
- Why uncertainty is not a barrier to taking action – decision makers usually look for a higher level of certainty for an operational decision (such as introducing body scanners in airports) than for a decision based on broader ideology or politics (such as reducing crime rates).
How to grapple with science advice in ideological conflictsSciAdvice14
Heather Douglas of the Institute for Science, Society and Policy at the University of Ottawa on grappling with science advice in ideological conflicts.
97% of climate scientists agree fact or fiction_issue 1_160925Gordon Hirst
The document discusses the claim that 97% of climate scientists agree that climate change poses risks from human activities. It notes that this figure comes from a 2013 scientific study but has since taken on an almost mythical status in public debates. The author aims to provide a clear, level-headed examination of where the 97% figure came from, how accurate it is, and why it has become so divisive. The document outlines the scientific process and how science is perceived differently by experts and the public through media coverage.
The document discusses several key aspects of the scientific method and scientific theories. It explains that science seeks natural explanations through developing and testing models that make predictions. A scientific theory is a well-supported model that explains many observations with few principles and has survived rigorous testing. The document also discusses consensus in science and contrasts anecdotes with controlled scientific studies.
The document discusses several key aspects of the scientific method and scientific theories. It explains that science seeks natural explanations through developing and testing models that make predictions. A scientific theory is a well-supported model that explains many observations with few principles and has survived rigorous testing. The document also discusses consensus in science and contrasts anecdotes with controlled scientific studies.
The document describes the results of a questionnaire given to 25 people to understand their views and consumption of science. Most respondents were under 20 and did not study science after required education. Additionally, most people accessed science stories a few times a month or less, primarily from the internet, and believed the last story they saw was reliable. The document concludes that science is not portrayed in an interesting way by media, most people do not actively seek out science information, and have too much trust in the reliability of media science stories.
This document outlines challenges in communicating science to policymakers and ways scientists can enhance the role of science in policymaking. It discusses the different cultures of science and policy, how policymakers learn about science, and challenges like relevance and certainty. The document recommends separating science from policy, addressing advisory panel processes, increasing transparency of scientific reviews, and strengthening peer review. Scientists can get involved through letters, visits, internships, fellowships and advisory committees to become more policy-savvy.
Epidemiology versus Data Collection Bias - Studying the Needs of Platform Wor...Maria Wolters
When looking at data science approaches to studying the needs of platform workers, most people use a methodology centred around mining social media. In this brief presentation at an Alan Turing Institute Workshop, I argue that epidemiological data sets and large social science surveys can shed light on aspects of platform workers' experience that are not disclosed on public forums.
This document discusses several key points about ethics in science:
1. Science can be used for both beneficial and harmful purposes, as scientific discoveries and inventions can be applied in either way. Examples given include medical advances but also weapons development.
2. Scientists have a responsibility to consider the ethical implications and potential misuses of their work. However, determining ethical limits is complex as values differ between individuals and societies.
3. While science itself is amoral, human decisions about its application and oversight are not. There is an ongoing debate around whether and how to regulate certain areas of science to prevent harm while allowing progress. Overall ethical judgment requires balancing benefits, risks, and individual rights.
John A. Pollock - How People Learn: Stories from Transmedia for STEM and Heal...SeriousGamesAssoc
Presenter: John A. Pollock, Partnership in Education, Duquesne University
This presentation will provide advice through examples of successful and not so successful interactive media projects. Our perspective is from an academic world, where evaluation and assessment are integrated into the entire logic model of development and workflow. Out goal is to produce innovative and engaging resources that enrich STEM and health literacy. While our target audience are late elementary through middle-school tweens, projects are developed with a general public audience in mind. Many projects have benefited from development carried out in concert with co-development of exhibits for local science museums, which then transition to schools and general public use. The materials produced have included animated digital dome, group interactive media, single-player video games, Apps, and interactive museum exhibits, tangible exhibits, comic books and broadcast television. Published studies on statistically significant learning will be discussed along with the imperative undercurrent of the need for the gaming experience to be fun.
This document discusses the importance of science communication and improving science education globally. It describes the speaker's experiences in India seeing how science was used to improve livelihoods through organizations like MSSRF. This influenced the speaker's views on the role of science in society. The document advocates for creating a "scientific temper" worldwide through new forms of science education that teach scientific inquiry and problem-solving from a young age. It presents examples of hands-on science lessons for young students and discusses reforming college science education. The goal is to provide all adults with an understanding of the scientific process and ability to use evidence-based reasoning in their lives. International collaboration between science academies is presented as a promising way to strengthen science education.
AAAS Presentation on Scientists' Views about EngagmentJohn C. Besley
This presentation is to be delivered on Feb. 14 at the annual meeting of the AAAS. It reports research supported by the NSF's Advancing Informal Science Learning group (see disclaimer in presentation).
However important improved public understanding of science might be, it is only part of the picture of how society reacts to new developments in science and technology, especially when controversy breaks out. Extensive research supports strong roles for values, beliefs and trust, arguably stronger factors in many cases than the role of science literacy by itself.
- The document discusses the history and perspectives around open access to academic publications and research data. It explores the tensions between making information openly available versus concerns about commercial exploitation and government overreach.
- While open data aims to extend the benefits of science, questions remain around what type of data should be openly shared, who would curate and host it, and how businesses could or should interact with openly available data and information. Academics are also motivated by perceptions of prestige and reputation in addition to wider impacts.
- Effectively implementing open data policies requires addressing practical challenges like data formatting and long-term hosting, as well as ensuring proper incentives and benefits for academics who generate and provide access to research outputs and findings.
Richard horton Offl ine: What is medicine’s 5 sigma?Anochi.com.
This document summarizes a symposium discussion on reproducibility and reliability issues in biomedical research. The key points are:
1) There is a widespread perception that much of the scientific literature may be untrue due to problems like small sample sizes, questionable research practices, and conflicts of interest.
2) Journals, universities, and research culture also contribute by incentivizing quantity over quality, impact factors, and "sexy" findings over important confirmations.
3) Proposed solutions discussed fixing incentives to reward reliability over productivity, preregistration, collaboration over competition, and adopting standards from fields like particle physics where the bar for a "significant" result is much higher.
4)
Similar to SCC2011 - Public Attitudes to Science Survey (20)
The document discusses the importance of communicating uncertainty when providing predictions or forecasts. It argues that simply stating a predicted value and the level of uncertainty is not enough. Effective communication of uncertainty requires providing reasons for uncertainty, the range of plausible outcomes, and information on the relative likelihood of different outcomes when possible. For deep uncertainties where likelihoods cannot be quantified, it is important to describe the nature of the uncertainties and indicate the prediction is just one possibility. Authorities should also communicate monitoring activities and contingency plans to address uncertainty.
Data Visualisation and Information Design are increasingly employed in print, broadcast and web media to convey complex ideas or bring simple ones to life. The tools for maps, infographics and visualisations are becoming cheaper and easier to use, and the range of approaches is diversifying. At the same time, data of all kinds is becoming more accessible, whether on research funding (through the Gateways to Research platform), Open Government Data, or the results of individual research projects – as Open Access initiatives to make sharing scientific data a key element of journal publications. We will cover basic ideas and examples of visualisation for newcomers, how visualisation exists as part of wider engagement goals and include a more critical discussion about what visualisation needs to do in order to be a meaningful mechanism for engagement and participation.
Speakers: Andrew Steele (Cancer Research UK), Artemis Skarlatidou (UCL), Damien George, (University of Cambridge), Martin Austwick (UCL)
The document discusses the concepts of well-being and happiness. It summarizes research conducted in Bolton, UK in 1938 and again in 2014 measuring factors important for happiness. The three most important factors in 1938 were security, knowledge, and religion, while in 2014 they were security, good humor, and equality. The document also discusses various definitions and approaches to measuring well-being.
Design can improve science communication by making scientific concepts and data more accessible and understandable. Examples of how design has helped communicate science include using visual metaphors and simulations to illustrate uncertain or probabilistic concepts. Collaboration between scientists and designers is important, with designers bringing communication expertise and scientists providing content knowledge. The potential of design includes using programming and interactive tools to enable broader public participation in science by making mathematical and data concepts more accessible.
He aha te mea nui o te ao
What is the most important thing in the world?
He tangata, he tangata, he tangata
It is the people, it is the people, it is the people
This Maori proverb emphasises that people are the most important thing in the world: a concept we will explore in this session serving as a reminder of the importance of tailoring engagement towards your audience’s needs. We will present findings from research commissioned by the Wellcome Trust, which looked at reaching young people from low socio-economic backgrounds, alongside research commissioned by the British Science Association exploring how to include under-represented audiences in National Science and Engineering Week. Comparisons with other cultures will be presented by the University of the West of England, with a case study of engagement with Maori in a New Zealand science festival.
Speakers: Mat Hickman (Wellcome Trust), Hema Teji (British Science Association), Laura Fogg Rogers (University of the West of England), Chair: Karen Folkes (BIS)
Wikipedia, open access journals and social media have all transformed the way we look at copyright, and have brought the concept of open licences (such as Creative Commons) into the mainstream.
This movement offers great opportunities for science communicators, by opening up new avenues for communicating work and providing a wide range of high quality content at no cost.
This session will look at the practicalities of open licensing of science communication materials, for content producers (academics, press officers), custodians (museums, libraries, archives) and users (science shows, blogs and publications).
The session will give some case studies of good practice in this field, but the majority of the hour will be given over to practical exercises covering how, why and when to use open licences. This will be followed by a group discussion in which session participants and the panellists can share experiences and ask questions about the issues raised.
Speakers: Robert Kiley (Wellcome Trust), Rosie Coates (science made simple), Oli Usher (UCL)
Scientific research is a journey into the unknown, so teaching science with tried and tested practicals does not prepare students for the excitement and uncertainty of scientific discovery. Undertaking actual scientific research provides considerable learning opportunities for pupils and provides researchers with the opportunity to engage young people with their work in a rich and rewarding manner. Partnerships between researchers and young scientists can contribute to scientific breakthroughs and provide real insights and skills for aspiring young scientists. However, such approaches are not without their challenges. You will be presented with cases studies from space science and plant pathology research followed by the chance to engage in round table discussions with teachers, researchers, funders and science communicators involved in these projects. This will provide you the opportunity to discuss how you can involve schools and young people in research or support them to carry out their own scientific investigations.
Speakers: Becky Parker (Simon Langton Grammar School for Boys), Paul Nicholson (John Innes Centre), Sarah Calne (Wymondham High Academy), Chair: Tristan Maclean (BBSRC Inspiring Young Scientists)
Despite considerable agreement that engaging science communication can stimulate interest in formal STEM study and careers; only relatively few providers report these outcomes. Given that insufficient young people are choosing to study STEM subjects and that the profile of those who do pursue STEM careers is too narrow, we are challenging three very different providers of informal science communication to measure the impact of their work. To do this our speakers will consider how science communicators can build sustainable business models that successfully balance impact and values against the need for funding and we will question if the sector is hampered by a perception that the only credible communicators of science are active researchers.
Facilitator: Tim Slingsby (British Council) Speakers: Wendy Sadler (science made simple), Jonathan Longfellow (Mad Science East Midlands), Eduardo Sáenz de Cabezón (The Big Van Theory)
This document discusses the roles that learned societies and institutions can play in raising issues and influencing science policy. It examines what policymakers need, which is access to evidence and clarity, and what learned societies have to offer, such as expertise and convening power. It also considers the challenges of being heard by policymakers and ensuring science policy discussions are timely and politically aware. Finally, it looks at the extent to which public opinion should influence science policy and examples of how it has, such as through focus groups or evidence-based advocacy campaigns.
Novel approaches to engagement activities that use narrative and immersive environments to create cohesive experiences.
In this session we will share our insights, experiences and learning from some of the unique festival experiences created in 2013 by the Contemporary Science team at the Science Museum. These festivals ranged from narrative driven games to researchers embedded in immersive environments all creating cohesive and memorable experiences. Specific engagement examples will highlight collaborations with research groups, theatre companies and artists. This session is relevant to any organisation, centre or individual looking to engage their audiences through interactive, immersive and theatrical experiences.
Speakers: Nicola Burghall (Science Museum), Daniel Richardson (UCL), John Hunter (non zero one), Chair: Jenny Jopson (Francis Crick Institute)
"Purposes of public engagement" diagram from the Science for All report. Used in the Introduction to Science Communication session at the 2013 Science Communication Conference
Presentation from "What's the true cost of free?" at the 2013 Science Communication Conference organised by the British Science Association - slides by Savita Custead, Jamie Gallagher and Debbie Syrop
Presentation from "Developing sustainable science communication enterprises" at the 2013 Science Communication Conference organised by the British Science Association - slides by Phil Smith
Presentation from "Developing sustainable science communication enterprises" at the 2013 Science Communication Conference organised by the British Science Association - slides by Kay Yeoman
Presentation from "Developing sustainable science communication enterprises" at the 2013 Science Communication Conference organised by the British Science Association - slides by Heather Rea
Presentation from "Engaging visitors through scientific discovery" at the 2013 Science Communication Conference organised by the British Science Association - slides by Ian Simmons, Jennifer DeWitt and Natasha Kirkham
Presentation from "Evaluating online engagement: Practical and critical" at the 2013 Science Communication Conference organised by the British Science Association - slides by Shane McCracken and Rosie Schultz
This document discusses crisis management for events and provides guidance on crisis planning. It notes that the organization plans up to 30 events per year with 100-150 attendees on average. It defines a crisis as a difficult decision that must be made. Effective crisis planning can help avoid and react to problems through contingency planning and learning from other organizations. A crisis plan should outline operational response procedures and communication strategies. The key stages of crisis management include pre-crisis planning to minimize risk, managing the actual crisis by appointing a coordinator and response team, and post-crisis evaluation and communication. Effective communication during and after a crisis is also emphasized.
Presentation from "Keep calm and carry on: Practical tips on how to cope when public engagement events go wrong" at the 2013 Science Communication Conference organised by the British Science Association - slides by Becky Purvis
Presentation from "Introduction to public engagement" at the 2013 Science Communication Conference organised by the British Science Association - slides by Karen Bultitude
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Build a Module in Odoo 17 Using the Scaffold Method
SCC2011 - Public Attitudes to Science Survey
1. Learning from Public Attitudes to Science 2011
“When you think about it, everything’s
related to science”
Sarah Castell
Jayesh Navin Shah
Marilyn Booth
2. Our session today
1. What is Public Attitudes to Science 2011?
2. What we found
3. What the research process taught us about engaging the
public in science
4. Any questions and over to you – how you can take the
findings from the study forward
4. Aims of the research
BIS, working with stakeholders, wants to know:
What the UK public think about science, scientists, science
policy and science regulation in the UK, and why
How do people engage with science and their views on
public consultation on science?
What is the perceived impact of science on society?
What are people’s perceptions of science as a school subject
and a career choice?
Views on specific Science & Society Expert Group issues
How have public attitudes have evolved since previous PAS
studies conducted in 2000, 2005 and 2008?
5. Methodology
Mixed methodology
approach over 3 stages
Literature review
Synthesise existing
knowledge
Compare UK attitudes to
those in other countries
Cluster analysis
Using survey data to
segment the UK
population
Face-to-face survey
October-December 2010
2,103 UK adults
Representative sample
Four discussion groups
February 2011
London and Huntingdon
Held with different cluster groups
to add insight to cluster analysis
Stage one
Stage three
Stage two
Reconvened workshops
September and December 2011
London, Beverley, Cardiff and Birmingham
Explore the drivers behind attitudes – the
“why” – in depth
8. 73
79 82
0%
25%
50%
75%
100%
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011
62
70
59
67
0%
25%
50%
75%
100%
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011
% Agree science is such a big part of our lives we should all take an interest
% Agree it is important to know about science in my daily life
Most think science is important, and two-
thirds find it important to them personally
Q For each of the statements, please could you tell me the extent to which
you agree or disagree?
Base for 2011: 2,103 UK adults aged 16+
Fieldwork dates for 2011: 11 October-19 December 2010
9. People generally see science as benefiting
society, more so than in 2008
Base for 2011: 2,103 UK adults aged 16+
Fieldwork dates: 11 October-19 December 2010
Q For each of the statements, please could you tell me the extent to which
you agree or disagree?
82
70
79
0%
25%
50%
75%
100%
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011
54
46
43
0%
25%
50%
75%
100%
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011
% Agree on the whole, science will make our lives easier
% Agree the benefits of science are greater than any harmful effect
10. 30
23
48
52
13
15
3
3
4
7
This is in terms of its economic impact…
The UK needs to develop its
science and technology sector in
order to enhance its international
competitiveness
Scientific research makes a
direct contribution to economic
growth in the UK
Base: 2,103 UK adults aged 16+
Fieldwork dates: 11 October-19 December 2010
Q For each of the statements, please could you tell me the extent to which
you agree or disagree?
% Agree
75%
79%
% Strongly agree % Tend to agree % Neither/nor
% Tend to disagree % Strongly disagree % Don't know
11. … and also in terms of the wider cultural
benefits of science
“I watched a science
programme that shows how a
microchip is made. The
programme is very interesting
… It shows that science is not a
dry stuffy subject and can have
a lot of humour in it.”
Birmingham participant
“Before, [I thought] science
was the Bunsen burner,
nothing else, and then I
thought it’s everything:
gardening, food, glasses.”
Birmingham participant
“My son was thoroughly awestruck
with the Launchpad section [of the
Science Museum] … Showing
children the effects of viscosity,
light distortion, chemical reactions
and much more elicited quite a few
oohs and aaahs … whilst also
teaching them why.”
London participant
Half the public (50%)
have taken part in a
science-related leisure
activity in the past 12
months, e.g. a trip to a
science museum
12. 0%
25%
50%
75%
100%
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011
Scientists are valued members of society,
again more so than in 2008
Base for 2011: 2,103 UK adults aged 16+
Fieldwork dates for 2011: 11 October-19 December 2010
Q For each of the statements, please could you tell me the extent to which
you agree or disagree?
86 8885
76
67
82
0%
25%
50%
75%
100%
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011
% Agree scientists make a valuable contribution to society
% Agree scientists want to make life better for the average person
13. 25
24
23
25
20
21
19
15
13
9
58
59
61
57
57
52
54
56
57
47
10
10
9
10
15
18
19
20
21
32
2
2
1
2
3
5
3
2
3
5
5
5
7
6
6
5
5
6
7
6
Most trust scientists to follow the rules,
though trust does vary by institution
Q How much, if at all, do you trust each of the following to follow any rules
and regulations which apply to their profession?
Scientists working for Government
% A great deal % A fair amount % Not very much
% Not at all % Don't know
Scientists working for private companies
Scientists working for universities
Scientists working for charities
Scientists working for environmental groups
Base: 2,103 UK adults aged 16+
Fieldwork dates: 11 October-19 December 2010
Engineers working for universities
University lecturers
Engineers working for private companies
Researchers working for Government
Researchers working for universities
% Great
deal/fair
amount
72%
56%
83%
76%
72%
83%
82%
70%
72%
83%
14. Those who begin as sceptics are willing to
change their views
Technical
advances/
inventions versus
understanding
nature
See science as creatively
interpreting findings, not just
dull gathering of data
Initial conflicting or stereotypical
ideas of what science is about…
… but people were open to
changing views after discussion
“Useful” and
“less useful”
science (e.g.
space science)
See space science as equally
useful when hearing directly
from scientists about
development of CAT scans etc
Less trusting of
scientists
working for
industry
Reassess this when hearing
directly from industry
scientists (previous lack of
exposure to industry scientists)
16. 12%
42%
17%
21%
5%4%
Over half are still concerned about whether
regulation can control individual scientists…
Neither/nor
Strongly agree
Don’t know
Tend to
disagree
Tend to
agree
Strongly disagree
Q Please could you tell me the extent to which you agree or disagree with
the following statement?
Rules will not stop scientists doing what they want behind closed doors
Base: 2,103 UK adults aged 16+
Fieldwork dates: 11 October-19 December 2010
54% Agree
25%
Disagree
17. … and two-fifths are worried about the
intentions of scientists
Q Please could you tell me the extent to which you agree or disagree with
the following statement?
Scientists seem to be trying new things without stopping to think about
the consequences
8%
33%
25%
25%
4%4%
Neither/nor
Strongly agreeDon’t know
Tend to
disagree
Tend to
agree
Strongly disagree
Base: 2,103 UK adults aged 16+
Fieldwork dates: 11 October-19 December 2010
41% Agree30%
Disagree
19. Many still have a stereotypical view of
scientists
“A scientist is a teacher at
mum’s school and they mostly
do experiments on animals. I
would describe them as freaky
and weird.”
Beverley participant’s daughter
“You think of white
coats … they are like
advanced doctors.”
Cardiff participant
“When we don’t know
much about scientists we
get the impression they
are airy-fairy, head in the
clouds.”
Beverley participant
“A professor of
medicine … carry out
trials and tests with
chemicals.”
Birmingham participant
20. Many assume scientific data are checked…
18
5
44
31
17
24
10
26
1
7
10
7
Before scientific findings are
announced, other scientists have
checked them
Scientists adjust their findings
to get the answers they want
Base: 2,103 UK adults aged 16+
Fieldwork dates: 11 October-19 December 2010
Q For each of the statements, please could you tell me the extent to which
you agree or disagree?
% Agree
% Strongly agree % Tend to agree % Neither/nor
% Tend to disagree % Strongly disagree % Don't know
62%
36%
… but don’t know this is a formalised process
called peer review, so doubts linger
“Don’t we tend to look after
our own? Sometimes we’re
very critical, but doctors tend
to be a closed circle and if
one makes an error they …
cover up and protect their
own.”
London participant
21. The kind of formalised process people want
to see is often in place, but not known about
51%
47%
39%
35%
32%
24%
16%
14%
14%
9%
If I knew that the findings had been formally
reviewed by other scientists
If I heard the same thing from a number of
different sources
If they had been published in a scientific journal
If they fitted in with other things I know already
If I could see the original study for myself
If I saw them on a TV programme
If the research had been done in the UK
If I read them in a broadsheet newspaper
If I had heard of the place where the
research was done
If I saw them on the internet
Q Which of these, if any, would make you more likely to believe the
findings of scientific studies?
Base: 2,103 UK adults aged 16+
Fieldwork dates: 11 October-19 December 2010
Top ten mentions
22. But engaging with the public to improve this
understanding is challenging
23. 6%
38%
40%
3%
11%
Most want to hear more about science than
they currently do…
far too much (2%)
Don’t know
the right
amount
too much
too little
Q Which of the following statements on this card do you most agree with?
These days I hear and see … information about science
far too little
Base for 2011: 2,103 UK adults aged 16+
Fieldwork dates for 2011: 11 October-19 December 2010
8% too much/far
too much
51% too little/
far too little
24. … but more information does not always
make people feel more informed…
Base for 2011: 2,103 UK adults aged 16+
Fieldwork dates for 2011: 11 October-19 December 2010
Q How well informed do you feel, if at all, about science, and scientific
research and developments?
% Informed trend
40 43
55
0%
25%
50%
75%
100%
2005 2006 2007 2008 2009 2010 2011
Bang Goes the
Theory starts
on primetime
BBC One slot
BBC Year of Science
Government’s
Science: So
What campaign
25. … especially when there is conflicting
information to deal with…
Q Please could you tell me the extent to which you agree or disagree with
the following statement?
There is so much conflicting information about science it is difficult to
know what to believe
15%
56%
15%
10%
3%
Neither/nor
Strongly agree
Don’t know
Tend to disagree
Tend to
agree
Strongly disagree (1%)
Base: 2,103 UK adults aged 16+
Fieldwork dates: 11 October-19 December 2010
70% Agree
11%
Disagree
April 2008
July 2008
26. … and for one in four, hearing more about
science makes them more anxious
Q Please could you tell me the extent to which you agree or disagree with
the following statement?
The more I know about science, the more worried I am
4%
20%
21%39%
14%
Neither/nor
Strongly agreeDon’t know (1%)
Tend to
disagree
Tend to
agree
Strongly disagree
Base: 2,103 UK adults aged 16+
Fieldwork dates: 11 October-19 December 2010
24% Agree
53%
Disagree
27. 7%
2%
21%
50%
17%
4%Don’t know
I’m not interested in public consultation on
science issues, as long as scientists are doing
their jobs
I would like to know that the public are consulted
on science issues, but I don’t want to be involved
personally
I would like to have more of a say in science
issues
I would like to become actively involved in
public consultations on science issues
I am already actively involved in public
consultations on science issues
Base: 2,103 UK adults aged 16+
Fieldwork dates: 11 October-19 December 2010
Q Which of these statements, if any, comes closest to your own attitude to
public consultation on science issues?
Most want the public to be involved, but few
want to be involved themselves
But still 17 million
people wanting
more involvement
28. So how do you engage these different groups
in ways prefer and respond to?
Segmentation holds the clues…
29. Confident Engagers
CONFIDENT
ENGAGERS
DISTRUSTFUL
ENGAGERS
LATE
ADOPTERS
CONCERNED
DISENGAGED
SCEPTICS
INDIFFERENT
Most engaged Least engaged
One in seven (14%) of the population
Tend to be between 35-54 and affluent (ABC1s)
Characteristics
Already highly engaged, with strongly positive attitudes towards
science and scientists
Keen for Government to put expert advice and evidence above
public and media opinion when it comes to science
Concerns about how the media sensationalises science
Implications
Already feel sufficiently engaged and informed
May want to know more about how policymakers incorporate scientific advice into
policy and efforts to improve science reporting in the media
30. Distrustful Engagers
CONFIDENT
ENGAGERS
DISTRUSTFUL
ENGAGERS
LATE
ADOPTERS
CONCERNED
DISENGAGED
SCEPTICS
INDIFFERENT
Around one in eight (13%) of the population
Tend to be men aged 55+ and affluent (ABC1s)
Characteristics
Again, highly engaged and feel informed about science
Less trusting of those that work in science, and less confident
in the Government’s ability to regulate them
Interested in becoming more involved in public consultation and
think the public should play a larger role in science decisions
Implications
Think of scientists as introverts, working behind closed doors, so the extent to which
scientists collaborate and work in teams may surprise them
Make aware of the extent to which the public is already involved in decision-
making on science, and opportunities to get involved themselves
Most engaged Least engaged
31. Characteristics
Did not enjoy science at school
But now take a strong interest in science, and interested in
becoming more involved in decision-making
Strong environmental and ethical concerns, so climate change,
GM crops and vivisection are contentious issues
Late Adopters
CONFIDENT
ENGAGERS
DISTRUSTFUL
ENGAGERS
LATE
ADOPTERS
CONCERNED
DISENGAGED
SCEPTICS
INDIFFERENT
Around one in five (18%) of the population
Tend to be women aged 16-34
Implications
Engage more strongly with science when not treated as an isolated subject, but
instead relates back to their daily lives and interests
Want to hear scientists discuss the social and ethical implications of their
research more
Most engaged Least engaged
32. The Concerned
CONFIDENT
ENGAGERS
DISTRUSTFUL
ENGAGERS
LATE
ADOPTERS
CONCERNED
DISENGAGED
SCEPTICS
INDIFFERENT
Characteristics
Religion tends to play more important role in their lives
Have strong views on the limitations of science and less
convinced about the economic benefits of investing in it
Reservations about the intentions of scientists and whether the
Government can control them
Around one in four (23%) of the population
Tend to be women aged 16-24, less affluent (C2DEs) and from BME communities
Implications
Want to hear more about the intentions of scientists, especially those working in
controversial areas such as stem cell research or synthetic biology
Want to know how individual scientists and scientific professional bodies, as
well as Government, are responding to the public’s concerns
Most engaged Least engaged
33. Disengaged Sceptics
CONFIDENT
ENGAGERS
DISTRUSTFUL
ENGAGERS
LATE
ADOPTERS
CONCERNED
DISENGAGED
SCEPTICS
INDIFFERENT
Characteristics
Again, put off science at school and today find it overwhelming
Do not trust scientists to self-regulate, so have conservative
attitudes towards science regulation
Don’t want personal involvement, but want to know the
Government is listening to the general public on science
Around one in eight (13%) of the population
Tend to be women and less affluent (C2DEs) with fewer qualifications
Implications
Less likely to ever be interested in science, so more challenging for engagement
But may engage more strongly if shown that science is already a big part of their
everyday lives
Most engaged Least engaged
34. The Indifferent
CONFIDENT
ENGAGERS
DISTRUSTFUL
ENGAGERS
LATE
ADOPTERS
CONCERNED
DISENGAGED
SCEPTICS
INDIFFERENT
Characteristics
Do not feel informed about science, but not especially
interested or concerned either
More generally, tend not to be interested in new challenges or
learning new skills
Think science is something that other people do
One in five (20%) of the population
Tend to be retired older people, often less affluent (C2DEs)
Implications
Again, more challenging given that many do not want involvement
A need to demystify science among this cluster, explaining that it can be simple, and
that anyone can do science
Most engaged Least engaged
35. So in summary…
The public values and is interested in science, and this
interest is rising – dispels the myth of an “anti-science” public
Attitudes to science are not fixed – people are willing to
change their views based on what they see and hear
Concerns often reflect a perceptions gap – many lack
understanding of the formalised processes in science
Public engagement is not easy – more information does not
always make people feel more informed
Targeting communication and engagement can ensure that it
is not always the same “Confident Engagers” getting involved
36. 3. What the research process
taught us about engagement
37. From the qualitative work…
At best, science
seen as creative,
as well as rigorous
and meticulous
Older people have an
expectation that the science
“I learned at school” is
difficult and dry, while new
science is seen as
entertaining, stylish, easier
to engage with, with high
production values
38. From the qualitative work…
Participants didn’t know the process of doing science – how
funding works and how science gets out into the world…
… but they loved talking to scientists!
40. Over to you!
What are the challenges of engaging our different segments
and how have you experienced this in the past?
How does knowing about the different attitudinal groups help
you to take decisions on communication in future?
What does it mean when people say they don’t feel informed?
Is it the role of science communicators/public engagement
to make people feel informed?