Ci Ncia E Cultura

The cultural authority of science is the authority that is granted to science in any particular context. This authority is as much a matter of image and perceived legitimacy as of statutory guarantee. However, while authority can be charismatic, based on tradition or based on competence, we would assume that science aims to be an authority of competence. To what extent does science have the last word, or stand above opinion on public issues? This Indo-European led collaboration aims to map the cultural authority of science, and to construct a system of indicators to observe this ‘science culture’ based on artefacts (science news analysis) and espoused beliefs and evaluations (public attitude data). Indeed, through a series of studies the authors examine the cultural authority of science in light of the challenges posed by European, Asian, African and American developments and debates. In particular, two main ideas are examined: the ‘Lighthouse’ model, whereby science is shining into a stormy sea of ignorance and mistrust; and the ‘Bungee Jump’ model, which demonstrates how science occasionally experiences a rough ride against a backdrop of goodwill. Presenting expertise in discourse analysis, computer-assisted text analysis and largescale survey analysis, The Cultural Authority of Science will be of interest to a global audience concerned with the standing of science in society. In particular, it may appeal to scholars and students of fields such as sociology of science, science communication, science studies, scientometrics, innovation studies and social psychology.

This text argues that an explanation for the cultural authority of science lies where scientific claims leave laboratories and enter boardrooms and living rooms. Here, one uses "maps" to decide who to believe - cultural maps demarcating "science" from pseudoscience, ideology, faith, or nonsense.

From 2nd to 5th October 2012 an International Congress on Science and Technology for the conservation of Cultural Heritage was held in Santiago de Compostela, Spain, organized by the Universidade of Santiago de Compostela on behalf of TechnoHeritage Network. The congress was attended by some 160 participants from 10 countries, which presented a total of 145 contributions among plenary lectures, oral, and poster communications. The congress was dedicated to eight topics, namely (1) Environmental assessment and monitoring (pollution, climate change, natural events, etc.) of Cultural Heritage; (2) Agents and mechanisms of deterioration of Cultural Heritage (physical, chemical, biological), including deterioration of modern materials used in Contemporary Art and information storage; (3) Development of new instruments, non invasive technologies and innovative solutions for analysis, protection and conservation of Cultural Heritage; (4) New products and materials for conservation and maintenance of Cultural Heritage; (5) Preservation of industrial and rural heritage from the 19th and 20th centuries; (6) Security technologies, Remote sensing and Geographical Information Systems for protection and management of Cultural Heritage; (7) Significance and social value of Cultural Heritage; and (8) Policies for conservation of Cultural Heritage. This volume publishes a total of ninety-three contributions which reflect some of the most recent responses to the challenge of cultural assets conservation.

This book presents a collection of critical thinking that concern cultural, social and political issues for science education in the Nordic countries. The chapter authors describe specific scenarios to challenge persisting views, interrogate frameworks and trouble contemporary approaches to researching teaching and learning in science. Taking a point of departure in empirical examples from the Nordic countries the collection of work is taking a critical sideways glance at the Nordic education principles. Critical examinations target specifically those who are researching in the fields of science education research to question whether conventional research approaches, foci and theoretical approaches are sufficient in a world of science education that is neither politically neutral, nor free of cultural values. Attention is not only on the individual learner but on the cultural, social and political conditions and contexts in science education. The different chapters review debates and research in teacher education, school teaching and learning including when external stakeholders are involved. Even though the chapters are contextualized in Nordic settings there will be similarities and parallels that will be informative to the international science education research community.