A product of the A World Of Surprises project with James King and a bunch of extremely talented public health and science students.

The task was to explore the confluence between mundane and catastrophic risk, which the team does beautifully.  Love the technique, and the subtle touches (note the progressive effect of Rhino Bananas on their creator).  And the news/web mockups are priceless.  Brilliant!

[Make sure you watch to the quote at the end]

Many thanks to:

• Chad Warhola
• Janae Adams
• Anirudha Rathnam
• Sarah Kang
• Alejandro Mendoza

(Needless to say, this is a bit of speculative fiction!)

Last semester, speculative designer James King worked with myself and a small group of science and public health students at the University of Michigan to explore how a fusion of science and creative art can lead to new insights and modes of communication.  The exercise was part of the A World of Surprises project – a project James is working on as the Witt Artist in residence at the UM School of Art and Design.

Part of the aim was to take these science-grounded students out of their comfort zone, expose them to some radical new ideas and perspectives, and see what happens.

The results were impressive!  Once the students realized that they weren’t bound by the rigid limitations of their science education, they became enthused over using creative techniques to tell science-grounded stories that connected with people on a far deeper level than just the facts would allow.

Today the group presented the fruits of their final assignment: to produce a piece of creative work that captures the tension – in narrative form – between imagined catastrophic risks and experienced mundane risks. As a group, we were interested in the tension between the catastrophic consequences often imagined to arise from human endeavors, and the mundane reality that often develops.

I’ll try to showcase all of the projects over the next few weeks.  They were all, in their own way, quite brilliant.  Coming up in future posts there will be:

• The Tale of Rhino Banana (a brilliant story of a technological breakthrough that runs up against public resistance);
• Salutary lessons from the struggle between evil and the divine in the middle ages;
• A visual juxtaposition of comparative risks related to Fukushima; and
• A new-future story of technological sophistication and mundane consequences.

(I’ll add the links as they are posted – The Tale of Rhino Banana will be up first)

James will be back in Ann Arbor for the culmination of the A World Of Surprises project in March – stay tuned on that.

]]> http://2020science.org/2012/02/04/exploring-speculated-catastrophe-and-mundane-reality/feed/ 1 http://2020science.org/2012/01/21/mind-the-science-gap-helping-science-students-connect-with-a-non-science-audience/ http://2020science.org/2012/01/21/mind-the-science-gap-helping-science-students-connect-with-a-non-science-audience/#comments Sat, 21 Jan 2012 22:33:11 +0000 Andrew Maynard http://2020science.org/?p=4575

Cross-posted from the Scientific American Incubator blog:

Studying for a Masters degree in Public Health prepares you for many things.  But it doesn’t necessarily give you hands-on experience of how to take complex information and translate it into something others can understand and use.  Yet as an increasing array of public health issues hit the headlines, from fungicide residues in orange juice to the safe development of new technologies, this is exactly where public health professionals need to be developing their skills.  And it’s not only in the public domain: the ability to translate complex science into actionable intelligence is more important now than ever in supporting policy makers and business leaders make decisions that are grounded in evidence rather than speculation.

These were just some of the drivers behind a new course I have just started teaching at the University of Michigan School of Public Health that built around science blogging.  OK, so maybe I wanted to have a little fun with the students as well.  But my experiences with the blog  2020 Science have taught me that the discipline of writing a science-based blog for a broad audience is invaluable for developing highly transferrable communication skills.  And it’s not just me.  Emailing with the scientist, author and blogger Sheryl Kirshenbaum about the course, she admitted “blogging taught me how to effectively communicate with broad audiences”.  (Sheryl also added that she’s also learned a great deal from many wonderful editors – to which I can only add “me too!”).

The new course throws ten Masters of Public Health students in at the deep end by challenging each of them to publish ten posts over ten weeks on the blog Mind The Science Gap – and to respond to the comments they receive.  As this is a science blog, each post will be based around published health-related research.  The challenge for the writers will be to translate this into a science-grounded piece that is relevant and accessible to a broad audience.

The key objective here is to develop new skills through experience.  And for this, I am encouraging as many people as possible to comment on the posts.  As any science blogger will tell you, even simple comments like “I liked this” or “this was confusing” are extremely helpful in understanding what works and what doesn’t.  But I am also hoping readers will look beyond the educational aspects of the exercise, and engage with the students on the subjects they are writing about.  This is where I suspect the experience will become most empowering.

There’s another aspect of the course that intrigues me.  Rather naively, I started this exercise imagining a series of impersonal posts that focused on intellectually interesting but emotionally ambivalent scientific studies.  What I forgot is that public health matters to people.  And so it’s going to be tough for our bloggers to separate what they write about from their passions – and those of their readers.  In fact I’m not even sure that such a separation would be appropriate – for communication to be relevant, it needs to go beyond the numbers.  But how do you effectively combine science with a desire to make the world a better place in a blog?  I try to achieve this on my own blog, but I must admit don’t have any easy answers here.  So as the Mind The Science Gap students develop their skills, I’m going to be doing some learning of my own as I watch how they respond to this particular challenge.

At the end of the day, Mind The Science Gap is about teaching the next generation of public health professionals how to connect more effectively with non-specialist and non-technical audiences – whether they are managers, clients, policy makers or members of the public.  It isn’t about creating a new wave of science bloggers.  But in the process, I like to think that some of the participants will get the blogging bug. Whether they do or not, I’m looking forward to ten weeks of engaging, entertaining and hopefully challenging posts from ten talented students.

In a little over a week, ten of my University of Michigan Masters of Public Health students will embark on an intensive  science blogging course – and they need your help!

Every week for ten weeks, each student will take a recent scientific publication or emerging area of scientific interest, and write a public blog post on it that is aimed at a non expert and non technical audience.  And as they do this, they will be evaluated in the most brutal way possible – by the audience they are writing for!

The blog is Mind The Science Gap (mindthesciencegap.org, or mtsg.org for short), and the course is designed to use the medium of science blogging to develop more generally applicable communication skills.

This is where you come in:  We are looking for people who are willing to read and comment on the posts each week, and help the participants hone their skills.  You don’t have to be an expert in what is being written about – you just have to have an opinion over whether the pieces connect with you or not, and how they could be improved.  Even comments as short of “I liked this” or “I don’t get this” are tremendously helpful in indicating what works, and what does not.

Whether you are a public health expert, a science communicator, or simply someone who enjoys reading about science and health, please consider checking into the blog regularly and commenting on what you read.  If you can commit to leaving a couple of comments a week, please consider becoming a mentor – check out the blog’s Mentor page for details.  Even if you can’t, please do read the posts and comment when you get the chance.

And please do spread the word – the more readers and the more comments, the quicker these ten students will develop the skills necessary to communicate complex science to a broad audience.

Blogging starts on January 16th – Thank you for your support, and see you there!

A question for you: How many science literacy/communication/engagement metaphors can you see in the photo below?

Answers on a metaphorical post card in the comments area below please – I’m really interested to see what you come up with!

The photo by the way is the header image for a student science blog that will be launching in January – I’ll be writing more about that in a couple of weeks.  The blog is called Mind the Science Gap, and is designed to improve the science communication skills of public health masters students.

I picked up a new toy this weekend. (If you want to cut to the chase and see what I’ve been doing with it, please head straight to the end of the post).

I’m fascinated by the combination of old tech (essentially “chalk and talk”) and new media that Sal Kahn has been successfully using to teach mathematics and science on-line.  The basic approach he uses of writing and drawing while talking is as old as the hills.  But he successfully enhances this through “debundling” topics (breaking things down into small digestible chunks) and making his digitized chalk and talk lessons freely available as short online videos.

Chalk and talk is a way of teaching I still find effective, as it forces me to develop ideas at a measured pace, while allowing my students to follow the thought process and take notes. But it’s an approach that is increasingly out of vogue as educators feel they have to pander to today’s tech-savvy and social media-immersed students.  So inspired by Sol Kahn, I’ve been looking at ways of combining this approach with new online tools to provide teaching resources that extend what can be achieved in the classroom.

My first approach was to look at Kahn’s setup – essentially using a drawing tablet and software as a digital blackboard, and recording short videos to teach specific concepts and skills.  But after just a few minutes, I realized that this was a learning curve that was too steep for me (put it down to age!) – tablets have a remarkable ability to make everything look like it was drawn by a 3 year old, until you get the hang of it!

Then I came across pencasts.

Imagine working through a maths or science problem with a student, and sketching out your workings on a sheet of paper as you do.  Now imagine that you can give that student a digital document that replays your scribbles and your verbal commentary on their computer in real time.  And finally, imagine that the student can skip to any part of the document to see and hear how a particular step was developed, and replay this until they get it.

This is a pencast.  Using a Livescribe Smartpen and a dedicated notebook, it’s possible to develop concepts or work through problems using pen and paper, and then to create a dynamic digital document from this that replays the pen strokes and the accompanying commentary.  The resulting pencasts can be viewed online.  But the real beauty is that they can saved as PDFs, and replayed using the latest version of Adobe Acrobat – so, for instance, it’s possible to email someone a solution to a maths problem as a PDF that takes them through it step by step, as if they were working through it with you by their side – apart that they can rewind and repeat the hard bits.

I was intrigued – is this the ideal combination of old tech “chalk and talk” with new tech “digital replay”?  To explore further, I grabbed myself a Smartpen and started to play.

My first attempts at using the technology are basic to say the least (see below).  But the learning curve is shallow compared to using tablets and YouTube videos, and the resulting file format potentially much more versatile.  Having got to grips with some of the possibilities and limitations (the software for pencasts only works effectively on PC’s at the moment for instance, and the audio quality isn’t that great), I think I will be experimenting with augmenting next semester’s lectures with pencast documents.

But in the meantime, I would be extremely interested in comments and feedback on the technology.

Nanomaterial specific surface area and number concentration – three crude explorations of using pencasts to explain concepts

To play each pencast, simply click on the “play” button.  They typically look better displayed full screen.  By default, you can see all of the material on the page but it is greyed out until those pen strokes are reached.  When in full screen mode though, you can choose to hide stuff until the pen strokes are reached, using the button in the bottom left hand corner.

My apologies for the rather crude title, but I couldn’t resist.  Australian science communicator Craig Cormick is speaking at a University of Michigan Risk Science Unplugged event on November 1, and when asked for a short and pithy title, this is what he suggested.  It was too controversial for the Risk Science Center website (and clientele), but I just couldn’t let it go to waste.

As it was, we went with the rather less controversial title of Risk Rage.

You can find out more about Risk Science Unplugged presents Risk Rage (aka Risk – OMG x WTF!) at the Risk Science Blog. The event is on November 1 at 2:10 PM Eastern Time, and will be live webcast.

Blockbuster movies aren’t usually noted for their scientific accuracy and education potential.  But since its release last week, Steven Soderburgh’s Contagion seems to be challenging the assumption that Hollywood can’t do science.

The other day I posted a piece about how director Steven Soderburgh and screenwriter Scott Z Burns’ attention to detail and plausibility left me with a sense of optimism after watching the movie, despite its disturbing theme.  This was due in large part to the involvement of three science experts – Ian Lipkin (Professor of Epidemiology at the Mailman School of Public Health at Columblia University), Laurie Garrett (senior fellow for global health at the Council on Foreign Relations) and Larry Brilliant (President of the Skoll Global Threats Fund).

Larry Brilliant is well known for his work on eradicating the smallpox virus.  He was also a past Executive Director of the philanthropic arm of Google, and is currently President of the Skoll Global Threats Fund. Yesterday afternoon, I had the chance to chat with him on the phone about the movie, his involvement, and his thoughts on its importance.

What was quickly apparent in our conversation is that the idea of using film as a medium to help people better understand the threats epidemics and pandemics present is one that Brilliant has long been interested in.  While Executive Director of Google.org, he supported production of the Oscar-nominated documentary The Final Inch – a film about the historic global effort to eradicate polio. Given the success of the documentary in bringing a global issue (and public health success story) to the attention of millions of people, Larry was interested in how the medium of film could be further used – in particular to alert people to the plausible threat presented by pandemics, and the measures that are necessary to curtail their global impact.

And in Steven Soderburgh and Scott Z Burns, he found the ideal partners.

Well before he became President of the Skoll Global Threats Fund, Brilliant was interested in exploring how humanity can prepare for low probability high impact events like pandemics.  As he explained, he is particularly concerned over how we go about developing expertise and resources to tackle such events, especially where short term and local thinking does little to prepare society for eventualities that demand a globally coordinated and informed response. Brilliant emphasized that devolving responsibility to local communities and private organizations just doesn’t work here – you need the resources and reach of national and international government organizations, together with long term investment in expertise and people, in order to respond rapidly and globally to a fast-moving viral infection.

But how do you get that message across – especially at a time when long term strategic measures against catastrophic risks are being ditched in favor of short term economic and political gains?

Movies, according to Brilliant, are part of the toolbox for raising awareness and helping people understand how some challenges are just too big to be privatized. Unfortunately, films that build on fantasy rather than plausibility have led to the medium being marginalized as a vehicle for science-based communication and education.  But in the case of Contagion, Larry felt that with the combination of a “brilliant” director and screenwriter, together with a cast of dedicated and engaged actors (on whom Larry lavishes praise and admiration – especially for Matt Damon and Kate Winslet), the scene was set for a movie which was was emotionally engaging yet grounded in plausible reality.

The scenario developed within the movie is clearly fictional – it hasn’t happened yet.  But as Larry noted, because of the science that went into the movie, what emerges is a series of events that are not beyond the realms of possibility – and in fact, given enough time, are highly probable. As fellow consultant Laurie Garrett wrote the other day on the CNN website,

‘Contagion’ is part reality, part fantasy, totally possible

When asked whether he was pleased with the results, Brilliant gave an unqualified and very enthusiastic affirmative.  As well as high praise for the cast and production team, he was pleased with the way that the response to the pandemic was portrayed in the movie.  As he pointed out, the White House and UN are notable by their absence.  Rather, the heroes – the people who identify, track and eventually tackle the pandemic – are government-employed public health professionals.  To him, this is a highly realistic portrayal of how a pandemic is likely to play out, and a stark warning against cutting investment in public health because of short term thinking and a potentially catastrophic lack of understanding.

At a time when public health agencies in the US are facing significant cuts, this was a key message for Brilliant. Contagion is plausible reality wrapped up in a strong narrative – to Brilliant and others, it’s not a case of if such a pandemic will occur, but when.  And what Burns and Soderburgh have done is provide us with glimpse of our best hope for surviving this eventuality – assuming we haven’t abandoned our trained and prepared public health professionals in the meantime because we didn’t have the intelligence and foresight to recognize their importance.

This is a key message that Brilliant hopes will come through loud and clear as people watch and talk about the movie.  And it’s one that he hopes will have sticking power – with the movie stimulating conversations and action for many years to come.

]]> http://2020science.org/2011/09/14/contagion-plausible-reality-and-public-health-in-conversation-with-larry-brilliant/feed/ 1 http://2020science.org/2011/09/11/cool-science-the-charlie-mcdonnel-effect/ http://2020science.org/2011/09/11/cool-science-the-charlie-mcdonnel-effect/#comments Sun, 11 Sep 2011 18:38:06 +0000 Andrew Maynard http://2020science.org/?p=4383

There’s been quite a bit of chatter about the “Brian Cox Effect” in the UK recently, as interest in science seems to be on the rise.  But I haven’t heard anyone talking about the “Charlie McDonnell Effect”.

Maybe it’s because Charlie appeals more to a growing movement of teens who just want to immerse themselves in awesomeness, rather than science advocates on the lookout for the next Carl Sagan.  Maybe it’s because Charlie doesn’t fit the mold as science communicator extraordinaire – he didn’t even go to University for goodness sake!  But like it or not, 20 year old Charlie McDonnell is reaching out to millions of teens when it comes to science, and engaging with them in ways few others are even getting close to!

Charlie McDonnell was lauded in today’s Sunday Times as the first Brit to hit 1 million regular viewers on YouTube (the story’s behind a paywall I’m afraid).  You may remember that I highlighted him as someone to look out for in the recent roundup of Science and VidCon.

Amongst the many things he talks about on his YouTube channel, the Sunday Times piece specifically mention his interest in science.  To quote the article,

“Among his latest releases is a four-minute video called Fun Science, in which he plays his ukulele while singing in rhyme about how sound works. It has had 1.7m hits.”

Here is that video, which at the time of writing has has 1,804,281 views, and received more than 21,000 comments:

This is pretty significant when it comes to connecting teens with science (it was only posted two weeks ago).  Charlie’s YouTube channel – charlieissocoollike – currently has 1,194,000 subscribers, and has received over 172 million views.  More importantly, there are millions of teens the world over who listen to what he says, are inspired by it, and act on it – actively engaging in a growing community, rather than passively absorbing received wisdom.

Charlie McDonnell may not fit middle class expectations of an educated yet hip science advocate.  But believe me, he’s the one your kids are more likely to be listening to.  Which means I expect that the “Charlie McDonnell Effect” is alive and kicking – albeit hidden down in the grass roots of a science-hungry on-line community.

Following on from my post a couple of days ago on teens and social media, I wanted to post this highly eloquent response to some of Susan Greenfield’s remarks about social media and society.  It’s from Francisco of the YouTube collab channel Fellowship of the Ning, and directly addresses the 2009 Guardian article “Facebook and Bebo risk ‘infantilising’ the human mind”, in which Greenfield expresses her concerns.

The video adds to the series of videos I posted on August 24 from other members of this on-line group.

Francisco responds to seven points made by Susan Greenfield in the article:

1. The allure of immediacy (link here)
2. Similarities between social media use and drug addiction (link here)
3. Social media and declining literacy (link here)
4. Erosion of identity (link here)
5. Immersion in a 2-dimensional world (link here)
6. The risk of loss of empathy (link here)
7. Social media and mind-change (link here)

Some of my favorite quotes:

“If you understand the true nature of stories, you know that books are nothing but one of the many ways of telling them”

“Social media … humanizes us”

“Imagine if man’s mind could change because of social media.  Imagine if it could broaden our horizons, and change the parameters we move in. Imagine if it could lead to progress. I know – that’s a scary thought!”

]]> http://2020science.org/2011/08/29/social-media-makes-us-more/feed/ 0 http://2020science.org/2011/08/15/want-to-know-about-teens-and-social-media-from-the-horses-mouth-watch-this-space/ http://2020science.org/2011/08/15/want-to-know-about-teens-and-social-media-from-the-horses-mouth-watch-this-space/#comments Mon, 15 Aug 2011 22:27:57 +0000 Andrew Maynard http://2020science.org/?p=4333

If you are a teen who uses YouTube (or know of one – maybe even your own teenager), please think seriously about posting a response to this video:

(You can also watch it directly on YouTube here).

Over on the Risk Science Blog, I’ve just posted a piece about Baroness Susan Greenfield’s views on the internet and society.  Something that concerns her a lot is how the internet, gaming and social media might be affecting teenagers.  But hardly anyone it seems actually bothers to ask teens what they think.

The video above was posted by my daughter Jade on her YouTube collab channel.  She has been talking with her fellow collaborators for a while now on asking their followers for thoughts on social media and being a teenager.  I’m afraid my interest in Susan Greenfield’s ideas tipped the balance, and encouraged them to get a move on with posting the three questions in the video.

This seems like an important opportunity though for teens to talk about social media on their own terms, and in a way that will help “experts” who think they know what is going on from actually finding out what it’s like for teenagers in today’s hyper-connected world.

So please encourage anyone you know to watch and post a response.

And check back in a few weeks to see the result.

Thanks!

Would You Lick Jam Off An Old Man’s Foot Or Drink Toilet Water For An Hour? Can you explain how gravitons can escape a black hole?  Or do you have a good answer to the question “why are people annoying?”

This is just a sampling of some of the more entertaining and challenging questions from the hit UK teen science-engagement competition “I’m A Scientist, Get Me Out Of Here”.

Now, the team behind I’m A Scientist… is asking for your help to find the best question from the competition so far.

The process is simple:

1. Have a nosey around the website, and read some of the the questions teens have posed to participating scientists over the years.  If you are stuck for somewhere to start, try the questions from this June’s Brain Zone or Quantum Zone (there were 23 zones in the latest competition – don’t forget to look at some of the others!)
2. Once you’ve found a question that tickles your fancy, simply tweet the link to it, with the hashtag #iasbestQ
3. Or if you are Twitter-challenged, email the link to admin@imascientist.org.uk, with iasbestQ in the subject line.
4. And finally, don’t forget to spread the word around – the more votes for the best question, the better!

The competition closes on September 5.  The five students with the top questions will receive a selection of science books, and a highly coveted I’m A Scientist mug – just like mine in the picture below!

For further details, please check out the I’m A Scientist website.

And don’t forget to vote!

Living online is changing our brains – at least according to Baroness Greenfield in an interview posted today by New Scientist.

Leaving aside questions over the extent to which Greenfield’s concerns are driven by misapprehension or plausibility, the interview put me in mind of a rather wicked quote that appeared in a presentation I saw many years ago.  Unfortunately, I have long since forgotten the source of that quote, and so ended up spending a number of hours trawling the web (and asking around on Twitter) for it this afternoon.

I’m not sure that what I found is what I was looking for.  But it has the same effect.

Here’s the quote that I did come across, with a couple of choice words redacted:

“We have reason to fear that the *********** which grows every day in a prodigious fashion will make the following centuries fall into a state as barbarous as that of the centuries that followed the fall of the Roman Empire.”

So when was this written, and what is missing?

Here’s a hint: the subject of the concern is information.  But is the author talking about the internet?  Or television?  Or some earlier information technology?

The quote is actually from a tome by Adrien Baillet, was written in 1685, and concerns the dangers of an overabundance of books!

The full quote is

“We have reason to fear that the multitude of books which grows every day in a prodigious fashion will make the following centuries fall into a state as barbarous as that of the centuries that followed the fall of the Roman Empire. Unless we try to prevent this danger by separating those books which we must throw out or leave in oblivion from those which one should save and within the latter between what is useful and what is not.”

This appears in a deliciously titled paper titled “Reading Strategies for Coping With Information Overload ca.1550-1700″ by Ann Blair, published in the Journal of the History of Ideas – Volume 64, Number 1 in 2003 (pp 11-28). (the quote comes from Adrien Baillet, Jugemens des sçavans sur les principaux ouvrages des auteurs (Paris, 1685), I, avertissement au lecteur, sig. avij verso; see Françoise Waquet, “Pour une éthique de la réception: les Jugemens des livres en général d’Adrien Baillet (1685),” XVIIe siècle, 159 (1988), 157-74.)

Unfortunately, the paper is behind a paywall and so not easily accessible.  But it addresses very real concerns being expressed in the 16th and 17th centuries over how the new age of information unleashed by the printing press and scholarly works might ruin society if not handled correctly, and coping mechanisms for dealing with this.

In many ways, these challenges seem to mirror at least some those experienced at every stage of technology-driven information generation.  And in fact Ann Blair’s paper concludes

The perception of an overabundance of books led to more books being used in a great variety ways. Alongside the well-established methods of thorough reading and note-taking, which engaged the personal judgment and effort of the reader, early modern scholars also relied on shortcuts to “process” books so as to retrieve items of use with less investment of time and self. In some cases personal judgment was sacrificed when readers relied on the labor of others, notably professional compilers and amanuenses. In other cases the integrity of manuscripts and printed texts (notes, letters, and printed books) was sacrificed, when passages were cut and reused to save some of the labor of copying. At the same time idiosyncratic systems of abbreviation and note storage also heightened the private nature of reading. The proliferation of inventive methods of and aids to study, whether unique to individuals or spread more widely through official or unofficial teaching, can help us understand better not only the conditions of production of early modern scholarly and pedagogical works, but also the deep roots of the ways in which we, too, cope with what we now call information overload.

Baroness Greenfield may be onto something, or may just be suffering from the distress of belonging to an outgoing generation.  Either way, it’s hard to see how we can look forward to living successfully in an information-rich society without first looking back.

]]> http://2020science.org/2011/08/03/frying-your-brains-on-information-overload-old-perspectives-on-a-new-issue/feed/ 3 http://2020science.org/2011/08/01/the-science-of-vidcon-connecting-with-science-engineering-through-youtube/ http://2020science.org/2011/08/01/the-science-of-vidcon-connecting-with-science-engineering-through-youtube/#comments Mon, 01 Aug 2011 21:29:23 +0000 Andrew Maynard http://2020science.org/?p=4279

Where I cover science at this year’s VidCon YouTube convention, take a look at science and engineering more broadly on YouTube, and suggest that for next year’s VidCon the organizers should bring together some of the leading science projects on YouTube with grass-roots science-advocates like Charlie McDonnell and Hank Green.  It’s a long post, but hopefully worth reading to the end!

This weekend I was dragged off to VidCon by my kids – my daughter is part of an up and coming YouTube channel, and reliably informed me that this was The Place to Be!

I thought I would use the opportunity to learn more and write about science and the online video community.  Expecting a convention of YouTubers to be full of narcissistic wannabe’s, videos of kittens and songs about double rainbows, I didn’t have much hope about finding something to write about it here.

How wrong I was!

Organized and hosted by brothers John and Hank Green (the vlogbrothers on YouTube), VidCon is emerging as the premier convention for people seriously into YouTube.  This year – the convention’s second – there were some 2,400 attendees, with a claimed 2,000 on the waiting list.  To my untrained eye, the demographic was predominantly teens between 12 – 16; mainly female (around a 3:1 female:male ratio if I had to take a guess).

But what really grabbed my attention was that this was a crowd that was hungry for science – not what I expected at all!

What kept on coming back to me over the two days was that, at a time when there are still enormous challenges to women pursuing an interest in science and engineering, I was surrounded by hundreds of teenage girls at a popular culture convention, getting excited about science.

And this got me wondering whether the science and engineering community is taking as much advantage of this as it could.

In some ways I should have expected this emphasis on “nerdyness” (if you’ll forgive the expression) at the convention.  Some years ago, John and Hank Green set up NerdFighters – an online community of teens interested in more than just the latest fashion (John is a prize-winning author of teen novels, while Hank runs the blog EcoGeek, co-owns the record label DFTBA, and is a Billboard-charting musician). The community, which has been incredibly effective in connecting teens together around the world, has always had a emphasis on science and technology.  And it is associated with some of the biggest names on YouTube, such as musician and on-line personality Charlie McDonnell.  So you would expect a convention hosted by John and Hank to attract a certain number of nerds.

But this was a convention totally over-run with people with a keen interest in connecting with others on everything from science and technology to the arts and humanity. It seems that when you strip away the outer fluff from YouTube, this is what the core community looks like – people looking to connect with others to listen and talk about stuff that interests them.  And rather a lot of that stuff includes science, technology and engineering.

I should have cottoned on to this on the first day when astronaut Mike Massimino (@astro_mike on Twitter) got up to speak.  Apart from John Green repeating over and over “we had an ASTRONAUT at VidCon!” I was surrounded by teens shouting out “we love science!” as Mike spoke to an audience of over 2,000 YouTubers.

The next morning, I tweeted the following, impressed by both the audience and their hunger for science and technology:

To which John Green replied:

The performance in question was Hank Green singing “Strange Charm: A Song About Quarks” (which I did hear live).  Here’s a brief clip of Hank leading 2,000 YouTubers in the chorus at VidCon:

And here’s the full song with lyrics, because you can’t make out much above the crowd in the above clip:

Hank has a style that is reminiscent of a modern Tom Lehrer in many ways, although his subject range is far broader.  His latest CD – which includes Strange Charm – hit the Billboard charts recently; not bad for someone who sings about fundamental physics!

But this was only a prelude to an even bigger science-hit at the convention.

One of the most anticipated talks at VidCon was that of British YouTube superstar Charlie McDonnell.  Charlie has over a million YouTube subscribers on his main channel, is lead singer in the hit band Chameleon Circuit (also Billboard-charting, and inspired by the UK hit series Dr. Who), and has had nearly 150 million views of his videos on YouTube.  He is also passionate about science, and has posted a couple of science videos – most recently one on light, which has already had over one and a half million views.

Before his presentation, Charlie asked his Twitter followers what he should talk about.  This is how he responded to one tweet:

Not only was this presentation live to over 2,000 VidCon attendees.  It was also broadcast live on the YouTube home page, and linked to on every YouTube page.

Which means that a rather lot of people will have heard YouTube celebrity Charlie McDonnell talking about the importance of science and science literacy in today’s society.

More than anything, from my perspective VidCon was about a community of teens hungry to connect with science and technology, and grassroots celebrities responding to this hunger.  But apart from Mike Massimino, the more “mainstream” science community was notable by its absence.

Which led me to wonder what exactly is going on with science on YouTube – something I must confess I haven’t really thought about much in the past.

Of course I’m aware of a lot of the science education and science promotion videos that have been posted (some of them mine) – many of them aimed at instructing and informing viewers, and to be honest many of them getting lost in the YouTube noise.  But I’m not that familiar with what is out there.

However, after putting the word out on Twitter that I was on the lookout for effective YouTube science content, I was pleasantly surprised by what people sent me.  Clearly the science community is having a bigger impact on YouTube than I realized.

Joanne Manaster (@sciencegoddess on Twitter) reminded me of the excellent PsiVid blog over at Scientific American.  The blog, written by Joanne and Carin Bondar, is highlighting some of the more interesting and successful science video projects currently going on.  Recent posts include one on Bill Hammack, aka The Engineer Guy. With over 40,000 subscribers to his channel, Bill’s YouTube videos regularly get hundreds of thousands of views, and attracts hundreds of comments.

Joanne also has her own successful science channel on YouTube – she was responsible for the Liquid Nitrogen Frozen Gummy Bear video posted a couple of years ago which so far has had over 230,000 views.

Then there’s the Periodic Table of Videos from the University of Nottingham (thanks Beverley Gibbs for the call-out, and video journalist Brady Haran whose project this is).  I was aware of these videos but hadn’t paid them much attention before writing this blog.  I should have done!  Their YouTube channel has over 49,000 subscribers, and so far has racked up a total of over one million views.  Nottingham University scientists are also responsible for the equally successful Sixty Symbols YouTube channel.

The NurdRage YouTube channel was one that I wasn’t previously aware of.  With over 87,000 subscribers and over 1.1 million video views, it’s described as “Science nerds doing experiments for other science nerds” (you can follow the creators as @NurdRage on Twitter).

Then there are the viral science videos like the Zheng Lab – Bad Project – one of a number of Lady Gaga science videos (link here for more on Lady Gaga science videos from PsiVid).  Thanks to @aehrens for the reminder here on Twitter.  Since being posted this video has attracted nearly 3 million views.

And I couldn’t end this post without including The Symphony of Science. These autotune mashups of well known scientists have had a phenomenal impact.  The Carl Sagan – A Glorious Dawn video (below) for instance has attracted over six million views since being posted nearly two years ago.

And these are just some of the YouTube science resources out there – there are many others (feel free to post the ones I didn’t mention in the comments).

So there is a vibrant community using YouTube to present stuff about science – and it’s far more successful and widespread than I had realized. But this is a community that was largely absent at VidCon.  And I wonder whether this is because, as a science community, we are still struggling to make the transition from education to interaction – from telling people about stuff to being active members in a larger community.  Because without a doubt, VidCon was about a large and rapidly growing community of people who are using online video to engaging with each other and build strong communities, rather than just tell people stuff.

Of course, instruction has an important role to play in building a society that can develop and use science effectively.  But when it comes to online video (and social media more generally), should be thinking in terms of building “science connections” more than “science engagement” or “science literacy”?  This is exactly what people like Charlie McDonnell and Hank Green are doing – they are connecting with a wide community of people in a very significant way – not because they are promoting science, but because they are interested in stuff that others also find interesting.  And because some of these interests involve science, technology and engineering, a new generation of teens is realizing that it’s cool to talk about “nerdy” stuff, that there’s a whole load of others out there with similar interests, and that being into science is OK.

Just imagine what might happen if these science and YouTube communities came together more.  Could more widespread science connections lead to more effective science engagement and a better informed and equipped generation for living in a science dominated world?  It’s not beyond the realms of possibility, but it will require scientists laying aside their pedagogical instincts and becoming part of a community that digs science, but sometimes also gets a kick out of fluffy kittens and double rainbows.

Postscript.  Next year, VidCon will be held at the Anaheim Convention Center in LA, and I suspect will attract a much larger crowd than this year.  As planning gets underway for the event, it would be really good to see participation from some of the big names in science communication on YouTube, and a greater integration of science and technology YouTube communities into the program.  John and Hank Green are already working on a science and technology project, and Charlie McDonnell has committed to doing more Fun Science videos.  Could the VidCon organizers combine these with work of Nottingham University, Symphony of Science and others to create a truly unique YouTube Science Connection experience?

Update 7/6/11.  Just in case you are interested in a taste of what VidCon was like from a teen’s perspective, here’s my Daughter’s video recap.  Enjoy:

This week my teenage kids are dragging me of to the premier YouTube event of the year – VidCon.  I was foolish enough to agree to chaperone them, and now I have two days in LA immersed in a sea of one thousand YouTube celebs, fans and wannabe’s. But not one to miss an opportunity, I’ll be spending some time looking for new insights into using YouTube for science communication and engagement amidst the latest on-line personalities and music acts.

To be fair, the event intrigues me.  Established last year by a hugely successful pair of YouTube video-bloggers (or vloggers) – John and Hank Green – VidCon is hosting some of the biggest names on YouTube.  And when I say big, I’m thinking subscribers, views and comments.

To get things into context, John and Hank regularly attract between 200,000 – 300,000 views on videos posted to their vlogbrothers channel.  What really grabbed my attention though was that their videos attract comments in their thousands – these brothers are engaging with people big time.

But when I mentioned this to my kids, they just sniffed and said “ha, that’s nothing!” (or words to that effect).  To check this I eyeballed the YouTube channels of some of the speakers at VidCon – most of whom admittedly I know nothing about.

At the time of writing, performer/participant Shane Dawson’s latest video for instance had 1,189,880 views, and 29,463 comments – not to bad.  He also has 2,655,489 subscribers.  Another one – my daughter tells me Charlie McDonnell is big: he has 1,091,173 subscribers, and his videos get viewing figures in the millions.

These may be the exceptions in the world of YouTube users, but the numbers are unavoidably impressive – comparable with top broadcast media circulation/views, and significantly better than the reach of some old media outlets.  And in each case, they represent interactions within a community – multi-way conversation rather than one-way dissemination.

So what has this all to do with science and technology?

For a start, it’s a stark reminder of the potential of social media such as YouTube to connect with large communities.  Of course I’m not naive enough to think that, just because it works for some teen talking off the top of their head it will work for anyone – it doesn’t. But I am interested in what makes successful YouTube users successful, and whether there are lessons here here that can be applied within the scitech community for connecting with others more effectively.

So I’ll be keeping my eyes and ears peeled over the next few days.  I’ll also be paying special attention to those YouTube celebs with a science and technology leaning (including VidCon co-founder Hank Green, who also runs the website EcoGeek).

I’ll also be doing my bit to promote my daughter’s rather fab YouTube collaborative Fellowship Of the Ning – hence the tee shirts with the rather snazzy QR Code.

In the meantime, if I happen across anything interesting while partying away ’till the wee small hours with the likes of Chameleon Circuit (a Dr. Who-inspired Brit Band believe it or not!), I’ll let you know!

Here’s the list of speakers at this year’s VidCon.  The full program can be seen here.

And despite evidence to the contrary, the kids are pretty good – should be a fun few days!

OK so it’s a slightly misleading title, but I did want to draw your attention to the rather splendiferous Risk Science Blog.

When I took over as Director of the University of Michigan Risk Science last year, I wanted to find ways of connecting researchers and students here with a broader audience.  And what better way to do this than through a blog.  So earlier this year we launched the Risk Science Blog – an eclectic collection of news items, commentaries and opinions with the common thread that they all have something to do with making sense of public health risks in an increasingly complex world.

Since the launch, I have been extremely excited by the quality of the pieces that have been posted.  We have junior and senior faculty (including the Dean of the School of Public Health) writing for us, as well as students.  And we are beginning to develop a core of regular contributors – each with their own unique perspective on health risks and opportunities.

If you have any interest in unique and insightful perspectives on contemporary risk issues that will inform, challenge and sometimes amuse you, please check out the blog.

And that title?  So I cut and paste rather indiscriminately here, but over the past few months we have posted pieces on the Fukushima Daiich incident, zombie apocalypse preparedness, hand washing, and vaccine risk communication.  Just not all at once!

Please enjoy and pass on!

Oh, and if you want to follow the Risk Science Center on Twitter, Facebook, Vimeo or Linkedin as well, just follow the links!

I thought I’d post this spoof presentation for the fun of it on the responsible development of “unobtainium”, which seems to have some remarkable similarities with some other emerging technologies:

Registration is now open for the 2011 Risk Science Symposium, and as I’m chairing it, I thought it worth giving a bit of a plug here.

The symposium brings together a fantastic cast of experts from very different backgrounds to explore the intersection of technology innovation and human health risk – with the aim of stimulating new thinking and ideas.

If you are grappling with emerging risk issues in industry, government, academia or the non-profit sector, this will be the place to be in September (not that I’m bias!).

A warning thought – space is limited to around 220 participants, so early registration is highly recommended.

Further details on the speakers, program and registration can be found here.

Some of the highlights include:

• An opening keynote by John Viera, Ford Motor Company Director of Sustainability Environment and Safety Engineering
• Insights from Paul Anastas, Science Advisor to the US EPA
• A UK perspective on technology innovation, risk and policy from James Wilsdon, Director of The Royal Society Science Policy Centre
• Cutting edge discussions on developments in science and technology that are pushing the boundaries of what is possible.
• Insights into emerging risk issues and innovative solutions
• A unique symposium dinner experience with designer Rodrigo Martinez from IDEO
• A chance to interact with some of the leading cross-disciplinary thought leaders on addressing emerging risk challenges.

Draft Program

Confirmed Speakers

Registration

Yesterday I have the rather odd experience of opening the media140 meeting on the impact of social technologies on science communication in Brisbane Australia – from my basement in Michigan, USA.  Skyping into the meeting, it was hard to tell whether I was making sense, or just taking the title of the keynote too literally and talking a load of Jackson Pollocks.  Fortunately, based on the ensuing questions and the tweets (following the hashtag #media140) things didn’t go down too badly.

From previous experience with Skype though, things might not have gone so smoothly.  Which is why I recorded a short video backup of the talk over the weekend – just in case.

And having done so, I thought I might as well post it here.  It’s not as immediate as I suspect the live talk was.  But on the plus side, it is a lot shorter!

ps – for those watching the media140 talk (which was broadcast from the family library), here’s an interrupted view of the books you were trying to make out behind me

Next Wednesday (April 27th) I’m kicking off a media140 gig in Brisbane (by Skype rather than in person sadly), exploring the impact of social technologies on science communication).

When I was originally asked, it seemed a great idea – a chance to pontificate on my vast knowledge of social media and science communication to vast crowds of adoring fans at one of the coolest events of they year.  But sitting here in Frankfurt airport on the way back from another meeting, my delusions of grandeur are beginning to catch up with me – what the heck do I know about social media and science comms, and who would want to listen to me anyway?

OK so I admit I’m being a little paranoid here.  After a number years of blogging and messing around on Twitter, I probably have something that someone will find interesting to say about social media and science communication.  But as someone who practices science communication more than I study it, I still find myself bemused and not a little confused by the whole business at times.

Which is why I constantly find myself worrying about questions like:

• Is social media helping scientists reach a broad audience, or is it just adding to the noise on the web?
• Are science experts really connecting with people who might benefit from what we have to say, or are they simply coalescing into self-congratulatory cliques of like-minded individuals?
• Is social media truly transforming the dialogue around science and society, or is it just enabling an edutainment sideshow?
• Is the science community listening, responding to and learning from others through science media, or are we still predominantly in science-evangelism mode?
• And how on earth do you get people to comment on your science blog if your name is isn’t PZ Myers?

As you might guess, I do have some ideas on these and other questions.  But as I put the finishing touches to the talk, I thought I should probably ask the experts for some additional insights – i.e. you!

So here, after an over-long pre-amble, is the question I wanted to ask: What excites you and what concerns you about using social media to communicate with and engaging people in science?

Answers on a metaphorical post card in the comments box below please.

And if you’re struggling to find the motivation to write something, just imagine my name is PZ Myers!

Thanks!

In 1987 I got my Bachelors of Science in physics, Prozac was launched in the US, and James Gleick published Chaos.  I don’t think the middle one has any bearing on the other two.  But the first and last are tentatively linked because, despite being completely jazzed on physics, I didn’t read it.

Being a young physicist with a new-found appreciation of the universe and just how complex it is, I quickly found there was nothing thing quite so irritating as a popular science book.  Just imagine, after three years of sweat and tears you begin to get a feel for the basics of your chosen subject, when some smart alec arts student comes along authoritatively sprouting stuff that you think you should understand, but don’t – and all because they’ve read the latest best seller in the science charts.

Humiliating?  Not even close!

But time and maturity help to break down the fragile arrogance of youth, so when I was asked to review the just-released enhanced e-edition of James Gleick’s best-seller Chaos, I willingly agreed.  And I’m glad I did.

The enhanced version of the book has just been released as an ebook for Kindle and iBook platforms by Open Road Integrated Media.  It’s based on the 2008 update of the original 1997 book, and includes seven new embedded videos, as well as links to supporting material within the book.  However, it should be noted up-front that the audiovisual content is not accessible on the Kindle reader.

For this review, Open Road kindly provided a copy of the book for the iPad – the $12.99 this saved me has undoubtedly biased my impressions, but don’t let that deter you from reading on!

In sitting down to write this, I intended to focus on the experience of reading it as an “enhanced” ebook on the iPad – after all, the text itself has been commented and re-commented on ad nauseum over the past twenty odd years.  But it is worth saying something about the content, as this plays such an important part of the overall experience of reading – irrespective of the format. And here, I must say that I was pleasantly surprised – even riveted at points.

For those who were too young, too disinterested or, like me, too arrogant to read the book when it first appeared, this is the story of how a group of scientists and mathematicians from very different backgrounds found a new way to describe the world.  Traditionally, scientists had tried to understand natural phenomenon and systems as stable or almost-stable systems.  And it was assumed that complex systems needed even more complex models and webs of equations in order to fully appreciate them.  Yet to traditional science, an understanding of even the simplest of natural systems – clouds, air movements, the patterns made by ink drops in water, remained elusive.  Little by little though, researchers from different backgrounds began to realize that complexity could stem from very simple equations, that complex and apparently chaotic systems showed “regular” behavior, and that utterly different systems – noise on telephone wires, dripping taps, heartbeats and many, many others – demonstrated remarkable similarities.  No longer did it seem necessary to develop ever-more complex science to understand complex natural systems.

This represented a profound change in understanding in the science community – and one that wasn’t necessarily welcomed with open arms.  In the words of Gleick in his 2008 afterword to Chaos,

“… a new generation of scientists has come along, armed with a more robust set of assumptions about how nature works.  They know that a complex, dynamical system can get freaky.  They know, when it does that, that you can still look it in the eye and tale its measure.”

If you are looking for a deep exposition of chaotic and non-linear systems, and the science and mathematics needed to understand them, you should look elsewhere – Chaos is not a text book.  But if you want to get a flavor for how this new understanding came about and what its implications are – and along the way get an inside track on how science really works (or as is often the case, doesn’t), Gleick does a masterful job.

Interestingly, although many of the concepts surrounding chaos are now mainstream, Gleick’s book serves as a reminder to us science-practitioners that there are ways of understanding complex systems that aren’t always obvious.  The study of dynamic, non-linear systems is now commonplace.  But still, this is a relatively new field in terms of its influence across the multifarious disciplines that make up science. Over the past twenty years, I have used some of the concepts that come out of the field in my own research – using fractal dimension to describe agglomerates of nanoparticles for instance.  But there are many areas where traditional steady state, reductionist philosophies continue to hold sway.  Which makes me wonder whether Gleick’s Chaos doesn’t still have the power to jolt researchers out of their established thought-patterns, and make them think about their work in new – and perhaps more revealing – ways.

But I digress, because wanted to focus on this particular edition of Chaos.  And I wanted to do this from the perspective of reading it as an ebook rather than a paper book (a pbook?), and from the perspective of that “enhanced” tag.

First, the ebook experience.  I read Chaos on my iPad 2.  The last experience I had of reading a book on the iPad was not a good one – earlier this year I got half way through Iain M. Banks’ Surface Detail on my original iPad before abandoning it for the pbook version.  The transition was bliss.  Granted, the ebook was convenient.  But the intangibles of the pbook reading experience – the texture, form and weight of the book, the tactile turning of the page, the smooth, high resolution text, the ability to flip it open and start reading at a moment’s notice – transformed the experience from a utilitarian reading of words into the fully full immersion I usually look forward to when reading a novel.

So I was a little anxious as I opened up Chaos – the enhanced version.

To be honest, I quickly discovered I would have preferred to be reading the text in a conventional book.  But reading on the iPad was OK.  Reading non-fiction, the experience becomes less important than the assimilation of knowledge to me, so the iPad served its purpose.  And I must admit, the iBook interface on the iPad is pretty slick. The weight and feel of the iPad still bothers me when reading – it’s alright for the first few minutes, but quickly becomes wearing on the arms (strangely, as books with a similar weight don’t bother me).  But as I said, it was OK.

Of course, the supposed beauty of ebooks – and this one in particular – is the stuff that you just cannot do with a conventional book.  Chaos – the enhanced version – has two key enhancements that I could see.  The more trivial of the two is hot-linking between the text and supporting notes – more on that below.  The one that really pushes the boundaries of ebooks is the embedded videos.

The ebook includes seven embedded videos, that illustrate different aspects of chaotoc systems.  And they start with an interview with James Gleick (see the video below).

These are interesting.  It’s kind of cute to click on them and see the mathematics being visualized.  And Gleick’s introduction is worth watching.  But to be honest, I found they really didn’t add to my experience in reading the book.  I didn’t want to take a 1 – 2 minute break to watch an animation in the middle of reading I discovered.  And compared to reading, the rate of information transfer from a video seems glacial!

For me, the videos were an unnecessary distraction.  But of course, to others, they may not be – and to give them credit, they were short, unobtrusive, and well done.

Then there were the hot-links to supporting notes.  After the first few of these, I gave up using them.  The system works pretty well on the iPad – you touch the highlighted words to take you to the note, then the corresponding highlighted words in the note to get you back to the main text.  But I found this disruptive to the flow of reading.  More irritatingly, many times the notes didn’t make too much sense!  Take this example:

[Text] It is what some scientists call the White Earth climate [link]: an earth whose continents are covered by snow and whose oceans are covered by ice.

[link] THE WHITE EARTH CLIMATE Manable

Less than revealing!

Not all links are as obtuse, but I wouldn’t consider then particularly helpful.  Of course, these may directly reflect footnotes in the original text (not having read it, I wouldn’t know!), but I would have thought that this was an opportunity to clarify rather than propagate obfuscation!

Interestingly, the enhanced ebook doesn’t link to on-line resources.  At first I was bothered by this – it seems such an obvious way to add value.  But as James Gleick notes on his blog,

One doesn’t want the reader yanked away to a page listing the Great Luxury Hotels of Los Alamos. Or to any page. One wants the reader to get sucked into the book, there to remain.

This makes perfect sense, and I’m rather grateful to Open Road for not giving in to the temptation to include web links.

Overall, the Chaos ebook is well worth reading.  The enhancements I can take or leave – others may appreciate them though.  But the text still has the power to make you think, and force you to see the world another way, whether it’s observing clouds, listening to a tap drip, or idly watching the way the bubbles swirl in your just-poured glass of beer.

Chaos: Enhanced Edition (ebook) is available from Amazon.com (Kindle edition, $9.89) and Apple iBooks ($12.99)

Cross-posted from the Risk Science Blog

[Transcript]

I’ve occasionally been accused of thinking big when it comes to Risk Science. So I was rather chuffed to hear former Executive Director of Google.org Larry Brilliant out-big me on every point as he delivered the 10th Peter M. Wege lecture here at the University of Michigan a couple of weeks ago.

Larry was talking about sustainable humanity, and the need to actively work toward a global society that overcomes problems (some old, some emerging) and continues to get better. But threaded through the lecture was the theme of risk, and the urgent need we face to become more educated and informed on the risks that humanity faces, and how together we can overcome them.

Many of the themes that emerged are near and dear to my heart, and are reflected in the Risk Science Center’s vision – enabling evidence-based and socially-responsive action on human health risks in a rapidly changing world. In fact, the lecture and Larry’s following answers to questions were so relevant to the Center that I felt like saying – next time someone asked what we were about – to simply say “what he said!”

Much of this was encapsulated in the following response to a question from Larry following the lecture:

We need a whole new generation of leaders, leaders who are cross-trained in governance, who understand risk literacy, who can communicate complex problems in simple ways, who truly believe in democracy, and who are willing to engage with their constituents in a way that ups the conversation. So people know what the hell they’re voting for. And what the consequences and the risks that they’re taking on. We’ve reached the stage where the public is being used as if it were the ultimate re-insurer. What happens when a nuclear power plant us built on an earthquake fault and things go bad? It’s paid for by the tax payers in ways that we haven’t contemplated. Who has done the risk cost benefit analysis of continuing to use fossil fuels? So these are not things that we normally train students with. It’s a shame but I think that the three “r’s” of reading, writing and arithmetic must have a fourth “r” added: risk; as we understand the ever-more risky world that we have inherited and the complex interrelated-ness of the factors that lead to it.

Of course, enabling sustainable humanity is about far more than risk. But, as Larry so eloquently indicated, we neglect developing a deep and sophisticated understanding of risk and how we should be responding to it at our peril.

The transcript of Larry Brilliant’s lecture can be read here, and the lecture and Q&A session can be listened to below:

[Track 1: Introductions. Track 2: lecture. Track 3: Q&A]

Dr. Larry Brilliant is Dr. Larry Brilliant is president of the Skoll Global Threats Fund, and a University of Michigan School of Public health alumnus.

The videos of the lecture and the following question and answer session can be watched here.

I’ve just posted this over on the Risk Science Blog, but deviously thought I would also disrupt 2020 Science readers’ day with it as well!

For the past couple of years, a highly addictive and innovative on-line teen science engagement event has been run in the UK. I’m A Scientist, Get Me Out Of Here pairs groups of scientists with classes of teenagers for two weeks, and the teens bombard them questions – about anything and everything. On each of the last four days of the event, the teens vote for their favorite scientists, and one by one the least popular are evicted. Until finally there is just one scientist left standing in each group.

It’s brutal – I’ve been there – but at the same time enormous fun, and highly engaging.

Today is the last day of the current event, and 3:00 PM UK time this afternoon the victorious winners will be revealed.

But for the spectators, a major part of the attraction of the event is reading the questions the teens pose – and seeing how the scientists handle them.

And this year, you can search for questions on specific subjects.

S0 if your day is dragging a bit, this is what I suggest:

Head over to the I’m A Scientist website and search for questions on “risk” – or just follow this link, which will take you straight there. (Don’t worry about the login box – that’s just for participants).

But be warned – you can probably kiss goodbye to doing anything else for the rest of the day, once you get sucked in!

The search function by the way returns questions from all events so far. To delve into the current event’s batch of questions and answers, head straight to the I’m A Scientist home page.

Original post: http://umrscblogs.org/2011/03/25/questions-teens-ask-about-risk/

A couple of days ago I posted a blog that noted the absence of direct information on the Fukushima nuclear crisis coming out of US Schools of Public Health. In it, I wrote

As events at the Fukushima power plant unfolded, I assumed – rather naively as it turns out – that Schools of Public Health across the United States would be mobilizing to provide expert analysis and advice on the health impacts of potential radiation releases.

In response to the piece, Mike Rodewald wrote this:

I must respectfully disagree. While I agree that it is useful for Google to centralize some information to cut through the noise (other commenters have pointed out that this is already happening). Providing expert analysis to news organizations is a more effective use of time for schools of public health than providing their own coverage would be. While I admire your enterprise, I don’t think many other people are trolling the websites of their local university for news on current events. Granted, outlets like newspapers and local news are prone to sensationalism, but they are still the primary and often only source of “news” for most people. And hopefully that sensationalism is tempered by input from experts at a school of public health.

Is he right or is he wrong?  Should the media be the primary vehicle for experts to communicate to people as events such as those in Fukushima unfold? Or should they also be looking to communicate and engage with people more directly?

Please let me know what you think in the comments below

How would you illustrate the “Seven Deadly Sins of Techno-Complacency” (see below)? On March 8, I’m giving a combined Second Live/Real Life talk on emerging technologies, inspired by the Seven Deadly Sins.  This will be a rather tongue in cheek affair as you might imagine, but with some serious points embedded in it somewhere.

My Seven Deadly Sins (or rather, those I will be talking about) are outlined below.  Given a bit of a time-crunch here, I’m desperately looking for images/graphics to illustrate each sin – and I’d love any thoughts you have on what might work.

Please post your ideas – including links – in the comments space below, following some basic guidelines:

• Photos, paintings, abstract images, real life – the more creative the better!
• Please don’t post anything that could be considered offensive though – I’ll be deleting any comments that I think cross the line.
• For the presentation, I’ll probably select one image per sin to use as a backdrop.

I’ll post further details of the event as soon as I have them.

Thanks!

My Seven Deadly Sins of Techno-Complacency:

Widget Envy. (Envy). As technology gets more sophisticated, we constantly hanker after the next upgrade or widget.  But is this widget-envy leading to a better world, or just a different world? Or is it even eroding away our ability to make informed decisions?

Sucker-syndrome. (Gluttony). Are manufacturers playing into the “sin of widget-envy” by exploiting our desires?  Are we becoming complacent suckers to tech-savvy marketing machines?

Soppy thinking. (Greed). Is the Some One else’s Problem mindset (SOPpy thinking) leading to rampant overuse and mis-use of resources, with the assumption that someone else will deal with the consequences?

Megalomania. (Lust). New technologies come with new powers – not only military might, but also the ability to impact societies and the environment on a global scale.  What’s to stop small groups and individuals misusing high-impact technologies to force their own agenda on others?

Techno-hubris. (Pride). We think that science and technology can solve every problem.  But you know what they say comes before a fall…

Blind faith. (Sloth). On the other hand, how many people are happy to sit back and let the nerds and geeks get on with things – assuming that everything will work out just fine?  Will they make the world a better place on our behalf? And if they don’t, who’s fault is it?

Intolerance. (Wrath). Where does intolerance for those that don’t “get” science and technology “like we do” lead?  Is this a sin clothed in righteous anger?

I don’t usually write about personal interactions here, but this is one I couldn’t resist – physics superstar Lawrence Krauss talking cosmology with music superstar Peter Gabriel.

I was with Lawrence at a World Economic Forum dinner when he bumped into Peter – as one does!  He immediately launched into an animated discussion on the beginning and end of the universe, and everything else between, including the much-sought Higgs boson.

We all thought Lawrence just hadn’t got the foggiest who he was talking to.  But he admitted afterward that he was so over-awed, he just started talking – and carried on talking!

But the really cool bit – not only did Peter Gabriel graciously entertain the conversation; he was genuinely curious about what Lawrence had to say.

Very cool.

It was, as they say, a delicious Davos moment – and a science one at that!

Peter Gabriel and Lawrence Krauss talk cosmology

A few weeks ago, I gave a talk at the Contemporary Arts Center in Cincinnati under the slightly provocative title “Small Gods and the Art of Technology Innovation”.  The talk is now available on-line (slides and audio at least) – and viewable below – through the excellent work of the folk at CAC.

Rather sneakily, I used the opportunity to talk to a (mainly) lay audience about risk science in the 21st century – did I get away with it I wonder…?

I’m feeling a little lazy today, so this is a cross-posting from the University of Michigan Risk Science Center newsletter.  It draws in part on the talk I gave at the Cincinnati Contemporary Arts Center this past weekend as part of their “where do we go from here?” series.  The whole setup at CAC by the way was excellent – engaged audience, great space, and wonderful staff.

Slow exposure of a complex pendulum, used to illustrate the challenges of addressing risks in a technology-dependent and integrated world.

In early December, I found myself in the bizarre position of giving a public lecture on risk science at the Cincinnati Contemporary Arts Center. Despite the seemingly strange juxtaposition of art, risk and science, together with my wife’s admonitions of “what do you know about art anyway?!” it was an immensely gratifying event – not least because it forced me to think about what risk science means to people who aren’t in the risk business.

The question of what risk science is was one that I had tackled a couple of weeks previously at the inaugural Charles and Rita Gelman Risk Science Professorship lecture. Here, I argued that in a complex world, blindly following our instincts can actually increase the chances of people being harmed. What we need is a systematic and unbiased way of addressing human health risks. Science provides a great solution here – by focusing on prediction, evidence and correction, it factors human foibles out of the decision-making process; at least in principle.    Hence “risk science” as a basis for evidence-driven decision-making.

But then I asked – is this vision of risk science enough to keep us healthy, wealthy and wise in the 21st century? The answer was no. Hard data are clearly critical to informed decision-making. But the numbers just aren’t aren’t enough when it comes to making decisions within increasingly complex and highly interconnected systems. In today’s society, we also need to understand and respond to a whole host of other factors that influence the effects associated with certain courses of action. In other words, if we are to make effective decisions on human health risks in the 21st century, our concept of “science” in “risk science” needs to expand to cover expertise in the social, economic and political sciences and beyond.

As you might imagine, this was the starting point for some interesting conversations at the Contemporary Arts Center. And one that particularly intrigued me was the question of how you help people make good decisions on risk in the face of all this complexity and interconnectedness? How do you forge connections between people that increase the chances of them making evidence- based and socially-responsive decision-making? One of the answers was – unsurprisingly given the setting – through art. Where facts fail, art enables connections to be made and understanding to flow between people in ways that circumvent our struggle to make sense of cold numbers.

Which begs the question – is “risk science” broad enough to embrace the arts as well, or do we need to start thinking about a complimentary field of “risk arts?”

The Risk Science Center newsletter with the original piece can be read here.

There’s something rather liberating about being asked to give a no-holds talk on your perspective on life, the universe and everything.  So when the Cincinnati Contemporary Arts Center asked if I would speak as part of their “Where do we go from here?” series, I jumped at it.

No holds barred is probably an exaggeration – I’ve been asked to talk about my perspective on what we face in the future and how we re going to handle it.  And I should probably be mindful of the audience’s sensibilities.  But even so, that’s a pretty large almost-blank canvas to work with.

And to fill this canvas, I’m going to talk about “small gods”.

Actually, I’m going to talk about risk – which is at least something I know a bit about.  But the central question here is whether we are up to handling the future.  Are we sufficiently aware of our limitations that we are able to build a better future through partnerships and humility?  Or are we merely “small gods” – people with a smidgen of power who mistakenly think they rule the world?

And as you would expect, I will be grounding this in technology innovation.  Of course, tech innovation is only one factor influencing the future.  But it is a pretty important one – there aren’t many global issues that either haven’t been enabled or exacerbated by technology innovation (WikiLeaks comes to mind as the issue of the moment), or couldn’t be handled better through a more effective use of tech innovation.

Here’s the official blurb:

Some believe human ingenuity can solve all ills. Some believe technology will transform the world. Some believe we are on the verge of creating life and bending it to our will. Some people believe we are gods. But what if we are small gods–knowing just enough to be dangerous as we flex our technological muscles? Looking to the future, we are facing some of the greatest challenges in human history. We will turn to technology as we strive to build a sustainable future–we already are. But how do we ensure the technologies we embrace do more good than harm? As we ‘go from here’ into an uncertain future, how do we avoid the temptation to act like small gods and learn to harness the power of technology for good?

And just in case you are interested, here’s the slightly longer (but not half so catchy) summary that I’ll use as my starting point:

We are at a turning point in human history.  People are more technologically capable than they have ever been. Scientists and engineers are developing a unsurpassed mastery over the building blocks of everything around us – from atoms and molecules to the DNA that defines every living organism.  Yet as a species we face unprecedented challenges – ensuring upward of seven billion people can live comfortably in a shrinking and interconnected world where food, water and energy are increasingly precious resources.  As our technological prowess is matched by the growing challenges we face, it is by no means clear over whether our actions will take us to a future heaven or hell.

How we navigate this uncertain future depends on one small, four letter word – “risk”.  In the 21st century, risk – and how we handle it – will influence everything from curing cancer to putting food on the table to enhancing human abilities.  Technologies that are just over the horizon have the potential to profoundly change our lives.  Designer life forms; while-you-wait personal genome sequencing; climate-engineering; drugs designed to make you smarter; batteries made by viruses -  these and other innovations are on their way – some are happening now.  Each has the potential to make our lives better.  But the consequences of getting them wrong are far from certain.  As we develop them, we need to ask: Are we truly masters of our universe, or are we merely small gods – with just enough knowledge to cause a lot of damage?

How we deal with risk makes all the difference.  Business as usual – and we run the danger of becoming small gods. Thinking – and acting – differently about risk, and we have the chance to build a better world.

As we move on from here into a technologically complex future, which will it be?

The talk is at 4:00 PM on December 11, at the Cincinnati Contemporary Arts Center.

Update 12/6/10:  Got the time wrong!!  Talk starts at 4:00 PM on the 11th.

As Director of the University of Michigan Risk Science Center, it’s probably not surprising that I’m constantly being asked “what on earth is risk science?”  What is surprising is how hard it is to come up with a clear and concise answer.  Which is why I decided to spend a good portion of my “installation” lecture the other week developing the idea of what I think of as being Risk Science.

As the lecture is now available on-line, I thought it worth posting a link to it just in case anyone is interested. But with a huge caveat – the sound quality is abysmal!

Ironically – as the Risk Science Center is very much focused on communication – this is a great example of how not to use on-line videos of lectures to communicate.  In fact, if it wasn’t for the fact that there’s some useful content here, I would bury the video out of shame, and pretend that it never existed.

The AV folk are going to try and clean the sound up (good luck to them!), and if they succeed, I might think about chopping this up into more accessible chunks.  But for now, on the assumption that there may be one person at least out there who might find this of use, here’s the link:

Building a Sustainable Future – The Role of Risk Science

The interesting stuff begins around five minutes in by the way, after all the pomp and ceremony.

And just in case you are interested in a more accessible account of my perspective on risk science, I was pleased with Gwyneth Shaw’s recent write-up in the New Haven Independent, under the headline A Call For Stepping Up “Risk Science”

(The PDF of the slides associated with the lecture are available here, but I’m not sure how useful they are without the accompanying narrative)

]]> http://2020science.org/2010/11/28/risk-science-a-personal-perspective/feed/ 3 http://2020science.org/2010/11/21/risk-uncertainty-and-sustainable-innovation-feedback-sought-on-symposium-blurb/ http://2020science.org/2010/11/21/risk-uncertainty-and-sustainable-innovation-feedback-sought-on-symposium-blurb/#comments Sun, 21 Nov 2010 18:11:24 +0000 Andrew Maynard http://2020science.org/?p=3837

Despite the risk of receiving absolutely no comments (please don’t let me down!), I thought I’d try something new and ask for some feedback on the background blurb for a meeting I’ve been working on.

The meeting is a symposium on Risk, Uncertainty and Sustainable Innovation being organized by the Risk Science center next September.  I’ve been struggling with the blurb for this meeting before it goes out – especially striking the balance between something that captures the imagination (and hopefully the attention) of potential speakers, sponsors and attendees, and something that has clarity and substance.

The text below is my latest draft.  What I would love to know – today ideally (knowing that you all are desperate for something to break the boredom of a Sunday afternoon) – is whether in your opinion this works, whether it is fluff without substance, whether it is the perfect insomnia cure, or whatever.

Please, please add your comments below – no matter how brief, or how qualified/unqualified you feel you are to say something.

Thank you!

Risk, Uncertainty and Sustainable Innovation

New perspectives on emerging challenges

As we strive to build a sustainable future, do we need to rethink the relationship between risk, uncertainty and innovation?  Today’s accelerating rate of technology innovation promises profound personal, social and economic advances. But in an ever-more complex, interconnected and resource-constrained world, sustainable innovation is jeopardized by emergent risks, together with increasing uncertainty over potential benefits and impacts.  And no-where is this more apparent than at the intersection between technology innovation and human health.  Drawing on thought-leaders from a wide range of backgrounds and expertise, this symposium provides a unique forum for exploring new ideas on integrative approaches to health risks, uncertainty and innovation, as we look to develop sustainable solutions to global challenges.

Background: As technologies become more sophisticated, pressures on global resources grow and society becomes ever-more interconnected, governments, businesses and citizens are facing increasingly complex challenges as they strive to build an economically, socially and environmentally sustainable future. Over the past century, technology innovation has accelerated to the point where scientists and engineers have greater control over materials, organisms and systems – from the atomic scale to the planetary scale – that ever before.  This has facilitated a radical shift in global communication, leading to an interconnected society where the flow of information, ideas and influence transcends geographical, economic and social boundaries.  At the same time, a growing and increasingly plugged-in world population is placing unprecedented demands on ever-scarcer global resources.

The result is a world where innovation is both a driver of and a potential source of solutions to an increasing number of emerging global challenges.

If we are to adapt and thrive in this changing world, we urgently need to better-enable sustainable innovation – the sustainable development of relevant and responsive new understanding, processes and products that support long-term advances in the quality of human life and the environment.  Yet sustainable innovation is inextricably intertwined with risk – particularly the danger of causing harm to human health – and uncertainty over the consequences of our actions.

Technology innovation leads to emergent risks – the likelihood of causing harm in a manner that is not apparent, assessable or manageable based on current approaches to risk assessment and management.  The more complex and rapid the innovation, the greater the chances of perceived or actual risks emerging that require new and responsive approaches to minimizing their impact.  But as a clear understanding of risks and how to manage them will always lag behind innovation, technology innovation is also dogged by uncertainty – particularly over how a specific course of action may lead to harm, and how this can be avoided.

If innovation is to support sustainable solutions to 21^st century challenges, new and integrative approaches to risk and uncertainty are required.  New insight is needed on the interplay between risk, uncertainty and sustainable innovation.  Methods of moving risk-based decision-making upstream in the innovation cycle need to be explored.  And greater understanding of is needed on enabling collaborative decisions within an increasingly interconnected society in the face of uncertainty.

These are the challenges explored in the 2011 Symposium on Risk, Uncertainty and Sustainable Innovation. Drawing on thought-leaders in industry, government, academia, the media and other sectors, the symposium will provide a unique opportunity to explore new ideas on sustainable innovation in the face of growing global challenges, emergent risks to human health, and increasing uncertainty over the potential benefits and consequences of technology innovation.

Next week I am being “installed” here at the University of Michigan.  Not in the sense of installing a carpet – as one friend suggested – but in the sense of being installed as an endowed professor.  The Charles and Rita Gelman Risk Science Professor to be precise.

To mark the occasion, I’m expected to entertain the crowds here with deep, expansive and probably incomprehensible thoughts on risk science.

Not sure I can deliver that, but here’s the ‘teaser” that was circulated on what I might be touching on:

By 2050, over nine billion people will be placing unprecedented demands on the earth’s resources – a demand that will only be met through developing and using new technologies.  But in today’s complex and interconnected world, the safety and success of technology-based solutions is by no means assured. As we strive to build a sustainable future, we need to think differently about how rapid social and technological change are leading to new risk-challenges, and how they are best addressed.  In effect, we need a new risk science for a new century. Professor Maynard will be talking about the new challenges of enabling sustainable development in a complex, interconnected and risky world.

A more accurate – but substantially more boring – account of what I’m likely to cover is given in the lecture’s abstract:

Risk is intimately intertwined with human life.  From the earliest beginnings of life, risk has been part and parcel of natural selection; forcing evolution along paths that minimize risk while maximizing benefits.

Risk has by turns stimulated and limited our own achievements as a species for thousands of years.  In fact everything we do – or don’t do – as individuals and as a society has the potential to lead to beneficial or adverse consequences.  So it’s not surprising that we have evolved sharp instincts for dealing with possible risks.

These instincts have served us well in the past. But they have proven increasingly unreliable as we have become ever more reliant on complex technologies.  To overcome these limitations, we have turned to science as a means of developing systematic and evidence-based approaches risks that aren’t compromised by human vagaries.  The resulting “risk science” – built on sound scientific principles – has supported the rapid development of many significant technologies over the past hundred years.  But heading into the 21st century, it is increasingly doubtful whether this “old” risk science will continue provide the necessary support to build a sustainable future.

We are entering a unique time in humanity’s history:  We face a future dominated by complex and rapidly developing technologies; unprecedented global interconnectedness; and dwindling natural resources.  These three factors are converging to shake up not only the challenges and opportunities we face as a global society, but also the very methodologies we use to get to where we need to be.  As we embrace this future, we will need a “new” risk science – one that draws on “science” in the broadest possible sense to enable evidence-informed and socially-responsive decision-making in an increasingly complex and interconnected world.

Whatever I end up saying, I’m toying around with some new presentation techniques for the talk.  These might work, or they might bomb – either way, it should be entertaining for the audience, if not for me!

The lecture is being held between 3:30 PM – 4:30 PM on Wednesday November 17 in the University of Michigan School of Public Health – feel free to drop in if you are in the area.  There’s a reception afterward – which is never a bad thing!

]]> http://2020science.org/2010/11/12/lost-in-the-maize-9/feed/ 8 http://2020science.org/2010/11/02/spiders-silk-and-a-transgenic-goat-the-complex-art-of-science-communication/ http://2020science.org/2010/11/02/spiders-silk-and-a-transgenic-goat-the-complex-art-of-science-communication/#comments Tue, 02 Nov 2010 19:44:31 +0000 Andrew Maynard http://2020science.org/?p=3757

Last week while at the NISE Net network-wide meeting, I was fortunate enough to see a preview of part of NOVA’s forthcoming series Making Stuff. The series focuses on the wonders of modern materials science. But rather than coming away enthralled by the ingenuity of scientists, I found myself breaking out in a cold sweat as I watched something that set my science-engagement alarm-bells ringing: New York Times tech reporter and host David Pogue enthusing about splicing spider genes into a goat so it produces silk protein-containing milk, then glibly drinking the milk while joking about transforming into Spider Man.

I was sitting there thinking, “You start with a spider – not everyone’s favorite creature.  And you genetically cross it with a goat – dangerous territory at the best of times.  Then you show a middle aged dude drinking the modified milk from a transgenic animal and having a laugh about it.  And all this without any hint of a question over the wisdom or ramifications of what’s going on?  Man, this is going to go down well!”

But then, after some reflection, I wondered whether I was over-reacting – maybe I’m just over-sensitized to the challenges of grappling with the opportunities and challenges presented by new technologies.  There was also a chance that I had missed something in the delivery – some of the dialogue was admittedly missing in the preview.

So I decided to post last week’s poll on the spider-goat story, just to get a sense of how others might respond to this story line.

The results were surprising, and suggested that NOVA weren’t as far off the mark as I suspected.

Unfortunately, with only 67 votes and a self-selecting pool of respondents, the data are a bit iffy to say the least.  But they do suggest that a fair number of readers (28%) approved of the milk-drinking jocular approach to communicating this research.

However, the majority of the votes (54%) were for a balanced response.

Interestingly, only 2 people responded negatively to the story.

To be honest, this clip still disturbed me – although the producers emphasized to me that this wasn’t necessarily the final sequence that will be aired.  It seemed to hark back to an era of science communication that is more akin to science promotion, with little room for dialogue or engagement.  And to my over-sensitized perceptions, it came across as dismissive of concerns over the ramifications of emerging technologies.

But given people’s response to the question I asked last week, I’m willing to concede that NOVA and David Pogue might be doing a better job here than I initially judged of exploring materials science in this series in an accessible way.

The proof of the pudding of course will be in the eating – Making Stuff debuts on PBS in the US on January 19 2011.

[The goat-spiders silk story has been around for a decade or so by the way, but was given a new lease of life earlier this year through this piece from the NSF]

]]> http://2020science.org/2010/11/02/spiders-silk-and-a-transgenic-goat-the-complex-art-of-science-communication/feed/ 9 http://2020science.org/2010/10/27/what-happens-when-you-cross-a-spider-with-a-goat-complete-the-story/ http://2020science.org/2010/10/27/what-happens-when-you-cross-a-spider-with-a-goat-complete-the-story/#comments Wed, 27 Oct 2010 14:43:26 +0000 Andrew Maynard http://2020science.org/?p=3740

Complete the following:

Setting:

A well known and sometimes off-beat technology commentator explores new breakthroughs on a popular TV science and tech show.

Story:

1. Spiders’ silk is incredibly strong, but in short supply (ever tried harvesting silk from a spider?).
2. So why not take the gene responsible for making spider silk, and splice it into a goat?
3. The result: goats that produce milk laced with spider silk-protein.
4. All you have to do then is extract the protein from the milk and spin it into silk and hey presto – a plentiful supply of a super-strong, incredibly versatile, “natural” material.

How should the story end?

Take Our Poll

There’s a serious point to this question, which I’ll come back to later.  For now though, I’m intrigued as to how people think the story should conclude – remembering this is a TV show for a broad audience.

The spider/goat stuff is real btw – check out this snippet from the US National Science Foundation.

[Update 11/2/10 - the follow-up blog to this piece has just been posted]

Back in August, the American Academy of Arts & Sciences published a collection of essays under the editorship of Donald Kennedy and Geneva Overholster on the (seemingly) increasingly strained relationship between science and the media.  I was too embroiled in the move to Michigan at the time to pay it much attention, but a news release sent out by the Academy yesterday promoting the publication prompted me to sit down and browse through it.

At first, I was worried that this would be just another piece from scientists bemoaning the sorry state of a society that doesn’t “think right”.  This wasn’t helped by the title of the press release: “Science and the Media” Explores Challenges to Scientific Literacy in U.S. Fortunately, I was wrong.

Certainly, there are places here where there are overtones of a community frustrated by a “public” and especially “journalists” who don’t see and understand the world as they presumably should, and who don’t give due deference to experts who do understand things.  This is reflected to a certain extent in discussions around science literacy, which tend to overshadow more difficult questions of how anyone makes informed decisions about the impacts of science and technology in a complex world where multiple factors beyond just the science come in to play.  Interestingly, many of the contributors are in the business of science communication rather than science practice, suggesting that these perspectives are not limited to scientists.  But this emphasis on science contributors also gives the collection considerable value – especially as it reveals a science communication community that is far more diverse than is often thought.

The collection is short enough to read through relatively quickly at just 109 pages long.  And it’s well worth taking the time to read.  Browsing through it this morning, three essays in particular grabbed my attention:

In your Own Voice – Alan Alda

Alda writes a beautiful piece from the perspective of someone fascinated by science on how scientists can communicate more effectively.  His question is the archetypal “dumb question” – the one that seems so obvious that no-one dares ask it, but in consequence is too often ignored or brushed aside:

“…if scientists could communicate more in their own voices—in a familiar tone, with a less specialized vocabulary—would a wide range of people understand them better? Would their work be better under- stood by the general public, policy-makers, funders, and, even in some cases, other scientists?”

Alda goes on to talk about how the actors tool of improvisation might be one tool that can help scientists begin to find that personal voice that connects with people they are attempting to communicate with.

This piece is well worth reading as it represents someone who is hungry for information from scientists, but needs them to communicate, not just lecture.  But the essay is also a model of communication itself.  Alda is engaging, exploratory, humble and passionate – all qualities that draw the reader in and feel as if they are having an intimate conversation with the writer.  And most importantly, it’s short – just three pages.  An excellent lesson in eloquent brevity!

Managing the Trust Portfolio: Science Public Relations and Social Responsibility – Rick Borchelt, Lynne Friedman and Earle Holland

This is probably the most controversial essay in the collection.  Borchelt and his co-authors tackle the sometimes contentious and often misunderstood role of public relations in science communication.

I suspect that most people – scientists and others alike – have a somewhat skewed perception what modern day public relations is all about.  There’s often a sense that it’s a bit of a dirty profession in a bit of a dirty world – selling an image, irrespective of whether the subject of that image is deserving.  But Borchelt et al. do a good job of deconstructing this myth, and presenting a very different perspective on PR.  They write:

“…for some time now, many scientific institutions have unadvisedly relied on retooled scientists and former reporters to crank out an increasing blizzard of peppy news releases, driven by the axiom—now rejected by communications theorists—that “to know us is to love us” … This new Madison Avenue–driven approach has a dim chance of regaining public trust. The scientific community needs to understand what ethical practitioners of public relations have long known: trust is not about information; it’s about dialogue and transparency.”

They go on to add that “As practitioners use the term, public relations is the art and science of developing meaningful “relations” (or relationships) with the “public” (or publics) necessary for the continuing work of an organization or the scientific enterprise itself.”  This seems a useful approach to science communication that begins to open the door to engagement between different groups, and a two-way flow of information rather than top-down instruction.  Indeed, Borchelt et al note that “many corporations have moved away from one-way communication approaches toward more fully symmetrical models.”  In the context of science, they suggest that the goal of such two-way engagements is the mutual satisfaction of scientific organizations or groups and their publics with the relationship that exists between them.

The essay then goes on explore this two-way approach to science public relations in the contexts of trust and social responsibility.

Whether you agree with the construct of science PR that is developed here or not, this is an important piece from the perspective of science communication and engagement, and reveals a more complex relationship between the generators and receivers of information and their intermediaries.  It is controversial – as is reflected in a response from NBC Science and Health correspondent Robert Bazell in the collection.  But it does reveal another side of the dynamic between science and the media.

The Scientist as Citizen – Cornelia Dean

The final essay I wanted to highlight was Cornelia Dean’s piece that turns the spotlight back on scientists.  Through her extensive experience as a science reporter, Dean writes that she came to realize

“…if we journalists were going to improve the coverage of science, scientists would have to help us. But two problems existed. First, many scientists are not good at talking about their work in ways ordinary people—and journalists—can understand. Second, many scientists do not believe they have any reason, still less obligation, to do so. This belief is by far the more serious problem.”

Rather than try and summarize the piece, I would encourage you to read it directly – Dean writes clearly and pointedly on the need for scientists to understand and learn to be comfortable and effective in communicating what they do to a wider audience – including journalists.  And specifically, she notes the need for scientists to receive training on communication.  She concludes with this account:

“A number of students have told me that the issues we discussed and the hints I offered helped them when their publications in scientific journals brought them to the attention of the lay press. One of them recently sent me an email message describing his first encounter with a journalist. “It was just awful,” he wrote. “I fumbled, said the wrong things, contradicted myself a dozen times, you name it.” He contrasted this experience with one he had later, after sitting in on one of my short seminars: “I asked [the journalist] to give me a few minutes to get ready. I went to my office to have a good quiet spot to talk, stood up while talking, and tried to follow your guidelines. It went a lot better this time!” Needless to say, he made my day.

I believe all scientists should encounter this kind of training—a short course, a semester-long program if they want it, or even an internship in a news outlet or policy-making venue. I would not give students advanced de- grees in science until they had heard the message this kind of training offers.

Is this enough to solve the problem? No. But it is a start. Seeding the nation’s scientific establishment with researchers who understand the impor- tance of communicating with the lay public, and who are willing to take the time to communicate, can only be good. More important, the establishment of university programs to advance this goal tells scientists-in-training that their institutions value the effort and regard it as a worthwhile use of their time. That is perhaps their most important lesson.”

Science and the Media is freely available as a download from the American Academy of Arts & Sciences

ASME – the organization that used to be known as the American Society of Mechanical Engineers – has just launched a series of educational podcasts on nanotechnology that are well worth checking out.

Between now and next February, the ASME Nanotechnology Institute will be posting new video and/or audio podcasts on their website every couple of weeks, covering a wide range of nanotechnology topics.

The podcasts are free, but you need to register with the site first before you can access them at http://nano.asme.org/Nano_Educational_Series.cfm However, to give you a feel for series, here’s the introductory video:

You may recognize one of the presenters   I spent a grueling four hours filming with ASME last year for the series – so it’s good to see I don’t look too worn out and exhausted in the video.

I’m not sure where else I will be appearing in the series – we covered a huge range of topics during filming – but expect to see at least one podcast with me addressing some of the environmental and human health aspects of nanotechnology.

Overall, this looks like a well-produced and informative series of podcasts, that should be well worth following if you have an interest in nanoscience and nanotechnology.

With apologies to Chris Mooney, and all the many scientists that really do get the need to listen to people.  And also with a rather large tongue in my cheek:

Dear Mr Mooney,

I’ve been way too busy this week doing important sciency stuff to engage with the trivialities of the popular press.  But this morning I stumbled across your protestations in last Sunday’s Washington Post. You know – the ones about scientists not listening enough to the public?

Choke? I’m still trying to remove bits of masticated Cheerios from my polyester labcoat!

Mr. Mooney, which planet are you on?!  Haven’t you realized yet that the public are just a bunch of raving loonies, obsessed with their own views and impervious to reason? What on earth would justify me listening to their misinformed and irrelevant bleating?

You see Mr. Mooney, what you don’t seem to get is that most of the public don’t think like right-minded people. They’re irrational.  They’re emotional.  And they seem to think that there’s more to how they live their lives than science!

And some of them, Mr. Mooney, some of them are denialists!

And this is what really gets my goat Mr. Mooney.  No matter how much I try and tell these people what’s right, they still insist on holding onto their wrong-headed beliefs.  Not only do they deny my superior intellect – they dare to question the evidence that’s sitting there in front of their face.  Even when I shove it up their noses Mr. Mooney, they just don’t get it!

Now don’t get me wrong Mr. Mooney, I don’t expect everyone to be a scientist like me.  But the public should at least be able to grasp how science works.  Then they might just start listening to me.  Me, Mr. Mooney, me.  Because through hard work and intellectual rigor, I actually have something worthwhile to say.

But I am a reasonable man Mr. Mooney.  And so I thought I would at least give your naive and misguided ideas a go.  So after cleaning up the Cheerios and milk spattered across my Washington Post, I grabbed myself a member of the public and tried listening to them.

As I suspected, it was a disaster.

Accosting the first person I came across, I asked them a few simple questions:

Me:  What’s the second law of thermodynamics?

Member of the public: Err, um…

Me: Okay, forget that.  How do airplanes fly?

Member of the public:  Err, excuse me, could you just loosen your grip a little…

Me:  Come on come on, I’m trying to listen to you – say something intelligent. Please!  Why don’t you accept evolution?  Why do you believe vaccines cause autism in children? Why don’t you understand simple statistics?  Why are you so stupid?

Member of the public:  Get your hands off me now, or see me in court!

You see what I mean Mr. Mooney? There’s no reasoning with these people!  Listen to them?  I’d rather listen to a lamp post.

What we need is more members of the public listening to us. Us Mr. Mooney.  We need to go out and meet them on their own turf – in their bars, in their cafes, in their places of worship – and tell them what’s what.

Now you may think that I’m being a little arrogant here Mr. Mooney.  But I’m really not.  You see, you probably don’t understand this, not being a real scientist yourself, but scientists change their ideas all the time if the evidence is compelling.  I admit it – If the evidence doesn’t fit, I’ll be the first to change my views.  So you see Mr. Mooney, I’m actually quite humble. I can live with the thought of loosing a slanging match against a worthy opponent – no problem.

It’s just that the public aren’t a worthy opponent – never have been, never will be.

So you see Mr. Mooney, listening to the public is a very, very bad idea.  Science isn’t a democracy.  You can’t decide what’s right and what’s not by popular vote!  No, science is about searching for truth and debunking myths (my truths and your myths – naturally).

Okay, so maybe things get a little more complicated when it comes to how science is used.  But then surely Mr. Mooney, the public should leave the difficult decisions to people who know what they are doing – in other words, us scientist.

Imagine where we’d be if we started listened to what people wanted instead of just giving them what they needed.  It’s enough to bring on another choking fit!

Yours knowledgeably,

A concerned scientist.

Joking aside, Chris Mooney’s article on scientists’ understanding of “the public” – which draws on four workshops organized by the American Academy of Arts and Sciences and which provided the inspiration for the Washington Post piece – is well worth reading if you suspect that a more enlightened perspective on science and society is warranted.

Note:  This blog was promoted in part by a rather robust reaction to Chris Mooney’s Washington Post piece in parts of the blogosphere.  For a rather more nuanced set of responses from people that have some experience in this area, it’s worth checking out Andrew Revkin’s post on the Dot Earth blog form last week.

]]> http://2020science.org/2010/07/04/scientist-listen-to-the-public-surely-youre-joking-mr-mooney/feed/ 24 http://2020science.org/2010/06/15/day-one-of-im-a-scientist-its-the-teens-who-are-training-us/ http://2020science.org/2010/06/15/day-one-of-im-a-scientist-its-the-teens-who-are-training-us/#comments Tue, 15 Jun 2010 05:14:44 +0000 Andrew Maynard http://2020science.org/?p=3333

It’s a quarter to one in the morning Eastern Time, and I’ve just polished off the last question of the day on I’m A Scientist, Get Me Out Of Here!  I should be heading off to bed, but I wanted to capture some initial thoughts on this exercise first.

I’ve lost count of how many questions I’ve answered today – hundreds it seem (although it’s probably less).  I did see a note come round earlier that 1000 questions have already been answered by the team of scientists – and it’s just the first day.

Watching the reactions of my fellow contestants on Twitter, I think we’ve all had the same experience – gobsmacked by the volume and depth of the questions, followed by a rather rapid recalibration of how we go about answering them!

In fact this has had me intrigued – so far the event hasn’t so much been about scientists educating students, as students training scientists – training them to listen to what’s being asked, and to reply concisely and in terms that the questioner can understand.  It’s been a fascinating process to watch.  And judging by the speed with which peoples’ style of reply has evolved, it’s been a very successful process!

There’s also been a certain amount of humility in the scientists’ camp today, as we’ve all facing hard lessons in acknowledging what we don’t know!  The thing with teenagers – as we’re discovering first hand – is that they’re not scared to ask questions older people think they should know the answers to.  Which is why questions like “how does magnetism work” have thrown even seasoned physicists into disarray!

Just browsing through the questions I’ve had, they have covered everything from global warming ,to risks and safety, to what it’s like being a scientist, to animal testing.  I’ve even been asked rather personal questions about what I believe, and how much I earn (maybe inadvisedly, I’m adopting a policy of openness and transparency here – it’ll be interesting to see how long it lasts!).

Altogether a tough day, but a good one (and I haven’t even had a Live Chat yet, where the students bombard you with questions in real time!).

Let’s see what tomorrow brings!

And on a slightly different note, I wanted to highlight an article published today by I’m A Scientist producer Sophia Collins.  In it she makes an incredibly important point:

[A]sk me what I think the most important impact of this is and I’ll tell you this: the majority of today’s teenagers are not destined to become scientists, but they will all be people and citizens.

They’ll all have votes to cast, goods to buy, decisions to make. I want them to be doing that with some ability to think about the issues surrounding science. I don’t want them swayed by yuck factors or scaremongering that plays fast and loose with the facts. I also don’t want them making decisions in wilful ignorance, rejecting the evidence out of hand because they feel patronised and belittled by a science they perceive as elite or aloof. I want them to feel entitled to discuss the issues and equipped to do it, because only then will they come to a considered view.

Despite the hard work, this is exactly why I am so excited to be a part of this, and I suspect why a number of my colleagues are.

But more of that later.  For now, bed – before the next onslaught of questions begins!

You can see all of my answered questions here.

Having recently finished Robert Winston’s “Bad Ideas?  An Arresting History of our Inventiveness,” I was rather taken by his concluding “Scientist’s Manifesto” – a fourteen-point guide to help strengthen the relationship between science and society.  As well as reflecting much of my own thinking, it embodies many of the ideas coming out of the science communication and engagement community in recent years – although thankfully it lacks much of the jargon that usually accompanies these ideas.

The manifesto is very much a work in progress – Winston refers to it as a “starting point.”  But even in its current form, it challenges scientists to think about their work in a broader context, and to engage more fully with the society that supports them and ultimately stands to be impacted by them – for good or bad:

A Scientist’s Manifesto – Professor Robert Winston

1.  We should try to communicate our work as effectively as possible, because ultimately it is done on behalf of society and because its adverse consequences may affect members of the society in which we all live.  We need to strive for clarity not only when we make statements or publish work for scientific colleagues, but also in making our work intelligible to the average layperson.  We may also reflect that learning to communicate more effectively may improve the quality of the science we do and make it more relevant to the problems we are attempting to solve.

2.  Communication is  two-way process.  Good engagement with the public is not merely a case of imparting scientific information clearly.  It involves listening to and responding to the ideas, questions, hopes and concerns the public may have.  We should accept that this kind of engagement with the public is a matter of good citizenship.  We should reflect that sometimes proper dialogue with various sections of the public may inform some aspects of our work.  Moreover, it can make any technology that is developed from our work more relevant to the needs of the public and less likely be dangerous.

3.  The media, whether written, broadcast or web-based, play a key role in how the public learn about science.  We need to share our work more effectively by being as clear, honest and intelligible s possible in our dealings with journalists.  We also need to recognize that misusing the media by exaggerating the potential of what we are studying, or belittling the work of other scientists working in the field, can be detrimental to science.

4.  We need to recognize that the science we do is not entirely our property.  Whether the taxpayer helps fund our scientific education or not, most of our training and research is paid for by the public – in grants from the research councils or charities.  The public has a major stake in the ownership of what we do.

5.  Whenever possible, we should always consider the ethical problems that may be raised by the applications of our work.  Some scientists have claimed that science does not have a moral value; but while pure knowledge may be ethically neutral, the way this knowledge is gained and the use to which it is put can involve many difficult ethical issues.

6.  We should reflect that science is not simply ‘the truth’ but merely a version of it.  A scientific experiment may well ‘prove’ something, but a ‘proof’ may change with the passage of time as we gain better understanding.  Mere assertion that something is fact will not persuade many people of the rightness of what we say.  It is worth bearing in mind that sometimes two well-conducted experiments can give conflicting results that are equally valid.  Science is not absolute; it is often about uncertainty.

7.  It is understandable and proper that we scientists are immensely proud of what we discover, but it is easy to forget that this special knowledge can sometimes breed a culture of assumed omnipotence and arrogant assertion.  We need to avoid arrogance because it can lead to misinterpretation of data and to conflict instead of collaboration with colleagues.  Moreover, arrogance is likely to damage the reputation of science by increasing public mistrust.

8.  Scientists are regularly called upon to assess the work of other scientists or review their reports before publication.  While such peer review is usually the best process for assessing the quality of scientific work, it can be abused.  When conducting peer review, we should try to ensure that we are fair and scrupulous and not acting out of a vested interest.

9.  We should try to see our science in a broad context, but also be aware of the limitations of our personal expertise.  We should consider that, when talking outside our own subject, we may be more likely to mistake the facts of a case.  We should be particularly cautious about making predictions about the future of science, not least because creating unrealistic expectations can be damaging.

10.  Governments, whether totalitarian, oligarchic or democratically elected, usually have vested interests.  Such interests are not necessarily conducive to good research or to good use of the fruits of knowledge.  Government control of science can have malign influence.  This is certainly true of totalitarian governments, but misuse of science is very common in virtually all liberal democracies, including our own.  It is difficult for scientists to retain independence from politicians, because politicians ultimately make many key funding decisions.  But we need to keep some distance from politicians, and should not avoid criticizing their decisions where we feel they are wrong or dangerous.

11.  Commercial interests, so often promoted by governments and universities, cannot be disregarded if technology is to be exploited for public good.  But scientists need to be aware of the dangers of conflicts of interest and to retain a sense of balance, because commercial interests can be a bad influence on scientific endeavour.  The history of science shows that the over-eager or narrow-minded pursuit of commercial interests can lead to the loss of public trust.

12.  In the Western world, most of our best basic science is done in universities.  But historically, universities have been élite and mysterious institutions, and even today they are sometimes perceived as rather threatening places where the complex and unintelligible takes place.  Those of us working in universities should try to help foster a new culture of open access to our institutions and, where we can, help strengthen activities which involve community service and outreach.  Where possible we should do our best to support whatever aspect of public engagement is taken by the university.

13.  Schools have the most vital role to play in encouraging young people to see the magnificence of the natural world.  But sadly, at present, many schools actively discourage children from appreciation of the wonders of science.  We should try to support initiatives that may promote more practical and experimental work for children, and show our appreciation of inspirational teachers and their teaching.  If we are in a position to do so, we should promote stronger connections and collaborations between schools, school-children and universities, because this is likely to help produce a healthier, safer society.

14.  Just a generation ago, the mark of a civilized person was an appreciation of Shakespeare, Milton, Goethe, Thucydides, Rembrandt and Beethoven.  But the pursuit of science has become so intense and demanding that today’s scientists are more likely to neglect our cultural inheritance.  We may wish to reflect that by broadening our own interests; thus we may help non-scientists to see science as part of our culture.  Shakespeare, Thucydides, Goethe or even Milton may not be directly relevant to our scientific research, but the cultural values such authors represent are universal and deeply important.  The words of the roman poet Terence are of particular relevance: Homo sum: humani nil a me alienum puto – ‘I am a man: nothing human is foreign to me.’

(reproduced with Robert Winston’s permission)

I really like these – having worked at the interface between science and the rest of society (or at least, parts of it) for some years now, they make a lot of sense to me.  But I imagine they are not to everyone’s taste.

So what do you think – are they useful, do they need work, or do you think they on the wrong track?  There’s a big blank comment box below, just waiting for your thoughts!

The politics of science fascinates me – the more so because there are still some naifs who think that science is apolitical.  And like all politics, sometimes it gets nasty.  I was reminded of this rather starkly while reading an interview with Ben Goldacre this morning in the latest edition of Imperial College’s science magazine I, Science.

Ben – for those of you not into the UK science scene – is a British Doctor, a columnist for The Guardian newspaper, and a celebrated debunker of suspect science and science-related goings-on.  You can find his blog at Bad Science. In the Spring edition of I, Science (published this past week), Ben gives a candid interview with Ben Kolb, a Science Communication student at Imperial College in the UK.

The interview certainly has its moments – Alice Bell, Ben Kolb’s prof and a lecturer in Science Communication at Imperial, called the transcript “a bit bloody brilliant” on Twitter this morning.

But the transcript also reveals an uglier side of science communication when Ben Goldacre lays into Robert Winston – Professor of Science and Society and Emeritus Professor of Fertility Studies at Imperial College.

Having just finished Winston’s latest book – “Bad ideas? An arresting history of our inventions” (more about this in later blogs), I was taken aback to read Goldacre’s description of him as “a man who I regard as laughable.”  The full conversation goes like this:

Kolb: So what’s next for you? Are you planning Bad Science II or Worse Science perhaps?

Goldacre: Hahaha, cool man, you should be in Marketing, that’s for sure. Well I don’t know. There are a lot of “Bad…” books now aren’t there? There’s ‘Bad Ideas’ by Robert Winston, a man who I regard as laughable.

Kolb: I don’t know if we’ll be allowed to print that. He’s Professor of Science and Society or something…he’s got a powerful position here at Imperial.

Goldacre: Yeah, he collects powerful positions and makes very, very boring TV shows and also personally endorsed a commercial product containing fish oil and appeared in all their adverts. Adverts which were subsequently banned by the Advertising Standards Authority because they breached their conditions on truthfulness and accuracy…

Robert Winston is a widely respected doctor, scientist and science communicator, as well as an active member of the British House of Lords.  He has introduced millions of TV viewers and readers over the years to science and the roles it plays in their lives.  And in my experience, he brings a thoughtful and humble perspective to working out the complex relationships between scientists and the rest of society.

So why on earth is Ben Goldacre accusing him of being “laughable” and “boring?”

Is it simply Goldacre trying to oust the old alpha male in the science communication hierarchy and squeeze himself into the spot (he’s previously referred to Winston and others as ‘the old guard of “public engagement in science”’)?  I hope not, because this type of ego-sparring can only harm efforts to engage people in science.  Yet the exchange above has all the hallmarks of making a personal point irrespective of the evidence – something Goldacre is usually helping expose rather than indulging in.

Deconstructing the exchange, Goldacre starts off labeling Winston as someone he finds “laughable” – a good tactic for denigrating your opponent without the need for evidence (Goldacre is the voice of authority in this interview, remember).

He then moves on to describing Winston as someone “who collects powerful positions.”  It’s true that Professor Winston holds a number of prestigious positions – he is a professor at Imperial College, Chancellor of Sheffield Hallam University, a member of the House of Lords, and Fellow of a whole string of professional organizations.  Given his achievements, I suspect that he has earned these positions, and is fully justified in holding them.  To describe the man as collecting “powerful positions” borders on implicit accusations that are distasteful to say the least – and hints at questionable practices with no evidence to back them up. (out of interest, I ran a Web of Science search on both Winston and Goldacre.  A search for peer reviewed articles authored by “Winston, RML” brings up 122 entries.  A similar search for “Goldacre, B*” brings up 2 entries – one of which isn’t associated with the Ben Goldacre as far as I can tell).

Then there is the accusation of Winston making “very, very boring TV shows.”  Well, I guess Dr. Goldacre is entitled to his opinion.  But I think that when it comes to communicating science, it is the opinion of those being communicated to that counts; and the fact that Winston is a regular figure on British TV and watched by millions – repeatedly – suggests that the “boring” accusation is not one upheld by the people that actually matter here.

Ending the exchange, Goldacre brings up the fish oil adverts.  I’m not going to comment on the rights and wrongs of these adverts as I don’t have all the information to hand – although you can read the Advertising Standards Authority assessment here.  What is more interesting is the way Ben combines multiple disconnected things to create the illusion of a suspect character – a tactic used widely by activist groups and less scrupulous journalists.  The reader is left with the impression that being laughable, collecting powerful positions and making boring TV programs are somehow linked to Winston’s participation in a questionable advertising campaign.  They are not of course – there is no substantive connection between Goldacre’s personal views of Winston and the ad campaign alluded to.  But the the impression the association leaves is a seductive one.  It’s exactly the tactic some activists and journalists use to make it appear that unconnected pieces of information can be joined together to support a predetermined position.

Political and personal maneuvering like this is ugly.  It gives science a bad name.  But it also undermines the efforts of many to reach out to people who aren’t that engaged with science.  The sad thing is that Goldacre is a talented communicator.  If only that talent could be focused more on building up science in society, rather than bringing down the pillars of science engagement and communication.

Language is often seen as a barrier to communication.  But sometimes it provides a valuable buffer between hearing, understanding and responding, and allows unique perspectives that are often drowned out to be heard.

A few weeks ago, I was interviewed by Brazilian TV presenter Luís Fernando Silva Pinto for the TV Globo program Ciência & Tecnologia on nanotechnology’s broader social and scientific implications.  As you would expect, when the documentary came out this week in Brazil, my very English segments were surrounded by a sea of Portuguese.  And having had a very “proper” English upbringing (i.e. I’m appallingly bad with other languages), I was completely at sea when it came to understanding how my comments were being framed.

Looking for some enlightenment, I asked the Brazilian-born Portuguese journalist Andréia Azevedo Soares (currently on sabbatical at Imperial College in London) for some help in getting a sense of what was being said in the program.  What I got back was a wonderfully candid running commentary on her response to the documentary.

Andréia’s notes were never written to be published.  But I found them so interesting that I asked if I could post them here – and she very kindly agreed.  In watching the documentary, she approached it both as a journalist and as a consumer.  And as a result, her comments shed considerable insight on how the story is presented, and how she as a consumer and Brazilian responded to it.

But the real beauty of her notes is that, because the documentary was in Portuguese, I was privileged to see it from her perspective – without the preconceptions, assumptions and biases I would usually bring to such a piece.  Very much a case of the message being found in translation!

The documentary – Nanotecnologia nos alimentos – can be viewed here (Update: thanks to Andréia for letting me know how to embed it):

Watching it, Andréia wrote:

0.0 Luís Fernando Silva Pinto picks the example of warnings on the cigarettes packages to make a parallel with nanotechnologies & food. When you smoke, you are fully aware of the risks you are taking. But what about food? He says: “If there was anything in your food that could be bad for your health, would you like to know? We are entering into the world of nanotechnology.” I understand the point the was trying to make with the parallel between labeling in tobacco industry and nanotechnologies, but putting it at the very beginning made me a bit scared. My body associated the smell of cigarettes with food that can be bad for me, and my head noted that nanotechnologies may have a role in this story. I am not sure about the connection between tobacco/food labeling (“If there was anything in your food that could be bad for your health, would you like to know?”) and the discipline itself in a broad sense (“We are entering into the world of nanotechnology”). The world of nanotechnology is not only about smelly evil foods, is it?

01.00 – 02.20 Luís Fernando says nanotechnology is becoming more and more a part of our lives – shampoo, soap and even equipment like the “electronic tongue.” I loved it! I’m now curious to know more about the electronic tongue. This is truly exciting. A scientist explains that a special layer can protect fruit and make it last longer. Luís Fernando asks questions like: “is it safe?” Andrew answers by explaining the uncertainties in the field (you have a plaster on a finger!) [You noticed!  The result of mishandling another “cutting edge” technology! - AM]. Luís Fernando says that even though we haven’t all the answers now, information provided by science will help us to control of and make informed decisions on our food. (Curious how science appears here as a solution to solve problem created by nanotechnologies – it makes me think about soaps made of greasy materials that clean… grease). I’m feeling more relaxed now. There are solutions in the pipeline. Luís Fernando uses words like “discussion” an “informed decisions,” and I feel empowered as a citizen.

02.20 Footage from Embrapa, in São Paulo [Embrapa is a research center connected to the Brazilian Ministry of Agriculture, Livestock and Food Supply - AM]. They produce new equipment and solutions focused on nanotechnologies applied to the farming business. It is said that this is a unique research centre in the world. I don’t know their work and feel excited about the science being done in Brazil. The reporter Flávio Ventura explains that they receive ground coffee from all over the country and they evaluate the quality of the product. Gustavo de Paula, an engineer (materials), introduces us to the “electronic tongue” and explains how it works. I love it! He says there are nano structures in it that can “taste” the coffee.  They complement the work done by the human taster – one thing is not going to replace the other. Gustavo de Paula explains things very clearly, I think I want to visit Embrapa at some point!

04.50 Details are given on what exactly the nano scale is, how scientists can “see” it, what equipment is required. The reporter says: “We live in a nano world but we simply are not aware of it.” He says that the pollen of flowers has a nano-metric element. He adds: “The proteins that make our body, and the DNA itself, is nano as well”. Then appears the nano specialist Eduardo Caritá, overexcited, saying: “The DNA controls all life in the universe – it is something with [a scale of] 2 nanometers. Do you think nature would have chosen this scale, this form, this structure if it were not the more efficient?” He conveys a lot of information in a very well-packed sentence (TV reporters probably love him), but I’m very very picky with DNA metaphors and get quite annoyed here. DNA is an inert molecule, it doesn’t control anything. Mother nature doesn’t have intentions, she doesn’t choose anything – things evolve. *eyes rolling* I take a deep breath and try to think Brazil is a country with almost 200 millions people and that TV Globo is a mainstream channel – it is amazing having a specialist talking about molecular structures on TV in such a simple and enthusiastic way. Language also evolves according to its context. Ultimately, the objective is to communicate. He does that very well.

06.00 New products. Nano-capsules that release chocolate flavors. Humidifiers that release rejuvenating particles (allegedly). The reporter says a brilliant sentence: “The nano world is becoming less and less invisible.”

07.40 Back to Embrapa. Engineer Gustavo de Paula stresses that *any* technology can do good or harm. “Nanotechnology is no different. We need to understand it at great detail to control the possible risks it might offer.”

08.05 Back to Andrew Maynard! Luís Fernando says you are a physicist, have studied in Cambridge (UK), and specialised a decade ago in this field. He adds that since 2005 you have been an active voice on regulation. And here comes the interview bit… [Andréia declined comment on my bits! - AM]

10.10 Back to Embrapa, focusing on fresh fruit and the film using nano-particles that helps to protect them from oxidation. The Embrapa researcher Odílio Assis explain that in Brazil nearly 50% of fruit are wasted during transportation and storing processes. He claims that this technology would ensure that 80% to 90 % of the crops effectively reach the sellers/consumers. The reporter says that the researchers are already sure about the safety of this anti-aging film for fruit, but they will do further toxicology research on it anyway. The Embraba researcher explains that nanotechnology cannot be understood as a single technology, and mentions that the nature of different particles should be taken into account. In that sense, an organic nano particle is different from a metallic one, he says. At Embrapa, he adds, they deal with natural particles obtained from a corn protein – so there is nothing to fear about, he suggests.

INTERVAL

13.30 Back to Andrew. Luís Fernando says that the lack of information is the main problem now. He adds that you believe that further and serious research is needed. And then comes the interview bit (I like the pink lamp on the desk) [It’s not mine - it belongs to a colleague.  Honest! - AM].

15.00 Fiocruz scientist William Waissmann says that we don’t yet understand all the possible outcomes of nanotechnologies, and adds that a great deal of their impact in humans remains unknown. Waissmann says there is no regulation on this matter in Brazil. He tries to be optimistic nonetheless, underlining that there are good scientists beginning to work in the field.

16.30 Luís Fernando says you believe science is in a position to provide answers. However, he says, you believe further and better research is needed and, therefore,  the  researchcinvestment should be more generous (figures are mentioned). I really enjoy your comments, they make me alert and willing to engage in the debate but not too scared. This is important. Scared people don’t engage in debates – they scream (I do, at least).

18.00 Back to Waissmann (I like the way he conveys the message – he says Brazil is completely unprepared to face nanotechnologies issues and, still, I didn’t panic yet). He says that people form opinions not only by gathering information from scientific sources but mainly from their cultural context (friends, small talk, etc.). He says that not as a problem itself but as someone who is trying to understand reality to better cope/deal with it. It did not escape my notice that all interviewees have good communication skills – and as a Brazilian citizen, I’m happy about this.

18.30 Back to Andrew. The silver Tupperware bit. I realise that there are too many objects behind you, Andrew.  I should not be paying attention to pink lamps and US flags – please try to do an uncluttering operation before giving interviews. You are infinitely more interesting and appealing than an US flag, but absent-minded people like me can get distracted with these details. [I should add in my defense that Luís Fernando decided to film me at a colleagues desk - I don’t normally surround myself with pink lamps and American flags! - AM]

19.30 Back to Waissmann. He underlines the possible effects not only on human health but also on the environment (I love it when someone tries to show things in a less anthropocentric way). He also explains why the same material can act differently depending on its form – the example given is comparing refined salt to coarse sea salt. Why has the latter less “power” than the former? I like the example but I suspect it covers the surface/contact/reaction bit rather than the fact that at the nano-scales particles behave differently (e.g. gold). But I am not the expert – he is and you are. And for the program, the example works brilliantly. He says that, in terms of toxicology, it is a new world we are entering in.

20.50 Andrew again.

22.20 Wrapping up. Luís Fernando says that it is up to us, consumers, to make informed choices. Even though the program finishes leaving me surrounded by uncertainties, I feel fine about the challenges to come. I believe it is difficult to talk about food safety and, at the same time, to leave an optimistic note at the end. I am curious to know more about the electronic tongue. I want to discuss what I’ve learned here with my partner as it is him who’s in charge of the supermarket duties.

I am deeply indebted to Andréia for taking the time to do this, for her candid insight, and for he willingness to allow me to publish notes that were never written for publication – thank you!

__________________________________

Andréia Azevedo Soares blogs at Bordado Inglês – in Portuguese.  She can also be followed on Twitter, where she writes about science, literature  language and the media (amongst other things) – and often in English

Update 4/26/10:  Corrected a few typos (including spelling Andréia’s name wrong – slapped wrists and big apologies!), and embedded the Ciência & Tecnologia video.

There’s a bit of a brouhaha over nanotechnology safety brewing over at AOL Online.  A few weeks ago, investigative reporter Andrew Schneider posted a series of articles questioning both the safety of nanotechnology-enabled products entering the market, and the US government’s response to the emerging challenge.  Today, Clayton Teague – Director of the US National Nanotechnology Coordination Office – hit back with an opinion piece calling Schneider to task…

I mention this because earlier today, Andrew Schneider posted a new article in his nanotechnology series that examined a recent report from the President’s Council of Advisors on Science and Technology – a report which Teague describes in his op-ed as “Perhaps the best and most impartial review of the nation’s efforts in the realm of nanotechnology safety and oversight.” In this new piece, Schneider quotes me on yet another document that is germane to this debate.

Confused yet?  Let me try and explain.

When Schneider’s original series – “The Nanotech Gamble: Bold Science.  Big Money. Growing Risks” – came out, the feds were understandably upset; they didn’t fare too well in the assessment, and felt that they – not to mention the science – were a little hard done by.  So they set to work on developing a strategy to counter the pieces.

As it happens, the US National Nanotechnology Initiative was due to hold a public workshop on nanotechnology risk and ethical issues a few days after the AOL series was published.  At this meeting were a number of invited speakers and guests from academia, business and elsewhere – a perfect venue for public questions about nanotechnology-related risks, but also a potential opportunity to put some misunderstandings and misconceptions to bed.

I’m not privy to the events between the publication of the AOL pieces and the so-called Capstone meeting, but I do know that they resulted in some (not all) of the invited speakers and guests being issued with “response points” – just in case they were asked some tricky questions.

These response points were circulated widely, and as a result copies of them landed in my email box – this wasn’t a restricted document.  I mention this because Andrew Schneider’s latest piece not only refers to them, but also quotes my response to reading them (I’m not going to cite myself – you can read what I had to say here).

However, as their existence is now out in the open, I thought it only fair that I let others see what Schneider was referring to:

AOL Story about Nanotech – Some Response Points

• AOL Web site is running a three-day series on nanotechnology by a reporter who has spent months reporting the story, including interviews with many agency scientists.
• Takes an alarmist perspective: Despite the lack of evidence that anyone has ever been harmed by an engineered nano product, it presumes that nanotechnology (wrongly construed to be a singular entity) is inherently dangerous until proven safe, ignoring reality that nanotech encompasses an enormous range of materials and products whose risk—if any—depends on where and how they are made and used.
• Uses irrelevant examples, for example: Cites a study finding DNA damage in mice fed nano-TiO2 (used in paint and sunscreens), but no studies have shown a convincing link between this widely used chemical and human illness and the story does not mention (but we have checked and learned) that exposures in the study were more than 10 times those allowed in food by FDA regs.
• Claims that “most federal agencies “are doing little to nothing to ensure public safety” and are “ignoring warning signs.” Truth is the U.S. is the global leader in research into nanotech’s potential environmental, health, and safety (EHS) risks.
  • Between FY 2005 and FY 2009 the National Nanotechnology Initiative (NNI) will have invested $254 million in research whose primary function is to understand EHS issues—more than all other countries in the world combined. And that does not count the large amounts of research that contribute to health and safety knowledge indirectly, such as basic research on how to measure the stuff in the first place.
  • Federal research dedicated to nano-related EHS research has grown substantially from $34.8 million in FY 2005 to $74.5 million in FY 2009 and an estimated $91.6 million for FY 2010. The FY 2011 request is a record $116.9 million.
• Risk must be balanced against benefits, and the essentially theoretical risk that has so far been identified should be balanced against the benefits in terms of sophisticated products and economic growth and jobs created by this expanding industry.
• Just yesterday (Thurs) PCAST released its report on the National Nanotechnology Initiative—the the 10-year-old, multiagency initiative that has supported this fledgling science of the extremely small to the tune of about $12 billion over the past decade—finding that the U.S. is the global leader in nanotech by any number of measures (including patent filings, scientific journal citations, and investments in R&D).  This is a young and promising industry we can still own as a Nation, so we should not let fear overtake common sense, even as safety studies and regulatory updates continue.

(Circulated by the federal government to some external guests and speakers at the March 30-31 NNI Capstone meeting on March 26)

Great fodder for a case study on how a government initiative investing in a new technology responds to public criticism, don’t you think?

A guest blog by Sophia Collins, producer of the on-line teen science event “I’m a Scientist, Get me out of Here!”

“itz hometime but we want to stay and ask questions”

These are the words of a 14 year old student, at a school in inner-city London. The school has some of the poorest academic results in the school district, well below the national average. And yet a classroom science activity had the students so gripped that when the bell went for the end of the school day, they insisted on staying for another 15 minutes to ask more questions.

The students were having an MSN-style online chat with some scientists. They’d started with fairly simple questions, ‘How long have you been a scientist?’ and ‘Why is the sky blue?’. But then something happens – the immediacy of the chat format, the inventiveness of teenage brains, the unexpected experience of a grown-up seriously answering their questions – and the chat starts getting richer. You can see the ideas bouncing off each other and going in all directions. By the end of the chat this class had moved from a question about whether science could ever stop aging, to discussing what the world would be like if people didn’t die.

And there were all sorts of other random conversations along the way. Everything from favourite pop stars, to how blood circulates, to what it feels like if another scientist scoops your work. After another chat, one of my staff (a usually cynical young man) brought a tear to my eye by declaring it was “an honour to be associated with the event”.  When I asked why, he said, “The kids are so excited, and they are asking questions I know I’ve never asked or even thought of…”

Live chats like this are part of the event I run, I’m a Scientist, Get me out of Here!, which Andrew blogged so kindly about a couple of weeks ago. We were blown away the first time students insisted on staying after their lesson finished, “when normally they’ve got their coats on before the bell has finished ringing” as one teacher told us. After a while though we started taking it for granted, it happened so often.

As well as these live chats, students submit questions for the scientists to answer on our website. This gives an opportunity to go into more depth, and extend the conversation over days Feel free to have a browse, if you don’t mind getting distracted for the next couple of hours. We’re constantly amused, intrigued and impressed by the questions students ask, from “What is it about humans that led to us inventing science?” to “Do you think that robots will ever rule the earth?”.

One scientist told me that this was “the most science-related fun I’ve had in ages,” while a teacher emailed to tell me her class was splitting into fan clubs for the different scientists, “with the sort of devotion they’ve only had for pop stars up until now.”

Teenagers are notoriously the worst audience to engage, so what is it that gets this response from them? I’ve spent years working on this event format, and naturally I’ve got a few theories.

Doing it online makes it less intimidating and more intimate.

Before you all write in and complain, I’m not saying we should do away with face-to-face. I think that can be a great way of getting kids engaging with scientists. But do you remember people coming in to school to give talks when you were a teenager?

Who put their hands up to ask questions at the end? Usually, the clever kids who can think of questions the teacher will approve of. And possibly the naughty ones who want to be cheeky.

I’ll tell you who didn’t. Not the shy students. Not the ones who got lost five minutes into the talk and really would have liked to ask what the guy was actually talking about. Not the ordinary middling students who can’t think of a smart question but desperately want to know if it’s scary sometimes being a policemen or where astronauts go to pee. Doing it online makes it much easier for kids to ask the questions they actually want to ask, and then they can start getting interested.

Teenagers are actually desperate for the chance to talk to grown ups.

For many kids the only adults they ever get to talk to are their parents and their teachers. They are on the cusp of the big scary adult world, they really don’t know what it’s going to be like and they want people to answer their questions!

Once they realise these real live scientists are actually going to do this, those questions about the adult world start pouring out. “Do you get on with the people you work with?”, “Do you ever get bored at work?”, “How did you decide what to study at University?”.

I also think sometimes they can’t quite believe they’ll be able to pull off being a grown up (I’m 38, and I still have that doubt…). And becoming a scientist? Way too intimidating! Lots of teenagers are convinced that scientists are all Einstein-like geniuses, so they couldn’t become one themselves. When they realise, as one girl put it, that “scientists are just like normal people!” it’s a revelation. The scientists talk about their holidays, their pets, their favourite jokes and suddenly students can see that these are people like them, and they could grow up and be a scientist too.

And lastly, the true secret weapon…

Giving students some power engages them much more deeply.

The scientists are competing for a prize of £500 ($770) to communicate their work and the students are voting who gets it.

This makes the young people feel that they are being taken seriously, for once. Don’t we all get turned off things if we aren’t listened to and feel we don’t have a say? No-one wants to be lectured at, but that is what happens to teenagers all the time.

But it’s not just that they feel less ignored; giving students a vote and some money to allocate makes everything real – it’s not just an essay or a classroom debate about science ethics. It’s not an academic exercise. We’re saying, here’s some actual money – who do you think should get it?

To answer that question for themselves, students have to really think.  And they raise all sorts of issues: How can we know what the outcome of research will be? How can we weigh one kind of knowledge against another? Imagine you had a medical advance that would save a small number of lives, how could you possibly weigh that against a different medical advance that improved the lives of a much bigger number of people? These are thorny issues in science funding and teenagers engage with them, because they are actually being asked to decide.

I’m not pretending that all the teenagers cast their vote for the highest of reasons. Some will vote for the scientist who likes the same band as them. Or whose joke made them laugh. Or who’s got the nicest photo. But I’m prepared to bet they still do that having thought more about complex science and society issues than they were probably going to otherwise. And it leaves them with a sense that these issues are something it’s possible for them to have a say about, so it’s worth them thinking about them.

We need a populace who can engage with science and engage in discussions about science. There are decisions that have to be made as a society, not by experts behind closed doors. Students who’ve cast their vote in I’m a Scientist feel that science is a thing they are part of. And that makes all the difference.

____________________

I’m a Scientist, Get me out of Here! was run in the UK for two weeks between March 15-26.  Around 1,400 teenagers in 70 schools around the UK participated, probing and evaluating the work of 25 scientists through on-line questions, answers and chats.  The next event in the UK is scheduled for June 14 – 25 2010. The event is kindly funded by medical research charity the Wellcome Trust, to promote public engagement with biomedicine. For more information on how to participate as a scientist, check here.  For teachers, further information (including Creative Commons teaching resources which anyone can use) can be found here.

Sophia Collins is producer of the on-line teen science event “I’m a Scientist, Get me out of Here!” and its sister event, “I’m a Councillor, Get me out of Here!” which gets teenagers engaged with local politics. Her background was in science communication, mainly in TV science shows, before getting involved with I’m a Councillor in 2004.

To coincide with my move to the University of Michigan, Seed Magazine has just published a series of ten questions and answers on what I do and what motivates me as a scientist.  You can read how well I fared (or didn’t, as the case may be) with questions as diverse as “How do you explain your job at cocktail parties?” to “Why do you do science?” on the Seed Magazine website.

I was surprised to hear that Seed sometimes have to hard-sell the idea of this series to scientists – who doesn’t want to pontificate about what they are reading, or who they would most like to meet?  But I must confess, answering questions like “Why do you do science?” and “What inspires you?” was tougher than I imagined.

Previous articles in Seed’s “10 Questions” series include:

• James Kasting on the odds of finding another earth-like planet and the power of science fiction;
• Kirsten Bomblies on the immune system of plants and how young scientists can keep inspiration alive;
• John Rinn onwhy we should dumpster-dive in our genomes and the inspiration of a middle-distance runner; and
• Amy Cannon on low-energy solar cells, training scientists to weed out toxicity, and what makes benign chemistry such a good business proposition.

]]> http://2020science.org/2010/04/06/cultivating-ingenuity-humility-in-an-increasingly-complex-world/feed/ 1 http://2020science.org/2010/04/04/making-sense-of-nanotechnology-a-piece-of-cake/ http://2020science.org/2010/04/04/making-sense-of-nanotechnology-a-piece-of-cake/#comments Sun, 04 Apr 2010 19:54:43 +0000 Andrew Maynard http://2020science.org/?p=3025

The quality’s a bit flaky, but I thought I would upload this video for a bit of fun.  It’s the first – and possibly the last – time I will simultaneously attempt to unravel the mysteries of nanotechnology… while baking a cake!

Filmed at the National Museum of American History as part of Nanodays 2010, the presentation was part of a public dialogue on  nanotechnology.  My task: help set the scene for a discussion on who should oversee the responsible development of nanotechnology.

Wanting to try something a little different, I thought I would play around with cooking as an analogy for nanotechnology.  The analogy is a useful one – I only scrape the surface of where it could be taken here.  But whether it was a wise decision to actually cook in public – well, I’ll leave judgment on that one to you!

One thing the video doesn’t show is how the cake turned out.  I would like to say that it was light, moist and delicious.  However, just in case someone posts pictures of the actual result, I have to be straight with you – it sucked!  Personally, I blame the lab oven provided by the Smithsonian – I can cook, honest!  Perhaps a bonus lesson though is that, even with the best preparations, unanticipated consequences are always possible – whether baking a cake or making the latest nanotech-enabled gizmo!

A guest blog by David H. Guston, Director of the Center for Nanotechnology in Society at Arizona State University.

The President’s Council of Advisors for Science and Technology (PCAST) has recently put the National Nanotechnology Initiative (NNI) through its biennial paces.  Launched in 2000 by President Clinton, authorized in 2003 by the 21^st Century Nanotechnology R&D Act, and reviewed in 2005 and 2008 by PCAST (yes, an odd vision of “biennial”), the NNI is now a decade old.  For better and for ill, it is starting to show its age.

First, full disclosure.  I direct a Nano-scale Science and Engineering Center (NSEC), funded by the National Science Foundation (NSF) under the NNI to investigate the societal aspects of nanotechnologies.  So my Center for Nanotechnology in Society at Arizona State University (CNS-ASU) gets a bit more than $1M per year from NNI.  Second, as can be seen in the recent PCAST review document [PDF, 4.8 MB], I also testified before the working group that produced the report.  Third, one of the PCAST members is my college roommate’s mother (but that’s *not* why I was called to testify!).

Whew!

Since the early days of NNI, as well as since the 2003 Act, public engagement with nanotechnology was supposed to be on the agenda.  The early reports by NSF on the societal aspects of nanotechnology refer to the productive role that public engagement can play, and the relevant passage from the 2003 Act 2(B)(10)(d) authorizes:

“public input and outreach to be integrated into the Program by the convening of regular and ongoing public discussions, through mechanisms such as citizens’ panels, consensus conferences, and educational events, as appropriate.”

Bluntly, however, public engagement has not been implemented as robustly as it might have been.

In May 2006, the NNI offered a promising if tardy start with a large workshop on public participation, organized by the National Nanotechnology Coordinating Office (NNCO) and sponsored by the Nano-scale Science, Engineering and Technology (NSET) Subcommittee.  The two-day program generated considerable excitement among the larger-than-expected number of attendees.  Yet, while the presentations from the workshop are available on line, no report on the workshop seems to have ever been finalized for distribution on the NNI website.

The major messages of that meeting, as well as almost all relevant scholarship in public engagement in science and technology over the last decade and a half, are that:

• Communication between the lay-public (which is not monolithic) and the scientific community (which isn’t, either) needs to be two-way.
• Such communication needs to be not just about scientific facts but also about technological applications and social values.
• And the purpose of this communication must not be limited to the faulty formula of “more knowledge on the part of the public will mean more support for research and technological applications.”

Nevertheless, the nanotechnocracy has generally cast public engagement in terms entirely instrumental for the success of, well, nanotechnology.

The first PCAST (2005:38) report [PDF, 4 MB], e.g. argued directly that:

“[t]o sustain this [high level of public] support, the scientific community and the Federal agencies that fund scientific research must communicate more directly with the public, not through surrogates such as the entertainment industry…. Through the NNI website and through outreach activities at the NSF-funded centers and DOE user facilities, the NNI has established channels to communicate with members of various stakeholder groups, including the broader public.”

Similarly, recommendation 6.1 of PCAST (2008:34-35) [PDF, 1.3 MB] was to:

“[d]emonstrate more clearly to the public the value of nanotechnology and NNI-supported research and development.”

The first report (PCAST 2005:38) even attempted a pre-emptive defense of its practices, reporting that its working group “has held open meetings focusing on nanotechnology issues, which have provided the public with several opportunities to provide input.”  But the ability of the general public – as opposed to organized and special interests – to participate substantively in “open meetings” of executive agency committees is highly constrained, which is likely why the passage in the 2003 Act cited above calls for open, interactive public forums like citizens’ panels and consensus conferences.

Taking guidance from this specific language, CNS-ASU has made public engagement a centerpiece of its activities.  In Spring 2008, CNS-ASU organized the most ambitious public engagement activity around nanotechnology in the US, the National Citizens’ Technology Forum (NCTF).  Modeled after the Danish consensus conference but distributed across six locales across the United States, the NCTF on “nanotechnologies and human enhancement” demonstrated that a high-quality deliberative activity can be organized at a national scale in the US, and that a representative selection of lay-citizens can come to discerning judgments about nanotechnologies while they are still emergent (Hamlett et al. 2008, PDF 184 KB).  While there are reasonable concerns about the quality of the particular online component of the process (Delborne et al. 2009, PDF, 160 KB) and the demands that such intensive activities place on citizens (Kleinman et al. 2009), the NCTF process is a sound demonstration upon which to build future citizen deliberations (Philbrick and Barandiaran 2009).

In other words, large-scale public engagement activities around nanotechnology are ready for prime time.  As we move into a next decade of large-scale funding and the first forays of regulation, it is time for the NNI to follow through on the early promise of its vision of public engagement in nanotechnology for the benefit of the public, and not just for the benefit of nanotechnology.

This week, the NNI is holding a workshop on Risk Management Methods & Ethical, Legal, and Societal Implications of Nanotechnology, which includes a 15 minute slot for public comment.  David Guston will not be there – the workshop clashes with Passover – AM

]]> http://2020science.org/2010/03/30/public-engagement-with-nanotechnology/feed/ 24 http://2020science.org/2010/03/24/im-a-scientist-seriously-addictive-science-engagement/ http://2020science.org/2010/03/24/im-a-scientist-seriously-addictive-science-engagement/#comments Wed, 24 Mar 2010 14:41:05 +0000 Andrew Maynard http://2020science.org/?p=2993

The website “I’m a Scientist – Get me out of here” should come with a government warning – something along the lines of “Visiting this site could seriously disrupt your professional, social and personal live while altering your perceptions on getting kids hooked on science – proceed with extreme caution.”  In fact I would probably say that, unless you are immune to addiction, have no sense of humor or couldn’t give a toss about science, just don’t go there – it’s not worth the risk!

Frivolity aside, I’m a Scientist... is a brilliant concept. For two weeks between March 15-26, around 2000 teenagers in 70 schools around the UK are probing and evaluating the work of 25 scientists through on-line questions, answers and chats.  And one by one they are voting out or “evicting” their least favorite “contestants” – leaving five winners who walk away with a £500 prize – think X-factor, Big Brother or American Idol for scientists, and you begin to get the picture!

Participating kids are free to ask the scientists anything – and I mean anything – as long as it doesn’t contravene the House Rules.  Which means that they clearly have the upper hand here.  But this also breaks down barriers, encourages dialogue, and leads to very effective engagement (for the scientists as well as the kids).  Recent questions have ranged from the bizarre to the deep, including:

• Do you like green eggs and ham? (Both love and cringe at the response given!)
• Pirates of Ninjas?
• Have you ever regretted choosing a career in science or maths? and if so why? when?
• What is the most interesting thing you have ever done?
• What colour is a chameleaon sitting on a mirror? and
• Does the Fibonacci sequence and the golden rectangle appear in genetics? (as it is generally everywhere in nature)

This is only a small smattering of the hundreds of conversations going on – previous warnings aside, I would seriously recommend you check these and others out if you are at all interested in enthusing, educating and engaging kids on science.  The beauty of the event is that, while it is primarily for the participants, anyone can poke around and take a look at what’s going on!

But the questions and answers are only part of the event’s success.  The evictions – hard as they may be on the unlucky scientists – make the thing all the more addictive.  This aspect of I’m a Scientist is clearly grabbing the kids’ attention and pulling them in big-time.  But it’s also holding the scientists’ feet to the fire, and helping them hone their skills as communicators – a perfect win-win!

This particular event finishes on March 26 – so you need to move fast if you want to see it in action.  The first evictions were yesterday, and between now and Friday there will be one set of eviction per day, leaving the winners as the last scientists standing on Friday afternoon.

But be warned – it could seriously alter your perceptions of how to get kids hooked on science!

______________________________________________________________

For more information on I’m a Scientist check out http://imascientist.org.uk/more-info

The event is split up into five zones.  Follow the links to see recent questions in the Brain Zone, the Genes Zone, the Helium Zone, the Hydrogen Zone and the Lithium Zone

If you liked this – and what’s not to like? – the next I’m a Scientist event in the UK is scheduled for June 14 – 25.

I was at a meeting a couple of weeks ago where engaging the public (or “publics” to be more accurate) in science came up.  In the course of discussions, I mentioned an initiative by Research Councils UK to involve members of the public in developing a call for research proposals on the use of nanotechnology in healthcare. To which one eminent US scientist responded with words to the effect of “that sounds like a really bad idea!”

The exchange confirmed a suspicion I have had for some time that public engagement on science isn’t taken that seriously in the US.  Sure, there’s lots going on at various levels to communicate science to the US public, and to make sure people put science “in its rightful place” in their lives – which to most scientists is somewhere above God and family.  But strategic and coordinated action on engaging people – entering into a two-way exchange of ideas that potentially influences both sides – that’s much harder to find.

So I was fascinated by a series of documents that landed on my virtual desk this morning from the UK that outline Britain’s approach to public engagement on science – including why anyone would want to do it in he first place!

The documents are from Research Councils UK (RCUK) – a strategic partnership between the seven UK Research Councils that enables them to work together synergistically on key issues.  The documents set out RCUK’s strategy for public engagement with research, provide a guide to researchers and teachers  on engaging young people with cutting edge research, and outline the benefits of public engagement for researchers.

The three documents map out a clear rationale for why public engagement on science is important, and how the UK intends to pursue it.  Take this for instance from the updated Public Engagement with Research strategy [PDF, 80 KB]:

“If we involve and listen to the public (and encourage our research communities to do so) then our decisions and research will be informed by their views, and therefore more likely to have enhanced impact in return for the investment.

Similarly, if we talk with the public (and encourage our research communities to talk to the public) about the outputs of our research and their implications and applications then society will share in the benefits of that knowledge, whether for their health, wealth or culture, and therefore helping to maximise the impact of that research.

And if we encourage researchers to interact with schools to enrich students’ experiences then we can help improve the supply of skilled people to the research base and the UK economy and encourage more to act as informed citizens.”

There follows a detailed strategic plan for recognizing and responding to public views, inspiring young people and supporting researchers.

The second of the three documents takes on interactions between young people and research.  Titled “Engaging Young People with Cutting Edge Research: a guide for researchers and teachers” [PDF, 900 KB], it provides clearly laid out information for researchers and teachers, together with resources for both groups.  The guide doesn’t hedge – headlining the section for researchers [the first section in the guide] is the question

“Working with schools and young people – how can it benefit me as a researcher?”

This is a hundred and eighty degree departure – and a very welcome one – from old-school approaches, which inevitably asked what young people can get out of science.  Here’s a quick summary – from the report – of what researchers might expect to gain from working with young people:

The third report builds on this theme by addressing the broader benefits of public engagement to researchers.  In the rather aptly titled “What’s in it for me? The benefits of public engagement for researchers” [PDF, 1000 KB] RCUK examine four benefits to researchers of engaging with the public through the eyes of researchers themselves.  In a series of case studies, the document coniders career inspiration, raising your profile, developing skills and enhancing your research.

It’s that last point that particularly grabbed my attention when reading through the document, as it gets back to the heart of response I found from that US researcher to the idea of the “public” actually having an influence on research.

This section of the report consists of twelve accounts where researchers have benefited from engaging with people a long way removed from the lab.  They span medical research to environmental research to astronomy.  And the unifying factor – research that is enriched and better-informed by talking with and listening to others.  Take this quote from Dr David Chadwick for instance from North Wyke Research. Talking about engaging people as part of his work studying how the management of livestock and their manures affect water quality, David said

“It vastly changed networking opportunities, bringing different experts together, and has been the most enjoyable project in my career to date”

Or this from Dr Paul Curzon at the University of London on engaging with the public on research into topics related to human error:

“The data obtained from this was used in a publication which won a best paper prize, and has opened up a novel research methodology.”

The accounts are anecdotal.  But nevertheless they attest to the power of opening up research to people who are affected by it, interested in it and have something to offer to it – given half the chance.

The UK has been bitten by the failures to engage people on science effectively in the past, and is learning rapidly from past mistakes.  The result is a strong strategy that changes the dynamic between researchers and the public; gives more people than ever before the opportunity to be active partners in science rather than passive observers; and adds considerable value to research and innovation.  Rather than retreating into the attitude of “that sounds like a really bad idea,” Britain is developing a “technology ratchet” that could give it a valuable edge over the coming years.

As a Brit, that gives me a sense of pride in the country – we seem to have got this one right, or at least seem to be on the right path.  But as a Brit living in the US, I can’t help thinking “what on earth has gone wrong on this side of the Atlantic?”  Why is is that, while the UK is developing strategies to make more people an integral part of the science endeavor, the US is still plagued by an attitude that the public should be seen and not heard.

I suspect it’s because the momentum of the vast US science and technology enterprise has carried it forward despite a growing need to rethink the relationship between science and society.  But that momentum won’t last for ever.  And when it runs out, how will the US go about getting science back on track?

I don’t know the answer to that one.  But at least they will have an excellent role model a mere pond-hop away come the crunch

A new report released today from the UK Department for Business, Innovation and Skills (BIS) Expert Group on Science and Trust emphasizes the need to address risk and uncertainty in developing and using science and technology within society.  “Acknowledging risk and uncertainty” is the second of eight broad aspirations from the independent group, established to develop a UK action plan to “enhance society’s capabilities to make better-informed judgements about the sciences and their uses in order to ensure that the “license to operate” is socially robust.”

The report “Starting a National Conversation about Good Science” [PDF, 478 KB] is a rich, informative and insightful document, that demands careful consideration.  It comes out of a group assembled to consider new mechanisms to increase public trust in science and engineering; review the impact of the existing science-related ethical code of practice; examine how movement of knowledge and people across the different sectors can be facilitated in order to maximize the benefits and impacts of science and society activities; and think about better ways to evaluate the impacts of science and society initiatives.  Despite this being a purely British affair, many of the recommendations are relevant far beyond the confines of a UK-centered “national conversation,”  and will hopefully stimulate a global dialogue on what is a global challenge.

Amidst the eight “broad aspirations” of the group, which span public judgment about science and awareness of the scientific process, to underpinning science-informed decision-making and good science governance, I was particularly struck by an emphasis on risk and uncertainty.  This may be because in a few weeks I will becoming increasingly involved in risk, uncertainty and science-informed decision-making, as I take over as Director of the Risk Science Center at the University of Michigan.  But beyond this, I was struck by the group’s recognition that, from the publics’ various perspectives, uncertainties surrounding science and technology – their implications in particular – are often more important than the science and technology themselves.

The overarching aim of the Science and Trust Expert Group -  and of this report – was

“To enhance society’s capabilities to make better-informed judgements about the sciences and their uses in order to ensure that the “licence to operate” is socially robust.”

In this context,the group recommended that

“Expert advice to Government should identify and characterize uncertainties; policy makers should communicate clearly actions that take account of inevitable uncertainties; efforts should be made to support public judgements about risks and uncertainties.”

In particular, the report emphasizes the need to address uncertainties surrounding the potential impacts and benefits of emerging technologies “in the wider context of science and society relations.”

This emphasis on uncertainty is particularly welcome, and closely aligns with where I hope to be taking the University of Michigan Risk Science Center over the next few years.  New technologies – or innovative ways of using existing technologies for that matter – lead to inherently uncertain futures.  There is a great danger of mistaking this uncertainty for risk (risk is a reasonably well-understood chance of something bad happening; uncertainty is a poor understanding of whether good or bad will come out of a course of action) – with the result that there is a tendency to shy away from potentially beneficial technologies, simply because we don’t know how they are going to unfold.  On the other hand, uncertainty means that we do need to move forward carefully, in case there are very real and relevant risks lurking in the shadows.  The trick is to develop better ways of handling uncertainty so that the best possible choices are made.

Being up-front about uncertainty and potential risks associated with science and technology is a critical step toward developing conversations and actions that underpin a science-informed approach to minimizing and otherwise handling uncertainty and risk.  One particularly good resource that the report recommends is A Worriers’s Guide to Risk [PDF, 222 KB] – a one-pager intended to help everyone make more sense of the seemingly unending series of stories on risk.

In its specific recommendations and actions, the Science and Trust Expert Group includes:

• Support Government to take better account of risks and uncertainties in policy making;
• Support public judgements about risks and uncertainties inherent in the scientific advisory process;
• Support policy makers to take better account of public attitudes and values to the risks, benefits and uncertainties in the governance of emerging technologies;
• Enable wider discussions in the media and elsewhere on uncertainty inherent in the scientific process; and
• Enable greater discussion of risk.

Although these are aimed fair and square at the UK, they provide a valuable template for a global conversation about good science, and its role within society.  Hopefully, now that the UK has set the pace, we will see this develop as an International conversation about good science.

Prompted by a blog post by Stephen Hill this morning – and a flurry or Twitter responses to it – here’s a quick question on science and trust:

Take Our Poll

More on this in a later blog.

A guest blog by Gary Kass, Principal Specialist in Strategic Futures at Natural England

The London-based Science Media Centre (SMC) describes itself as “an independent venture working to promote the voices, stories and views of the scientific community to the national news media when science is in the headlines” and sets out its “ultimate goal” as being “to facilitate more scientists to engage with the media, in the hope that the public will have improved access to accurate, evidence-based scientific information about the stories of the day.”

Recently, the SMC produced a discussion document on “Climate Science in the Media” aimed at scientists and science press officers to encapsulate “some of the lessons we believe science has learned from previous media frenzies.”  The SMC acknowledges that people may disagree with some of the advice and wants to stimulate a debate.  Roger Pielke’s blog already has a discussion going on this already and this is my contribution to the debate.

Having been a scientific adviser to the UK parliament and government when MMR and GM broke and being responsible for delivering the government’s policy on public engagement with science between 2004 and 2007, I can fully understand why SMC is doing this and agree with much of the advice set out in its guidance…

For me, though, Point 9 (headed “Hang on in there – it will calm down”) is the most helpful.  It includes a great a quote from Michael Simmons, Director of Populous: “People tend to make judgements over time based on a whole range of different sources.” This is the most important point in the SMC’s advice:  don’t panic!  And there are good reasons to support this.

The social amplification of risk discourse supports the idea that people (let’s not pigeon-hole individuals under the patronising heading of ‘the public’) are sophisticated consumers of media:

• people calibrate their media (i.e. they rarely every access only one source and they play different sources off each other to arrive at their views)
• the media gives people things to talk about but does not tell them what to think; and, as they get new things to think about, people change their opinions – but, crucially, there’s no way that you can predict how they’ll change them
• finally people will often consume media that supports their own views anyway (psychologists call this confirmation bias).

When things like ClimateGate happen, many (but not all) in the science community panic, but in my view much of this is down to some scientists’ continued misunderstanding of both the public and the impact of media.  I have argued long and hard about the need to turn Public Understanding of Science on its head and to build capacity in the science community for scientists to understand the publics (from PUS to SUP).

It is not ‘science’ or ‘scientists’ that people distrust (I commissioned two national opinion polls over a number of years that showed this quite clearly).  What people are uneasy about is the ‘governance’ of science and technology.  Where people smell a rat and suspect collusion they will react against it.

But here’s the rub:  often the only way that they can really express their views is through negative reaction against the science or technology at hand (be it climate change, nanotech, GM, MMR or nuclear power)… It is what the social scientists call ‘affect’:  people don’t really take against technology itself, but many dislike arrogant (and often this means American and multi-national) companies and the feeling that Government is colluding with them to force it down their throats.  This feeling is not specific to any single area of science or technology, but is a manifestation of wider social trends such as declining trust in government and big business.  If scientists had a better understanding of publics and what’s behind much of the reaction they rail against, they might sleep easier in their beds.

But while science is about contested knowledge, in the media-driven, circus-like atmosphere we live in now, scientists can’t expect to have the luxury of the time, space and seclusion for considered reflection, testing and evaluation… it’s science in the wild (or ‘post-normal science’ as Jerry Ravetz and Silvio Funtowicz would have it).

However, many in the science community, in not understanding this fully, tend to think that ‘the public’ (and many only ever see the multiple publics in the singular) reaction is against the technology itself and then compound this error by extending this to a belief that because people are against a particular technology that they are against all areas of science and all technologies – often manifest in accusations that people are ‘anti-science’, ‘luddite’ or ‘irrational’.  This is a dangerous fallacy.  In a democracy, we should neither expect nor desire everyone to be unquestioningly supportive of all science and all technology in all situations… North Korea anyone?

Lastly, while in government I tried (with limited success) to convince the natural science community to realise that in situations like this it is perhaps best to go to the social science and humanities experts to get their views about these wider issues.  It is insufficient to rely on natural scientists to defend their science and the way they do it.  While scientists have a role in identifying risks, they are not judge and jury and the scope for wider stakeholder and public perspectives in framing, evaluating and managing risks is vast.

I ask this as a natural scientist who woke up to this need to be ‘reflexive” in the early 1990s after banging my head against a brick wall with what I thought  was the classic ‘sound science and professional judgement’ approach.  The simple fact is that the world doesn’t work like that and there are decades of social science and philosophy that have explored the nature and workings of science and the interactions with publics from which we can all learn.  For me, the key lesson is to avoid assuming a deficit of either understanding or trust on the part of ‘the public’ towards ‘science’ and to focus more on building a trustworthy system for science and technology – with an ARTful (accountable, responsible and transparent) governance at its heart.

I wouldn’t wish to give the SMC advice, but clearly, enabling greater reflection by scientists on their capacity and willingness to gain a more sophisticated understanding of publics and their limitations in addressing public concerns and shaping policy, might not go amiss.

____________________

Gary Kass is currently Principal Specialist in Strategic Futures at Natural England, one of the UK’s statutory environmental advisory bodies.  Prior to this, Gary was Assistant Director, Science and Society in the UK Government’s Office of Science and Innovation and Senior Scientific Fellow at the UK Parliamentary Office of Science and Technology.

Well I guess I set myself up good and proper – I should have realized that in asking people for their questions on nanotechnology safety last week, they would actually want answers!

Having failed miserably to compile a catalog of websites that provide clear and concise answers to the questions asked in last week’s blog (I gave up after the 6th question),  the least I can do is provide some my own answers.  So here they are…

This being a blog and it only being an hour ’till lunchtime,  the answers are rather brief and off the cuff.  Hopefully they are of more use than not.  But if something doesn’t seem right, please check it out – and let me know.

Before I begin though, I must thank the brave souls who did attempt to provide links to answers in the previous blog – thank you!

The Questions, and some Answers:

1.  What sort of nano budget does FDA have?

If you look at the National Nanotechnology Initiative budget – a compilation of US federal agency investment in nanotechnology – FDA does not have a specific nano budget.  That said, the agency does have a number of people working on regulatory issues associated with nanotechnology in general, and engineered nanomaterials specifically.  FDA also supports the National Toxicology Program in the US, which is investigating the toxicity of a number of engineered nanomaterials, and has its own labs at the National Center for Toxicology Research, which are involved in nanomaterial toxicity studies.  So while it is tough to get a handle on the agency’s nano budget, this doesn’t mean they are not working in the area.

2. With something like nanosilver, is it possible to design out the hazard while keeping the “benefits”?

This is a tough one.  It would be nice to be able to do this, and there may be some possibilities here.  The main way silver kills microbes is to release silver ions, which are toxic to many microbes.  Silver nanoparticles are useful in that they release ions (effectively they dissolve) faster than the same quantity of larger particles, and they can be added to a wide range of products.  There is also some evidence that the nanoparticles themselves might be harmful to microbes.  The big problem here is that you have to have the ions to be effective – and if you are releasing the silver ions into the environment, they could do more than just kill the microbes you want them to.  But if there was a way to limit the rate of release and ensure only the microbes you want to get rid of come into contact with the silver ions, it might be possible to reduce possible risks while increasing benefits.  Some of the smarter uses of silver as an antimicrobial seem to be taking this approach.  The thing we really don’t want to do here is release silver nanoparticles into the environment without much thought, where they will continue to release ions and potentially cause damage.

3. What are some of the most interesting nanoparticles found in nature (not manufactured in the lab)?

I guess it depends what is meant by “interesting.”  Certainly, nanoparticles are a fact of life, and were long before humans were around.  Anything that burns and many things that get very hot release nanoparticles – think fires and volcanoes.  Liquid sprays that contain small amounts of dissolved substances can also produce nanoparticles as they evaporate – sea spray for instance is a great source of nanoparticles.  And then you have reactions between different chemicals in the atmosphere that produce nanoparticles.  Photochemical smog is a great example of man-made atmospheric “nanoparticle factories.”  But nature was there before us – terpenes released by trees can form nanoparticles in the atmosphere (the blue haze associated with the Blue Ridge Mountains is a result of naturally occurring nanoparticles).  These are all certainly interesting nanoparticles.  But they usually differ from engineered nanoparticles in that they are usually complex mixtures of nanoparticles and other stuff.

4. When will we know if it’s safe enough? I understand toxicity eg nanotubes. Do we think we can mitigate? What is safe enough?

I’m afraid that “safe enough” is a question that only policy makers, citizens and others can answer.  Science can provide information on how safe – or how risky – something is.  But then it’s up to others to work out when this is okay, and when it is not.  When it comes to nanotechnology, the first step is dividing nanotech into specific materials and products, as each will present different safety questions – including how safe is safe enough.  For example, safe enough for a cancer treatment will be very different from safe enough for a baseball bat.  We then need to work on where the plausible risks are – the materials and products that are more likely to present safety issues that we are not set up to handle well.  Then, we can start to work out where the knowledge gaps are, and how to fill them.  Governments and industry around the world are a good way along this path, although there is a long way to go still before some products of nanotechnology can be deemed “safe enough.”  For instance, we still don’t have a good handle on how to use carbon nanotubes safely, or what the safety issues around developing nanoscale food ingredients are.  On the other hand, there are nanotech-related products that, on the current balance of evidence, appear to be reasonably safe – I would consider sunscreens using well-engineered nanoparticles of titanium dioxide and zinc oxide in this category.  The bottom line though is that we still need to work on defining what is safe enough, and identifying new safety issues that emerge as nanotechnology progresses.

5. Given the nano-size of the particles, are there any effective respirator filters to guard against inhalation?

Yes.  There are some unanswered questions here, but in general, respirator filters are better at capturing nanometer-sized particles from the air than larger particles.  It sounds counter-intuitive, but the secret lies in Brownian motion.  Smaller particles are batted around more than larger particles by air molecules, and as a result are more likely to collide with and stick to the filter fibers or membrane.

6. What do you feel the repercussions are for extended life through utilization of nanotechnology?

Interesting question.  I think there are profound implications associated with the possibility of extending life – especially extending the span of productive/high quality life.  And nanotechnology is one of a suite of technologies that could lead to significant extensions to lifespan. Yet I’m not sure that nanotechnology per se raises questions as much as the implications of extending life – no matter what the technology used.  In thinking about the “repercussions” (I prefer “implications”) of extending life more generally, a lot has been written on this.  The possible implications are both fascinating and challenging – ranging from the possibility of severe planetary over-population, to extreme (and divisive) divides between those with and without access to life-extension technologies, to the possibility of greater environmental and social awareness as people become more aware that they have to live with the consequences of their actions.

7. How are safety tests carried out in nano tech?

There are suites of toxicity tests that are used to determine the hazard associated with chemicals.  Which ones are used depend on the regulations governing the material and how it will be used.  For instance, the toxicology tests on a new drug are substantially more comprehensive than those that would be used on a new cosmetic.  Some of these use cell cultures – in vitro tests.  Some of them are able to provide an indication of hazard without cells, by probing the chemical nature of a substance.  In other cases, computer models are used to get a handle on how toxic a new substance might be.  Most toxicologists agree though that most of these tests only go so far in predicting how a new substance might harm humans, and at some point tests with animals are needed – in vivo tests.  There are moves around the world – and rightly so – to minimize animal testing, and to find alternatives where possible.  Unfortunately, when it comes to brand new materials such as some engineered nanomaterials, it is extremely hard to predict how these materials might behave in a living organism from modeling and cell cultures.  This problem is compounded by some established toxicity tests that have been devised for chemicals not working well for some nanomaterials.  So the toxicologists face a quandary – do they rely on non-animal tests that may not be adequate, and risk allow products on the market that could cause serious harm, or do they test these materials on animals, to minimize the chances of something bad happening?  It’s a tough question.  But the bottom line is that most people involved in ensuring people are not harmed by new products will use the best possible suite of tests to provide them with the best possible information on product safety.

8. Seems that (nano)tech is moving v.fast. Is there a risk that results of safety testing will be out-of-date as soon as printed? How to keep up pace?

This is a challenge for sure.  I don’t think that sound toxicity tests will be quickly out-dated.  But I do think that there is a danger of increasingly sophisticated engineered nanomaterials being produced and used before we have a good handle on how to evaluate their risks, and develop protocols for safe use.  I would argue that in order to keep pace with the technology we need to rethink how we approach safety:  We need to work out how to reduce possible risks before we have all the safety data (by reducing exposures for instance); we need to learn how to predict possible hazards, and work out how to engineer them out of products during development; and we need better ways of tracking new developments so that we can respond quickly to safety issues.  We’re making some progress here.  But we have a heck of a long way to go still.

9. Is it possible/ necessary to regulate the use of materials which don’t yet exist?

It’s tough to regulate something that doesn’t exist!  What we can and probably should do is to use regulation, and other forms of oversight, to create frameworks within which emergent risks will naturally be identified and addressed – more a set of principles than hard command and control regulation.  The trick here is not to think of regulations as a list of “do not’s”, but as sophisticated tools for reducing uncertainty and increasing safety as businesses develop new materials and products.

10. We all want safety decisions to be informed by sound science, yet decisions must be made (indeed are being made) now, in most cases with relatively little useful data. What’s the soundest way to approach such decision making?

The million dollar question, as new materials and products come along faster than the safety science can keep up!  I would argue that we always have to come back to evidence-based decision-making as the foundation of what we do here, but that we desperately need new tools for making decisions in the absence of hard data.  There are a number of approaches to this that are emerging.  Control banding for instance is an approach to reducing risks in the workplace in the absence of good exposure data, and may be extend-able to working with new nanomaterials.  Multi-Criteria Decision-Making is another approach that is being developed to make decisions where data are lacking, or where the data are complex.  Then there are a number of approaches to filling gaps in toxicity and exposure data when trying to develop safety guidelines for new materials.  So we have some tools in the toolbox here for making decisions in the absence of data.  But the reality is that, looking to the future, we are going to be increasingly faced with situations where the data are incomplete, or the evidence is complex, and we are going to have to get increasingly sophisticated with how we make decisions in these cases.

11. Are their any lessons learned (societal/ethical issues) from GM foods that could be applied to the engineering or mechanical manipulation of foods through nanotechnology?

Enough to fill a book is the answer I think.  I’ll just touch on a couple here though.  First, issues associated with nanotechnology is very different from the issues surrounding genetically modified foods, and it is dangerous to compare them too closely.  For one thing, while GM foods are reasonably well-defined, nanotechnology is an umbrella term encompassing a huge diversity of technologies.  But looking to the GM food debate (some would say debacle), two critical issues were perceived heavy-handed tactics from big industry, and a lack of transparency – it seemed that what people really didn’t like was companies making decisions on their behalf, then not telling them about it!  Looking to nanotechnology, there are a number of important lessons to be learned here about how to engage with people when developing and introducing a new technology, to ensure that it is what people want, that they understand the pros and cons, and that they have

12. What should consumers know about nano-foods that labels won’t tell them?

“Should” is a strong word.  But I do think that many people would like to know that they could find out more about how nanotechnology was being used in the foods they were eating – and I’m sure regulators would like a better handle on this as well.  In terms of information that would be useful, I think you have to look at the ingredients list – a simple “nano-inside” sticker is a non-starter as it contains no useful information, while possibly raising speculative and in many cases unsubstantiated concerns.  On that ingredients list, I think it would be useful to identify where something has been specifically engineered at the nanometer scale and added to the food to add value to the product.  This could simply be a case of adding a “n” before the ingredient – nSiO2 for instance.  But this in itself isn’t of much use to the user – without more information, they won’t be able to tell whether that “n” is a good thing, a worrisome thing, or nothing worth fretting about at all.    What I think would be far more helpful is finding a way to link from product labels to more detailed information on the web.  Imagine for instance that you could take a snapshot of the bar code on a product using your smart phone, and be taken to a database that let you know what was in the product and why.  This would be a farm more effective way of providing people who were interested with useful information on the nano in their food – if and when it gets there (and there are remarkably few food products on the streets that clearly and unambiguously contain engineered nanomaterials).  The good news is that this is a technology which is already gaining ground.

13. Nanotech pervades all sectors and there is a huge range in riskiness between the applications. How can we develop a meaningful triage system to prioritize sectors, product classes, products and materials with respect to safety?

Short answer – stop talking about nanotechnology, start talking about specific technologies and the products that use them, and make sure we ask scientifically plausible questions about potential risks, rather than being driven by speculation.  This is a huge issue – not just for nanotechnology – and more thinking is needed on how we begin to identify and address plausible safety issues, without being side tracked by questions that, while interesting, are more speculative than scientifically sound, and run the risk of distracting attention from more important issues.

14. How will we deal with imported nano products and how will we know they are nano?

With great difficulty I think.  Oversight of imported products – whether nano or not – is a major issue in today’s globalized market.  It’s a problem that has got regulators the world over worried.  Add nanotech in, and the problem becomes even greater – because now you have products with components that may lead to new safety issues, that do not have to be identified, and are not easy to detect!  I suspect though that part of the solution is to avoid getting too hung up on nanotechnology, and to start focusing on specific materials that raise new safety issues, and develop ways of detecting and overseeing the use of these materials.

15. What is the risk of NOT developing nanotech (in health care, environmental protection, economic development)?

I suspect that the answer to this question will differ wildly according to who answers it, but my opinion is that we cannot afford not to develop new technologies such as nanotech.  I would argue (and have done so on this blog) that the challenges facing humankind over the next 50 plus years cannot be solved using conventional technologies alone.  Access to nutritious food and clean water; disease treatment and prevention; clean, renewable energy – these are all challenges that we currently do not have the tools to address effectively.  Of course, nanotechnology is one of a number of emerging technologies that can help.  And any emerging technology-based solutions must be integrated with social, economic and conventional technology innovations if we are to ensure the focus remains on solving the problem rather than simply playing with the next new “technology toy.”  That said, I suspect that a failure to develop responsible and sustainable nanotechnologies will have a severe impact on people’s lives and the environment in the future.

16. What is the risk overall? Technology has not made us necessarily healthier and happier – although life expectancy has undeniable risen. Will the advances in 100 sectors be nullified by one “bad sector” (say nano use in weapons)?

I’m not sure you can talk about the overall risk of something as broad as nanotechnology.  Thinking as broadly as possible, there are risks associated with developing nanotechnology without appropriate checks and balances, just as there are risks associated with impeding its development at the expense of people who need food, water, medical treatment, energy…  But it’s far more useful to think about the pros and cons of specific applications of nanotechnology.  Of course, there is always that chance that, because we are working under this “brand” of “nanotechnology”  if something bad happens in one sector – say a new nano drug goes badly wrong – it will have a knock-on effect on other areas where nanotechnology is being used.  This is a possibility as so much has been lumped together under the banner of nanotech.  But I suspect that people are sophisticated enough not to stop using their nanotech baseball bat because the latest nano drug has problems.  Of course, this won’t stop equally sophisticated people from using nano-problems to push other agendas, if they see the opportunity.

17. We may need new bioassays. Can they be designed to simultaneously address animal welfare issues? Can they become models for use in non-nano contexts? Can there development be justified, financed and sped up on that argument?

As new toxicity testing challenges arise with some engineered nanomaterials, I see no reason why this cannot be used to stimulate further research towards minimizing the use of animals in tox testing.  In fact, I would argue that it is important that every opportunity is grasped to find more humane ways to evaluate material and product safety (this was something I highlighted as being important with my colleagues back in 2006 in a commentary in the journal Nature).  Nevertheless, I do feel it is important to ensure whatever assays are used, they lead to the use of products that will not end up inadvertently harming the user.

18. What is the difference between nanotech, biotech and synthetic biology?

Get ten experts in the same room, and they’ll give you at least twenty different answers to this one.  But here’s my take:  Biotechnology is a very broad technology that covers the use of biology in agriculture, food and medicine.  The term often refers to intentionally manipulating the genetic code of organisms – usually at a fairly crude level – to change them in ways that are perceived as being beneficial.  Nanotechnology is about engineering matter at a scale just a little larger than atoms and molecules, and taking advantage of the new and unusual properties that can result from such fine-level engineering.  Nanotechnology is often (but not exclusively) thought of as involving non-living materials.  Synthetic biology on the other hand is all about manipulating the genetic code of organisms at the nanometer scale, to either alter them in useful ways, or to create new organisms.  The truth of the matter is though that each of these terms is a clumsy shorthand for a continuum of science and technology innovation that is providing us with an increasingly sophisticated level of control over matter at the finest level – whether that be in living systems, dead systems, or combinations of the two.

19. Is there sufficient attention to the “soft science” of safety research? Governance, ethics, public relations, process research, organizational research, etc?

I would certainly argue that more need to be done here – much more.  Think about it – we live in a world where not only do we need to make decisions in the absence of information, but the very dynamics of decision-making the world-over are changing.  “Hard” science is not enough on its own to cope in this new world.  We also need to know how it fits in to a complex and shifting social, political and economic environment.  And for this, we need expertise in areas like engagement, governance, social decision-making, and a whole host of other “soft” areas.

20. The problem I have with the whole issue is that nanotech is not a “single” field, like polymers or vaccines, drugs or pesticides, say. Instead it’s a vast area of sci-tech defined rather arbitrarily by the size of the entities/particles involved. We need some way to ensure policy makers are not forced into a corner where they throw a blanket over all nanotech. How can that be achieved?

So true.  I think I touch on this a couple of times above, but somehow we need to decouple the products of nanotechnology from the brand of nanotechnology – so we can have science-informed dialogues on issues that are well-defined.  But how to do this?  We could start making sure that people have access to good information, and that they are fully engaged on the issue for a start.

21. How do we assess long term impacts in short term safety tests & decide it is safe enough?

The unfortunate truth here is that we still struggle to do this with non-nano substances, never mind the products of nanotechnology.  There are ways in which we can get a handle on what some long term impacts might be – the various assays for potential genotoxins, carcinogens etc. are helpful here for instance. But we still have a long way to go.  Maybe we should see this as an opportunity for engineered nanomaterials to stimulate some new ideas and approaches here.

22. Who is accountable if we do miss long term impacts?

Huge question.  I guess, depending on which country you are in, the lawyers would say whoever you can sue is accountable!  But beyond the possibilities of litigation, who is accountable for the impacts of decisions made – or not made – now?  Businesses developing new products are accountable to their shareholders and, perhaps surprisingly to some, their stakeholders in many cases – including customers (a number of businesses have strong value systems and codes of conduct that place stakeholders above shareholders).  This naturally leads to some degree of short to medium term accountability.  On the other hand, looking at government, it is hard to find any true accountability for the medium to long term consequences of actions – especially in an area like nanotechnology which cuts across so many departments and agencies.  Clearly, this is something that needs to be addressed.

23. What % of gov and business budget should be spent on safety?

A few years ago, a number of groups were arguing that 10% of the US nanotechnology research and development strategy should be devoted to health, safety and environmental impact-related research.  These days, I would argue that how the money is spent is at least as important as how much money is spent.  If you don’t start out with the right questions and a reasonable idea of how to get the answers, no amount of funding is going to get you to where you need to be.  That said, once you have a sound strategy, 10% of nanotech R&D is not a bad starting place.  A couple of years ago I was on a congressional testimony panel when a colleague from BASF was asked how much industry invest in ensuring the safety of a new product.  From what I remember, the answer was around 15% of the R&D budget.

24. How do we get companies to share their safety data to add to the body of evidence on safety?

Find mechanisms by which companies can share useful safety data without compromising their business, and develop trust and partnerships between businesses and other stakeholders to make data sharing easier.  This is a tough one though.  Most people in the business think it’s important and should be possible, but no-one’s come up with a viable solution yet.

25. When will 2020 Science learn to count?  (my apologies – realized after posting that I had missed four questions!)

Come off it, I’m a physicist.  Counting’s for engineers!

My apologies for the lack of links and citations here.  Time didn’t allow for more than a quick fire response – maybe this is something that needs to be added in at a later date.

To accompany the review just posted of Felice Frankel and George Whitesides’ book “No Small Matter: Science on the Nanoscale” the authors kindly allowed me to post this series of excerpts.  What I wanted to capture here was the synergy between the images and the prose – and how together they pull the reader in.

This is just a small taste (bad pun – sorry) of what the book offers.  If you enjoyed it and want to see more – I’m sure you know your way to a good bookstore by now.

As people seem to expect this these days, I should be clear that this is an independent review, using a copy of No Small Matter purchased from my own hard earned cash!

How do you write a book about something few people have heard off, and less seem interested in?  The answer, it seems, is to write about something else.

Felice Frankel and George Whitesides have clearly taken this lesson to heart. Judged by the cover alone, their new book “No Small Matter:  Science at the Nanoscale” is all about science in the Twilight zone of the nanoscale – where stuff doesn’t behave in the way intuition says it should.  Open the cover, and you are drawn into a seductive world of stunning images and poetic prose, that reveal as much about the authors’ passions and delights as the science that drives them. Finish the book, and you will have a far more sophisticated grasp of nanotechnology than most of your friends and, dare I say it, many of the people currently working in the field.  Because this is the sleight of hand that Frankel and Whitesides pull – by not writing about nanotechnology, they have published what is perhaps the best book on the subject to date!

But all this is besides the point.  Because more than anything, No Small Matter is about the delight of understanding and appreciating better the world in which we find ourselves.  This is a book that is simple enough for a child to appreciate, and subtle enough to keep the most cynical intellectual engaged.  It’s the sort of book I would strongly recommend you read (and read again) – not because I think you should, but because I think you’ll enjoy it.

The key to this remarkable book – and I choose my words carefully here – is the synergy between Frankel’s images and Whitesides prose (see these excerpts for an example).  Whitesides’ writing is poetic, engaging – it draws you in.  Even re-reading the book for this review, I find myself savoring the lines.  It’s not that Whitesides avoids long words and complex ideas – try this one for size for instance: “Anthropomorphizing capillarity into affection or avarice is misleading but unavoidably appealing.”  But he writes with an openness, enthusiasm and deceptive simplicity that pulls the reader in – you can almost see the glint in his eye as you read.  Take this passage for example from the book’s introduction:

“This book is about small things.  They’re different – sometimes really, and enthrallingly, different.  We humans have always been fascinated by “small”: the gears and springs of a fine watch, embroidery, a jumping spider – each is a distinct kind of marvel.  We think of ourselves as master artisans, and we have a connoisseur’s appreciation of delicate work.”

Rather than lecturing, Whitesides seeks to help you see the world through his eyes.

But the prose – beautiful as they are – are only part of the equation here.  The real genius of the book is the merging of Whitesides’ writing with Frankel’s images.  On their own, many of the images appear mundane (although the skill behind them is far from trivial).  Placed alongside Whitesides’ writing, something special happens.  The images draw out the full flavor of the prose, seasoning them to perfection.  Take this description of combustion:

“The smallest flames share features in common with the largest: a burning candle tells the story as well as a coal-fired electrical power plant; only details are different in a coal fire and a diesel engine.  Here, the heat from the flame melts the hydrocarbon candle wax; the liquid wax climbs up the wick; heat radiated from the flame vaporizes the wax; the vapor mixes with air; a complex series of chemical reactions in the hot region – the flame – convert wax and oxygen to carbon dioxide and water.  At an intermediate point in the flame zone, small particles of unburned carbon – at a temperature of approximately 1000 C – glow yellow.  When combustion is incomplete, unburned carbon particles cool to smoke or soot.”

The story is elegantly told.  But it is Frankel’s exquisite photograph of a candle flame beside it that connects the description to reality, and helps you appreciate the intricate science involved in an apparently simple process.

Another wonderful example comes in Whitesides’ discussion of wave-particle duality, which is dominated by his thoughts on math and poetry:

“We’re burdened by a curious conditioning that blinds us to one of the greatest—perhaps the greatest—of art forms. We live for poetry; we live in terror of equations.

We see a poem, and we try it on for size: we read a line or two; we roll it around in our mind; we see how it fits and tastes and sounds. We may not like it, and let it drop, but we enjoy the encounter and look forward to the next. We seen an equation, and it is as if we’d glimpsed a tarantula in the baby’s crib. We panic.

Equations are the poetry that we use to describe the behavior of electrons and atoms, just as we use poems to describe ourselves…

Poetry describes humanity with a human voice; equations describe a reality beyond the reach of words. Playing a fugue, and tasting fresh summer tomatoes, and writing poetry, and falling in love all ultimately dissolve into molecules and electrons, but we cannot yet (and perhaps, ever) trace the path from one end (from molecules) to the other (us). Not with poetry, not with equations. But each guides us part way.

Of course, not all equations are things of beauty: some are porcupines, some are plumber’s helpers, and some are tarantulas.”

And the accompanying image?  A photograph of Louis de Broglie’s wave equation – hand written.

But I don’t want to leave you with the impression that the images are merely an illumination for the text.  Some of them  capture perfectly the world of the nanoscale.  Others are cleverly crafted metaphors – a glass apple with a cubic shadow for instance; a metaphor for quantum objects that have attributes that seem irreconcilably at odds.

The heart of the book is sixty short essays, accompanied by images.  These are divided into seven sections, loosely covering “smallness;” strange behavior at the nanoscale; living things; why science at the nanoscale matters; dangers and challenges; and whether this is all the next big thing, or merely a storm in a teacup.  The essays are loosely linked, but each stands on its own.  Taken together, they seem at first to follow a random walk through Whitesides’ imagination – a comfortable mix of personal reflection and science on subjects that pique his curiosity.  But rather cleverly, they coalesce to provide a coherent sense of nanoscience.  And in doing so, provide what is perhaps the most honest and clear sense of nanotechnology that I have read.

The challenge here is that nanotechnology is not back and white – it’s not easy to say “this is nanotechnology; that is not.”  Other writers have tried to draw clear lines around the technology.  But in doing so, they have come perilously close to diminishing the wonder of seeing how the world works at the nanoscale, or the innovation that comes from using this knowledge.  Frankel and Whitesides on the other hand don’t draw boundaries – they are content with talking about stuff that is small, and different, and exciting, and awe inspiring.  They are happy working in gray areas that defy clear definition.  And they set out to enlighten, not instruct.

The result is a book that will delight anyone with an interest in the material world and an appreciation of poetic prose and eye catching images.

A series of image and text from the book can be seen here.

__________________________

As people seem to expect this these days, I should be clear that this is an independent review, using a copy of No Small Matter purchased from my own hard earned cash!

For more information on the book and the review, check out the 2020 Science Facebook page

Hype, scare mongering, obfuscation and just plain misinformation – the scientific community are reasonably clear about what they think of Tabloid science reporting much of the time.  So I wasn’t too surprised to see the headline “‘Grey goo’ food laced with nanoparticles could swamp Britain” in today’s Daily Mail, following the release of a new report on nanotechnologies and food from the UK House of Lords.  Here we go again I thought – cheap misrepresentation to pull the punters in and never mind the fallout.  But on closer reading, perhaps this piece isn’t as crass and misleading as I initially thought…

Partly as a bit of fun, I thought I would deconstruct the piece, to try and work out whether there is some sense here behind the apparent madness.  But I also have a bit of a soft spot for its author, Fiona Macrae.  Fiona was largely responsible for educating me in the ways of Tabloid reporting a few years ago.  It was the launch of the Project on Emerging Nanotechnologies Consumer Products Inventory, and I was talking with a group of reporters at the UK Science Media Center.  I remember Fiona clearly – she was smart, engaged, asked intelligent questions.  I was effusive in my answers.  And shocked when I saw her story the next day.

Rather than telling my story, she told hers.  Under the banner “‘Hidden danger’ in anti-ageing cream” she appeared to take my carefully considered words and turn them on their head.  Of course, it didn’t help that, in the course of our amiable interview, I had told her “We are using humans as guinea pigs with a lot of this.”  The lesson: she was a skilled reporter, and I was naive!

Having been on the sharp end of her pen, I was interested to read today’s story with a slightly more dispassionate eye.  Here’s what I thought, section by section:

The headline: ‘Grey goo’ food laced with nanoparticles could swamp Britain

What an emotive headline – a new danger, infiltrating our food, and threatening to overcome us!  From a purely literary perspective, the imagery is wonderful – “‘grey goo food’” brings back recollections of old-style British cuisine, while “laced” and “swamp” are loaded with menace.  But is it inaccurate?  Placing grey goo in inverted commas tells us that this is shorthand for something, and not to be taken too literally.  According to the report the piece is based on, food could hit the shelves that contains nanoparticles (and is probably already there) – “laced” is descriptive, but not inaccurate.  Saying Britain could be swamped with these foods is a bit of an exaggeration – but it is possible that in the future significant numbers of food products could use nanomaterials in some way.  So while the headline is attention-grabbing, it avoids being plain wrong.

Britain is on the brink of a massive expansion in foods containing controversial ‘grey goo’ nanoparticles, according to the former head of the Food Standards Agency.

Low-calorie chocolate and beer that doesn’t go flat could be on sale within just five years, Lord Krebs said last night.

Is Britain on the brink of a massive expansion of foods containing nanomaterials – aka “‘grey goo’ nanoparticles”?  Not unless industry and government do something to ensure the safe and successful development of the technology, according to the House of Lords report.  But the statement isn’t too far from the truth.  And the chocolate and beer examples are accurate.

However, he and other peers believe there will be no requirement for the hi-tech products to be labelled as containing nanoparticles – microscopic compounds that can worm their way into the brain, liver and kidneys with unknown consequences.

Here we see the real skill of the Tabloid writer – technically correct writing with worrying embedded subliminal messages.  Sure the Lords writing the report didn’t believe labeling is the way to go – although they did come up with another solution to ensure people had access to relevant information.  And some nanoparticles can get to the brain and kidneys, with unknown consequences.  But by saying they ‘worm their way in’ Macrae conjures up images of slimy parasites and worse – would you want anything “worming” its way into your body?

But critics said the public have the right to know what they are putting into their bodies, and point out that new legislation will mean that cosmetics that contain nanoparticles will have to be clearly labelled.

Correct.  And the full report addressed this.

Once derided by Prince Charles as ‘grey goo’, nanoparticles are tiny particles – 300 million would fit in a pinhead – with powerful properties that make them of interest to food companies.

Although they are small, they have a large surface area at which key chemical reactions can take place. This means that relatively low numbers of sugar nanoparticles can have the same effect as a large amount of normal sugar, creating tasty chocolate or cakes with a fraction of the calories.

The same principle could be applied to fat, allowing the creation of low-fat icecreams and mayonnaise that taste like the real thing.

Nanotechnology-inspired packaging promises to improve food shelf-life, and in the U.S. plastic beer bottles have been lined with ‘nanoclay’ to stop the brew from going flat.

This is all good and useful information.  Having grabbed the Tabloid reader’s attention, Macrae is now feeding them some useful information.

Lord Krebs chaired an inquiry by the House of Lords science and technology committee into the safety of nanotechnology in food, which found that although there is no evidence that the tiny particles are harmful, there are ‘large gaps’ on our knowledge.

The committee called for the Food Standards-Agency to compile a database of nanoproducts that can be accessed by the public. The FSA is not in favour of nanoparticles being declared on food labels, saying they are cluttered enough already.

This is accurate reporting – still on a roll here.

The inquiry also criticised the food industry for being unnecessarily ‘ secretive’ about the products it has in the pipeline. It said this seemed mainly to be because it was concerned about the public’s reaction.

Julian Hunt of the Food and Drink Federation said: ‘Given that nanotechnology is in its infancy in the food and drink sector, and that bringing innovations to market is a long and complex process, we are surprised that the report seems to criticize the food industry for an apparent reluctance to communicate extensively on this subject.

‘There are many questions and unknowns about the potential future uses of nanotechnologies in our sector, and there is much work still to be done by scientists, governments and regulators, as well as the food and drink industry.’

And we finish with the report’s critique of the food industry – which was the main thrust of the associated press release – and a response from an industry representative.

And at the end of the piece, I have to say that it is largely accurate and informative – emotive maybe, but not seriously misleading.  I would actually go further and say that, once the in-your-face headline and opening sentences have pulled readers in, they might actually learn something!

Of course, the fear is that readers will miss the nuances and not read past the headline and, as a result, get completely the wrong end of the stick.  I wonder how likely this is in this case though. Do people really believe in “grey goo” or is the joke on over-sensitive scientists here?

There are obviously major issues surrounding science reporting in the Tabloids, and I don’t for one minute want to give the impression that I am supporting dangerously misleading and disingenuous reporting.  But in this instance, there’s little of substance to complain about once you get beyond the occasionally jarring language.  And it might actually lead to some readers having a better grasp of what nanotech has to do with food… possibly!

Go Fiona!

By Ruth Seeley, No Spin PR.

A little over a year ago, Ruth Seeley – a freelance communications consultant – rather bravely approached me with a proposition:  She would help me develop a social media strategy for 2020 Science, if I would let her write the experience up as a case study.  Was she mad?  Did she not know how impossibly contrary scientists are to work with?  Or was she simply a sucker for punishment?  Twelve months on, I’m pleased to say that Ruth is still speaking to me.  But how did the experiment go?  To find out, read on… -AM

Despite having once shared an award for client service with a much more senior colleague, I would be the first to admit that client service – in the sense of getting along with and working closely, productively, and harmoniously with clients – has never been my strong suit. As an ex-global public relations employee gone (briefly) ‘corporate’ and now a solopreneur, I’ve had many challenges, not least of which was aligning myself with the kind of clients who don’t need a lot of handholding and who have either a learned or an instinctive understanding of what public relations is and what it can do for them. Managing client expectations and educating them is fine and dandy when you have a client willing and able to pay for their learning curve. Being asked to teach, explain, or worse, being second-guessed at every step of the way (which is what tends to happen when your client is another solopreneur with little corporate experience and a miniscule budget) is, frankly, both intolerable and unprofitable. Another real stumbling block for me was the fact that I no longer had a team – virtual or in-person – to draw upon. Nor an IT department to help me with technological challenges, ranging from viruses to actual laptop meltdowns. Couple that with the fact that I decided a decade ago that it really was time to stop and smell the roses, and I was faced with a dilemma when I decided to give public relations one more shot in late 2008 and see what I could make of No Spin PR.

Having decided that I wanted to focus on clients in the nanotechnology and clean energy technology sectors, I set up a Google Alert on nanotechnology and started doing my research. Among the first of the nanotech blogs I found was Andrew Maynard’s, and to my delight, one of the first 2020science posts I read was this one. As an English major I felt myself on firm ground – he was talking about books, after all, one or two of which I’d actually read. Emboldened by the reading I’d done to date on social media in general and the blogosphere in particular, I didn’t hesitate to comment. Twice, in fact, on that post. I also did some research on Andrew Maynard, and particularly liked what I saw of the way he handled himself on the Fred Friendly Town Hall simulations and how obviously genuine he was as evidenced by the Twinkie Guide to Nanotechnology. He wasn’t smooth and he wasn’t exactly succinct [so much for practicing in front of the mirror! -AM], but his passion for his subject matter, his desire to communicate effectively and his patience, humour, wit, and intelligence shone through. The fact that he was obviously having a good time, more than anything else, made me want to work with him.

When I concluded I could no longer ignore Twitter as I began my social media immersion, I searched for, found him, and started following him on Twitter in late 2008. To my surprise,  he was busily conducting a social media experiment – five tweets per day (and only five) over the course of a week, in an attempt to impart meaningful information on emerging technologies, including both nanotechnology and synthetic biology, 140 characters at a time (there were no links in those tweets). And so I approached him via email to ask if I could help him develop a social media strategy for 2020science.  Surprisingly, he agreed. Our formal terms were simple: I would provide my services on a pro bono basis if he would allow me to write a case study at the end of 2009 that would demonstrate both my social media and nanotechnology expertise (and he would have the right to review and approve the case study).

From the beginning, Andrew was an amenable but amusing client [I was clearly a little confused about the client-consultant relationship –AM]. I started writing plans using the formulas I’d been taught – call them RACE (research, action, communicate, evaluate – here’s an example of one campaign using that formula) or whatever you like, you begin with four basic questions: Where are we now, where do we want to be, how will we get there, and how will we know we’ve arrived? Situational analysis, objectives, strategy, tactics that map to strategy, and some form of measurement. I did MindMaps (he liked the MindMaps) [J -AM]. I urged him to create YouTube channels, Facebook and LinkedIn profiles. I nagged him to get Google Analytics on the blog. I touted the benefits of podcasting [repeatedly, I recall –AM]. I attached dates to various initiatives. Somehow this led to several blog redesigns in the first quarter of 2009, for which I was inevitably blamed (I had said nothing about redesigning the blog, I swear!).  In terms of goals, I think the only one I could get him to commit to was the overarching goal of having fun. I stopped talking about goals, although I do recall saying our target for Twitter followers for the year should be 5000 followers. Looking back at my plans, I see that on January 21, 2009, 2020science was following 48 people and had 191 followers. I urged Andrew to take his personal branding a little more seriously, and to at least create an email signature that included his blog address and his Twitter ID. He saw the good sense of that suggestion and immediately implemented it. We stopped revising the plan.

And it was at that point that all sorts of good things began to happen. Andrew created an Alltop channel for 2020science. In mid-February, Lon Cohen recommended Andrew in a Mashable post on Twitter professors, and the next month Andrew himself approached Mashable about writing a post on tweeps (primarily although not exclusively science folks) who would change your perspective on reality. Except, of course, being British, he was adamant about referring to them as twits rather than tweeps. I had some input into the choice of those he recommended, and Andrew took some of my advice (ok, in this instance he was actually pretty tractable, let me do some editing, and he certainly honoured my wish not to be included in the list! Because, you know, I am not the story – he’s the story). And no one seemed to mind, although the sudden increase in followers led some of the 13 listed to conclude their computers had caught a virus – it didn’t occur to me till after the article was posted that we should have given them a heads up that they were about to be mentioned in the article [put it down to being British again, but I did get a chuckle from watching the 13 tweeps go through the same confusion I experienced after appearing on Lon’s list – I seriously thought I was the unwitting victim of a spam-attack! –AM] . Less than three months after beginning to approach his social media efforts more strategically, 2020science had more than 5000 followers on Twitter.

In terms of other forms of measurement, the blog’s Technorati  authority has increased from 11 on January 21, 2009, to 122 as of January 3, 2010 [although with the new rating system, I have no idea what this means – AM]. Almost 500 people now subscribe to the 2020science RSS feed (up from 8 on 21/1/09) – and more than 5700 followers on Twitter. I was initially concerned about Andrew’s following:follower ratio (he is still only following 195 tweeps – fine – twits). But by assiduously checking his @messages he has been able to interact with far more than the 195 folks he follows, and has also, I gather from our last conversation, managed to not drive himself insane attempting to cope with the tsunami of information that is Twitter while continuing to hold down a full-time job, stay married, and actually be present in his relationship with his children.

More important, he has embraced the principles of social media so surely and so instinctively that he has made working with him a constant pleasure and a continuous learning experience for me. He’s (a little stiffly, mind you, and with properly British reserve) embraced Facebook and if you don’t contribute your suggestions regarding what you’d like to see on the 2020science blog you will not be eligible to win one of the brilliant (and my current favourite coffee-drinking vessel) 2020science blog mugs. But in addition to maintaining his own enthusiasm for blogging and communicating about science, technology, society and innovation, he has also succeeded in creating a community of folks who are asking some of the questions that need to be asked in these still-early days of the 21^st Century: who really benefits from the scientific research that’s being done? How can we share the innovative technology we’re capable of producing? How do we communicate effectively – and by that I mean, how do we manage to both listen and to express our own point of view or that of our organization in order to arrive at agreement rather than polarized entrenchment of existing views? From my own perspective, what he’s taught me is that letting go of the message, giving the client his head, as it were (or, you know, enough rope to hang himself), and adopting a far more hands-off, coach/consultant role rather than creating scripts that must then be memorized and delivered after arduous rehearsal, is the way to go, and is the future of public relations rather than its death knell.

2010 – the year of the 2020science podcast series? Stay tuned. My middle name is Persistence.

Despite my quips above, this has been a great year working with Ruth.  At the beginning of the year, I really didn’t know where I was going with 2020 Science.  I still don’t know, but now I don’t know with style!  Actually, that’s not true – as she says, Ruth forced me to take the blog—and the 2020 Science brand—seriously, and think more clearly about what I was trying to achieve.  In some ways I was a difficult client – I listened patiently to Ruth’s suggestions, then happily went off and did my own thing!  But at the end of the day we forged a partnership that worked very well.  In reality, she coached me to work effectively with social media—acting as a guide, sounding board and, occasionally, a taskmaster (but not often).

So was the experience worthwhile?  Absolutely!  2020 Science always will be something of a niche blog.  But at least it’s now a social media-savvy niche blog, written by someone who has a slightly better idea of why he’s doing it than he did a year ago.

But I do draw the line at podcasts–for now… -AM

Now you see what I’m dealing with – he asks me to write a guest blog and thinks he can have the last word!

Andréia Azevedo Soares has just posted an excellent blog on how to interview scientists over at YS Journal – an on-line journal written, edited and published by students.  The piece is aimed specifically at students from 12 to 20 years old who are engaged with the Young Scientists Journal project from around the world, and Andréia – an established journalist herself – cautions that it might not be of much use to professional journalists and science writers.  But I suspect that anyone on the giving or receiving end of science-related interviews will find the piece informative.

In writing the blog, Andréia corresponded with a number of scientists about their experiences being interviewed, including me.  Having send her copious off the cuff notes, I thought it might be worth-while posting them here – if only so you can see how a good writer separates the wheat from the chaff in such situations

Andréia was interested in my thoughts on being interviewed as a scientist and someone who writes and talks to people about science.  This is what I emailed her (edited superficially from the original, where I became grammatically challenged in the heat of the moment).  Remember, these thoughts are aimed at students between 12 – 20 years old, rather than established writers:

Over the past few years I’ve been interviewed by many journalists – mainly over the phone, but sometimes face to face, and occasionally for TV and Radio.  In most cases the experience – and the results – have been positive.  Perhaps most importantly, the experiences have helped me understand how best to work with journalists as a scientist.  But they have also given me some insight into how journalists can get the most out of scientists when talking with them.

I’ve always found that interviews go best when the interviewer is prepared – when they have read up on the subject, when they know who I am and what my expertise is, and when they have a clear sense of the information they are interested in.  The worst interviews are fishing expeditions – where the journalist doesn’t seem to know why they are talking to me, and they are simply fishing for information they might use as the basis of a story.

I find a prepared journalist instills confidence in me, and helps me to convey what I want to say clearly and effectively.  They don’t need to be experts in the subject.  In fact I see it as an important role of the interviewer to ask the sort of questions their readers would want to ask – even if they seem scientifically simple and naive (there’s no such thing as a stupid question, but ignorant questions are another matter).  But it helps if they know where they are going with the interview.

I don’t find small-talk helps at the beginning of an interview – I have better things to do than talk about the weather usually!  But starting with straight-forward questions does help.   I often find that I am providing my clearest answers at the end of an interview, because this is when I have relaxed sufficiently to start communicating well with the interviewer.  Some simple warm-up questions help speed up this process.

The questions I dread are the open-ended ones: “what is nanotechnology?” is a perfect example of a question that potentially ends up with me rambling, because I don’t know how much information the interviewer wants.  Of course, as a person used to being interviewed, I should have stock answers to such questions – but I’m not that disciplined!  This is actually an important point – the clearer it is what the interviewer is looking for, the easier it is to provide clear answers.

Some of my richest conversations with journalists have come from what is usually the last formal question – “is there anything else you think is important, or that you would like to add?” – this is an open-ended question at the end of the interview that is okay to ask.  What I find at this point is that I start to chat more informally with the interviewer about things that weren’t covered in their questions, or things that I think might be relevant – including emphasizing and clarifying things that I have said previously.  And as a result, occasionally I say something that hits a chord with the interviewer, and we spend several more minutes exploring something that wasn’t in the original interview plan, but nevertheless finds its way into the final piece.

Ending interviews politely and keeping in touch with the interviewee is always important.  It’s always good to be informed personally when the piece is published – whether or not you have been quoted.  On occasions, I’ve had journalists send me the piece and explain why my comments haven’t appeared.  This can sometimes be a bit of an ego blow, but it does raise my respect for these journalists.  It also helps cement a longer lasting relationship.  Developing a working relationship with scientists you may use as a source multiple times seems extremely important.  It provides you with a list of sources that you are confident in, and who trust you.

This question of trust is critical, and it is mutually beneficial.  A scientist is more likely to speak to a journalist that they have had good experiences with, and who does a good job in representing their work.  This trust is built on how the interview goes, feedback after the interview, and the quality of the piece that is published.

When I see myself quoted in a piece, I first check that the quote reflects what I was trying to say – I’m not too worried about the minute details, but the broad sense of the quote and the context are important to me (I have colleagues who think very differently on this, but I always assume that in synthesizing and summarizing the science, some of the detail and scientific accuracy will be lost.  This doesn’t bother me – as long as the science is not wrong, or that the implications of the quotes are inaccurate or inappropriate).  If I am uncomfortable with the quote, I first check back to thinking whether the fault lies with me – did I express myself poorly?  Most times, I am the one who could have done better.  If I feel that the journalist has represented my work and my point of view poorly, I might send them a polite message noting this – although I usually acknowledge that I could have done better in expressing myself.  On very rare occasions, I might say something in public if I feel the article is dangerously misleading – but this is an extremely rare occurrence.  More often thought I just let it go – but I don’t tend to work repeatedly with journalists who do not do a good job of representing what I say.

That said, most journalists I have worked with are genuinely interested in feedback on their pieces – especially on whether they got the science right.  Asking for feedback builds trust with sources – even if you write the occasional piece that isn’t perfect!

This is something of an aside, but there are a number of media advisors working with scientists who suggest scientists ask to check stories prior to publication.  I’m not sure where this advice is coming from, but it seems naive, inappropriate and unfeasible in many cases to me.  There are publications that will come back and fact-check the science, and even check that quotes are correct.  But very few publications will allow sources editorial control over articles – and rightly so.  However, young journalists should be prepared for scientists to think that they can somehow check over the work before publication – and work out how to politely decline!

Back in July I wrote a short blog about Tim Jones’ Exquisite Corpse of Science project – an innovative project to explore what people think about science and it’s place in their lives and society, through the medium of drawing and film.  Four months on, I though it was worth a quick update.

One of the most striking aspects of Tim’s original work was a nine-minute movie, exploring three people’s perspective on science through drawing (you can see the movie here).  Since its release, the movie has been picked up by two science film festivals – the Imagine Science Film Festival in New York City, and the Serbian Science Film Festival, where it is scheduled to be screened in December.

Pretty impressive – but understandable once you’ve seen the movie.

In the meantime, Tim is building a mosaic of exquisite corpse submissions from anyone motivated to put sharpie to paper. This is well worth exploring – there’s surprising depth to some of the submissions so far.  But there’s also plenty of room for new tiles to be added.

So if you’re passionate about science and have a few minutes spare, don’t procrastinate – put your thoughts on paper, and send the result to Tim (instructions here).  You don’t have to be an artist (as I shamelessly demonstrate here) – just someone with something to say on what science means to you.

As scientists, how we love to rail against the incompetence of the media.  As self-proclaimed keepers of the truth, we decry – usually rather vocally – the misinterpretation and misuse of our precious studies.  And as we commiserate together on the injustices of the world, we inevitably get to thinking that if only journalists could see the world as we do and get that down in writing (or on tape), things would be so much better.

Except, it isn’t always the journalists who are to blame for how science is portrayed in the media!

Take this case that landed in my metaphorical in-tray this morning for instance:

Yesterday, Texas A&M University put out a news item with the title “Technology may cool the laptop.” The piece starts:

Does your laptop sometimes get so hot that it can almost be used to fry eggs? New technology may help cool it and give information technology a unique twist, says Jairo Sinova, a Texas A&M University physics professor.

Aided by a short video, Professor Sinova, a co-author on the research being referred to, notes that

Laptops are getting increasingly powerful, but as their sizes are getting smaller they are heating up, so how to deal with excessive heat becomes a headache… “Theoretically, excessive heat may melt the laptop,” he adds. “This also wastes a considerable amount of energy.”

This is an important issue, although I suspect that the vision of melting laptops goes a little far.  But it gets you wondering what this amazing new breakthrough is that is going to prevent those embarrassing laptop melt-downs and inadvertent griddle emulations.  The answer? The Spin Injection Hall Effect, or SIHE – a relatively recently discovered phenomenon that results in electrons with different “spin” in a semiconductor leading to a measurable magnetic field.

The paper that the Texas A&M University news item refers to is “Spin-injection Hall effect in a planar photovoltaic cell” in the journal Nature Physics.  It appears in the September edition of the journal.  It’s an interesting and scientifically sound paper.  It describes work where an experimental semiconductor device is used to show that the Spin Injection Hall Effect can in principle be used to encode information in the spin state of electrons, then “read” that information back.

It is research that could be useful to new ways of transmitting and storing information in the future.

But keeping laptops cool?  Hardly!  And certainly not imminently.

So what’s going on here?  How do we get from some pretty esoteric research on electron spin to preventing “laptop-burn?”

The most generous explanation is that, in one possible future, this science could underpin technologies that lead to lower energy microprocessors, and that this is what the researchers latched on to in an attempt to make their work relevant to a broad audience. But this is an incredibly huge leap.  It’s the scientific equivalent of playing the lottery – speculation in the extreme.  There’s a small chance that the science might lead, through a long chain of events, to microprocessors 12 – 50 years down the line that are faster and more efficient.  But making your MacBook Pro run cooler?  Give me a break!

Another explanation is that Texas A&M wanted to sex the research up – raising their profile at the expense of informed science reporting.

Or maybe someone just got hold of the wrong end of the stick – or the wrong stick entirely.

I’m not sure which of these is closer to the truth.  But what is clear is that this type of misrepresentation of the science at source is not uncommon, and it is highly damaging to understanding of and engagement in science within society.

In this case, the assumptions and speculations behind the laptop claims weren’t clarified, and little attempt was made to distinguish between the science and the fantasies it inspired.  As a result, media outlets that picked up on the story simply propagated the misinformation – including Science Daily.  And as many readers would not have access to the original paper, they would not have the means to test the claims being made.

If research institutions misrepresent the science they are involved in, what hope is there for informed science coverage in the media?  And more importantly, how on earth are people to get an informed sense of emerging science and technology, and engage in a meaningful dialogue on its development and implementation?

I’m all for imagining where different avenues of research might lead.  But fantasizing about future applications as if they are just around the corner is naive at best, and just plain cynical at worst.  And the sad thing is, it ends up further disengaging people from the process of science and technology innovation – robbing them of the ability to participate effectively in a science and technology-driven society.

Effective science coverage in the media is under threat, and there many factors at play here.  But surely this makes it even more important that scientists and research institutions don’t simply add to the problem.  I’m probably being a little unfair picking on Texas A&M here – they aren’t the only ones feeding the media with questionable material.  But it seems that if the science community is serious about good science reporting, it needs to get its own house in order before pointing too many fingers at others.

After all, journalists and others reporting on science and technology are only as good as their sources.  Garbage in, garbage out, no matter how hot or cold the laptop is running!

]]> http://2020science.org/2009/10/30/do-scientists-encourage-misleading-media-coverage/feed/ 32 http://2020science.org/2009/10/15/riding-the-wave-rethinking-science-technology-policy/ http://2020science.org/2009/10/15/riding-the-wave-rethinking-science-technology-policy/#comments Thu, 15 Oct 2009 13:35:54 +0000 Andrew Maynard http://2020science.org/?p=2328

Part 8 of a series on rethinking science and technology for the 21^st century

Much to my embarrassment, I’ve just realized that it was over four months ago that I wrote the previous blog in this series – a series that was supposed to evolve over just a few weeks!  Most inconveniently, other priorities ended up interfering with my well-laid plans and I found myself distracted from completing the series, just three posts before its conclusion.

The good news though is that this gives me an excuse to provide a lightning summary of the story so far, which goes something like this:

• We stand at a nexus of unimaginable technological potential, and unprecedented global challenges.  How we develop and use science and technology over the coming decades will determine the quality (and possibly even the quantity) of life for coming generations.
• Three factors in particular are influencing the challenges we face, and the tools we have at our disposal to meet them.  These are the rate at which knowledge and ideas are propagating and influencing people, the increasingly strong links between human actions and environmental re-actions, and the ability of scientists, technologists and engineers to bend the material world to their every whim; from atoms and molecules to global weather systems.  These are my three “C’s” – communication, coupling and control.
• The coupling between human actions and environmental re-actions is cumulative, non-linear, and rapidly increasing in importance.  Which means that we are now facing global challenges that are more complex and further reaching than any previous generation has had to deal with.
• Rapid changes in how we communicate with each other are rewriting the rules on how society operates, from the global scale to the local level.
• High-impact advanced in science and technology are being driven increasingly by advances in control over materials at the scale of atoms and molecules.  Atom-level control over everything from DNA to advanced materials to smart drugs is poised to vastly extend our technological reach as a species.
• Separately, these three factors confront us with new challenges and new opportunities.  Together, they demand a new way of thinking about science and technology if we’re going to ride the wave of the future, rather than being engulfed by it.

The obvious question at this point – and the subject of this blog – is “how effective are current approaches to developing and using science and technology, and what (if anything) needs to change if we are to adapt and thrive as a species?”  In other words, how as a society can we make decisions that will ensure we have the necessary scientific understanding and technological know-how to overcome emerging challenges and realize the opportunities facing us, without creating more problems than we solve?

And that means we need to talk about science and technology policy.

Effective science and technology policy depends on a robust a framework for decision-making that helps ensure an appropriate level of investment in science and technology, and a good return on that investment.  Every developed country/economy has well-established approaches to science and technology policy—whether formally expressed, or simply in the form of a prevalent set of assumptions or beliefs amongst policy makers.  And these approaches have worked okay in the main over the past fifty years or so.

But are they flexible enough to weather the looming challenges of the 21^st century?

In the United States, approaches to science and technology policy still reflect largely the thinking of Vannevar Bush.  In 1945, Bush presented President Truman with a vision of science in Science, The Endless Frontier that started with basic research, and ended with social and economic growth.  While thinking has evolved since then, many policy makers are still strongly influenced by his ideas.

In crude terms, Bush’s concept was that pure research (directed predominantly by scientists) leads to applied research, which in turn leads to technological innovation.  This in turn stimulates economic growth, which leads to more jobs, more money, and a better quality of life for citizens.

This top-down, linear model has worked well over the years in the U.S. – scientists have been funded reasonably well by the Federal Government, and have been given considerable latitude in what they do.  And in the U.S. at least, this investment seems to have resulted in considerable technology innovation and wealth generation.

But I’m not sure the same approach has got what it takes to address the very different challenges of the 21^st century.

Although current approaches to science and technology policy tend to be more sophisticated than Bush’s model, there is still a tendency to take a top-down linear approach.  Typically under this model, goals for science and technology investment are crafted, funding levels decided, and mechanisms and routes by which those funds will be allocated are identified within government.  It is then assumed that this up-front decision-making will lead to innovation, which will lead to jobs, wealth and, at the end of the day, a better quality of life for citizens.

The degree to which policy makers adhere to or diverge from this (admittedly simplistic) overview depends on where you are in the world.  But this general approach still plays a large role in determining the direction of and funding for science and technology policy in many countries.

Yet this very hierarchical approach to decision-making may not have what it takes to ensure scientific and technological success over the coming years.

First up, it assumes that heavy investment in basic research will naturally lead to technology innovation.  This over-simplistic assumption has been questioned repeatedly over the past decades, perhaps most notably by Donald E. Stokes in his book Pasteur’s Quadrant: Basic Science and Technological Innovation – it’s an assumption that is likely to be further challenged as the interplay between science, technology and society becomes increasingly complex and dynamic.

Then it assumes that up-front investment in science and technology will naturally lead to an improved quality of life through wealth creation.  Yet the values on which the model is based are beginning to look a little simplistic—dated even—in today’s diverse and interconnected world.

And finally, it supports a top-down approach to science and technology policy that encourages policy lock-in.  This occurs when there are few mechanisms to rethink policy decisions that don’t work—a very precarious position to be in where the policy process potentially lags a long way behind technological progress.

In other words, the widely used linear model of science policy could well fall flat in a world where communication, coupling and control demand responsive and adaptive approaches to guiding and utilizing science and technology.

So what’s the alternative?

A complete rethink of science and technology policy frameworks is way beyond the scope of this blog.  But two issues stand out as being at the top of the rethink-list: the need for a less hierarchical policy framework, and the need for more effective feedback mechanisms.

Starting from the bottom, most people would agree that the end goal of investing in science and technology is improved quality of life.  But what this means and the route to achieving it will vary, depending on a number of factors.  The concept that technology innovation and wealth generation will automatically lead to an improved quality of life is one perspective—but it isn’t the only one.  As social and political boundaries are redrawn through new ways of communicating and technology-driven possibilities advance at an increasing rate, I suspect this perspective will begin to look a little naïve.  An alternative approach is to have multiple goals for the science and technology endeavor—recognizing that wealth, jobs, quality of life etc. are important and intertwined, but not necessarily linearly connected.  In other words, recognizing that quality of life may depend on more than making money!

Similarly, I suspect there will need to be a rethink of the relationship between setting top-level goals for science and technology policy and the means of achieving those goals.  Rather than a top-level steer on science and technology policy, it is going to become increasingly important to flatten the process of crafting policies that determine the direction research and development is pointed in, how much is invested in it, and how the money is spent.

But perhaps most importantly, there will need to be increased feedback between what comes out of science and technology policy, and what goes in.

In any complex and dynamic system, feedback is the key to ensuring stability and adaptability.  The Bush-type hierarchical model of science and technology policy has relatively little in the way of feedback.  But this will need to change if policies are to lead to scientific research and technological innovation that achieve what they set out to.  Rapid advances in communication, coupling and control are pushing us a long way out of equilibrium—without effective feedback loops, the consequences could be catastrophic.

A robust science and technology policy framework will depend on many and varied feedback mechanisms.  But amongst these, the ability to review inputs against outputs, and the participation of people and organizations affected by policy decisions, will be essential.

From this perspective, a revised science and technology policy framework that will help us rise to the challenges of the 21^st century might look something like this:

This is still rather simplistic.  It also reflects to a degree changes in science and technology policy that are already occurring in some countries.  But it does provide some insight into how approaches to science and technology might be crafted that will help us not just cope with life in the 21^st century, but to thrive—to ride the wave of the future rather than being engulfed by it.

I’ll look at some of these approaches to science and technology in the next blog in the series – Completing the circle: Coupling science & technology outputs to inputs.

Notes

Rethinking science and technology for the 21st century is a series of blogs drawing on a recent lecture given at the James Martin School in Oxford.  This is a bit of an experiment—the serialization of a lecture, and a prelude to a more formal academic paper.  But hopefully it will be both interesting and useful.  I’ll be posting a “rethinking science and technology” blog every week or so, interspersed with the usual eclectic mix of stuff you’ve come to expect from 2020science.

Previously: Confluence: Where communication, coupling and control collide

Next: Completing the circle: Coupling science & technology outputs to inputs [Coming soon]

Since when did peer review journals start to put press hits before published data?

Scientific peer review journals are a cornerstone of modern science – providing an authoritative repository of scientific discovery that researchers and others can examine, test and build upon.  Publication in peer review journals is the primary route by which new science is made available to people, and the “gold standard” against which science coverage in the media is evaluated.

Yet over the past couple of months, I’ve come across two cases where journals were more interested in publicity than publication – releasing information to the media and the public on forthcoming publications before the papers were generally available.  The result is media coverage that cannot be validated against the original research, and a dangerous shift in authority from scientists to journalists and press officers…

This cannot be good for balanced science reporting!

Back in August, the European Respiratory Journal sent out an embargoed press release on a potentially high profile paper associating nanoparticle exposure to seven cases of severe lung disease and two deaths in China.  When the embargo was lifted, the study was covered in the media (including a suite of articles on 2020 Science) – but the paper remained unpublished.

Concerned that this story was being driven by the journal’s press office and journalists, with readers and researchers having no way to check the facts and assess the study for themselves, I contacted the press office.  This is what I said in an email to them:

…I have written about the paper on my blog at http://2020science.org, and have been concerned that the link to the paper is still not live. As well as putting me (and journalists who have also linked to the paper) in an awkward position, it prevents the scientific community from evaluating the paper for themselves.

I will be posting a blog on this apparent disconnect on my blog very shortly. But before I do, I wanted to check whether the ERJ will in fact be posting the paper on-line asap. I also wanted to provide you with the chance to comment on the time delay between the press release and posting the article, before I say something in public.

Unfortunately, I was specifically asked not to quote the reply I got back from the journal.  However, the gist of it was that journalists could access the paper, and the journal would respond more directly to my question… when they had time.

(And believe me, I fully appreciate the irony of not providing the original reply here in a post about not having access to source information!).

The good news in this case is that the journal did respond to my emails and eventually published the paper on-line – but only after pressure had been applied.

Then this morning I received notification of another paper which was preceded by its press release.  Here’s the opening of the Eurekalert press release that was posted by Inderscience Publishers – publishers of the International Journal of Nanotechnology:

Nanotech protection

Current safety equipment may not be adequate for nanoprotection

Writing in a forthcoming issue of the International Journal of Nanotechnology, Canadian engineers suggest that research is needed into the risks associated with the growing field of nanotechnology manufacture so that appropriate protective equipment can be developed urgently.

Followed by

Dolez and colleagues suggest that as this area of manufacturing grows it would be prudent to develop adequate workplace protection sooner, rather than later. Indeed, those workers most likely to be exposed to nanomaterials will be working in cleaning, bagging and formulation activities as well as surface functionalisation of nanoparticles.

This is a potentially important paper – it questions the adequacy of current safety equipment when working with engineered nanomaterials, and concludes that more work is needed to ensure safe workplaces.

But if you want to know what the authors base their conclusions on, you’ll have to wait – unless you are a journalist that is, in which case you can request a pre-publication copy of the paper.

I emailed the journal this morning to find out when the paper will be available to non-journalists (including scientists and interested members of the public).  The answer?

The issue should be published on 1 December 2009.

In other words, the only information most people will have access to on this study for the next six weeks will come from the journal’s press office, and from science writers!

These aren’t isolated cases.  It seems that, in the push to survive the digital revolution, some peer review journals are putting publicity ahead of integrity – encouraging science reporting that cannot be verified against the source, and preventing readers from assessing the validity of the studies they read about.

At a time when the soundness of science coverage in old and new media is already under scrutiny, surely this type of behavior is tantamount to the scientific community shooting itself in the foot!

Not every journal is guilty of playing the publicity card.  But to prevent the bad players from giving science reporting a bad name, perhaps it’s time for a peer review journal code of conduct that establishes principles of responsible behavior.  Amongst those principles, I would suggest a commitment to the integrity of the scientific process, and an agreement not to put out  media “teasers” ahead of publications.

The alternative is the spectacle of a once-respected tradition dissolving into disrespect, while further compromising the already-tenuous authority of science reporting.

And this cannot be good for science, or the society it aims to serve.

Postscript

I should be clear that I have no beef with embargoed press releases that are sent out ahead of a publication – as long as the respective paper is made generally available at the same time as the embargo is lifted.  This approach – used by some journals – gives journalists the opportunity to digest new research and write informed pieces, without the pressure of being scooped by less thorough colleagues. And in many cases it strengthens the integrity of science reporting.  What is unconscionable in my opinion though is issuing a statement or lifting a press release embargo without publishing the original study.  This can surely only be a cynical move to increase publicity for the journal, rather than disseminating the science.

Sunday morning breakfast – a croissant, a coffee, and a stress-free morning.

But wait a minute…

I wonder how healthy all that butter is?  When did I last have my cholesterol levels checked?  Were they high?  Will my crisp, moist butter croissant push me into a French pastry-coronary?

And how about the coffee?  Didn’t I hear that caffeine gives you cancer?  Maybe that was just the Daily Mail on another cancer scare spree.

But there’s no smoke without fire…

Bother – what am I going to do?  I can already feel the panic rising!

Hang it all, I’ll just head out to MacDonald’s for a Sausage Egg and Cheese McGriddle, with a couple of hash browns on the side.  After all, didn’t someone say it’s healthy to start the day with a good breakfast?

Okay so I’m not really sitting down to croissants and coffee (more’s the pity), and I’m not going to rush off for a MacDonald’s breakfast.  But it is a Sunday morning, and with my brain in weekend mode (i.e. slow, relaxed, prone to roaming, uninformed speculation…), I found myself ruminating over something a friend said in an email a few days ago…

It concerned apparent resistance to having H1N1 flu shots in some quarters – an issue that is still bubbling away in the news.

I’m not going to write about the H1N1 vaccine directly – that would be irresponsible given my limited knowledge and my Sunday morning torpor.  But the issue does raise an interesting question of what happens when we are forced to consciously make decisions we might usually take for granted.

Martye’s email came on the tail of the latest poll from the Associated Press and GfK on people’s intentions to be vaccinated against H1N1.  The poll suggested that people were more wary of the new vaccine than “normal” flu vaccines, even though each year’s batch of flu vaccines is tailor made for that year’s prevalent virus strains – something that Martye had witnessed himself anecdotally.

He wondered how this played into people’s trust of science, scientists and government, and the role of mis-information in the decisions people make.

Because this is a Sunday morning, and there are important Sunday morning things to do (like find those croissants), this is a question that will have to wait until another day.  But it did get me thinking about the degree to which too much information, or a particular focus on an issue, can create a quandary by shifting the decisions we make from the subconscious to the conscious level.

As a species, we’re pretty adept at letting the subconscious parts of our brains do the heavy lifting when it comes to making decisions.  Just imagine how tedious life would be if we needed to analyze the pros and cons of every move or decision we made – much like the coffee and croissant illustration above, we would become paralyzed by indecision.  But we’d also more than likely end up making decisions that were more based on what we were comfortable with, rather than what was good for us.

This raises a real dilemma though, and one I don’t have a good answer to.  A major thrust of what I do is advocating for and enabling informed, evidence-based decision-making.  It’s something I believe in strongly – that in a science and technology-driven society, people should be enabled to make the best possible decisions for themselves and their society based on good evidence and strong scientific principles.

Yet it seems that where the decisions people need to make are far from black and white, forcing them to think about things could end up leading to choices that are more harmful than helpful.

The H1N1 flu vaccine seems to be a case in point.  If it was rolled out as just another annual flu vaccine, many people would have accepted it without question – the decision-making would have been at the subconscious level.

But because the issues of its importance and possible downsides have been raised explicitly, people are being forced to make a conscious decision whether to have it or not.

And kicking up the decision-making process from the subconscious domain to the conscious level has led to confusion and indecision.

So what should we do?  Should complex decisions be left in the hands of “experts?”  Should information – evidence – be withheld from people who don’t have the ability to process and use it?  Should we just accept that others are more informed than we are – and trust them?

At this point, every bone in my body is screaming that transparency, access to information and personal decision-making autonomy are moral obligations in a mature society, and that a hierarchical technocracy is not the way to go. Yet, if this is the case, we need to face the fact that more information isn’t necessarily a good thing on its own.  We need to develop the social tools to use it wisely, empowering individuals to make decisions that benefit themselves and society without leading to undue paralysis and harm.

This is a tough task.  I’m sure there are mountains of scholarly works that address it.  But I’ve yet to see any clear routes forward emerge.

Yet if we are going to cope with new challenges in a world where information spreads like wildfire, it seems more important than ever to work out how to empower people to make responsible and informed decisions on risks and benefits, without becoming paralyzed, or forced into relying on comfortable but possibly unhelpful decision-making shortcuts.

It seems that too much choice could be bad for the health.  But I suspect that not enough choice – and a lack of help, guidance and other tools for making informed decisions – will be worse for the health in the long run.

But that is most definitely a Monday morning problem.

Now, back to that croissant and coffee…

]]> http://2020science.org/2009/10/11/is-too-much-choice-bad-for-the-health/feed/ 14 http://2020science.org/2009/09/28/so-you%e2%80%99re-curious-about-nanotechnology%e2%80%a6/ http://2020science.org/2009/09/28/so-you%e2%80%99re-curious-about-nanotechnology%e2%80%a6/#comments Mon, 28 Sep 2009 14:53:17 +0000 Andrew Maynard http://2020science.org/?p=2283

Curious, concerned or just plain confused about nanotechnology?  The new website Nano & Me might be just what you are looking for.

Nano & Me - a new website for everything nanotech

Funded in part by the UK department of Business, Innovation and Skills (BIS) and developed by the Responsible Nano Forum, Nano & Me is aimed at providing clear and balanced information on an emerging technology more usually associated with hype and speculation.  I’ve been aware of the pending website for some time, but it’s only recently that I’ve had the chance to test-drive it.  And I must confess, I am impressed – Nano & Me is quite possibly the best one-stop-shop for down to earth information on nanotech around.  Whether you simply heard about nanotech on the radio and want to know more, were wondering why your tennis racquet was nanotech-enabled, or are scratching your head over the latest nanotechnology claims and counter-claims, there’s something here for you…

There’s been tremendous investment in nanotechnology over the past ten years or so – for instance, in 2008 a whopping $18 billion was invested in nanotech R&D by governments businesses and others around the world according to Lux Research. Not surprisingly, a certain level of “marketing” has accompanied this investment—we’re told nanotechnology will transform our lives, solve global problems, stimulate economies and create jobs.  On the flip side, there are plenty of groups—researchers even—warning that the new technology could cause more problems than it solves if we don’t get our act together.

So you’ve heard that nanotech is the next big thing, that it is important, that it could be dangerous, what’s your next step—where can you get an honest perspective that cuts through the hype and tells you want you need to know?

Surprisingly, your options are remarkably limited.  You could pick up a popular book on nanotechnology – Nanotechnology for Dummies say, or Richard Jones’ Soft Machines.  But these are not for the faint hearted—you need to be pretty dedicated to learning about the science of the small to get through them.  Alternatively, you could check out the various websites dedicated to nanotech—the US National Nanotechnology Initiative website for instance, or Nanotechnology Now.  But most of these sources present nanotechnology in a certain light —even if it’s simply a desire to tell you how great nanotech is.  And to be honest, most of them are impenetrable unless you know exactly what you’re looking for.

The sad fact is that if you have a passing interest in nanotechnology, you don’t have an advanced degree in science or technology, and you have no stomach for hype, your options are limited.

It’s this void that Nano & Me attempts to fill.

Nano & Me was established through funding from the UK Government and the Esme Fairbairn Foundation to be an information hub for nanotechnology, and a focus of debate for anyone interested in its development, its use and its implications.  Quoting from the website,

“Nanoandme.org is a website for anyone who wants to know more about nanotechnology. You might have heard something on the news you wanted to check out, or be a small business thinking about using a nanomaterial and want to know about regulation or safety issues. You could be a school child needing information for a project or just be curious to know what on earth it is.”

On opening the website, you are faced with an attractive scene of urban and rural bliss, dominated by a central signpost directing you to different areas on the site.  Despite its seeming simplicity, this opening screen is deceptively sophisticated.

First off—and admittedly this may be a cultural thing—it draws you into the site.  This looks like a welcoming and comfortable space to find out about nanotech in.

Secondly, the central signpost directs users to where they would like to go in an intuitively clear way—whether you are interested in what nanotech is, where it’s being used, safety issues, regulation, or social and ethical issues.

But here’s the clever bit—pass your cursor over the hospital, the cosmetics commercial, the flowers, and a hundred and one other parts of the opening screen, and you are provided with access to more information on how nanotechnology relates to these areas.  Here’s an example:  Place the cursor on the bottle of sunscreen and you get:

“High factor nano sunscreens are transparent, not white and gloopy.”

along with a link to more information.  Or select the river, and a bubble appears telling you that when it comes to water treatment,

“nanoparticles bind with pollutants in contaminated water and help to clean it up.”

I like this interface.  It’s attractive.  It’s engaging.  And it provides a fast and intuitive portal to more information in areas that users are likely to be interested in.

Clicking on the signpost takes users to one of six areas on the website: What is nano? Nano products;  Nano safety; Social & ethical; Regulation; and The nano debate.  Each area follows a similar format:  The right side of the page list the various topics covered, “chapter-style,” while the center of the page provides clear and concise information on the current topic.  The left of the page provides links to more in-depth information on the topic selected.  While surrounding the main content are links to other related resources, and relevant nano-factoids.

To give you a feel for how this works, this is a screenshot of the “Nano products” page:

Nano and Me products page

Down the right hand side of the page are the chapters—twelve areas where nanotechnology is making a difference to the products we use.  Clicking on one – Environment, say—brings up basic information on how nanotechnology is being used in that area, and what the pros and cons are.

Nano and Me environmental products page

To the left of the screen are links to further information, including future directions of nanotechnology uses in the environment, and safety issues.  While to the right is a link to the Project on Emerging Nanotechnologies Consumer Products Inventory—a free web-based inventory of consumer products allegedly based on nanotechnology.

While the content changes according to which area of the website is being viewed, the format is similar—starting off with simple information, but allowing viewers to delve deeper into it if they want.  This is an approach that seems to work well.  You don’t feel overwhelmed with information.  But you are given the option of finding out more if you want.

Rather than go through each section, it’s far better if I leave you to explore the website yourself.  I think you will be pleasantly surprised at both how easy it is to navigate, and how relevant the information is—whether you are a complete nano-novice, or have been interested in the field for some time.

This is an impressive website from a number of angles.  For one, it seems to avoid the trap of either hyping up nanotechnology’s promise, or placing undue focus on possible risks.  Rather, it provides an honest perspective of where we’re going with this, what the possibilities are, and where the speed bumps might be.  But it also does all of this in an incredibly intuitive way.  I can imagine young kids having no problem using the site and learning something.  At the same time—and this is really smart of the website designers—Nano & Me is sophisticated enough to appeal to adults.  And not only those with a passing interest in nanotech—I have a sneaking suspicion this will find its way onto the bookmark list of policy makers, researchers and non-government organizations engaged in nanotech as well!

The bottom line here is that nanotechnology isn’t the most significant thing happening in the world, but it is important—and more and more people are trying to work out what on earth it’s all about and what it means to them.  Nano & Me fills a vital gap here.  For anyone who struggles with science and technology, it’s the perfect way of learning about nanotechnology without being intimidated.  But it also has enough depth to satisfy anyone faced with making tough decisions on nanotech—from whether to buy the latest nano-cosmetic to whether to regulate the next nano-material.

And—importantly—it provides a forum for anyone – anyone – to get involved with the nano debate.  If you are excited, concerned, or just plain confused about nanotech—this is the place for you to make your voice heard.

The Nano & Me website is a work in progress, and users are encouraged to chip in their thoughts on where it can be improved.  But even so, it’s pretty slick.  It may not be perfect.  But at this point, it’s the best all-round go-to place for information on nanotechnology.

My recommendation: Use it!

Okay, so I’ve been letting work interfere with my blogging life over the past few weeks, which has led to an interminable series of impenetrable blogs on nanotechnology.  I promise I’ll try and lighten up over the next few weeks (although I’m afraid there are still a couple of nano blogs to come over the next week or so).

However, since I have been on a bit of a nanotech roll, I thought I would slip in this additional short blog about a couple of things that metaphorically whacked me over the head on recent travels – before they fade into the mists of my middle aged brain.

Nanotechnology as a brand

The first comes from Graeme Hodge – a law professor at Monash University in Australia.  Or to be more specific, something he said at a recent meeting on nanotech regulation in London.  In amidst the discussions around similarities between US and European approaches to regulating nanotechnologies (thrilling stuff – don’t you wish you were there?), Graeme made what I thought was a profound observation: Nanotechnology is a brand.

Now of course nanotechnology is associated with all sorts of very concrete advances in working with matter at a nanometer-scale, and is backed up with some rather cool science.  But it’s always been hard to pin down exactly what it is, and why people get so excited about it.  And it’s been even harder to work out what the implications of this new technology are, and how to handle them.

However thinking of nanotech as a brand rather than a technology per se might help resolve many of the problems we’ve been grappling with in making sense of the technology.  Brands are usually based on something tangible, but also incorporate loyalties, perceptions, emotions etc. that add value to them in ways that are compelling while not quite tangible.

This sounds very much like nanotechnology – a grand idea that has stimulated new research funding, motivated renewed interest in science and technology and led to innovations that go beyond the sum of their contributing parts.  Sure there’s some really interesting stuff going on at the nanoscale.  But the real value here seems to reside the power of the idea – the brand of nanotechnology.

On the flip side, if nanotechnology is as much a brand as a technology, talking about possible health and environmental impacts can get a little complex. The intangible values that branding brings to a product cannot be assessed in toxicology studies, or measured in the environment.  Perhaps this is why discussions of nanotechnology safety have floundered so often.

Maybe reframing nanotechnology as a brand will help unravel some of the knots we’ve got ourselves into over the technology, and enable faster progress on developing responsible products based on nanoscale engineering.  I’m looking forward to hearing more on the idea from Graeme in the future.

Stimulating stakeholder dialogue through drama

I had the good fortune to spend this last week at the Nanoscale Informal Science Education Network (NISE Net) annual meeting.  Always a stimulating conference, I was particularly struck by a reading of a short play.

Anyone with a passing interest in drama will know that actors and plays can enable a powerful and very public airing of thoughts and ideas that people often find hard to share.  I’ve rarely seen this used to great effect in bringing stakeholders together in grappling with complex science and technology-based issues.  But this particular reading left me wondering whether there is an important role for drama in multi-stakeholder forums addressing the development and implications of nanotechnology.

The reading in question was given by two actors from the Science Museum of Minnesota, and involved a sometimes heated discussion between two sisters on the possible pros and cons of nanotechnology.  Both were passionate about the technology and aware of the current state of the science. But while one was working for a company to ensure the safety of new  products, the other was worried about the use of the technology in the absence of hard safety data.  The result was a compelling and complex dialogue between the siblings that effectively articulated fears and hopes that many stakeholders have, but few are brave enough to share in public.

While watching the reading, it struck me that this merging of science, technology and art is powerful in two ways.  First, it enables strong and valid but opposing opinions to be explored by proxy – stakeholders watching the drama would be likely to end up with a sense what others thought and felt, without the emotional baggage of those (sometimes impassioned) opinions coming directly from colleague sitting across the room from them.  Secondly, it acts as a bridge between people coming from very different perspectives – providing a shared experience and understanding that could form the basis of a fruitful dialogue.

Could drama be used in this way at multi-stakeholder nanotech meetings?  I don’t know, but I am dying to try it out.  It might just break us out of the repetitive circles many of these meetings end up go round in.  Just so you are forewarned therefore – expect to see the odd nanotechnology meeting organized by me with a rather unconventional agenda in the future…

Nano for kids

And finally, I was reminded while traveling back to the airport in San Francisco after the NISE Net meeting that Dragonfly TV has a great series on nanotechnology – accompanied by a really good web resource.  If you’ve got kids or teach kids, this is an excellent source of stuff on nanotechnology – from video clips from the programs to a huge selection of nanotech resources.  And if you’re not a kid?  I highly recommend you close the door, turn down the sound and browse the sight while no-one’s looking.  But be warned – it’s addictive!

Addendum:  After playing around some more with the Dragonfly TV website, I just had to add this link.  Regulators, NGO’s industry folk and others out there – want a mature perspective on nano-labeling?  Check out these comments… from kids!

]]> http://2020science.org/2009/09/18/enough-with-the-nano-already/feed/ 3 http://2020science.org/2009/09/03/hooked-on-science/ http://2020science.org/2009/09/03/hooked-on-science/#comments Thu, 03 Sep 2009 23:33:59 +0000 Andrew Maynard http://2020science.org/?p=2146

How exactly did I get hooked on science?  It’s not something I’ve thought about too much before. But an invitation to discuss how to inspire the next generation of scientists, technologists and engineers next week has got me thinking…

Next Monday (Sept 7) I’m taking part in a discussion on science role models, as part of the British Science Festival – hosted by the UK Department of Business, Innovation and Skills (BIS).  It’s shaping up to be a fascinating event, and certainly not one to miss (you can sign up for it here) – not least because it is happening in the virtual world of Second Life (a first for me).  The discussion will be delving into what inspires people to get into science, technology, engineering and mathematics – and how those of us already hooked can help to inspire others.

I don’t want to give too much away before Monday – although I can reveal that the great Dr. Karen James of Twitter, Mashable and The Beagle Project fame will be a co-panelist, and that the event will be the place to be between 6:00 PM – 8:00 PM London time on Monday.

However, to limber myself up for the big event (while providing something of a teaser), I thought I would delve into my own past and revisit some of the inspirations that led to me becoming a scientist.

So without further do (apart to apologize for cultural references that may not make sense to all readers), here are ten inspirations from my youth that got me hooked on science:

1.  My father. I know it’s a bit of a cliché – for which I apologize – but looking back, my father undoubtedly played a major role in sparking my interest in science.  He was a technician for most of his working life – starting off in TV’s, moving on to nuclear power with the UK Atomic Energy Authority, and later on working as a lab tech in a sports science department.  He was fascinated by science and technology and what it can be used for (still is), and his spirit of inquiry, questioning and investigation rubbed off – big time.  He also taught me the value of a good technician – without which most scientists would be marginally less productive than a two legged horse.

2.  A defunct radio. When I was around four, someone kindly provided my preschool with a large old fashioned radio – with large Bakelite knobs, impressive dials, and valves (or “tubes” as Americans quaintly refer to them).  It didn’t work, but I was absolutely convinced that I could fix it; and spent hours fiddling around in its innards with a screwdriver.  I failed (nothing to do with my age I’m sure – the previous donors had given us a real dud!), but the experience was the beginning of a long love affair with anything electrical.

3.  My first home chemistry kit. I can’t remember what was in that first kit or even who made it.  What I do remember is being able to replenish it from the local chemist – something that you can’t do these days sadly – and  “augmenting” it with exotic new additions. Irresistible

4.  DIY Science books. Where would I be without local libraries?  Not where I am now I suspect!  I used to devour books on science experiments for the home.  The experiments often didn’t work, I must confess (good training for later days).  But armed with an arsenal of basic household supplies, a good tome from the local library, and my augmented chemistry kit, I was in kid-heaven.

5.  Jacques Cousteau. I still remember the feeling of anticipation – sitting in front of the TV in my pajamas, way after my proper bed time, waiting for the latest nautical adventure from Cousteau and his crew.  Looking back, it was the sense of discovery that had me glued to the set on these rare occasions – I wanted to be informed and inspired, not entertained.

6.  “Teach Yourself Atomic Physics.” I owe so much to this little book (possibly by James Moncur Valentine – I can’t be sure) – which must have gone out of print decades ago.  It was my father’s, but I purloined it and poured over it for hours on end, trying to understand the mysteries of the universe.  I even started to tell people I was going to be a nuclear physicist when I grew up (I was rather young at the time).  I only achieved half of my childhood dream (the physicist bit) – but that was in part because of this book.

7.  Judith Hann. Actually, I would include many of the old Tomorrow’s World team – Raymond Baxter, Michael Rodd, Bob Symes and a number of others. The program had its critics, and in later years tried too hard to grab fleeting attentions – becoming rather shallow.  But as a child growing up, Judith and the others were an inspiration.

8.  Doctor Who. Okay so this one took me by surprise as well – was I really inspired by an individualistic fictitious character with an authority complex?  Looking back, I think I was.  I have a sneaking suspicion – never articulated until the confessional of this blog, that I wanted to be just like John Pertwee or Tom Baker – using science and superior intellect to save the world while cocking a snoot at the establishment.  Come to think about it, I suspect I still do…

9.  Isaac Asimov. There are a number of science-realistic fiction writers I could insert here: Arthur C. Clarke, Brian Aldiss, H. G. Wells – I read them all.  And while many (not all) of them fell short of writing good “literature,” they nevertheless set my mind ablaze with new ideas and new possibilities.  If this was what science was about – I wanted in!

10.  Mr. Tranquada. Mr. Tranquada (I think I have the name right – it was a long time ago) was a high school physics teacher I had for one year only. I had two other physics teachers at high school who were less than inspirational – although the pot-smoking hippie brought an interesting flavor to the subject, until he got busted!  But the year I had Mr Tranquada was a revelation.  He wasn’t flash.  He didn’t strain to entertain.  And he could be a real sarky so and so.  But when he taught, it was as if he opened a window into a universe of full of new ideas – and the more I experienced, the more I wanted.  He also taught me that there’s no such thing as a stupid question – one of the more important lessons of my youth.

These weren’t my only inspirations that led to me becoming a scientist – but they are amongst the more prominent ones.  Interestingly, there weren’t too many traditional role models there (unless you count Doctor Who of course…)  The people who attracted me were those who expanded my knowledge and understanding – it was what they offered that hooked me, not who they were.  I wonder whether this is just a personal predilection, or whether it hints at something more universal.

Finally, as I compiled this list, I was intrigued by the things that didn’t get me hooked on science as a youth.  Here are just three:

1. My careers advisor. Mr. Barlow was his name.  I asked him once what it took to become a research scientist.  His answer: “You don’t want to do that!”

2.  Dead people. I’m sorry to admit it, but dead scientists just didn’t do it for me.  Things are a little different now. But then, given Newton or an apple, I’d go for the apple.

3. Carl Sagan. Okay, so I may be the only scientist of my generation to admit to not being inspired by the great Carl.  Not having a TV when Cosmos was shown in the UK may have something to do with this   But it just goes to show that you don’t always need a superstar to get someone hooked on science.

Well, that’s the introspective retrospective over.  If you have your own thoughts and ideas on how to hook people on science, join us on Monday -  in the flesh if you are at the British Science Festival, or via Second Life if you are not – details here.

See you there.

Following on from yesterday’s update on my quest to track science influence on Twitter, I’ve posted a bubble-chart of the August “influence stats” for all 523 scientwists in David Bradley’s list over at Many Eyes.

Using the chart, you can quickly explore the number of followers, secondary followers, social capital and a handful of other Twitter stats on the scientwists.

The chart draws on data that Mike Chelen kindly compiled using Twinfluence.

So how do you navigate around these bubble charts, and what do they show?  Here’s a quick tutorial.  (for the adventurous, you can dive straight in here)…

Getting started

First, open this link to the bubble chart at Many Eyes.  The chart on the screen shows “bubbles” representing the number of followers each scientwist has.

Open the bubble chart at Many Eyes, and select "username" from the Color menu

From the “Color” menu at the bottom right of the screen, select “Username”

The screen will now look like the screenshot above, with the scientwists listed to the left of the screen.

Finding specific scientwists

To highlight a particular scientwist, either select them from the list to the left of the screen, or type their name in the search box:

Use the menu on the left or the search box to find specific scientwists

Placing the mouse over the scientwists bubble provides more information on the information being displayed.

To get back to the normal display, either click in the white space surrounding the bubble chart, or clear the search box and hit “Enter”

Showing the number of friends each scientwist has

From the “Bubble Size” menu (bottom left) select “friends_count”.  The bubble chart now shows bubbles with areas that represent the number of people each scientwist is following.  To see the data associated with any bubble, simply position the mouse over it.

To see how many people each scientwist is following, select "friend_count" from the Bubble Size menu

Showing second order followers, social capital, and other stats

Simply select the information you want to see from the Bubble Size menu.  As well as second order followers and social capital, there are a few stats that Twinfluence provides.

Choose the info you are interested in from the Bubble Size menu

Why the bubble charts?

As well as being visually attractive (I’m revealing my shallowness here), the bubble charts at Many Eyes have a couple of advantages in displaying data like these:

• Because the data are represented in two dimensions (area) rather than one (bar height, for instance) it’s a lot easier to compare large and small numbers.  for instance, @guardiantech has over 200 times more followers than @2020science.  On a linear plot, you wouldn’t be able to see @2020science – using the bubbles, where area represents the data – you can see both scientwists together.
• As the bubbles are displayed in two dimensions, it becomes easier to spot interesting patterns and associations.

And finally…

These data were collected by @MikeChelen using an API he wrote specifically to gather large amounts of information from Twinfluence.  And while we’ve used this technique here to look at scientwists, I suspect that it could also be used to great effect to examine other groups of twitter users.

]]> http://2020science.org/2009/08/24/visualizing_scientwists_aug09/feed/ 0 http://2020science.org/2009/08/23/science-influence-on-twitter-august-update/ http://2020science.org/2009/08/23/science-influence-on-twitter-august-update/#comments Sun, 23 Aug 2009 22:38:25 +0000 Andrew Maynard http://2020science.org/?p=2066

It’s the middle of August, and time for my regular two-monthly update on science tweep influence on Twitter.

Back in April I posted data on three indicators of “influence” for ~400 science-focused Twitter users – based on David Bradley’s list of “Scientific Twitter Friends.” This is the third update of the indicators – the second was back in June.  This time round, Mike Chelen (@MikeChelen) was kind enough to put together an application that grabbed the data directly from Twinfluence.

As usual, I’ve posted the data on Many Eyes to allow you to play around with it, and get a better feel for how these indicators vary with person and time.  This time round though, there are separate bubble charts for primary followers, second order followers and social capital (follow the links, and select the data for August – the charts default to the April data).  If you get lost, check out the screencast on navigating the bubble charts in the June update.

Not a whole lot has changed since June.

Number of SciTweeps (vertical) versus number of followers (horizontal). Watch out for the logarithmic x-axis!

The modal number of followers per SciTweep has dropped a little, but overall the distribution of followers per SciTweep hasn’t shifted too much.

Number of SciTweeps (vertical) versus number of secondary followers (horizontal). Watch out for the logarithmic x-axis!

Perhaps the most obvious change is in the distribution of secondary followers amongst SciTweeps.  This has shifted to the right slightly overall, but there are fewer SciTweeps with large numbers of secondary followers.  Either some tweeps with mega-followings have been dropping SciTweeps from the people they follow, or the figures reflect a re-alignment within Twitter that has impacted the data.  Either way, my number of second order followers was hit badly over the past couple of months!

Number of SciTweeps (vertical) versus social capital (horizontal). Watch the logarithmic x-axis!

The range of SciTweep social capital values has narrowed over the past couple of months – more people with a higher social capital, but fewer with a mega-high social capital.

And that’s pretty much it for now.  The plan is to have another update in October, although I may also ask for suggestions on a better way to track SciTweep influence over the long term – including thoughts on putting together a more representative group of tweeps to follow.

Notes:

The data shown here are derived using Twinfluence.  The August data were collected by Mike Chelen.

Where the number of second order followers topped out on Twinfluence, it was capped at 20,000,000 in April, and 30,000,000 in June.

My thanks to David Bradley for compiling the list of “Scientific Twitter Friends” in the first place.  This is largely a self-selected list of science-types on Twitter, and in no way represents the full scientific community there.  But it does provide a highly useful cohort of people who profess to have a science-perspective, and can be tracked over time.  This series of analyses uses the list as it stood mid-April.  To preserve the group, I haven’t added new SciTweeps from David’s list.

A quick word on the plots:  These are a rather crude way of presenting the data, but provide a good qualitative indication of distributions and trends.  The number of science Tweeps represented by each step in the plots represents the Tweeps with primary followers, secondart followers or social capital lying within the range of the step.  As the horizontal axis uses a logarithmic scale, the range of values covered by the steps increases dramatically going from left to right.  As the data are roughly logarithmically distributed, this makes visualizing, comparing and analyzing the numbers easier.  But care should be taken when interpreting the plots, given the logarithmically compressed horizontal axis.  In particular, modal values are dependent in part on the use of a log-axis, and would be different if the data were plotted with a linear horizontal axis.

I‘ve just posted a series of five attention-grabbing talks on future technologies from TED (the Technology, Entertainment, Design conferences) over at Mashable, where I contribute the occasional guest blog.  If you are more interested in the transformative power of technology than the latest gizmo from Apple, you might want to check them out.  Speakers include Patti Maes, Christopher deCharms, Aubrey de Grey, Juan Enriquez and, of course, Ray Kurzweil.

One video I got a kick out of but that didn’t quite make the cut is this talk from Joshua Klein.  Watching it, you’ll probably understand why: there’s little mention of future tech… until the very end!

Enjoy

Reviewing Unscientific America: How scientific illiteracy threatens our future, by Chris Mooney and Sheril Kirshenbaum

My name is Andrew, and I am scientifically illiterate.

Just thought I’d get that off my chest!

And before you protest too much, I do have some pretty convincing evidence.  Math makes my head ache.   I cannot recite the Earth’s geological timeline from memory.  And there’s a one in ten chance that I’ll stumble over pronouncing terms like artemisinin and Bovine Spongiform Encephalopathy.

The problem lies of course with what is understood by “scientific illiteracy” rather than my abilities—at least I hope that’s the case.

The idea that modern society only works if it is based on a common understanding, appreciation and use of science has been around for a while.  It seems to make sense – in a society that is increasingly dependent on science, widespread scientific ignorance is likely to lead to non-democratic leadership by a scientific elite, or ill-informed (but democratic) decisions that are ultimately destructive.

The solution would seem to be to replace scientific ignorance with scientific literacy.  Get everyone thinking and acting like scientists, and the world will surely be a better place.

Unfortunately, this perspective turns out to be rather naïve.  Dividing the world into scientific illiterates and literates devalues the many other skill sets and perspectives that contribute to healthy decision-making within society.  It also encourages an over-simplistic approach to the challenges of critical thinking and evidence-based decision making—namely that educating people more about science will result in them making the “right” decisions.  And it has a tendency to lead to scientific literacy being measured in ways that have little bearing on a person’s ability to make informed decisions…

Over the past decade or so, scholars and policy makers have come to realize that more sophisticated approaches are needed if science-informed, yet democratic, decisions are to be made by people.  As a result, rather than talk about scientific literacy, discussions now tend to revolve around the ideas of dialogue and engagement – empowering people in a complex society to make personal and group decisions that are ultimately constructive.

So it was with some trepidation that I sat down to review Chris Mooney and Sheril Kirshenbaum’s new book “Unscientific America: How Scientific Illiteracy Threatens Our Future.”

Fortunately, it didn’t take much reading to convince me that their perspective is rather more sophisticated than the book’s title suggests. Unscientific America is a laudable attempt to tackle science’s place in American society in an easily accessible way.  Highly readable, largely enjoyable, occasionally infuriating, the book takes on the challenge of how to empower members of society to make the best use of science.

There was a lot that I liked about the book – and a lot that resonated with my own views.  But there were also points where I felt the book fell short of what it could be.

Despite the book’s rather sensationalist subtitle, Mooney and Kirshenbaum do a good job of placing scientific illiteracy in a modern context.  Chapter 2 on “rethinking the problem of scientific illiteracy” provides an accessible overview of current thinking – and does it reasonably well.  The notion of a “public” that will make the “right” decisions if only they are sufficiently well educated – the so-called deficit model – is introduced, examined, then carefully put aside.  The problem, Mooney and Kirshenbaum point out, is that the deficit model can all too easily be used to exempt scientists from the responsibility of ensuring their work is an integral part of the society they belong to:

“It’s an educational problem, they say, or a problem with the media (which doesn’t cover science accurately or pay it enough attention), and then they go back to their labs.”

But rather than discard the term “scientific illiteracy,” Mooney and Kirshenbaum prefer to redefine it, in their words “getting past issues of finger-pointing and buck-passing and the misconception that our problems can be reduced to what non-scientists say in response to survey questions.”

Their solution: emphasize an aspect of scientific literacy that stresses citizens’ awareness of the importance of science to politics, policy, and a collective future.

This makes a lot of sense, and is in many ways the lynchpin of the book.  But I do have my reservations over their adherence to the idea of scientific literacy.

When scholars began to realize that the deficit model wasn’t particularly helpful to integrating science and society (for a multitude of reasons), they began to move away from talking about “science literacy” and towards talking about developing dialogues and engaging people in making science-informed decisions.  These approaches complement broader discussions on the roles of critical thinking and evidence-based decision-making; integrating science into a more holistic perspective of modern society.

Having established the central focus of the book, Mooney and Kirshenbaum present their ideas in a series of connected essays.  From a distance, the structure makes sense.  Chapters 1 and 2 set out the challenge as seen by the authors.  Chapters 3 and 4 continue on to fill in the historical background – how American culture’s apparently strained relationship with science got to where it is now.  Chapters 5 – 8 then deal with specific issues that highlight the current state of play—science in the media, science and popular entertainment, science and religion, and science and politics.  Finally, chapters 9 and 10 begin to explore possible solutions to the “problem” of scientific illiteracy – culminating in a short conclusion that attempts to pull everything together.

Some of these chapters are a good and informative read.  I was enjoying myself immensely up to chapter 8.  But then I felt that the book began to run out of steam.  Repeatedly, I found myself intrigued by questions set up by Chris and Sheril, then disappointed by a lack of resolution.  In an attempt to try and keep things simple I suspect they ended glossing over a lot of things (see my comments below on the book’s endnotes). But in the latter chapters I was increasingly aware of a lack of depth behind the points being made.

A good example is “Bruising their religion”—the chapter on science, religion and the “new atheists.”  This particular chapter has ruffled plenty of feathers throughout the blogosphere already, and I don’t intend to ruffle more by adding my two cents worth to Mooney and Kirshenbaum’s perspective.  But I do want to highlight the intellectual let