By Michel Claessens
The booklet incorporates a sequence of forty articles written through forward-thinking audio system who offered their findings on the ''''Communicating ecu study 2005'''' occasion which used to be organised by means of the eu fee in Brussels on 14-15 November 2005.
This occasion was once attended via good over 2,100 individuals. The contents of this ebook in actual fact illustrate hugely very important component of learn initiatives funded by means of the eu Union is communique. Authors contain scientists, reporters and verbal exchange professionals.
The booklet covers the most features of technological know-how and expertise communique at the present time and addresses topical questions such as:
- Is technological know-how journalism important at all?
- Should verbal exchange turn into one of many simple talents of scientists, as obligatory as pondering, trying out and experimenting?
- Should our colleges of the longer term placed clinical literacy on the best of the technology curriculum??
- Do we'd like technological know-how critics?
- Does the assurance of technological know-how within the media replicate the alternative of the editors or does it competently reflect the publics interest?
- How does one trap the publics consciousness while selling technology on neighborhood, advertisement or leisure radio?
- Why could we want criteria in technology communication?
- How will we eliminate any stumbling blocks to conversation between researchers and among researchers?
The ebook casts gentle on those concerns and so forth. It bargains a range of excellent practices prone to scientists and technology communicators, and will support them layout and perform their conversation actions with a eu and overseas measurement.
Read Online or Download Communicating European Research 2005 PDF
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Extra resources for Communicating European Research 2005
THE SHOCKWAVE OF THE “NEW SOCIOLOGY OF SCIENCE” In short, Merton and his disciples supported three theories: i) scientific knowledge isdifferent to all other forms of knowledge; ii) scientific institutions must be independent from all other forms of social activity; iii) sociological research must strive only to elucidate the social conditions within which scientific activity is carried out, while the content of science is the sole remit of scientific philosophy. Indeed, it was none other than the scientific philosophers who suggested that the third of Merton’s theories might need to be rethought.
1. PUBLIC ATTITUDES To be clear, whenever the general public is surveyed, we see generally positive attitudes; most people (70–90% in the United States) believe that the benefits of science outweigh the risks. However, in many places that overall view of science has deteriorated over the last decade. For example, in Europe, a 2005 survey1 found that only 52% of people thought the benefits of science outweighed the risks, whereas in 1992, 61% of people felt this way. Moreover, even though the numbers in the United States sound better, many Americans really do not understand what is and is not science.
It was not until the 1970s that this model of ‘public understanding’ first began to flounder. At that time, it became clear that this type of scientific communication provided an inadequate response to growing concern surrounding the consequences of certain technological developments in science. Despite the best televised efforts of 10 Chevassus-au-Louis the most renowned physicians to promote support for nuclear energy and provide reassurance that it was safe, public opinion remained distrustful.