scholarly journals From liquid nitrogen to public engagement and city planning: the changing role of science events

2014 ◽  
Vol 13 (04) ◽  
pp. C03 ◽  
Author(s):  
Jan Riise ◽  
Leonardo Alfonsi
Keyword(s):  
Public Engagement ◽  
Social Inclusion ◽  
City Planning ◽  
Public Understanding ◽  
Complex Data ◽  
Policy Makers ◽  
Understanding Of Science ◽  
Cultural Sector ◽  
Changing Role

Public understanding of science has been replaced by engagement and participation, and science events, like festivals and science days, have become significant actors by offering direct contacts between scientists, public and policy-makers, as opportunities to engage and participate. After more than 20 years of festivals and events, the need for impact evidence is strong, although it is acknowledged that it will have to be based on complex data and observations. Many science events look for collaboration within the cultural sector. Social inclusion and participation in local and regional development are other important issues for the science events community.

The Entrepreneurial University: Evidence of the Changing Role of Universities in Modern Russia

2014 ◽  
Vol 28 (4) ◽  
pp. 271-280 ◽  
Author(s):  
Dina Williams ◽  
Alexey Kluev
Keyword(s):  
Entrepreneurial University ◽  
Primary Data ◽  
Strategy Development ◽  
Infrastructure Development ◽  
Innovation Development ◽  
Policy Makers ◽  
Managerial Competencies ◽  
New Type ◽  
Changing Role

This paper examines the evolution of the entrepreneurial function of Russia's leading universities: the study is based on a conceptualization of a university's entrepreneurial development pathway developed by the OECD in 2009. The data on entrepreneurship development were collected in 2012 through a survey of technology transfer and innovation development managers of 18 National Research Universities. The primary data were complemented by desktop analysis of the strategy development documents of the universities surveyed. The results suggest that in the period studied, 2008–2012, a new type of university, the entrepreneurial university, has emerged in Russia. However, these entrepreneurial universities are facing serious challenges in the implementation of an entrepreneurial, innovation-oriented mission due to the lack of managerial competencies and inadequate infrastructure development. The paper has significant theoretical and practical implications in shedding light on the development of the entrepreneurial university in Russia, where the process is still in its infancy. The authors depict a trajectory of entrepreneurial transformation in and barriers to this process that, it is argued, university executives and policy makers should take into consideration.

scholarly journals Social Inclusion, Participation and Citizenship in Contexts of Neoliberalism: Examples of Adult Education Policy and Practice with Young People in the UK, The Netherlands and Ireland

2021 ◽  
pp. 57-78
Author(s):  
Nathalie Huegler ◽  
Natasha Kersh
Keyword(s):  
Adult Education ◽  
Young People ◽  
The Netherlands ◽  
Social Inclusion ◽  
Structural Barriers ◽  
Policy And Practice ◽  
Policy Makers ◽  
Economic Perspectives ◽  
The Uk

AbstractThis chapter focuses on contexts where public discourses regarding the education of young adults have been dominated by socio-economic perspectives, with a focus on the role of employment-related learning, skills and chances and with active participation in the labour market as a key concern for policy makers. A focus on ‘employability’ alone has been linked to narrow conceptualisations of participation, inclusion and citizenship, arising in the context of discourse shifts through neoliberalism which emphasise workfare over welfare and responsibilities over rights. A key critique of such contexts is that the focus moves from addressing barriers to participation to framing social inclusion predominantly as related to expectations of ‘activation’ and sometimes, assimilation. Key target groups for discourses of activation include young people not in education, employment or training (‘NEET’), while in- and exclusion of migrant and ethnic minority young people are often framed within the complex and contradictory interplay between discourses of assimilation and experiences of discrimination. These developments influence the field of adult education aimed at young people vulnerable to social exclusion. An alternative discourse to ‘activation’ is the promotion of young people’s skills and capabilities that enables them to engage in forms of citizenship activism, challenging structural barriers that lead to exclusion. Our chapter considers selected examples from EduMAP research in the UK, the Netherlands and Ireland which indicate that as well as framing the participation of young people as discourses of ‘activation’, adult education can also enable and facilitate skills related to more activist forms of citizenship participation.

Destroying iPhones: Feral science and the antithetical citizen

2017 ◽  
Vol 27 (6) ◽  
pp. 731-744 ◽  
Author(s):  
Mike Michael
Keyword(s):  
Citizen Science ◽  
Public Engagement ◽  
Science And Technology ◽  
Public Understanding Of Science ◽  
Public Understanding ◽  
Destructive Testing ◽  
Public Engagement With Science ◽  
Youtube Videos ◽  
Understanding Of Science

This exploratory article considers the implications of a particular genre – YouTube videos of iPhone destruction – for the Citizen Science and Public Understanding of Science/Public Engagement with Science and Technology. Situating this genre within a broader TV tradition of ‘destructive testing’ programmes, there is a description of the forms of destruction visited upon the iPhone, and an analysis of the features shared by the videos (e.g. mode of address, enactments of the experiment). Drawing on the notion of the ‘idiotic’, there is a discussion of the genre that aims to treat its evident lack of scientific and citizenly ‘seriousness’ productively. In the process of this discussion, the notions of ‘feral science’ and ‘antithetical citizenship’ are proposed, and some of their ramifications for Citizen Science and Public Understanding of Science/Public Engagement with Science and Technology presented.

Od publicznego rozumienia nauki do komunikacji naukowej. Uwarunkowania rozwoju komunikacji naukowej w Polsce

2017 ◽  
Vol 15 (15) ◽  
pp. 33-50
Author(s):  
Sylwia Mrozowska
Keyword(s):  
Higher Education ◽  
Development Strategy ◽  
Scientific Communication ◽  
Public Understanding Of Science ◽  
Public Understanding ◽  
Scientific Policy ◽  
Research Results ◽  
Higher Education System ◽  
Understanding Of Science

This article is devoted to selected aspects of scientific communication in Poland. Its aim is to draw attention to the role of scientific communication in public understanding of science and to indicate the most important determinants of the development of scientific communication in Poland. It is assumed in the article that scientific communication and the popularization of research results are activities undertaken by scientists, science units and entities acting for the benefit of science in specific systemic, financial, legal or political conditions. Therefore, in order to assess the determinants of the development of scientific communication in a given country it is necessary, first of all, to get know the conditions in which it takes place. An institutional-legal analysis was used to prove this thesis. In the first, descriptive part of the article the history of the development of public understanding of science and its relationship with the development of scientific communication are mentioned, the second, research part refers to the results of the analysis of basic legal acts and available data in the scope of: the place and role of scientific communication in Polish scientific policy, including the present state of the higher education system and the solutions proposed in the reform of higher education prepared by the Ministry of Science and Higher Education; the place and role of popularization of research results in the development strategy of a scientific unit on the example of the University of Gdańsk and university/researcher's obligations in the field of scientific communication towards research funding institutions.

scholarly journals The Croonian Lecture 2004 Risk: food, fact and fantasy

2005 ◽  
Vol 360 (1458) ◽  
pp. 1133-1144 ◽  
Author(s):  
John R Krebs
Keyword(s):  
Risk Assessment ◽  
Government Policy ◽  
Food Poisoning ◽  
Public Understanding Of Science ◽  
Public Understanding ◽  
Spongiform Encephalopathy ◽  
The Public ◽  
Understanding Of Science ◽  
The Individual

We all take risks, but most of the time we do not notice them. We are generally bad at judging the risks we take, and in the end, for some of us, this will prove fatal. Eating, like everything else in life, is not risk free. Is that next mouthful pure pleasure, or will it give you food poisoning? Will it clog your arteries as well as filling your stomach? This lecture weaves together three strands—the public understanding of science, the perception of risk and the role of science in informing government policy—as it explains how food risks are assessed and managed by government and explores the boundaries between the responsibilities of the individual and the regulator. In doing so, it draws upon the science of risk assessment as well as our attitudes to risk in relation to issues such as bovine spongiform encephalopathy, dioxins in salmon and diet and obesity.

scholarly journals Researchers: share your passion for science!

2016 ◽  
Vol 44 (5) ◽  
pp. 1507-1515 ◽  
Author(s):  
Claire Concannon ◽  
Muriel Grenon
Keyword(s):  
Communication Skills ◽  
Public Engagement ◽  
Public Understanding Of Science ◽  
Public Understanding ◽  
Time Constraints ◽  
The Public ◽  
Understanding Of Science ◽  
Positive Impacts

The promotion of the public understanding of science has many positive impacts on society, including expanding the reach of science to a broader range of individuals and having a favourable impact on the economy. It also results in many benefits for researchers involved, including the development of their communication skills and improvement in the quality of their research. Despite increased awareness of the importance of public engagement (PE), the involvement of researchers has only slightly increased in the last 10 years. Time constraints, lack of opportunity and lack of funding are the main barriers preventing their participation. We propose that joining an existing PE programme can be a good way for scientists to overcome these barriers. We list specific examples of established activities that are easy for researchers to get involved in, allowing them to share their enthusiasm for science.

What do we know about “don't knows”? Or, contexts of “ignorance”

1996 ◽  
Vol 35 (1) ◽  
pp. 15-37 ◽  
Author(s):  
Jill Turner ◽  
Mike Michael
Keyword(s):  
The Self ◽  
Public Understanding Of Science ◽  
Public Understanding ◽  
Late Modernity ◽  
The Public ◽  
Political Statement ◽  
Understanding Of Science ◽  
Don't Know Responses

This paper addresses the meanings of “ignorance” in the context of “don't know” responses to questionnaires. First, we consider some of the broader functions of questionnaires, suggesting that they reflect and mediate between particular types of institutions, respondents and society. We then unpack some of the meanings of “don't know” responses. Specifically, we argue that the “don't know” response is not merely a sign of deficit but, potentially, a potent political statement. Moreover, in relation to studies of the public understanding of science, it can be employed as a resource by people reflexively to express their identity through their relationship with science. Next we consider ignorance in the more expansive contexts of late modernity, which include concerns about the ambivalent role of science in general, the transgressive quality of biotechnology in particular and the impetus to narrate the self. Consideration of these factors, we argue, may be useful for further interrogation of the meanings of “don't know” responses.

scholarly journals A Place for Space: The Shift to Online Space Education During a Global Pandemic

2021 ◽  
Vol 9 ◽  
Author(s):  
Joseph Roche ◽  
Laura Bell ◽  
Mairéad Hurley ◽  
Grace D’Arcy ◽  
Brendan Owens ◽  
...  
Keyword(s):  
Public Engagement ◽  
Science Communication ◽  
Natural World ◽  
Public Understanding ◽  
Health Crisis ◽  
Disciplinary Boundaries ◽  
Online Engagement ◽  
Global Pandemic ◽  
Understanding Of Science ◽  
Dramatic Shift

The COVID-19 global pandemic has transformed the relationship between science and society. The ensuing public health crisis has placed aspects of this relationship in harsh relief; perceptions of scientific credibility, risk, uncertainty, and democracy are all publicly debated in ways unforeseen before the pandemic. This unprecedented situation presents opportunities to reassess how certain disciplines contribute to the public understanding of science. Space education has long provided a lens through which people can consider the intersection of the natural world with society. Space science is critical to understanding how human activity and pollution affect global warming, which in turn, inextricably links it to perceptions of the natural world, environmental change, science communication, and public engagement. The pandemic has caused a dramatic shift in how space education projects connect with public audiences, with participation pivoting to online engagement. This transition, coupled with the renewed societal examination of trust in science, means that it is an ideal time for the field of space education to reflect on its development. Whether it evolves into its own distinct field, or remains an area that straddles disciplinary boundaries, such as science education, communication, and public engagement, are crucial considerations when scientific trust, accountability, and responsibility are in question. This paper describes the current state of space education, recent advances in the field, and relevant COVID-19 challenges. The experience of an international space education project in adapting to online engagement is recounted, and provides a perspective on potential future directions for the field.

scholarly journals Is art a "good" mediator in a Science Festival?

2007 ◽  
Vol 06 (03) ◽  
pp. A02 ◽  
Author(s):  
Fabienne Crettaz von Roten ◽  
Olivier Moeschler
Keyword(s):  
Public Understanding ◽  
Science And Society ◽  
The Public ◽  
Complex Relation ◽  
Science Society ◽  
Understanding Of Science ◽  
Set Up ◽  
Special Case ◽  
Shed Light

This paper relates to a special case of science-society mediation set up during the Science et Cité festival 2005. This national event took place in about twenty cities in Switzerland to promote a closer cooperation between science and society via art (theatre, music, dance, exhibitions, cinema, etc.), in order to reach the population at large. Results on the profile of the public, the role played by the cultural institutions involved, the motives of the visitors and the role of art in the science-society dialogue show that the goals aimed at by the festival's organisers were only partially reached. Moreover, the analyses shed light on the complex relation between art, science and society in public understanding of science activities.

The Engaged Patient: The Relevance of Patient–Physician Communication for Twenty-First-Century Health

2020 ◽  
Vol 61 (3) ◽  
pp. 259-273 ◽  
Author(s):  
Stefan Timmermans
Keyword(s):  
Medical Information ◽  
First Century ◽  
Patient Centered ◽  
Alternative Source ◽  
Policy Makers ◽  
The Past ◽  
Centered Care ◽  
Changing Role ◽  
Century Health

The patient–doctor interaction has changed profoundly in the past decades. In reaction to paternalistic communication patterns, health policy makers have advocated for patient-centered care and shared decision-making. Although these models of medical communication remain still aspirational, patients have become more engaged in advocating for their own health in encounters with physicians. I argue that the engaged patient is a more accurate conceptualization of the changing role of the patient than patient consumerism, the empowered, or expert patient. I examine how the emergence of engaged patients influences the autonomy of health professionals, relates to the rise of the internet as an alternative source of medical information, centers the role of the patient–doctor interaction in public health epidemics, and contributes to health inequities.

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