Group items tagged

My sense of Yamana is that it works mostly as a clearinghouse of exchange of innovative approaches. The second unSummit coming up in a few weeks has no schedule of papers, but facilitates discussions that evolve over the 2 days. I think one would have to experience this to understand how it works. I had planned to do so this time, but decided I was too far behind on following up on previous connections. Here are Yamana's guidelines: "We feel the current culture of science creates an invisible cost in loss of productivity, slower rates of discovery, and 'wasting assets,' including human capital. We are committed to having enough conversations with the people that can make a difference, including (and perhaps especially) within our own scientific communities. We will transform what is possible both for people who are currently working in the field of science and for those that are interested in studying to become scientists. We will impact the experience of learning science, the experience of teaching science and the experience of doing science. We include conversations across the whole gamut of what affects desired outcomes, from salaries, to healthcare, to personal leave, to the work environment, to the conversations being had about science, to how science is funded, commercialized, and shared. By acting as a clearinghouse for issues and concerns, as well as a catalyst for potential solutions, we are connecting the passionate voices in science with one another to create a shared vision for the future."

I've been thinking about this alot lately. How do you make cultural change? How do you shift conventional wisdom? How do you create new practices and ways of doing, especially if the dominant "narrative" and system of "incentives" don't support change? Do you shift one relationship at a time? Or is larger change possible? What are the spaces for going against the grain?

"Cultural Theory is used as a theoretical lens for understanding the different interpretations of the risk associated with BSE/nvCJD, the subsequent risk amplification by the media, and the effect of trust and reliance in science and government in their construction."

I haven't had time to read this fully, but it would seem finding ways to help groups of individuals work to come to decisions regarding science and technology change in a way that can expose and understand a complex situation. This bit seems relevant: "Disputes between experts provoke major difficulties for decision-making and policy implementation in the case of such public confrontations, which, more often than not, are vociferous, protracted, rancorous and unresolved. Traditionally, the neutral, disinterested and objective expert has been promoted -- not least by scientists themselves -- as the rational and authoritative arbiter of public disputes over scientific or technical issues." Published in Sheila Jasanoff, Gerald E. Markle, James C. Petersen, and Trevor Pinch (eds.), Handbook of Science and Technology Studies (Newbury Park, CA: Sage, 1995), pp. 506-526, plus references, with minor changes due to sub-editing. Brian Martin and Evelleen Richards 1.

A group is petitioning France not to make it mandatory for women to be offered prenatal genetic testing. They argue that this amounts to eugenics, and cite the high rate of selective abortions of fetus in which trisomy 21 has been detected.

We spent two years working with lawyers to design a contract - learning from the best aspects of other pharmaceutical companies - to ensure that the Amazonian people benefit from a percentage of any profits with conservation and education initiatives. We are distributing the money through trusted, long-term local NGOs. So far we have created a beautiful medicine garden to conserve plants used for women's health. We also want to build a training centre to teach the community the medicine and remedy-making skills I learned, but which the new generation has lost.

Thanks for posting this, Felicia. It's interesting that Poland was first to make this link stick. Makes me wonder what else in Poland was at play. But great news for the bees and beekeepers!

Seeing this news item this morning reminded me that, whenever a topic is raised in a course, one then starts to "see" news about it. I put "see" in scare quotes because most likely the topic was in the news before, but now one notices it. On the substance of the news item, it does show that sometimes business picks up on the science even when it remains contested by politics. For example, nuclear power plants are not being built in most part because corporations with millions of dollars cannot see themselves making a profit and bearing the risk.

Peter - Thanks for posting this. It will be interesting to see what they disclose and to consider what thought process they used for preparing these reports.

''Clumsy Solutions for a Complex World'' is a powerful and original statement on why well-intended attempts to alleviate pressing social ills too often derail, and how effective, efficient and broadly acceptable solutions to social problems can be found. It takes its cue from the idea that our endlessly changing and complex social worlds consist of ceaseless interactions between four ways of organizing, justifying and perceiving social relations. Each time one of these perspectives is excluded from collective decision-making, governance failure inevitably results. Successful solutions are therefore creative combinations of four opposing ways of organizing and thinking.

Rhoda, when I click on the link it goes to a login for Swarthmore. I'm thinking this article by the same authors may cover similar ground -- http://psychologyforasafeclimate.org/resources/Clumsy%20solutions%20for%20a%20complex%20world%20The%20case%20of%20climate%20change.pdf

Sorry about the link problem, Felicia. I'll see if I can fix it. Thanks for finding one that works!

"The Burgemeestergame trains administrators to make administrative decisions in crisis situations."

sprout is a social design firm devoted to creating and supporting the community-driven learning, teaching, and investigation of science. We're united by a passion to explore and reveal how to reclaim science as a richly personal and creative craft. Through our programs, stories, and studio space, we're working to make our vision real in Somerville.

Felicia: this is a very interesting project. I really like the idea of "community-driven science". I really appreciate that the project is intended to "build a community of investigators in Somerville." These type of opportunities allow communities to build networks and reflect on their local issues possible posing some alternative options. Really interesting!

In this editorial from the October 2010 volume of "Science," Bruce Alberts suggests a system of STEM (science, technology, mathematics, and engineering) merit badges for children ages 5-18 to earn awards in schools. He compares this system both to the system used by the Boy and Girl Scouts, and to the system of AP (Advanced Placement) courses currently used in high schools today. It is suggested that this will help students maintain the curiosity they feel towards science in the early years into their high school careers, by when children have often lost interest.

I've recently come to the term STEAM which ads "art" into the traditional STEM equation. I also found this link while doing this quick research - http://ilandsymposium.wordpress.com/2010/08/28/art-science-activism-and-bicycles/. This combined with Rhoda's post about Digital Storytelling makes me wonder what role creativity (from stories to visualizations) play in this equation.

Not being familiar at all with STEM, I am interested in seeing what connections might be found with further inquiry into how stories and the way they are shared can have an effect on positive change, education and personal connections to issues that often seem too big.

This piece talks about activism that hampers scientific research, innovation and industries that are related to things suc as "pesticides, food additives, chemicals in general, pharmaceuticals, nuclear power, and biotechnology." The article states that the scientific illiteracy of the general public makes it easy for activists to generate support for increased regulation and dampening of efforts in these areas. How do you help communities assess scientific information? How do you help them look at not only the research, but the context of the research? How should informed decisions about potentially harmful technologies and processes be handled? How do you support and engage in honest and open dialogue and debate about complex and unknown outcomes?

This article examines the input we really have into our own choices. It suggests that we may be more hardwired toward certain outcomes than we realize, and it examines the implications for what we call "free will."

Committee of examine whether publicly funded agricultural research has influenced the structure of U.S. agriculture and if so, how. They also looked at the role of public-sector agricultural research on changes in the size and numbers of farms. Chapter 5 is of particular interest as it investigates the role of extension policy. There is a free executive summary and the book can be read online from this site.

Published by the Council of Canadian Academies, this paper reviews a bit of the history of the relationship between policy and science, as well as policy and scientists. The author, Executive VP of the Council, starts from a broad view, describing an "is (fact)/ought (value)" dichotomy between science and policy, moves closer to characterize the range of relationships between scientists and policymakers and their attitudes toward each other, describes their spheres of influence (world of progress v. world of power), and finally makes the case for government as a place for collaboration and progress employing both. Saner offers some "take-home messages" and some questions for further exploration, including how to meet the needs of each while facilitating communication; managing the divergent cultures to reach successful ends; creating incentives for both players to join the effort; and adapting to the multitude of ways the differences between these two groups manifest themselves around policy issues.

Now that the Winter Olympics are all over the news I thought it would be interesting to share this groundbreaking project between the Natural Science Foundation and NBC which uses the global spotlight of the Olympics to make science more accessible and more interesting to students, by showing how science helps athletes in the Olympics. Videos show how physics, math and other sciences can be used to explain speed in skiers or how motion is utilized in cross country ski techniques.

This is interesting and innovative. Talk about a creative way of learning!