DOCSLIB.ORG

Il Manuale Per Formatori Della Scienza Aperta

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Il Manuale Per Formatori Della Scienza Aperta Il Manuale per Formatori della Scienza Aperta The Open Science Training Handbook 1 Il Manuale per Formatori della Scienza Aperta Nel mese di febbraio del 2018, un gruppo di 14 esperti internazionali in Scienza Aperta e autori del manuale, si è riunito ad Hannover presso la “Biblioteca Nazionale Tedesca per le Scienze e le Tecnologie” per prendere parte alla co-creazione di questo manuale, aperto e in continua evoluzione, su come tenere un corso di formazione sulla Scienza Aperta nel migliore dei modi. Una formazione di alto livello può fare la differenza quando si tratta di cambiare un contesto culturale che si dichiari pronto ad accettare di mettere in pratica i principi della Scienza Aperta. Testi come questo possono essere di grande aiuto ai formatori e facilitatori della Scienza Aperta. Il manuale costituisce inoltre una risorsa fondamentale e un primo passo verso il futuro sviluppo dell´Accesso Aperto, dei corsi curriculari e della formazione in età avanzata in materia di Scienza Aperta. Il manuale, in quanto strumento mirato a rendere le attività formative più performanti, contribuirà a far raggiungere alla Comunità il suo pieno potenziale supportando e mettendo in rete tra loro tutti gli scienziati della Scienza Aperta che desiderano condividere e accrescere il bagaglio delle loro conoscenze. Dopo essersi reciprocamente scambiati esperienze e competenze acquisite durante la loro attività di training sui principi della Scienza Aperta, gli autori hanno realizzato uno strumento di conoscenza aperta e una risorsa didattica aperta utile per l´insegnamento sul campo. L´enfasi posta a questo nuovo strumento non è di divulgazione delle idee sulla Scienza Aperta ma di dare dimostrazione su come trasmetterle nella maniera più efficace possibile. Conferire a questo nuovo strumento la forma di un libro, nato da un processo di scrittura collettivo ha portato a massimizzare creatività e innovazione, e ha permesso di produrre un risultato encomiabile nel giro di solo pochi giorni. Il manuale raccoglie metodi, tecniche e pratiche e vuole supportare i formatori della Scienza Aperta. Il prodotto finale è un´utile guida su come meglio fare conoscere i principi della Scienza Aperta a tutta la nostra rete di contatti, istituzioni, colleghi e studenti. I formatori troveranno ispirazione e informazioni su come conseguire il massimo della qualità e dell´impegno. Mettendo in evidenza le 2 sfide ma anche fornendo le soluzioni, il manuale vuole rafforzare la comunità dei formatori della Scienza Aperta impegnata a formarsi, informarsi e a trovare la giusta ispirazione. Aiutaci a migliorare il manuale Commenti e critiche, da parte di tutti i lettori, sono sempre ben accetti, indipendentemente da quali siano le specifiche competenze e background. Per lasciare un vostro commento la procedura più semplice è ricorrere a hypothes.is. È altresì possibile creare una richiesta da Gitbook (website o app) o attraverso un qualsiasi altro strumento. Il contenuto del manuale è manutentato nell'archivio GitHub Ti interessa tenere un seminario insieme a noi? Sei interessato a partecipare o a tenere dei corsi o webinar basati sul manuale? Contattaci a questo indirizzo [email protected] Riferimenti bibliografici Ricordati di citare il manuale quando utilizzi il suo contenuto. Per la citazione, ti consigliamo di utilizzare una delle due seguenti formule: https://book.fosteropenscience.eu/, dove il testo è disponibile nei formati più facilmente consultabili (disponibile anche in formato PDF e in ePub) per commentare o suggerire delle modifiche oppure, in alternativa, https://doi.org/10.5281/zenodo.1212496, è possibile fare riferimento a questo DOI (non facilmente comprensibile) che rimanda ad un archivio discarica. Co-autori e facilitatori che hanno partecipato al Book Sprint Vuoi conoscere meglio i co-autori e i facilitatori che hanno partecipato allo book sprint, le loro esperienze e fonti di ispirazione, avere informazioni sulle loro istituzioni di afferenza, su come contattarli, quali sono i loro profili twitter e ORCID? Consulta l´ultimo capitolo del manuale e vi troverai tutte queste informazioni. 3 I nostri ringraziamenti vanno a Gwen Franck (EIFL, Belgio) per aver curato in particolar modo la comunicazione sui social media e per aver provveduto a mantenere alta la motivazione di noi tutti con esercizi energizzanti durante tutta la durata del booksprint. Patrick Hochstenbach (University of Gent, Belgio) per i suoi strepitosi disegni e le vignette. Vasso Kalaitzi (LIBER, Paesi Bassi) per essersi occupato delle riprese dei video, riuscendo a produrne di molto belli. Matteo Cancellieri (Open University, Regno Unito) per aver contribuito a risolvere tutte le questioni tecniche e per aver creato il gitbook. Simon Worthington (TIB, Hannover, Germania) per non aver fatto mancare i suoi consigli su come manutentare e convertire i metadati bibliografici. Dichiarazione di copyright Il Manuale per Formatori della Scienza Aperta è una risorsa didattica aperta, ed è quindi disponibile sotto la Creative Commons Public Domain Dedication (CC0 1.0 Universal). Non è pertanto necessario richiedere alcun permesso per ri-utilizzare e copiare le informazioni che sono contenute nel manuale. Alcuni dei testi inclusi nelle risorse bibliografiche a cui si fa riferimento nel manuale -è bene notare- potrebbero essere protetti da copyright; in tal caso, nel testo troverete delle indicazioni in tal senso. Abbiamo cercato di dare il giusto accreditamento a tutte le nostre fonti. Se, per qualsiasi motivo, non ci fosse stato possibile farlo in maniera adeguata, non lo abbiamo fatto intenzionalmente. Non esitate a contattarci all'indirizzo: [email protected] per segnalarci eventuali correzioni. Finanziamenti Questo progetto è stato finanziato con fondi europei nell´ambito del programma quadro Horizon 2020 per la Ricerca e l´Innovazione. Accordo di sovvenzione nr. 741839. 4 Sommario Readme Introduzione 6 I principi fondamentali della Scienza Aperta 11 o Concetti e principi "open" 11 o Dati di ricerca e materiali aperti 18 o Software aperto per la ricerca e open source 31 o La riproducibilità della ricerca e l'analisi dei dati 39 o Accesso aperto ai risultati della ricerca pubblicati 48 o Licenze e formato dei file 57 o Le piattaforme collaborative 64 o Revisione tra pari aperta, metriche e valutazione 70 o Politiche e Scienza Aperta 78 o Citizen Science - la scienza di tutti 84 o Risorse aperte per l'insegnamento e l'apprendimento 89 o L'advocacy aperta 93 Processi di apprendimento e di formazione 100 Aspetti organizzativi 123 Esempi & guida pratica: adotta, adatta, sviluppa 143 Glossario 190 Gli autori 197 Traduttori e revisori che hanno collaborato alla versione italiana del manuale 206 5 Le finalità del manuale "Quando tutti i ricercatori sapranno che cos’è la Scienza Aperta, quando saranno stati tutti formati, saranno supportati e guidati alla pratica della Scienza Aperta ad ogni stadio della loro carriera, allora il modo in cui la ricerca verrà condotta e disseminata cambierà, promuovendo un ecosistema scientifico in cui la ricerca godrà di una visibilità sempre maggiore, sarà condivisa efficientemente e verrà fatta con maggiore integrità." Open Science Skills Working Group Report (2017) La Scienza Aperta, il movimento attraverso il quale si vogliono rendere accessibili a tutti e riusabili da tutti i prodotti e i processi scientifici, riguarda tanto la cultura e la conoscenza quanto le tecnologie e i servizi. Convincere i ricercatori dei vantaggi che comporterebbe cambiare le loro abitudini ed equipaggiarli con le competenze e le conoscenze necessarie per farlo, è di conseguenza un compito importante. Questo libro offre guida e risorse ai formatori e ai docenti della Scienza Aperta, ma anche a tutti coloro che sono interessati a migliorare il livello, la trasparenza e la partecipazione nel campo della ricerca. Il manuale, supportando e interconnettendo una comunità emergente di sostenitori della Scienza Aperta, desiderosa di trasmettere le proprie conoscenze, propone attività di formazione adattabili a contesti e platee diversi. Questo libro fornisce ai formatori metodologie, istruzioni, modelli e strutture per eventi di formazione nonché ispirazione per gli auto-didatti della Scienza Aperta. I sostenitori della Scienza Aperta di tutto il mondo troveranno degli esempi pratici su come trasmettere i principi della Scienza Aperta a ricercatori e a tutto il personale di supporto. Cosa funziona e cosa non funziona? Come ottenere il massimo rendimento da risorse limitate? Il manuale contiene un notevole numero di risorse utili a realizzare degli eventi di formazione. Basandosi sull'esperienza personale acquisita dagli autori e sull’abilità di trasmettere i principi della Scienza Aperta, questo manuale è orientato alla formazione pratica in un ambiente di conoscenza aperta e in un contesto didattico. In altre parole, il focus di questo manuale non consiste nel voler diffondere la Scienza Aperta bensì su come sostenere la messa in pratica della Scienza Aperta nel migliore dei modi. 6 Chi sono i destinatari di questo libro? Questo manuale è destinato a tutti coloro che desiderano ospitare eventi di formazione intorno alla Scienza Aperta o ad introdurre i principi della Scienza Aperta in occasione di eventi di formazione ad hoc monodisciplinari, al fine di promuovere l'adozione di pratiche di ricerca aperte. È indirizzato quindi a ricercatori, bibliotecari, fornitori di infrastrutture, uffici di supporto alla ricerca, enti finanziatori, responsabili politici
Load more

Recommended publications
  • Download Our Annual Review 2018-19
    ANNUAL REVIEW 2018/19 Because evidence matters A MESSAGE FROM OUR DIRECTOR “We held the first ever Evidence Week in the UK parliament, opened by community groups from across the country. They joined researchers to brief members of parliament on the evidence relevant to planned policy changes.” EVIDENCE MATTERS, AND WE SHOULD ASK FOR IT, MAKE SENSE OF IT AND EXPECT DECISION MAKERS TO BE ACCOUNTABLE FOR IT. Evidence, in the form of research results, statistics parliaments now want to take this on and we and reasoning, is not some esoteric concern. It is will be working with them over the next year the currency of public life and accountability. to make that happen. We have seen similar international demand for our Transparency Sense about Science’s purpose is to promote of Evidence framework, which pushes government the public interest in sound science and evidence. departments to make available the evidence These are demanding times — equipping behind government proposals. communities, encouraging researchers and pushing bodies that would rather ignore Our Voice of Young Science network — early the evidence to engage with it — and in the career researchers who want to train themselves 12-month round up that follows you will see and help each other to participate in public just how much its realisation depends on the discussion about research — has appeared involvement of different communities and research in new cities around Europe. The Maddox prize, partners, donors and people with a sense of public which we award with Nature in the autumn, service. With their commitment, systems and now includes an early career award.
    [Show full text]
  • Chemical Stories
    sense about science making sense of chemical stories A guide for the lifestyle sector and anybody with questions about chemical stories The Disconnection Between Lifestyle Commentary and Chemical Realities Scientists are worried about the growing there are so many misconceptions that people disconnection between the lifestyle view of are often scared and anxious when they needn’t chemicals and the chemical realities of the be, and complacent when they shouldn’t be. world. So why is there such a disconnection between perception and reality? It seems partly to be the They are worried not just because people are result of intensive merchandising of ‘alternative’ likely to misunderstand what chemicals are products, lifestyle ideas and campaigns that and do, but because of the consequences for play on misconceptions about chemicals and decisions about lifestyle choices, family health about how the body works. It is also notable and social policies. that lifestyle commentators are excluded In lifestyle commentary, chemicals are presented from science-related briefings, and have few as something that can be avoided, or eliminated opportunities to make relevant scientific using special socks, soaps or diets, and that contacts. So, something needs to be done by the cause only harm to health and damage to the scientists in a way that is genuinely helpful to environment. The chemical realities of the people writing quick copy for a lifestyle audience. world, by contrast, are that everything is made This briefing document flags up the more serious of chemicals, that synthetic chemicals are often misconceptions that exist around chemicals much safer for human health than so-called and suggests straightforward ways for writers ‘natural’ ones, and that unfounded anxiety about and presenters in the lifestyle media to evaluate chemicals is encouraging people to buy into them.
    [Show full text]
  • The Engaged University: Providing a Platform for Research That Transforms Society
    The University of Maine DigitalCommons@UMaine Senator George J. Mitchell Center for Sustainability Publications Solutions 8-2010 The ne gaged university: Providing a platform for research that transforms society Ali Whitmer Georgetown University Laura Ogden Florida International University John Lawton Pam Sturner Stanford University Peter M. Groffman Boston University See next page for additional authors Follow this and additional works at: https://digitalcommons.library.umaine.edu/ mitchellcenter_pubs Part of the Sustainability Commons Repository Citation Whitmer, A., Ogden, L., Lawton, J., Sturner, P., Groffman, P.M., Schneider, L., Hart, D., Halpern, B., Schlesinger, W., Raciti, S., Bettez, M., Ortega, S., Rustad, L., Pickett, S.T.A., & Killelea, M. 2010. The ne gaged university: Providing a platform for research that transforms society. Frontiers in Ecology and the Environment 6: 314-321. This Article is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in Publications by an authorized administrator of DigitalCommons@UMaine. For more information, please contact [email protected]. Authors Ali Whitmer, Laura Ogden, John Lawton, Pam Sturner, Peter M. Groffman, Laura Schneider, David Hart, Benjamin Halpern, William Schlesinger, Steve Raciti, Neil Bettez, Sonia Ortega, Lindsey Rustad, Steward TA Pickett, and Mary Killilea This article is available at DigitalCommons@UMaine: https://digitalcommons.library.umaine.edu/mitchellcenter_pubs/4 SCIENCE, COMMUNICATION, AND CONTROVERSIES
    [Show full text]
  • Worlds Apart: How the Distance Between Science and Journalism Threatens America's Future
    Worlds Apart Worlds Apart HOW THE DISTANCE BETWEEN SCIENCE AND JOURNALISM THREATENS AMERICA’S FUTURE JIM HARTZ AND RICK CHAPPELL, PH.D. iv Worlds Apart: How the Distance Between Science and Journalism Threatens America’s Future By Jim Hartz and Rick Chappell, Ph.D. ©1997 First Amendment Center 1207 18th Avenue South Nashville, TN 37212 (615) 321-9588 www.freedomforum.org Editor: Natilee Duning Designer: David Smith Publication: #98-F02 To order: 1-800-830-3733 Contents Foreword vii Scientists Needn’t Take Themselves Seriously To Do Serious Science 39 Introduction ix Concise writing 40 Talk to the customers 41 Overview xi An end to infighting 42 The incremental nature of science 43 The Unscientific Americans 1 Scientific Publishing 44 Serious omissions 2 Science and the Fourth Estate 47 The U.S. science establishment 4 Public disillusionment 48 Looking ahead at falling behind 5 Spreading tabloidization 48 Out of sight, out of money 7 v Is anybody there? 8 Unprepared but interested 50 The regional press 50 The 7 Percent Solution 10 The good science reporter 51 Common Denominators 13 Hooked on science 52 Gauging the Importance of Science 53 Unfriendly assessments 13 When tortoise meets hare 14 Media Gatekeepers 55 Language barriers 15 Margin of error 16 The current agenda 55 Objective vs. subjective 17 Not enough interest 57 Gatekeepers as obstacles 58 Changing times, concurrent threats 17 What does the public want? 19 Nothing Succeeds Like Substance 60 A new interest in interaction 20 Running Scared 61 Dams, Diversions & Bottlenecks 21 Meanwhile,
    [Show full text]
  • Science and the Public Interest
    Science and the public interest Communicating the results of new scientific research to the public Contents Page Foreword Lord Rees of Ludlow, President of the Royal Society ......2 Sir Patrick Bateson, Chair of the working group ............3 Summary............................................................................4 Science and the public interest 1. Introduction ..........................................................6 2. Conflicts with the public interest ........................7 3. Intellectual property ............................................8 4. Corporate social responsibility ............................9 5. Disclosure requirements ....................................10 6. Negative results ..................................................10 7. Responsibilities of researchers ..........................10 8. Quality control and review ................................11 9. New forms of communication ..........................13 10. Conferences ........................................................13 11. Lay summaries and media releases ..................13 12. Conclusion ..........................................................14 References ......................................................................16 Annex Annex 1 ......................................................................18 Annex 2 ......................................................................19 Annex 3 ......................................................................19 Annex 4 ......................................................................20
    [Show full text]
  • Data Governance: from Principles to Practice Civil Society, Volunteer Data Science Skills, and Open Datasets
    Data governance: from principles to practice Civil society, volunteer data science skills, and open datasets Workshop report November 2020 Summary There is a significant benefit to be gained from the better Principle 1 use of data, and civil society and volunteer groups can Transparent, inclusive and democratic decision-making benefit greatly from the use of data that is open, about trade-offs: exploring the concept and practice of accessible and meaningful. However, there are some collaborative data maintenance – the process and data important considerations relating to how civil society and infrastructure by which organisations and communities volunteer groups gather the skills and infrastructures to share the responsibility and work to collect, maintain, make better use of data, and how they establish the govern and use data. systems to ensure that the collection and use of data is governed appropriately and collectively. Exploring the Principle 2 issues in this area puts into focus some of the main Individual and collective rights and interests: exploring findings and recommendations from the Royal Society data practices and social value, considering how data and British Academy report Data Management and Use: governance can protect both individual rights, goods Governance for the 21st Century. and benefits, and collective rights, goods and benefits. This report summarises the discussions at a workshop Principle 3 held in partnership with the Ada Lovelace Institute, the Seek out good practices and learn from success and Alan Turing Institute, the British Academy, DataKind UK, failure: effective data governance should display a the Leverhulme Centre for the Future of Intelligence and commitment to promoting good practice and embedding the Open Data Institute, on 12 March 2020.
    [Show full text]
  • Evidence Check 2: Homeopathy
    House of Commons Science and Technology Committee Evidence Check 2: Homeopathy Fourth Report of Session 2009–10 HC 45 House of Commons Science and Technology Committee Evidence Check 2: Homeopathy Fourth Report of Session 2009–10 Report, together with formal minutes, oral and written evidence Ordered by the House of Commons to be printed 8 February 2010 HC 45 Published on 22 February 2010 by authority of the House of Commons London: The Stationery Office Limited £0.00 The Science and Technology Committee The Science and Technology Committee is appointed by the House of Commons to examine the expenditure, administration and policy of the Government Office for Science. Under arrangements agreed by the House on 25 June 2009 the Science and Technology Committee was established on 1 October 2009 with the same membership and Chairman as the former Innovation, Universities, Science and Skills Committee and its proceedings were deemed to have been in respect of the Science and Technology Committee. Current membership Mr Phil Willis (Liberal Democrat, Harrogate and Knaresborough)(Chairman) Dr Roberta Blackman-Woods (Labour, City of Durham) Mr Tim Boswell (Conservative, Daventry) Mr Ian Cawsey (Labour, Brigg & Goole) Mrs Nadine Dorries (Conservative, Mid Bedfordshire) Dr Evan Harris (Liberal Democrat, Oxford West & Abingdon) Dr Brian Iddon (Labour, Bolton South East) Mr Gordon Marsden (Labour, Blackpool South) Dr Doug Naysmith (Labour, Bristol North West) Dr Bob Spink (Independent, Castle Point) Ian Stewart (Labour, Eccles) Graham Stringer (Labour, Manchester, Blackley) Dr Desmond Turner (Labour, Brighton Kemptown) Mr Rob Wilson (Conservative, Reading East) Powers The Committee is one of the departmental Select Committees, the powers of which are set out in House of Commons Standing Orders, principally in SO No.152.
    [Show full text]
  • Annual Review 2017/18
    ANNUAL REVIEW Because evidence matters 2017/18 Picture credit: James Hopkirk That is why, in June 2017, over 100 people came with us to the European Parliament, from different walks of life across the EU, to tell MEPs why evidence matters to them. It is why our AllTrials campaign has pressed forward with patient groups to influence the biggest regulators and research funders in the world; why we are encouraging statisticians and others in public life to engage people more in the creation of independent accountable information; and why our Transparency of Evidence review published in January urged the UK government to place greater trust in the public’s ability to handle the fact that policy evidence is rarely complete and definitive. And that is also why it’s so important that researchers put themselves where people For 15 years, Sense about Science need them. Our Voice of Young Science has been at the sharp end of helping network has been equipping researchers to people to grapple with evidence – to take responsibility for the way their field is appreciate it, discuss it and assess discussed in wider society. whether it can bear the weight Looking ahead, European governments have someone wants to put on it. Our spent billions on data strategies, so at Sense work over that time has changed as about Science we will be making sure that the the debates and issues around us public is equipped to ask searching questions have. Our mission – to promote the about quality from the outset. We will be public interest in sound science and working with the UK parliament on the very first evidence – is the same.
    [Show full text]
  • What Is Science and Why Should We Care? Third Annual Sense About
    What is science and why should we care? Third Annual Sense About Science lecture February 27, 2008 UCL Cruciform Lecture Theatre Alan Sokal Department of Physics New York University and Department of Mathematics University College London E-mail: [email protected] Office telephone: 020-7679-2844 Maths department fax: 020-7383-5519 Biographical Information The author is a Professor of Physics at New York University and Professor of Mathematics at University College London. His main research interests are in statistical mechanics and quantum field theory. He is co-author with Roberto Fern´andez and Jurg¨ Fr¨ohlich of Random Walks, Critical Phenomena, and Trivial- ity in Quantum Field Theory (Springer, 1992) and co-author with Jean Bricmont of Intellectual Impostures: Postmodern Philosophers' Abuse of Science (Profile Books, 1998). His most recent book is Beyond the Hoax: Science, Philosophy and Culture (Oxford University Press, 2008). I'd like to thank Dick, Tracey and everyone at Sense About Science for inviting me to give this Third Annual lecture. But they've given me a hard act to follow. Two years ago, Sir John Krebs provided a superb overview of the messiness of translating science into public policy. Last year, Raymond Tallis gave not only a masterful summary of the achievements of scientific medicine in enhancing human life, but also an astute analysis of the psychological attractions of junk science. Now, my own scientific expertise is in statistical mechanics and quantum field theory | areas of physics that I don't imagine are likely to have urgent public-policy implica- tions anytime soon. So I will have to speak tonight about a more general theme: namely, the nature of scientific inquiry and its importance for public life.
    [Show full text]
  • Working with the Science Media Centre
    With thanks to our sponsors Contents Editor’s foreword Geoff Watts, science writer and broadcaster The following organisations have contributed to the costs of the Science Media Centre’s 10th anniversary: aybe I’m entirely the wrong person to have publication of their own research through to distant BIVDA, BP plc, British Pharmacological Society, EUK Consulting, GlaxoSmithKline, Imperial College London, Editor’s foreword 1 collated these reflections on the Science Media events of which they have the specialised knowledge or Maudsley Charity, MSD, National Grid, Society for Applied Microbiology, Society for General Microbiology, MCentre (SMC). A decade ago, when I first heard understanding required to offer authoritative comment. Springer Science+Business Media, Wellcome Trust Chief Executive’s introduction 2 of the proposal to set up another body to help science Many of the issues tackled by the SMC are important not journalists do their job properly (which was how I then only for the science involved, but because that science Climate of crisis 4 perceived it), I really couldn’t see the point. Didn’t we all has an impact on society. This is clearly so of the topics GM on trial 6 have our own contact lists? Hadn’t every university and chosen for this booklet. every research institute got a press office eager to alert GM on trial again 8 us to their latest findings? Didn’t science and medical As many of the authors of the following accounts are journalists already get enough press information from keen to emphasise, even those among them who were Media meltdown 10 enough organisations without another body clamouring initially apprehensive about meeting the media have found the experience unthreatening and even enjoyable.
    [Show full text]
  • MAKING SENSE of UNCERTAINTY Why Uncertainty Is Part of Science CONTRIBUTORS
    SENSE ABOUT SCIENCE MAKING SENSE OF UNCERTAINTY Why uncertainty is part of science CONTRIBUTORS The contributors met over 2012 to review what is being said about scientific uncertainty in the media, policy and public life; to identify the misconceptions in these discussions and share insights that help to dispel these; and to draft and edit the guide. With thanks to everyone who reviewed all or part of the guide, or gave contributions on specific questions, including: Dr Suzanne Aigrain, Dr Nina Alphey, Dr Richard Betts, Professor Sheila Bird, Professor Andy Challinor, Dr Nathan Green, Professor Joanna Haigh, Professor Mike Hulme, Christian Hunt, Richard Johnston, Dr Shelly Lachish, Professor John Mitchell, Professor Peter Sammonds, Dr Emily Shuckburgh, Dr Juliet Stevens, Dr Matthew Sullivan, Dr Tom Wells, Dr Ben Wheeler; and for valuable input from the Royal Society meeting ‘Handling uncertainty in weather and climate prediction’ convened by Professor Tim Palmer in October 2012. We are grateful to the BBSRC, Clark Bradbury Charitable Trust, John Innes Centre, NERC, University of Reading and the Walker Institute for supporting the production and distribution of this guide. PETER GIBBS MICHAEL HANLON PROF. PAUL DR ED HAWKINS PROF. AVERIL BBC weather presenter, Journalist HARDAKER Climate scientist in MACDONALD Met Office Chief Executive, Institute NCAS-Climate, JJ Thomson Physical of Physics; Chairman, Department of Laboratory, University Sense About Science Meteorology, University of Reading of Reading KATHY MASKELL HEATHER MAYFIELD PROF. ANGELA DR ELIZABETH DR KEN MYLNE Walker Institute Deputy Director, MCLEAN FRS MORRIS OBE Head of Weather for Climate Science Museum Professor of Scott Polar Research Science Numerical System Research Mathematical Biology, Institute, Cambridge Modelling, Met Office All Souls College, University of Oxford DR MARK NAYLOR PROF.
    [Show full text]
  • Reflections on Public Engagement in Higher Education
    re :actıon Reflections on public engagement in higher education A report on the learning from Beacon NE, a UK Beacon for Public Engagement Spotlight on Speed-dating Durham University successfully explored speed-dating as a means of developing community –university research partnerships. The aim of this event was to enable representatives from community groups and organisations to meet academic staff and postgraduate researchers from across the University, with a view to finding out more about each other and exploring possibilities for collaborative research. People were given four minutes per interaction, after which they moved on or continued discussions about potential research links at side tables. Feedback from the event was very positive, but we learned four minutes was never really long enough and we soon ended up with too many ‘side’ conversations and not enough people still ‘dating’! We would allow longer for interactions in future. A report on the learning from Beacon NE, a UK Beacon for Public Engagement re :action Introduction Beacon North East (Beacon NE) was one of six UK Beacons for Public Engagement, a four-year initiative designed to create a culture change across the higher education sector. The Beacons were university-based organisations. Our work was always education is, we hope you find it partnerships that sought to support, better for their involvement and we useful. recognise, reward and build capacity would like to thank everyone who for public engagement. Beacon NE gave their time, enthusiasm and Beacon NE was funded by the UK ran from 2007 to 2011 and was expertise to Beacon NE.
    [Show full text]