scholarly journals Public engagement with science: Ways of thinking and practicing

2011 ◽  
pp. 45-51
Author(s):  
Elizabeth Stevenson
Keyword(s):  
Public Engagement ◽  
Work Practice ◽  
Education Institution ◽  
Effective Work ◽  
Research And Teaching ◽  
Public Engagement With Science ◽  
Primary Focus ◽  
The Uk ◽  
University Of Bristol ◽  
The University

The primary focus of the Higher Education Institution (HEI) is the generation and dissemination of knowledge. This knowledge is generated and shared throughout the research community and to students specifically enrolled in university programmes. Public engagement with science enables and ensures the generation and sharing of knowledge throughout a wider community.Public engagement with science has enjoyed an increasingly heightened profile in recent years with six „Beacons for Public Engagement‟1 being established across HEIs in the UK, including a National Co-ordinating Centre for Public Engagement2 hosted between the University of Bristol and the University of the West of England In addition, public engagement is a component in the „Pathways to Impact‟ statements3 which have been introduced into all RCUK research funding applications.However public engagement, and in particular public engagement with science, can often be perceived as an add-on or „Cinderella‟ activity to be undertaken only by the dedicated and often only in their own time. This paper argues that public engagement with science is a legitimate area of academic practice in HEIs which complements and extends research and teaching. The paper outlines key principles which underpin public engagement with science and describes effective work practice

scholarly journals Arthur Mannering Tyndall, 1881-1961

1962 ◽  
Vol 8 ◽  
pp. 159-165 ◽  
Keyword(s):  
Private School ◽  
Royal Society ◽  
Research And Teaching ◽  
Physical Laboratory ◽  
University College ◽  
The Subject ◽  
University Of Bristol ◽  
The University ◽  
The City ◽  
Outstanding Teacher

Arthur Mannering Tyndall was a man who played a leading part in the establishment of research and teaching in physics in one of the newer universities of this country. His whole career was spent in the University of Bristol, where he was Lecturer, Professor and for a while Acting ViceChancellor, and his part in guiding the development of Bristol from a small university college to a great university was clear to all who knew him. He presided over the building and development of the H. H. Wills Physical Laboratory, and his leadership brought it from its small beginnings to its subsequent achievements. His own work, for which he was elected to the Fellowship of the Royal Society, was on the mobility of gaseous ions. Arthur Tyndall was born in Bristol on 18 September 1881. He was educated at a private school in Bristol where no science was taught, except a smattering of chemistry in the last two terms. Nonetheless he entered University College, obtaining the only scholarship offered annually by the City of Bristol for study in that college and intending to make his career in chemistry. However, when brought into contact with Professor Arthur Chattock, an outstanding teacher on the subject, he decided to switch to physics; he always expressed the warmest gratitude for the inspiration that he had received from him. He graduated with second class honours in the external London examination in 1903. In that year he was appointed Assistant Lecturer, was promoted to Lecturer in 1907, and became Lecturer in the University when the University College became a university in 1909. During this time he served under Professor A. P. Chattock, but Chattock retired in 1910 at the age of 50 and Tyndall became acting head of the department. Then, with the outbreak of war, he left the University to run an army radiological department in Hampshire.

scholarly journals The Power of Place

2020 ◽  
Vol 33 (1) ◽  
pp. 36-53
Author(s):  
Catharina Landstrom ◽  
Stewart Kemp
Keyword(s):  
Environmental Risk ◽  
Public Engagement ◽  
Geographical Location ◽  
Risk Governance ◽  
The Public ◽  
Public Engagement With Science ◽  
Lay Members ◽  
Local Engagement ◽  
The Uk

Investigating the role of geographical location in public engagement with science we examine the West Cumbria Managing Radioactive Waste Safely (MRWS) Partnership’s undertaking of one of the most extensive local public engagements with environmental risk science in the UK. The case study highlights the transformative impacts of this three-year long local engagement on both science and the public. Differently from other invited public engagements, organised as experiments controlled by scientists in spaces set aside from the everyday, the Partnership’s lay members led a process unfolding in the place that was potentially at risk. The Partnership had the authority to demand that scientists addressed issues of local interest. We frame the analysis with the notions ‘re-situating technoscience' and ‘re-assembling the public' to illuminate how scientific knowledge claims were modified and a new local public emerged, at the intersection of public engagement with science and public participation in environmental risk governance.

scholarly journals An interview with Jamie Davies

Development ◽  
2021 ◽  
Vol 148 (15) ◽  
Author(s):  
Seema Grewal
Keyword(s):  
Tissue Engineering ◽  
Developmental Biology ◽  
Public Engagement ◽  
Science Communication ◽  
Significant Contribution ◽  
British Society ◽  
University Of Edinburgh ◽  
The Uk ◽  
The University ◽  
Young Researchers

Jamie Davies is Professor of Experimental Anatomy at the University of Edinburgh. Spanning the fields of developmental biology, tissue engineering and synthetic biology, his research aims to understand the mechanisms by which cells organise themselves into tissues, focussing on the kidney. In addition to his research, Jamie is involved in science communication and public engagement, having written several books for specialist and non-specialist readers, and having given numerous public lectures and broadcasts. In April 2021, Jamie was awarded the inaugural Wolpert Medal from the British Society for Developmental Biology (BSDB), which is presented to outstanding developmental biologists who have made a significant contribution to teaching and communicating developmental biology in the UK. We spoke to Jamie to ask him about his cross-disciplinary research interests, his thoughts on public engagement and his advice for young researchers.

scholarly journals Linguistics Undergraduate and Postgraduate Courses: Experience of Lancaster University (UK)

2016 ◽  
Vol 6 (1) ◽  
pp. 61-66
Author(s):  
Olga Komochkova
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Education Institution ◽  
Further Education ◽  
Independent Learning ◽  
Wide Range ◽  
Self Study ◽  
Subject Areas ◽  
The Uk ◽  
The University

Abstract The article deals with peculiarities of undergraduate and postgraduate linguistic courses at Lancaster University. It has been stated that the latter is considered to be one of the best higher education institutions both in the UK and worldwide. Being a relatively new higher education institution (founded in 1964), it can already boast its academic reputation. According to data of British surveys it has been found out that Lancaster University is extremely popular among students. Speaking about linguistic achievements it should be mentioned that Lancaster University’s linguistic centre, spanning four generations of researchers, has been recently awarded The Queen’s Anniversary Prize for Higher and Further Education. It has been revealed that degree programmes at Lancaster University are flexible and provide students with the opportunity to master a wide range of subject areas to complement their main specialism as well as numerous optional modules selected to satisfy various education needs and inclinations of students. Teaching approach at the University is research-driven and research stimulated, that is why much curriculum time is dedicated to carrying out research projects. Students are significantly motivated towards self-study as most of study time (81–89 %) is dedicated to independent learning. Lectures, seminars and similar are given only 11–19 %. Positive aspects of British experience in professional training of future linguists have been outlined.

scholarly journals Comparing the Views on Problem-Based Learning from Medical Education Students in Zhengzhou University in China and the University of Bristol in the UK

2020 ◽  
Vol 14 (1) ◽  
pp. 28
Author(s):  
Xiaoyin Liu
Keyword(s):  
Group Discussion ◽  
Medical Knowledge ◽  
Problem Based Learning ◽  
Deep Understanding ◽  
Structured Interviews ◽  
Clinical Thinking ◽  
Student Centred Learning ◽  
The Uk ◽  
University Of Bristol ◽  
The University

Problem-based learning (PBL), as a student-centred learning method, refers to students actively participating in a group scenario to solve open-end problems. This study aims to compare the students’ attitudes on PBL in Zhengzhou University and the University of Bristol. This study adopts qualitative methods. By conducting semi-structured interviews with eight participants, four from Zhengzhou University and the others from the University of Bristol. Overall, the results of the study indicated that students from both two universities are overall satisfied with PBL because of its contribution to deeper understanding of medical knowledge and skill development and they all think that the quality of group discussion and the efficiency of PBL classes need to be improved. In terms of the different views from two universities, when it comes to the biggest benefit of PBL, students from Zhengzhou University are more likely to choose clinical thinking, while students from the University of Bristol are more satisfied with the deep understanding on medical knowledge. Unexpectedly, although Zhengzhou University has implemented PBL for fewer years than the University of Bristol, students are more satisfied with and motivated in PBL classes than those of the University of Bristol.

Finding Law in the 21st Century: An Introduction to the SOSIG Law Gateway

2001 ◽  
Vol 29 (2) ◽  
pp. 360-382 ◽  
Author(s):  
Steven Whittle
Keyword(s):  
Support Service ◽  
Resource Discovery ◽  
The Internet ◽  
Legal Information ◽  
Legal Studies ◽  
The Law ◽  
The Uk ◽  
New Research ◽  
University Of Bristol ◽  
The University

This paper provides an introduction to the SOSIG (Social Science Information Gateway) Law Gateway a web based descriptive database of high quality legal information resources on the Internet (www.sosig.ac.uk/law). The Law Gateway is a new research support service being developed by the Institute of Advanced Legal Studies (University of London) in partnership with the University of Bristol as part of the UK's Resource Discovery Network initiative. The project seeks to provide access to the expanding range of global legal materials now being delivered over the Internet. In effect, the Law Gateway aims to offer the UK and international legal communities appropriate new ways to find, assess and access law in the new century.

PUBLIC ENGAGEMENT WITH SCIENCE? LOCAL UNDERSTANDINGS OF A VACCINE TRIAL IN THE GAMBIA

2005 ◽  
Vol 38 (1) ◽  
pp. 103-116 ◽  
Author(s):  
JAMES FAIRHEAD ◽  
MELISSA LEACH ◽  
MARY SMALL
Keyword(s):  
Medical Research ◽  
Social Relations ◽  
Public Engagement ◽  
Vaccine Trial ◽  
Biomedical Ethics ◽  
The Gambia ◽  
Study Participation ◽  
Public Engagement With Science ◽  
The Uk ◽  
Village Life

This paper considers how parents engage with a large, internationally supported childhood pneumococcal vaccine trial in The Gambia. Current analysis and professional reflection on public engagement is strongly shaped by the imperatives of public health and research institutions, and is thus couched in terms of acceptance and refusal, and ‘informed consent’. In contrast Gambian parents’ perspectives on the trial are couched in conceptual and experiential terms that are linked to their wider dilemmas of raising infants amidst the hazards of globally connected village life. Ethnographic research reveals how for most parents, longer-term experiences of the organization managing the research (the UK Medical Research Council Laboratories in The Gambia) as a health-providing institution override their reflection on trial-specific aims. A decision to participate in the trial involves a perceived balance of benefit and danger – in the extreme, of free medical treatment, versus one’s child being drained of blood for sale to Europe. Social relations (especially gender relations) shape this calculus and study participation. This case suggests how the idea of ‘public engagement with science’ in a globalized context might be recast, with implications for debates in biomedical ethics, and the sustainability of public participation in medical research.

Enabling conditions for communities and universities to work together: a journey of university public engagement

2017 ◽  
Author(s):  
Marina Chang ◽  
Gemma Moore
Keyword(s):  
Higher Education ◽  
Public Engagement ◽  
Education Sector ◽  
University Research ◽  
Research Practice ◽  
Case Evaluation ◽  
University College London ◽  
The Uk ◽  
The University ◽  
Uk Higher Education

This chapter provides a context for the evolution of the concept of public engagement within the UK higher education sector focusing on a specific initiative: the Beacons for Public Engagement programme at University College London. Moreover, the chapter exposes the enabling conditions for communities and universities to work together; it recommends the five conditions to generate effective engagement, particularly through nuanced evaluation and support. In this case, evaluation and support can be seen as a pathway — bridging the gaps between theory and reality of engagement, between strategy and practice, and between the communities and academia — to ensure communities and universities to work together to create an impact on the university, research practice, communities, and ultimately, society.

Technological Impact on Public Engagement in Alternative Educational and Heritage Institutions

2021 ◽  
pp. 203-217
Author(s):  
Natalia Moreira ◽  
Eleanor C. Ward
Keyword(s):  
Public Engagement ◽  
Underrepresented Groups ◽  
Creative Solutions ◽  
Technological Impact ◽  
Revenue Streams ◽  
Collaboration Process ◽  
The Uk ◽  
The University ◽  
University Of Manchester

Cultural institutions and higher education establishments in the UK face significant challenges and uncertainties in the present and foreseeable future, particularly in terms of securing ongoing funding in a period of austerity. In an era of constricting budgets, institutions are encouraged to find creative solutions to generating revenue streams and demonstrating impact, which in turn, offers ample opportunities for innovation and mutual benefit through collaboration between the academic and heritage sectors. This chapter focuses on the ‘REALab' consultancy programme, piloted and funded by the University of Manchester, which allowed a group of multidisciplinary researchers to address representation and inclusion of underrepresented groups at the Museum of Science and Industry in Manchester. The chapter is presented as a case study into the collaboration process between academic and heritage institutions. It will discuss the methods and success of the project and evaluate the importance of the interactive and innovative profile of the museum in the process.

Optimising the fatty acid composition of beef muscle

2003 ◽  
Vol 2003 ◽  
pp. 40-40 ◽  
Author(s):  
N.D. Scollan ◽  
M. Enser ◽  
R.I. Richardson ◽  
J.D. Wood
Keyword(s):  
Fatty Acids ◽  
Fatty Acid Composition ◽  
Fatty Acid ◽  
Acid Composition ◽  
Saturated Fat ◽  
Department Of Health ◽  
Total Fat ◽  
The Uk ◽  
University Of Bristol ◽  
The University

The Department of Health (1994) recommended people to reduce their intake of total fat and saturated fat and increase that ofn-3 polyunsaturated fatty acids (PUFA) to 200 mg/d. The ratio of PUFA:saturated fatty acids (P:S ratio) in the total diet should be >0.4 with ann-6:n-3 ratio of <4. Since fish consumption, a major source of dietary long-chainn-3 PUFA, is low in the UK, research has focused on improving the fatty acid balance of other meats. The objective of this paper is to summarise studies by IGER and the University of Bristol on manipulating fatty acid composition of beef.

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