Category Archives: Science Education

On a crusade to save us from bad statistical errors

From SCONC:

Wednesday, Feb. 4
5:30 p.m.
SCONC reception at NISS
National Institute of Statistical Sciences in RTP (click here for directions) has invited the SCONCs over for our usual socializing/networking/eating/drinking and a talk with Dr. Stan Young, Assistant Director for Bioinformatics at NISS. Stan is a one-man army fighting multiple testing/false positive reports that abound in most observational studies. He’s on a crusade to save us from bad statistical errors. Please RSVP to NISS Communications Director Jamie Nunnelly (Nunnelly@niss.org) by close of business on Monday, February 2. Address: 19 TW Alexander, RTP.

Science Cafe Raleigh – Supernova: The Violent Death of a Star

Hosted by Museum of Natural Sciences:

Supernova: The Violent Death of a Star
Massive stars end their lives in spectacular supernova explosions, visible across the Universe, that blast material into space that contributes to future generations of stars, produces cosmic rays, and stirs up interstellar gases. Many heavy elements, including the calcium in our bones and trace amounts of copper and zinc in our bodies, are formed only in supernovae; we are quite literally made of star stuff. Some supernovae can even be used to gauge distances to remote galaxies; from these we have learned the astonishing fact that the expansion of our Universe is actually picking up speed. Join us as we discuss ongoing work on supernovae, their remnants and related astronomical work.
About the Speaker:
Dr. Stephen Reynolds, professor of physics at NC State University, has been studying supernova remnants for almost 30 years. Reynolds’ research focuses on the generation of cosmic rays by supernova remnants, involving theoretical work and observations with national radio-astronomical facilities and orbiting X-ray observing satellites. Reynolds and his colleagues recently made international headlines when they discovered the youngest-known remnant of a supernova in the Milky Way.
Wednesday January 28, 2009
6:30-8:30 pm, discussion beginning at 7 pm followed by Q&A
Location: Tir Na Nog 218 South Blount Street, Raleigh, 833-7795

What is science’s rightful place?

In our heads, of course. All of our heads.
But Seed is asking, so let me elaborate briefly.
As I said before, science is not just active participation in research. Science is a mindset.
We are all born scientists, exploring the world around us and experimenting with it. When we grow up, we continue being scientists in our day-to-day lives.
If you walk into a room and flip a switch and the light does not come on, what do you do? I doubt that you throw yourself on the floor in fear, speaking in tongues, praying, blaming the Aliens or asking the Government to help you. You calmly go about dissecting the problem into pieces: is there electricity in the house? If not, did you pay the bill? If yes, should the fuse be flipped or replaced? If not, perhaps the light bulb burned out: replace and see what happens. If that does not work, perhaps replacing the socket will work. If not, checking the wiring may help. You go through the problem systematically, testing each element, until you find the problem and fix it. You do the same if water is dripping in your kitchen sink, or your car is running funny.
But when it comes to bigger problems that affect the broader society, some adults forget their inherent scientific mindset and let indoctrination and ideology take over. As the problems become more complex, and the science behind it more difficult to understand, other social influences tend to take precedence. See: global warming denialists, HIV/AIDS denialists, anti-vaccination crowd, Creationists of all stripes, New Age proponents, medical quackery believers, animal rightists, and so on. Faced with complexity that goes against the dogma received by parents, teachers, priests and media, people shut off their natural scientific mindset and go with what “feels” right to them, instead of with reality.

“I’m not a fan of facts. You see, the facts can change, but my opinion will never change, no matter what the facts are.” – Stephen Colbert

[Thanks to Tamara Lackey for the quote]
This, of course, translates into politics and policy. I may disagree with Obama on some things. I may not like some of the people he hired to work for him. But what I like, and what he said many times including in his inaugural address, is that he will use the scientific method in all policy decisions.
Identify the problem.
Gather all available empricial information about the way the world really works in respect to that problem.
Fund the additional research to come up with missing data if needed.
Come up with a rational plan to solve the problem.
Implement it, test it and monitor if it works as planned.
Modify if needed, until the problem is solved.
I hope that this approach spreads into the broader national psyche – making decisions from the head, not the gut. Basing policy on data, not emotions. I feel that Obama won primarily because of his pragmatism and rationality as he is so non-ideological (heck, I wish he was more ideological!). People are tired of policy based on wishful thinking and fairy tales.
If this happens, it will be much easier to defeat the anti-rationality movements and to teach the kids how to apply their natural scientific mindset to all aspects of their lives as they grow into adults.
It’s not just research. It’s not just specific science education. It is about making rational thinking the respectable norm, and emotion/ideology-based thinking a laughing-stock.
That’s the science’s rightful place.

Good evolution talks at Appalachian State University

In Boone, NC:

Michael Ruse will present “Darwin at Two Hundred Years Old: Does He Still Speak to Us?” Monday, Feb. 2, 2009, at 8 p.m. in Farthing Auditorium. Ruse is the Lucyle T. Werkmeister Professor of History and Philosophy of Science at Florida State University and the foremost philosophical scholar on the relationship between evolution and science. He is the author of “Can a Darwinian Be a Christian?”
On Tuesday, Feb. 10, 2009, Jim Costa, director of the Highlands Biological Station at Western Carolina University, will discuss “Charles Darwin and the Origin of the Origin.” The talk is scheduled for 8 p.m. in the Broyhill Inn and Conference Center’s Powers Grand Hall. Costa is a noted Darwin scholar and evolutionary ecologist, as well as author of the soon-to-be-released “Darwin Line by Line: The Living Origin,” an annotated version of “On the Origin of Species.” He will discuss how Darwin came to write the work.
Sean Carroll presents “Into the Jungle: The Epic Search for the Origins of Species and the Discoveries that Forged a Revolution” Tuesday, Feb. 24, 2009, at 8 p.m. in Farthing Auditorium. Carroll is a professor of molecular biology, genetics and medical genetics at the University of Wisconsin-Madison and also a Howard Hughes Medical Institute Researcher. He is the author of several popular books on evolution, including the upcoming “Remarkable Creatures: Epic Adventures in the Search for the Origins of Specie.” Carroll will be host of a PBS “NOVA” special about Darwin and evolution, which will be shown nationally next spring. His talk is co-sponsored by the Darwin Bicentennial Celebration Committee and by the university’s Morgan Distinguished Lecture Series in the Sciences.
Paul Ewald from the University of Louisville’s Department of Biology will present a lecture Tuesday, March 17, 2009 at 8 p.m. in the Broyhill Inn and Conference Center’s Powers Grand Hall. His presentation is titled “Darwinian Insights into the Causes and Prevention of Cancer.” Ewald is noted for his theories regarding the co-evolution of humans and disease organisms. He argues in his book “Plague Time” that many diseases attributed to environmental stresses may actually be caused by bacteria or viruses instead.
Pulitzer Prize-winning author Jonathan Weiner will speak on “The Beak of the Finch: A Story of Evolution in Our Time” Thursday, March 26, 2009, at 8 p.m., in Plemmons Student Union’s Blue Ridge Ballroom. Weiner is a professor in Columbia University’s Graduate School of Journalism. His Pulitzer Prize-winning book “The Beak of the Finch” profiled the research of the husband/wife team Peter and Rosemary Grant as they carried out extensive studies of evolution on Darwin’s finches in the Galapagos Islands.
Elisabeth Lloyd from Indiana University’s Department of History and Philosophy of Science will present the lecture “Darwinian Evolution and the Female Orgasm: Explanations and Puzzles” Thursday, April 2, 2009, at 8 p.m. in Plemmons Student Union’s Blue Ridge Ballroom. Lloyd is a leading historian and philosopher of science and author of several books on these subjects.
Niles Eldredge, curator of the American Museum of Natural History, will speak on “Darwin, the Beagle and the Origin of Modern Evolutionary Biology” Monday, April 6, 2009, at 8 p.m. in Farthing Auditorium. Eldredge, along with his colleague the late Stephen J. Gould, co-authored the seminal paper on punctuated equilibrium which emphasized that evolutionary change was not constant through time. He is also author of more than a dozen scientific books for the public, including “Darwin: Discovering the Tree of Life,” a new analysis of how Darwin came to write “On the Origin of Species,” based largely on Darwin’s original notes and writings.
In addition to the lectures, a series of affiliated events has been planned, including an Evolution Film Festival which will feature a variety of movies based on or about the subject of evolution; a play by the L.A. Theater Works based on the Scopes Trial (Wednesday, Feb. 11, 2009); a performance by the Department of Theatre and Dance of the courtroom scene from “Inherit the Wind” (Feb. 12-14 and 19-21); art and music events; plus special outreach activities for students and teachers.

I wish Boone was closer to me….

Great advice for incoming college freshmen

From a current freshman:

In college, one lecture class has about 250 students in it and the information goes by really fast. We would cover about 3 chapters in an hour, about three days a week. At first it took me a while to get used to the speed and the way the professors taught. In high school, the teachers are very careful about making sure the students understand and take in the subject but in college, the professors don’t really care whether you’re in class or not. This realization hit me like a ton of bricks because finally, after years of supervision from teachers and parents, it was all up to me (and only me) to make sure I do well.
The freedom to do whatever I wanted was quite overwhelming. I had to learn to discipline myself to keep up with the readings and to make sure that I knew the information and to not spend too much time playing. However, if you go to lecture and take good notes, it’s not that hard (Duh). At first the fact that the responsibility is ALL yours scares the heck out of you, but eventually you’ll learn to deal with it and have fun in the process.

Useful for college professors to know how freshmen feel! While many faculty are experimenting with better methods, the typical large class, one-to-many lecture is still the dominant mode of interaction between faculty and freshmen, who could easily fall through the cracks without anyone noticing.
Read the rest of the post as well for some fun, and more positive stuff, including the appearance of a researcher I know and whose research I value highly….

Darwin and Evolution talks in North Carolina

I get e-mails about such events, so I thought I’d share, so you can attend some of these talks if you want:

NCSE’s executive director Eugenie C. Scott will be speaking twice in North Carolina shortly.
First, at 7:00 p.m. on January 27, she will be speaking on “Darwin’s Legacy in Science and Society” in the Wright Auditorium on the East Carolina University campus in Greenville. “Charles Darwin’s publication of On the Origin of Species in 1859 was an extraordinary milestone for science, but it also had profound effects on theology, philosophy, literature, and society in general. Nowhere is this more true than in the United States, where the teaching of evolution has been contentious since the early part of the 20th century. Why have Darwin’s ideas been so valuable — and yet so controversial? The answers lie not in science, but in history and culture.” Admission is $10; free to ECU faculty, staff, and students. For further details, visit:
http://www.ecu.edu/voyages/
Second, at 7:30 p.m. on January 29, she will be speaking on “Why Evolution Is Taught in North Carolina Schools” in the Burney Center on the University of North Carolina, Wilmington campus. “The North Carolina science education standards have received high marks from national evaluators. They require the teaching of what scientists and teachers consider important for students to learn, including evolution. Why do scientists and teachers feel so strongly that evolution should be part of the curriculum? And why do some parents object to their children learning it?” Admission is free and open to the public. For further details, visit:
http://library.uncw.edu/web/outreach/evolution/events.html

Edward J. Larson will be speaking on “The Scopes Trial in History and the Theatre” at 8:00 p.m. on January 22, 2009, in the Farthing Auditorium on the Appalachian State University campus Boone; the event is free and open to the public, so please spread the word!
A professor of law at Pepperdine University, Lawson wrote Summer for the Gods, a Pulitzer-Prize-winning history of the Scopes trial and its impact, as well as Trial and Error, the definitive legal history of the creationism/evolution controversy.
Larson’s talk is part of Appalachian State’s extensive lecture series in honor of Darwin’s bicentennial. Among the other speakers in the series are NCSE’s executive director Eugenie C. Scott (who spoke in September) and NCSE Supporters Michael Ruse, Kenneth R. Miller, Sean Carroll, and Niles Eldredge.
For a press release about the lecture series, visit:
http://www.news.appstate.edu/2008/09/02/darwin-bicentennial-series-features-lectures-films-and-theatre-presentations/
For a poster advertising the series, visit:
http://universityforum.appstate.edu/

Carl Zimmer
“Darwin and Beyond: How Evolution Is Evolving”
February 12, 2009
6:30 pm – 7:30 pm
Talk Overview: Charles Darwin launched the modern science of evolution, but he hardly had the last word. In fact, today scientists are discovering that evolution works in ways Darwin himself could not have imagined. In my talk I will celebrate Darwin’s achievements by looking at the newest discoveries about evolution, from the emergence of life to the dawn of humanity.
Please join us for a Darwin Day presentation by Carl Zimmer. Mr. Zimmer is well known for his popular science writing, particularly his work on evolution. He has published several books including Soul Made Flesh, a history of the brain, Evolution: The Triumph of an Idea, At the Water’s Edge, a book about major transitions in the history of life, The Smithsonian Intimate Guide to Human Origins; and his latest book Microcosm: E. coli and the New Science of Life. Mr. Zimmer contributes to the New York Times, National Geographic, Discover, Scientific American, Science, and Popular Science. He also maintains an award winning blog The Loom.
Location:
North Carolina Museum of Natural Sciences
11 W. Jones St.
Raleigh, NC 27601-1029

Dinosaurs under the microscope: New ways to look at old bones

From SCONC:

The next Sigma Xi Pizza Lunch is noon, THURSDAY. Jan. 22. The title: “Dinosaurs under the microscope: New ways to look at old bones.”
Come hear NC State University paleontologist Mary Schweitzer explain why she rocked science not long ago with evidence that soft tissue survived in a 68-million-year-old dinosaur fossil. Not all fossil experts accept it, but many do. If Schweitzer is correct, she’s found a whole new route to explore the biology and evolutionary lineage of extinct life.
Pizza Lunch is free and open to science journalists and science communicators of all stripes. Feel free to forward this invitation to anyone you would like to see included. RSVPs are required (for a reliable slice count) to cclabby@amsci.org.
Directions to Sigma XI:
http://www.sigmaxi.org/about/center/directions.shtml

Science/Nature things to do in the Triangle, NC

If you live around here or if you are coming early or staying after ScienceOnline’09, you may be interested in science/nature stuff you can see around here. I know, it’s January and some of those facilities are not at their rose-blooming peak, but they are worth a look:
Take a look at the awesome North Carolina Museum of Natural Sciences in Raleigh, Museum of Life and Science in Durham, Hemlock Bluffs Nature Preserve and Stevens Science Center in Cary, Morehead Planetarium and Science Center in Chapel Hill and JC Raulston Arboretum in Raleigh.
I’d also add NC Botanical Garden in Chapel Hill, Sarah P. Duke Gardens in Durham, The Science House at North Carolina State University in Raleigh, Carnivore Preservation Trust in Pittsboro and the fantastic NC Zoo in Asheboro.
Not just for kids – adults will love all of this as well.

Great Experiments as a teaching tool

Chad is musing about teaching a class based on classical experiments in physics:

The idea would be to have students pick one of the classic experiments in science from, say, before WWII, track down the original papers, and read them to work out how things were done (tracing back other references as needed). Then they would look into how the experiment could be updated using more modern technology, and what the pros and cons of the different versions are. Ideally, they would do some version of the experiment themselves, and write up the results as well.

However….

I have very little idea what would count as classic experiments in chemistry or biology, or how you would go about replicating them.

So, let’s help Chad with biology experiments – classical experiments that students can do (so nothing requiring experimentation on vertebrates, for instance). What would those be? Think of different areas of biology: evolution, ecology, behavior, physiology, microbiology, botany….

Science Cafe – Supernovae: The Violent Deaths of Stars

From: SCONC

Tuesday, Jan. 20
6:30 p.m.
Science Cafe, Raleigh – “Supernovae: The Violent Deaths of Stars”
Stephen Reynolds, professor of physics at NC State University, discusses the violent deaths of mega-stars … in space, that is. We are quite literally made of star stuff as a result. Reynolds and his colleagues recently made international headlines when they discovered the youngest-known remnant of a supernova in the Milky Way by tracking cosmic rays.
Tir Na Nog, 218 South Blount St, Raleigh, 833-7795.

Science Cafe – Buzzed: Using Fruit Flies to Understand Alcohol Addiction

From SCONC:

Tuesday, Jan. 13
7 p.m.
Periodic Tables — “Buzzed: Using Fruit Flies to Understand Alcohol Addiction.” The Science Cafe of Durham features Duke freshman Kapil Ramachandran, who won national recognition at age 16 for his work on the Diazepam binding inhibitor, a protein that apparently confers alcohol tolerance in fruitflies. Put your own inhibitions to the test while discussing Kapil’s work.
Broad Street Cafe, 1116 Broad Street, Durham; free and open to the public http://www.ncmls.org/periodictables

The Biology of Love Trailer (video)

The Shock Value of Science Blogs

There was a good reason why the form and format, as well as the rhetoric of the scientific paper were instituted the way they were back in the early days of scientific journals. Science was trying to come on its own and to differentiate itself from philosophy, theology and lay literature about nature. It was essential to develop a style of writing that is impersonal, precise, sharply separating data from speculations, and that lends itself to replication of experiments.
The form and format of a scientific paper has evolved towards a very precise and very universal state that makes scientist-to-scientist communication flawless. And that is how it should be, and at least some elements of style and form (if not format) will remain once the scientific paper breaks down spatially and temporally and becomes a dynamic ongoing communication – clarity and precision will always be important.
But that is strictly technical communication between scientists in the same research field. How about communication between scientists in far-away fields, between scientists and lay audience, or among the educated lay-people? How about communication between scientific colleagues outside of peer-reviewed papers? This is where we are seeing the biggest changes right now and not everyone’s happy. And the debate is reminiscent of the debate in mainstream journalism.
Until pretty recently, the informal communication between scientists was limited to Letters To The Editor of scientific journals, conferences and invited seminars. In all three of those venues, the formal rhetoric of science remained. Fine, but….
Part of training in the academia is training in rhetoric. As you go up the ladder of academic science, you are evaluated not just by the quality of your research (or teaching, in some places), but also in how well you mastered the formalized kabuki dance of the use of Scientese language. The mastery of Scientese makes one part of the Inside club. It makes one identifiable as the Member of this club. The Barbarians at the Gate are recognizable by their lack of such mastery – or by refusal to use it. And it is essential for the Inside Club to make sure that the Barbarians remain at the Gate and are never allowed inside.
Academic science is a very hierarchical structure in which one climbs up the ladder by following some very exact steps. Yes, you can come into it from the outside, class-wise, but you have to start from the bottom and follow those steps “to the T” if you are to succeed. But those formal steps were designed by Victorian gentlemen scientists, thus following those steps turns one into a present-time Victorian gentleman scientist. But not everyone can or wants to do this, yet some people who refuse are just as good as scientists as the folks inside the club. If you refuse to dance the kabuki, you will be forever kept outside the Gate.
The importance of mastery of kabuki in one’s rise through the hierarchy also means that some people get to the top due to their skills at glad-handling the superiors and putting down the competitors with formalized language, not the quality of their research or creativity of their thought. Those who rose to the top due to being good at playing the game know, deep inside, they do not deserve that high position on merit alone. And they will be the loudest defenders of the system as it has historically been – they know if the changes happen, and people get re-evaluated for merit again, they will be the first to fall. This is the case in every area (mainstream journalism, business, politics, etc.), not just academic science.
Insistence on using the formalized kabuki dance in science communication is the way to keep the power relations intact. Saying “don’t be angry” is the code for “use the rhetoric at which I excel so I can destroy you more easily and protect my own spot in the hierarchy”. It is an invitation to the formal turf, where those on the inside have power over those who cannot or will not use the kabuki dance. This has always been the way to keep women, minorities and people from developing countries outside the club, waiting outside the Gate. If, for reasons of your gender, race, nationality or class you are uncomfortable doing the kabuki dance, every time you enter the kabuki contest you will lose and the insider will win. The same applies outside science, e.g., to mainstream journalism and politics.
This is why some people in the academic community rant loudly against science bloggers. If they cannot control the rhetoric, they fear, often rightly, that they will lose. Outside their own turf, they feel vulnerable. And that is a Good Thing.
The debates about “proper” language exist on science blogs themselves. See this and this for recent examples (the very best discussion was on this post which is now mysteriously missing). In response I wrote:

We here at Sb are often accused of being cliquish and insular. But if you look at our 70+ blogs and dig through the archives, you will see that we rarely comment on each other’s blogs – most (99%?) of the comments come from outside readers. Also, most of our links point to outside of Sb. On the other hand, NN [Nature Network] is specifically designed to be a community (not a platform for independent players) and almost all of the comments there are from each other. Thus, it is easy for them to maintain a high level of politeness there (this is not a bad thing – this is how they designed it on purpose). It is much harder to harness the hordes of pharyngulites that spill over to all of our blogs – and I do not mind them at all, I think they make the debate spirited and in a way more honest by bypassing superficial niceness and going straight to the point. This may also have something to do with NN bloggers mainly being in the academia, while a large proportion of SciBlings are ex-academia, journalists, artists, etc. with a different rhetoric. The rhetoric of academia is a very formalized kabuki dance, while the rhetoric of the blogosphere has shed all formalities and is much more reminiscent to the regular everyday oral conversation.

Remember the Roosevelts on Toilets saga? The biggest point of contention was the suggestion by the authors of the paper to the bloggers to move the discussion away from blogs to a more formal arena of letters to the editor. We, the bloggers, fiercely resisted this, for the reasons I spelled above – in the letters to the editor, the Insiders have power over the Outsiders because it is their turf. No, if we want to have a non-kabuki, honest discussion, we will have it out here on the blogs, using our rhetoric, because the honest language of the modern Web places everyone on the even ground – it does not matter who you are, what degrees you have, or how well you’ve learned to dance the kabuki: it is what you say, the substance, that counts. This is why being pseudonymous online works, while academia requires full names and degrees. The Web evaluates you directly, by what you write. The academia uses “tags” – your name and degree – to evaluate you. The academia is in the business of issuing credentials, the stand-ins for quality. The credentials are rough approximations of quality – more often then not they work fine, but they are not 100% foolproof. And if one is insecure about one’s own quality, one would insist on using credentials instead of quality. The use of “proper” rhetoric is, as I said above, a good quick-and-dirty way to recognize credentials.
During the Roosevelt saga, I wrote this post very, very carefully, with a specific purpose in mind. First, I went to great effort to explain the science at length and as simply, clearly and conclusively as possible. This performed several functions for me: first, to establish my own credentials, second, to make my readers understand the science and thus be on “my side” in the comments, and third, to make sure I was as complete about science as possible so as to not have to talk about science at all in the comments. Apart from science, I also included several snarky comments about the authors which served as bait – I wanted them to come and post comments. And they bit. Go read the comment thread there to see what was happening. The author insisted on discussing science. I insisted on refusing to talk about science (to him, I did respond a little bit to some other commenters) and to talk about rhetoric instead.
But first, in a comment I posted even before the authors showed up, in order to set the stage for what I wanted, I wrote this:

In an earlier post, burried deep inside, is this thought of mine:

The division of scientists into two camps as to understanding of the Web is obvious in the commentary on PLoS ONE articles (which is my job to monitor closely). Some scientists, usually themselves bloggers, treat the commentary space as a virtual conference – a place where real-time oral communication is written down for the sake of historical record. Their comments are short, blunt and to the point. Others write long treatises with lists of references. Even if their conclusions are negative, they are very polite about it (and very sensitive when on the receiving end of criticism). The former regard the latter as dishonest and thin-skinned. The latter see the former as rude and untrustworthy (just like in journalism). In the future, the two styles will fuse – the conversation will speed up and the comments will get shorter, but will still retain the sense of mutual respect (i.e., unlike on political blogs, nobody will be called an ‘idiot’ routinely). It is important to educate the users that the commentary space on TOPAZ-based journals is not a place for op-eds, neither it is a blog, but a record of conversations that are likely to be happening in the hallways at conferences, at lab meetings and journal clubs, preserved for posterity for the edification of students, scientists and historians of the future.

What happened on Dr.Isis’ blog is very similar – a clash of two cultures. I think that the picture of the Teddy Bear on the potty was a clever and funny shorthand for your point. If you did it about something I published, I’d laugh my ass off. But I can see how the uptight strain of the scientists would balk at it. It is them, though, who need to get up to speed on the changed rhetoric of science. The straight-laced, uber-formal way of writing in science is on its way out.
The rhetoric, even after it completely modernizes, will still have four concentric circles: the paper itself will always be more formal, especially the Materials/Methods and Results sections due to the need for precision; the letters to the editor will remain pretty formal, but not as formal as they are now; the comments on the paper itself will be still less formal but still polite; the commentary on the trackbacked blogs will be freewheeling, funny and to-the-point, just like yours was, not mealy-mouthing with politeness on the surface and destructive hatred underneath, but honest and straightforward. So, if it is crap, what better way to say it than with a picture of a Teddy Bear on a potty – much more lighthearted and polite than saying it politely, and less devastating for the paper’s authors as it takes their mistake lightly instead of trying to destroy their reputation forever.
The point that both Dr.Isis and I made is that the paper is neat, experimental method sound, data are good, but the interpretation is crap. Now, having a couple of crappy paragraphs in an otherwise good paper is not the end of the world. A paper is not some kind of granite monument with The Truth writ in stone. It is becoming a living document (with comments on the paper and tracbacked blogs), and it has always been a part of a greater living document – the complete literature of a field. That is how science works.
It is hard to know which paper will persist and which one will perish in the future, what sentence will turn out to be a gem of prophetic wisdom, and which one is crap. People publish a lot of stuff, some better than other.
Making a mistake in one paper is not the end of one’s career. But many people perceive criticism as if they are just about to be sent out to join a leper colony. This is, in part, due to the formal rhetoric of science: outwardly polite, but underneath it is an attempt to destroy the person. In comparison, a light-hearted joke with a Teddy Bear acknowledges the failability of humans, allows for everyone to make a mistake and move on (we all shit, don’t we?). It is actually much more normal, and much less dangerous for one’s career to receive such a funny form of criticism than a formal-looking destruction of all our work and our personna.

In the next comment I did the one and only hat-tip to science, then moved onto the territory I wanted – rhetoric (many comments, so go and read them all now). As a result, Dr. Janszky grokked it – and we’ll probably see more of him in the blogosphere in the future. The reason he grokked it is because he is confident in his own qualities – he can change the rhetoric and tone and still not lose the debate because he knows what he’s talking about. Those who know they do not have the quality, would just have ranted harder and harder, complaining about the tone. Dr. Janszky adopted the bloggy tone in the comments right then and there. Which was a victory for everybody.
The informal rhetoric of blogs is a form of subversion – breaking the Gate and letting the Barbarians in (while not allowing quacks and Creationist to hitch a ride inside as well – which is why so many science bloggers focus on those potential free-riders and parasites). What we are doing is leveling the playing field, pointing out the inherent dishonesty of the formalized rhetoric, and calling a space a spade. This is a way to make sure that smart, thoughtful people get heard even if they did not have a traditional career trajectory, or refuse to play the Inside club games. If some of the insiders fall down in the process, that’s a good thing – they probably did not deserve to be up in the first place.
Different bloggers do this in different ways. We can use a brilliant, but snarky use of English (PZ Myers), or texting/LOLCat snark (Abbie), or awe and reverence for the great scientists of old (Mo), or sexual innuendo (SciCurious), or shoes (Dr.Isis), or a light-hearted sense of humor (Ed or Darren), or excessive use of profanity (PhysioProf). What we all do is write in unusual, informal ways. We want to shock. We feel there are many people out there who need a jolt, an injection of reality. We do it by using informal language. And this can be very powerful – just see how the dinosaurs squirm when they read some of our posts! But that’s the point. We are testing them: if, like Dr. Janszky, you “get it”, this means that you have the balls, which means you are confident about your own qualities independent from your credentials. If you keep ranting about “dirty, angry bloggers”….what are you so insecure about? Why are you so afraid of being shown a fraud if you are not? Or, are you?
Another point about blogs, which I alluded above already, is the time-frame. This is a very important point that is often forgotten in the scientists vs. bloggers “let’s be polite” debates. In the formal arenas (Letters, conferences, etc.), where formal language is used, the game some people play is to use an outwardly seemingly polite language to write or say something that is designed to destroy a career. Often in multiple places over a stretch of time. On blogs, when we snarkily attack you, our purpose is to teach a lesson (more to our readers than the scientists in question who may not even know the blog post was written). In other words, it is a one-time thing that is designed to correct a single error, not an attempt at destroying a career.
For good recent examples of the way scientists use the formal venues as well as formal language to destroy each other, see this and this (I have seen more on PLoS ONE, but don’t want to draw your attention to those right now, for professional reasons – keeping my job).
I post 8.2 posts per day on this blog, on a large variety of topics. Do you really think I have the time, energy and interest to study in great detail the life-time achievements of everyone who did something wrong on the Internet? Of course not. I see an article that says something stupid and I shoot a post that shows how stupid it is, so the readers, especially if the deconstruction of stupidity requires some expertise I may have and most people don’t, can see why that particular argument is wrong. Then I move on to the next post on some completely different topic. I have forgotten about your existence in about a nanosecond after publishing that post. I have no interest in destroying your career, but I understand that you are touchy – the life in academia, with its poisonous kabuki game, has trained you to defend yourself against every single little criticism because, underneath the veneer of civility is the career-damaging attack by someone powerful who is hell-bent on destroying you. We don’t do that on blogs. We don’t care enough to do that (unless you are a dangerous peddler of pseudoscience or medical quackery). We want to educate the lay audience and have fun doing it. I have no idea if everything else you have written before and after is brilliant and I don’t care – I think that this one stupid paragraph you wrote is good blogging material, amusing, edifying and useful to use to educate the lay audience. You are NOT the target personally. Your stupid argument is. And I don’t care if that was your one-off singular mistake in life, or an unusually bad moment for you. So, don’t take it personally. This is not academia. We are, actually, honest here on the intertubes, and you need to learn to trust us.
The attempts at character assassinations within academia, by using the formalized kabuki language by the powerful and forcing the powerless to adopt the same and thus be brought to slaughter, do not happen only in print. They also happen in person. Read this and this for a recent example of a senior researcher trying to publicly destroy a younger, female colleague at a meeting. And he was wrong. But he was powerful and intimidating. I wish the young woman responded by going outside of formal kabuki dance, shocking the audience in one way or another, giving all the present colleagues a jolt, making them listen and perhaps notice what is happening. Or, if she was shy, I wish some senior male colleague did the same for her and put the old geezer in his place. I wrote a comment:

“Tone it down” and “Why are you so angry?” are typical sleazy tactics used by a person in power over a person not in power. It was used against people of other races, against women, against gays, against atheists – this is the way to make their greivances silent and perpetuate the status quo, the power structure in which they are on the top of the pecking order. The entire formal, convoluted, Victorian-proper discourse one is supposed to use in science is geared towards protecting the current power structure and the system that perpetuates it. Keeping the dissenters down and out. Bur sometimes, anger, or snark, or direct insult, are the jolt that the system needs and it will have to come from the people outside the power structure, and it would have to occur often and intensely until they start paying attention.

And then, there is the area in between scientists and lay audience. The job of translating Scientese into English (or whatever is the local language) has traditionally been done by professional science journalists. Unfortunately, most science journalists (hats off to the rare and excellent exceptions) are absolutely awful about it. They have learned the journalistic tools, but have no background in science. They think they are educated, but they only really know how to use the language to appear they are educated. Fortunately for everyone, the Web is allowing scientists to speak directly to the public, bypassing, marginalizing and pushing into extinction the entire class of science “journalists” because, after all, most scientists are excellent communicators. And those who are, more and more are starting to use blogs as a platform for such communication.
The problem is, the professional science journalists also love to put down the blogs and use the paternalistic “tone it down” argument. But, unlike the political journalists who are incapable of seeing the obvious (stuck too far inside Cheney’s rectum to see what we all could see?), the science journalists have the added problem of not having the expertise for their job in the first place. In politics, everyone with the brain, not just journalists, could see that excuses for going to Iraq were lame. But in science journalism, there exist out there people with real expertise – the scientists themselves – who now have the tools and means to bypass you and make you obsolete because you cannot add any value any more.
To the list that includes MSM “journalists” aka curmudgeouns like Richard Cohen, Sarah Boxer, Andrew Keen, Lee Siegel, Michael Skube, Neil Henry and many others, we can now add curmudgeounly science journalists George Johnson and John Horgan as well – just listen to this!!!!! Yes go an listen before you come back. If you can stand it. But if I suffered through it, you can, too. I am a pretty calm kind of guy, but listening to that “dialogue” filled me with rage – I felt insulted, my intelligence insulted, and my friends insulted. Frankly, I’ve heard smarter science-related conversations from the drunks in rural Serbian bars.
I’ve been in this business (both science and science communication) for a long time, but I have never heard of George Johnson until today. From what I saw in that clip, I have not missed anything. Where does his smugness come from then? As for John Horgan, I’ve heard of him – he earned his infamy when he published – and was instantly skewered and laughed at by anyone with brains – his book “The End of Science”, arguably one of the worst and most misguided books about science (outside of Creationist screeds) ever. Where is his humbleness after such a disaster? Why is he not hiding in the closet, but instead shows up in public and appears – smug. Some people just have no self-awareness how stupid they appear when they behave as if they have authority yet they don’t and it’s obvious. What is it about professional journalists that makes them have illusions they are educated? “No, I am not a scholar but I play one on TV” turns into “Since I can transcribe and read smart stuff I must be really smart myself”.
Luckily, bloggers have no qualms about defending themselves – please read this gorgeous smack-down by Abbie, this older post by Ed in which he explains exactly what he meant, and perhaps this old post of mine which also, in a circuitous way, predicts the extinction of science journalistic dinosaurs.
But perhaps I shouldn’t be that nasty to Johnson and Horgan? After all, my blogging schtick is niceness. This makes it very easy for me to destroy someone – on those rare occasions when someone like me, renowned for endless patience, flies off the handle, people sit up and pay attention. If I use profanity to describe someone, that one probably richly deserves it. I know I have to use this power with prudence. If I attack someone full-blast, people will tend to believe me, as I rarely do that kind of stuff. And if you subsequently Google that name, my blogpost about him/her is likely to be the #1 hit on the search, or in the top ten.
Perhaps Johnson and Horgan are actually nice and smart guys. They may be nice to their wives and kids. Perhaps they wrote, 30 years ago, something really smart. But I have no interest in digging around for that. I want to finish this post and move on. And after watching this movie, I really have no motivation to search for anything else by these two guys as it appears to be a waste of my time. It does not appear to me like a bad-day, one-off mistake that everyone sometimes makes. It is 30 minutes of amazing ignorance and arrogance at display – probably sufficient material to make me doubt I’d ever find anything smart penned by them in the past, so why should I bother with them at all? I can probably evaluate their qualifications quite accurately from these 30 minutes and safely conclude they equal zero. Their “angry bloggers” shtick was the first give-away they know deep inside they are irrelevant and on their way out. Their subsequent chat about science was amateurish at best, no matter how smug their facial expressions at the time.
Perhaps if we remove those middle-men and have scientists and the public start talking to each other directly, then we will have the two groups start talking to each other openly, honestly and in an informal language that is non-threatening (and understood as such) by all. The two sides can engage and learn from each other. The people who write ignorant, over-hyping articles, the kinds we bloggers love to debunk (by being able to compare to the actual papers because we have the background) are just making the entire business of science communication muddled and wrong. Please step aside.
Update: Brian, Greg, Ed, Dr.Isis, Mike Brotherton, Hank and Larry chime in on this discussion as well. More: Alex, Chris Mooney, Mike, Chad, Eric Wolff, Stephanie and Tom Levenson, Sabine and Tom again.

Undergraduate science research journals

I did not know there were so many of them:
Student science publishing: an exploratory study of undergraduate science research journals and popular science magazines in the US and Europe:

Science magazines have an important role in disseminating scientific knowledge into the public sphere and in discussing the broader scope affected by scientific research such as technology, ethics and politics. Student-run science magazines afford opportunities for future scientists, communicators, politicians and others to practice communicating science. The ability to translate ‘scientese’ into a jargon-free discussion is rarely easy: it requires practice, and student magazines may provide good practice ground for undergraduate and graduate science students wishing to improve their communication skills.

Scientific American – special evolution issue

January issue of Scientific American is devoted to Darwin’s 200th birthday and contains several excellent articles. Check out The Latest Face of Creationism in the Classroom by Glenn Branch and Eugenie C. Scott for starters.
But beware, there are other (and I would say better) ways of thinking about some of the issues in some of the articles, so check out what Larry has to say about Why Everyone Should Learn the Theory of Evolution and Testing Natural Selection. You may not agree 100%, but you need to think about it.

National Academy of Sciences Survey

I get mail:

The National Academies want to identify the topics in science, engineering, and medicine that matter most to the public and that people have the greatest interest in learning more about. Once the topics have been selected, we plan to create a suite of educational materials (in both print and web formats) about each subject, with the goal of offering objective, reliable resources about complex topics.
We developed a 2-minute survey that we’d like to distribute to our key audiences. Readers of your blog are one of those key audiences and we would love to hear what topics matter most to them. Please note that this survey is just one component of the research we are conducting to inform our selection process for the topics.

Sounds like a great idea to me. So, read this:

What topics in science, engineering, and medicine matter most to you? The National Academies are interested in developing useful and engaging print and web-based educational materials on the topics that you’d like to learn more about. They invite you to participate in a brief survey. You can find that survey here.
In the 2-minute survey you’ll be presented with a list of topics and asked to select the five that matter most to you. At the end, you can see how your answers compare with the results so far. And you can enter a drawing to receive a National Academies tote bag!
Let the National Academies know what topics you think they should focus on so they can be sure to provide you with materials that are informative and useful. Your participation is greatly appreciated.

Go do the survey.

Year of Science 2009

Get involved:

There are many reasons to celebrate science. With the many seminal anniversaries that are on the horizon in 2009, it seemed only logical that we should celebrate them as a community! From astronomy to zoology we are all here – ready to support public understanding of the process and nature of science in an exploration of “how we know what we know.”

Genes and Human History: What do your genes say about where you came from?

This, The Good, The Bad and The Ugly: Exploring the ecology of insects, The Descent of the Dinosaurs, Where the Woolly Rhinos Roam: A natural history of Ice Age animals and more at Pulse Project.

Advice on designing scientific posters

This one is good and thorough – by Colin Purrington, Department of Biology, Swarthmore College. Short excerpt from the beginning:

Why a poster is usually better than a talk
Although you could communicate all of the above via a 15-minute talk at the same meeting, presenting a poster allows you to more personally interact with the people who are interested in your research, and can reach people who might not be in your specific field of research. Posters are more efficient than a talk because they can be viewed even while you are off napping, and especially desirable if you are terrible at giving talks. And once you have produced a poster, you can easily take it to other conferences. If you don’t like to travel far, or are broke, many college and university science departments sponsor poster sessions that welcome students from nearby institutions. For all of the above, session organizers typically have a “Best Poster Prize Committee,” which awards fame and often cold hard cash to deserving posters. And when you’re ready to retire your poster from active duty, you can hang it in your dorm room to impress your friends, or display it in your departmental hallway so that faculty can show off your hard work to visitors for years to come. You can also submit your final product to ePosters.net, which promises to keep a PDF version of your poster in perpetuity (for free) and allows people to send you comments about your poster.

Scientific Method?

Correct. The hypothetico-deductive method is just one aspect of the Scientific Method. When are they going to finally update the textbooks?

Scitable

Maxine:

Nature Education, a new division of Nature Publishing Group, has launched Scitable, a free online educational resource for undergraduate biology instructors and students.
Scitable, which currently covers the field of genetics, is built on a library of overviews of key science concepts compiled by Nature Publishing Group’s editorial staff. Scitable’s evidence-based approach explains science through the lens of the scientific method, with links to milestone research papers.
Topics of investigation include:
• Chromosomes and cytogenetics
• Evolutionary genetics
• Gene expression and regulation
• Gene inheritance and transmission
• Genes and disease
• Genetics and society
• Genomics
• Nucleic acid structure and function
• Population and quantitative genetics
Scitable is designed to help teachers engage students in a deeper appreciation of science by combining the site’s content libraries with the kinds of social learning tools that students enjoy.
Visit Scitable to register, browse the content libraries, and create a classroom research space for your students.

Setting up the teaching lab….

…with inevitable food coloring for photo-ops:
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What a (science) museum can be?

Why do you care about and/or work in museums? Nina has her own reasons:

I don’t work in museums because I love them. I didn’t grow up staring open-mouthed at natural history dioramas or wandering through art galleries. When I visit a new city, I don’t clamor to visit museums. I go on hikes. I go to farmer’s markets. I walk around and get a sense for people and place. And while I’ll visit museums out of professional (and occasionally personal) interest, I don’t do it because of a deep emotional connection. Yes, there are some extraordinary museum experiences that have changed my life, but they are the exception, not the norm.
I don’t work in museums because I love them. I love the promise of what they can be. I work in museums because I hate schools and see museums as a viable alternative. I’m a strong believer in free-choice learning, and I see museums as places to circumvent the hazards of compulsory education and support a democratic, engaged society of learners….

Is this true? Perhaps it’s time for me to find where that TV controller is….

An Injection of Hard Science Boosts TV Shows’ Prognosis:

It’s no fiction: Scientific fact has usurped science fiction as TV’s favorite inspiration for prime-time story lines. And to keep everything on the up and up, show writers and producers are hiring scores of researchers and technical consultants to get the science straight.

2008 Edublog Awards – time to vote

Nomination for 2008 Edublog Awards is now closed and you can now go and vote.
Go and check them all out – there are some great edublogs there I was not aware of from before. This is how I voted:
1. Best individual blog
Using Blogs in Science Education
2. Best group blog
360
3. Best new blog
Teaching in Second Life
4. Best resource sharing blog
Discovering Biology in a Digital World
5. Most influential blog post
THE MACGYVER PROJECT
6. Best teacher blog
Endless Forms Most Beautiful
7. Best librarian / library blog
Blue Skunk Blog
8. Best educational tech support blog
JoeWoodOnline
9. Best elearning / corporate education blog
Presentation Zen
10. Best educational use of audio
Project Xiphos
11. Best educational use of video / visual
Steve Spangler blog
12. Best educational wiki
Miss Baker’s Biology Class Wiki
13. Best educational use of a social networking service
Principles of Biology
14. Best educational use of a virtual world
Drexel Island on Second Life
15. Best class blog
Extreme Biology
16. Lifetime achievement
David Warlick
Now go and do the same thing – check them all out and vote for your picks.

Plant a Seed in every classroom

Now you can donate a subscription to Seed Magazine to a classroom of your choice:

Earlier this year, as part of the DonorsChoose Blogger Challenge, ScienceBlogs readers donated over $18,000 toward science literacy.
Seed Media Group was proud to donate a further $15,000, bringing the ScienceBlogs community’s total contribution to over $33,000. Schools around the nation are already putting these badly-needed funds toward science classrooms and labs.
Science literacy is a crucial element in driving progress. We believe that by providing the next generation access to scientific perspectives, by introducing them to the stories of how we, our world, and our universe work, we are handing them the first critical tools to help build a healthy, prosperous future.
In the spirit of the DonorsChoose Blogger Challenge, we are offering the chance to give the gift of science year-round. Donate a Seed magazine subscription to a science classroom and we’ll give you the base subscription price of $14.95. You may donate one or more subscriptions to a school (or schools) of your choice, or, if you do not have a specific school in mind, DonorsChoose has selected schools that are most in need of these donations and will happily choose one for you.
We’re proud of the ScienceBlogs community, and of what we’ve been able to achieve together for science education. Thank you!

Why Blog? Science Online Students Answer (video)

Using Blogs to Promote Science Literacy

Miss Baker’s slideshow about using blogs in the science classroom:

Science and Science Fiction

scienceonline09.jpg
A few days ago, Peggy and Stephanie asked the blogosphere a few questions about the relationship between science and Science Fiction. They want to use the insights from the responses to run their session – Science Fiction on Science Blogs – at the ScienceOnline09 meeting in January.
They got lots of responses – interesting reads for the long holiday weekend:
Responses from the SF Writer Point of View

Responses from the Science Point of View

There’s also discussion of the topic going on at io9.
I did not find time (yet) to write my own responses. Perhaps I will – no promises, as I may feel, after reading everyone else’s posts, that I have nothing to add. In the meantime, you can check out (if you have missed them before) some of my old posts related to Science Fiction:
Essential Science Fiction
What Is Lab Lit?
Mokie-Koke
World 2.0 at Rainbows End
Did A Virus Make You Smart?
Sci-Fi And Building Blogging Communities
Books: Max Barry’s ‘Jennifer Government’
Most Significant SF Books
Circadian Rhythm Degeneration Syndrome?
Femicide

Self-Censorship in Science Museums

From Museum 2.0, a marvelous blog I discovered last night:
Self-Censorship for Museum Professionals:

There are lots of things visitors can’t do in museums. But what about the things that museum professionals can’t (or feel they can’t) do? This week at the ASTC conference, Kathy McLean, Tom Rockwell, Eric Siegel and I presented a session called “You Can’t Do That in Museums!” in which we explored the peculiarities of self-censorship in the creation of museum exhibitions.
—————————–
1. Self-censorship is different in different museum types. In science and technology centers, there are some “can’t”s that are alive and well in other museums. For example, “Nazi science” came up several times as a “can’t”–but the Holocaust Museum’s Deadly Medicine exhibition was a successful project that didn’t bring the walls down. And while narrative-based museums have long dispensed with the concept that museums present a neutral point of view, science centers still feel that their trustworthiness rests on their objectivity. This is not to say that science centers are more censored than art or history museums–every kind of museum has its own hang-ups. Imagine an art museum that allowed patrons to bang on the exhibits the way you can in a science center.
2. Focusing on youth audiences can lead to heavy and sometimes inappropriate self-censorship. Our desire to “protect kids”–which reflects twenty years of clamping down (at least in the U.S.) on kids’ freedom–keeps science and technology museums from hard topics and edgy presentation styles. As Eric said at one point, “kids–our target audience–are living in a world of things they choose to consume that is so full of sex, so full of irony, so full of subjectivity, and when they come to the museum it is one of the few places in the world they don’t see that stuff. And so my question is, why are we keeping them away? Why aren’t we developing our audiences?”
3. Science is political, and science museums have a hard time grappling with that fact. Tom compared public perception of racial intelligence to that of sexual orientation, commenting that over the last thirty years, the left has advocated to have racial intelligence categorized as nurture and sexual orientation categorized as nature. The right advocates for the opposite. The way we think about science–and possibly the way we do it–is connected to our political leanings.
4. Museum professionals don’t have the tools to make wise decisions about when and why to self-censor. Many people mentioned the intelligent design/evolution debate, raising examples of angry homeschoolers and religious groups. Few were able to articulate a response policy that wasn’t based entirely on the volume of the ire raised. If you do offend, ask yourself–who do you offend and why? Do they have a valid claim or not? Do they represent a major constituency or not? One woman shared an anecdote about a label at a zoo that suggested that humans are crowding out elephants. She was pleased to receive angry letters about the label. It let her know that people were reading it and cared.
———————-
Over 100 participants contributed post-its to the comfort map (shown at right) with examples in the categories of “safe,” “iffy,” and “no way.” As you can see, most of the examples were in the iffy category–the hazy borders of our comfort. To that end, I have captured the examples on the post-its in five categories, separating the “iffy” layer into three categories (creatively named 1, 2, 3). Here are the words that came up on the comfort zone map:

Read the whole thing….

A Physics chat

Chad Orzel and Jennifer Ouellette are chatting physics and stuff on Bloggingheads.tv:

How To Make A Barometer In Few Easy Steps With Household Items

How To Make A Barometer In Few Easy Steps With Household ItemsCelebrity bloopers here

Beagle Project liveblogging the visit to the Darwin exhibition

Go here (requires a 5-second process of signing up for FriendFeed, a move you will not regret, if you want to comment instead of just reading) and participate in liveblogging as the Beagle Project crew visits the opening of the Darwin exhibition.

Paleontologist to discuss detecting life on other planets

In today’s News and Observer:

Mary H. Schweitzer, associate professor of paleontology at N.C. State University, will talk about how paleontology can help determine whether life ever existed on other planets.
She will speak at a Periodic Tables event sponsored by the Museum of Life and Science in Durham on Tuesday.
Periodic Tables is a regular program that gives adults a chance to learn and discuss the latest in science. Schweitzer will share her expertise in the field of astrobiology and explain how we can use the tools of molecular paleontology to detect biomarkers not only in fossils but also in extraterrestrial samples.
The program begins at 7 p.m. at the Broad Street Cafe, 1116 Broad St., Durham. It is free and open to the public.
For more information, go to the Periodic Tables page on the Museum of Life and Science’s Web site.

Climate Change and the Neglected Majority

The next Sigma Xi lunch pizza in RTP will be noon MONDAY, Nov. 17. Come hear Rob Dunn, assistant professor of zoology at NC State, talk about “Climate Change and the Neglected Majority.” Dunn, among other things, is interested in insects and how changes in their distribution affect ecosystems.
Sigma Xi’s Pizza Lunch speaker series is free and open to science journalists and science communicators of all stripes (feel free to forward this message to anyone you would like to be included). RSVPs are required to cclabby@amsci.org.

UnderTheMicroscope

ScienceWoman gives us a heads-up on a new and interesting organization – UnderTheMicroscope.com:

The Feminist Press with IBM have just launched UnderTheMicroscope.com, a new site to involve young women in science and to encourage them to pursue careers in science, technology, engineering and math. The site is part of the Women Writing Science, a project initiated by The Feminist Press at the City University of New York and funded by the National Science Foundation.
The site features personal stories of women scientists, role models, and mentors; tips for parents and teachers; links to related women and science sites; videos; and networking. Some of these features are available now, and others will come later this year as noted in the press release below

On the website they have also started a promising-looking blog.

Double your impact!

Less than a week to go in our DonorsChoose drive! Good news from the Seed Overlords:

Though we’re already well into the campaign, ScienceBlogs has finally gotten a Double Your Impact donation set up with DonorsChoose for the Blogger Challenge; this means that $15,000 of Seed money will be distributed between our 21 participating bloggers (about $715 each) to benefit their projects as they see fit. Because there is such a limited time remaining in the challenge, DonorsChoose is working to credit each blogger’s account with this money as soon as possible–it will likely be set up by tomorrow (Friday) morning.

Seed Overlords are also pitching in some cool prizes for people who donate to any of the SciBlings DonorsChoose challenges, including mine.
And don’t forget that you can win one of my prizes as well. Just click here….

Ships and Spaceships

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Yes, this has been in the works for a long time, and a few hints have been planted here and there over the past months, but now it is official – NASA and The Beagle Project have signed a Space Act Agreement and will work together on a host of projects including scientific research and education. You can read the details on The Beagle Project Blog – space, oceans, biology, science education, history of science, exploration and adventure: all at once. How exciting!
The text of the agreement is under the fold:

Continue reading

Do you want to win a prize?

Only 10 days to go!
Seed Overlords are pitching in some cool prizes for people who donate to any of the SciBlings DonorsChoose challenges, including mine.
Janet has the goods:

First, make a donation (from $5 on up) to any of the challenges mounted by ScienceBlogs bloggers.
After donating, forward your email receipt to scienceblogs@gmail.com.
If you’ve already donated to DonorsChoose, you’re still eligible. Just send us a DonorsChoose receipt for a ScienceBloggers’ challenge dated from 2008 to enter.
Winners will be chosen at random every Friday from now through the end of the DonorsChoose Challenge (in other words, there will be drawings on October 17, October 24, and October 31).
Each week we’ll give away such prizes as :
* subscriptions to Seed
* collectible ScienceBlogs mugs
* USB drives
* sleek black laptop sleeves
There may be some books, too.
And, at the very end of the Blogger Challenge (which is to say, after the last moment of October 31st), all of you generous donors who have forwarded your e-mail receipt from DonorsChoose to scienceblogs@gmail.com will be entered in a drawing for the grand prize, a spiffy new iPod Touch.

And don’t forget that you can win one of my prizes as well. Just click here….

DonorsChoose 2008 Challenge – update 5

My DonorsChoose board includes challenges like this one, for example: Life Cycles Explosion!:

Hello! I am a first grade teacher at a primary school in North Carolina. The young students here are always most eager to learn through hands-on, live experiences. It is my goal through this project to not only TALK to my students about the miracle of life cycles but to SHOW them the amazing transformations with their very own eyes.
Throughout the school year, the students will read about the life cycles of butterflies, ladybugs, frogs and plants in small groups with sets of life cycle science vocabulary books. Then we will further explore life cycles with our interactive pocket chart kits and slides. As excitement about the living creatures begins to build, I will bring out the live baby caterpillars, ladybugs, tadpoles and seeds for the students to observe and discuss at various times throughout the school year.
As a class, we will watch as the creatures and seeds from the pages of our books emerge from live babies to beautiful, full grown butterflies, ladybugs, tadpoles, frogs and plants. Hopefully our plants will be ready for a special Mother’s Day treat!
As for our new friends…after they reach adulthood, we will set them free in their natural environment and watch together as they fly and hop away to new adventures. We will write about what these new adventures might be and always keep our eyes open, just in case they come by to visit again. I love this project because it reminds me of how each of my students is growing from a brand new “baby” student to a full grown first grader ready for the challenges ahead!
My students need 1 butterfly habitat, 1 ladybug habitat, 1 frog habitat, 1 grow and sprout plant viewer, plant slides, insect slides, 3 pocket chart discovery kits (plants, butterflies, frogs), 1 stick on pocket chart, and 1 set of lifecycles science vocabulary readers.

Just click here and donate as little as 5$ and make some kids happy.

DonorsChoose 2008 Challenge – update 4

My DonorsChoose board includes challenges like this one, for example: Animal Life Cycles Up-Close:

Change you can believe in! That seems to be the motto these days. I want to teach my 2nd grade students about real change… animal life cycles.
My goal is to provide students with hands-on opportunities for observation and discovery. Students will compare and contrast various life cycles, recording changes in their learning logs.
I teach at a magnet school which has a strong Spanish emphasis. Our 2nd grade team shares most science materials so over 100 students will benefit from your contribution. We do not have any science textbooks or adopted curriculum guides; we simply teach the state standard course of study using whatever resources we can find.
These materials will bring excitement into the classroom and engage students in the world of science. As students safely explore live animals up-close, learning becomes more meaningful. Content can be integrated into many different subject areas such as writing, math, and reading. Your gift will motivate students as they grow in their respect for life and care for the environment. Thank-you for your consideration.
My students need to observe different animal life cycles (ladybug, frog, ant) in 5 different stations for each.

Just click here and donate as little as 5$ and make some kids happy.

DonorsChoose 2008 Challenge – update 3

My DonorsChoose board includes challenges like this one, for example: Smile….We love science!:

I teach special need students in an Inclusion Kindergarten setting in North Carolina. Our school is a Title One campus and we serve many low income families.
I would like to increase and enhance my student’s knowledge of science. The Simple Science Exploration tubs will include 4 fun, hands on experiments with simple picture direction as the student’s work independently. Having these tubs will provide the student’s with engaging hands on activities. Currently, I have a limited amount of material to teach science in a scientific way.
The Simple Science tubs will provide student’s with simple investigations. making comparisons among objects and making predictions. My students will benefit from the tubs because they offers a varieties of ways to increase their interest in science.
Your support will ensure that my student’s will have the opportunity to enjoy science. I appreciate all that you will do for children and families.
My students need one (1) Simple Science Exploration Tubs to gain an understanding of basic scientific principles as they create a variety of experiments.

Just click here and donate as little as 5$ and make some kids happy.

Cool physics on Bloggingheads.tv

Jennifer Ouelette and Julianne Dalcanton chat about space, physics and science education:

Science Saturday: Our Humongous Sky:
Julianne lays claim to a comet (14:18)
The scientific sensibility infiltrates television (05:03)
Woes and wonders of the Hubble Space Telescope (08:38)
How astronauts prepare to go into space (09:00)
Jennifer defends corpse museums (04:15)
The right way to teach science to kids (04:12)

ScienceOnline’09 – Education sessions

scienceonline09.jpg
Today, instead of introducing people, I will introduce a session, or two or three.
Feedback from participants of the last two conferences indicated a lot of interest in sessions relevant to science educators at all levels. At both the 1st and the 2nd conference, we had one session on using blogs in the classroom. But this time, we want to heed the calls and provide, if possible, three such sessions, each targeting a somewhat different audience.
So, if you go to the conference wiki and check the Program page, you will see the following three sessions listed there:
Online science for the kids (and parents) — moderated by Janet Stemwedel:

Even little kids are online these days. They are curious about the world. What kind of scientific information is there on the Web that is suitable for the littlest ones? How does one find the good stuff? What works and what doesn’t for that age group? What can one do to add quality science material for kids and parents? How to write blog posts with little kids in mind?

And also:
Using the Web in teaching college science — moderated by Andrea Novicki and Brian Switek:

What are the strategies, methods and pitfalls of using the online technologies in science education in college? The importance of Open Access to primary research. The willingness of students to post on blogs. Text-messaging as communication. The problem of the “creepy treehouse”.

And finally – and I am really excited about this:
Science online – middle/high school perspective (or: “how the Facebook generation does it”?) — moderated by Stacey Baker and her students:

How does middle/high school science education differ from that in college? There are also institutional problems: a) Most US pub. school networks firewall out major sources of info, such as all of scienceblogs.com, all of blogspot.com, all of youtube, etc. A teacher who finds something on a blog can’t use it directly in classroom. b) Conceptually linked posts and comment threads, ads, external links, etc. are often inappropriate for PS K-12 settings (which is perhaps why ‘a’ is true). c) yet, some bloggers want to have some of their work used in this setting. Are the younger kids different from college students in their use of online tools? Many school are experimenting with new technologies but do not have a clear idea how to do it – did they ask the kids themselves for advice? If not, we’ll ask the students in this session.

And if you look at the list of registered participants so far, you will see quite a lot of teachers and education specialists, as well as a few high school and college students, e.g., Kim Gainer and her duaghter Patti, John Dupuis’ son Sam, Elissa Hoffman and a number of others. We are also expecting some teachers and students from the Zoo School and from the Duke’s summer student research blogging program. Keep checking the wiki for more information….

DonorsChoose 2008 Challenge – update 2

My DonorsChoose board includes challenges like this one, for example: Science Trip For Our Amazing Urban Students:

The he students deserve this. I teach 5th grade at an urban, diverse, 86% free & reduced lunch school. Our school is 55% latino population, many who do not speak English and many who were born in another country. Our school has about 12 different languages spoken throughout it. Our students come from families that are very limited financially and we want to offer them an opportunity to go on a trip that will change their lives. This trip is a once in a life time trip for most of our students.
When teachers at our school introduce a unit on the beach or the zoo, most of our students stare at us blankly because these are not experiences that they have ever had. These are common experiences that most American students come to school with. Having these experiences allows students to make connections to the curriculum they see through elementary school. Our students, not having these experiences, are very limited in what they can connect to our curriculum concepts. This prevents them from meaningful learning.
We are planning a 5th grade trip to Seabrook Island on the Atlantic Ocean. This trip will be filled with so many new and exciting experiences for our students to have. It will broaden their understanding of America and our world.
While at Seabrook Island students will be continually learning and exploring our North Carolina Science Curriculum.
Students will…
-explore ecosystems of the ocean, wetlands, and forest.
-observe jellyfish, dolphins, crabs, snakes, alligators, etc.
-connect weather concepts with observable patterns over the weekend.
-connect concepts of different clouds and the weather they bring.
-explore the landforms of the coastal region of our country.
-explore forces of the wind and waves using tools and kits.
Your help will ensure that our students can afford this experience. Being a school with 86% free & reduced lunch means most of our parents will not be able to afford a trip like this. Our goal is to provide this trip to any student and family interested. By providing snacks and supplies, we will be able to bring our costs down on the families so that more students can have the trip of their lifetime.

DonorsChoose 2008 Challenge – update

My DonorsChoose board includes challenges like this one, for example: Media Literacy in Science:

I am a high school science teacher in North Carolina who wishes to move his students into the 21st century with the skills necessary to become lifelong learners in the global environment.
All too often information presented in textbooks can be less than exciting to students and can even be out dated by the time the textbooks reach the students hands. The articles presented in Current Science are more in the style of those published in popular magazines and newspapers with the student audience in mind. Our students are practiced at reading literary materials such as stories from their English classes, however they need practice in the skills necessary to comprehend the type of material found in factual writings such as newspapers and magazines. These skills are extremely important in keeping up to date with advances in science, medicine and many other topics in todays media rich world.
I would like to supplement our classroom instruction with a subscription to Current Science Magazine. The topics presented are up to date and written in a style that makes them relevant to the student audience. The magazine has a long reputation for presenting accurate information from all disciplines of science and can be used with my biology classes as well as physical science.
Your contribution will help to empower my students to become critical readers and to gain practice in a skill that they can carry with them into productive, informed futures.

Emerging Nanotechnology: A New Risk Factor for Lung Diseases?

From Sigma Xi:

Greetings everyone. We meet again at noon on Wednesday, Oct. 15 in RTP to hear NCSU associate professor James Bonner discuss “Emerging Nanotechnology: A New Risk Factor for Lung Diseases?” As you know, the commercial use of nanomaterials has outpaced scientific assessments of any potential health or environmental risks. Jamie Bonner is one of the scientists working to catch up.
Sigma Xi’s Pizza Lunch speaker series is free and open to science journalists and science communicators of all stripes (free to forward this message to anyone you would like to be included). RSVPs are required to cclabby AT amsci DOT org.
Directions to Sigma XI:
http://www.sigmaxi.org/about/center/directions.shtml.

DonorsChoose 2008 Challenge – where are my readers?

Wow! Six of my DonorsChoose projects – Science Laboratory Kits, Who Gives A Hoot!, No More Worksheets!, Vroom! Vroom! Forces and Motion, What’s the weather for today? and Math Mania have now been fully funded!
Unfortunately, not by my readers…. (pout)
If this keeps happening I’ll add some more projects. All for science/math teaching projects in schools in low-income areas of North Carolina.
Your turn…

SCOPE academy at NC State

SCONC

Saturday, Oct. 11
All Day
SCOPE academy at NC State
NC State’s College of Physical and Mathematical Sciences is again offering their one-day “SCOPE academy” and inviting you to “indulge your curiosity and explore today’s exciting frontiers of science. ” The keynote is mathematician Donald Saari looking at the craziness of voting. Registration required.
http://www.pams.ncsu.edu/weekend/

DonorsChoose 2008 Challenge – Scienceblogs.com rocks!

You may have noticed, all around Scienceblogs.com, that we have started our traditional annual fundraiser – helping fund science and math projects in schools around the country, mainly focusing on schools in low-income areas where most of the students get free lunches and there is not much support for “extras” which should be normal part of every school – the basic supplies for math and science instruction.
I am right now having a technical problem with my side-bar widget, which I will install as soon as I can. But in the meantime, check out the Scienceblogs.com leaderboard, and pick some of the projects from my list. Then click on “Fund this project” button and make some kids very happy: