In January I’ll be running an event with another STEM ambassador for Years 5 and 6 at a local primary school. One year will be getting the fantastic Mystery Boxes, which I love doing with any age group, and the other year is currently studying Taxonomy and Classification. I love the idea of talking about the big debates that scientists have, and how we scientists aren’t a bunch of homogeneous fact-tellers. Instead we’re messy humans who like having arguments, and I think taxonomy is one of those areas that has many arguments.
So, what debates (historical or modern) do you most enjoy hearing about within taxonomic research? Here are some ideas I have, but would love to hear some specific examples from you all:
Kids love science (you should see their hands up at a STEM event!), but somehow as they get older many of them learn (or are taught) that it’s boring, or not cool. I do a decent amount of STEM Ambassador volunteering to try to ensure this change in perception never happens: I’ve made Jelly baby DNA with Key Stage 1, talked about non-standard career trajectories with kids almost ready to start university, built birds’ nests with 4 year olds… I’ve even single-handedly done combination presentation-and-practicals for an entire Junior School over the course of one day! I usually get really good feedback from teachers about the events I run, and I also get lots of support from my local STEM Ambassador Hub (one lovely lady even dropping off supplies for an event at my house on her way home!), but it’s not often that I get a letter from a child.
So imagine my pleasure and surprise when I received a letter this week from a child in the Junior School where I did the day-long event. She wrote so eloquently and earnestly. Of course I felt great that she said some lovely things about me. But what was even better is that the event seemed to really spark an interest. Irrespective of her (and all the other children’s) ultimate careers, I’m hoping that the work I do with them encourages them to face the world with open eyes and a thoughtful mind. Words like this are what really keep us STEM Ambassadors going:
Thank you so much for teaching us about DNA. You have sparked my curiosity […] I loved learning all the interesting facts […] This amazed and confused me too! I would love to learn even more about DNA […] Science week would not have been the same without you.
I absolutely agree – Science can be amazing and confusing. And weird, and wonderful, and mind blowing.
It’s not all bad news, though. Every single group and department I’ve worked in (that’s right, every single job) has had lots of diversity, and I’ve never felt neglected, belittled or sidelined. For example, the Oxford e-Research Centre (where I am currently employed) published an article today about my STEM volunteering and the recent career profiles I’ve been a part of (more on that next). But there’s still a lot of work to be done.
There is a huge drop off in the number of girls studying core STEM subjects at the age of 16. Just 35% of girls choose maths, physics, computing or a technical vocational qualification compared to 94% of boys. This reduces the number going on to do a degree or level 4 qualification in maths, physics, computer science or engineering – 9% of girls compared to 29% of boys. Source: WISE Campaign
As such, I’ve jumped on the chances I’ve been given recently to make a positive difference. The North Yorkshire Business and Education Partnership’s ‘Pen Portraits’ have been designed to give female students a glimpse into the variety of STEM based careers available to them. Through my work as a STEM ambassador, I was asked to provide one of these portraits – if you follow the above link, you’ll find me in there along with a number of other great women in STEM.
It may seem like I’m tooting my own horn (which I am, to a certain extent, after all – this is my blog!), but the main thing that interests me is getting kids engaged in STEM, and I’m hoping that all the volunteering and STEM education skills I’m learning now together with the increased visibility of these issues will ultimately help kids get interested in STEM, stay interested in STEM, and have equal opportunities in STEM careers.
“It’s not information overload, it’s filter failure.“ (Clay Shirky)
Bonetta (2009) gave an excellent introduction to the micro-blogging service Twitter and its uses and limitations for scientific communication. We believe that other social networkingtoolsmerit a similar introduction, especiallythose that provide more effective filtering of scientifically relevant information than Twitter. We find that FriendFeed (already mentioned in the first online comment on the article, by Jo Badge) shares all of the features of Twitter but few of its limitations and provides many additional features valuable for scientists. Bonetta quotes Jonathan Weissman, a Howard Hughes Medical Institute investigator at the University of California, San Francisco: “I could see something similar to Twitter might be useful as a way for a group of scientists to share information. To ask questions like ‘Does anyone have a good antibody?’ ‘How much does everyone pay for oligos?’ ‘Does anyone have experience with this technique?'” It isprecisely for such and many more purposes that scientists use FriendFeed, which allows thecollection ofmany kinds of contributions, not just short text messages.
Also in contrast to Twitter, comments to each contribution are archived in that context (and without a time limit), providing a solid base for fruitful, threaded discussions. In your user profile, you can choose to aggregate any number of individual RSS or Atom ‘feeds‘, including scientific publications you bookmark in your online reference manager (e.g. CiteULike or Connotea),your blog entries, social bookmarks (Google Reader, del.icio.us, etc.), and Tweets;and any otheritems you wish topostdirectly to your feed. You then look for other users whose profile is relevant to your work and subscribe to them. Every individual item posted in your subscriptions will then appear on your personalized FriendFeed homepage, plus optionally a configurable subset of the feeds you subscribed to. You can choose to bookmark (‘like‘) any of these items(Facebook copied this ‘like’ functionality just before it bought FriendFeed), comment on them, and share discussion threads in various ways.
At first, this aggregation of information and threaded discussions might seem daunting. However, the stream of information can be channeled by organizing it into separate sub-channels (‘lists’; similar to but more versatile than ‘folders’ in email), according to your personal preferences (e.g. one for search alerts). In addition to individual users, you can also subscribe to ‘rooms‘ that revolve around particular topics. For example, the “The Life Scientists” room currently has 1,267 members and imports one feed.
The feature that makes FriendFeed truly useful is its social filtering system. Active discussions move to the top of your FriendFeed homepage with each new addition, which automatically brings them to the attention of you and everyone else who readsthose feeds. In a sense, the most current and the most popular entries compete for attention at the top, making notifications unnecessary. This means that your choice of both rooms andsubscriptions affects and filters the content you see. In that way, for instance, you could set your preferences such that you would only see papers with a certain minimum number of ‘likes’ among your colleagues.Alternatively, you can opt to hideitems with zero likes or comments, ensuringthat only those that someone found interesting will reach you. Thanks to a very fine-grained search functionality, threads also remain easily retrievable.
Some of the synergistic effects of themany scientists interacting on FriendFeed are already apparent at this early stage of adoption.FriendFeed provides a convenient way to microblog from conferences by means of dedicated threads or discussion rooms created for the event, thus allowing to share comments within and across sessions, or even with people not physically present at the meeting. Such conference coverage has even received direct (e.g. ISMB09, BioSysBio09) or indirect (e.g. ISMB08) support from the conference organizers.
Above and beyond conference coverage,scientists use FriendFeed to share papers, experiences on laboratory equipment, resources for teaching, or anything else commonly asked at mailing lists.A number of real-world scientific collaborations have already been sparked from such interactions. Collaborative grant proposals have been initiated, submitted and some of them approved after the idea was passed around and discussed on FriendFeed. Several bioinformatics problems have been solved by code-sharing and advice. Articles in scientific journals have been published by FriendFeed users after meeting and discussing on the platform [1-5].
Of course, since FriendFeed was not designed forscientists, there is room for improvement in terms of usability for scientific purposes. For instance, files can only be uploaded upon starting a thread, not while commenting on it, and there is currently no functionality which infers a measure of reputation to a user from his/her contributions (though the wide-spread use of real names somewhat allows that to be imported). As with all online contributions, citability and long-term archivingare unresolved issues, as is the permanence of services whose source code is not public. Fortunately, the development of social networks tailored to the needs of scientists is actively being pursued from various angles. ThePolymath projects, in which researchers collaborate online to solve mathematical problems,provide a number ofexamples.The recent award of two NIH grantsof over $US10M each for exactly such purposes is another. Ultimately, the continued enthusiastic adoptionof the sophisticated variants of social filtering tools by a broad community of researchers interested in sharing their science will only increase the usefulness for and thus the capabilities of the online scientific community.
1 Lister, A., Charoensawan, V., De, S., James, K., Janga, S. C. C., Huppert, J., 2009. Interfacing systems biology and synthetic biology. Genome biology. 10 (6), 309+. http://genomebiology.com/2009/10/6/309
I’ve been meaning to link to this Autumn’s Inspiring Science newsletter, put out by Claire Willis and others at the Science Learning Centre North-East. Not only does it have interesting articles on the science outreach they’ve been involved with recently and what’s coming up in the near future, but it also has a short article on me and my partnered teacher, Louise, as part of the Teacher Scientist Network. Find more about the programme on the Inspiring Science website. Enjoy!
Back in March, I wrote a blog post about my experiences trying to find out a) if ontologies should be licensed, b) if ontologies could be licensed, and c) what sort of license would be appropriate. After all, it isn’t clear what sort of thing an ontology is: is it software, or is it a document, or is it something else completely? In this post, I included a response I had received from the nice folks over at Science Commons, giving their perspective on the situation.
For sharing ontologies in a community or publicly, it would be prudent to think about copyright and licensing. For example, the ontology creator could say that “to the extent I may have copyright in my ontology, I license it in the following way.” In that way, she can reassure the community that even in the event copyright is later found to exist, they may rely upon her offer of a license. This provides an important “safety net” for the community of users, given the uncertainty about whether a given ontology may be copyrightable.
The above section seems to be the biggest new point compared with their earlier statement. While they primarily recommend CC0, they do acknowledge that many researchers may wish to choose an attribution-based licences such as the CC Attribution license.
If you create ontologies, then you should read this article: it’s short, easy to understand, and gives you the information you need to make your own decisions.
I recently attended an open day at the Science Learning Centre North-East (SLCNE) in my role as half of a Teacher Scientist Network (TSN) partnership. There Louise, my partnered teacher, and I gave a short presentation on how the TSN works, and more specifically about our efforts last year. I enjoyed talking about what a positive experience it was, and also enjoyed seeing the other initiatives (such as Science in the Spotlight and Scientists@Work) that the SLCNE manages.
As an extra bonus, the newsletter for this Centre for Autumn had an article on my TSN partnership with Louise (hence the categorization of this post into the “Self Reference” section). Not only can you read the interview with me and Louise, but you can also read about:
‘Liquid Science’ in March 2010 at Newcastle’s Liquid and Diva Nightclub
How you can get funding from the Royal Society (up to £3000!) for “teachers and scientists or engineers to work together on creative investigations involving 5–16 year olds”. The funding goes straight to the school, and the closing date is November 6th. More information: www.royalsoc.ac.uk/education/partnership.htm.
Details on the 2009 SLCNE Christmas Lecture from Dr. Laura Grant. She’ll be giving a ‘Cool Science’ presentation “which looks at some of the strange things that happen at low temperatures. The lectures will be performed at four venues across the North East during the first week of December and are suitable for Year 6/7 pupils.” More information: www.slcne.org.uk/christmas.
Nature's Big Data Sepcial Issue. The article entitled "How do your data grow?" was one of the many articles in this issue that I enjoyed. It's interesting to note that these problems in management and curation of big data are only now getting special attention in Nature. When I worked at the EBI, it was common knowledge among the database curators that 1) it would be very difficult for them to find other work as curators if they left the EBI, and 2) the time and high skill level it takes to annotate and curate biological database entries means that it is very difficult to get high coverage in such databases. It's nice to finally see some recognition of all the work the biocurators do by a journal such as Nature. Finally, there are high-profile articles stating that curation begins at home, with the researcher, and that curation needs much more support from researcher-level all the way up to the level of the database curators.