By Michel Claessens
The ebook features a sequence of forty articles written by means of forward-thinking audio system who provided their findings on the ''''Communicating ecu examine 2005'''' occasion which used to be organised by way of the ecu fee in Brussels on 14-15 November 2005.
This occasion used to be attended by means of good over 2,100 individuals. The contents of this publication basically illustrate hugely vital part of learn tasks funded through the eu Union is communique. Authors contain scientists, newshounds and communique professionals.
The e-book covers the most facets of technological know-how and expertise communique at the present time and addresses topical questions such as:
- Is technological know-how journalism beneficial at all?
- Should communique turn into one of many uncomplicated abilities of scientists, as obligatory as considering, trying out and experimenting?
- Should our colleges of the long run positioned medical literacy on the best of the technological know-how curriculum??
- Do we'd like technology critics?
- Does the assurance of technological know-how within the media mirror the alternative of the editors or does it thoroughly reflect the publics interest?
- How does one catch the publics realization whilst selling technological know-how on neighborhood, advertisement or leisure radio?
- Why may we want criteria in technology communication?
- How will we get rid of any stumbling blocks to conversation between researchers and among researchers?
The publication casts mild on those concerns etc. It deals a range of fine practices providers to scientists and technological know-how communicators, and will aid them layout and perform their verbal exchange actions with a ecu and overseas size.
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The e-book encompasses a sequence of forty articles written through forward-thinking audio system who offered their findings on the ''''Communicating eu examine 2005'''' occasion which used to be organised by means of the ecu fee in Brussels on 14-15 November 2005. This occasion used to be attended by way of good over 2,100 members.
Technology in secondary faculties has tended to be considered mostly as a 'practical subject', and language and literacy in technological know-how schooling were overlooked. yet studying the language of technological know-how is a big a part of technology schooling: each technological know-how lesson is a language lesson, and language is a tremendous barrier to most college scholars in studying technological know-how.
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Additional resources for Communicating European Research 2005
It is quite an achievement to bring together close to 3000 scientists, journalists and policy makers under the same roof, all of whom face the same challenge. This challenge is twofold: on the one hand we need to improve the ways in which we communicate research and on the other hand, we need to improve the image of science in society. Let me try to put this in another way: It is clear that research alone cannot solve the many challenges that our society faces today. But it is also clear to me that in order to tackle these challenges, research is very much part of the equation.
Lane change assistance could save 1,500 lives per annum if only a relatively small percentage of all vehicles were equipped with it. EU funds are contributing to these developments: for instance the PREVENT project that works on preventive road safety technologies. Total private-public investment in PREVENT is close to €60 million, of which the Commission is contributing half. Another example from the transport sector: Time-Triggered Architectures is an innovative EU-funded technology that provides highly reliable electronic systems where safety issues are critical.
When viewed in conjunction with the fundamentally positivistic attitude which developed in particular in the ‘Latin countries’ during the nineteenth century, this Mertonian branch of sociology gives us an understanding of the different methods of scientific communication which drew their inspiration from academia and which strove to enlighten a supposedly ignorant and uneducated public. It was not until the 1970s that this model of ‘public understanding’ first began to flounder. At that time, it became clear that this type of scientific communication provided an inadequate response to growing concern surrounding the consequences of certain technological developments in science.
Communicating European Research 2005 by Michel Claessens