In Defense of Science: An Interview with NCSE’s Eugenie Scott
Arm Yourselves for the Upcoming (Genetics) Revolution
Doubt and Denialism: Vaccine Myths Persist in the Face of Science
Gigapans: Panoramas that Bring You All the Way There
The Night Sky: Past and Present
Chemistry By Smell
Elephant Seals Through Eighth Grade Eyes
All (U.S.) Children Left Behind
Reliable Science Web Resource: Scitable
Sponsored
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Together these two partners created the \u003ca href=\"http://www.thetech.org/exhibits/permanent/index.php?sGalKey=gtwt&galKey=lt\">Genetics: Technology with a Twist\u003c/a> exhibition.\r\n\r\nYou can also see \u003ca href=\"https://ww2.kqed.org/science/author/dr-barry-starr/\">additional posts by Barry at KQED Science\u003c/a>, and read his \u003ca href=\"http://science.kqed.org/quest/author/dr-barry-starr/\">previous contributions\u003c/a> to \u003ca href=\"http://science.kqed.org/quest/\">QUEST\u003c/a>, a project dedicated to exploring the Science of Sustainability.","avatar":"https://secure.gravatar.com/avatar/4a5680e4c642ea0f0f3041af16018969?s=600&d=blank&r=g","twitter":"geneticsboy","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"science","roles":["author"]},{"site":"quest","roles":["subscriber"]}],"headData":{"title":"Dr. Barry Starr | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/4a5680e4c642ea0f0f3041af16018969?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/4a5680e4c642ea0f0f3041af16018969?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/dr-barry-starr"},"andrew-alden":{"type":"authors","id":"6228","meta":{"index":"authors_1591205172","id":"6228","found":true},"name":"Andrew Alden","firstName":"Andrew","lastName":"Alden","slug":"andrew-alden","email":"alden@andrew-alden.com","display_author_email":false,"staff_mastheads":[],"title":null,"bio":"Andrew Alden earned his geology degree at the University of New Hampshire and moved back to the Bay Area to work at the U.S. Geological Survey for six years. He has \u003ca href=\"http://geology.about.com/\">written on geology for About.com\u003c/a> since its founding in 1997. In 2007, he started the Oakland Geology blog, which won recognition as \"Best of the East Bay\" from the \u003ci>East Bay Express\u003c/i> in 2010. In writing about geology in the Bay Area and surroundings, he hopes to share some of the useful and pleasurable insights that geologists give us—not just facts about the deep past, but an attitude that might be called the \u003ci>deep present\u003c/i>.\r\n\r\nRead his \u003ca href=\"http://science.kqed.org/quest/author/andrew-alden/\">previous contributions\u003c/a> to \u003ca href=\"http://http://science.kqed.org/quest/\">QUEST\u003c/a>, a project dedicated to exploring the Science of Sustainability.","avatar":"https://secure.gravatar.com/avatar/9eaa0afc32f98c5fc7ce634437334a64?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"science","roles":["author"]},{"site":"quest","roles":["subscriber"]}],"headData":{"title":"Andrew Alden | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/9eaa0afc32f98c5fc7ce634437334a64?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/9eaa0afc32f98c5fc7ce634437334a64?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/andrew-alden"},"lizagross":{"type":"authors","id":"6322","meta":{"index":"authors_1591205172","id":"6322","found":true},"name":"Liza Gross","firstName":"Liza","lastName":"Gross","slug":"lizagross","email":"lizagross@gmail.com","display_author_email":false,"staff_mastheads":[],"title":null,"bio":"Liza Gross, an award-winning independent journalist and senior editor at the biomedical journal PLOS Biology, writes mostly about conservation and public and environmental health. She was a 2013 recipient of the NYU Reporting Award, a 2013 Dennis Hunt Health Journalism fellow and a 2015 USC Data Journalism fellow.\r\n\r\nRead her \u003ca href=\"http://science.kqed.org/quest/author/lizagross/\">previous contributions\u003c/a> to \u003ca href=\"science.kqed.org/quest/\">QUEST\u003c/a>, a project dedicated to exploring the Science of Sustainability.","avatar":"https://secure.gravatar.com/avatar/1f7d36efc78088d63466cef5f10c4c7a?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"stateofhealth","roles":["author"]},{"site":"science","roles":["author"]},{"site":"quest","roles":["subscriber"]}],"headData":{"title":"Liza Gross | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/1f7d36efc78088d63466cef5f10c4c7a?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/1f7d36efc78088d63466cef5f10c4c7a?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/lizagross"},"jennifer-skene":{"type":"authors","id":"10200","meta":{"index":"authors_1591205172","id":"10200","found":true},"name":"Jennifer Skene","firstName":"Jennifer","lastName":"Skene","slug":"jennifer-skene","email":"jen@skene.org","display_author_email":false,"staff_mastheads":[],"title":null,"bio":"Jennifer Skene develops curriculum on climate change and ocean sciences at the Lawrence Hall of Science and teaches biology and science communication at Mills College and the University of California Berkeley. She has a degree in biology from Brown University and a Ph.D. in Integrative Biology from UC Berkeley. She started working with QUEST in 2008 as an intern. She has written for the Berkeley Science Review and the UC Museum of Paleontology’s Understanding Evolution and Understanding Science websites.","avatar":"https://secure.gravatar.com/avatar/aef770c1852a70b094a8f4ef2c3107e6?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"quest","roles":["subscriber"]}],"headData":{"title":"Jennifer Skene | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/aef770c1852a70b094a8f4ef2c3107e6?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/aef770c1852a70b094a8f4ef2c3107e6?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/jennifer-skene"},"davidhuppert":{"type":"authors","id":"10296","meta":{"index":"authors_1591205172","id":"10296","found":true},"name":"David Huppert","firstName":"David","lastName":"Huppert","slug":"davidhuppert","email":"dhuppert@unctv.org","display_author_email":false,"staff_mastheads":[],"title":null,"bio":"As a producer/reporter for UNC-TV, David Huppert has spent the last 6 years immersing himself in the Old North State's culture and folklore, consuming as much of state's rich legacy (and barbecue) as possible.\r\n\r\nDavid returns to UNC-TV after a one-year hiatus in NYC where he produced for CBS This Morning. Since 2000 David has produced pieces for public television (UNC-TV, Charlie Rose) and commercial news (CBS, FNC’s The O’Reilly Factor, CNBC).\r\n\r\nWhen he’s not telling stories for television, David is either working on a documentary about Alaska’s Wrangell-St. Elias National Park, or gallivanting around North Carolina with his wife, @mediumish. You can follow him @hupdiggs and at vimeo.com/davidhuppert","avatar":"https://secure.gravatar.com/avatar/ee54583217cf12dbdba4ce61ceacb7fd?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"quest","roles":["leadcoordinator","subscriber"]}],"headData":{"title":"David Huppert | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/ee54583217cf12dbdba4ce61ceacb7fd?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/ee54583217cf12dbdba4ce61ceacb7fd?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/davidhuppert"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"quest_42879":{"type":"posts","id":"quest_42879","meta":{"index":"posts_1591205157","site":"quest","id":"42879","score":null,"sort":[1345652832000]},"guestAuthors":[],"slug":"in-defense-of-science-an-interview-with-ncse%e2%80%99s-eugenie-scott","title":"In Defense of Science: An Interview with NCSE’s Eugenie Scott","publishDate":1345652832,"format":"standard","headTitle":"QUEST | KQED Science","labelTerm":{"site":"quest"},"content":"\u003cfigure id=\"attachment_42894\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/quest/2012/08/22/in-defense-of-science-an-interview-with-ncse%e2%80%99s-eugenie-scott/p1020007-2/\" rel=\"attachment wp-att-42894\">\u003cimg class=\"size-thumbnail wp-image-42894\" title=\"Eugenie Scott\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2012/08/genie2-300x169.jpg\" alt=\"Eugenie Scott\" width=\"300\" height=\"169\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Eugenie Scott, president of the Bay Area Skeptics and executive director of the National Center for Science Education. A physical anthropologist by training, Scott has spent the past three decades defending sound science and the teaching of evolution in schools. (Photo: Liza Gross)\u003c/figcaption>\u003c/figure>\n\u003cp>A few weeks ago \u003ca href=\"http://ww2.kqed.org/quest/2012/08/08/doubt-and-denialism-vaccine-myths-persist-in-the-face-of-science/\">I wrote about what happens\u003c/a> when people respond to well-established science with disbelief or mistrust. As I noted, this is an occupational risk for researchers who work on vaccines (and journalists who write about them), which is why I told a cautionary tale about rejecting science in the face of super-bugs. The piece resonated with readers, but not in the way I’d hoped. Of nearly 220 comments, the vast majority opposed vaccination, for various reasons, rejecting the science.\u003c/p>\n\u003cp>As I considered how to respond, I wondered how science educators might deal with the chasm between scientific facts and public opinion. Then it struck me: who better to consider rebukes of mainstream science than the Bay Area’s own \u003ca href=\"http://ncse.com/evolution/eugenie-scott-wins-stephen-jay-gould-prize\">Eugenie Scott\u003c/a>?\u003c/p>\n\u003cp>One of America’s most revered science guardians, Scott has long taught rational thought and “science as a way of knowing” as president of the \u003ca href=\"http://www.baskeptics.org/about\">Bay Area Skeptics \u003c/a>and as executive director of the Oakland-based \u003ca href=\"http://ncse.com/about\">National Center for Science Education\u003c/a>.\u003c/p>\n\u003cp>Best-known for defending the teaching of evolution in public schools, Scott led NCSE into the climate wars in January, when the center launched its \u003ca href=\"http://ncse.com/about\">climate change education initiative\u003c/a> to help educators under attack for teaching students about climate change.\u003c/p>\n\u003cp>I spoke with Scott last week about the challenges of communicating science when evidence runs headlong into ideology, belief, and denial.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Gross:\u003c/strong> One thing I noticed in some of the comments last week was a tendency to glom onto rare events, like adverse reactions to vaccines, to reject an entire body of science. NCSE hasn’t taken on the anti-vaccination issue, but do you see something similar with those who reject evolution and climate change?\u003c/p>\n\u003cp>\u003cstrong>Scott:\u003c/strong> This kind of anomaly mongering is something that we’ve dealt with for decades with evolution. We’re starting to learn more about it with climate change. One such anomaly is the fact that 1998 was an unusually warm year. So if you measure from 1998 to 2008--the line goes down--cooling has happened, therefore global warming is not taking place. Now, this is exactly parallel to the kind of anomaly mongering you get with creationism. Where they’ll point to the live mollusk that carbon 14 dating indicated had been dead for 3,000 years, and say, therefore radioisotopic dating is not valid, therefore the Earth is young, therefore, evolution didn’t take place. It’s a logical series of arguments in one sense except the premises are all wrong because these are anomalies.\u003c/p>\n\u003cfigure id=\"attachment_42909\" class=\"wp-caption alignleft\" style=\"max-width: 267px\">\u003ca href=\"http://ww2.kqed.org/quest/2012/08/22/in-defense-of-science-an-interview-with-ncse%e2%80%99s-eugenie-scott/editorial_cartoon_depicting_charles_darwin_as_an_ape_1871/\" rel=\"attachment wp-att-42909\">\u003cimg class=\"size-large wp-image-42909\" title=\"Editorial_cartoon_depicting_Charles_Darwin_as_an_ape_(1871)\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2012/08/Editorial_cartoon_depicting_Charles_Darwin_as_an_ape_1871-267x360.jpg\" alt=\"Darwin as ape\" width=\"267\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">This satirical cartoon depicting Charles Darwin as an ape, published in 1871, following the publication of Darwin's \"The Descent of Man,\" typified reactions of those who rejected Darwin's contention that humans and apes shared common ancestry.\u003c/figcaption>\u003c/figure>\n\u003cp>In the case of the 1998 year, that’s cherry picking the data in a most egregious fashion, because if you pick just about any other year, you’ll find that the climate is getting warmer. And with the living mollusk, \u003ca href=\"http://www.bcin.ca/Interface/openbcin.cgi?submit=submit&Chinkey=64152\">that article was not an attack upon radioisotopic dating\u003c/a>, but a methodology article showing the difference between carbon absorption in lacustrine [lake] versus riverine environments and how you must consider the source of your sample.\u003c/p>\n\u003cp>You find the same thing with people who object to vaccines. They’ll pick some anomalous observation and say, “See, see, we told you vaccines are dangerous,” or “We told you they’re ineffective,” or something along those lines.\u003c/p>\n\u003cp>To understand this phenomenon you really have to dig deeper into what is motivating people. First of all, I’d like to distinguish between the people who lead these movements versus the people who follow them. They’re not the ones generating the vaccine anomaly, so to speak, but they’ve read this literature and they’re parroting what they’ve heard. And your heart goes out to them. They’re concerned about their children. They don’t want their kids to get sick. But as many admit, they don’t fully understand the science. And your decisions are obviously going to be influenced by your emotions. We’re human beings, not automatons. But you need to temper them with good information, empirical information, dare I say scientific information, in order to make the best decisions.\u003c/p>\n\u003cp>\u003cstrong>Gross:\u003c/strong> Another parallel with the evolution and climate change denial narrative, which seems to relate to motivation, is the changing rationale for doubting the science. The reasons change but the doubt doesn’t, as if doubt itself is a motivation. How do you counter doubt with science?\u003c/p>\n\u003cp>\u003cstrong>Scott:\u003c/strong> Well, I think one of the things to remember is that, like Gaul [\u003ca href=\"http://classics.mit.edu/Caesar/gallic.1.1.html\">Julius Caesar’s Gallic conquest\u003c/a>], the public is divided into three parts. You have the people who are perfectly okay with vaccines. You have the people who are really, really concerned about vaccines, and you have the vast majority of Americans who are in the middle. They haven’t thought about it very much. They are reachable with information.\u003c/p>\n\u003cp>I think we are unwise as scientists or as people who want to help the public understand science to ignore motivation. But we have to remember that different audiences are open to a different kinds of information. And I just can’t imagine that knowledge and information and the empirical evidence and the results of good studies are immaterial, especially for that middle group. They may be less likely to persuade the people in the category of, “I’ve got my fingers stuck in my ears and I don’t want to listen,” who have a really strong emotional, ideological investment in a position.\u003c/p>\n\u003cp>NCSE has always aimed at that big middle. In the case of evolution, the people who are not conservative Christians, who don’t have a religious or ideological reason to object to evolution but who just don’t know very much about it and who are reachable. I think with vaccines that should be the target for those of us who want to improve the understanding of vaccines and help communicate the importance of why you need to vaccinate your child.\u003c/p>\n\u003cp>\u003cstrong>Gross:\u003c/strong> How do you reach the people in the middle when organized groups routinely perpetuate the myths? For a nonscientist it’s very difficult to figure out what to think, especially when the so-called “debates” on these issues become so emotionally charged. How do you cut through the emotions to help people think rationally?\u003c/p>\n\u003cfigure id=\"attachment_42942\" class=\"wp-caption alignleft\" style=\"max-width: 340px\">\u003ca href=\"http://ww2.kqed.org/quest/2012/08/22/in-defense-of-science-an-interview-with-ncse%e2%80%99s-eugenie-scott/misconceptions_flawedtheory/\" rel=\"attachment wp-att-42942\">\u003cimg class=\"size-large wp-image-42942\" title=\"misconceptions_flawedtheory\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2012/08/misconceptions_flawedtheory-340x360.gif\" alt=\"UCMP evolution creationism cartoon\" width=\"340\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">(Credit: University of California Museum of Paleontology - Understanding Evolution - www.berkeley.edu)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Scott:\u003c/strong> Our experience with the evolution and climate change issues has been to recognize that there is a huge amount of dichotomous thinking going on. In the case of evolution you’re either a good guy Christian creationist or you’re a bad guy evolutionist atheist. Those are the packages that many students come into classrooms with. So breaking apart these dichotomies is very important because they’re false dichotomies.\u003c/p>\n\u003cp>With Christians, there’s really a huge range of views about evolution from the most extreme creationists to theistic evolution, which is a position that God created [humans] through evolution. This is actually mainstream Christianity. The most extreme creationism goes from flat-Earthism through geocentrism to young-Earth creationism to old-Earth creationism to theistic evolution.\u003c/p>\n\u003cp>There’s also dichotomous thinking going on in terms of climate change that doesn’t have anything to do with the science but with ideologies that prevent people from listening to the science. You’re either a good Republican, anti-global-warming person or you’re a pro-big-government, political liberal, global warming accepter.\u003c/p>\n\u003cp>Finding the people who think ideologically but still accept the science is what we would like to do. Our job at NCSE, at least in global warming and evolution, has been to point out that these dichotomies are false. And to find the people in intermediate positions who hold those ideological positions, find the conservative Christians who accept evolution, find the Republicans who accept global warming, find the libertarians who accept global warming and say, “See, you don’t need to let ideology get in the way to accept the science.”\u003c/p>\n\u003cp>\u003cstrong>Gross:\u003c/strong> There seems to be a similar dichotomy with vaccination.\u003c/p>\n\u003cp>\u003cstrong>Scott:\u003c/strong> Well, it’s different. It’s people protecting their kids. That’s the ideology. Go back to motivation. Why is it that people are rejecting vaccination for their kids? It’s obviously an emotional thing, I’m not criticizing that. People love their kids but they’re just hyper, hyper worried. I think that’s probably the motivator. So, when they hear something that is on the other side of standard science, they don’t know whether it’s credible or not but the more things they read they talk themselves into believing it. And, yes, there’s this kind of dichotomous reasoning: \"You’re either a good guy who really loves your kid or you’re a dogmatic scientist trying to cram this stuff down our throats.\"\u003c/p>\n\u003cp>The intermediate position that we try to invoke in the other two controversies we deal with is in this case people whose children have autism or perhaps other conditions people ascribe to vaccines but who still support vaccination. They have a credibility with other parents that scientists don’t. A scientist who is a parent can obviously wear two hats, but parents who can speak the language, so to speak, parents who are coping with an autistic child or a child who has suffered one of the diseases that are attributed to vaccinations can have more credibility.\u003c/p>\n\u003cp>Again, I think we shouldn’t abandon the people who are in that one segment of society who are bound and determined not to accept vaccinations but we should really focus our attention more on keeping people from slipping down into that category. Certainly, that’s what we’ve done with evolution and that’s what we are likely to be doing with climate change as well.\u003c/p>\n\u003cp>\u003cstrong>Gross:\u003c/strong> Do you think the fact that scientists argue over some aspects of science, like when to get mammograms, feeds into people’s doubts, so they think scientists don’t really know any more than they do?\u003c/p>\n\u003cp>\u003cstrong>Scott:\u003c/strong> I think so much of what people misunderstand about science is this balance between science being very reliable in explaining the natural world yet it’s expandable. It’s the idea of core ideas of science, of frontier ideas, and then fringe ideas. We can expand our understanding of nature by testing new ideas against nature and throwing out the ones that don’t work, tentatively keeping the ones that do work because we need more and more tests before that tentative explanation goes into the core. But once we get that consensus, once scientists have arm wrestled over this new explanation and we’ve tested it up one side and down another and it goes into that core, then we stop arguing about it. This is where we are with evolution and climate change and the basic theory of vaccination—the basic understanding of antigens and antibodies and how you can prevent antigens from causing disease by zapping them with antibodies, which you acquire by getting a vaccination or getting the disease. Which do you want? Believe me, a vaccination is much more benign.\u003c/p>\n\u003cp>That basic understanding about what makes vaccinations work is a core idea of science. We’re just not debating whether that works or not any more than we’re debating whether living things have common ancestors or the planet’s getting warmer.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>[youtube=http://www.youtube.com/watch?v=4GXPQzY58bs]\u003c/p>\n\n","blocks":[],"excerpt":"Eugenie Scott, longtime director of Oakland's National Center for Science Education, has won numerous awards for helping the public understand science and defending evolution, especially against threats to replace it with “creation science” in public schools. She shares her thoughts on the challenges of communicating science in a climate of denial.","status":"publish","parent":0,"modified":1366826182,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":2056},"headData":{"title":"In Defense of Science: An Interview with NCSE’s Eugenie Scott | KQED","description":"Eugenie Scott, longtime director of Oakland's National Center for Science Education, has won numerous awards for helping the public understand science and defending evolution, especially against threats to replace it with “creation science” in public schools. She shares her thoughts on the challenges of communicating science in a climate of denial.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"In Defense of Science: An Interview with NCSE’s Eugenie Scott","datePublished":"2012-08-22T16:27:12.000Z","dateModified":"2013-04-24T17:56:22.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"42879 http://science.kqed.org/quest/?p=42879","disqusUrl":"https://ww2.kqed.org/quest/2012/08/22/in-defense-of-science-an-interview-with-ncse%e2%80%99s-eugenie-scott/","disqusTitle":"In Defense of Science: An Interview with NCSE’s Eugenie Scott","path":"/quest/42879/in-defense-of-science-an-interview-with-ncse%e2%80%99s-eugenie-scott","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_42894\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/quest/2012/08/22/in-defense-of-science-an-interview-with-ncse%e2%80%99s-eugenie-scott/p1020007-2/\" rel=\"attachment wp-att-42894\">\u003cimg class=\"size-thumbnail wp-image-42894\" title=\"Eugenie Scott\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2012/08/genie2-300x169.jpg\" alt=\"Eugenie Scott\" width=\"300\" height=\"169\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Eugenie Scott, president of the Bay Area Skeptics and executive director of the National Center for Science Education. A physical anthropologist by training, Scott has spent the past three decades defending sound science and the teaching of evolution in schools. (Photo: Liza Gross)\u003c/figcaption>\u003c/figure>\n\u003cp>A few weeks ago \u003ca href=\"http://ww2.kqed.org/quest/2012/08/08/doubt-and-denialism-vaccine-myths-persist-in-the-face-of-science/\">I wrote about what happens\u003c/a> when people respond to well-established science with disbelief or mistrust. As I noted, this is an occupational risk for researchers who work on vaccines (and journalists who write about them), which is why I told a cautionary tale about rejecting science in the face of super-bugs. The piece resonated with readers, but not in the way I’d hoped. Of nearly 220 comments, the vast majority opposed vaccination, for various reasons, rejecting the science.\u003c/p>\n\u003cp>As I considered how to respond, I wondered how science educators might deal with the chasm between scientific facts and public opinion. Then it struck me: who better to consider rebukes of mainstream science than the Bay Area’s own \u003ca href=\"http://ncse.com/evolution/eugenie-scott-wins-stephen-jay-gould-prize\">Eugenie Scott\u003c/a>?\u003c/p>\n\u003cp>One of America’s most revered science guardians, Scott has long taught rational thought and “science as a way of knowing” as president of the \u003ca href=\"http://www.baskeptics.org/about\">Bay Area Skeptics \u003c/a>and as executive director of the Oakland-based \u003ca href=\"http://ncse.com/about\">National Center for Science Education\u003c/a>.\u003c/p>\n\u003cp>Best-known for defending the teaching of evolution in public schools, Scott led NCSE into the climate wars in January, when the center launched its \u003ca href=\"http://ncse.com/about\">climate change education initiative\u003c/a> to help educators under attack for teaching students about climate change.\u003c/p>\n\u003cp>I spoke with Scott last week about the challenges of communicating science when evidence runs headlong into ideology, belief, and denial.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Gross:\u003c/strong> One thing I noticed in some of the comments last week was a tendency to glom onto rare events, like adverse reactions to vaccines, to reject an entire body of science. NCSE hasn’t taken on the anti-vaccination issue, but do you see something similar with those who reject evolution and climate change?\u003c/p>\n\u003cp>\u003cstrong>Scott:\u003c/strong> This kind of anomaly mongering is something that we’ve dealt with for decades with evolution. We’re starting to learn more about it with climate change. One such anomaly is the fact that 1998 was an unusually warm year. So if you measure from 1998 to 2008--the line goes down--cooling has happened, therefore global warming is not taking place. Now, this is exactly parallel to the kind of anomaly mongering you get with creationism. Where they’ll point to the live mollusk that carbon 14 dating indicated had been dead for 3,000 years, and say, therefore radioisotopic dating is not valid, therefore the Earth is young, therefore, evolution didn’t take place. It’s a logical series of arguments in one sense except the premises are all wrong because these are anomalies.\u003c/p>\n\u003cfigure id=\"attachment_42909\" class=\"wp-caption alignleft\" style=\"max-width: 267px\">\u003ca href=\"http://ww2.kqed.org/quest/2012/08/22/in-defense-of-science-an-interview-with-ncse%e2%80%99s-eugenie-scott/editorial_cartoon_depicting_charles_darwin_as_an_ape_1871/\" rel=\"attachment wp-att-42909\">\u003cimg class=\"size-large wp-image-42909\" title=\"Editorial_cartoon_depicting_Charles_Darwin_as_an_ape_(1871)\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2012/08/Editorial_cartoon_depicting_Charles_Darwin_as_an_ape_1871-267x360.jpg\" alt=\"Darwin as ape\" width=\"267\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">This satirical cartoon depicting Charles Darwin as an ape, published in 1871, following the publication of Darwin's \"The Descent of Man,\" typified reactions of those who rejected Darwin's contention that humans and apes shared common ancestry.\u003c/figcaption>\u003c/figure>\n\u003cp>In the case of the 1998 year, that’s cherry picking the data in a most egregious fashion, because if you pick just about any other year, you’ll find that the climate is getting warmer. And with the living mollusk, \u003ca href=\"http://www.bcin.ca/Interface/openbcin.cgi?submit=submit&Chinkey=64152\">that article was not an attack upon radioisotopic dating\u003c/a>, but a methodology article showing the difference between carbon absorption in lacustrine [lake] versus riverine environments and how you must consider the source of your sample.\u003c/p>\n\u003cp>You find the same thing with people who object to vaccines. They’ll pick some anomalous observation and say, “See, see, we told you vaccines are dangerous,” or “We told you they’re ineffective,” or something along those lines.\u003c/p>\n\u003cp>To understand this phenomenon you really have to dig deeper into what is motivating people. First of all, I’d like to distinguish between the people who lead these movements versus the people who follow them. They’re not the ones generating the vaccine anomaly, so to speak, but they’ve read this literature and they’re parroting what they’ve heard. And your heart goes out to them. They’re concerned about their children. They don’t want their kids to get sick. But as many admit, they don’t fully understand the science. And your decisions are obviously going to be influenced by your emotions. We’re human beings, not automatons. But you need to temper them with good information, empirical information, dare I say scientific information, in order to make the best decisions.\u003c/p>\n\u003cp>\u003cstrong>Gross:\u003c/strong> Another parallel with the evolution and climate change denial narrative, which seems to relate to motivation, is the changing rationale for doubting the science. The reasons change but the doubt doesn’t, as if doubt itself is a motivation. How do you counter doubt with science?\u003c/p>\n\u003cp>\u003cstrong>Scott:\u003c/strong> Well, I think one of the things to remember is that, like Gaul [\u003ca href=\"http://classics.mit.edu/Caesar/gallic.1.1.html\">Julius Caesar’s Gallic conquest\u003c/a>], the public is divided into three parts. You have the people who are perfectly okay with vaccines. You have the people who are really, really concerned about vaccines, and you have the vast majority of Americans who are in the middle. They haven’t thought about it very much. They are reachable with information.\u003c/p>\n\u003cp>I think we are unwise as scientists or as people who want to help the public understand science to ignore motivation. But we have to remember that different audiences are open to a different kinds of information. And I just can’t imagine that knowledge and information and the empirical evidence and the results of good studies are immaterial, especially for that middle group. They may be less likely to persuade the people in the category of, “I’ve got my fingers stuck in my ears and I don’t want to listen,” who have a really strong emotional, ideological investment in a position.\u003c/p>\n\u003cp>NCSE has always aimed at that big middle. In the case of evolution, the people who are not conservative Christians, who don’t have a religious or ideological reason to object to evolution but who just don’t know very much about it and who are reachable. I think with vaccines that should be the target for those of us who want to improve the understanding of vaccines and help communicate the importance of why you need to vaccinate your child.\u003c/p>\n\u003cp>\u003cstrong>Gross:\u003c/strong> How do you reach the people in the middle when organized groups routinely perpetuate the myths? For a nonscientist it’s very difficult to figure out what to think, especially when the so-called “debates” on these issues become so emotionally charged. How do you cut through the emotions to help people think rationally?\u003c/p>\n\u003cfigure id=\"attachment_42942\" class=\"wp-caption alignleft\" style=\"max-width: 340px\">\u003ca href=\"http://ww2.kqed.org/quest/2012/08/22/in-defense-of-science-an-interview-with-ncse%e2%80%99s-eugenie-scott/misconceptions_flawedtheory/\" rel=\"attachment wp-att-42942\">\u003cimg class=\"size-large wp-image-42942\" title=\"misconceptions_flawedtheory\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2012/08/misconceptions_flawedtheory-340x360.gif\" alt=\"UCMP evolution creationism cartoon\" width=\"340\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">(Credit: University of California Museum of Paleontology - Understanding Evolution - www.berkeley.edu)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Scott:\u003c/strong> Our experience with the evolution and climate change issues has been to recognize that there is a huge amount of dichotomous thinking going on. In the case of evolution you’re either a good guy Christian creationist or you’re a bad guy evolutionist atheist. Those are the packages that many students come into classrooms with. So breaking apart these dichotomies is very important because they’re false dichotomies.\u003c/p>\n\u003cp>With Christians, there’s really a huge range of views about evolution from the most extreme creationists to theistic evolution, which is a position that God created [humans] through evolution. This is actually mainstream Christianity. The most extreme creationism goes from flat-Earthism through geocentrism to young-Earth creationism to old-Earth creationism to theistic evolution.\u003c/p>\n\u003cp>There’s also dichotomous thinking going on in terms of climate change that doesn’t have anything to do with the science but with ideologies that prevent people from listening to the science. You’re either a good Republican, anti-global-warming person or you’re a pro-big-government, political liberal, global warming accepter.\u003c/p>\n\u003cp>Finding the people who think ideologically but still accept the science is what we would like to do. Our job at NCSE, at least in global warming and evolution, has been to point out that these dichotomies are false. And to find the people in intermediate positions who hold those ideological positions, find the conservative Christians who accept evolution, find the Republicans who accept global warming, find the libertarians who accept global warming and say, “See, you don’t need to let ideology get in the way to accept the science.”\u003c/p>\n\u003cp>\u003cstrong>Gross:\u003c/strong> There seems to be a similar dichotomy with vaccination.\u003c/p>\n\u003cp>\u003cstrong>Scott:\u003c/strong> Well, it’s different. It’s people protecting their kids. That’s the ideology. Go back to motivation. Why is it that people are rejecting vaccination for their kids? It’s obviously an emotional thing, I’m not criticizing that. People love their kids but they’re just hyper, hyper worried. I think that’s probably the motivator. So, when they hear something that is on the other side of standard science, they don’t know whether it’s credible or not but the more things they read they talk themselves into believing it. And, yes, there’s this kind of dichotomous reasoning: \"You’re either a good guy who really loves your kid or you’re a dogmatic scientist trying to cram this stuff down our throats.\"\u003c/p>\n\u003cp>The intermediate position that we try to invoke in the other two controversies we deal with is in this case people whose children have autism or perhaps other conditions people ascribe to vaccines but who still support vaccination. They have a credibility with other parents that scientists don’t. A scientist who is a parent can obviously wear two hats, but parents who can speak the language, so to speak, parents who are coping with an autistic child or a child who has suffered one of the diseases that are attributed to vaccinations can have more credibility.\u003c/p>\n\u003cp>Again, I think we shouldn’t abandon the people who are in that one segment of society who are bound and determined not to accept vaccinations but we should really focus our attention more on keeping people from slipping down into that category. Certainly, that’s what we’ve done with evolution and that’s what we are likely to be doing with climate change as well.\u003c/p>\n\u003cp>\u003cstrong>Gross:\u003c/strong> Do you think the fact that scientists argue over some aspects of science, like when to get mammograms, feeds into people’s doubts, so they think scientists don’t really know any more than they do?\u003c/p>\n\u003cp>\u003cstrong>Scott:\u003c/strong> I think so much of what people misunderstand about science is this balance between science being very reliable in explaining the natural world yet it’s expandable. It’s the idea of core ideas of science, of frontier ideas, and then fringe ideas. We can expand our understanding of nature by testing new ideas against nature and throwing out the ones that don’t work, tentatively keeping the ones that do work because we need more and more tests before that tentative explanation goes into the core. But once we get that consensus, once scientists have arm wrestled over this new explanation and we’ve tested it up one side and down another and it goes into that core, then we stop arguing about it. This is where we are with evolution and climate change and the basic theory of vaccination—the basic understanding of antigens and antibodies and how you can prevent antigens from causing disease by zapping them with antibodies, which you acquire by getting a vaccination or getting the disease. Which do you want? Believe me, a vaccination is much more benign.\u003c/p>\n\u003cp>That basic understanding about what makes vaccinations work is a core idea of science. We’re just not debating whether that works or not any more than we’re debating whether living things have common ancestors or the planet’s getting warmer.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/4GXPQzY58bs'\n title='//www.youtube.com/embed/4GXPQzY58bs'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/quest/42879/in-defense-of-science-an-interview-with-ncse%e2%80%99s-eugenie-scott","authors":["6322"],"categories":["quest_4","quest_6","quest_12"],"tags":["quest_621","quest_622","quest_723","quest_11381","quest_1032","quest_11382","quest_13202","quest_2532","quest_13365","quest_3054"],"featImg":"quest_42894","label":"quest"},"quest_42743":{"type":"posts","id":"quest_42743","meta":{"index":"posts_1591205157","site":"quest","id":"42743","score":null,"sort":[1345475213000]},"guestAuthors":[],"slug":"arm-yourselves-for-the-upcoming-genetics-revolution","title":"Arm Yourselves for the Upcoming (Genetics) Revolution","publishDate":1345475213,"format":"standard","headTitle":"QUEST | KQED Science","labelTerm":{"site":"quest"},"content":"\u003cfigure id=\"attachment_42745\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/quest/2012/08/20/arm-yourselves-for-the-upcoming-genetics-revolution/stanfordatthetech/\" rel=\"attachment wp-att-42745\">\u003cimg class=\"size-full wp-image-42745\" title=\"StanfordAtTheTech\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2012/08/StanfordAtTheTech.jpg\" alt=\"\" width=\"640\" height=\"367\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2012/08/StanfordAtTheTech.jpg 640w, https://ww2.kqed.org/app/uploads/sites/39/2012/08/StanfordAtTheTech-400x229.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A multipronged approach to increasing genetics understanding.\u003c/figcaption>\u003c/figure>\n\u003cp>In the not too distant future, we’ll all have a map of our DNA in our hands. And lots of studies show that most of us are woefully unprepared for this latest genetic revolution. (See the links at the end for a selection of these studies.)\u003c/p>\n\u003cp>As a nation, we aren’t teaching the right genetics in our schools. And for those of us out of school, the situation is, if anything, even worse. By and large we lack the fundamental knowledge needed to properly interpret the avalanche of data headed our way.\u003c/p>\n\u003cp>Without this kind of knowledge, we are sure to get bamboozled by hucksters out there willing to sell us the “right” snake oil based on our DNA data. Even scarier, we may not make the right health decisions based on our DNA. And don’t necessarily count on your doctor for help navigating your way through these data. They are often as unprepared as the rest of us.\u003c/p>\n\u003cfigure id=\"attachment_42768\" class=\"wp-caption alignright\" style=\"max-width: 150px\">\u003ca href=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2012/08/blaschkos_lines.jpg\">\u003cimg class=\"size-full wp-image-42768\" title=\"blaschkos_lines\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2012/08/blaschkos_lines.jpg\" alt=\"\" width=\"150\" height=\"200\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Chimeras are so cool! Sometimes these lines become apparent in chimeras under UV light.\u003c/figcaption>\u003c/figure>\n\u003cp>This is a big reason that the \u003ca href=\"http://genetics.stanford.edu/outreach/tech.html\">Stanford at The Tech program\u003c/a> has decided to publish the book, \u003cem>\u003ca href=\"http://genetics.thetech.org/book-titles\">When Will Broccoli Taste like Chocolate?\u003c/a>\u003c/em> (you can buy it from Amazon \u003ca href=\"http://www.amazon.com/gp/product/1477578714/ref=as_li_qf_sp_asin_il_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=1477578714&linkCode=as2&tag=staatthetec-20\">here\u003c/a>). It is a book that teaches genetics in a fun way by focusing on interesting cases and explaining the genetics behind them. Without even trying, you’ll get the solid footing you need to interpret your DNA. Or at the very least understand other people’s interpretations!\u003c/p>\n\u003cp>One of my favorite parts is the section on chimeras. Chimeras are fraternal twins who fused together at a very early stage of development. They are a single person who has one set of cells (and so one set of DNA) from one twin and another set of cells (and DNA) from the other twin.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>These chimeras don’t have two heads and four arms or anything like that. In fact, their differences are usually so subtle that they are invisible to the naked eye. They are often revealed only after they take some sort of genetic test (like a \u003ca href=\"http://www.mymultiplesclerosis.co.uk/misc/chimera.html\">paternity test\u003c/a> or a \u003ca href=\"http://www.katewerk.com/chimera.html\">tissue typing test\u003c/a> to find a new organ). And then what a revelation! Often the tests come back saying the chimera is not the parent of his or her children.\u003c/p>\n\u003cp>Chimeras are a great way to learn about DNA, genes, genetic tests and so on. And as you’ll see in the excerpt below, once you add in a link to a \u003ca href=\"http://www.csiguide.com/episodedetail.aspx?csi=157\">CSI episode\u003c/a> where a rapist almost gets away because he is a chimera, you end up with a fascinating read.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/quest/2012/08/20/arm-yourselves-for-the-upcoming-genetics-revolution/excerpt500wwbtlc/\" rel=\"attachment wp-att-42744\">\u003cimg class=\"aligncenter size-full wp-image-42744\" title=\"Excerpt500WWBTLC\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2012/08/Excerpt500WWBTLC.gif\" alt=\"\" width=\"500\" height=\"755\">\u003c/a>\u003c/p>\n\u003cp>The story goes on to explain why a chimera isn't torn apart by its immune system, other ways besides chimeras to have multiple DNAs and lots more.\u003c/p>\n\u003cp>For parents and parents-to-be, there is a section on eye and hair color so they can understand how their children ended up with the coloring they got. For example, blue-eyed parents can breathe a sigh of relief if they have a green or brown eyed child because we show that despite what your high school biology teacher told you, this can and does happen. Parents-to-be can even use this information to predict what hair and eye color their children are most likely to have!\u003c/p>\n\u003cfigure id=\"attachment_42769\" class=\"wp-caption alignright\" style=\"max-width: 150px\">\u003ca href=\"http://ww2.kqed.org/quest/2012/08/20/arm-yourselves-for-the-upcoming-genetics-revolution/browneye/\" rel=\"attachment wp-att-42769\">\u003cimg class=\"size-full wp-image-42769\" title=\"BrownEye\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2012/08/BrownEye.jpg\" alt=\"\" width=\"150\" height=\"150\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2012/08/BrownEye.jpg 150w, https://ww2.kqed.org/app/uploads/sites/39/2012/08/BrownEye-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/39/2012/08/BrownEye-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/39/2012/08/BrownEye-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/39/2012/08/BrownEye-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/39/2012/08/BrownEye-75x75.jpg 75w\" sizes=\"(max-width: 150px) 100vw, 150px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">This person could have had blue eyed parents.\u003c/figcaption>\u003c/figure>\n\u003cp>For people who want to know how embryos from different species decide whether to be a boy or a girl, there is a great section on Nemo the clownfish. And there is a cool section on all the genetic information we can get from poop. And...\u003c/p>\n\u003cp>Add to this book our \u003ca href=\"http://genetics.stanford.edu/outreach/tech.html\">Stanford at The Tech\u003c/a> program that provides hands-on activities at \u003ca href=\"http://www.thetech.org/\">The Tech Museum\u003c/a> in San Jose (as well as at other venues) and our \u003ca href=\"http://genetics.thetech.org/\">Understanding Genetics\u003c/a> website, and you get a full frontal assault on the lack of genetics knowledge out there. We aim to demystify genetics and show how entertaining and interesting it really is. Perhaps a better title for the book might have been, \u003cem>When Will Genetics be like a Day at Disneyland?\u003c/em>. That day may be here sooner than you think.\u003c/p>\n\u003cp>For fun, here is a quick quiz I whipped up to test your genetics IQ. To make things interesting, the first person to get them all right gets a free copy of \u003cem>\u003ca href=\"http://genetics.thetech.org/book-titles\">When Will Broccoli Taste like Chocolate?\u003c/a>\u003c/em>. You can answer here, on \u003ca href=\"http://www.facebook.com/UnderstandGenetics\">Facebook\u003c/a> or, if you’re like me and you’d rather use email, send your answers to askageneticist@thetech.org. Good luck and enjoy!\u003c/p>\n\u003cp>1) Should you necessarily be scared if you find out you are 10 times more likely to get a rare cancer?\u003c/p>\n\u003cp>2) If you look like your mom, are you more likely to get the diseases that run in her family or your dad’s family?\u003c/p>\n\u003cp>3) If you have the recessive disease sickle cell anemia, should your kids be tested to see if they are carriers?\u003c/p>\n\u003cp>4) If you look like your dad, did you get more of his DNA?\u003c/p>\n\u003cp>5) If you flip a coin and get heads ten times in a row, what are the chances that the next flip will be a head?\u003c/p>\n\u003cp>6) True or false: Each cell in your body has the same DNA.\u003c/p>\n\u003cp>\u003cstrong>Studies cataloging the public’s lack of genetics knowledge:\u003c/strong>\u003cem>\u003cbr>\n\u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/19039252\">\u003cbr>\nAustralian study on public knowledge of human genetics and health\u003c/a>.\u003cbr>\n\u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/20512408\">\u003cbr>\nMisunderstandings concerning genetics among patients confronting genetic disease.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/18245328\">Essay contest reveals misconceptions of high school students in genetics content\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/21885828\">A comprehensive analysis of high school genetics standards: are states keeping pace with modern genetics?\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>You can buy the book from Amazon \u003ca href=\"http://www.amazon.com/gp/product/1477578714/ref=as_li_qf_sp_asin_il_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=1477578714&linkCode=as2&tag=staatthetec-20\">here\u003c/a>.\u003c/p>\n\n","blocks":[],"excerpt":"As a nation, we aren’t teaching the right genetics in our schools. And for those of us out of school, the situation is, if anything, even worse. By and large we lack the fundamental knowledge needed to properly interpret the avalanche of data headed our way. ","status":"publish","parent":0,"modified":1346782049,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":971},"headData":{"title":"Arm Yourselves for the Upcoming (Genetics) Revolution | KQED","description":"As a nation, we aren’t teaching the right genetics in our schools. And for those of us out of school, the situation is, if anything, even worse. By and large we lack the fundamental knowledge needed to properly interpret the avalanche of data headed our way. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Arm Yourselves for the Upcoming (Genetics) Revolution","datePublished":"2012-08-20T15:06:53.000Z","dateModified":"2012-09-04T18:07:29.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"42743 http://science.kqed.org/quest/?p=42743","disqusUrl":"https://ww2.kqed.org/quest/2012/08/20/arm-yourselves-for-the-upcoming-genetics-revolution/","disqusTitle":"Arm Yourselves for the Upcoming (Genetics) Revolution","path":"/quest/42743/arm-yourselves-for-the-upcoming-genetics-revolution","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_42745\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/quest/2012/08/20/arm-yourselves-for-the-upcoming-genetics-revolution/stanfordatthetech/\" rel=\"attachment wp-att-42745\">\u003cimg class=\"size-full wp-image-42745\" title=\"StanfordAtTheTech\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2012/08/StanfordAtTheTech.jpg\" alt=\"\" width=\"640\" height=\"367\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2012/08/StanfordAtTheTech.jpg 640w, https://ww2.kqed.org/app/uploads/sites/39/2012/08/StanfordAtTheTech-400x229.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A multipronged approach to increasing genetics understanding.\u003c/figcaption>\u003c/figure>\n\u003cp>In the not too distant future, we’ll all have a map of our DNA in our hands. And lots of studies show that most of us are woefully unprepared for this latest genetic revolution. (See the links at the end for a selection of these studies.)\u003c/p>\n\u003cp>As a nation, we aren’t teaching the right genetics in our schools. And for those of us out of school, the situation is, if anything, even worse. By and large we lack the fundamental knowledge needed to properly interpret the avalanche of data headed our way.\u003c/p>\n\u003cp>Without this kind of knowledge, we are sure to get bamboozled by hucksters out there willing to sell us the “right” snake oil based on our DNA data. Even scarier, we may not make the right health decisions based on our DNA. And don’t necessarily count on your doctor for help navigating your way through these data. They are often as unprepared as the rest of us.\u003c/p>\n\u003cfigure id=\"attachment_42768\" class=\"wp-caption alignright\" style=\"max-width: 150px\">\u003ca href=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2012/08/blaschkos_lines.jpg\">\u003cimg class=\"size-full wp-image-42768\" title=\"blaschkos_lines\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2012/08/blaschkos_lines.jpg\" alt=\"\" width=\"150\" height=\"200\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Chimeras are so cool! Sometimes these lines become apparent in chimeras under UV light.\u003c/figcaption>\u003c/figure>\n\u003cp>This is a big reason that the \u003ca href=\"http://genetics.stanford.edu/outreach/tech.html\">Stanford at The Tech program\u003c/a> has decided to publish the book, \u003cem>\u003ca href=\"http://genetics.thetech.org/book-titles\">When Will Broccoli Taste like Chocolate?\u003c/a>\u003c/em> (you can buy it from Amazon \u003ca href=\"http://www.amazon.com/gp/product/1477578714/ref=as_li_qf_sp_asin_il_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=1477578714&linkCode=as2&tag=staatthetec-20\">here\u003c/a>). It is a book that teaches genetics in a fun way by focusing on interesting cases and explaining the genetics behind them. Without even trying, you’ll get the solid footing you need to interpret your DNA. Or at the very least understand other people’s interpretations!\u003c/p>\n\u003cp>One of my favorite parts is the section on chimeras. Chimeras are fraternal twins who fused together at a very early stage of development. They are a single person who has one set of cells (and so one set of DNA) from one twin and another set of cells (and DNA) from the other twin.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>These chimeras don’t have two heads and four arms or anything like that. In fact, their differences are usually so subtle that they are invisible to the naked eye. They are often revealed only after they take some sort of genetic test (like a \u003ca href=\"http://www.mymultiplesclerosis.co.uk/misc/chimera.html\">paternity test\u003c/a> or a \u003ca href=\"http://www.katewerk.com/chimera.html\">tissue typing test\u003c/a> to find a new organ). And then what a revelation! Often the tests come back saying the chimera is not the parent of his or her children.\u003c/p>\n\u003cp>Chimeras are a great way to learn about DNA, genes, genetic tests and so on. And as you’ll see in the excerpt below, once you add in a link to a \u003ca href=\"http://www.csiguide.com/episodedetail.aspx?csi=157\">CSI episode\u003c/a> where a rapist almost gets away because he is a chimera, you end up with a fascinating read.\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/quest/2012/08/20/arm-yourselves-for-the-upcoming-genetics-revolution/excerpt500wwbtlc/\" rel=\"attachment wp-att-42744\">\u003cimg class=\"aligncenter size-full wp-image-42744\" title=\"Excerpt500WWBTLC\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2012/08/Excerpt500WWBTLC.gif\" alt=\"\" width=\"500\" height=\"755\">\u003c/a>\u003c/p>\n\u003cp>The story goes on to explain why a chimera isn't torn apart by its immune system, other ways besides chimeras to have multiple DNAs and lots more.\u003c/p>\n\u003cp>For parents and parents-to-be, there is a section on eye and hair color so they can understand how their children ended up with the coloring they got. For example, blue-eyed parents can breathe a sigh of relief if they have a green or brown eyed child because we show that despite what your high school biology teacher told you, this can and does happen. Parents-to-be can even use this information to predict what hair and eye color their children are most likely to have!\u003c/p>\n\u003cfigure id=\"attachment_42769\" class=\"wp-caption alignright\" style=\"max-width: 150px\">\u003ca href=\"http://ww2.kqed.org/quest/2012/08/20/arm-yourselves-for-the-upcoming-genetics-revolution/browneye/\" rel=\"attachment wp-att-42769\">\u003cimg class=\"size-full wp-image-42769\" title=\"BrownEye\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2012/08/BrownEye.jpg\" alt=\"\" width=\"150\" height=\"150\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2012/08/BrownEye.jpg 150w, https://ww2.kqed.org/app/uploads/sites/39/2012/08/BrownEye-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/39/2012/08/BrownEye-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/39/2012/08/BrownEye-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/39/2012/08/BrownEye-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/39/2012/08/BrownEye-75x75.jpg 75w\" sizes=\"(max-width: 150px) 100vw, 150px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">This person could have had blue eyed parents.\u003c/figcaption>\u003c/figure>\n\u003cp>For people who want to know how embryos from different species decide whether to be a boy or a girl, there is a great section on Nemo the clownfish. And there is a cool section on all the genetic information we can get from poop. And...\u003c/p>\n\u003cp>Add to this book our \u003ca href=\"http://genetics.stanford.edu/outreach/tech.html\">Stanford at The Tech\u003c/a> program that provides hands-on activities at \u003ca href=\"http://www.thetech.org/\">The Tech Museum\u003c/a> in San Jose (as well as at other venues) and our \u003ca href=\"http://genetics.thetech.org/\">Understanding Genetics\u003c/a> website, and you get a full frontal assault on the lack of genetics knowledge out there. We aim to demystify genetics and show how entertaining and interesting it really is. Perhaps a better title for the book might have been, \u003cem>When Will Genetics be like a Day at Disneyland?\u003c/em>. That day may be here sooner than you think.\u003c/p>\n\u003cp>For fun, here is a quick quiz I whipped up to test your genetics IQ. To make things interesting, the first person to get them all right gets a free copy of \u003cem>\u003ca href=\"http://genetics.thetech.org/book-titles\">When Will Broccoli Taste like Chocolate?\u003c/a>\u003c/em>. You can answer here, on \u003ca href=\"http://www.facebook.com/UnderstandGenetics\">Facebook\u003c/a> or, if you’re like me and you’d rather use email, send your answers to askageneticist@thetech.org. Good luck and enjoy!\u003c/p>\n\u003cp>1) Should you necessarily be scared if you find out you are 10 times more likely to get a rare cancer?\u003c/p>\n\u003cp>2) If you look like your mom, are you more likely to get the diseases that run in her family or your dad’s family?\u003c/p>\n\u003cp>3) If you have the recessive disease sickle cell anemia, should your kids be tested to see if they are carriers?\u003c/p>\n\u003cp>4) If you look like your dad, did you get more of his DNA?\u003c/p>\n\u003cp>5) If you flip a coin and get heads ten times in a row, what are the chances that the next flip will be a head?\u003c/p>\n\u003cp>6) True or false: Each cell in your body has the same DNA.\u003c/p>\n\u003cp>\u003cstrong>Studies cataloging the public’s lack of genetics knowledge:\u003c/strong>\u003cem>\u003cbr>\n\u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/19039252\">\u003cbr>\nAustralian study on public knowledge of human genetics and health\u003c/a>.\u003cbr>\n\u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/20512408\">\u003cbr>\nMisunderstandings concerning genetics among patients confronting genetic disease.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/18245328\">Essay contest reveals misconceptions of high school students in genetics content\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"http://www.ncbi.nlm.nih.gov/pubmed/21885828\">A comprehensive analysis of high school genetics standards: are states keeping pace with modern genetics?\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>You can buy the book from Amazon \u003ca href=\"http://www.amazon.com/gp/product/1477578714/ref=as_li_qf_sp_asin_il_tl?ie=UTF8&camp=1789&creative=9325&creativeASIN=1477578714&linkCode=as2&tag=staatthetec-20\">here\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/quest/42743/arm-yourselves-for-the-upcoming-genetics-revolution","authors":["6177"],"categories":["quest_4","quest_12"],"tags":["quest_3590","quest_1197","quest_11373","quest_3974","quest_13202","quest_2532","quest_3319"],"featImg":"quest_42745","label":"quest"},"quest_42176":{"type":"posts","id":"quest_42176","meta":{"index":"posts_1591205157","site":"quest","id":"42176","score":null,"sort":[1344438037000]},"guestAuthors":[],"slug":"doubt-and-denialism-vaccine-myths-persist-in-the-face-of-science","title":"Doubt and Denialism: Vaccine Myths Persist in the Face of Science","publishDate":1344438037,"format":"standard","headTitle":"QUEST | KQED Science","labelTerm":{"site":"quest"},"content":"\u003cp>As a science journalist, I’m often confronted with the unsettling fact that a sizable portion of my audience rejects what scientists know is true.\u003c/p>\n\u003cp>Take two classic cases, climate change and evolution. Even though \u003ca href=\"http://environment.yale.edu/climate/files/Climate-Beliefs-March-2012.pdf\">two-thirds of Americans believe global warming is happening\u003c/a> (up 3% from last year), less than half think we’re to blame. Just 15% of Americans believe humans evolved over millions of years from archaic species, \u003ca href=\"http://www.gallup.com/poll/155003/Hold-Creationist-View-Human-Origins.aspx\">while 46% think God created us pretty much as-is\u003c/a> sometime within the past 10,000 years. That’s right, 46%—a figure that’s barely budged since Gallup started asking the question 30 years ago.\u003c/p>\n\u003cp>But it’s yet another evidence-impervious belief that I find most troubling. Last year, a Harris Interactive/HealthDay poll found that \u003ca href=\"http://www.harrisinteractive.com/newsroom/pressreleases/tabid/446/mid/1506/articleid/674/ctl/readcustom%20default/default.aspx\">18% of Americans think vaccines cause autism\u003c/a>—a theory that has no basis in scientific reality, doesn’t even have a plausible biological basis, and has been knocked down more times than a metal duck in a shooting gallery. (Nearly a third aren’t sure if there’s any connection, while just over half think none exists.)\u003c/p>\n\u003cp>The blithe rejection of scientific knowledge in favor of, well, fantasy has become so common that it now has a name: “denialism.”\u003c/p>\n\u003cp>Denialism can take many forms, but most scholars agree that simply raising doubt about an issue can undercut the legitimacy of an entire corpus of scientific evidence in the public’s mind. And \u003ca href=\"http://www.lastwordonnothing.com/2012/04/25/the-impasse-when-the-truth-wins-assumption-fails/\">tactics for raising doubt\u003c/a> abound. Those identified by infectious disease experts in a \u003ca href=\"http://eurpub.oxfordjournals.org/content/19/1/2.full\">2009 commentary\u003c/a> include charges of conspiracy—for example, accusing vaccine advocates of profiting from the “vaccine-industrial complex”—and creating impossible expectations of what science can do—“absolute proof” that vaccines are safe, most recently raised by one-time “Saturday Night Live” cut-up Rob Schneider in a \u003ca href=\"http://www.huffingtonpost.com/2012/07/01/rob-schneider-links-autism-vaccines_n_1641922.html\">bizarre interview\u003c/a>. I must point out that in \u003ca href=\"http://blogs.plos.org/thepanicvirus/2012/07/18/apparently-rob-schneider-thinks-all-caps-is-a-substitute-for-having-a-clue-a-lower-cased-fact-based-rebuttal/\">peddling his vaccine-autism insanity\u003c/a>, Schneider noted that autism was “nearly unheard of in the 1930s.” No joke. I guess he didn’t realize the syndrome wasn’t described until 1943.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Opportunistic Pathogens\u003c/strong>\u003cbr>\nIn a way, that 18% still believe vaccines cause autism shows progress—down from 25% just two years ago. But unlike the idea that humans spontaneously appeared through an act of God, believing against all evidence that vaccines cause autism (or ill-defined harm) can have dangerous consequences.\u003c/p>\n\u003cp>Last month, CDC officials reported more than 18,000 cases of whooping cough (or pertussis) across the country—a rate of infection they hadn’t seen so early in the year since 1959. So far, nine babies have died.\u003c/p>\n\u003cp>California had its own epidemic in 2010, with more than 9,100 cases and 10 infant deaths.\u003c/p>\n\u003cp>Pertussis is a vaccine-preventable disease. But prevention depends on public compliance. And people like Schneider who doubt vaccine safety tend to consider their children’s vaccinations optional. In the 2011 poll, 86% of doubters opted out of some or all of their kids’ scheduled shots. That’s why some blame vaccine skeptics for the current epidemic. With just 84% of toddlers fully vaccinated, it’s likely skeptics play some role.\u003c/p>\n\u003cp>But CDC officials aren’t sure what’s behind the epidemic, or why even vaccinated teenagers are getting sick. It’s possible that the \u003ca href=\"http://www.wired.com/wiredscience/2012/08/pertussis-vax-effectiveness/\">vaccine isn’t as effective as researchers hoped\u003c/a> or has been \u003ca href=\"http://www.pbs.org/newshour/bb/health/jan-june11/pledge_03-16.html\">targeting the wrong pathogen strains\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_42266\" class=\"wp-caption alignleft\" style=\"max-width: 296px\">\u003ca href=\"http://ww2.kqed.org/quest/2012/08/08/doubt-and-denialism-vaccine-myths-persist-in-the-face-of-science/polio_vaccine_poster/\" rel=\"attachment wp-att-42266\">\u003cimg class=\"size-large wp-image-42266\" title=\"Polio_vaccine_poster\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2012/08/Polio_vaccine_poster-296x360.jpg\" alt=\"polio vaccine poster\" width=\"296\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The CDC’s national symbol of public health, the \"Wellbee\", appears in this 1963 poster to encourage the public to get the oral polio vaccine. (Image: CDC/ Mary Hilpertshauser)\u003c/figcaption>\u003c/figure>\n\u003cp>What officials do know is that \u003ca href=\"http://www.cdc.gov/mmwr/preview/mmwrhtml/mm6128a1.htm\">unvaccinated kids are eight times as likely to get pertussis as vaccinated kids\u003c/a>. And when vaccinated kids do contract the disease, it’s much milder, doesn’t last as long, and tends to be less infectious.\u003c/p>\n\u003cp>That’s why public officials are \u003ca href=\"http://blogs.plos.org/bodypolitic/2012/07/26/a-forgotten-but-crucial-cause-for-the-pertussis-epidemic/\">urging adults, especially pregnant women, to get boosters\u003c/a> to protect children still too young to be fully vaccinated. Kids get the first of five pertussis shots (plus a later booster) at 2 months. Most pertussis deaths claim children younger than 3 months old. Nine of the 10 children who died in California during the 2010 outbreak were under 8 weeks old.\u003c/p>\n\u003cp>\u003cstrong>Separating Fears from Facts\u003c/strong>\u003cbr>\nAll this weighed heavily on my mind last week, when I \u003ca href=\"http://blogs.plos.org/biologue/2012/07/31/could-vaccines-breed-super-virulent-malaria/\">wrote about new research\u003c/a> that could conceivably feed vaccine doubts. \u003ca href=\"http://www.plosbiology.org/article/info:doi/10.1371/journal.pbio.1001368\">The study\u003c/a>, a fascinating investigation of experimental evolution in lab mice, found that vaccines can favor the evolution of more virulent malaria parasites.\u003c/p>\n\u003cp>Vicki Barclay (a postdoc in evolutionary biologist \u003ca href=\"http://www.youtube.com/watch?v=cvXc9aMF6CA\">Andrew Read\u003c/a>’s group at Penn State University) vaccinated mice with a malaria protein found in several vaccines now in clinical trials. She mimicked natural disease transmission by using needles instead of mosquitoes and letting parasites grow in one mouse before infecting the next one. (She did the same thing with unvaccinated mice.) Parasites that evolved in immunized mice caused more severe disease symptoms than those that evolved in unvaccinated mice.\u003c/p>\n\u003cp>Inevitably, some will misconstrue these results to confirm their belief that vaccines aren’t safe. Except the findings don’t say anything about vaccine safety. They show that, from a pathogen’s point of view, medical technologies act like any other selective pressure. We spend billions to develop the most powerful drugs science can muster only to discover we’re outnumbered, outgunned, and outmaneuvered. Millions of years of evolution have endowed pathogens with survival strategies we’ve yet to imagine.\u003c/p>\n\u003cp>Lest you delude yourself into thinking we humans have an edge in this evolutionary battle, consider this: Scientists have managed to wipe out just one human pathogen. Ever. After Edward Jenner discovered a smallpox vaccine in 1798, it took nearly 200 years and an all-out international effort to eradicate this disfiguring disease.\u003c/p>\n\u003cp>As Read and Barclay’s study shows, when you try to kill pathogens, they fight back. And when vaccines don’t destroy all the parasites (like the \u003ca href=\"http://www.sciencenews.org/view/generic/id/335354/title/Malaria_vaccine_yields_protection\">malaria vaccine now in clinical trials)\u003c/a> or fail to provide lifelong immunity (like the pertussis vaccine), the survivors can evolve. And they might come back even stronger.\u003c/p>\n\u003cp>I know that most people who shun government vaccine schedules \u003ca href=\"http://www.plosbiology.org/article/info%3Adoi%2F10.1371%2Fjournal.pbio.1000114\">have their children’s best interests at heart\u003c/a>. Some truly worry that vaccines may somehow cause irreversible damage to their child—and if it happened, how could they ever forgive themselves?\u003c/p>\n\u003cp>But anyone who chooses not to vaccinate their kids is missing something critical: the pathogens vaccine researchers are trying so desperately to control are formidable opponents. And though scientists still have a lot to learn about how pathogens adapt to our efforts to control them, they’re sure of this much: vaccines aren’t the enemy.\u003c/p>\n\u003cp>Vaccines rarely provide 100% protection. But they’re the state-of-the-art defense against infectious disease.\u003c/p>\n\u003cp>What’s more, if vaccine-preventable diseases like pertussis become more virulent, and there’s \u003ca href=\"http://wwwnc.cdc.gov/eid/article/15/8/pdfs/08-1511.pdf\">some evidence that this may be true\u003c/a>, those who refuse vaccination will have little recourse when their kids—or their neighbors’ kids—take ill.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Public health officials often say that parents who reject vaccination will realize they’ve made a terrible mistake only when these once rare childhood diseases, long controlled by vaccination, return, with tragic consequences. Why on earth would anyone want to help a deadly agent hell-bent on survival get the upper hand?\u003c/p>\n\n","blocks":[],"excerpt":"Many people continue to doubt the evidence for climate change, evolution, and vaccine safety, even though the scientific consensus on these issues is rock solid. Among the most troubling evidence-resistant theories is the long-debunked yet persistent myth that vaccines cause autism—a completely unfounded belief--leading to general doubts about vaccine safety, with dangerous public health consequences.\r\n\r\n\r\n","status":"publish","parent":0,"modified":1478825957,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1278},"headData":{"title":"Doubt and Denialism: Vaccine Myths Persist in the Face of Science | KQED","description":"Many people continue to doubt the evidence for climate change, evolution, and vaccine safety, even though the scientific consensus on these issues is rock solid. Among the most troubling evidence-resistant theories is the long-debunked yet persistent myth that vaccines cause autism—a completely unfounded belief--leading to general doubts about vaccine safety, with dangerous public health consequences.\r\n\r\n\r\n","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Doubt and Denialism: Vaccine Myths Persist in the Face of Science","datePublished":"2012-08-08T15:00:37.000Z","dateModified":"2016-11-11T00:59:17.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"42176 http://science.kqed.org/quest/?p=42176","disqusUrl":"https://ww2.kqed.org/quest/2012/08/08/doubt-and-denialism-vaccine-myths-persist-in-the-face-of-science/","disqusTitle":"Doubt and Denialism: Vaccine Myths Persist in the Face of Science","path":"/quest/42176/doubt-and-denialism-vaccine-myths-persist-in-the-face-of-science","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>As a science journalist, I’m often confronted with the unsettling fact that a sizable portion of my audience rejects what scientists know is true.\u003c/p>\n\u003cp>Take two classic cases, climate change and evolution. Even though \u003ca href=\"http://environment.yale.edu/climate/files/Climate-Beliefs-March-2012.pdf\">two-thirds of Americans believe global warming is happening\u003c/a> (up 3% from last year), less than half think we’re to blame. Just 15% of Americans believe humans evolved over millions of years from archaic species, \u003ca href=\"http://www.gallup.com/poll/155003/Hold-Creationist-View-Human-Origins.aspx\">while 46% think God created us pretty much as-is\u003c/a> sometime within the past 10,000 years. That’s right, 46%—a figure that’s barely budged since Gallup started asking the question 30 years ago.\u003c/p>\n\u003cp>But it’s yet another evidence-impervious belief that I find most troubling. Last year, a Harris Interactive/HealthDay poll found that \u003ca href=\"http://www.harrisinteractive.com/newsroom/pressreleases/tabid/446/mid/1506/articleid/674/ctl/readcustom%20default/default.aspx\">18% of Americans think vaccines cause autism\u003c/a>—a theory that has no basis in scientific reality, doesn’t even have a plausible biological basis, and has been knocked down more times than a metal duck in a shooting gallery. (Nearly a third aren’t sure if there’s any connection, while just over half think none exists.)\u003c/p>\n\u003cp>The blithe rejection of scientific knowledge in favor of, well, fantasy has become so common that it now has a name: “denialism.”\u003c/p>\n\u003cp>Denialism can take many forms, but most scholars agree that simply raising doubt about an issue can undercut the legitimacy of an entire corpus of scientific evidence in the public’s mind. And \u003ca href=\"http://www.lastwordonnothing.com/2012/04/25/the-impasse-when-the-truth-wins-assumption-fails/\">tactics for raising doubt\u003c/a> abound. Those identified by infectious disease experts in a \u003ca href=\"http://eurpub.oxfordjournals.org/content/19/1/2.full\">2009 commentary\u003c/a> include charges of conspiracy—for example, accusing vaccine advocates of profiting from the “vaccine-industrial complex”—and creating impossible expectations of what science can do—“absolute proof” that vaccines are safe, most recently raised by one-time “Saturday Night Live” cut-up Rob Schneider in a \u003ca href=\"http://www.huffingtonpost.com/2012/07/01/rob-schneider-links-autism-vaccines_n_1641922.html\">bizarre interview\u003c/a>. I must point out that in \u003ca href=\"http://blogs.plos.org/thepanicvirus/2012/07/18/apparently-rob-schneider-thinks-all-caps-is-a-substitute-for-having-a-clue-a-lower-cased-fact-based-rebuttal/\">peddling his vaccine-autism insanity\u003c/a>, Schneider noted that autism was “nearly unheard of in the 1930s.” No joke. I guess he didn’t realize the syndrome wasn’t described until 1943.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Opportunistic Pathogens\u003c/strong>\u003cbr>\nIn a way, that 18% still believe vaccines cause autism shows progress—down from 25% just two years ago. But unlike the idea that humans spontaneously appeared through an act of God, believing against all evidence that vaccines cause autism (or ill-defined harm) can have dangerous consequences.\u003c/p>\n\u003cp>Last month, CDC officials reported more than 18,000 cases of whooping cough (or pertussis) across the country—a rate of infection they hadn’t seen so early in the year since 1959. So far, nine babies have died.\u003c/p>\n\u003cp>California had its own epidemic in 2010, with more than 9,100 cases and 10 infant deaths.\u003c/p>\n\u003cp>Pertussis is a vaccine-preventable disease. But prevention depends on public compliance. And people like Schneider who doubt vaccine safety tend to consider their children’s vaccinations optional. In the 2011 poll, 86% of doubters opted out of some or all of their kids’ scheduled shots. That’s why some blame vaccine skeptics for the current epidemic. With just 84% of toddlers fully vaccinated, it’s likely skeptics play some role.\u003c/p>\n\u003cp>But CDC officials aren’t sure what’s behind the epidemic, or why even vaccinated teenagers are getting sick. It’s possible that the \u003ca href=\"http://www.wired.com/wiredscience/2012/08/pertussis-vax-effectiveness/\">vaccine isn’t as effective as researchers hoped\u003c/a> or has been \u003ca href=\"http://www.pbs.org/newshour/bb/health/jan-june11/pledge_03-16.html\">targeting the wrong pathogen strains\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_42266\" class=\"wp-caption alignleft\" style=\"max-width: 296px\">\u003ca href=\"http://ww2.kqed.org/quest/2012/08/08/doubt-and-denialism-vaccine-myths-persist-in-the-face-of-science/polio_vaccine_poster/\" rel=\"attachment wp-att-42266\">\u003cimg class=\"size-large wp-image-42266\" title=\"Polio_vaccine_poster\" src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2012/08/Polio_vaccine_poster-296x360.jpg\" alt=\"polio vaccine poster\" width=\"296\" height=\"360\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The CDC’s national symbol of public health, the \"Wellbee\", appears in this 1963 poster to encourage the public to get the oral polio vaccine. (Image: CDC/ Mary Hilpertshauser)\u003c/figcaption>\u003c/figure>\n\u003cp>What officials do know is that \u003ca href=\"http://www.cdc.gov/mmwr/preview/mmwrhtml/mm6128a1.htm\">unvaccinated kids are eight times as likely to get pertussis as vaccinated kids\u003c/a>. And when vaccinated kids do contract the disease, it’s much milder, doesn’t last as long, and tends to be less infectious.\u003c/p>\n\u003cp>That’s why public officials are \u003ca href=\"http://blogs.plos.org/bodypolitic/2012/07/26/a-forgotten-but-crucial-cause-for-the-pertussis-epidemic/\">urging adults, especially pregnant women, to get boosters\u003c/a> to protect children still too young to be fully vaccinated. Kids get the first of five pertussis shots (plus a later booster) at 2 months. Most pertussis deaths claim children younger than 3 months old. Nine of the 10 children who died in California during the 2010 outbreak were under 8 weeks old.\u003c/p>\n\u003cp>\u003cstrong>Separating Fears from Facts\u003c/strong>\u003cbr>\nAll this weighed heavily on my mind last week, when I \u003ca href=\"http://blogs.plos.org/biologue/2012/07/31/could-vaccines-breed-super-virulent-malaria/\">wrote about new research\u003c/a> that could conceivably feed vaccine doubts. \u003ca href=\"http://www.plosbiology.org/article/info:doi/10.1371/journal.pbio.1001368\">The study\u003c/a>, a fascinating investigation of experimental evolution in lab mice, found that vaccines can favor the evolution of more virulent malaria parasites.\u003c/p>\n\u003cp>Vicki Barclay (a postdoc in evolutionary biologist \u003ca href=\"http://www.youtube.com/watch?v=cvXc9aMF6CA\">Andrew Read\u003c/a>’s group at Penn State University) vaccinated mice with a malaria protein found in several vaccines now in clinical trials. She mimicked natural disease transmission by using needles instead of mosquitoes and letting parasites grow in one mouse before infecting the next one. (She did the same thing with unvaccinated mice.) Parasites that evolved in immunized mice caused more severe disease symptoms than those that evolved in unvaccinated mice.\u003c/p>\n\u003cp>Inevitably, some will misconstrue these results to confirm their belief that vaccines aren’t safe. Except the findings don’t say anything about vaccine safety. They show that, from a pathogen’s point of view, medical technologies act like any other selective pressure. We spend billions to develop the most powerful drugs science can muster only to discover we’re outnumbered, outgunned, and outmaneuvered. Millions of years of evolution have endowed pathogens with survival strategies we’ve yet to imagine.\u003c/p>\n\u003cp>Lest you delude yourself into thinking we humans have an edge in this evolutionary battle, consider this: Scientists have managed to wipe out just one human pathogen. Ever. After Edward Jenner discovered a smallpox vaccine in 1798, it took nearly 200 years and an all-out international effort to eradicate this disfiguring disease.\u003c/p>\n\u003cp>As Read and Barclay’s study shows, when you try to kill pathogens, they fight back. And when vaccines don’t destroy all the parasites (like the \u003ca href=\"http://www.sciencenews.org/view/generic/id/335354/title/Malaria_vaccine_yields_protection\">malaria vaccine now in clinical trials)\u003c/a> or fail to provide lifelong immunity (like the pertussis vaccine), the survivors can evolve. And they might come back even stronger.\u003c/p>\n\u003cp>I know that most people who shun government vaccine schedules \u003ca href=\"http://www.plosbiology.org/article/info%3Adoi%2F10.1371%2Fjournal.pbio.1000114\">have their children’s best interests at heart\u003c/a>. Some truly worry that vaccines may somehow cause irreversible damage to their child—and if it happened, how could they ever forgive themselves?\u003c/p>\n\u003cp>But anyone who chooses not to vaccinate their kids is missing something critical: the pathogens vaccine researchers are trying so desperately to control are formidable opponents. And though scientists still have a lot to learn about how pathogens adapt to our efforts to control them, they’re sure of this much: vaccines aren’t the enemy.\u003c/p>\n\u003cp>Vaccines rarely provide 100% protection. But they’re the state-of-the-art defense against infectious disease.\u003c/p>\n\u003cp>What’s more, if vaccine-preventable diseases like pertussis become more virulent, and there’s \u003ca href=\"http://wwwnc.cdc.gov/eid/article/15/8/pdfs/08-1511.pdf\">some evidence that this may be true\u003c/a>, those who refuse vaccination will have little recourse when their kids—or their neighbors’ kids—take ill.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Public health officials often say that parents who reject vaccination will realize they’ve made a terrible mistake only when these once rare childhood diseases, long controlled by vaccination, return, with tragic consequences. Why on earth would anyone want to help a deadly agent hell-bent on survival get the upper hand?\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/quest/42176/doubt-and-denialism-vaccine-myths-persist-in-the-face-of-science","authors":["6322"],"categories":["quest_4","quest_9","quest_12"],"tags":["quest_256","quest_11335","quest_2163","quest_13","quest_2532","quest_2538","quest_3054","quest_3056"],"featImg":"quest_42287","label":"quest"},"quest_31352":{"type":"posts","id":"quest_31352","meta":{"index":"posts_1591205157","site":"quest","id":"31352","score":null,"sort":[1330025854000]},"guestAuthors":[],"slug":"gigapans-panoramas-that-bring-you-all-the-way-there","title":"Gigapans: Panoramas that Bring You All the Way There","publishDate":1330025854,"format":"standard","headTitle":"QUEST | KQED Science","labelTerm":{"site":"quest"},"content":"\u003cfigure id=\"attachment_31355\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/quest/2012/02/23/gigapans-panoramas-that-bring-you-all-the-way-there/gigapantop/\" rel=\"attachment wp-att-31355\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2012/02/gigapantop-300x169.jpg\" alt=\"\" title=\"gigapantop\" width=\"300\" height=\"169\" class=\"size-thumbnail wp-image-31355\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">This clean roadcut exposure of Marin County's finest ribbon chert is documented in a gigapan image that can be enlarged 100 times. Image by Ron Schott.\u003c/figcaption>\u003c/figure>\n\u003cp>If you've ever wished your camera could take a humongous photo that captures everything, then gigapans are for you. Gigapans are billion-pixel images that are stitched together, like a patchwork quilt, from hundreds of shots made by ordinary cameras. A special mount and software programs the camera to take precisely overlapping images, which are then seamlessly merged into one colossal shot tens of thousands of pixels across.\u003c/p>\n\u003cp>Many of us first witnessed the potential of gigapans when photographers compiled them during President Obama's inauguration ceremony on January 20, 2009. \u003ca href=\"http://www.gigapan.com/gigapans/17217\">This example\u003c/a>, by David Bergman, allows you to zoom in and study every face in the crowd that day, from four former presidents to Jane and Joe Blow (and Newt Gingrich is there too). \u003c/p>\n\u003cp>There are over 50,000 gigapans uploaded at \u003ca href=\"http://www.gigapan.com/\">gigapan.com\u003c/a>. Their subjects range from the night sky, to cityscapes, to hotel room interiors.\u003c/p>\n\u003cp>Naturally I would want such a thing used for geology. First I would want to see eye candy, like the Grand Canyon. And places I'll never visit, like the South Pole. Scientists have made gigapans like thosehow could they resist?but they've also made real teaching and research tools.\u003c/p>\n\u003cp>For instance, you and I in the Bay Area can easily drive to the \u003ca href=\"http://ww2.kqed.org/quest/2011/04/21/geological-outings-around-the-bay-marin-headlands/\">Marin Headlands\u003c/a> or elsewhere in Marin County and inspect all the deep-sea red ribbon chert we want. But geology teacher Ron Schott, the leading \u003ca href=\"http://www.gigapan.com/profiles/rschott\">geological gigapanner\u003c/a>, has captured \u003ca href=\"http://www.gigapan.com/gigapans/51412\">a fine roadcut exposure\u003c/a> in the image at the top of this post. Now his students in Kansas can zoom into it as close as being there, inches from the rock face:\u003c/p>\n\u003cfigure id=\"attachment_31353\" class=\"wp-caption aligncenter\" style=\"max-width: 550px\">\u003ca href=\"http://ww2.kqed.org/quest/2012/02/23/gigapans-panoramas-that-bring-you-all-the-way-there/gigapanzoom/\" rel=\"attachment wp-att-31353\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2012/02/gigapanzoom.jpg\" alt=\"\" title=\"gigapanzoom\" width=\"550\" height=\"400\" class=\"size-full wp-image-31353\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2012/02/gigapanzoom.jpg 550w, https://ww2.kqed.org/app/uploads/sites/39/2012/02/gigapanzoom-400x291.jpg 400w\" sizes=\"(max-width: 550px) 100vw, 550px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Detail near the left edge of the Marin County roadcut. Image by Ron Schott.\u003c/figcaption>\u003c/figure>\n\u003cp>Any teacher, anywhere, can assign a lab exercise built around this image that's almost as good as a day trip. Instructors can show students the classic \u003ca href=\"http://ww2.kqed.org/quest/2011/07/28/geological-outings-around-the-bay-point-ao-nuevo/\">wave-cut platforms of the California coast\u003c/a> in \u003ca href=\"http://www.gigapan.com/gigapans/40207\">a gigapan\u003c/a> that's every bit as good for teaching as standing on the spot with binocularsin fact there's \u003ca href=\"http://www.gigapan.org/gigapans/16058/\">a 3D version\u003c/a>, too.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It gets better. Northern Virginia Community College's Mid-Atlantic Geo-Imagery Collection (M.A.G.I.C.) has great outcrops, but also great \u003ca href=\"http://gigapan.org/gigapans?tags=m.a.g.i.c.&query=m.a.g.i.c.+sand+sediment\">macros of sand\u003c/a>. A petri dish of Hawaii's green sand, for instance, can be blown up to display every gorgeous olivine grain, microscope style. M.A.G.I.C. is the brainchild of Callan Bentley, an NVCC professor who \u003ca href=\"https://blogs.agu.org/mountainbeltway/category/gigapan/\">features gigapans often in his Mountain Beltway blog\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_31354\" class=\"wp-caption aligncenter\" style=\"max-width: 550px\">\u003ca href=\"http://ww2.kqed.org/quest/2012/02/23/gigapans-panoramas-that-bring-you-all-the-way-there/gigapansand/\" rel=\"attachment wp-att-31354\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2012/02/gigapansand.jpg\" alt=\"\" title=\"gigapansand\" width=\"550\" height=\"400\" class=\"size-full wp-image-31354\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2012/02/gigapansand.jpg 550w, https://ww2.kqed.org/app/uploads/sites/39/2012/02/gigapansand-400x291.jpg 400w\" sizes=\"(max-width: 550px) 100vw, 550px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">M.A.G.I.C. image\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>The Obama inauguration gigapan hints at another thing scientists can do, which is to archive and document large-scale natural features in detail. A great example from Yosemite Valley is the \u003ca href=\"http://www.xrez.com/case-studies/national-parks/yosemite-extreme-panoramic-imaging-project/\">Extreme Panoramic Imaging Project\u003c/a>, which compiled a photographic dataset of the granite walls of the entire valley by stitching together 20 gigapans into something I can only call a humongapan. Then this image was tied to a 3D terrain model, constructed from laser scans, for real 21st-century analysis. The project has already pinpointed the sources of rockfalls to aid in analyzing where they may come next, helping protect the public from danger. \u003ca href=\"http://www.gigapan.com/galleries/7749/gigapans/49244\">You can explore the walls of Yosemite in a gigapan of the final product.\u003c/a>\u003c/p>\n\n","blocks":[],"excerpt":"These gigantic, zoomable photographs bring all the glory of great places to your screen. They also bring you geologic lessons of all sizes.","status":"publish","parent":0,"modified":1331149399,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":578},"headData":{"title":"Gigapans: Panoramas that Bring You All the Way There | KQED","description":"These gigantic, zoomable photographs bring all the glory of great places to your screen. They also bring you geologic lessons of all sizes.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Gigapans: Panoramas that Bring You All the Way There","datePublished":"2012-02-23T19:37:34.000Z","dateModified":"2012-03-07T19:43:19.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"31352 http://science.kqed.org/quest/?p=31352","disqusUrl":"https://ww2.kqed.org/quest/2012/02/23/gigapans-panoramas-that-bring-you-all-the-way-there/","disqusTitle":"Gigapans: Panoramas that Bring You All the Way There","path":"/quest/31352/gigapans-panoramas-that-bring-you-all-the-way-there","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_31355\" class=\"wp-caption alignleft\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/quest/2012/02/23/gigapans-panoramas-that-bring-you-all-the-way-there/gigapantop/\" rel=\"attachment wp-att-31355\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2012/02/gigapantop-300x169.jpg\" alt=\"\" title=\"gigapantop\" width=\"300\" height=\"169\" class=\"size-thumbnail wp-image-31355\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">This clean roadcut exposure of Marin County's finest ribbon chert is documented in a gigapan image that can be enlarged 100 times. Image by Ron Schott.\u003c/figcaption>\u003c/figure>\n\u003cp>If you've ever wished your camera could take a humongous photo that captures everything, then gigapans are for you. Gigapans are billion-pixel images that are stitched together, like a patchwork quilt, from hundreds of shots made by ordinary cameras. A special mount and software programs the camera to take precisely overlapping images, which are then seamlessly merged into one colossal shot tens of thousands of pixels across.\u003c/p>\n\u003cp>Many of us first witnessed the potential of gigapans when photographers compiled them during President Obama's inauguration ceremony on January 20, 2009. \u003ca href=\"http://www.gigapan.com/gigapans/17217\">This example\u003c/a>, by David Bergman, allows you to zoom in and study every face in the crowd that day, from four former presidents to Jane and Joe Blow (and Newt Gingrich is there too). \u003c/p>\n\u003cp>There are over 50,000 gigapans uploaded at \u003ca href=\"http://www.gigapan.com/\">gigapan.com\u003c/a>. Their subjects range from the night sky, to cityscapes, to hotel room interiors.\u003c/p>\n\u003cp>Naturally I would want such a thing used for geology. First I would want to see eye candy, like the Grand Canyon. And places I'll never visit, like the South Pole. Scientists have made gigapans like thosehow could they resist?but they've also made real teaching and research tools.\u003c/p>\n\u003cp>For instance, you and I in the Bay Area can easily drive to the \u003ca href=\"http://ww2.kqed.org/quest/2011/04/21/geological-outings-around-the-bay-marin-headlands/\">Marin Headlands\u003c/a> or elsewhere in Marin County and inspect all the deep-sea red ribbon chert we want. But geology teacher Ron Schott, the leading \u003ca href=\"http://www.gigapan.com/profiles/rschott\">geological gigapanner\u003c/a>, has captured \u003ca href=\"http://www.gigapan.com/gigapans/51412\">a fine roadcut exposure\u003c/a> in the image at the top of this post. Now his students in Kansas can zoom into it as close as being there, inches from the rock face:\u003c/p>\n\u003cfigure id=\"attachment_31353\" class=\"wp-caption aligncenter\" style=\"max-width: 550px\">\u003ca href=\"http://ww2.kqed.org/quest/2012/02/23/gigapans-panoramas-that-bring-you-all-the-way-there/gigapanzoom/\" rel=\"attachment wp-att-31353\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2012/02/gigapanzoom.jpg\" alt=\"\" title=\"gigapanzoom\" width=\"550\" height=\"400\" class=\"size-full wp-image-31353\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2012/02/gigapanzoom.jpg 550w, https://ww2.kqed.org/app/uploads/sites/39/2012/02/gigapanzoom-400x291.jpg 400w\" sizes=\"(max-width: 550px) 100vw, 550px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Detail near the left edge of the Marin County roadcut. Image by Ron Schott.\u003c/figcaption>\u003c/figure>\n\u003cp>Any teacher, anywhere, can assign a lab exercise built around this image that's almost as good as a day trip. Instructors can show students the classic \u003ca href=\"http://ww2.kqed.org/quest/2011/07/28/geological-outings-around-the-bay-point-ao-nuevo/\">wave-cut platforms of the California coast\u003c/a> in \u003ca href=\"http://www.gigapan.com/gigapans/40207\">a gigapan\u003c/a> that's every bit as good for teaching as standing on the spot with binocularsin fact there's \u003ca href=\"http://www.gigapan.org/gigapans/16058/\">a 3D version\u003c/a>, too.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It gets better. Northern Virginia Community College's Mid-Atlantic Geo-Imagery Collection (M.A.G.I.C.) has great outcrops, but also great \u003ca href=\"http://gigapan.org/gigapans?tags=m.a.g.i.c.&query=m.a.g.i.c.+sand+sediment\">macros of sand\u003c/a>. A petri dish of Hawaii's green sand, for instance, can be blown up to display every gorgeous olivine grain, microscope style. M.A.G.I.C. is the brainchild of Callan Bentley, an NVCC professor who \u003ca href=\"https://blogs.agu.org/mountainbeltway/category/gigapan/\">features gigapans often in his Mountain Beltway blog\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_31354\" class=\"wp-caption aligncenter\" style=\"max-width: 550px\">\u003ca href=\"http://ww2.kqed.org/quest/2012/02/23/gigapans-panoramas-that-bring-you-all-the-way-there/gigapansand/\" rel=\"attachment wp-att-31354\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2012/02/gigapansand.jpg\" alt=\"\" title=\"gigapansand\" width=\"550\" height=\"400\" class=\"size-full wp-image-31354\" srcset=\"https://ww2.kqed.org/app/uploads/sites/39/2012/02/gigapansand.jpg 550w, https://ww2.kqed.org/app/uploads/sites/39/2012/02/gigapansand-400x291.jpg 400w\" sizes=\"(max-width: 550px) 100vw, 550px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">M.A.G.I.C. image\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\n\u003cp>The Obama inauguration gigapan hints at another thing scientists can do, which is to archive and document large-scale natural features in detail. A great example from Yosemite Valley is the \u003ca href=\"http://www.xrez.com/case-studies/national-parks/yosemite-extreme-panoramic-imaging-project/\">Extreme Panoramic Imaging Project\u003c/a>, which compiled a photographic dataset of the granite walls of the entire valley by stitching together 20 gigapans into something I can only call a humongapan. Then this image was tied to a 3D terrain model, constructed from laser scans, for real 21st-century analysis. The project has already pinpointed the sources of rockfalls to aid in analyzing where they may come next, helping protect the public from danger. \u003ca href=\"http://www.gigapan.com/galleries/7749/gigapans/49244\">You can explore the walls of Yosemite in a gigapan of the final product.\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/quest/31352/gigapans-panoramas-that-bring-you-all-the-way-there","authors":["6228"],"categories":["quest_11"],"tags":["quest_1738","quest_10263","quest_2187","quest_13202","quest_2532","quest_3201"],"featImg":"quest_31355","label":"quest"},"quest_26479":{"type":"posts","id":"quest_26479","meta":{"index":"posts_1591205157","site":"quest","id":"26479","score":null,"sort":[1320778853000]},"guestAuthors":[],"slug":"the-night-sky-past-and-present","title":"The Night Sky: Past and Present","publishDate":1320778853,"format":"standard","headTitle":"QUEST | KQED Science","labelTerm":{"site":"quest"},"content":"\u003cp>[jwvideo id=\"512b_nightsky\" poster_frame=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2011/10/nightskymarquee.jpg\"]\u003c/p>\n\u003cp>\nNowadays, all you need is a smartphone, an astronomy app and a clear night to identify the stars and planets that populate the night sky. The days of trying to impress your friends with names of random constellations are behind us. Today’s backyard \u003ca title=\"astronomer\" href=\"http://ww2.kqed.org/quest/video/amateur-astronomers/\" target=\"_blank\">amateur astronomer\u003c/a> relies more on signal strength than stellar smarts.\u003c/p>\n\u003cp>Which begs the question, how did they do that before cell phones? As the saying goes, behind every good digital astronomy app is an analog photographic plate. Beginning in the mid-19th century, astronomers began utilizing the \u003ca title=\"emulsion\" href=\"http://www.astrophotographer.com/photographer_progress.htm\" target=\"_blank\">art of photographic emulsion\u003c/a> to capture images of celestial objects. For the first time, astronomers were able to etch their discoveries onto thick glass plates ushering in a new era of data analysis that would help unlock the mysteries of the universe.\u003c/p>\n\u003cp>But don’t take my word for it. If it’s \u003ca title=\"einstein\" href=\"http://ww2.kqed.org/quest/2011/10/21/seeing-relativity-no-bungees-attached/\" target=\"_blank\">good enough for Einstein\u003c/a>, it’s good enough for me.\u003c/p>\n\u003cp>Photographic plates helped scientists determine the size, distance and composition of celestial objects such as stars, comets, meteors and planets. \u003ca title=\"galileo\" href=\"http://www.telegraph.co.uk/technology/5115916/How-Galileo-brought-the-stars-down-to-Earth.html\" target=\"_blank\">Galileo Galilei \u003c/a>would be proud. By the early 1990s, the once highly esteemed “analog” plates had fallen out of favor for images captured by new, charged-coupled devices such as digital cameras. Many of the old plates were put on the shelf and stored in basements and barns.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>PARI to the rescue: \u003ca title=\"pari\" href=\"http://www.pari.edu/\" target=\"_blank\">the Pisgah Astronomical Research Institute\u003c/a> (PARI) is a non-profit astronomy, research and education facility located in western North Carolina. PARI scientists recognized the archival value in saving the old astro-photographic plates and created the \u003ca title=\"adpa\" href=\"http://www.pari.edu/library/apda\" target=\"_blank\">Astronomical Photographic Data Archive\u003c/a>, or ADPA, to be housed at PARI’s vast campus.\u003c/p>\n\u003cp>I recently had the opportunity to visit PARI, poke around their archives and find out why it’s worth saving the old data. What I discovered was that these plates - which a lay-person like me can easily mistake for a dirty windshield {include pic here} – contain a lot data that’s not only historic, but vital to today’s research.\u003c/p>\n\u003cp>During our visit we spoke with scientists from NASA (link to web extra) as well as the \u003ca title=\"esa\" href=\"http://sci.esa.int/science-e/www/area/index.cfm?fareaid=26\" target=\"_blank\">European Space Agency\u003c/a> who attribute the success of current and future space missions to data gleamed from APDA.\u003c/p>\n\u003cp>It turns out there is no expiration date on these invaluable snapshots of the night sky. The plate’s spectral images act as a time-stamp for what the night sky looked like before it was polluted with what one NASA scientists described as “space junk.”\u003c/p>\n\u003cp>The scientists at PARI compared their collection to the \u003ca title=\"library\" href=\"http://en.wikipedia.org/wiki/Library_of_Alexandria\" target=\"_blank\">Library of Alexandria\u003c/a>. Science Director Michael Castelaz told me, “If that library hadn’t been destroyed, the knowledge that could have been passed on from the philosophers and the Greeks from three millennia ago would just have benefited us greatly. So I think we’re in the same situation.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Castelaz believes the hidden potential inscribed in the plates have yet to be fully realized. He and his PARI colleagues are stewards of history, preserving the pates for future generations and ensuring that the next Einstein has the resources to turn the world on its axis once again. After all, the proof is in the plates.\u003c/p>\n\n","blocks":[],"excerpt":"For more than 150 years, scientists have captured images of celestial objects scattered across the night sky. The Pisgah Astronomical Research Institute in North Carolina is attempting to save those historical records before they vanish into a black hole. ","status":"publish","parent":0,"modified":1326485867,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":570},"headData":{"title":"The Night Sky: Past and Present | KQED","description":"For more than 150 years, scientists have captured images of celestial objects scattered across the night sky. The Pisgah Astronomical Research Institute in North Carolina is attempting to save those historical records before they vanish into a black hole. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"The Night Sky: Past and Present","datePublished":"2011-11-08T19:00:53.000Z","dateModified":"2012-01-13T20:17:47.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"26479 http://science.kqed.org/quest/?post_type=videos&p=26479","disqusUrl":"https://ww2.kqed.org/quest/2011/11/08/the-night-sky-past-and-present/","disqusTitle":"The Night Sky: Past and Present","path":"/quest/26479/the-night-sky-past-and-present","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>[jwvideo id=\"512b_nightsky\" poster_frame=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2011/10/nightskymarquee.jpg\"]\u003c/p>\n\u003cp>\nNowadays, all you need is a smartphone, an astronomy app and a clear night to identify the stars and planets that populate the night sky. The days of trying to impress your friends with names of random constellations are behind us. Today’s backyard \u003ca title=\"astronomer\" href=\"http://ww2.kqed.org/quest/video/amateur-astronomers/\" target=\"_blank\">amateur astronomer\u003c/a> relies more on signal strength than stellar smarts.\u003c/p>\n\u003cp>Which begs the question, how did they do that before cell phones? As the saying goes, behind every good digital astronomy app is an analog photographic plate. Beginning in the mid-19th century, astronomers began utilizing the \u003ca title=\"emulsion\" href=\"http://www.astrophotographer.com/photographer_progress.htm\" target=\"_blank\">art of photographic emulsion\u003c/a> to capture images of celestial objects. For the first time, astronomers were able to etch their discoveries onto thick glass plates ushering in a new era of data analysis that would help unlock the mysteries of the universe.\u003c/p>\n\u003cp>But don’t take my word for it. If it’s \u003ca title=\"einstein\" href=\"http://ww2.kqed.org/quest/2011/10/21/seeing-relativity-no-bungees-attached/\" target=\"_blank\">good enough for Einstein\u003c/a>, it’s good enough for me.\u003c/p>\n\u003cp>Photographic plates helped scientists determine the size, distance and composition of celestial objects such as stars, comets, meteors and planets. \u003ca title=\"galileo\" href=\"http://www.telegraph.co.uk/technology/5115916/How-Galileo-brought-the-stars-down-to-Earth.html\" target=\"_blank\">Galileo Galilei \u003c/a>would be proud. By the early 1990s, the once highly esteemed “analog” plates had fallen out of favor for images captured by new, charged-coupled devices such as digital cameras. Many of the old plates were put on the shelf and stored in basements and barns.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>PARI to the rescue: \u003ca title=\"pari\" href=\"http://www.pari.edu/\" target=\"_blank\">the Pisgah Astronomical Research Institute\u003c/a> (PARI) is a non-profit astronomy, research and education facility located in western North Carolina. PARI scientists recognized the archival value in saving the old astro-photographic plates and created the \u003ca title=\"adpa\" href=\"http://www.pari.edu/library/apda\" target=\"_blank\">Astronomical Photographic Data Archive\u003c/a>, or ADPA, to be housed at PARI’s vast campus.\u003c/p>\n\u003cp>I recently had the opportunity to visit PARI, poke around their archives and find out why it’s worth saving the old data. What I discovered was that these plates - which a lay-person like me can easily mistake for a dirty windshield {include pic here} – contain a lot data that’s not only historic, but vital to today’s research.\u003c/p>\n\u003cp>During our visit we spoke with scientists from NASA (link to web extra) as well as the \u003ca title=\"esa\" href=\"http://sci.esa.int/science-e/www/area/index.cfm?fareaid=26\" target=\"_blank\">European Space Agency\u003c/a> who attribute the success of current and future space missions to data gleamed from APDA.\u003c/p>\n\u003cp>It turns out there is no expiration date on these invaluable snapshots of the night sky. The plate’s spectral images act as a time-stamp for what the night sky looked like before it was polluted with what one NASA scientists described as “space junk.”\u003c/p>\n\u003cp>The scientists at PARI compared their collection to the \u003ca title=\"library\" href=\"http://en.wikipedia.org/wiki/Library_of_Alexandria\" target=\"_blank\">Library of Alexandria\u003c/a>. Science Director Michael Castelaz told me, “If that library hadn’t been destroyed, the knowledge that could have been passed on from the philosophers and the Greeks from three millennia ago would just have benefited us greatly. So I think we’re in the same situation.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Castelaz believes the hidden potential inscribed in the plates have yet to be fully realized. He and his PARI colleagues are stewards of history, preserving the pates for future generations and ensuring that the next Einstein has the resources to turn the world on its axis once again. After all, the proof is in the plates.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/quest/26479/the-night-sky-past-and-present","authors":["10296"],"categories":["quest_3","quest_9"],"tags":["quest_10358","quest_10359","quest_243","quest_13192","quest_1374","quest_3351","quest_10298","quest_10357","quest_2141","quest_10356","quest_2349","quest_3290","quest_2532","quest_10360","quest_10363"],"featImg":"quest_26590","label":"quest"},"quest_17085":{"type":"posts","id":"quest_17085","meta":{"index":"posts_1591205157","site":"quest","id":"17085","score":null,"sort":[1309892400000]},"guestAuthors":[],"slug":"chemistry-by-smell","title":"Chemistry By Smell","publishDate":1309892400,"format":"audio","headTitle":"QUEST | KQED Science","labelTerm":{"site":"quest"},"content":"\u003cp>http://www.kqed.org/.stream/anon/radio/quest/2012/07/2012-07-09-quest.mp3\u003c/p>\n\u003cp>Blind people are consistently underrepresented in the workforce, but especially in the sciences. Experts say that's partly due to the fact that so much of early science education is learned through visual-spatial lessons. The Lighthouse for the Blind recently held its second ever chemistry camp for blind kids. The goal is to engage blind kids in the sciences by teaching chemistry through other senses, like touch and smell.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"The Lighthouse for the Blind recently held its first ever chemistry camp for blind kids. The goal is to engage blind kids in the sciences by teaching chemistry through other senses, like touch and smell. ","status":"publish","parent":0,"modified":1370997285,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":3,"wordCount":87},"headData":{"title":"Chemistry By Smell | KQED","description":"The Lighthouse for the Blind recently held its first ever chemistry camp for blind kids. The goal is to engage blind kids in the sciences by teaching chemistry through other senses, like touch and smell. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Chemistry By Smell","datePublished":"2011-07-05T19:00:00.000Z","dateModified":"2013-06-12T00:34:45.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"17085 http://science.kqed.org/quest/audio/chemistry-by-smell/","disqusUrl":"https://ww2.kqed.org/quest/2011/07/05/chemistry-by-smell/","disqusTitle":"Chemistry By Smell","path":"/quest/17085/chemistry-by-smell","audioUrl":"http://www.kqed.org/.stream/anon/radio/quest/2012/07/2012-07-09-quest.mp3","audioDuration":null,"audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>http://www.kqed.org/.stream/anon/radio/quest/2012/07/2012-07-09-quest.mp3\u003c/p>\n\u003cp>Blind people are consistently underrepresented in the workforce, but especially in the sciences. Experts say that's partly due to the fact that so much of early science education is learned through visual-spatial lessons. The Lighthouse for the Blind recently held its second ever chemistry camp for blind kids. The goal is to engage blind kids in the sciences by teaching chemistry through other senses, like touch and smell.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/quest/17085/chemistry-by-smell","authors":["210"],"categories":["quest_5"],"tags":["quest_252","quest_10002","quest_13201","quest_1663","quest_13202","quest_2532"],"featImg":"quest_40576","label":"quest"},"quest_19181":{"type":"posts","id":"quest_19181","meta":{"index":"posts_1591205157","site":"quest","id":"19181","score":null,"sort":[1297704901000]},"guestAuthors":[],"slug":"elephant-seals-through-eighth-grade-eyes","title":"Elephant Seals Through Eighth Grade Eyes","publishDate":1297704901,"format":"standard","headTitle":"QUEST | KQED Science","labelTerm":{"site":"quest"},"content":"\u003cp>\u003cspan class=\"center\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2011/02/Elephant-Seals-1.jpg\" alt=\"\">\u003c/span>\u003cbr>\n\u003cspan class=\"center\">\u003cem>Oakland middle school students observe elephant seal behavior—and snap cell phone photos—at Año Neuvo State Reserve.\u003c/em>\u003c/span>\u003c/p>\n\u003cp>This weekend, I went to \u003ca href=\"http://www.parks.ca.gov/?page_id=523\">Año Nuevo State Reserve\u003c/a> to see the \u003ca href=\"http://www.parks.ca.gov/?page_id=1115\">elephant seals\u003c/a>, along with 14 Oakland middle schoolers. Some friends at \u003ca href=\"http://www.lawrencehallofscience.org/\">The Lawrence Hall of Science\u003c/a>, where I work, needed an extra driver for a field trip. I’d never been to Año Nuevo before, so I volunteered. We had a great trip—warm weather, a terrific tour guide, and plenty of animals to observe. Those perceptive middle schoolers narrowed in on a few salient facts about elephant seal life.\u003c!--more-->\u003c/p>\n\u003cp>We took a guided walk through the sand dunes with a docent named Bob. He started and ended the tour with poems by John Muir, peppered the kids with questions, and told us some amazing info about elephant seals. He had elephant seal whiskers in his pocket, and a piece of molted skin, which he passed around to the students. They were simultaneously repulsed and fascinated. After two hours in the warm sun, peering at elephant seals through binoculars and snapping photos with cell phones, we were headed back. During our long walk from the beach to the parking lot, I asked a few kids what they found most interesting about the elephant seals. And when we got back the parking lot, we asked the kids to share with a partner what they learned about the seals, and what they still wondered. Here are the top three things that middle schoolers noticed about elephant seals.\u003c/p>\n\u003cp>1. Elephant seals mate. Right in front of you. And… it’s sort of violent. Males move in on the females, and sometimes bite them so they won’t struggle. As our tour guide explained, pregnant female elephant seals come onshore to give birth in December. When they head out to sea a few months later, they’re pregnant again. They’ll return to Año Nuevo and repeat the process again next year. As one girl put it, “I wouldn’t like to have a baby every year. And I wouldn’t like it if I couldn’t pick who dad would be.” From the sounds of some of those female elephant seals, they may feel the same way.\u003c/p>\n\u003cp>2. Elephant seal moms are mean. They nurse their babies for about a month, and then leave the babies to fend for themselves. Elephant seal milk is super fatty—the pups gain up to 250 pounds during their month of nursing. Once they’re fattened up, the moms take off. The pups are then called weaners, and they live off their fat while they learn to swim and fish for themselves. About 50% of the weaners will survive the year. However, some weaners don’t even make it off the beach. We saw a skinny-looking little elephant seal, all alone, making meager movements of its flippers to flick sand onto its body to keep cool. It was forlorn and wrinkly, not glossy, fat, and round like its neighbors. Bob said it probably wouldn’t survive. It likely got separated from its mother before it had gotten fat enough to get through the weeks without food. The students were really upset about the fact that we were standing on the sand dunes, basically watching this little elephant seal die. \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan class=\"center\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2011/02/elephant-seals-2.jpg\" alt=\"\">\u003c/span>\u003cbr>\n\u003cspan class=\"center\">\u003cem>A dominant male elephant seal shows who’s boss.\u003c/em>\u003c/span>\u003c/p>\n\u003cp>3. Elephant seals can be huge. The dominant males, called bulls, can be up to 16 feet long. This is three times the height of Justin Beiber, who, as I learned on the drive out, is only 5 foot 4. Big male elephant seals can move improbably quickly across the sand, to defend their harem from smaller males who try to mate with the females on the sly. In their rush to scare away the interlopers, the big bulls sometimes mow down little elephant seal pups. The small pups are basking in the sun, and can’t get out of the way in time. About 5% of the pups at Año Nuevo are crushed under adult seals. We might have seen a pup get mowed down. Maybe. Its rear flippers might have been squished; we weren’t really sure. The little guy moved a bit, but then stopped moving. Then it moved again. And then it was time to go.\u003c/p>\n\u003cp>\u003cspan class=\"center\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2011/02/elephant-seals-3.jpg\" alt=\"\">\u003c/span>\u003cbr>\n\u003cspan class=\"center\">\u003cem>Look!\u003c/em>\u003c/span>\u003c/p>\n\u003cp>These kids will go on a series of field trips throughout the year, to tidepools and marine labs, as part of a Lawrence Hall of Science program funded by a \u003ca href=\"http://www.coastal.ca.gov/publiced/plate/plgrant.html\">California Coastal Commission Whale Tail Grant\u003c/a>. The Coastal Commission awards dozens of grants for youth programs and coastal cleanups. The funding comes from the sales of the Whale Tail license plate. \u003c/p>\n\u003cp>Learn more about elephant seals in Sheraz Sadiq’s QUEST blog post, \u003ca href=\"http://ww2.kqed.org/quest/2011/02/02/11944/\">Diving to New Scientific Depths with Elephant Seals\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> 37.1130031 -122.3302506\u003c/p>\n\n","blocks":[],"excerpt":"This weekend, I went to Ano Nuevo State Park to see the elephant seals, along with 14 Oakland middle schoolers.","status":"publish","parent":0,"modified":1297704901,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":842},"headData":{"title":"Elephant Seals Through Eighth Grade Eyes | KQED","description":"This weekend, I went to Ano Nuevo State Park to see the elephant seals, along with 14 Oakland middle schoolers.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Elephant Seals Through Eighth Grade Eyes","datePublished":"2011-02-14T17:35:01.000Z","dateModified":"2011-02-14T17:35:01.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"19181 http://www.kqed.org/quest/blog/?p=12248","disqusUrl":"https://ww2.kqed.org/quest/2011/02/14/elephant-seals-through-eighth-grade-eyes/","disqusTitle":"Elephant Seals Through Eighth Grade Eyes","path":"/quest/19181/elephant-seals-through-eighth-grade-eyes","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan class=\"center\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2011/02/Elephant-Seals-1.jpg\" alt=\"\">\u003c/span>\u003cbr>\n\u003cspan class=\"center\">\u003cem>Oakland middle school students observe elephant seal behavior—and snap cell phone photos—at Año Neuvo State Reserve.\u003c/em>\u003c/span>\u003c/p>\n\u003cp>This weekend, I went to \u003ca href=\"http://www.parks.ca.gov/?page_id=523\">Año Nuevo State Reserve\u003c/a> to see the \u003ca href=\"http://www.parks.ca.gov/?page_id=1115\">elephant seals\u003c/a>, along with 14 Oakland middle schoolers. Some friends at \u003ca href=\"http://www.lawrencehallofscience.org/\">The Lawrence Hall of Science\u003c/a>, where I work, needed an extra driver for a field trip. I’d never been to Año Nuevo before, so I volunteered. We had a great trip—warm weather, a terrific tour guide, and plenty of animals to observe. Those perceptive middle schoolers narrowed in on a few salient facts about elephant seal life.\u003c!--more-->\u003c/p>\n\u003cp>We took a guided walk through the sand dunes with a docent named Bob. He started and ended the tour with poems by John Muir, peppered the kids with questions, and told us some amazing info about elephant seals. He had elephant seal whiskers in his pocket, and a piece of molted skin, which he passed around to the students. They were simultaneously repulsed and fascinated. After two hours in the warm sun, peering at elephant seals through binoculars and snapping photos with cell phones, we were headed back. During our long walk from the beach to the parking lot, I asked a few kids what they found most interesting about the elephant seals. And when we got back the parking lot, we asked the kids to share with a partner what they learned about the seals, and what they still wondered. Here are the top three things that middle schoolers noticed about elephant seals.\u003c/p>\n\u003cp>1. Elephant seals mate. Right in front of you. And… it’s sort of violent. Males move in on the females, and sometimes bite them so they won’t struggle. As our tour guide explained, pregnant female elephant seals come onshore to give birth in December. When they head out to sea a few months later, they’re pregnant again. They’ll return to Año Nuevo and repeat the process again next year. As one girl put it, “I wouldn’t like to have a baby every year. And I wouldn’t like it if I couldn’t pick who dad would be.” From the sounds of some of those female elephant seals, they may feel the same way.\u003c/p>\n\u003cp>2. Elephant seal moms are mean. They nurse their babies for about a month, and then leave the babies to fend for themselves. Elephant seal milk is super fatty—the pups gain up to 250 pounds during their month of nursing. Once they’re fattened up, the moms take off. The pups are then called weaners, and they live off their fat while they learn to swim and fish for themselves. About 50% of the weaners will survive the year. However, some weaners don’t even make it off the beach. We saw a skinny-looking little elephant seal, all alone, making meager movements of its flippers to flick sand onto its body to keep cool. It was forlorn and wrinkly, not glossy, fat, and round like its neighbors. Bob said it probably wouldn’t survive. It likely got separated from its mother before it had gotten fat enough to get through the weeks without food. The students were really upset about the fact that we were standing on the sand dunes, basically watching this little elephant seal die. \u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan class=\"center\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2011/02/elephant-seals-2.jpg\" alt=\"\">\u003c/span>\u003cbr>\n\u003cspan class=\"center\">\u003cem>A dominant male elephant seal shows who’s boss.\u003c/em>\u003c/span>\u003c/p>\n\u003cp>3. Elephant seals can be huge. The dominant males, called bulls, can be up to 16 feet long. This is three times the height of Justin Beiber, who, as I learned on the drive out, is only 5 foot 4. Big male elephant seals can move improbably quickly across the sand, to defend their harem from smaller males who try to mate with the females on the sly. In their rush to scare away the interlopers, the big bulls sometimes mow down little elephant seal pups. The small pups are basking in the sun, and can’t get out of the way in time. About 5% of the pups at Año Nuevo are crushed under adult seals. We might have seen a pup get mowed down. Maybe. Its rear flippers might have been squished; we weren’t really sure. The little guy moved a bit, but then stopped moving. Then it moved again. And then it was time to go.\u003c/p>\n\u003cp>\u003cspan class=\"center\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2011/02/elephant-seals-3.jpg\" alt=\"\">\u003c/span>\u003cbr>\n\u003cspan class=\"center\">\u003cem>Look!\u003c/em>\u003c/span>\u003c/p>\n\u003cp>These kids will go on a series of field trips throughout the year, to tidepools and marine labs, as part of a Lawrence Hall of Science program funded by a \u003ca href=\"http://www.coastal.ca.gov/publiced/plate/plgrant.html\">California Coastal Commission Whale Tail Grant\u003c/a>. The Coastal Commission awards dozens of grants for youth programs and coastal cleanups. The funding comes from the sales of the Whale Tail license plate. \u003c/p>\n\u003cp>Learn more about elephant seals in Sheraz Sadiq’s QUEST blog post, \u003ca href=\"http://ww2.kqed.org/quest/2011/02/02/11944/\">Diving to New Scientific Depths with Elephant Seals\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> 37.1130031 -122.3302506\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/quest/19181/elephant-seals-through-eighth-grade-eyes","authors":["10200"],"categories":["quest_4"],"tags":["quest_961","quest_962","quest_1090","quest_1467","quest_1743","quest_2532"],"featImg":"quest_12250","label":"quest"},"quest_12130":{"type":"posts","id":"quest_12130","meta":{"index":"posts_1591205157","site":"quest","id":"12130","score":null,"sort":[1297704642000]},"guestAuthors":[],"slug":"all-u-s-children-left-behind","title":"All (U.S.) Children Left Behind","publishDate":1297704642,"format":"standard","headTitle":"QUEST | KQED Science","labelTerm":{"site":"quest"},"content":"\u003cp>\u003cspan class=\"left\">\u003ca href=\"http://www.kqed.org/quest\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2011/02/china2.jpg\" alt=\"\">\u003c/a>\u003cem>These Chinese students are kicking our butts in science.\u003c/em>\u003c/span>\u003c/p>\n\u003cp>New test results confirm what many of us have feared: U.S. students suck at science. These new numbers are not only bad for our reputation, they spell trouble for the future U.S. economy and possibly the world. Maybe President Obama is right and we are in the middle of another “Sputnik” moment. \u003c/p>\n\u003cp>The most \u003ca href=\"http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2011451\">recent test results\u003c/a> put us on par with France, the Czech Republic and Hungary and miles away from the likes of China, South Korea, Finland and Australia. The top countries will be producing the best scientists who will drive economies forward. Those of us in the middle of the pack will either fall behind economically or stay competitive either by attracting good scientists from elsewhere or by changing our education system to match the Finns or the Aussies. \u003c/p>\n\u003cp>Of course this is only true if these results hold for top performing students, too. Since most scientists come from this group, if the top performing students in the U.S. hold their own against their counterparts in other countries, then we may be OK.\u003c/p>\n\u003cp>The testing folks provide this great tool,\u003ca href=\"http://nces.ed.gov/surveys/international/ide/\"> the International Data Explorer\u003c/a>, that lets you parse the data in lots of different ways. And no matter how I sliced the data, we are in the middle of the pack. If I look at wealthy folks, or students who have educated parents or students that have scientists as parents, each category is still behind lots of different countries. \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>So we can’t blame the test results on immigrants, the poor or any of our usual convenient scapegoats. We are simply doing a poor job of teaching science. Such a poor job that our economy is going to be in real trouble in the not so distant future.\u003c/p>\n\u003cp>And it isn’t just our economy that is threatened. A general U.S. public that is not up to snuff scientifically might just put our world at risk too. \u003c/p>\n\u003cp>A scientifically illiterate public will fear vaccines and GM foods, won’t understand and so won’t believe in global warming and so on. This could mean a spread of disease, starvation and environmental catastrophes just to name a few. \u003c/p>\n\u003cp>It is important to remember that none of this is inevitable. We can ramp up our science education so that we train the best scientists in the world and maybe even create a scientifically informed and savvy public in the process. \u003c/p>\n\u003cp>In fact, Massachusetts has done just that in the last 15 or 20 years. If it were a country, Massachusetts would now be in the upper ranks of countries. We need to look to Massachusetts for how to improve other states' failing education systems. \u003c/p>\n\u003cp>Massachusetts shows that with the will and money to do it, we can turn our educational system around. Sadly, though, I am not sure most of the country will. Sputnik came with the fear of nuclear holocaust. Our current crisis comes with the fear of future irrelevance and a decreased standard of living. \u003c/p>\n\u003cp>The current risks are not life and death and so it will be much harder to mobilize the government, the public, and the unions to transform our education system. I guess our dominance economically and scientifically was good while it lasted. \u003c/p>\n\u003cp>\u003ca href=\"http://www.theatlantic.com/national/archive/2010/11/your-child-left-behind/66069/\">A fun interactive that lets you compare math, science and reading scores between states and different countries.\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.theatlantic.com/magazine/archive/2010/12/your-child-left-behind/8310/\">State by state math scores compared to other countries.\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.slate.com/id/2281847/\">Why this crisis will be harder to overcome than the Sputnik crisis.\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> 37.7749295 -122.4194155\u003c/p>\n\n","blocks":[],"excerpt":"New test results confirm what many of us have feared: U.S. students suck at science.","status":"publish","parent":0,"modified":1297704642,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":602},"headData":{"title":"All (U.S.) Children Left Behind | KQED","description":"New test results confirm what many of us have feared: U.S. students suck at science.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"All (U.S.) Children Left Behind","datePublished":"2011-02-14T17:30:42.000Z","dateModified":"2011-02-14T17:30:42.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"12130 http://www.kqed.org/quest/blog/2011/02/14/all-u-s-children-left-behind/","disqusUrl":"https://ww2.kqed.org/quest/2011/02/14/all-u-s-children-left-behind/","disqusTitle":"All (U.S.) Children Left Behind","path":"/quest/12130/all-u-s-children-left-behind","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan class=\"left\">\u003ca href=\"http://www.kqed.org/quest\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2011/02/china2.jpg\" alt=\"\">\u003c/a>\u003cem>These Chinese students are kicking our butts in science.\u003c/em>\u003c/span>\u003c/p>\n\u003cp>New test results confirm what many of us have feared: U.S. students suck at science. These new numbers are not only bad for our reputation, they spell trouble for the future U.S. economy and possibly the world. Maybe President Obama is right and we are in the middle of another “Sputnik” moment. \u003c/p>\n\u003cp>The most \u003ca href=\"http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2011451\">recent test results\u003c/a> put us on par with France, the Czech Republic and Hungary and miles away from the likes of China, South Korea, Finland and Australia. The top countries will be producing the best scientists who will drive economies forward. Those of us in the middle of the pack will either fall behind economically or stay competitive either by attracting good scientists from elsewhere or by changing our education system to match the Finns or the Aussies. \u003c/p>\n\u003cp>Of course this is only true if these results hold for top performing students, too. Since most scientists come from this group, if the top performing students in the U.S. hold their own against their counterparts in other countries, then we may be OK.\u003c/p>\n\u003cp>The testing folks provide this great tool,\u003ca href=\"http://nces.ed.gov/surveys/international/ide/\"> the International Data Explorer\u003c/a>, that lets you parse the data in lots of different ways. And no matter how I sliced the data, we are in the middle of the pack. If I look at wealthy folks, or students who have educated parents or students that have scientists as parents, each category is still behind lots of different countries. \u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>So we can’t blame the test results on immigrants, the poor or any of our usual convenient scapegoats. We are simply doing a poor job of teaching science. Such a poor job that our economy is going to be in real trouble in the not so distant future.\u003c/p>\n\u003cp>And it isn’t just our economy that is threatened. A general U.S. public that is not up to snuff scientifically might just put our world at risk too. \u003c/p>\n\u003cp>A scientifically illiterate public will fear vaccines and GM foods, won’t understand and so won’t believe in global warming and so on. This could mean a spread of disease, starvation and environmental catastrophes just to name a few. \u003c/p>\n\u003cp>It is important to remember that none of this is inevitable. We can ramp up our science education so that we train the best scientists in the world and maybe even create a scientifically informed and savvy public in the process. \u003c/p>\n\u003cp>In fact, Massachusetts has done just that in the last 15 or 20 years. If it were a country, Massachusetts would now be in the upper ranks of countries. We need to look to Massachusetts for how to improve other states' failing education systems. \u003c/p>\n\u003cp>Massachusetts shows that with the will and money to do it, we can turn our educational system around. Sadly, though, I am not sure most of the country will. Sputnik came with the fear of nuclear holocaust. Our current crisis comes with the fear of future irrelevance and a decreased standard of living. \u003c/p>\n\u003cp>The current risks are not life and death and so it will be much harder to mobilize the government, the public, and the unions to transform our education system. I guess our dominance economically and scientifically was good while it lasted. \u003c/p>\n\u003cp>\u003ca href=\"http://www.theatlantic.com/national/archive/2010/11/your-child-left-behind/66069/\">A fun interactive that lets you compare math, science and reading scores between states and different countries.\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.theatlantic.com/magazine/archive/2010/12/your-child-left-behind/8310/\">State by state math scores compared to other countries.\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.slate.com/id/2281847/\">Why this crisis will be harder to overcome than the Sputnik crisis.\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> 37.7749295 -122.4194155\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/quest/12130/all-u-s-children-left-behind","authors":["6177"],"categories":["quest_4"],"tags":["quest_848","quest_1197","quest_1198","quest_2161","quest_2530","quest_2532","quest_3130"],"featImg":"quest_12223","label":"quest"},"quest_11995":{"type":"posts","id":"quest_11995","meta":{"index":"posts_1591205157","site":"quest","id":"11995","score":null,"sort":[1296756084000]},"guestAuthors":[],"slug":"reliable-science-web-resource-scitable","title":"Reliable Science Web Resource: Scitable","publishDate":1296756084,"format":"standard","headTitle":"QUEST | KQED Science","labelTerm":{"site":"quest"},"content":"\u003cp>\u003cspan class=\"left\">\u003ca href=\"http://www.kqed.org/quest\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2011/02/scitable.jpg\" alt=\"\">\u003c/a>\u003cem>Finally a reliable scientific resource on the web.\u003c/em>\u003c/span>\u003c/p>\n\u003cp>A really interesting project called \u003ca href=\"http://www.nature.com/scitable\">Scitable\u003c/a> recently came to my attention. This site is sponsored by the same folks who publish \u003ca href=\"http://www.scientificamerican.com/\">Scientific American\u003c/a>, \u003ca href=\"http://www.nature.com/\">Nature\u003c/a>, and many other scientific journals and magazines. It is intended to provide students, teachers, professors and the public with easy to read, understandable materials about science. \u003c/p>\n\u003cp>From a quick look, it looks like a great website for advanced high school students, undergraduate and graduate students, scientists, and the well educated. If this is you, take a look \u003ca href=\"http://www.nature.com/scitable\">here\u003c/a> and let me know what you think.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>Below is an email interview I did with the guy who runs the site, Vikram Savkar. It focuses on what Scitable offers and some ways to heal our ailing science education system. \u003c/p>\n\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2011/02/VAsmall.jpg\" align=\"right\">\u003c/p>\n\u003cp>\u003cstrong>Many of our readers will not have heard of Scitable before. Can you please give a brief history of the group and what you hope to accomplish.\u003c/strong>\u003c/p>\n\u003cp>\u003cem>Scitable is an open, high quality science teaching and learning site from Nature Publishing Group, publishers of Nature, Scientific American, and a number of other science journals and magazines. We launched Scitable because we feel strongly that inspiring and enabling today’s students to immerse themselves in science is crucial for the future of the planet. Without dedicated scientific researchers, or at least a science-literate population, we won’t be able to make the progress we need as a global community on sustainability, food security, diseases, and so on. Our goal is to make access to very high quality science education information and compelling scientific experiences a common denominator for students regardless of their socioeconomic or geographic background.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Can you please tell our readers who the sources are for the information on your site and how often information is updated? Do you see it as a more reliable source for people compared to what else is out there on the web (e.g. Wikipedia)?\u003c/strong>\u003c/p>\n\u003cp>\u003cem>We actively commission the pieces you see on the site from leading scientists, faculty, or science journalists, depending on the subject matter, and every piece is put through a formal review by other experts in the field. The result is that the information is high quality: current, carefully thought through, scientifically accurate, and designed explicitly for use by teachers and students. We update our pieces on average once a month . . . often when a member of the community points out a topic they think we should have covered but didn’t; we’ll route the opinion to our reviewers and if everyone agrees, we will update the article. Yes, our intention is very much for Scitable to be a marriage of the reliability and quality of information that we’re all familiar with from journals and formal publications with the ease of discovery of use that’s characteristic of sites like Wikipedia.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>What is your favorite feature of Scitable? Why?\u003c/strong>\u003c/p>\n\u003cp>\u003cem>I sometimes use the search box in the People area of Scitable to figure out whether we have any student or faculty users from far-flung parts of the world . . . and usually find that we do. (Mauritius: yes. Swaziland: no. We’ll have to work on that.) We’re really trying to create a kind of global classroom – a place where students from any part of the world can collaborate with researchers, teachers, and fellow students who are interested in the same subject but potentially thousands of miles away.\u003cbr>\n\u003c/em>\u003cbr>\n\u003cstrong>Can you tell us a little bit about the resources that are available for the public, students, and/or teachers at your site? How easy is it for these people to access and use these resources?\u003c/strong>\u003c/p>\n\u003cp>\u003cem>The heart of Scitable is the extensive (and growing) content library. We have more than 600 readings in genetics, cell biology, and ecology right now, and we’re adding more across the life and physical sciences this year. We have mini-textbooks in the life sciences as well as on special topics like scientific communication and career planning. And our learning paths allow students to progress through “hot” issues like biotechnology at their own pace. We also have a strong set of classroom tools, which teachers can use to run private online research spaces for their students. In just five or ten minutes, a teacher can create a customized reading list (using content from Scitable or from anywhere on the web) and enroll students in discussions, news feeds, and so on. All of this is free. The bulk of the content doesn’t require registration; people do have to register to build or join a classroom or take a learning path. Overall, it’s really easy for people to learn through the site . . . our users are growing rapidly every month, and they come from all walks of life: students, teachers, researchers, parents, veterinarians (yes, I’ve noticed a lot of these!), genetic counselors, and more.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>What do you see as the primary problem with science education today? If you had a magic wand and could fix science education, what would you do? Would it differ between K-12 and undergraduate education?\u003c/strong>\u003c/p>\n\u003cp>\u003cem>I don’t think there is a primary problem, I think that the overall quality of science education is driven by the convergence of a lot of factors: Do parents encourage kids to tinker with nature and science? Are there enough well trained science teachers, and are they incentivized to stay at tough schools? How widely available are good lab equipment and other learning materials? How successful are college instructors at reminding students of the “magic” behind the memorization? If I had a magic wand, I would wave it at all of these. If I had to pick one . . . that’s tough . . . I would probably work on ensuring that there are highly qualified teachers (which means not only understanding science but having a solid background in teaching methods) in all schools, including and particularly under resourced ones. But, really, the key point for me is that there isn’t just one thing to focus on, we must take a holistic approach.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Who is the primary audience for Scitable? K-12 students, K-12 educators, undergraduates, the general public, graduate students, etc.?\u003cbr>\n\u003c/strong>\u003cbr>\n\u003cem>The audience in formal education ranges from advanced high school classes to junior/senior level undergraduate classes . . . we have a broad set of content in the site, so there is much there for everyone within that range. The audience among the general public seems to be encouragingly varied, there are so many different kinds of people whom I have seen find their way to the site. People really do instinctively get excited by science; when we provide a way for them to easily find good answers to their questions, they will take advantage of it.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Do you see Scitable as a resource for that day in the not too distant future when everyone knows their own DNA sequence? Are there any resources available and accessible for the average person at your site? Or is it mostly focused right now on aspiring or actual scientists?\u003cbr>\n\u003c/strong>\u003cbr>\n\u003cem>There are many resources for the average person, and we plan to publish more. A good example is our growing collection of Spotlights, which are essentially “home pages” for topics like Alternative Energy and Acoustic Pollution, intended specifically to help general learners go beyond the newspaper headlines and learn the actual science behind hot-button issues. I don’t see us ever helping people to make medical judgments of any kind, but I do see us helping a broad set of citizens to understand something substantial about the fields of research that can lead to a vastly improved quality of life for all of us. And to vote in ways that help make this future a reality.\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/quest/2010/01/18/the-wild-wild-web/\">A previous blog on the difficulties of finding good scientific information on the web.\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> 37.7749295 -122.4194155\u003c/p>\n\n","blocks":[],"excerpt":"An interview with Vikram Savkar, the man who runs a reliable web resource for science called Scitable.","status":"publish","parent":0,"modified":1296756084,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1333},"headData":{"title":"Reliable Science Web Resource: Scitable | KQED","description":"An interview with Vikram Savkar, the man who runs a reliable web resource for science called Scitable.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Reliable Science Web Resource: Scitable","datePublished":"2011-02-03T18:01:24.000Z","dateModified":"2011-02-03T18:01:24.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"11995 http://www.kqed.org/quest/blog/2011/02/03/reliable-science-web-resource-scitable/","disqusUrl":"https://ww2.kqed.org/quest/2011/02/03/reliable-science-web-resource-scitable/","disqusTitle":"Reliable Science Web Resource: Scitable","path":"/quest/11995/reliable-science-web-resource-scitable","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan class=\"left\">\u003ca href=\"http://www.kqed.org/quest\">\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2011/02/scitable.jpg\" alt=\"\">\u003c/a>\u003cem>Finally a reliable scientific resource on the web.\u003c/em>\u003c/span>\u003c/p>\n\u003cp>A really interesting project called \u003ca href=\"http://www.nature.com/scitable\">Scitable\u003c/a> recently came to my attention. This site is sponsored by the same folks who publish \u003ca href=\"http://www.scientificamerican.com/\">Scientific American\u003c/a>, \u003ca href=\"http://www.nature.com/\">Nature\u003c/a>, and many other scientific journals and magazines. It is intended to provide students, teachers, professors and the public with easy to read, understandable materials about science. \u003c/p>\n\u003cp>From a quick look, it looks like a great website for advanced high school students, undergraduate and graduate students, scientists, and the well educated. If this is you, take a look \u003ca href=\"http://www.nature.com/scitable\">here\u003c/a> and let me know what you think.\u003c/p>\n\u003cp>\u003c!--more-->\u003c/p>\n\u003cp>Below is an email interview I did with the guy who runs the site, Vikram Savkar. It focuses on what Scitable offers and some ways to heal our ailing science education system. \u003c/p>\n\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cimg src=\"http://ww2.kqed.org/quest/wp-content/uploads/sites/39/2011/02/VAsmall.jpg\" align=\"right\">\u003c/p>\n\u003cp>\u003cstrong>Many of our readers will not have heard of Scitable before. Can you please give a brief history of the group and what you hope to accomplish.\u003c/strong>\u003c/p>\n\u003cp>\u003cem>Scitable is an open, high quality science teaching and learning site from Nature Publishing Group, publishers of Nature, Scientific American, and a number of other science journals and magazines. We launched Scitable because we feel strongly that inspiring and enabling today’s students to immerse themselves in science is crucial for the future of the planet. Without dedicated scientific researchers, or at least a science-literate population, we won’t be able to make the progress we need as a global community on sustainability, food security, diseases, and so on. Our goal is to make access to very high quality science education information and compelling scientific experiences a common denominator for students regardless of their socioeconomic or geographic background.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Can you please tell our readers who the sources are for the information on your site and how often information is updated? Do you see it as a more reliable source for people compared to what else is out there on the web (e.g. Wikipedia)?\u003c/strong>\u003c/p>\n\u003cp>\u003cem>We actively commission the pieces you see on the site from leading scientists, faculty, or science journalists, depending on the subject matter, and every piece is put through a formal review by other experts in the field. The result is that the information is high quality: current, carefully thought through, scientifically accurate, and designed explicitly for use by teachers and students. We update our pieces on average once a month . . . often when a member of the community points out a topic they think we should have covered but didn’t; we’ll route the opinion to our reviewers and if everyone agrees, we will update the article. Yes, our intention is very much for Scitable to be a marriage of the reliability and quality of information that we’re all familiar with from journals and formal publications with the ease of discovery of use that’s characteristic of sites like Wikipedia.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>What is your favorite feature of Scitable? Why?\u003c/strong>\u003c/p>\n\u003cp>\u003cem>I sometimes use the search box in the People area of Scitable to figure out whether we have any student or faculty users from far-flung parts of the world . . . and usually find that we do. (Mauritius: yes. Swaziland: no. We’ll have to work on that.) We’re really trying to create a kind of global classroom – a place where students from any part of the world can collaborate with researchers, teachers, and fellow students who are interested in the same subject but potentially thousands of miles away.\u003cbr>\n\u003c/em>\u003cbr>\n\u003cstrong>Can you tell us a little bit about the resources that are available for the public, students, and/or teachers at your site? How easy is it for these people to access and use these resources?\u003c/strong>\u003c/p>\n\u003cp>\u003cem>The heart of Scitable is the extensive (and growing) content library. We have more than 600 readings in genetics, cell biology, and ecology right now, and we’re adding more across the life and physical sciences this year. We have mini-textbooks in the life sciences as well as on special topics like scientific communication and career planning. And our learning paths allow students to progress through “hot” issues like biotechnology at their own pace. We also have a strong set of classroom tools, which teachers can use to run private online research spaces for their students. In just five or ten minutes, a teacher can create a customized reading list (using content from Scitable or from anywhere on the web) and enroll students in discussions, news feeds, and so on. All of this is free. The bulk of the content doesn’t require registration; people do have to register to build or join a classroom or take a learning path. Overall, it’s really easy for people to learn through the site . . . our users are growing rapidly every month, and they come from all walks of life: students, teachers, researchers, parents, veterinarians (yes, I’ve noticed a lot of these!), genetic counselors, and more.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>What do you see as the primary problem with science education today? If you had a magic wand and could fix science education, what would you do? Would it differ between K-12 and undergraduate education?\u003c/strong>\u003c/p>\n\u003cp>\u003cem>I don’t think there is a primary problem, I think that the overall quality of science education is driven by the convergence of a lot of factors: Do parents encourage kids to tinker with nature and science? Are there enough well trained science teachers, and are they incentivized to stay at tough schools? How widely available are good lab equipment and other learning materials? How successful are college instructors at reminding students of the “magic” behind the memorization? If I had a magic wand, I would wave it at all of these. If I had to pick one . . . that’s tough . . . I would probably work on ensuring that there are highly qualified teachers (which means not only understanding science but having a solid background in teaching methods) in all schools, including and particularly under resourced ones. But, really, the key point for me is that there isn’t just one thing to focus on, we must take a holistic approach.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Who is the primary audience for Scitable? K-12 students, K-12 educators, undergraduates, the general public, graduate students, etc.?\u003cbr>\n\u003c/strong>\u003cbr>\n\u003cem>The audience in formal education ranges from advanced high school classes to junior/senior level undergraduate classes . . . we have a broad set of content in the site, so there is much there for everyone within that range. The audience among the general public seems to be encouragingly varied, there are so many different kinds of people whom I have seen find their way to the site. People really do instinctively get excited by science; when we provide a way for them to easily find good answers to their questions, they will take advantage of it.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Do you see Scitable as a resource for that day in the not too distant future when everyone knows their own DNA sequence? Are there any resources available and accessible for the average person at your site? Or is it mostly focused right now on aspiring or actual scientists?\u003cbr>\n\u003c/strong>\u003cbr>\n\u003cem>There are many resources for the average person, and we plan to publish more. A good example is our growing collection of Spotlights, which are essentially “home pages” for topics like Alternative Energy and Acoustic Pollution, intended specifically to help general learners go beyond the newspaper headlines and learn the actual science behind hot-button issues. I don’t see us ever helping people to make medical judgments of any kind, but I do see us helping a broad set of citizens to understand something substantial about the fields of research that can lead to a vastly improved quality of life for all of us. And to vote in ways that help make this future a reality.\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/quest/2010/01/18/the-wild-wild-web/\">A previous blog on the difficulties of finding good scientific information on the web.\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> 37.7749295 -122.4194155\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/quest/11995/reliable-science-web-resource-scitable","authors":["6177"],"categories":["quest_4"],"tags":["quest_848","quest_1197","quest_1198","quest_2161","quest_2530","quest_2532","quest_3130"],"featImg":"quest_11997","label":"quest"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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