Communicating Chemistry

Chemistry plays a critical role in daily life, impacting areas such as medicine and health, consumer products, energy production, the ecosystem, and many other areas. Communicating about chemistry in informal environments has the potential to raise public interest and understanding of chemistry around the world. However, the chemistry community lacks a cohesive, evidence-based guide for designing effective communication activities. This report is organized into two sections. Part A: The Evidence Base for Enhanced Communication summarizes evidence from communications, informal learning, and chemistry education on effective practices to communicate with and engage publics outside of the classroom; presents a framework for the design of chemistry communication activities; and identifies key areas for future research. Part B: Communicating Chemistry: A Framework for Sharing Science is a practical guide intended for any chemists to use in the design, implementation, and evaluation of their public communication efforts.

A growing body of evidence indicates that, increasingly, the public is engaging with science in a wide range of informal environments, which can be any setting outside of school such as community-based programs, festivals, libraries, or home. Yet undergraduate and graduate schools often don't prepare scientists for public communication. This practical guide is intended for any chemist â€" that is, any professional who works in chemistry-related activities, whether research, manufacturing or policy â€" who wishes to improve their informal communications with the public. At the heart of this guide is a framework, which was presented in the report Effective Chemistry Communication in Informal Environments and is based on the best available empirical evidence from the research literature on informal learning, science communication, and chemistry education. The framework consists of five elements which can be applied broadly to any science communication event in an informal setting.

Chemistry plays a critical role in daily life, impacting areas such as medicine and health, consumer products, energy production, the ecosystem, and many other areas. Communicating about chemistry in informal environments has the potential to raise public interest and understanding of chemistry around the world. However, the chemistry community lacks a cohesive, evidence-based guide for designing effective communication activities. This report is organized into two sections. Part A: The Evidence Base for Enhanced Communication summarizes evidence from communications, informal learning, and chemistry education on effective practices to communicate with and engage publics outside of the classroom; presents a framework for the design of chemistry communication activities; and identifies key areas for future research. Part B: Communicating Chemistry: A Framework for Sharing Science is a practical guide intended for any chemists to use in the design, implementation, and evaluation of their public communication efforts.

Historians and philosophers of science offer 18 papers from a European Science Foundation workshop held in Uppsala, Sweden, in February 1996, explore such questions as how textbooks differ from other forms of chemical literature, under what conditions they become established as a genre, whether they develop a specific rhetoric, how their audiences help shape the profile of chemistry, translations, and other topics. Only names are indexed.

Chapter 6: Examining the use of scientific argumentation strategies in deaf and hard-of-hearing learning contexts to teach climate science.

In the time since the second edition of The ACS Style Guide was published, the rapid growth of electronic communication has dramatically changed the scientific, technical, and medical (STM) publication world. This dynamic mode of dissemination is enabling scientists, engineers, and medicalpractitioners all over the world to obtain and transmit information quickly and easily. An essential constant in this changing environment is the requirement that information remain accurate, clear, unambiguous, and ethically sound.This extensive revision of The ACS Style Guide thoroughly examines electronic tools now available to assist STM writers in preparing manuscripts and communicating with publishers. Valuable updates include discussions of markup languages, citation of electronic sources, online submission ofmanuscripts, and preparation of figures, tables, and structures. In keeping current with the changing environment, this edition also contains references to many resources on the internet.With this wealth of new information, The ACS Style Guide's Third Edition continues its long tradition of providing invaluable insight on ethics in scientific communication, the editorial process, copyright, conventions in chemistry, grammar, punctuation, spelling, and writing style for any STMauthor, reviewer, or editor. The Third Edition is the definitive source for all information needed to write, review, submit, and edit scholarly and scientific manuscripts.

Intraspecific communication involves the activation of chemoreceptors and subsequent activation of different central areas that coordinate the responses of the entire organism—ranging from behavioral modification to modulation of hormones release. Animals emit intraspecific chemical signals, often referred to as pheromones, to advertise their presence to members of the same species and to regulate interactions aimed at establishing and regulating social and reproductive bonds. In the last two decades, scientists have developed a greater understanding of the neural processing of these chemical signals. Neurobiology of Chemical Communication explores the role of the chemical senses in mediating intraspecific communication. Providing an up-to-date outline of the most recent advances in the field, it presents data from laboratory and wild species, ranging from invertebrates to vertebrates, from insects to humans. The book examines the structure, anatomy, electrophysiology, and molecular biology of pheromones. It discusses how chemical signals work on different mammalian and non-mammalian species and includes chapters on insects, Drosophila, honey bees, amphibians, mice, tigers, and cattle. It also explores the controversial topic of human pheromones. An essential reference for students and researchers in the field of pheromones, this is also an ideal resource for those working on behavioral phenotyping of animal models and persons interested in the biology/ecology of wild and domestic species.

What is different about teams that are consistent winners, those teams that always seem to bring their A-game when the stakes are highest? A positive team culture is likely the answer. We’ve all seen it happen: the team that looks great on paper, or has a league-leading regular season, but can’t pull out the wins or give their top performance when everything is on the line. As coaches and sport leaders what can we do to ensure that we maximize the potential of our athletes and teams so they are successful and continue to enjoy sport? How do we ensure that we coach in a way that benefits the team and remains respectful of the individual? In their first book together, André Lachance and Jean François Ménard offer tangible and practical strategies to help sport leaders create efficient group dynamics, build team culture, and help a group of athletes to gel. Using the periodic table of elements to organize concepts into a modular framework, the authors have created a powerful new resource for coaches in every sport. Building successful teams is not as simple as picking the best players: there are specific methods that coaches and leaders use to make their messages stick and to bring out the best in everyone within a group. Consistently, the healthiest team cultures have a huge impact on performance. That is the power of Team Chemistry. OFFERS TANGIBLE AND PRACTICAL STRATEGIES: o How to create an inclusive environment o How to assess an athlete’s current state o What and what not to say after wins and losses o How to challenge conventional ways of setting goals o When to ask questions and give advice o . . . and much more