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Indian Journal of Science Communication

Volume 6 Number 1 January – June 2007 ISSN 0972 - 429X

CONTENTS

Research Paper ��

Technical Task Force : A Pilot Project of Agricultural Science Communication in China 3Jing Ou-Yang

Challenges and Prospects Science Communication in South Asia 9Dr. Manoj Patairiya

Effective Science Communication : Evaluation and Appropriation of Basic Principles 17Abhay S.D. Rajput

Debate �

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Short Communication ��

Popularising Science : Avoiding Pitfalls 28C. Shekhar Nambiar

Review ��

First India Science Report 34

Column ��

Editorial 2

Information 30

Scientoon 33

News 36

Letters to the editor 40

2 INDIAN JOURNAL OF SCIENCE COMMUNICATION, JANUARY - JUNE 2007Indian Journal of Science CommunicationVol. 6 (1), January – June 2007

Editorial

The Depth of Great Heights!

Nelson Mandela, the former President of South Africa once said that it is not AIDS that kills but poverty.Similarly, Anil Agrawal, a renowned environmentalist in India, said that it is not the earthquake that killsbut buildings. The message is evident; awareness is the answer to risk. It may also be recognised thatthere is a continuing need to evaluate the efficacy of a particular system or activity and recognise ‘bestpractices’ to be adopted in particular context, be it regional or otherwise, to overcome social, regionaland other inequalities. Apart from modern scientific knowledge, the world possesses centuries’ old provenindigenous knowledge systems which cannot be disregarded while planning and implementing sciencecommunication programmes. It is with this objective, that India’s National Institute of ScienceCommunication & Information Resources (NISCAIR) has developed and maintaining a TraditionalKnowledge Digital Library (TKDL), which has proved vital in protecting Indian IPR in case of cancellationof US patents of the remedial use of turmeric and basmati rice.

In developing countries, modern science and technology seem to have potential for addressing the pressingneeds of improved nutrition, potable drinking water, public health, safety, and shelter. People in generalare inquisitive of latest scientific concepts and technological developments, but what we lack is its popular,attractive, lucid and catchy presentation to non-experts. A whole host of activities and programmes hasbeen observed which are available through government, non-government; voluntary, private, foreign,multinational and international sectors. Though, it requires much more concerted efforts to serve the publicespecially children better in terms of regular feed of popular science communication. The major competitorsof science coverage in mass media as experts believe are : news and news based programmes (political,crime, sports or business), films / entertainment and now religious and superstitious programmes (on TVchannels), whereas science always remains in backseat getting almost insignificant attention. This situationcan be changed by way of making our products (print features, radio / TV programmes, other sciencecommunication activities) more competitive and saleable as compared to these earlier mentioned potentialrivals. Nobody relishes a science story unless it is interwoven with the journalistic fabric of cuts and curls,packed certainly with startling and authentic facts, but also flavoured with spicy examples and presentedwith vibrant dynamism. We must stop blaming these so called most sought after subjects in the media andstart making our science communication stuff more competitive and attractive; and here lies the realchallenge before the science communicators that we must accept honestly.

The focus in this field is often on three kinds of science literacy : practical, civic, and cultural. In thedeveloped world, debates about topics such as nuclear power or genetically modified foods are commonand developing countries need to develop the mechanism for having such public debates on scientificsubjects involving people’s participation and enabling them make rational decisions especially when itcomes to scientific issues confronting their day-to-day life. On the contrary science still remains an aliensubject for common man in developing world. Even scientists have difference of opinion about likely illeffects of genetically modified crops as emerged in a two days workshop for journalists on bio-safetyrecently held earlier at Indian National Science Academy in New Delhi. Awareness of basic issues likeproviding potable water, health and hygiene, conservation of energy could be the priority areas for sciencecommunicators in the developing world. Also what is also to be emphasized is producing a science pieceor programme which is interlaced with the sure ingredients of entertainment and interest. �

Manoj Patairiya

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Introduction

Science communication refers to the process of sharingS&T information among different partners. The purposeis to transfer the ‘private knowledge’ to ‘publicknowledge’ domain thereby balancing the distribution ofthe information. It is quite normal that an informationgap exits between the communicator and the receiver.Therefore a proper communication channel and acooperative guarantee system need to be established to

Technical Task Force : A Pilot Project ofAgricultural Science Communication in China

Jing Ou-YangGraduate School of the Chinese Academy of Sciences, Beijing, China

Abstract

China is an agricultural country with 63.91% of its totalpopulation living in rural areas. Low level of science literacy ofChinese farmers has considerably hindered productivity in theagriculture sector. As a consequence, the farmers are still poor, soit is crucial for Chinese farmers to learn modern agriculturalmethods in order to eliminate poverty. However, due toinsufficient qualified personnel and lack of technical services,urgent needs of the farmers are not met. While agriculturaltechnicians are locally available in large numbers, their knowledgehas not been fully applied in agricultural practices; thus a biginformation gap exists between technicians and farmers. Thereforea proper communication channel and a cooperative guaranteesystem need to be established so as to pass on science andtechnology (S&T) information from the ‘rich region’ to the ‘needyregion’. With this background, a pilot project of agriculturalscience communication has been launched.

Based on ‘Voluntary Registration & Mutual Selection’, lots oftechnicians were hired by the local government as ‘Technical TaskForce (TTF)’. They lived and worked together with the localfarmers. In their cooperative efforts they made technological aswell as capital investment and share profits and losses to achieve‘double win’ and then they both become shareholders. This pilotproject is so successful in persuading Chinese farmers to usemodern scientific methods, that the government is expanding itacross the whole country. So far this project has been tried andpracticed in 267 counties across 23 provinces in China. This paperattempts to analyse the working mechanism of this innovativeproject and discuss the relationships amongst local governments,farmers and TTF. The aim is to elaborate on an effective andsuccessful practice of agricultural science communication betweentechnicians and farmers in developing countries.

Keywords : Technical Task Force (TTF), Pilot project, Agricultural science communication

realise the effective distribution of the informationresources.

China is an agricultural country with 63.91% of itstotal population living in rural areas1. In 2004, theaverage annual net income of a Chinese farmer was$363.13. They are still poor when compared to peoplein cities with the average net income of $1165.332. Nowtraditional agriculture being gradually replaced bymodern agriculture, Chinese farmers are weak in

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Indian Journal of Science CommunicationVol. 6 (1), January – June 2007, pp 3-8

4 INDIAN JOURNAL OF SCIENCE COMMUNICATION, JANUARY - JUNE 2007

acquiring and applying the new technology. Their lowscience literacy (0.7%3) has considerably hindered theproductivity in the agriculture sector. It is crucial forChinese farmers to learn modern agricultural methodsso they can eliminate poverty. Insufficient qualifiedpersonnel and technical services cannot meet theurgent needs of the farmers. Due to the fact that a largenumber of agriculture technicians are kept in agriculturalcolleges, graduate schools and local governments, theirknowledge has not been fully applied in agriculturalpractices. This has created a huge gulf between presentagricultural innovation institutes and those who applythese technologies - namely the farmers. A propercommunication channel and a cooperative guaranteesystem need to be established in order to pass on S&Tinformation from the ‘rich region’ to the ‘needy region’and realise the main task of the agricultural sciencecommunication.

Background of Technical Task Force Project

For many years, Chinese government has beenextending agriculture technology as a public welfaremeasure. As China’s economic system has beenshifting from the planned economy to market economy,the traditional agriculture is also evolving to a modernone, but S&T extension system is lacking. Thestagnancy in selling the agricultural products hasbecome the most troublesome issue for Chinesefarmers. Productivity in the Chinese agricultural sectoris low. For this reason, it is very difficult for Chineseagriculture to move forward.

In 1999 the local government of Nan-Ping Countyin Fujian Province considering the needs of the localfarmers, hired 255 technicians in its rural areasconsisting of 215 villages, based on the principle of‘Voluntary Registrations and Mutual Selection’.

During their stay in the rural region, these techniciansmade use of their own specialties to provide directtechnological aids to the local farmers. They lived andworked together with the local farmers and madetechnological as well as capital investments in theircooperative efforts. They shared the profits and lossesto achieve a ‘double win’ strategy. They were called theTechnical Task Force (TTF). Through directly joining inthe funding, they themselves became shareholders andthus built up a multiple-formed ‘Interest Community’with farmers. By these means, a new model foragricultural science communication came into being. Thefire for pursuing prosperity has been lit in the povertystricken areas of Southeastern China.

The farmers have warmly welcomed TTF, as it hasachieved a remarkable success. In Nang-Ping Countythe gross output value rose from $750 million in 1998to $1,256 million in 2002. The average annual netincome per farmer rose by 8.2%, twice as much asthat of the whole Fu-Jian Province4. The societytook notice of the ‘Nan-Ping Phenomenon’. Otherprovinces were showing great interest in thisproject and the central government also thought highlyof the work done in Nan-Ping. On December 31,2004, Ministry of Science and Technology of Chinadecided to spread this project across the whole nation.Up to now, 267 counties in 23 provinces have startedTTF Project5.

Interest Community - the core of TTF Project

TTF Project has developed a brand new economicmodel for Chinese agriculture, which accounts for itssuccess. A mutual ‘Interest Community’ is establishedbetween the TTF and farmers, who both shared theprofits as well as the risks. Market oriented managementis practiced. As the case of the TTF Project conductedin Liao City demonstrates, it is an effective model fordeveloping modern agriculture.

Liao City, in Shandong Province, is a city heavilyrelying on agriculture and can serve as a typicalexample of a large number of such cities in China.Farmers account for 80% of its total population. It isthe first experimental city of the province to carry outthe TTF Project. Starting in 2004, Liao City finds itsown way out in practicing the Project, forming atrinitarian body of ‘TTF+Farmer+Company’. The caseof Liao City shows that the TTF Project has beenefficient and effective.

Six patterns of the ‘Interest Community’

To take Liao City as an example, six patterns of the‘Interest Community’ can be summarised as follows :

1. Model of building Demonstration Park : TheTTF, being partners and shareholders, funds andbuilds a Demonstration Park or manages theDemonstration Park under contract. Then theyintroduce new crops and apply new technology intopractice. They thus set up examples for the farmersliving in those nearby villages.

2. Model of technology paid-service : The TTFcooperates with the farmers by supplyingtechnological service and get paid accordingly.

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3. Model of financial investing : TheTTF invests with the farmers toestablish economical entities and gettheir dividends as rewards.

4. Model of setting up S&T Agency :The TTF helps the farmers andcooperate with them by introducingnew agricultural technology orproviding agent service. They areprovided with a certain amount of theprofit as rewards.

5. Gratuitous pattern : The TTFprovides technological aids to thefarmers for free.

6. Reverse Contract Model : TheTTF takes a patch of land undercontract on which they grow crops orset up poultry farms. And then they rent the landto the farmers. They also supply technical instructionand charge the farmers for their service.

By means of the above six ‘Interest Community’patterns, the TTF and the farmers share the profits aswell as the risks. The enthusiasm of TTF is stimulatedand motivated, and at the same time, the farmers’ trustin the new technology is also enhanced. All this hascontributed to productivity and efficiency. A largenumber of technicians are encouraged to work in thecountryside.

Deconstruct ‘Interest Community’- ReverseContract Model.

Now I would like to elaborate more on the ‘ReverseContract Model’ in order to present the process ofscience communication under ‘Interest Community’.The ‘Reverse Contract Model’ as a seven-stepprocedure, is illustrated in the following figure :

1. Lands Contract : TTF takes a piece of land undercontract from the local county (for example, desertedsandy land which bears little harvest). The general feeis $7.26 per mu (i.e. 667m2), and the contract usuallyholds for as upto 30 years.

2. Preparation : TTF raises funds, build theinfrastructure and make the preparations. For example,they scarify the lands, drill wells for irrigation, buildwork sheds, set up electrical wires and even plantwindbreaks.

3. Introducing new crops : TTF introduces newhigh quality crops and build a Demonstration Park /

Demonstration Base. They plant fruit trees or grownew crops and try to attract the attention of the farmerswith the new technology. Thus they make thedemonstration park a model for the local farmers tolearn from.

4. Employment : Farmers work in the demonstrationpark as employees. TTF teaches them how to do theplanting using scientific methods. The farmers experiencethe process and see the profits of the demonstrationpark with their own eyes.

5. Reverse contract : Reverse to ‘land contract’ thefarmers rent the lands from TTF under contract. Beinggiven the technical instruction from TTF, farmers raisefund and manage the production by themselves.

6. Interactive : TTF provide their suggestions onproduction and management periodically. They train thefarmers and give their instructions in fields. They alsotake the farmers out of their county to visit othersuccessful farms to learn more.

7. Marketing : TTF invest and set up their owncompany to develop their own market. With TTF takingcharge of marketing, farmers are exempt from thetrouble of managing selling.

Up to November in 2005, in Liao City, 1,215 TTF foundtheir way into rural villages. 207 Interest Communitieshave been set up; 211 professional associations arefounded; 34,000 farmer’ families are involved; 741 typesof new technology are spread; 827 new farming speciesare introduced; 327 agricultural programs are implemented6.As a whole, S&T has been successfully transformed into

JING OU-YANG; TECHNICAL TASK FORCE : A PILOT PROJECT. . .

Figure 1: Seven steps in the ‘Reverse Contract Model’


productivity and greatly increased the yield on the farmand the income of the farmers.

The communication process of ‘InterestCommunity’

The process of communication consists of five elements,namely communicator, content, channel, receiver and thefeedback. According to the deconstruction of ‘ReverseContract Model’, if the above seven steps are analysedin terms of communication theories, conclusions can bedrawn as follows :

Communicator – TTF

The TTF is a representation of innovation. They arethose who spread new technology. Being the specialistsequipped with technology and management skills, theTTF communicates face-to-face with the farmers.They provide relevant instruction and share with thefarmers their personal experiences. They clarify thefarmers’ doubts or questions in time and get thefeedbacks. Most of TTF are local people so that theyare rather familiar with the local situations and theyhave a lot commons with the farmers. As a consequence,farmers are more likely to trust them, and then thecommunication of new technology becomes possibleand easier.

Receiver – Farmers

They receive the new scientific knowledge and thetechnology. Although the farmers in general have lowscientific literacy and are weak in accepting andapplying the technology, they have a strong desire toincrease their income and possess a strong motivationto work with TTF.

Channel – Demonstration Park

It is the place where TTF extend the new technologyto the farmers and where interactive communicationbetween TTF and farmers takes place; especiallywhere farmers make their own decision to learn newknowledge and adopt new technology.

Feedback – Associations

The TTF founded kinds of associations and they takein farmers as members. The association organises andgives lectures constantly to give technological instructionsto farmers. Whenever the farmers have problems, theycan come to the association for consultation.

It can be seen from above that the TTF extend thenew technology to the farmers through the process of

communication. In this process farmers make their owndecisions to learn new knowledge and adopt newagricultural technology.

An innovation communication / diffusion

Diffusion is the ‘process by which an innovation iscommunicated through certain channels over a periodof time among the members of a social system’. Aninnovation is ‘an idea, practice, or object that isperceived to be new by an individual or other unit ofadoption’. Communication is ‘a process in whichparticipants create and share information with oneanother to reach a mutual understanding’ (E.M. Rogers,1995)7. The innovation communication / diffusionconsists of five stages : knowledge, persuasion, decision,implementation, and confirmation8. Now the process ofan innovation communication / diffusion, as shown inFigure 2 is explained below.

Knowledge : In the first place, the farmers areemployed in the Demonstration Park as workers. Theyget to learn relevant technological knowledge, such asplanting, cultivation or application of new tools. Farmersare thus given an opportunity to experience the powerof S&T.

Persuasion : The TTF tries to persuade the farmersto adopt new technology or cultivate new crops.

Decision : The farmers make a decision of their ownto rent the lands from TTF under contract and plant thenew crops, applying the new technology they’veacquired previously.

Implementation : The farmers manage the farmingfollowing the directions from TTF.

Confirmation : The demonstration park brings greatprofits. Consequently, more farmers will also showinterest in planting new crops and applying newtechnology. Technological innovation therefore succeedsin its spreading to a wider extent.

To sum up, the analysis above shows that TTFProject is a new approach of science communicationand of innovation communication in agriculture. It istransferring the traditional top-down one-way expansionorganised under the administrative power into a two-way communication between TTF and the farmers.The farmers are no longer passive receivers; theyexperience the charm of science first; then learn tohow to use it and finally they manage their farms bythe new technology and make the profits along withTTF.

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In this way, it not only enhances enthusiasm for thecommunicator and the receiver, but also gives the timefor the farmers to digest and decide. This Projectemphasises the advantage of interpersonal / localcommunication, especially based on the mutual interestbetween the communicator and the receiver.

Evaluation

When a system is to be evaluated, a key point is tofigure out whether it will bring long term benefits. Fora long time, the Chinese government and the relevantadministrative sectors have been making efforts todevelop effective programs to expand S&T to thelocal Chinese villages; ‘Technology Expansion Caravan’is one of the examples. These activities have helpedthe farmers; however, the rate of application of newtechnology is still low. Furthermore, most specialistsare unable to provide services for the farmers inremote regions, and therefore a vast number offarmers cannot obtain due training. TTF Project,however, could change such a situation and bringabout positive effects.

First, it contributes to an increase of the peasants’income, and thus their living conditions can beconsiderably improved.

Second, scale land management helps enhance theagricultural productivity, which compensates for thelack of labour force.

Third, the introduction of new types of crops andthe adoption of new technology elevate the level ofscientific value in agricultural economy. The scienceliteracy of the peasants is enhanced as well.

Fourth, the teaching as well as verbalinstruction from TTF, the training in theassociation and the practice in theDemonstration Park serve as a goodeducational chance for the poor-informedpeasants. This also makes up for aninsufficiency of vocational education andtechnical training in rural regions.

Fifth, The TTF brings the scienceresearch outcomes directly to the villagesand to the peasants. Thus it shortens thelength of the time for applying scientificresearch findings.

In short, The TTF solves theproblems of technology and marketing.Following the directions given by TTF,

the peasants are on the right track to become richtogether with TTF. Just like what TTF proposed, ‘Weshow to the peasants, work with the peasants, andearn with the peasants’.

Experiences and obstacles

In a real Chinese situation, TTF Project is a successfulpilot case of agricultural science communication. Italtered the current training or consultation program intoan Interest Community model, which is expected toimprove the economic situation in rural regions. It alsodiffers from those short term activities to spreadtechnological knowledge to peasants; instead, it intendsto change the short term programs into long termProjects.

Experience proves that TTF can and will demonstratetheir special advantage in the work of sciencepopularisation. They set an excellent example forscience communicators. Their core principles aresummarised as follows :

First, the employment of TTF is based on theprinciple of ‘Voluntary Registration, Mutual Selection’.This improves the efficiency of human resourceallocation. The former administrative order did not infact take the peasants’ needs into consideration. Thetechnicians’ special skills failed to be fully brought intoplay. By mutual selection, a better cooperation betweenthe two parts can be found. So can be the allocationof resources.

Second, a guarantee system ensures that the title,occupation and salary will be reserved for TTF. Theallocation of salary and title will not be delayed. All

Figure 2: An innovation communication model of TTF Project

JING OU-YANG; TECHNICAL TASK FORCE : A PILOT PROJECT. . .


these measures make TTF feel willing to work hard forthe Project without any reservation.

Third, a reward system is set up. TTF, who makesa prominent contribution will be rewarded or getpromotion. In this way, the enthusiasm of TTF is greatlyaroused.

Fourth, a credit card system is conducted for TTFto solve their shortage of funding

Fifth, a special college is established for TTF to holdlectures to improve their practical ability. It is also aplatform for TTF to communicate information as wellas share resources.

In a word, TTF Project proves to be highlyeffective. Due to the fact that it is still on the beginningstage, some obstacles and deficiencies still exist. TTFfaces a serious shortage of funding. Lack of fundingseverely hinders the expansion of the cooperative scaleand the increased interest. Moreover, a long-termworkable mechanism for the Project is still not set up.And the Project also lacks an effective evaluationsystem.

Summary

In order to develop into a ‘well-off society’, it isessential for China, to help farmers prosper, increasetheir income and eventually develop agriculture industry.Chinese people have been working hard for years tomake these goals come true. From the case study ofTTF Project in Liao City, we can see that TTF Projectis devised to achieve poverty elimination.

The case study in Lao City indicates that TTFProject is a workable model in building China’s ‘NewVillages’. Thus it is promising to extend this model tomore rural regions. The case of TTF Project is also abreakthrough in the course of science popularisation.Its strategies can be promoted, learned, and sharedon opportune occasions for science and technologycommunicators not only in other regions of China, butalso elsewhere.

Acknowledgement

The author expresses sincere thanks and gratitude toZhao Li-xin, the Officer of ISTIC (Institute ofScientific & Technical Information of China), and LiuTong-Kai, the Vice Head of S&T Bureau of Liao Cityfor their sustained support and help for investigationtrip to Liao City.

Thanks a lot for TTF and farmers of Liao City, ZhaoChao-hua, Liu Zhao-yong, Wang Yan-hong, Zhao He-xian, etc., for their cooperation and enthusiasm.

Many thanks are also due to my supervisorMr. Li Da-guang for inspiring and enlightening me towork on this paper, and my friend Qiu Jing for polishingmy paper.

I am deeply thankful to PCST Network, PCST-9Organising Committee for giving me the Student TravelAward, and China Association for Science andTechnology (CAST), China Research Institute forScience Popularisation (CRISP) for funds to attend thisconference.

References

1 China Statistical Yearbook of 2004, 2005; National Bureau ofStatistics of China.

2 Statistical Communiqué of the People’s Republic of China onthe 2004 National Economic and Social Development,National Bureau of Statistics of China, 2005.

3 Public Scientific Literacy of 2003 in China, SciencePopularisation Press, May 2004 Release 1.

4 JIA Ziwen, Reports on the Development of Technical TaskForce, Ministry of Science and Technology of the People’sRepublic of China, March 2005.

5 Reports on TTF Project of Liao City, TTF Project Office ofLiao City, Shandong Province, January 13, 2006.

6 Severin Werner J and Tankard Jr. James W: CommunicationTheories : Origins, Methods and Uses in the Mass Media,Release 4, P.234, 2000.

7 Rogers E M, Diffusion of Innovation (4th Edition), The FreePress, New York, 1995.

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Introduction

South Asian Association for Regional Cooperation(SAARC) is now a progressive entity in the Indian subcontinent and the forum has ample potential forenforcing desired changes here. SAARC region isblessed with treasure of natural resources, traditionalknowledge, scientific and cultural heritage. The modernage of globalisation is witnessing rapid exchange ofknowledge and information across the world, essentiality

exchange of scientific knowledge and wisdom not onlywithin the nations but also beyond the territorialboundaries. This cross-border culture of sharingscientific information and developing cooperation forthe activities concerning Public Communication ofScience & Technology (PCST) is yet to take shape inSAARC region. Though there have emerged a fewpotential indicators that clearly confirm the progressivetrend of enhanced understanding; desire and efforts

Challenges and Prospects ofScience Communication in South Asia

Dr. Manoj PatairiyaNational Council for Science & Technology Communication

New Mehrauli Road, New Delhi-110016 E-mail: [email protected]

Abstract

SAARC (South Asian Association for Regional Cooperation)countries live in various layers, such as social, cultural, political,religious, scientific, economical, and natural. The bilateral andmultilateral sharing, exchange, interaction and communicationbetween these layers can mark a turning point of the process ofoverall development of the region. Public communication ofscience and technology could be crucial and vital in this regard.Though, there exist a variety of programmes and activities fortaking science to masses and inculcating a scientific bent of mindinto them, generally, it was observed that all these layers areworking in isolation and there is hardly any interaction. Thepresent study discovers a range of modes and means of sciencecommunication prevalent in these countries and tries to identifysome common threads to make them more interactive andcommunicative to each other. By this they can also reap the powerof scientific knowledge and scientific wisdom. It emerged thatscience communication through various media, be it print,broadcast, digital, folk or interactive in developing countries,especially in SAARC region, i.e., Bangladesh, Bhutan, India,Maldives, Nepal, Pakistan, and Sri-Lanka deserves much moreserious efforts to be able to enhance their abysmally low level ofscientific literacy, eradicate superstitions, and achieve a baselinepublic understanding of science. It is high time to draw advantagesfrom the programmes like Sixth Framework of the EuropeanUnion especially meant for scientific cooperation (includingscience communication) between EU and developing countries. Aclose interaction and communication between these layers wouldmake them more responsive to each other, paving the way todevelop better understanding and cooperation leading to sustainabledevelopment.

Key words: SAARC region, Science communication, Regional cooperation, Science literacy.


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towards developing the region as a scientificallyinformed society. It would pave the way for enhancedmutual cooperation at bilateral as well as multilaterallevel and benefiting from the each other's experiencesin the area of PCST.

A detailed study of literature, visits to various mediaand S&T organisations and interviews with pioneeringscience communicators have revealed a variety ofscience communication and popularisation activities inthe region ranging from popular science writing andpublications to street plays and planetariums. However,one can easily observe author's bias in this paper asIndia emerged as home to a broad range and varietyof science communication activities as compared toother SAARC countries, but in order to give a picturein totality, it was unavoidable.

Observations

Many scholars believe that India's approach to thepublic understanding of science has been equallyrelevant to the needs of neighbouring countries as thereare many, traditional and cultural similarities. India andPakistan approach science communication with differentobjectives. Pakistan has adopted the much discussed'deficit model' of public communication of science andtechnology, which focuses on helping people to acquiremore knowledge of modern S&T developments. Mostof the science popularisation programmes in Pakistanare similar to those of developed countries, such asscience museums, planetariums, and mobile exhibitions,etc., targeting mainly the literate audience. Whereas,India has adopted a more indigenous approachincorporating 'participatory model' along with the aboveapproach, which suits our needs. A planetarium may beuseful in the European countries where the climate isgenerally cloudy, but in India, on the other hand, wehave clear sky during nights for almost entire year,except a few rainy days. Therefore, children areencouraged to build their own telescopes, while theyalso undergo hands son experience of grinding a mirrorfor making a telescope thereby providing a chance forinnovative ideas.

Coping with superstitions and miss-beliefs : Theproblem of communicating science in SAARC countriesis mainly associated with strong religious faiths of thepeople in general. Science communicators in thesecountries generally avoid raising issues they believemay bring them into conflict with religious beliefs. Forexample, on the event of so called milk miracle (idolsof Gods and Goddesses drinking milk) in 1995, the

author was authorised by the Department of Science& Technology to investigate and report it back to themedia. Then author investigated the phenomenonbesides a team of scientists and reported the scientificexplanation of the event on TV and issued a pressrelease. The phenomenon now had scientific explanationas a result, but the author had received a number ofthreats from various fundamentalists.

It is also true in Pakistan, Bangladesh and Maldives,being Muslim dominated societies, where humanevolution is rarely discussed in public. Surprisingly,during a visit to India, Prof. Perves Amirali Hoodbhoy,a nuclear scientist from Pakistan and UNESCO'sKaling Award winner for public interpretation ofscience for 2003 revealed that in Pakistan, a veryinteresting project was proposed. There was a proposalto capture 'evil spirits (Jinn)' with the help of 'magiclamp' or through some other religious means to solvethe energy crisis of the country. A PTV programmeexecutive while covering the issue of cloning had totake extra care that the network may not bemisunderstood to be promoting the idea of cloning.

Scientific explanation of so called miracles is a mostpopular and successful programme in India. Some 150so called miracles prevalent in the country have beencollected and scientifically explained to the people in farflung areas through groups of trained volunteersresulting into eradication of miss-beliefs amongstmasses. Sri Lanka, as a contrast, has a programme forfinding scientific reasoning of prevalent customs, beliefsand traditions and maintaining and restoring them.

It has been generally believed that sciencepopularisation movement has been left behind indeveloping countries, but the present study clearlyindicates that the developing world is now taking uppublic awareness of science in a big way and hasstarted practical measures needed to address this andobviously India is considered a leader with her basketfull of science communication activities and programmesthat are well planned and orchestrated. Though, it maytake longer time and efforts to eradicate centuries oldmisbeliefs and superstitions and achieve a baselinescience for all.

Science journalism and role of mass media :Science communication in Pakistan and Bangladesh isthe continuation of the process which began beforepartition of Pakistan and Bnagladesh from India in 1947and from Pakistan in 1972 respectively. The firstpopular science magazine in Urdu was Sa’ins (Science)started in 1928 by Anjuman Taraqqi-e Urdu in Delhi.

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It was discontinued in 1946 and resumed publication in1952 from Karachi, but by 1954 it ceased to exist. TheScientific Society of Pakistan launched Jadeed Sa’ins(Modern Science), which continued till 1998. ThePakistan Council for Scientific and Industrial Researchlaunched Karwan-e Sa’ins (Science Caravan), editedby Azmat Ali Khan, in 1964. The Council also launchedtwo other popular science magazines, ScienceChronicle (English) and Vigyan Prakrati (Bangla),published from Dhaka, then East Pakistan (nowBangladesh). Other popular science magazines inPakistan included bimonthly Sa’ins Bachchon KayLiye (Science for Children), which was published from1972 to 1991, monthly Amali Sa’ins (Practical Science),1971, Sa’ins Digest (Science Digest), 1981-2001,monthly Talib-e Ilm (The Student), 1985-1995 (renamedSa’ins Magazine in 1987 and became weekly in 1988,but soon resumed as monthly), Dunya-e Sa’ins(Science World), 1988-1991, Global Sa’ins (GlobalScience), 1998-till date, with a circulation of 65,000;and Urdu Sa’ins Magazine, quarterly, 2002-till date.The country sees regular launches and closure ofscience magazines after a short existence with a fewexceptions.

Council of Scientific & Industrial Research (PCSIR)since its inception in 1955 has been publishing PakistanJournal of Scientific and Industrial Research. In1966 East Regional Laboratories, Dhaka startedpublishing Scientific Research, a quarterly researchjournal from Dhaka. Of late, after independenceBangladesh, the journal was titled as BangladeshJournal of Scientific & Industrial Research. In orderto promote public understanding of science andtechnology among common man, two periodicals‘Purogami Biggan’ and ‘Bigganer Joyjatra’ arebeing published in Bangla since early 1960s.

The problems understood by science communica-tors are : lack of government support, both financial andpolicy related as the public communication of scienceis treated as non-developmental; science remainsmerely a pedagogical affair belonging to the classroom;less support to address a wider audience; industryavoids advertising in science magazines; almost noacademic courses available on science journalism /communication; no financial support to popularscience magazines by the government; and scientistsassociate any importance to science popularisation.

Although recently establishedNational Commission on Bio-technology recognises enhancingpublic understanding of biotech-nology as an essential activityand Pakistan Science Foundationis bestowed with the responsibil-ity of science popularisation inthat country. This situation con-trasts with that of India, wherethe government encourages popu-lar science journals by providinggrants.

The situation in other SAARCcountries like Nepal also needsto be improved. They continueto treat science with fear,without even realising the reasonfor it, as if they equated it withdisaster. The first ever Science

Popularisation Project (SPP) was established in Nepalin 1985 by a group of science enthusiasts, with the aimto turn ordinary people into scientifically literate. Theproject also paved the way to introduce science in theexisting mass media such as newspapers, radio andtelevision. A fortnightly feature service continued underthe project for over five years, two training workshops

Bangladesh Council of Scientific & IndustrialResearch (BCSIR) publishes a quarterly news bulletintitled Sangbad Parikrama, containing news on social,scientific and technological events, reports of meeting,seminar, symposium, workshop, innovation, processes,etc., are circulated to news media, governmentagencies, radio, television, and individuals. Pakistan

MANOJ PATAIRIYA; CHALLENGES AND PROSPECTS OF SCIENCE COMMUNICATION . . .

Popular Science Magazines in Regional Languages


on science journalism were organised in 1986 but withno headway. Out of some 2700 registered newspapers,there is almost no full time employed sciencecommunicator. The broadcast media also suffers fromthe same perils. In general, science is seen as a verydifficult, complicated, boring and dry subject by andlarge across the world so as in SAARC region.

Science communication and science journalism maybe a passion for those who enjoy and practice it withself driven enthusiasm but for the editors and publisherswhat matters is sensationalism because that is whatsells. For example, a marked interest shown by ordinarypublic in defence science and technology; media tendto devote much space to nuclear issues. Editions ofPakistan's monthly Urdu magazine Global Sciencewith focus on defence or nuclear matters outsell thoseon other topics. The challenge lies with making sciencenews more interesting and palatable to suitcomprehension by the lay public.

Recognising outstanding efforts in sciencecommunication : Professor Perves Amirali Hoodbhoy,a nuclear physicist from Pakistan, has been awardedwith the UNESCO's Kalinga Prize for popularisationof science for the year 2003. The recipient was alsoawarded the Kalinga Chair, introduced by theGovernment of India in 2001 to mark the 50thanniversary of the Kalinga Prize. As an awardee of theKalinga Chair, Prof. Hoodbhoy traveled to India for aperiod of four weeks as a guest of the Government ofIndia and delivered popular science lectures at differentplaces. The Kalinga Prize, an international recognitionin the area of public interpretation of science, wasestablished in 1951 with funds given to UNESCO byBiju Patnayak, a former Chief Minister of Orissa, aneastern province of India. Since its inception, fourIndians and one Pakistani in the region have beenawarded Kalinga Prize - Jagjit Singh (1963); NarenderK. Sehgal (1991, jointly with Radu Iftimovici ofRomania); Jayant V. Narlikar (1996, jointly with JiriGrygar of Czech Republic), Dorairajan Balasubramanian(1997), and Perves Amirali Hoodbhoy (2003). Theauthor has received an international award foradvancement of science communication in theregion by Centre for Global Studies, USA (2003).Arthur C. Clark, an acclaimed science fiction writer,has won a number of awards and recognitions for hismammoth work.

India offers a number of awards, recognitions andfellowships at national level to honour and encouragetalented science communicators and science journalists

through National Council for Science & TechnologyCommunication, Indian National Science Academy,Indian Science Congress Association and IndianScience Writers' Association. In addition, someprovinces have their own awards for such efforts. Noinformation was found about such awards from otherSAARC countries.

Human resource development : Science communi-cation or science journalism is perhaps a well-established subject of academics in many developedcountries, but in several developing countries it is stillan alien and SAARC region is no exception. Indiahowever, has a well planned training programme forhuman resource development and training in the areaof science communication and science journalism thatis being successfully implemented since the beginningof the 1990s. The programme offers courses at 5 levelssuitable to various target groups depending upon theirqualifications and requirements : i) Short term courses,1-2 weeks; ii) Medium term courses, 1-6 months; iii)Long term courses leading to degree, diploma, postgraduation, 1-2 years; iv) Special / compulsory / optionalpaper as part of postgraduate courses on journalism andmass communication; and v) Correspondence courses,1 year. There is hardly any information of such coursesin other SAARC countries. In Nepal, attempts toestablish a full-fledged science journalism course wasmade but with no success as yet.

Here comes the role of international organisationssuch as International Network on PublicCommunication of Science & Technology (PCSTNetwork), European Union of Science Journalists'Associations (EUSJA), World Federation of ScienceJournalists (WFSJ), United Nations EducationalScientific and Cultural Organisation (UNESCO),South Asia Association for Regional Cooperation(SAARC), IDRC, DIFD, Welcome Group, US-NSF,Science and Development Network (SciDevNet) and6th Framework Programme of European Commissionon S&T Cooperation with Developing Countries toorganise and support training programmes for theregion in the region on various aspects of sciencecommunication and science journalism suitable to ourneeds. The western training modules may not workin totality and have to be indigenised sufficiently withinthe social and cultural milieu of the region and India'sexperience could be an advantage in this direction.Simultaneously, opportunities may be created to offershort term / long term training for potential sciencecommunicators and science journalists from developing

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countries to train abroad and scholarships / fellowshipsbe introduced for formal training enabling them to getacquainted with the relevant knowledge and skill; whowould eventually contribute to the quality and quantityof this profession in their native country. The SAARCSecretariat in association with Pakistan ScienceFoundation had organised a workshop for training thetrainers in science popularisation involving sciencecommunicators from member countries in 1998 and itwas resolved that organisation of such events wouldcontinue but there is no progress since then.

Another training workshop on science communicationfor Southeast Asia and South Asia was organised in2005 by a network of scientists of LOICZ(www.loicz.org) addressing key issues of coastalchange and coastal use including reclamation andurbanisation. The training workshop on effectivescience communication was to help change societalparadigms and to make science to be more relevant inday-to-day public affairs. Through the network ofresearchers and newly trained science communicatorsin the region, the scientific results can be disseminatedmore effectively to scientists, resource managers,community groups, environmentalists and broaderaudiences at various levels in the region. Sri LankaEnvironmental Journalists Forum (SLEJF) is a networkof environmental journalists in Sri Lanka, which offersmedia training and a number of publications in English,Sinhalese and Tamil including handbooks and guides toenvironmental reporting. COSTED has organisedseveral training workshops on popular science writingand science journalism. As part of its capacity buildingrole in science journalism, SciDev.Net hosts occasionalscience journalism workshops and training courses inthe region. There is also an e-guide to sciencecommunication available on the site that containspractical advice, opinion and analysis and regionalcontacts for South Asia science journalists andcommunicators.

Generally, scientists and journalists are expected towrite or communicate science to masses with anassumption that scientist knows science and journalistknows communication. There is no doubt about it. Butunexpectedly, a scientist prefers to give muchattention to his research work and write researchpapers with a 'very few' exceptions who prefer towrite science for popular consumption. Likewise, amainstream journalist generally prefers to reportsome scoop or sensational story with a 'very few'exceptions who prefer to write on science. And

most of us start blaming both of them for notcomplying with our expectations. Here comes ascience communicator into picture who could betrained in a way to work between both of them -between science and media. He or she could be ascientist interested in communication or a journalistinterested in science or a science enthusiast, be it ateacher, a student, a bank official or a doctor or anyone and every one who has got an aptitude towardsscience and its communication to masses. This set ofscience enthusiasts could be trained for the purposeand let us stop blaming scientists and journalists fornot supporting science communication. If they comeon board, they are welcome! Though, we mustcontinue motivating them for taking up sciencecommunication partly.

Science communication research : Research anddevelopment is the backbone of any discipline and ismust for its advancement. A variety of researchprojects have been conducted in India, such as, sciencecoverage in print media (Hindi and English, 1989), jobpotential for science communication postgraduates(1990), public understanding of science at 'Sangam'(1995, 2001, 2005), impediments to scientific temper(1991), minimum science for all (1990), and sciencecoverage in print and broadcast media (Gujarati, 1998),etc. A half-yearly international research journal titled‘Indian Journal of Science Communication (IJSC)’is being brought out since 2001 carrying researchfindings on various aspects of science communicationfrom all over the world. The journal commissions shortterm research projects which are capable of developinga research paper worth publishing in the journal.Besides these efforts, doctoral and postdoctoral researchin science communication has also been started in someuniversities in India. The idea is to make sciencecommunication process more effective and competitive.There has so far been hardly any report of sciencecommunication research from other member countries.

Networking science communication : Networkingscience communication in the region is whose cup oftea any way? There is an emerging need for networkingof organisations and individuals interested in sciencecommunication in the region to further the cause ofscience communication, may be at intergovernmental orvoluntary level. There are proposals to form an Indo-European Science Communication Forum and / orSouth Asian Science Communication Forum to fosterthe science communication activities in the region andhave joint programmes involving experts, journalists and



scholars from member countries. The author wishes toreinforce the idea of establishing an internationalinstitution responsible for multiple objectives of sciencecommunication ranging from training, research andacademics to publications and networking of sciencecommunication software, hardware and human wareand India has started spade work towards that.Incidentally, India, Pakistan, Nepal and Sri Lankareported to have their respectivescience / environment writers’ /journalists’ associations that could be agreat resource for regional networkingof like minded people thereby preparingthe land for convincing and influencingthe governments, media and scientists totake necessary measures for theadvancement of science communicationthat is vital for not only academicassimilation but also for overalldevelopment and a logical attitude. Amanual or handbook for sciencecommunicators could also be publishedin English and be translated in regionallanguages.

Science communication campaigns : A variety ofscience campaigns have been employed over the yearsin the region. Beginning with Bharat Jan Vigyan Jatha(BJVJ-1987) in India, some countries had differenttypes of science campaigns to reach to the masses withvaried magnitude in terms of reach and efficacy.Science communication is a major activity of RoyalNepal Academy of Science & Technology (RONAST),which has been promoting public understanding ofscience and technology in Nepal. It organises variouspromotional activities such as science exhibition,science quizs and Olympiads, essay competitions andscience teachers' workshops since its inception in 1982.It also encourages schools to take initiative in organisingsuch programs, especially in rural areas. The campaignaimed at inculcating scientific temperament and growingscientific culture has covered direct participation ofover 30 districts, besides Kathmandu valley. The otherobjectives include: to increase public awareness ofscience and technology in their daily life; enablingschools to develop simple science kits and demonstratescientific phenomenon using locally available materials.Recently, science popularisation activities were organisedas part of Science Fairs, which is generally tied up withlocal cultural and sports events to attract school childrenand general public at large. The activities included:Science exhibition, quiz, oratorical contest, essay

competition, science teachers' workshop, lecture, andpublic interaction. The Bangladesh Council of Scientific& Industrial Research (BCSIR) has a public relationssection from the beginning. The activities included:social relation of scientists with the public, government,other organisations, foreign countries, and UN bodies,and publication of booklets, leaflet on various scientificdiscoveries and innovations.

Other outreach programmes : India has a numberof outreach programmes for different target groupsfrom teachers and students to rural and tribal folks andthose who are illiterate or neo-literate, such as sciencecommunication through folk forms, digital media andhands on activities like popularisation of HAMRadio, origami and astronomy. Bangladesh also hasprogrammes for popularising HAM Radio andastronomy. The National Science Foundation (NSF)of Sri Lanka has its own way to popularise scienceamong people with a bearing on social progress andnational development. Its programmes are aimed at :creating knowledge based society that understandsbasics of current science and technology and itseffective utilisation in daily activities, and understandingscience and technology behind various traditionalbeliefs, customs and practices which may lead torenew or reinforce such traditions, as a contrast toIndia's programme against superstitions and misbeliefs.A wide gap between scientific community and societyneeds to be bridged. Accordingly, public understandingof science programme has been initiated under thetheme ‘Science for All’ with the objective of makingpeople scientifically literate who can appreciate thevalue of method of science. The NSF has variousactivities to its credit : NSF science magazine on TV,publication of Vidurava magazine, registration of

Districts covered by science fair activities since 1982

Nepal

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school science societies, training of communicationskills to scientists, science writers and media persons,science centres for general public, publication ofscience book series, workshops on scientific writing,celebrating World Science Day, and production ofinteractive CDs.

Discussion and Analysis

In developing countries, especially in SAARC region,modern science and technology seem to have potentialfor addressing the pressing needs of improved nutrition,potable drinking water, public health, safety, and shelter,it also emerged in a two days workshop, Achieving PublicUnderstanding of Research in Developing Countries heldin Cape Town, South Africa, in December 2002. Peoplein general are inquisitive of latest scientific concepts andtechnological developments, but what lacks is its popular,attractive, lucid and catchy presentation to non experts.A whole host of activities and programmes has beenobserved which are available through government, nongovernment; voluntary, private, foreign, multinational andinternational sectors in the region. Though, it requiresmuch more concerted efforts to serve the regionalpopulace better in terms of science communication. Themajor competitors of science communication in massmedia as has been observed are : political news, crimenews, sports news, business news and now religious andsuperstitious programmes on TV channels, whereasscience always remains in backseat getting almostnegligible attention. This situation can be changed by wayof making our products (print features, radio / TVprogrammes and other science communication activities)more competitive and sellable as compared to thoseobvious rivals. Nobody relishes a science story unless itis interwoven with the journalistic fabric of cuts and curls,packed with startling and authentic facts, flavoured withspicy examples and presented with vibrant dynamism.We must stop blaming these so called most sought aftersubjects in the media and start making our sciencecommunication stuff more competitive and presentable;here lies the real challenge before the sciencecommunicators that we must accept honestly.

The focus in this field is often on three kinds ofscience literacy : practical, civic, and cultural. In thedeveloped world, debates about topics such as nuclearpower or genetically modified foods are common andcountries in SAARC region need to develop themechanism for having such public debates on scientificsubjects involving people's participation and enablingthem make rational decisions especially when it comesto scientific issues confronting their life. Developed-

world scientists tend to take it for granted that scienceis a fundamental part of modern culture as is music orart, but in contrast science still remains an alien subjectfor common man in developing world so as in theSAARC region. Even awareness of basic issues likeproviding clean drinking water, health and hygiene, andconservation of energy could be the priority areas forthe region.

Nelson Mandela, Former President of South Africaonce said that it is not AIDS that kills but poverty.Similarly, Anil Agrawal, a renowned environmentalistin India, said that it is not the earthquake that kills butbuildings. The message is clear, more awareness, lessrisk. It may be reinforced that there is a continuingneed to evaluate the efficacy of particular activitiesand recognise 'best practices' to be adopted and usedin particular regional contexts to overcome social andregional inequalities. Apart from modern scientificknowledge, the region possesses centuries old provenindigenous knowledge systems which cannot beavoided while planning and implementing sciencecommunication programmes in the region. It is withthis objective, India's National Institute of ScienceCommunication & Information Resources (NISCAIR)has developed and maintaining a Traditional KnowledgeDigital Library (TKDL), which has been provedvital in protecting Indian IPR in case of cancellationof US patents of the remedial use of turmeric andbasmati rice.

Strategies / Recommendations

Based upon the observations and analysis of the dataavailable through various sources on the subject, thefollowing strategies and recommendations are suggestedfor better linkages and activities for further developmentof science communication and popularisation in theregion :

1. Regional network must be developed for fastexchange of ideas and experience within theregion. Besides, a proposed South Asia ScienceCommunication Forum, international organisationslike, PCST Network and WFSJ can think of creatingtheir regional networks.

2. Regional languages should be given due importancefor science communication at grass root level andscientific information be made available in regionallanguages.

3. Strengths and best practices of every state in aparticular area of science communication may beidentified and replicated in other states.



4. Governments should establish or support institutionsto train science communicators and science writers /journalists / scientists being basic resource for anyactivity of science communication.

5. Our commitment to the goal of science communi-cation may become a unifying source for all memberstates as far as science communication is con-cerned.

6. Science communication wing may be formed as partof SAARC S&T Committee.

7. Exchange programme may be devised for students,science communicators, scientists and journalists tovisit and spend some time in other member states.

8. Regional science communication awards maybe instituted to encourage talented sciencecommunicators in the region.

9. An annual event, like regional science festival orcongress may be planned to be organised by rotationin member countries.

10. Joint regional training workshops on various aspectsof science communication / science writing / sciencejournalism may be organised on regular intervals.Support from governments of member states andinternational organisations may be harnessed for thepurpose.

Conclusion

The recent agreement for S&T cooperation betweensome of the countries in the region could be treated asmajor milestones towards cooperation in PCST as well.A remarkable participation of cross-national scientists,journalists and science communicators in various PCSTactivities and programmes in the region has been notedin the recent past. Efforts are being made to run India'sVigyan Rail / Vigyan Mail (Science Train : An S&TExhibition on Wheels) also in Pakistan and Bangladeshafter its overwhelming success in India where ittravelled to various destinations during 2004-2005attracting millions of people. SciDevNet, a UK basedscience and development web network, has started itsSouth Asia Regional Gateway (www.scidev.net/southasia) incorporating information on science anddevelopment subjects of the region, thereby offeringstronger science communication. India's Annual NationalScience Communication Congress and NationalChildren's Science Congress offer forums forparticipation and exchanging views and experiences ofscholars and students interested in PCST. However, itmay be the rosy side of the picture and still there are

many more miles to go together to achieve the desiredlevel of public understanding of science; the countriesin the region have to come closer for the purpose. Thisis only a beginning! We may look forward for bettercooperation in PCST activities in the SAARC regionin the years to come.

Acknowledgement

The author expresses his sincere gratitude to AnujSinha, Adviser & Head, Science Communication,Department of Science & Technology, Govt. of Indiafor his constant and valuable guidance and support forundertaking present study. The support of TossGascoigne, Director, Council for the Humanities, Arts,and Social Sciences, Canberra, Australia is dulyacknowledged for suggesting the topic for the presentwork. He is also grateful to Prof. Hak Soo Kim, Chairof 9th PCST Conference, Seoul, South Korea for givingthe opportunity to present paper at the conference.

References

1 Patairiya M K, Science Communication in India : Problemsand Perspectives, SciDevNet, March 20, 2001.

2 ibid, Vigyan Sanchar (Science Communication), TakshshilaPublishers, New Delhi, 2001.

3 ibid, Baseline Science & Technology Awareness in India andAbroad, NCSTC Communications, Vol. 15, No. 3, pp. 12-15,2003.

4 John S, The Role of Learning in Public Understanding ofResearch in Developing Countries, Indian Journal of ScienceCommunication, Vol. 3, No. 1, pp. 25-26, 2004.

5 Ahmed A, Barriers to Science Journalism in Pakistan,SciDevNet, March 14, 2005.

6 Khanal P, International Networking of Public Communicationof Science, a presentation at the 6th International Conferenceon Public Communication of Science and Technology, February2001.

7 LOICZ-IHDP-START-SARCS Training Workshop on ScienceCommunications for Southeast Asia / South Asia, September12, 2005, Bangkok.

8 Lewenstein B, A Developing World Take on Science Literacy,SciDevNet, January 08, 2003.

9 Upreti B C (ed.), SAARC : Dynamics of Regional Cooperationin South Asia, New Delhi, 2000 (ISBN 81-87644-06-0).

10 Tyagi B K, A Report on SAARC Workshop for Training theTrainers in Science Popularisation among Member States,Pakistan Science Foundation, Islamabad, October 05-09, 1998.

11 Masood E, Asian States Link to Popularise Science, Nature,November 11, 1998.

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Introduction

Science in day to day life means following principlesof logic and rationality in our living.

Man is always in search of truth. From the timeimmemorial, man has always trying to lead a life fullof joy, happiness, comfort and harmony with nature. Infact, a blissful life. But to achieve this, man alwaysfaces challenges and problems from nature. And toovercome these challenges and problems, it wasnecessary to know and study the principles and lawsof nature and to exploit these for the advancement ofhumanity. This necessity gave rise to the origin ofscience. Science is to help and support us for theattainment of happier, more joyous, more comfortablelife, by overcoming our challenges and problems.

Today we have mountainous piles of science andapplied science (i.e., technology) with us. In the last afew centuries, man has accumulated so much of

science (technology included) that it grew to extent ofunmanageability. This led to its branching into, sub-branches, sub-sub-branches and so on. And most of thisS&T is lying locked in the research laboratories andlibraries, research journals and technical books, andthat’s too in a highly complex and alien soundingtechnical language. Most of the S&T is in English alongwith its technical terminology. The language of S&T isknown only to a specific scientific community and is notunderstandable by the general masses. Even thescientific community of one subject cannot understandthe language of another subject. Due to these reasons,science is not reaching the masses and so has becomeunable to fulfill its basic objectives of rationality inhuman living.

Need for Science Communication

Because of the above mentioned reasons, in is nowbeing emphasised that S&T being developed in the

Effective Science Communication :Evaluation and Appropriation of Basic Principles

Abhay S.D. RajputThe School of Future Studies and Planning

Devi Ahilya Vishwavidyalaya, Indore - 452017 (Madhya Pradesh)E-mail:[email protected]

Abstract

Science is a public property. Therefore, it should be accessible tothe public. Much of S&T has been done and accumulated in thelast a few centuries. But because of the complex technical natureof S&T, it is not a cup of tea of the masses. Scientists too areunable to communicate science in a publicly understandablelanguage and format. People need S&T for solving their problems,and for development and prosperity. So there is dire need ofcommunicating science. But science communication itself is beinga multidisciplinary field of expertise, is a complicated job to do.Moreover, there are many problems, obstacles and barriers in theway of science communication and popularisation. Therefore,science communicators feel here perplexed and look forward forsome basic guidelines or principles for communicating science,which can solve their practical problems. The principles presentedhere are hoped to prove valuable for science communicators fordoing their job effectively and efficiently.

Keywords: Science communication, Science popularisation, Effectiveness, Fundamental principles

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laboratories should be made available to the masses.S&T developments need to be appreciated or criticisedand used by the masses. But the society has beendivided into the science-rich and the science-deficientcommunities. As more and more science is being done,the gap between these two communities is everwidening. It is so because scientists are unable tocommunicate in a publicly understandable language andformat. Public too is unable to understand the technicallanguage of science. This has given rise to the need ofscience communication. Science communicationgenerally means acquainting the masses with scientificknowledge for inculcating scientific temper. It is tospread scientific awareness among people. It is also topopularise science and make it available in a publiclyunderstandable language through different media.Today, science communication has been establishedand accepted as a multidisciplinary branch of scientificexpertise. Science communication has the power ofsolving certain immediate problems pervading in thesociety, which are only due to ignorance or lack ofscientific knowledge and scientific temper. A problemis a situation, which we don’t know how to handle.When we know how to handle a situation, it is no morea problem! Unfamiliarity bars us from handling thesituation in a right way. Here, science communicationcan familiarise us with the situation and help solving theproblem. It can enable the society live a scientific,rational life.

Need for Principles of Science Communication

Science communication is faced with problems likecommunicative competency, audience receptivity,cultural compatibility, linguistic and socio-culturaldiversity, linguistic and socio-political barriers, how tocommunicate science effectively and efficiently, howto inculcate scientific temper among masses, etc.Mere conversion of technical science into popularscience and its dissemination does not mean sciencecommunication. Society’s needs, goals, problems,challenges, understandability, authenticity and credibil-ity of science communication are also important.Selection of the right medium, format, style andlanguage for science communication is also neces-sary. Human element, emotions, interest and enter-tainment are also to be considered. All these thingsmake science communication a complicated process.Understanding the gravity of this problem in sciencecommunication and the urgent need for guidelines orprinciples for effective science communication, theauthor here has proposed ‘Principles of Effective

Science Communication.’ It is hope that theseprinciples will prove valuable for science communica-tors in overcoming the pervading problems in sciencecommunication and in fulfilling their urgent need forthe same.

Principles of Effective Science Communication

1. Principle of Necessity

For effective communication of science, it shouldnecessarily be directed towards the specific contemporaryneeds, goals, aims, objectives, problems and challengesof the audience (receiver).

If science communication does not fulfill thisprinciple of necessity, then all efforts, even the bestones, will be wasted. It is a well known proverb thatnecessity is the mother of invention. Therefore, thisnecessity factor must be digged / searched out foreffective science communication. Man by nature, is avery selfish creature. He is interested in doing onlythose things, which are necessary for him. So beforecommunicating science, we must ask ourselves whetherit is necessary or not? This will help saving much time,money, efforts and energy of both the communicatorand the receiver. We must have a goal or problembefore us, and all our efforts must be directed towardsthe achievement of the goal or the solution of theproblem. The goal or problem may be development,awareness, education, modernisation, development ofscientific temper, decision making, socio-culturalgrowth, environmental protection, social consensusabout science, etc.

2. Principle of Conciseness

Only that and that much of science should becommunicated, which is concise enough to fulfill thegoal of communication, without overburdening theaudience (receiver) with scientific information, dataand knowledge.

Human communication is always directed towardsfulfilment of a specific purpose or goal. If this purposeor goal is not fulfiled, then communication is noteffective or successful. For the fulfilment of a specificpurpose or goal, only concise and to the pointinformation is needed. Unnecessary lengthy details andinformation and off-the-track information can confuseor overburden the audience and can derail the processof communication. E.g., say, malaria epidemic isspreading. And we want the people to protectthemselves from mosquito bites. Then the importantthing is the concise information about how to protect

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oneself from the mosquito bites, and not the biologicaldetails of mosquito or the clinical details of malaria. Soconciseness of scientific information or knowledgeshould be given due consideration in communicatingscience to the masses.

3. Principle of Utility

Science communication must be useful and only thatscience receives attention from the audience, which isuseful immediately or in near future for the audience.

Psychologically, man learns only those things,which are useful or of some use to him, or which heconsiders will be useful. E.g., a farmer of hilly areasmay show great attention to ‘how to harvest the rainwater in hilly areas by using scientific techniques.’However, out of curiosity or for general awareness,he may be interested in knowing how rice is cultivatedgenerally.

4. Principle of Authenticity

Only that science should be communicated, which isauthentic, tested, verified and true.

Authenticity is a must in science communication.The science communicator must ascertain theauthenticity of the scientific knowledge or information,before communicating it to the masses. Thecommunicator must take it as his / her moral duty andresponsibility. Because wrong, incorrect, untrue, mutatedor unauthentic information can lead to dire consequences.

5. Principle of Interest

Only that science communication receives attention ofthe audience, which is interesting to them or in whichthey have an interest.

Interest plays a vital role in any communication. Sofor effective science communication, it must bepresented in an interesting way or an interest must becreated in the audience.

6. Principle of Cultural Compatibility

Science communication must be compatible with thecultural context of the audience (receiver).

There is a deep relationship between communicationand culture. Both are intensely inter related.Communication models and ways differ cross culturally.Therefore, a culturally non compatible model of sciencecommunication may fail to convey its intended meaningor the meaning conveyed may differ from its intendedmeaning. In addition to communication models, each

culture has a certain level or degree of science, whetherone believes it or not. So only that and that much ofscience is to be communicated, which immediately fitsand becomes compatible with that level or degree ofscience present in the culture of the audience. Theotherwise non compatible science may lead to culturalconflict. So, for sustained and long term effects ofscience communication, the cultural compatibility mustbe given due consideration

Further, if the communicator and the receiver(audience) belong to the same cultural group havingthe same cultural context, then there is more effectivecommunication. Because both of them have a graspon the symbols, codes, signs, meanings, pronunciationstyles and accent, etc., of the same culture. So whenthey communicate, there is a greater compatibility andunderstanding of the information and knowledge(science) shared. If the science communicator is ofthe same culture and speaks the same language, etc.,then the receiver develops confidence and faith on thecredibility of the communicator. Moreover, therelationship between the communicator and thereceiver (which varies from culture to culture) is alsoimportant here. E.g., in western societies, both thecommunicator and the receiver are almost viewed asequals. But in the Indian cultural context, thecommunicator is considered as higher or superior thanthe receiver.

7. Principle of Motivation

Communication of science (science communication)should bring a change in the attitude of the audiencefrom the non scientific to the scientific one and mustmotivate the audience to live in a scientific way.

To meet the two main objectives of sciencecommunication i.e.;

a) Scientific awareness among people and

b) Inculcation of scientific temper.

Motivation is a big tool. Only through the intelligentuse of motivation, the less receptive or the nonreceptive people can be made receptive and thereceptive ones can be made more receptive tosuccessfully accept, absorb and use the scientificknowledge and information communicated to them.People can be motivated to give up the harmful,illogical, nonsystematic and nonscientific thinking,attitude and lifestyle by stating its harmful effects.Similarly, they can be prepared to think logically andscientifically.

ABHAY S.D. RAJPUT; EFFECTIVE SCIENCE COMMUNICATION . . .


8. Principle of Orientation

Science communication must be development oriented,its language, format, mode, medium or style must beaudience oriented (not the communicator oriented) andultimately it must be target or result oriented.

Communication is always directed towards a goal.Therefore, the science communicator must get feedbackfrom the audience and see whether the pre determinedtarget or the expected result is achieved or not. Hence,it should be target / result oriented.

9. Principle of Packaging

Science communication must be marketed and advertisedin handsome and attractive packages.

In today’s world of business, marketing andadvertising, mere dissemination of scientific knowledgewill not lead to the popularisation of science. Here justplain or nude written, oral or audio-visual communicationof science won’t be working very effectively.

Science should be packaged carefully as per theneeds of the audience; and in the right format and styleof communication, the right language and the rightmedium and in the right amount.

10. Principle of Simplification and Commonness

Science communication must lead to the simplificationof the science in technical language and thecommonness of the simplified science.

Term ‘communication’ is derived from the Latinverb ‘communicare,’ which means to make common,to share, to import, to transmit. In Hindi, ‘common’means ‘sadharana.’ So science communication meansmaking science common to all, i.e., ‘sadharanikaran’ ofscience. And the equivalent word for ‘sadharanikaran’in English is ‘simplification.’

Thus, science communication means simplificationand commonness of science among people. Public hasthe right to know what the scientists are doing withscience in their laboratories. But public cannot accessscience because of its highly complex and aliensounding technical language. Therefore, science needsto be simplified in a publicly understandable language.This simplification will lead to the commonness ofscience. And commonness of science will prevent themonopoly of scientists on science and public will be ableto make an opinion about science, scientific investigationsand research, etc.

Further, commonness of science and involvement ofpublic opinion will prevent the wicked, greedy andselfish scientists from doing bad or dangerous science.Whether good or bad, science being a public propertyaffects each and every man (directly or indirectly).E.g., be nuclear bomb or nuclear power plant, nuclearscience affects general public. Be biological weaponsor antibiotics, biological sciences affects the masses. Soby the commonness of science, only good and beneficialscience will be done. According to Bhattanayak “theessence of communication is to achieve commonnessor oneness among the people” and hence that ofscience communication.

11. Principle of Receptibility

The effectiveness of science communication is directlyproportional to the receptibility (mental, intellectual,linguistic and socio cultural) of the audience.

Here, receptibility means the internal willingness,preparedness and eagerness of the audience to knowsomething about science.

It the audience is not receptive or not ready toreceive the scientific knowledge and information, andthen no science communication is possible. So thecommunicator should try to know the level ofreceptibility of the audience, before communicatingscience. If possible, then he should try to make theaudience more receptive by tactful motivation andconditioning. Timeliness is also important here. If someparticular scientific information is presently importantfor the audience, they are willing to receive it. Durationof science communication session is also important.Usually longer sessions are boring and the audienceunreceptive.

12. Principle of Liberty

Science communication must lead to intellectual,social, economic, political and cultural liberty.

Ignorance brings bondage, and knowledge bringsliberty. Scientifically ignorant people are intellectuallybound to certain dogmas, myths, blind faiths andsuperstitions, which bring no economic growth butsocial, political and cultural slavery. An intellectuallybound and closed mind can neither achieve libertynor can safeguard his existing economic, social,political or cultural liberty. All these types of libertyaffect each other. But the intellectual liberty is themost basic one. Through it, one can achieve all otherliberties.

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13. Principle of Human Element

For effective and successful science communication,the scientific knowledge and information must bepolished with the bright colours of human element.

Human element in science communication fills lifein the dry scientific knowledge and information, makingit more interesting, acceptable and reliable for thegeneral audience. Attentive audience can receive andabsorb more information and knowledge. Humanelement creates interest, and interest maintains attention.Thus, science communication can be made interestingand attention catching by including and makingeffective use of human element.

14. Principle of Prosperity

Science moves in a direction of human prosperity andhence, science communication must bring prosperity tohumanity.

Science is a human endeavour to logically interpretand study his environment (or nature) to acquireknowledge and familiarity with it. This enables manto harmonise with his environment and to utilise iteffectively as per his needs and requirements.This effective utilisation of environment throughscientific knowledge also leads to the developmentof technology. Technology is also aimed at humancomfort and prosperity. All this brings more joy,more happiness, more comfort and more pleasureto humanity.

Thus science communication must familiarise thegeneral public with their environment and enables themto utilise it effectively as per their needs andrequirements. It must enable the public to utilise S&Tfor overall prosperity. Moreover, having scientificknowledge and striving for it, also brings intellectualpleasure. In fact, many scientists do science just forintellectual pleasure and fancy.

15. Principle of Intellectual Growth

Science communication should lead to the developmentof the cognitive potential and should lead to intellectualgrowth of man (the audience) and it should add to hislimited fund of scientific ideas and information on thebasis of which he can attempt to cope with hisenvironment.

One of the main aims of science communication isto make public aware of the scientific knowledgeavailable, scientific discoveries, inventions, etc. Thisleads to the growth of cognitive faculties. It broadens

man’s mental horizons. It adds to the intellectualdimensions and the knowledge of environment of theaudience.

16. Principle of Entertainment

When science communication is sandwiched in betweenthe slices (or elements) of entertainment, then thepopulace (audience) can easily acquire it consciously orsubconsciously, knowingly or unknowingly.

Through entertainment science can be easilycommunicated to the populace without making themaware of the fact that they are under the trial ofscience communication. People may not be interestedin the boring science. But everyone wantsentertainment. People are generally busy in theirday-to-day life. They usually pretend that they wantto know / learn about science, but have no time andenergy to invest in such an activity. For this, they givereasons of business or exhaustedness. But theyalways steal time (even from the tightest workingschedules) for entertainment.

Hence, here is the point. Science communicationthrough entertainment, but will also receive the inputsof science. And for this, we can exploit the popularmeans of entertainment like puppetry shows, streetplays, theatre, fantasy, fiction, novels, poetry, drama,scientoons, newspapers, magazines, books, radio,TV, cinema, animations, internet, etc. Audio visualmedia (TV, cinema and internet) are the mosteffective ones, because their influence and coverageis much wider.

17. Stimulus Response Principle

Expression (communication) of science by thescience communicators must stimulate thereceiver to search for the meaning of the sciencecommunicated and as a result, the receiver mustrespond with better interpretation of the scientificinformation received.

Science communication stimulates the receiverabout science and the receiver responds accordingly.Any organism’s behaviour (including man) is mostly inresponse to the stimulus (stimuli) it receives from withinor from outside. How a communicator presents scienceand how it affects, influences or manipulates thereceiver, determines the behaviour or response of thereceiver. If the stimulus is positive, the receiver showspositive response and vice versa. Science communicationmust stimulate the receiver to inculcate the scientific



temper, to follow the scientific method of problemsolving and to absorb the science communicated to himand responds with deeper understanding and selfawareness of science.

18. Principle of Effectiveness

Science communication is said to be effective, if thedesired goal, purpose or reaction / action from theaudience is successfully achieved in the given limitedtime.

If it doesn’t happen, then something is wrong withthe product (message) of science communication, thecommunication technique or medium used or theaudience.

As the communicative competency of the (science)communicator, transmission of science (message)through the medium or its interpretation by the receiveris never 100% effective and efficient. At leastsomething is lost in the communicative process. Hence,the corollary to this principle is :

No communication of science is 100% effective andefficient in achieving its goal.

Further, no science communication can reacheach and every member of a society or each andevery member of audience can never receive thecommunicated science effectively. Hence, ourefforts should be to achieve the maximum possibledegree of effectiveness of science communication.Therefore, the second corollary to the principle ofeffectiveness is :

Science communication is never perfect, as nocommunication is.

19. Principle of Participation and Two wayCommunication

The receiver (audience) of science communicationmust actively participate in the communication process.That is, for effective science communication, thecommunicator and the receiver should behave andinteract in a participatory way and ultimately enter intwo way communication.

Through participatory or two way communication,we can effectively communicate science to the masses.Here, the audience can be judged or asked for feedbackdirectly and simultaneously. Any problem can bediscussed to the extent of satisfaction, i.e., audience’ssatisfaction. It is just like consumer satisfaction inbusiness. Further, the communicator can adjust his

message or communication as per the needs and thelevel of the audience. This makes the communicationprocess inclusive, and not exclusive. It creates moreinterest in the audience. But for communication throughmass media (radio, TV, cinema, etc.), all the audiencecannot directly participate. However, they canunify or identify themselves with the receiver ofcommunication in the medium. Thus, the receiver ofmass media communication should represent themasses, and it should be powerful enough that themaximum possible audience can unify or identifythemselves with it.

20. Principle of Repetition

Repetition reinforces the message of sciencecommunication and helps making stronger impressionson the mind of the receiver and subconsciouslyconvinces the receiver to accept and absorb the messageand hence, it can bring unexpected success to sciencecommunication.

Whatever man learns, learns mainly throughrepetition, repetition and repetition. Experience is alsoacquired through the repeated activity, behaviour,observations, happenings, occurrence of things andideas, etc. A single exposure to some new information,idea or thing is rarely effective in learning orcommunication and in making long term memories. Ithas to be repeated. Repetition has such a magicalpower that it can make people to accept even theapparent lies as true. So why not to use it in sciencecommunication for the novel cause? The entireadvertising industry is also based on the principle ofrepetition. Moreover, the success of the Polio EradicationMission in India, can be genuinely credited to theexcessive repetition of the polio vaccination messagesby the great celebrities through the different media.Therefore, repetition can be a great boon to sciencecommunication, but no doubt, its affordability is aquestion.

Conclusion

These fundamental principles of effective sciencecommunication have been assumed to help understandbetter the process and problems pervading in sciencecommunication. These are also supposed to smoothenand make easier the job of science communicators.These are based on the multi disciplines of science,philosophy, art, psychology, education, communication,mass media, humanity, linguistics and sociology. So

23

these are expected to increase the effectiveness ofscience communication and to bring out the bestpossible of it.

The principles cover the different aspects andproblems of science communication to make it assuccessful, effective and efficient as possible. Thescience communicators are recommended to make fulluse of these fundamental principles to make their jobmore successful, effective and efficient. However,these principles do not ensure 100% successful,effective and efficient science communication, becauseno communication is perfectly effective. Still the bestpossible is expected.

References

1 Ravindran R K (Ed.), Handbook of Mass Communication,Anmol Publications Pvt. Ltd., New Delhi, 1999.

2 Toomey Stella Ting and Felipe Korzenny (Eds.), Language,Communication and Culture, Sage Publications, New Delhi,1989.

3 Gandhi Ramachandra, Presuppositions of HumanCommunication, Oxford University Press, Delhi, 1974.

4 Salwi Dilip M, Science Popularisation and Some UnrealisedAspects, Indian Journal of Science Communication, 1(1), pp.14-16, 2002.

5 Sharma Suresh Chandra, Media, Communication andDevelopment, Rawat Publications, Jaipur, 1987.



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' � % <� � � � � � � � � � � � � � �� (� � � � � � � (0� �� !� (� � !� � "0!� � �� (� 4� � -(� � � � � � � � � � ?� � � � �-� (� d � � � *� "� � � � � � � � � 1�� *� � -( � -!( � !� � � "� � � 1�� *� � -� � � � � � (<6� � � � � (� � � !� � !� .� � � � � 4� � -(� � � � � � � !� � � "� � � � � *� "�4� ,� +� � � -� -!� � !� � � � � -� 4� � -(� � � � � � � � � � ?� � � � �-� � �� -� � � � *!-� � 1�� ?� � � �(� � -� -!� � !� .� � (� 3 � � �(� 3 � �2� � � � � � � � � � � � � � � � � � � � E� 1� � !-+� � (� �!� � !� � � � � � *� � !� .� !� � -� � !� � � 4� � � � � � � � � � � -� 1� � !-+�� ?� � 9� :� :� � � � � � � � � � � � � � � � � � �� H6 � � H.� @ � �� H6 � � HA� � � � � � � � � � ?� 6 � W� G �� (?� � � <(� � � � � � � 0:; � � � � � � � � E� H � � � � � � � � @ � � *� � -� � A � !� (� � !� 3 � � � � -� � � � � � 1�� *� � -(

27

� -( � 1� � � �� (� � ?� 6 � ?� � � �(� !� � � � !� .� <� � � � � :� :� �� ?� � � � � � � � � � � <� � � ?� � � � �-� @ �� CA � � � � � � �1�� *� � � � � � !� (� � (� � � � "� @ �� CA � !� � �� (� !� (� .<� � � (-!� @ I "A� NR� � � P3 � @ �� ^ � HA� N4� � *P3 � @ � � ] H-A� N)� :PO� � � �� C� � � " � � � � !G� � � �-� -� K� � � -� -! � !� .

' b % � *� "� � � � *� � � � � !� � 1�� 0� � � � 3 � � ZZ� � �� = � (� � !� 3!� � -� � � �� (� � � � � � �� ( � !� � � -� K� � � � � � � � � � -� � ( � � (�� G � � � � � � � �� -+� � � � � 7�� Y � � L� � � �� *� .� � � G (�� *� "� � F� -� � � � � 1�� -+� � @ � � � � � � (?� � � �� Q� � � *� � A� �� (� �4� � -(�� *4� *�� = �� -!� �!� 3 �� 5 � -�1�� -+� � � �� -� � � � � � � (?� � � � � � - "� � � � � � � � �-� 4� � � � 4� � � � � � � � !� � � � G (� � � d �� !� � 1� � � � � � � ,� (� � V� � � � I� (� � �� J(� � � � !� .� (� � -� � 1�� m � � � -+� � 4� �� *� "� � F� - � � 1�� 0� � � � �- � � � - / 4 � � !� � � � ? � � 9� �� ,� � � 3� :; 9�� -+� � (?� � � � � � � � � � � *� "� � � 1�� V� � � -� � � � "� � � .� "0� "� �� -� � � � � � � �� 1�� 0� � � � � ?� � � (0� 1G !� � � � � � � � � -� "�?� � � � � � � � - � * � � � � -� � <6 � � B ,� � � � � � � H� � � -� "� �� B ,� � � *� � � � � � ?� .� � � � -� � � � � � -� K� � �� J(� !� � � �-� � � � �� B ,�� *� � � .� � � � � � � E� � 3 � � B ,� � 3 � �� 4� � -(� � � � � � � 4� � � !�

4� 5 � � *� � (� � !� � -� � *� � � � � � � � � -� � � � Y S; � !� *� .� �� (� �� (?� � � � � ?� 9� � ?� � !� � -� � �� 6 � -+� 9� -,� +� � � � � "� � �� 2�� 6 � -+� � � -,� +� � � � 4� � � l �C� � � �� (� � �-/�-� � !� � � !� � � J(� !� � "� � *� .� � !� 4� � � � � � */4� � -� � � � � � !� 3 � � (� �<� � � � � � � � � 5 ,� (� � � � � )� � � "� � .

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DEBATE; PROBLEMS OF TRANSLATION


It is an accepted fact that all knowledge is culturespecific, although these are fundamental characteristicscommon to all human beings from the psychological andphysiological perspectives. But since all human beingsdo not lie in the same natural and cultural environmentsthe knowledge which different groups of people acquireand the actions they base on that knowledge, vary. Weknow that this knowledge and those actions are notstatic. This is particularly true of science and technology.Science communicators in the developing worldespecially in the South Asia region, are confronted witha tremendous challenge – faced as they are withproblems of poverty, illiteracy, malnutrition, health,hygiene, unemployment, housing, environmentaldegradation and the increasing rural-urban divide.

The role of communication in changing people’slifestyle and attitudes cannot be underestimated.Communications experts and development communica-tion theorists of alternative communication systems(interactive, computerised and dialogue systems) offerimmense potential for improving the lot of the poor. Butthe new technologies of communication have to bedelinked from centralised, monopolistic systems if theyare expected to provide meaningful benefits to thepeople. It is also important that grassroot movementsare encouraged with greater role for the people in thedecision making process that affect their socioeco-nomic, political and cultural lives. Those involved inscience and environment education and communica-tions, therefore, must take a holistic view of, theseaspects in a historical context.

The reasons for communicating science to thepublic range from considerations of culture to education,government to politics. At a time when resources arescarce, the public has the right to know how the moneyis spent by science and technology organisations andwhat benefits they can expect from projects by wayof improved technology and better health. Achievements

Short Communication

Popularising Science : Avoiding PitfallsC. Shekhar Nambiar

of many a scientific project do not come to the publicnotice as scientists rarely communicate. It is here thatthe role of media comes to the fore. The media has theresponsibility of sharing scientific ideas and achievementswith the public through their channels.

The social benefits of science popularisation in themedia are immense. But, in countries such as India andNepal, the diffusion of media outlets and regular usersof media are low, given their literacy rate andpurchasing power. Hence, the need for channels likeinterpersonal, educational, and combined channels ofbig and small media. Communicators must evaluatecontemporary science in relation to contemporaryproblems and take into account the social and culturalenvironment as also the people’s aspirations and needs.

While the pursuit of science and technology has, andwill be, the privilege of a few, there can be no doubtthat general awareness of it has to be universal. Theface-to-face approach, or dialogue with the people, isone of the strategies adopted by many developingcountries. The voluntary science movement started inKerala in 1962 by the Kerala Sastra Sahitya Parishadillustrates how public understanding of science can beenhanced by grassroots participation. The movementhas been able to involve the participation of scientists,science writers, teachers, and social workers in itsactivities which include publication of popular sciencebooks, magazines, health care, and adult (science)literary programmes. A ‘science march’ in 1977, withvolunteers traversing over 10,000 km in 37 days,established contact with over 500,000 people through900 public meetings. The movement has also largelybeen successful in campaigning for the preservation ofthe state’s ecological resources and the environment.

In such an approach, care must be exercised byspeakers and participants not to question establishedbeliefs – religious, cultural or social. Only thoseconcepts of science are to be elaborated which are of

29

general interest – health, traditional and alternatesystems of medicine, simple remedies to minor ailmentsand injuries such as snake bites, ecological preservationand energy conservation. This needs to be done throughsimple and lucid presentations.

Popular media such as folk theatre, dance and solocultural performances are sometimes effective, forpopularising science.

Although they offer a varied fare suitable to theregion and culture of the place of their performance,

there are, some inherent drawbacks in this approach,especially their unacceptability, by the youth. Besides,the performers owing to their lack of formal educationmay not always be able to convey compiled ideas ina simple manner. The use of traditional media forpopularising science, therefore, has to be assessedcarefully by appropriate feedback techniques from thepeople and the results properly documented for futurereference and use.

(Source : National Herald)

C. SHEKHAR NAMBIAR; POPULARISING SCIENCE: AVOIDING PITFALLS

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Preamble

1. We all live on the same planet and are part of thebiosphere. We have come to recognise that we arein a situation of increasing interdependence, and thatour future is intrinsically linked to the preservationof the global life-support systems and to the survivalof all forms of life. The nations and the scientistsof the world are called upon to acknowledge theurgency of using knowledge from all fields ofscience in a responsible manner to address humanneeds and aspirations without misusing thisknowledge. We seek active collaboration across allthe fields of scientific endeavour, that is the naturalsciences such as the physical, earth and biologicalsciences, the biomedical and engineering sciences,and the social and human sciences. While the‘Framework for Action’ emphasises the promiseand the dynamism of the natural sciences but alsotheir potential adverse effects, and the need tounderstand their impact on and relations withsociety, the commitment to science, as well as thechallenges and the responsibilities set out in thisDeclaration, pertain to all fields of the sciences. Allcultures can contribute scientific knowledge ofuniversal value. The sciences should be at theservice of humanity as a whole, and shouldcontribute to providing everyone with a deeperunderstanding of nature and society, a better qualityof life and a sustainable and healthy environment forpresent and future generations.

2. Scientific knowledge has led to remarkableinnovations that have been of great benefit tohumankind. Life expectancy has increased strikingly,and cures have been discovered for many diseases.Agricultural output has risen significantly in manyparts of the world to meet growing population needs.Technological developments and the use of new

energy sources have created the opportunity to freehumankind from arduous labour. They have alsoenabled the generation of an expanding and complexrange of industrial products and processes.Technologies based on new methods ofcommunication, information handling and computationhave brought unprecedented opportunities andchallenges for the scientific endeavour as well asfor society at large. Steadily improving scientificknowledge on the origin, functions and evolution ofthe universe and of life provides humankind withconceptual and practical approaches that profoundlyinfluence its conduct and prospects.

3. In addition to their demonstrable benefits theapplications of scientific advances and thedevelopment and expansion of human activity havealso led to environmental degradation andtechnological disasters, and have contributed tosocial imbalance or exclusion. As one example,scientific progress has made it possible to manufacturesophisticated weapons, including conventionalweapons and weapons of mass destruction. Thereis now an opportunity to call for a reduction in theresources allocated to the development andmanufacture of new weapons and to encourage theconversion, at least partially, of military productionand research facilities to civilian use. The UnitedNations General Assembly has proclaimed the year2000 as International Year for the Culture of Peaceand the year 2001 as United Nations Year ofDialogue among Civilisations as steps towards alasting peace; the scientific community, togetherwith other sectors of society, can and should playan essential role in this process.

4. Today, whilst unprecedented advances in thesciences are foreseen, there is a need for a vigorousand informed democratic debate on the productionand use of scientific knowledge. The scientificcommunity and decision-makers should seek thestrengthening of public trust and support for science

UN Declaration on Science and theUse of Scientific Knowledge

Information

Text adopted by the World Conference on Science, July 1, 1999;Definitive version

31

through such a debate. Greater interdisciplinaryefforts, involving both natural and social sciences,are a prerequisite for dealing with ethical, social,cultural, environmental, gender, economic and healthissues. Enhancing the role of science for a moreequitable, prosperous and sustainable world requiresthe long-term commitment of all stakeholders, publicand private, through greater investment, theappropriate review of investment priorities, and thesharing of scientific knowledge.

5. Most of the benefits of science are unevenlydistributed, as a result of structural asymmetriesamong countries, regions and social groups, andbetween the sexes. As scientific knowledge hasbecome a crucial factor in the production of wealth,so its distribution has become more inequitable.What distinguishes the poor (be it people orcountries) from the rich is not only that they havefewer assets, but also that they are largely excludedfrom the creation and the benefits of scientificknowledge.

6. We, participants in the World Conference onScience for the Twenty-first Century : A NewCommitment, assembled in Budapest, Hungary,from June 26 to July 1, 1999 under the aegis of theUnited Nations Educational, Scientific and CulturalOrganization (UNESCO) and the InternationalCouncil for Science (ICSU) :

Considering : 7. where the natural sciences stand today and where

they are heading, what their social impact has beenand what society expects from them,

8. that in the twenty first century science must becomea shared asset benefiting all peoples on a basis ofsolidarity, that science is a powerful resource forunderstanding natural and social phenomena, andthat its role promises to be even greater in the futureas the growing complexity of the relationshipbetween society and the environment is betterunderstood,

9. the ever increasing need for scientific knowledge inpublic and private decision-making, including notablythe influential role to be played by science in theformulation of policy and regulatory decisions,

10. that access to scientific knowledge for peacefulpurposes from a very early age is part of the rightto education belonging to all men and women, andthat science education is essential for human

development, for creating endogenous scientificcapacity and for having active and informed citizens,

11. that scientific research and its applications may yieldsignificant returns towards economic growth andsustainable human development, including povertyalleviation, and that the future of humankind willbecome more dependent on the equitable production,distribution and use of knowledge than ever before,

12. that scientific research is a major driving force inthe field of health and social care and that greateruse of scientific knowledge would considerablyimprove human health,

13. the current process of globalisation and the strategicrole of scientific and technological knowledge withinit,

14. the urgent need to reduce the gap between thedeveloping and developed countries by improvingscientific capacity and infrastructure in developingcountries,

15. that the information and communication revolutionoffers new and more effective means of exchangingscientific knowledge and advancing education andresearch,

16. the importance for scientific research and educationof full and open access to information and databelonging to the public domain,

17. the role played by the social sciences in the analysisof social transformations related to scientific andtechnological developments and the search forsolutions to the problems generated in the process,

18. the recommendations of major conferences convenedby the organisations of the United Nations systemand others, and of the meetings associated with theWorld Conference on Science,

19. that scientific research and the use of scientificknowledge should respect human rights and thedignity of human beings, in accordance with theUniversal Declaration of Human Rights and in thelight of the Universal Declaration on the HumanGenome and Human Rights,

20. that some applications of science can be detrimentalto individuals and society, the environment andhuman health, possibly even threatening the continuingexistence of the human species, and that thecontribution of science is indispensable to the causeof peace and development, and to global safety andsecurity,

UN DECLARATION ON SCIENCE AND THE USE OF SCIENTIFIC KNOWLEDGE


21. that scientists with other major actors have a specialresponsibility for seeking to avert applications ofscience which are ethically wrong or have anadverse impact,

22. the need to practise and apply the sciences in linewith appropriate ethical requirements developed onthe basis of an enhanced public debate,

23. that the pursuit of science and the use of scientificknowledge should respect and maintain life in all itsdiversity, as well as the life-support systems of ourplanet,

24. that there is a historical imbalance in the participationof men and women in all science related activities,

25. that there are barriers which have precluded the fullparticipation of other groups, of both sexes, includingdisabled people, indigenous peoples and ethnicminorities, hereafter referred to as disadvantagedgroups,

26. that traditional and local knowledge systems, asdynamic expressions of perceiving and understandingthe world, can make, and historically have made, avaluable contribution to science and technology, andthat there is a need to preserve, protect, researchand promote this cultural heritage and empiricalknowledge,

27. that a new relationship between science and societyis necessary to cope with such pressing globalproblems as poverty, environmental degradation,inadequate public health, and food and watersecurity, in particular those associated with populationgrowth,

28. the need for a strong commitment to science on thepart of governments, civil society and the productivesector, as well as an equally strong commitment ofscientists to the well-being of society,

Proclaim the following :

1. Science for knowledge; knowledge forprogress

29. The inherent function of the scientific endeavouris to carry out a comprehensive and thoroughinquiry into nature and society, leading to newknowledge. This new knowledge provideseducational, cultural and intellectual enrichment andleads to technological advances and economicbenefits. Promoting fundamental and problemoriented research is essential for achievingendogenous development and progress.

30. Governments, through national science policies andin acting as catalysts to facilitate interaction andcommunication between stakeholders, should giverecognition to the key role of scientific research inthe acquisition of knowledge, in the training ofscientists and in the education of the public. Scientificresearch funded by the private sector has become acrucial factor for socio-economic development, butthis cannot exclude the need for publicly-fundedresearch. Both sectors should work in closecollaboration and in a complementary manner in thefinancing of scientific research for long term goals.

2. Science for peace

31. The essence of scientific thinking is the ability toexamine problems from different perspectives andseek explanations of natural and social phenomena,constantly submitted to critical analysis. Sciencethus relies on critical and free thinking, which isessential in a democratic world. The scientificcommunity, sharing a long standing tradition thattranscends nations, religions and ethnicity, shouldpromote, as stated in the Constitution of UNESCO,the “intellectual and moral solidarity of mankind”,which is the basis of a culture of peace. Worldwidecooperation among scientists makes a valuable andconstructive contribution to global security and tothe development of peaceful interactions betweendifferent nations, societies and cultures, and couldgive encouragement to further steps in disarmament,including nuclear disarmament.

32. Governments and society at large should be awareof the need to use natural and social sciences andtechnology as tools to address the root causes andimpacts of conflict. Investment in scientific researchwhich addresses them should be increased.

3. Science for development

33. Today, more than ever, science and its applicationsare indispensable for development. All levels ofgovernment and the private sector should provideenhanced support for building up an adequate andevenly distributed scientific and technological capacitythrough appropriate education and researchprogrammes as an indispensable foundation foreconomic, social, cultural and environmentally sounddevelopment. This is particularly urgent for developingcountries. Technological development requires a solidscientific basis and needs to be resolutely directedtowards safe and clean production processes, greater

33

efficiency in resource use and more environmentallyfriendly products. Science and technology should alsobe resolutely directed towards prospects for betteremployment, improving competitiveness and socialjustice. Investment in science and technology aimedboth at these objectives and at a better understandingand safeguarding of the planet’s natural resourcebase, biodiversity and life support systems must beincreased. The objective should be a move towardssustainable development strategies through theintegration of economic, social, cultural andenvironmental dimensions.

34. Science education, in the broad sense, withoutdiscrimination and encompassing all levels andmodalities, is a fundamental prerequisite fordemocracy and for ensuring sustainable development.In recent years, worldwide measures have beenundertaken to promote basic education for all. It isessential that the fundamental role played by womenin the application of scientific development to foodproduction and health care be fully recognised, andefforts made to strengthen their understanding ofscientific advances in these areas. It is on thisplatform that science education, communication andpopularisation need to be built. Special attention stillneeds to be given to marginalised groups. It is morethan ever necessary to develop and expand science

literacy in all cultures and all sectors of society aswell as reasoning ability and skills and an appreciationof ethical values, so as to improve public participationin decision-making related to the application of newknowledge. Progress in science makes the role ofuniversities particularly important in the promotionand modernisation of science teaching and itscoordination at all levels of education. In allcountries, and in particular the developing countries,there is a need to strengthen scientific research inhigher education, including postgraduateprogrammes, taking into account national priorities.

35. The building of scientific capacity should besupported by regional and international cooperation,to ensure both equitable development and the spreadand utilisation of human creativity withoutdiscrimination of any kind against countries, groupsor individuals. Cooperation between developed anddeveloping countries should be carried out inconformity with the principles of full and openaccess to information, equity and mutual benefit. Inall efforts of cooperation, diversity of traditions andcultures should be given due consideration. Thedeveloped world has a responsibility to enhancepartnership activities in science with developingcountries and countries in transition. Helping to


PARASITOLOGY

Animals or plants which

live in or on others and

draw nutrients from them

for their survival are called

PARASITES.

Study of parasites is known

as PARASITOLOGY

“See these scientists! They exploit us for publishing research papers, getting Ph.D., attendingseminars, visiting abroad and still they call us parasite?”

SCIENTOON

(Contd. on page 38)

��


Publication : India Science Report

Principal Author : Rajesh Shukla

Publisher : National Council of AppliedEconomic ResearchParisila Bhawan, 11,Indraprastha Estate,New Delhi-110002

Year : 2005

Pages : 144

The level of progress achieved in science andtechnology (S&T) in a country is also indicative of itseconomic and social development. Many developedcountries periodically employ statistical tools to measurethe level of scientific and technological advancementsin order to finalise various policies, plans anddevelopmental strategies. In this context, a reliabledatabase on Indian science and technology was a longfelt requirement which appears now accomplished withthe publication of India Science Report 2005 (ISR), firstof its kind in India by National Council of AppliedEconomic Research (NCAER). The ISR is infact anoutcome of a massive team work in the leadership ofDr. Rajesh Shukla, senior fellow, NCAER who is alsothe principal author of this outstanding publication.

ISR incorporates studies and valuable informationsespecially on science education in India, humanresource in science and technology (S&T) and publicunderstanding of science (PUS). As a prelude tobringing out ISR, a National Science Survey (2004) wasfunded and conducted by Indian National ScienceAcademy (INSA) with the help of NCAER.

The report is organised under following broadchapters - education, human resource in S&T andpublic understanding of science. It is profusely illustratedwith very useful list of tables, boxes and figures insupport of its claims and conclusions. The report

presents a comprehensive account on how our presentday scientific and human resource is being utilised (orunderutilised!) and how scientists and teachers of thiscountry are being prepared to face the challenges ofthe future. ISR has frequently used hither to availableinternational relevant data, classifications and definitionsto drive home the point and to ensure the comparabilityof results with contemporary findings at internationallevel.

Some of the ISR’s inferences are worth mentioninghere. According to the report amongst graduates whoare unemployed, 22.3% have studied science. Theshare of unemployed science post graduates amongstthe total unemployed postgraduates is still higher, i.e.,62.8%. In case of professional, technical and relatedjob employment, 29% of the total employed areeducated in science streams. But again a fourth of allunemployed in India are those with science education

First India Science Report

Review

35

ISR has also measured the Indian students’ attitudetowards science education. It may appear surprising tomany but according to the report, mathematics remainsthe most preferred subject among Indian students.Almost third of all students in classes 6 to 8 rate it asa number one subject and the trend continues more orless upto even graduate and post graduate levels, where21% students opt for mathematics as their number onechoice.

There has been much hue and cry over declininginterest of Indian students in science in these days buthere too ISR’s findings are quite different. It clearlystates that there is no decline in interest in the proportionof students wishing to study science as 60% of thestudents of classes 6 to 8 showed interest in persuingscience education.

The same trend continued even upto classes 11 and12. However, at the classes 6 to 8, while 22% of thestudents showed their willingness to study pure scienceat higher levels of education, only 13.4% at classes 11to 12 wanted to study pure science at the graduate andpost graduate levels.

The report further finds that amongst 52.6 milliongraduates, postgraduates and diploma holders in India,a fourth of them are with science background. Reportalso states that around 11% of the work force can beclassified as ‘scientific’ by way of education and 7.3%by way of its occupation. Obviously, this is an areawhich needs urgent attention.

Contrary to popular perception, the report’s findingsindicate that Indians have great faith in science. Morethan three forth of the interviewed people felt S&T isimportant for education while 58% emphasised itsimportance for economy, 72% felt its necessity foragriculture. More than three fourth were of the opinionthat S&T makes lives healthier and more comfortable.ISR’s findings on the level of scientific knowledge ofcommon Indian people may seem surprising to manyas report claims that 57% to in some cases even 80%people gave correct answers to the questions based on

general and everyday science. Report also highlightsthat traditional knowledge is still alive in India. Forexample, 60% of the illiterates were of the opinion thatone should not sleep under a dense tree at night and75% considered plants as living organisms.

What are the sources of scientific information inIndia? According to report, it’s skewed in favour oftelevision. Just 12% Indians accept newspapers as theirprimary source of information while 65% of sciencenews in India is acquired from television. Internet is stilllagging far behind as a source of information to Indianpeople as only 0.2% of S&T information is acquiredfrom internet in India as compared to 44% in UnitedStates. Now this is high time that government agenciesconcerned with science communication programmes inIndia should prioritise their communication strategies inaccordance with the latest ISR findings. Report alsostrongly indicates the need for more expansion ofinternet and other digital infrastructures for S&Tcommunication in India.

In a developing country like India, the desiredsocio-economic progress can only be achieved providedan appropriate S&T knowledge resource base existsand its dissemination and impact are regularlymonitored. Also, the development of S&T plans andprogrammes based on science policy requires aregular flow of up-to-date, reliable and comprehensivedata. In this direction, ISR is the first independentcollection of relevant statistics on various aspects ofIndian S&T. But as the authors of this monumentalwork modestly submit that first ISR’s role is that of“only a whistle-blower”, lot still remains to be done.ISR 2005 is not an ultimate event or a final documentbut only a humble beginning of an essential processin a country which is on the threshold of becoming aknowledge society.

Dr. Arvind Mishra16, Cotton Mill Colony, Chowkaghat,

Varanasi (Uttar Pradesh)Email : [email protected]

DR. ARVIND MISHRA; FIRST INDIA SCIENCE REPORT


Science Writers’ Workshop with a Difference

For those who are concerned about the introductionof genetically modified food and other products beingpermitted into market network, the answer lies ininternational biosafety framework, which has beenformalisd in the Cartegena Protocol on Biosafety.Protocol had given a big nod for the biosafety regimeand the intense efforts are on around the world tostrengthen the regime and educate the masses on theissue to that no wrong notions are allowed to takeoff with such sensitive and future defining issue.Science Writers’ Workshops on Biosafety wereorganised last year in New Delhi and Chennai withexactly these motives by the Ministry of Environmentand Forests, Govt. of India in association with theIndian Science Winters’ Association (ISWA) andScience Technology and Development Initiative(STAD). The first workshop was organised on July5-6, 2006 in New Delhi and second in Chennai onDecember 22-23, 2006.

The Cartegena Protocol promotes biosafety byestablishing practical rules and procedures for safetransfer, handling and use of GMOs with a specificfocus on regulating movements of these organismsfrom one country to another country. The Workshopon Biosafety for Science Communicators was plannedas a serious exercise not only on the precedingsciences of biosaftey but also to give a seriousthought on science media society interdependence.Both these workshops had a plenary session eachin which a panel discussion involving eminentprofessionals worked on the strategies relatingto the subject of the workshops. In New Delhi,Prof. V. L. Chopra, Member, Planning Commissionwas the Chief Guest to inaugurate the workshop.

The plenary session provided a wholesome look onthe issue along with the concerns on enhancingscientific awareness of the society. These sessionscame out with recommendations needed for greaterappreciation of science in general and biosafety andbiotechnology in particular.

News

The sessions deliberated towards the Strategies forMedia Science Communion to Society’s Advantage.The proceedings laid emphasis on greater mediascientist and also sensitisations of each professionalcategory o others requirements and sensibilities. Mediaeditors should be sensitised to providing adequate spaceto science.

Another set of recommendations dwelt uponorientation programmes to media men. Scientificinstitutions should organic regular media interactions onthe issues of contemporary interests. Media fellowshipsare considered a good strategy for generating mediacontent as well as inviting journalists’ interest intoscience and technology.

S&T organisations should give weight-age to theirscientists for efforts towards science popularisation. Itis not in good spirits towards society to imposerestrictions on media interaction of scientists byresearch institutions.

Web initiatives needs to devise new strategies forgreater involvement of scientists and journalists andalso interaction amongst these. The session alsorecommended for establishing a biosafety network ofjournalists and scientists.

“Inaugural Session of The Science Journalists’ / Writers’Workshop on Biosafety in Progress at The Indian NationalScience Academy (INSA), New Delhi”

37

Adequate emphasis is also needed for popularisingscience through vernaculars. People speakingvernaculars are the one who need to be reached bybreaking language barrier. A science television channelin vernaculars is certainly an idea that hugely needs tobe attempted at, with science and technologydissemination as knowledge profit having precedenceover financial profit.

Scientific advances and its application towards theadvantage of the society at large has not remained asimple issue any more. There are pros and consaplenty and vested groups have their own stories tonarrate. If common man has to be judicious enoughto put a tab on ill informed decisions and ill designedmotives then media is to be engaged and involved tothe fullest.

The workshop at Chennai was inaugurated by Prof.S. Kannaiyan, Chairman, National Biodiversity Authority,Chennai.

AAAS Science Journalism Awards

The American Association for the Advancement ofScience (AAAS), the world’s largest general scientificsociety, is now accepting entries for the 2007 AAASScience Journalism Awards.

The deadline for submissions is August 1, 2007. Thecontest year is July 1, 2006 to June 30, 2007.

Each category winner will receive $3,000, tobe presented at the AAAS Annual Meeting in February2008 in Boston. AAAS will cover each winner’s annualmeeting related travel and lodging expenses.

International Category entries shall be eligible in thecategory of Children’s Science News and is Open tojournalists worldwide for work distributed via anymedium.

The AAAS Science Journalism Awards recogniseoutstanding reporting for a general audience and honorindividuals (rather than institutions, publishers oremployers) for their coverage of the sciences,engineering and mathematics.

Since their inception in 1945, the awards havehonored more than 300 individuals for their achievementsin science journalism. Independent screening andjudging committees select the winning entries based on

NEWS

scientific accuracy, initiative, originality, clarity ofinterpretation and value in fostering a betterunderstanding of science by the public.

For more information please visit:http://www.aaas.org/aboutaaas/awards/sja/index.shtml

Academy of Science Communicators planned

PCST, an International network devoted to sciencecommunication has announced it will set up an academyto promote activities in the field.

Vladimir de Semir, chair of PCST (the InternationalNetwork on Public Communication of Scienceand Technology), made the announcement at thenetwork’s ninth International conference in Seoul,South Korea.

De Semir, who is also commissioner for scientificculture at Barcelona City Council, Spain, said theacademy would enable the network to organise regularresearch and other activities relating to sciencecommunication.

So far, PCST has been a loosely organised bodywhose role has been limited to editing journalsabout science communication, publishing a smallnumber of books and holding a biannual internationalconference.

“Currently, all of our members work as part timevolunteers, but this has not met the increasingglobal demand for better research and practices inthe field of science communication,” de Semir toldSciDev.Net.

De Semir said the academy would be formally set upin July, but he would not reveal its planned location ornumber of staff.

The academy will raise funds to support the network’sactivities in the developing world. It will also operatea regularly updated website that will gather informationon science communication.

Bruce Lewenstein, a professor of sciencecommunication at Cornell University in the UnitedStates and a member of the PCST executive committee,says the academy will help the network to bettercoordinate its resources and activities.

(Source : SciDev.Net)


create a critical mass of national research in thesciences through regional and internationalcooperation is especially important for small Statesand least developed countries. Scientific structures,such as universities, are essential for personnel tobe trained in their own country with a view to asubsequent career in that country. Through theseand other efforts conditions conducive to reducingor reversing the brain drain should be created.However, no measures adopted should restrict thefree circulation of scientists.

36. Progress in science requires various types ofcooperation at and between the intergovernmental,governmental and non-governmental levels, suchas : multilateral projects; research networks, includingSouth-South networking; partnerships involvingscientific communities of developed and developingcountries to meet the needs of all countries andfacilitate their progress; fellowships and grants andpromotion of joint research; programmes to facilitatethe exchange of knowledge; the development ofinternationally recognised scientific research centres,particularly in developing countries; internationalagreements for the joint promotion, evaluation andfunding of mega projects and broad access to them;international panels for the scientific assessment ofcomplex issues; and international arrangements forthe promotion of postgraduate training. New initiativesare required for interdisciplinary collaboration. Theinternational character of fundamental researchshould be strengthened by significantly increasingsupport for long term research projects and forinternational collaborative projects, especially thoseof global interest. In this respect particular attentionshould be given to the need for continuity of supportfor research. Access to these facilities for scientistsfrom developing countries should be activelysupported and open to all on the basis of scientificmerit. The use of information and communicationtechnology, particularly through networking, shouldbe expanded as a means of promoting the free flowof knowledge. At the same time, care must be takento ensure that the use of these technologies does notlead to a denial or restriction of the richness of thevarious cultures and means of expression.

37. For all countries to respond to the objectives set out

in this Declaration, in parallel with internationalapproaches, in the first place national strategies andinstitutional arrangements and financing systemsneed to be set up or revised to enhance the role ofsciences in sustainable development within the newcontext. In particular they should include : a longterm national policy on science to be developedtogether with the major public and private actors;support to science education and scientific research;the development of cooperation between R&Dinstitutions, universities and industry as part ofnational innovation systems; the creation andmaintenance of national institutions for riskassessment and management, vulnerability reduction,safety and health; and incentives for investment,research and innovation. Parliaments andgovernments should be invited to provide a legal,institutional and economic basis for enhancingscientific and technological capacity in the publicand private sectors and facilitate their interaction.Science decision-making and priority setting shouldbe made an integral part of overall developmentplanning and the formulation of sustainabledevelopment strategies. In this context, the recentinitiative by the major G-8 creditor countries toembark on the process of reducing the debt ofcertain developing countries will be conducive to ajoint effort by the developing and developedcountries towards establishing appropriatemechanisms for the funding of science in order tostrengthen national and regional scientific andtechnological research systems.

38. Intellectual property rights need to be appropriatelyprotected on a global basis, and access to data andinformation is essential for undertaking scientificwork and for translating the results of scientificresearch into tangible benefits for society. Measuresshould be taken to enhance those relationshipsbetween the protection of intellectual property rightsand the dissemination of scientific knowledge thatare mutually supportive. There is a need to considerthe scope, extent and application of intellectualproperty rights in relation to the equitable production,distribution and use of knowledge. There is also aneed to further develop appropriate national legalframeworks to accommodate the specificrequirements of developing countries and traditionalknowledge and its sources and products, to ensuretheir recognition and adequate protection on thebasis of the informed consent of the customary ortraditional owners of this knowledge.

UN Declaration on Science and the Use ofScientific Knowledge

(Contd. from page 33)

39

4. Science in society and science for society

39. The practice of scientific research and the use ofknowledge from that research should always aim atthe welfare of humankind, including the reduction ofpoverty, be respectful of the dignity and rights ofhuman beings, and of the global environment, andtake fully into account our responsibility towardspresent and future generations. There should be anew commitment to these important principles by allparties concerned.

40. A free flow of information on all possible uses andconsequences of new discoveries and newlydeveloped technologies should be secured, so thatethical issues can be debated in an appropriate way.Each country should establish suitable measures toaddress the ethics of the practice of science and ofthe use of scientific knowledge and its applications.These should include due process procedures fordealing with dissent and dissenters in a fair andresponsive manner. The World Commission on theEthics of Scientific Knowledge and Technology ofUNESCO could provide a means of interaction inthis respect.

41. All scientists should commit themselves to highethical standards, and a code of ethics based onrelevant norms enshrined in international humanrights instruments should be established for scientificprofessions. The social responsibility of scientistsrequires that they maintain high standards ofscientific integrity and quality control, share theirknowledge, communicate with the public andeducate the younger generation. Political authoritiesshould respect such action by scientists. Sciencecurricula should include science ethics, as well astraining in the history and philosophy of science andits cultural impact.

42. Equal access to science is not only a social andethical requirement for human development, but alsoessential for realising the full potential of scientificcommunities worldwide and for orienting scientificprogress towards meeting the needs of humankind.The difficulties encountered by women, constitutingover half of the world’s population, in entering,pursuing and advancing in a career in the sciencesand in participating in decision-making in scienceand technology should be addressed urgently. Thereis an equally urgent need to address the difficultiesfaced by disadvantaged groups which preclude theirfull and effective participation.

43. Governments and scientists of the world shouldaddress the complex problems of poor health andincreasing inequalities in health between differentcountries and between different communitieswithin the same country with the objective ofachieving an enhanced, equitable standard ofhealth and improved provision of quality healthcare for all. This should be undertaken througheducation, by using scientific and technologicaladvances, by developing robust long termpartnerships between all stakeholders and byharnessing programmes to the task.

44. We, participants in the World Conference onScience for the Twenty-first Century : A NewCommitment, commit ourselves to making everyeffort to promote dialogue between the scientificcommunity and society, to remove all discriminationwith respect to education for and the benefits ofscience, to act ethically and cooperatively within ourown spheres of responsibility, to strengthen scientificculture and its peaceful application throughout theworld, and to promote the use of scientificknowledge for the well being of populations and forsustainable peace and development, taking intoaccount the social and ethical principles illustratedabove.

45. We consider that the Conference document ScienceAgenda - Framework for Action gives practicalexpression to a new commitment to science, andcan serve as a strategic guide for partnership withinthe United Nations system and between allstakeholders in the scientific endeavour in the yearsto come.

46. We therefore adopt this Declaration on Scienceand the Use of Scientific Knowledge and agreeupon the Science Agenda - Framework for Actionas a means of achieving the goals set forth in theDeclaration, and call upon UNESCO and ICSU tosubmit both documents to the General Conferenceof UNESCO and to the General Assembly of ICSU.The United Nations General Assembly will also beseized of these documents. The purpose is to enableboth UNESCO and ICSU to identify and implementfollow-up action in their respective programmes,and to mobilise the support of all partners,particularly those in the United Nations system, inorder to reinforce international coordination andcooperation in science. �



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Letters to the Editor

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Commissioned Studies/Papers

Indian Journal of Science Communication encourages potential scholars to undertake short term studies/research/surveys on specific area/ topic/sector concerning S&T communication. It is expected that suchstudies will also lead to writing of a paper/article and can subsequently be published in IJSC, if found suitable.A committee of experts will evaluate and recommend carring out of such studies. A nominal amount towardshonorarium may be granted for undertaking such studies.

Proposals, including information pertaining to title of the study, scope and objectives, methodology, expectedoutcome, budget estimates and time schedule, etc., may be sent to the Editor, IJSC.