The Planet Under Pressure - Youth Voice Project aimed to give young people an opportunity to communicate their views about climate change to researchers at the Planet Under Pressure conference. 10-12 students aged 14-18 were selected along with 4-5 researchers. The students attended a planning meeting, presented at the conference opening, and staffed an exhibition stand. They felt supported and gained skills in public speaking, networking, and environmental issues. Delegates valued hearing youth perspectives, and the students' presentation was published online.
Rhonda Johnson, Doreen Leavitt
and Robin Morales
Department of Health Sciences,
University of Alaska Anchorage
Delivered by Catherine Carry, Project Manager –NAHO 2009 National Conference
CCCR summit PROCEEDINGS-Dec 2-14.compressedTangül Alten
This document provides an overview and summary of the 2014 CCCR National Summit proceedings. The goal of the summit was to extend and deepen the impact of collaborative community-campus research in solving complex problems by sharing lessons learned, building consensus on excellence indicators, identifying hubs of excellence on specific issues, and mobilizing the summit learnings. The summit included keynote presentations, discussions on categories and indicators of excellence, and hubs of excellence. It engaged participants in evaluating the summit and exploring next steps to further collaborative community-campus research. The proceedings captured the results and discussions over the course of the summit.
Are there enough resources for financing an Arab Development Transformation?UNDP Policy Centre
The fundamental development challenge in the Arab region is one of economic transformation or, more pertinent, a lack thereof. Heavy sectoral weights of extractive industries lead to dependence on global oil prices, even in oil-producing countries. The structure of production limits employment generation for skilled and semi-skilled labour. Low-skill services and informal activities then absorb the labour force, with corresponding harm to aggregate productivity and living standards. The slow emergence of manufacturing capacities distinguishes the economies of the Arab region from other developing countries. Compared to suitable aggregates or, more poignant, the successful Asian emerging economies, manufacturing exports from the Arab region do not contribute sufficiently to growth. Concurrently, growth is volatile and saving and investment rates are significantly below what is required to undertake this economic transition. This paper by the International Policy Centre for Inclusive Growth (IPC-IG) approaches fiscal space by asking: What barriers to the creation and use of such fiscal space must be removed in order to undertake such a transformation? In posing this question, the paper seeks to clearly demarcate its treatment of the fiscal space issue from that of the fiscal fundamentalist: its concern is to ensure that fiscal space is created
not in the abstract for an unspecified purpose.
The document discusses the role of a science communicator. A science communicator works to build bridges between the scientific community and stakeholders to foster public outreach from science. They aim to make science exciting and encourage careers in science. Science communicators create understanding of science through exhibitions, lectures, workshops and field trips. They introduce people to the scientific method using various engagement activities. Effective science communication requires using local languages, ensuring two-way communication, understanding the audience, and learning from the public. Science communicators must have strong analytical skills, be able to communicate effectively, be good listeners, and be able to explain complex topics simply. They organize various public engagement activities to communicate science.
Using Youth Development Approach to Foster Global Learning through Media & Te...pasesetter230
This document provides an overview and agenda for a workshop on using a youth development approach to foster global learning through media and technology. The workshop will discuss how afterschool programs can build youth's global competence and outcomes like improved life skills and relationships. It will provide examples of programs like World Savvy that integrate global learning, media literacy, and civic engagement. It will also overview resources from organizations like PASE, TeachUNICEF, and UNICEF that support global citizenship education and connecting classrooms internationally.
The PYP Exhibition is a culminating project for Grade 6 students where they collaboratively investigate a central idea over several months. It aims to demonstrate student understanding and independence. Students determine an area of inquiry, conduct research, analyze findings, draw conclusions, and share results. Teachers facilitate and assess the process. Parents support students by encouraging independent work and providing feedback. The exhibition takes place in June, with planning in April and May.
This document discusses challenges and considerations around participatory research and engaging participants in data analysis. It provides three examples of projects that aimed for participatory analysis. The first project involved participants in summarizing and discussing findings from research seminars. The second engaged disabled students in all phases of research on e-learning experiences. The third worked with an advisory group of students to analyze stories and identify themes around inclusion in education programs. The document reflects on lessons learned, such as underestimating the time and support needed for participatory analysis. It questions whether the goal is truly shared analysis or empowering marginalized groups, and discusses impacts of participatory research.
Rhonda Johnson, Doreen Leavitt
and Robin Morales
Department of Health Sciences,
University of Alaska Anchorage
Delivered by Catherine Carry, Project Manager –NAHO 2009 National Conference
CCCR summit PROCEEDINGS-Dec 2-14.compressedTangül Alten
This document provides an overview and summary of the 2014 CCCR National Summit proceedings. The goal of the summit was to extend and deepen the impact of collaborative community-campus research in solving complex problems by sharing lessons learned, building consensus on excellence indicators, identifying hubs of excellence on specific issues, and mobilizing the summit learnings. The summit included keynote presentations, discussions on categories and indicators of excellence, and hubs of excellence. It engaged participants in evaluating the summit and exploring next steps to further collaborative community-campus research. The proceedings captured the results and discussions over the course of the summit.
Are there enough resources for financing an Arab Development Transformation?UNDP Policy Centre
The fundamental development challenge in the Arab region is one of economic transformation or, more pertinent, a lack thereof. Heavy sectoral weights of extractive industries lead to dependence on global oil prices, even in oil-producing countries. The structure of production limits employment generation for skilled and semi-skilled labour. Low-skill services and informal activities then absorb the labour force, with corresponding harm to aggregate productivity and living standards. The slow emergence of manufacturing capacities distinguishes the economies of the Arab region from other developing countries. Compared to suitable aggregates or, more poignant, the successful Asian emerging economies, manufacturing exports from the Arab region do not contribute sufficiently to growth. Concurrently, growth is volatile and saving and investment rates are significantly below what is required to undertake this economic transition. This paper by the International Policy Centre for Inclusive Growth (IPC-IG) approaches fiscal space by asking: What barriers to the creation and use of such fiscal space must be removed in order to undertake such a transformation? In posing this question, the paper seeks to clearly demarcate its treatment of the fiscal space issue from that of the fiscal fundamentalist: its concern is to ensure that fiscal space is created
not in the abstract for an unspecified purpose.
The document discusses the role of a science communicator. A science communicator works to build bridges between the scientific community and stakeholders to foster public outreach from science. They aim to make science exciting and encourage careers in science. Science communicators create understanding of science through exhibitions, lectures, workshops and field trips. They introduce people to the scientific method using various engagement activities. Effective science communication requires using local languages, ensuring two-way communication, understanding the audience, and learning from the public. Science communicators must have strong analytical skills, be able to communicate effectively, be good listeners, and be able to explain complex topics simply. They organize various public engagement activities to communicate science.
Using Youth Development Approach to Foster Global Learning through Media & Te...pasesetter230
This document provides an overview and agenda for a workshop on using a youth development approach to foster global learning through media and technology. The workshop will discuss how afterschool programs can build youth's global competence and outcomes like improved life skills and relationships. It will provide examples of programs like World Savvy that integrate global learning, media literacy, and civic engagement. It will also overview resources from organizations like PASE, TeachUNICEF, and UNICEF that support global citizenship education and connecting classrooms internationally.
The PYP Exhibition is a culminating project for Grade 6 students where they collaboratively investigate a central idea over several months. It aims to demonstrate student understanding and independence. Students determine an area of inquiry, conduct research, analyze findings, draw conclusions, and share results. Teachers facilitate and assess the process. Parents support students by encouraging independent work and providing feedback. The exhibition takes place in June, with planning in April and May.
This document discusses challenges and considerations around participatory research and engaging participants in data analysis. It provides three examples of projects that aimed for participatory analysis. The first project involved participants in summarizing and discussing findings from research seminars. The second engaged disabled students in all phases of research on e-learning experiences. The third worked with an advisory group of students to analyze stories and identify themes around inclusion in education programs. The document reflects on lessons learned, such as underestimating the time and support needed for participatory analysis. It questions whether the goal is truly shared analysis or empowering marginalized groups, and discusses impacts of participatory research.
The majority of participants found the Creating Space 2014 event to be very successful in accomplishing its intended outcomes. Key insights from participant feedback include:
- The most helpful outcomes were opportunities to reflect, learn about network leadership, and meet people.
- Participants valued making connections, the quality of content, and diversity of perspectives.
- Tools and approaches identified as useful included network mapping, design thinking, and open space.
- Participants found the interactive format, mix of participants, and Odin's facilitation contributed to transformational learning.
- Feedback indicated the space/location, pacing, and limiting participation to 60 people were effective design elements.
The Listening to the River project is a $1.4 million informal science education project funded by the National Science Foundation. It involves local youth exploring and documenting their local watershed using multimedia technology over three years. Key activities include watershed expeditions, producing radio segments, traveling museum exhibits, and a project website. The project aims to engage students in hands-on STEM learning outside the classroom and develop their science and technology skills.
ECEEE summer study 2011 presentation on using social media to promote energy efficiency research in New Zealand. Panel 8 - Dynamics of Consumption (which I co-led with Michael Ornetzeder)
The document discusses evaluation in the context of the Australian Museum's Aboriginal Heritage Unit. It outlines three key projects the unit has undertaken: 1) an Indigenous Youth Access project to understand how to increase indigenous youth engagement, 2) Outreach Programs developed through ongoing community consultation and evaluation, and 3) a Keeping Culture CD-ROM prototype tested with indigenous communities. The overall message is that consultation and evaluation with indigenous communities is essential to developing culturally appropriate and effective programs.
Bringing the Child and Youth's Voice into Research and EvaluationMelanieKatz8
This document discusses a class on research and evaluation for social work practice with children and families. The class covers [1] the importance of research and evaluation in social work, [2] advantages of participatory research including empowering children and gaining their perspectives, and [3] challenges such as lengthy processes and obtaining commitment. The document provides examples of engaging children respectfully through [1] informed consent, [2] maintaining confidentiality, and [3] creating a supportive environment.
This document provides information about the 2013 National 4-H Conference for chaperones. The conference focuses on 4-H citizenship and civic engagement. It includes competency workshops, roundtable discussions on issues like bullying prevention and STEM education, and opportunities for youth to develop and present briefings to decision-makers. Chaperones play a role in preparing youth and observing their activities throughout the conference.
This document summarizes an ethics training day on conducting research with children. It discusses:
1) The importance of involving children in research and obtaining their informed consent while protecting them from harm.
2) Practical challenges like ensuring diversity, working with gatekeepers, and obtaining consent from both children and their parents.
3) Examples of successfully involving "seldom heard" youth and using social media to engage young people in research projects.
This document summarizes a participatory research project involving stakeholders of the Discovery Museum. The research aimed to understand participants' visions for museums, their experiences at Discovery Museum, and what could encourage more visits. Over 500 people from four stakeholder groups provided input through discussion groups and diagrams. Key findings included strong regional identities shaping expectations of the museum, consensus around museums' purpose, and barriers deterring "hard to reach" groups from visiting. The museum was enthusiastic about the collaborative approach and embedding participation in the future.
This document provides information about Self-Organized Learning Environments (SOLEs). It discusses the rationale for using SOLEs, which is to develop inquiry-based and student-centered learning. Examples of SOLE questions are provided that address various curriculum areas. Guidelines for implementing SOLE sessions in the classroom are also outlined, including having students work in groups to research an open-ended question using online resources and then share their findings.
This document discusses measuring the outcomes and impact of learning in museums, libraries, and archives. It proposes using a conceptual framework of generic learning outcomes (GLOs) that categorizes learning into knowledge and understanding, skills, attitudes and values, enjoyment/inspiration/creativity, and behavior/progression. Case studies are presented that apply the GLOs to analyze the learning impacts of specific museum visits. While the GLOs provide a systematic way to evidence learning impacts, limitations include whether a broad definition of learning is shared and challenges of data collection.
Improvistion and Social Change: A Qualitative Methods Approach to Research in...Stephen Zeni
This document outlines a proposed qualitative research study on the link between improvisation and positive youth development. The author proposes using three methods: semi-structured interviews to understand long-term outcomes, interpersonal recall processes to study identity and awareness building during improvisation sessions, and participant observation to gain insight into communication skills needed for improvisation. Ethical considerations around consent and potential tensions are also discussed. The integration of these methods is suggested to gain a full picture of how improvisation impacts youth development.
The document provides an overview of Iowa 4-H Youth Development and how it uses GPS/GIS technologies. It discusses that 4-H aims to empower youth through positive youth development which focuses on belonging, mastery, independence and generosity. It emphasizes the importance of experiential learning and having caring adult mentors to help youth develop these skills through hands-on activities and reflection. The goal is for youth to become competent, caring and contributing community members.
Higher Education and Territorial Development: A missing link?ConectaDEL
Presentación de James Karlsen en el Seminario Aprendiendo de las Diferencias organizado por Programa ConectaDEL BID FOMIN-Orkestra-Agderforsking
Buenos Aires, Argentina
24 de Abril 2012
This ppt discusses about
What is Community based participatory research?
Principles of Community based participatory research
Advantages of Community based participatory research
What is Focus Group Discussion?
Why Focus Group Discussion?
Steps in Focus Group Discussion
Advantages and limitations of Focus Group Discussion
Conclusion
This document discusses involving children and young people in health and social care research. It provides context on policies supporting their involvement. Benefits include research being more relevant and findings more accessible, while challenges include logistics, ethics, and ensuring meaningful participation. Principles for effective involvement include planning at all stages, obtaining informed consent, providing training and support, and evaluating impact. Creative methods and involving youth in evaluation can help overcome challenges.
Creating inclusive centres for PhD study: the need for change in recruitment processes and pre-application guidance to
support students from minoritized ethnic groups. Mehmet Sebih Oruç, Gail de Blaquière, Rebekah Puttick, Michelle Palmer.
Unleashing learners VALA Conference June 13 2014Adrian Bertolini
How do we unleash our students to find their passion, to be intrinsically motivated, to become entrepreneurial? It not only requires an unleashing of the mindset and beliefs of the students but also the mindset and beliefs of teachers and school leadership. In this session the presenter will share his experiences of unleashing young people via the ruMAD (Are you Making a Difference) program but how he followed his passion to work with schools to think from, plan for, and gradually set up learning environments that unleash learning in schools.
This document provides an overview and mid-term review of the netWorked Youth Research for Empowerment in the Digital society (WYRED) project. The key points are:
1) WYRED aims to empower young people by facilitating networking, dialogue, participatory research, and sharing of insights with stakeholders. It has engaged over 500 young people across Europe so far.
2) The initial networking phase identified issues of importance to youth like self-image, internet safety, and distinguishing real from fake news. Young people are now exploring these topics further through research projects.
3) Challenges include sustaining engagement, measuring less tangible outcomes like empowerment, and balancing local vs international focus. The
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)
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Similar to SCC 2012 Youth voice: getting a fresh perspective on your projects; Planet Under Pressure (Jess Wynn)
The majority of participants found the Creating Space 2014 event to be very successful in accomplishing its intended outcomes. Key insights from participant feedback include:
- The most helpful outcomes were opportunities to reflect, learn about network leadership, and meet people.
- Participants valued making connections, the quality of content, and diversity of perspectives.
- Tools and approaches identified as useful included network mapping, design thinking, and open space.
- Participants found the interactive format, mix of participants, and Odin's facilitation contributed to transformational learning.
- Feedback indicated the space/location, pacing, and limiting participation to 60 people were effective design elements.
The Listening to the River project is a $1.4 million informal science education project funded by the National Science Foundation. It involves local youth exploring and documenting their local watershed using multimedia technology over three years. Key activities include watershed expeditions, producing radio segments, traveling museum exhibits, and a project website. The project aims to engage students in hands-on STEM learning outside the classroom and develop their science and technology skills.
ECEEE summer study 2011 presentation on using social media to promote energy efficiency research in New Zealand. Panel 8 - Dynamics of Consumption (which I co-led with Michael Ornetzeder)
The document discusses evaluation in the context of the Australian Museum's Aboriginal Heritage Unit. It outlines three key projects the unit has undertaken: 1) an Indigenous Youth Access project to understand how to increase indigenous youth engagement, 2) Outreach Programs developed through ongoing community consultation and evaluation, and 3) a Keeping Culture CD-ROM prototype tested with indigenous communities. The overall message is that consultation and evaluation with indigenous communities is essential to developing culturally appropriate and effective programs.
Bringing the Child and Youth's Voice into Research and EvaluationMelanieKatz8
This document discusses a class on research and evaluation for social work practice with children and families. The class covers [1] the importance of research and evaluation in social work, [2] advantages of participatory research including empowering children and gaining their perspectives, and [3] challenges such as lengthy processes and obtaining commitment. The document provides examples of engaging children respectfully through [1] informed consent, [2] maintaining confidentiality, and [3] creating a supportive environment.
This document provides information about the 2013 National 4-H Conference for chaperones. The conference focuses on 4-H citizenship and civic engagement. It includes competency workshops, roundtable discussions on issues like bullying prevention and STEM education, and opportunities for youth to develop and present briefings to decision-makers. Chaperones play a role in preparing youth and observing their activities throughout the conference.
This document summarizes an ethics training day on conducting research with children. It discusses:
1) The importance of involving children in research and obtaining their informed consent while protecting them from harm.
2) Practical challenges like ensuring diversity, working with gatekeepers, and obtaining consent from both children and their parents.
3) Examples of successfully involving "seldom heard" youth and using social media to engage young people in research projects.
This document summarizes a participatory research project involving stakeholders of the Discovery Museum. The research aimed to understand participants' visions for museums, their experiences at Discovery Museum, and what could encourage more visits. Over 500 people from four stakeholder groups provided input through discussion groups and diagrams. Key findings included strong regional identities shaping expectations of the museum, consensus around museums' purpose, and barriers deterring "hard to reach" groups from visiting. The museum was enthusiastic about the collaborative approach and embedding participation in the future.
This document provides information about Self-Organized Learning Environments (SOLEs). It discusses the rationale for using SOLEs, which is to develop inquiry-based and student-centered learning. Examples of SOLE questions are provided that address various curriculum areas. Guidelines for implementing SOLE sessions in the classroom are also outlined, including having students work in groups to research an open-ended question using online resources and then share their findings.
This document discusses measuring the outcomes and impact of learning in museums, libraries, and archives. It proposes using a conceptual framework of generic learning outcomes (GLOs) that categorizes learning into knowledge and understanding, skills, attitudes and values, enjoyment/inspiration/creativity, and behavior/progression. Case studies are presented that apply the GLOs to analyze the learning impacts of specific museum visits. While the GLOs provide a systematic way to evidence learning impacts, limitations include whether a broad definition of learning is shared and challenges of data collection.
Improvistion and Social Change: A Qualitative Methods Approach to Research in...Stephen Zeni
This document outlines a proposed qualitative research study on the link between improvisation and positive youth development. The author proposes using three methods: semi-structured interviews to understand long-term outcomes, interpersonal recall processes to study identity and awareness building during improvisation sessions, and participant observation to gain insight into communication skills needed for improvisation. Ethical considerations around consent and potential tensions are also discussed. The integration of these methods is suggested to gain a full picture of how improvisation impacts youth development.
The document provides an overview of Iowa 4-H Youth Development and how it uses GPS/GIS technologies. It discusses that 4-H aims to empower youth through positive youth development which focuses on belonging, mastery, independence and generosity. It emphasizes the importance of experiential learning and having caring adult mentors to help youth develop these skills through hands-on activities and reflection. The goal is for youth to become competent, caring and contributing community members.
Higher Education and Territorial Development: A missing link?ConectaDEL
Presentación de James Karlsen en el Seminario Aprendiendo de las Diferencias organizado por Programa ConectaDEL BID FOMIN-Orkestra-Agderforsking
Buenos Aires, Argentina
24 de Abril 2012
This ppt discusses about
What is Community based participatory research?
Principles of Community based participatory research
Advantages of Community based participatory research
What is Focus Group Discussion?
Why Focus Group Discussion?
Steps in Focus Group Discussion
Advantages and limitations of Focus Group Discussion
Conclusion
This document discusses involving children and young people in health and social care research. It provides context on policies supporting their involvement. Benefits include research being more relevant and findings more accessible, while challenges include logistics, ethics, and ensuring meaningful participation. Principles for effective involvement include planning at all stages, obtaining informed consent, providing training and support, and evaluating impact. Creative methods and involving youth in evaluation can help overcome challenges.
Creating inclusive centres for PhD study: the need for change in recruitment processes and pre-application guidance to
support students from minoritized ethnic groups. Mehmet Sebih Oruç, Gail de Blaquière, Rebekah Puttick, Michelle Palmer.
Unleashing learners VALA Conference June 13 2014Adrian Bertolini
How do we unleash our students to find their passion, to be intrinsically motivated, to become entrepreneurial? It not only requires an unleashing of the mindset and beliefs of the students but also the mindset and beliefs of teachers and school leadership. In this session the presenter will share his experiences of unleashing young people via the ruMAD (Are you Making a Difference) program but how he followed his passion to work with schools to think from, plan for, and gradually set up learning environments that unleash learning in schools.
This document provides an overview and mid-term review of the netWorked Youth Research for Empowerment in the Digital society (WYRED) project. The key points are:
1) WYRED aims to empower young people by facilitating networking, dialogue, participatory research, and sharing of insights with stakeholders. It has engaged over 500 young people across Europe so far.
2) The initial networking phase identified issues of importance to youth like self-image, internet safety, and distinguishing real from fake news. Young people are now exploring these topics further through research projects.
3) Challenges include sustaining engagement, measuring less tangible outcomes like empowerment, and balancing local vs international focus. The
Similar to SCC 2012 Youth voice: getting a fresh perspective on your projects; Planet Under Pressure (Jess Wynn) (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)
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)
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.
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)
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.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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 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 presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
SCC 2012 Youth voice: getting a fresh perspective on your projects; Planet Under Pressure (Jess Wynn)
1. Planet Under Pressure – Youth Voice
Project
Planet Under Pressure – Youth Voice Project
• Initiated through RCUK bringing together UEA Professor and
British Science Association Chief Executive and Director of
Education.
• Partners: RCUK, LWEC, ScienceWise and Royal Society.
• Aim - work with a small group of young people who could
communicate their views about climate change to the
researchers at the Planet Under Pressure Conference in a way
that would be meaningful to both researchers and young
people.
Supported by the Royal Society
2. Planet Under Pressure – Youth Voice Project
• Wanted to make a meaningful experience for young people
and help them develop some skills.
• Give them an opportunity they might not ordinarily get.
• Get to speak at a high level on a subject they felt strongly
about.
• Have an impact with the people that they spoke to.
• Influence some of the documentation coming out of the
conference.
Supported by the Royal Society
3. Student (and researchers) chosen
Student (and researchers) chosen
• 10-12 young people. • 4-5 researchers.
• 14 to 18 years old (or 1st year • Good understanding of
Uni). major topics at conference.
• Good geographical and • Good with young people.
gender representation. • Good age and gender
range.
Supported by the Royal Society
4. What they were asked to do
What they were asked to do
• Attend a planning meeting in November
with researchers.
• Present their views at the opening
ceremony of the Planet Under Pressure
conference.
• Staff an exhibition stand during Day One
of the conference.
• The young people would, if possible, be
asked to survey and present views from
their peers.
Supported by the Royal Society
5. What they thought of the experience
What they thought of the experience
• Great opportunity to speak to a large
and influential audience.
• International reach.
• Opportunity to meet other
passionate young people.
• Interesting to attend a major
scientific conference.
• Improved public speaking skills.
Supported by the Royal Society
6. Overview of evaluation
Aim
• To provide an independent evaluation of the public engagement
processes and impacts of the project
Methods
• Observations of the workshop and presentation
• Survey of youth voice members
• Survey of delegates
– Interviews by youth voice members, the British Science Association and
evaluation team
– Question about youth voice in post conference questionnaire
• Qualitative interviews
– Three stakeholders
– Three members of the youth voice project
open / restricted internal / restricted external / confidential
6
7. What worked well
• Youth Voice members felt supported to prepare the youth voice
presentation
– Felt the process was ‘young person led’
– Through the planning workshop and developing a detailed timetable
– Involvement of the researchers
– Support and contact from the Association project manager
• Discussions between youth voice members researchers at the
workshop
– Opportunity to share views and learn from peers and experts
• Experience of presenting at the Planet under Pressure conference
– Described as ‘amazing’ by majority of young people
– Opportunity to ‘step outside of comfort zone’ and be challenged
– Practice in the conference hall beforehand
open / restricted internal / restricted external / confidential
7
8. Areas to be improved
• Time pressured
– Discussions and planning session at the workshop
• Challenges of working remotely
– Some young people would have liked more ‘conversations’ or ‘face to
face’ interaction when preparing the speech
• Opportunities to further maximise the impact
– Playing a greater role at the conference
– Follow on work and continued engagement with wider groups of
young people
– Providing more context to the youth voice work at the conference
– Providing a forum for delegates to feedback their thoughts about the
content of the speech.
open / restricted internal / restricted external / confidential
8
9. Impact on young people
• Improved networking, communication and presentation skills
“When I got to the conference, I thought it was daunting, but it gives you
confidence when you have done your part, gives you a lot of confidence
speaking in front of that many people” (Youth Voice member)
• Greater knowledge and understanding of environmental issues
“I didn’t realise the importance before, of getting the public to know what
they can do” (Youth Voice member)
• Stimulating interest in environmental change
“It really inspired me to go in to research in this area, as it looks really
promising and exciting and it definitely encouraged me to take this a lot
further” (Youth Voice member)
• Increased project development skills
“Next year will do the EPQ (extended project qualification) and this is very
similar to the youth voice project in terms of the structure, research and
the presentation and this will have given me skills” (Youth Voice
member)
open / restricted internal / restricted external / confidential
9
10. Impact on delegates and stakeholders
• Value in the involvement and presence of young people
at PUP
– Involving young people in debates about environmental
issues
• Emotional impact
– Young people will inherit the consequences of decisions being
made
• Interested to hear the views and perspectives of young
people
– Opportunity to influence and inform policy and research
– Some learnt new things from the speech
open / restricted internal / restricted external / confidential
10
11. Impact on the conference and its conclusions
• Conference conclusions included a statement from ‘young people
representing the voice of youth’ - developed by around 400
students who registered at the conference
– The views from the youth voice presentation were acknowledged in this
statement, but they did not inform it directly
• Youth voice speech has been published on the Planet under
Pressure website and Sciencewise ERC website
• The young people’s involvement in the conference has featured in
a number of newsletters, websites and local press
– E.g. the Brave Collaboration website and the STEPS centre website
open / restricted internal / restricted external / confidential
11
Editor's Notes
Project arose from an initial conversation between the UEA Professor involved in arranging the Planet Under Pressure conference and the British Science Association’s Chief Executive and Director of Education.
One was a professor, two were post-doctoral researchers and two were studying for a PhD. 2 men, 3 women.
Jess to speak Classification: open / restricted internal / restricted external / confidential
Jess to speak Classification: open / restricted internal / restricted external / confidential
Classification: open / restricted internal / restricted external / confidential Quick overview of the evaluation, OPM was asked by RCUK to provide an independent evaluation of the public engagement processes and impacts of the project. The key impacts we considered were impacts on the young people and impacts of the young people’s presentation on the conference and conclusions. For this evaluation, we observed the initial workshop and the young people’s presentation at the conference. We surveyed members of the youth voice project after the initial workshop and after the conference to find about their experiences of taking part in each. We did a survey of delegates – so, the evaluation team, staff from the BSA and members of the youth voice project asked questions to delegates on the day of the conference. I conducted interviews with 3 members of the youth voice project and three stakeholders who had been involved in the youth voice project.
Classification: open / restricted internal / restricted external / confidential From surveys and interviews with the youth voice members the evaluation identified a number of areas which worked well in the process of the youth voice project. Firstly, youth voice members felt supported to prepare their presentation – they felt they were able to lead the process and that the speech contained their ideas and views. The planning workshop was seen as a helpful first step in planning their speech, meeting each other and brain storming ideas, and particularly, using the workshop to develop a clear, detailed timetable of activities and deadlines was seen as particularly useful in helping the young people to feel confident about what needed to be done to develop their speech between the workshop in November and the conference in March. The researchers were friendly and approachable, they helped the young people to understand the issues and the young people felt they learnt from their discussions with the researchers. The young people agreed that researchers allowed the process to be led by them – the researchers didn’t dominate the discussion or use jargon. On-going support and contact from the BSA project manager – particularly when they were working remotely, kept them on track. The young people valued the opportunity to meet and discuss ideas with other young people who had similar interests and also the opportunity to learn and speak to the researchers There was really positive feedback about the experience of presenting at the conference, the majority of the members described it as amazing, it was an opportunity to be challenged and to do something they felt nervous about doing. What facilitated feeling confident to present was practicing in the conference hall before the actual conference.
Classification: open / restricted internal / restricted external / confidential Areas to be improved: Some of the young people felt the sessions held in the workshop were rushed and some felt there was not enough time for discussions. “ Running out of time” was rated as the worst thing about the workshop by a third of the youth voice members. During a project such as this, where members have to work remotely for the majority of the project, it is important to structure face to face activities so there is sufficient time for brainstorming ideas and planning. In addition, it is important to allow sufficient time to support the young people when they are working remotely, and when they are busy with school and other activities, to keep them on track and meeting deadlines. Overall, the young people didn’t find this process of working remotely too onerous or stressful though some felt they would have liked more conversations or ‘face to face’ interaction when preparing the speech so they could have done activities in real time.
Classification: open / restricted internal / restricted external / confidential Young people were really positive about the impacts on them of taking part. T he young people felt that presenting to such a large and prestigious audience had given them increased confidence to do this in the future, even though several of them mentioned how nerve wracking and daunting the experience was. Young people felt the experience of meeting the other young people and researchers at the workshop and of speaking to delegates at the conference had made them more confident in approaching new people. The young people felt that developing their speech and hearing from and speaking to delegates at the conference had vastly increased their knowledge of environmental and sustainability issues. The young people felt they were exposed to new ideas and perspectives from speaking to the researchers and delegates – for example, a couple mentioned learning about the importance of the “communication gap” between scientists and the public. The young people all stated that being involved in the project had made them more interested in environmental change. For a few, this cemented their plans and ambitions to pursue scientific and environmental courses and careers. Improved project development skills: members of the project felt they had gained experience of working independently to research a topic, producing an output based on that and working with others to pull the different strands of a project together. They felt these skills would be useful in their academic careers and also when completing similar extra-curricular activities:
Classification: open / restricted internal / restricted external / confidential Delegates felt that it was important for young people to involve them in the debate about climate change. Young people will be facing these challenges in the future and involvement now was seen as a way of equipping them with the skills and knowledge necessary. A number of delegates described feeling moved by the speech and presence of young people at the opening ceremony. Their presence was seen as an important reminder that the consequences of decisions being made would be inherited by the next generation. Delegates considered it important that the priorities and considerations of young people were heard by the scientific and research communities, and for these views to have the opportunity to inform the direction of research and policy. Whilst delegates had a variety of opinions about the content of the speech, many said they were interested in the content of the speech and mentioned specific points made which particularly interested or were new to them, for example, using the media to promote social messages and the impact of a helium shortage on healthcare. There was some uncertainty about how the youth voice project fed into the conference and conclusions.
Classification: open / restricted internal / restricted external / confidential Social, Technological and Environmental Pathways to Sustainability)