Category: Perspectives

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Productivity!

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A few months ago in our weekly NERD club we ran a session on dealing with stress. Part of this session revolved around what made us stressed, and one of the big problems was feeling like we had too much to do and too little time to do it. To follow up on this, this week we looked at how to be more productive. Many of our discussions revolved around the ideas presented here and here.

What makes us less productive?

The causes of our lack of productivity varied across career stages and the types of work we were involved with. Almost everyone had one major problem – the internet. Postdocs and PIs complained about the huge volume of emails and the desire to deal with them. PhD students weren’t so distracted by emails, instead their issue tended to be things like news websites. All of us have problems with distractions like social media, cute animal pictures and xkcd. Solutions included strictly restricting time doing these things, and/or the number of links you are “allowed” to click and explore before going back to work!

Another big issue was other people. This included supervisors/collaborators who won’t respond to emails or always delay or cut short meetings, suppliers messing up equipment orders, arcane university policies requiring endless form filling, constant interruptions from students etc. This is probably impossible to solve, but did provoke an interesting debate – what if your productivity actually reduces the productivity of someone else? For example, many of us had examples of people who would delay replying to emails until it was convenient for them but this would severely delay someone else working on the project. Another common complaint was people who call you to ask questions – this is great for them as they get an immediate answer but often frustrating for the person who has been interrupted. The only solution we could think of was a) talk to the person involved and calmly explain the problem to see if it can be solved and b) to all think carefully about how our actions affect others (of course I’d like to think we all do this anyway but I know we don’t!)

Finally, we discussed how these distractions all become worse when you have something you really don’t want to do (for me this is grading!). You will do literally anything other than that task. Again this is hard to solve, as it requires self-discipline (and for many people it requires the sound of the deadline whooshing by). My solution has been to work out a really short amount of time that I think I can cope with doing that task for. I then set a timer and do it for that long, or often longer as these things are rarely that bad once you get over the initial hurdle of starting. I then reward myself with a break. I find this works even better if you can do it with a colleague. Yes, it takes far longer to get the task done than it should, but it does get done rather than sitting on your desk and giving you the side-eye all day/week/month.

Unique snowflakes of productivity

An important thing to note throughout these tips is that different things work for different people! I find working at home great for my productivity, others find they spend the whole day tidying the house. I work best in the evenings, other people work best at 6am. Do whatever works for you!

Potential solutions

  1. Be kind to yourself

I think this is most important, especially in light of the stress discussions we had earlier in the year. Most of us are more productive when we eat well, get plenty of sleep, exercise regularly and work sensible hours. Yes, you will get a lot of stuff done if you work crazy hours for a couple of weeks. But that increase in productivity comes at a price of burn out, getting sick or generally losing motivation for the project. Working a 35 hour week has been shown to be most effective for prolonged productivity. Taking breaks is also really important.

  1. Redefine and monitor your productivity

Sometimes our frustrations with how we are doing are related to what we think counts as productivity. We might set goals that are too high, or forget about all the little things we achieved during the day. A suggestion was to make a thorough to-do list (I use trello.com to keep my to-do list synced across multiple computers and because you still get the satisfaction of ticking stuff off!). Making the list is also a useful procrastination activity (see below)! It does make me feel weirdly better when I see small tasks being ticked off, even if the larger whole of the task is yet to be completed.

  1. Find out where your time is going

Another common complaint was coming into work, seemingly working hard all day, but then having nothing to show for it. One suggestion from @DRobcito was to try keeping a “time diary” for a couple of weeks. This involves just noting down somewhere what you’ve done and how long it took you to do it. Although annoying to do, this is a great way to see where your time is going, what you should be spending less time on, and what kinds of activities you might want to say no to in future because the time expended doesn’t match the benefits.

  1. To Pomodoro or not to Pomodoro

A lot of articles on this subject recommend the Pomodoro technique where you work for 25 minutes, take a short break, then work another 25 minutes. After four or five repeats you take a longer break. Most of us had tried this, or a version of it, and most of us found it didn’t work for us. I think this may be related to it being hard to get anything sensible done in 25 minutes when analysing data or writing a paper. But as mentioned above, I often use something similar when grading papers which works really well.

  1. Have a “me” day

This is perhaps more for people later in the their careers, but it’s good to have one day a week where you don’t do anything for anyone else, and you don’t go to any meetings. You only do things that will add to your CV. Essentially this means working on papers or grants. Maybe not such a big deal for PhD students, but I can definitely go for weeks without working on any of my research. Another thing to avoid on these days is admin and non-essential emailing.

  1. Procrastinate effectively

Instead of watching a video of a capybara bathing with ducklings during a break, move on to something that requires zero intellect, but still requires doing for your work, for example reconciling expenses/receipts after a trip, formatting references, playing with figures, searching for new literature etc. Having said that, it’s important to also take proper breaks, and to ensure you see the capybara video.

  1. More efficient meetings

Another suggestion from @DRobcito was to have 22 minute meetings. We were dubious about this but he claims it works, mostly because you have to cut to the chase immediately. He also suggested scheduling back-to-back meetings to prevent any of them from running over. Again this doesn’t always work and can just lead to all your meetings starting late which may be great for you but is unfairly detrimental to the productivity of the people waiting for you.

  1. Dealing with emails I

A number of people use the “5 sentence max” email rule to keep emails short and to the point. If an email needs to be longer you should Skype or meet in person. We decided this works sometimes but not others. Many of us like to have details on email rather than talking them through on Skype or in person. Additionally, some of us really hate the trend of really short email replies because it’s hard to gauge tone, and also it seems a bit rude not to address the email to a person. This may be a cultural thing.

  1. Dealing with emails II

Most of us can’t get much done without internet, so turning off the internet wasn’t an option. But we can all turn off our email notifications on our phones, tablets and computers. This prevents you from dealing with the emails as the come in, but also removes the distraction of the notification itself which can break your concentration. Different people had different strategies for emails. Some do emails in set blocks of time, others do them during breaks. I think in terms of not injuring other people’s productivity it’s probably polite to at least triage your email in the morning and sometime in the afternoon. I also use the rule that if I can respond to the email/do what it asks me to do in less that 5 minutes, I do it then rather than leaving it to fester in my inbox.

  1. Manage your time, energy and attention.

This article explains this in more detail. Essentially, being productive requires that you have time to work, the energy to work, and the attention to work. Even if you have an hour to work on a paper, you still won’t be productive if you’re too tired to do anything useful or keep getting distracted. All of the above are solutions to one or more of these issues.

Author

Natalie Cooper @nhcooper123

Thanks to @DRobcito, @jonesor and @naubinhorth who helped with suggestions for our discussions.

Photo credit

wikimedia commons

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The Inspirational Role of Ecosystems in Popular Music

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Nature, natural phenomena, animals and ecosystems have always inspired human beings and references to it are omnipresent in ancient and contemporary cultures. To take just a narrow example, composers and songwriters have found inspiration in Nature an uncountable number of times. Rivers, mountains, forests, sea and desert are evoked by the lyrics of songsters far from their homeland, or just carried away by the beauty of Nature they are experiencing. In “River” Joni Mitchell wishes to have a river to skate on it on Christmas days. In a different mood, Bob Dylan sits down on a bank of sand “watching the river flows …. no matter what gets in the way and which way the wind does blow”; maybe a metaphor of a diverted and conformed society. In “Sea Song” Robert Wyatt comforts himself by confessing to his sea/lover “your madness fits in nicely with my own, your lunacy fits neatly with my own”.

The environmental philosopher Mark Sagoff once cited the 60’s popular rock ‘n’ roll group the Drifters, singing:

At night the stars put on a show for free,

And darling, you can share it all with me …

Up the roof …

somehow reminding us that this “inspirational” role is a service that Nature gives us for free, available for everyone who wants to enjoy it, or write a song about it.

Anyway, just for the sake of curiosity, let’s try to make a quick calculation. By searching the website AllMusic (a 30 million track repository of popular music) I found around 1.35 million songs that referred to one of the main biomes. Lakes and rivers lead the chart with 400,000 titles, followed by prairies and steppes with around 300,000, then forests and shores (and beaches) with 270,000 titles each. Coral reefs, jungles, the sea and the deserts stand in the middle of the chart, each of them scoring in between 50,000 and 80,000. At the bottom of the chart we find pastures and grasslands, and swamps or wetlands with 30,000 and 26,000 titles.

If we consider that the average price for a song on iTunes stands at $1.20 we can calculate the overall value of these “ecosystems inspired” songs, as equal to $1.6 million. Notice that this is a minimum estimate because we are considering only a single download for each song. Furthermore, if Dylan’s river or Wyatt’s sea inspired their valuable songs, what about all the other rivers and seas that are out there just waiting to be sang about and flattered? In order to do justice to more of them, I hereby invite all readers to share their favourite “ecosystems” songs in the comments below!

Author

Luca Coscieme COSCIEML[at]tcd.ie

Photo credit

wikimedia commons

References

Sagoff, M. (1997). Can we put a price on nature’s services? Philosophy and Public Policy. 17 (3), p.7-12.

iTunes Store average price per song estimation is based on this article.

Links

www.allmusic.com

Joni Mitchell – River 

Bob Dylan – Watching the River Flow 

Robert Wyatt – Sea Song 

The Drifters – Up on the Roof 

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Mixed Messages, Pesticide Pestilence and Pollinator Populations

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“We’re getting mixed messages from scientists about the effects of neonicotinoids on bees” – I have heard this from several sources, including a very senior civil servant in the UK and from an intensive tillage farmer in Ireland. A recent article in the US media says pretty much the same thing. An article in the Guardian last week entitled “UK drew wrong conclusion from its neonicotinoids study, scientist says”, reports on Dave Goulson’s reanalysis of the Food & Environment Research Agency (FERA)’s own data, but draws the opposite conclusion.

So why is there confusion on bee decline and the role of neonicotinoids? I believe it’s down to several factors:

1. “Bees” are a diverse taxonomic group of insects, including the well-known eusocial honeybee Apis mellifera, the familiar bumblebees in the genus Bombus, plus hundreds of other species of bee, which have quite different life histories and ecologies, most of which do not form social colonies. When talking about bees, we need to be clear about which ones we are discussing. If everyone is clear about which taxonomic group they are talking about, this could cut down considerably on the confusion. (By the way, the Guardian used a picture of honeybees as the image accompanying their article on bumblebees).

2. Honeybees are managed by beekeepers. If a colony dies out (especially over winter in temperate countries), it is replaced by splitting a strong colony in spring. If the colony is sick, it is treated. When we talk about honeybee decline, we are either referring to colony losses (i.e. colonies dying out, which can be caused by a range of factors, especially parasites and diseases, and is highly spatio-temporally variable); OR we are referring to the fact that there are fewer beekeepers out there, or that each one is keeping fewer colonies. The point is, when colonies die out, beekeepers can restock and the total number of honeybee colonies depends on the activity of beekeepers. This is why there appears to be no decline in honeybees in the US. This is not the case for wild bees.

3. Eusocial bees, by the very nature of their colonial societies, are to some extent buffered against environmental stochasticity and pressures. If a few hundred honeybees are killed whilst out of the hive foraging during the summer, it may have little impact on the colony, because there are 50,000 or more honeybees left in the hive. This may be a reason why lab-based findings cannot always be scaled up when replicated at field level. Measuring effects at the colony-level is also another problem. A range of different experimental approaches has led to mixed conclusions on the effects of neonicotinoids on honeybees.

4. A huge number of independent peer-reviewed studies have shown negative lethal and sub-lethal effects of neonicotinoids on wild bees and other non-target organisms (e.g. see review by Pisa et al. 2015), in laboratory, and semi-field studies. Realistic field-level studies on the other hand are challenging methodologically: some bees have large foraging ranges and so studies must be conducted over large areas; pesticide free “control” sites are very hard to find; and wild bees are subject to a range of interacting pressures (loss of forage resources, parasites and disease, cocktails of pesticides, use of managed bees for pollination purposes, climate change…), and disentangling the effects of these pressures in a field experiment is hard. However, those few studies that have been conducted properly appear to support the lab and semi-field findings.

5. The media band-wagon… When the media polarise environmental issues, it’s very hard for people to make an informed decision – instead of crediting the general public with the intelligence to understand that the environment is highly variable in both space and time, and that ecological systems and interactions within them are highly complex, issues are presented as cut-and-dried in one direction or another. Thus the confusion is maintained, so that the next big news story, that contradicts the previous one, can have a bigger impact.

There shouldn’t be any confusion – neonicotinoids have sufficient negative impacts on non-target organisms for us to be concerned about their widespread and often prophylactic use (e.g. as seed dressings). We should also worry about the wider environmental impacts of pesticides like neonicotinoids – how persistent they are, how they get into the soil and water-courses and affect other organisms that provide essential ecosystem services. And we shouldn’t just be concerned about neonicotinoids – the massive cocktail of chemicals we intentionally and accidentally unleash on the natural environment could have long-term and very damaging effects to our natural capital. Including bees.

Author: Jane Stout, stoutj[at]tcd.ie

Photo credit: wikimedia commons

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Evolution is – surprise! – Darwinian!

800px-Human_pidegree

I sometime come across papers that I missed during their publication time and that shed a new light on my current research (or strengthen the already present light). Today it was Cartmill’s 2012 Evolutionary Anthropology – not open access, apologies…

Cartmill raises an interesting question from an evolutionary point of view: “How long ago did the first [insert your favorite taxa here] live?”. This question is crucial for any macroevolutionary study (or/and for the sake of getting a chance to be published in Nature). If one is studying the “rise of the age of mammals” (just for example of course) the question of the exact timing is crucial to see whether placental mammals evolved after or before the extinction of avian dinosaurs.

Because Cartmill published in Evolutionary Anthropology let’s replace [insert your favorite taxa here] with humans. He proposes to answer to the question “How long ago did the first humans live?” by looking at the different ways people have addressed it through time. It all starts back with Simpson’s quantum evolution stating that clades share “adaptive shifts” or “adaptive trends”. For example, for humans, that will be bipedalism and an increase in brain size: “Everybody can sort humans out instantly from other sorts of things: […] they share a unique reliance on technology, a capacity for culture, and a gift for gab.”

This is an unfortunate classical view of evolution based on morphological data leading to a series of morphological discontinuities – the adaptive shifts (“human origins, primate origins, mammal origins, amniote origins, and so on” – I already discussed this gradualistic view about tetrapod origins). Cartmill uses a pertinent quote from Simpson to comment this trend: “Is this not, in fact, simply a recrudescence of the old naïve conception of a scala naturae[?]”. However, this raises a cladistic problem. Assuming we have the data on the oldest human. What defines his or her humanness? “Humanness [whatever that means] is not a coherent package. We have known since the 1960s that our terrestrial bipedality evolved more than two million years before the onset of what was long held to be the fundamental human characteristic, that is the great development of the brain.’’

Cartmill’s point is that, morphologically, there is no adaptive shift or trend that can define any group. Morphological evolution acts more like a succession of slow and discrete incremental changes rather than the Simpsonian quantum model: “there is only a long, geologically slow cascade of accumulating small apomorphies” and adaptive trends or shifts within clades “are fantasies, born ultimately of our wish to see ourselves as more decisively set off from other animals than we actually are.”

Will I have to rethink my current project looking at mammals morphological evolution? Well by using molecular data as well as morphological data we can accurately trace back the small incremental changes (the DNA mutations) as well as the actual changes in morphology through time. My PhD is not just a series of failures after all!

Author

Thomas Guillerme: guillert[at]tcd.ie, @TGuillerme

Photo credit

http://en.wikipedia.org/wiki/Great_chain_of_being#/media/File:Human_pidegree.jpg

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Is the medium a monster?

Jurassic_Park_poster“Dinosaurs have become boring. They’re a cliché. They’re overexposed” – Stephen Jay Gould

Dinosaurs have always been inextricably linked to popular culture. Despite going extinct 65 million years ago at the end of the Cretaceous period they pervade our society. Dinosaur exhibits are the main attractions of natural history museums and outside of this setting, they can be found in films, documentaries, books, toy shops etc. A new discovery of one of these animals frequently adorns our newspapers. Even the word dinosaur has entered our everyday language as a metaphor to describe something as hopelessly outdated. Because of this pervasiveness there seems to be an implicit assumption among science communicators that dinosaurs “sugar-coat the pill of knowledge” but I’ve often wondered about the exact role these animals play in helping scientists communicate their subject. Perhaps they’re viewed by the public as little more than monsters, no more educational than dragons or the abominable snowman.

The well known science populariser and palaeontologist Stephen Jay Gould wrote an article about the nature of ‘Dinomania’ for the New York Review of Books around the time of the release of the film version of Jurassic Park. His article is wide ranging, exploring how dinosaurs have become so popular and asking if the excitement surrounding them at that time was just a fad; the result of cynical commercialisation. The most pertinent point he raises is the effect that such commercialisation has had on science communication efforts, “ In the past decade, nearly every major or minor natural history museum has succumbed (not always unwisely) to two great commercial temptations: to sell many scientifically worthless, and often frivolous, or even degrading, dinosaur products in their gift shops; and to mount, at high and separate admissions charges, special exhibits of colorful robotic dinosaurs that move and growl but (so far as I have ever been able to judge) teach nothing of scientific value about these animals.” He concedes that such animatronics would be useful if they were integrated with other educational exhibits but bemoans the fact that they are often separated from the rest of the exhibit entirely.

A further point he raises is that of the antagonistic relationship that has resulted from ‘dinomania’. He explains how, “Dinomania dramatizes a conflict between institutions with disparate purposes—museums and theme parks. Museums exist to display authentic objects of nature and culture—yes, they must teach; and yes, they may certainly include all manner of computer graphics and other virtual displays to aid in this worthy effort; but they must remain wed to authenticity”.

But if we look at the history of dinosaurs they ‘escaped’ into the public sphere almost as soon as they were discovered. They were never contained solely within the purview of science and scientists. The Victorian anatomist Richard Owen who gave dinosaurs their name collaborated with the artist Benjamin Waterhouse Hawkins in creating the first models of these animals. The Great Exhibition of London at Crystal Palace in 1854 displayed these sculptures to the public who were astounded. Pictures, posters and replicas of the sculptures were made available to the public. Certainly, commercialisation was no recent addition.

And 22 years after the release of Jurassic Park dinosaurs are still as prominent as ever, so it seems ‘dinomania’ was no flash in the pan. My own view is that these animals are an excellent means of showing the wonder of science and nature to people, often acting as a gateway to science especially among children.  Yes they may be cynically marketed and there are many inaccurate representations of dinosaurs but undoubtedly even these have evolved. The Tyrannosaurus of Jurassic Park is a much more accurate representation of the animal than the version who fought King Kong 60 years earlier. It appears that dinosaurs are well-placed to both educate and entertain with neither component mutually exclusive. The final words go to palaeontologist Bob Bakker:

“Interest in dinosaurs is not a fad. Dinosaurs are nature’s special effects, extraordinary monsters that were created not by a Hollywood computer-animation shop but by the natural forces of evolution.”

Author: Adam Kane, kanead[at]tcd.ie, @P1zPalu

Photo credit: http://en.wikipedia.org/wiki/Jurassic_Park_%28film%29#/media/File:Jurassic_Park_poster.jpg

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A Day in the Life of a PhD Student

nine_to_fiveWe thought it might be interesting to share what the daily life of a PhD student actually looks like. So here are three perspectives on the average day.

Adam

A typical day for me begins between 8 and 9. I start out by checking my emails for correspondence and any interesting new papers that have been published. You typically have content alerts set up to send directly to your email account. As the blog administrator, I often upload new posts to our site in the morning.

I’ll usually be in the middle of composing a paper given that this is the main part of a PhD student’s work. This has three aspects to it, reading, writing and coding. I don’t adhere to a rigid timetable day by day, instead I’ll just pick one of the three that I’m interested in doing at the time.

I take a break at 11 and 1 where I talk to my friends about work as well as shooting the breeze. I work until 5 or 6 most days and if I begin to flag in the afternoon with doing research I’ll try my hand at writing a blog post. I share my office with four other people so the idea of the lonely academic is definitely not applicable in my case.

Thomas

Fortunately my day does not only consist of writing papers and analysing data! In fact I spend also a good amount of time doing rather chilled out stuff (such as drinking coffee, reading/writing sciency blogs, checking conferences or trendy papers on twitter or reading/writing emails). I also spend some nice hours chatting with my colleagues, whether it is at lunch break or in the office and whether it is about the last Hobbit movie or the simplest algorithm to match names in a phylogeny.

The “purely productive” aspects that can lead to a publications are actually constantly fed by the “less productive” ones (such as chatting around or reading stuff) and I’m always glad that these are not mutually exclusive parts of my day to day PhD life.

Deirdre

My typical day is very similar to those of Adam and Thomas above but, as my PhD is very empirically based I also have bursts of field, outdoor and lab based experiment days so, to be different, here is what a day in the field (doing freshwater work) for me is like:

Typically I get up sinfully early, pile on as many layers as I can and head out in the (hopefully preloaded) van for a long drive to the field site with my field buddy of the day.

We’d spend anything from 2- 4 hours at the different sites collecting algae and invertebrate samples from our cages, usually pausing for a slightly soggy cheese sandwich in the middle or to chat to curious a passer-by. On clear weather days this can be lovely and you see all sorts of beautiful country and wildlife but the rain makes everything take twice as long- especially when you need to see below the water surface. Not all bad though, on one of these rainy cold days our bedraggled selves were invited in for tea and scones to one of the lakeside houses. Then it’s a long drive back, trying to do some water filtering and sample sorting on the winding country roads. Usually, depending how late we get back, then there is the unloading of the van and lugging all of the samples to the cold room for storage.  Fieldwork is great fun though; it lets you see the country and bump into all kinds of creatures and characters.

Authors: Adam Kane, Thomas Guillerme, Deirdre McClean

Photo credit: http://www.blogmarketingacademy.com/which-is-more-secure-the-9-5-job-or-self-employment/

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War of the Words – The Conflict between Science and Journalism, Part 2

Extra-Extra-Read-All-About-ItIn a previous post I outlined some potential areas of conflict between scientists and the journalists who are reporting on research. Here I want to continue my look at this relationship. First off let’s start by looking at some surprising results from the social science literature which show that more often than not scientific findings are accurately reported.

One study by Peters et al. (2008) reported, “interactions between scientists and journalists are more frequent and smooth than previously thought.” Another study, this time of science coverage in the Italian press, found that “There is almost invariable agreement between the author of the article and the sources” (Bucchi and Mazzolini 2003). The authors of the latter paper go on to state that, “This predominantly positive tone of science coverage, documented also by other studies of the daily press, is again in contrast with many critical stereotypes and contributions.”

There is a paradox apparent in all of this. How is it that the majority of scientists are happy with the journalistic interpretation of their studies and yet journalists are portrayed as constantly reporting the science inaccurately? Celeste Condit (2004) reports that “It was all too natural for critics [of the media] to notice and reprint examples of egregious reporting, portraying these as typical of the rapidly burgeoning area of genetics reporting.”

We should be aware that the general claim from scientists that journalists simplify scientific data could be levelled at scientists themselves. The final Nature paper tells a story without mention of any bumps on the road. Peter Medawar recognised as much when he asked “is the scientific paper a fraud?” Of course every scientific paper cuts out the difficulties encountered and smooths the rough edges.

This seems to be the answer to the question of conflict; a select few examples of sloppy journalism are used to criticise science journalism as a whole. It appears to be the case that many of the criticisms of science journalists are unwarranted.

But is this relationship something we should want? I would argue that it may not be entirely beneficial. Of course it is important that scientific work isn’t misrepresented and that there are many findings of science that ought to be celebrated but a critical article on some body of research may often be justified. As Phillip Ball says, “Making scientists happy is not the aim of science journalism…” Murcott (2009) believes science journalists’ dependence on sources makes them different to other journalists. “You could say that this is not exactly a description of a journalist — more that of a priest, taking information from a source of authority and communicating it to the congregation.” I would agree with this point and his conclusions that “The ‘priesthood’ model of science journalism needs to be toppled.”

Of course there are problems if this model is to change because as he points out “The time pressures on journalists today do not bode well for calls for more depth, context and criticism” (Murcott 2009). Colin Macilwain (2010) echoes these views and says “Scientists and the media are trapped in a cosy relationship that benefits neither. They should challenge each other more.” Naturally, researchers do not want “to be held to account by the press.” Macilwain advocates more dedicated journalistic coverage that criticises science in a way that other journalistic beats do. “Reporters and editors could then engage with sets of findings and associated issues of real societal importance in the news pages, asking the hard questions about money, influence and human frailty that much of today’s science journalism sadly ignores”.

One trend that is likely to increase conflict is the decline in the number of specialised science reporters. PZ Myers, a scientist and active blogger says “the problem with science journalism…is that too often newspapers think you don’t need a science journalist to write it. Any ol’ hack will do.” (Myers 2010). I would contend that as newspapers assign non-specialist reporters to their science beat the number of instances of bias, misrepresentation, inaccuracies etc. will rise.

It should be noted that scientists have a role to play in this too. If specialised science reporters disappear scientists will have to recognise this and be sympathetic if and when they deal with a journalist who is relatively ignorant of the science. In this way there will be less room for inaccuracy and misrepresentation. I would agree with the conclusions of a piece in the journal Nature that scientists by working with journalists can “ensure that journalism programmes include some grounding in what science is, and how the process of experiment, review and publication actually works” (Nature 2009).

The current relationship that science journalists have with their sources means that, although there is room for conflict, it is far from inevitable. Indeed, it seems that Colin Macilwain’s concept of a “cosy relationship” is a more accurate representation. In conclusion I would suggest that there are two forms of conflict that can occur between science journalists and their sources. There is the ‘watchdog approach’ whereby journalists are skeptical of their sources, investigate their motives and question their research. This, I would argue, is something that society should have even if it generates some friction between journalist and source. The second area of conflict is that which occurs when journalists misrepresent, misquote and inaccurately report the science. This, of course, is not something anyone wants.

Author: Adam Kane, kanead[at]tcd.ie

Photo credit: http://gloucesterconcordes.ca/welcome/extra-extra-read-all-about-it/

References

Anderson, A Peterson, A David, M. (2005). Communication or spin? Source-media relations in science journalism. In, Allan, S Journalism, critical issues. England, Open University Press. p. 188-198.

Ball, P. (2008). When reporters attack. Nature. 321, p.204-205.

Bubela, T Caulfield, T. (2004). Do the print media “hype” genetic research? A comparison of newspaper stories and peer-reviewed research papers. Canadian Medical Association Journal. 170 (9), p. 1399-1407.

Bucchi, M. Mazzolini, R. G. (2003). Big science, little news, science coverage in the Italian daily press, 1946–1997. Public Understanding of Science. 12. p. 7-24.

Condit, C. (2004). Science reporting to the public, Does the message get twisted? Canadian Medical Association Journal. 170 (9), p. 1415-1416.

Conrad, P. (1999). Uses of expertise, sources, quotes, and voice in the reporting of genetics in the news. Public Understanding of Science. 8, 285-302.

Dickson, D. (2005). The case for a ‘deficit model’ of science communication. Available, http,//www.scidev.net/en/editorials/the-case-for-a-deficit-model-of-science-communic.html.

Goldacre, B. (2005). Don’t dumb me down. Available, http,//www.guardian.co.uk/science/2005/sep/08/badscience.research.

Hansen, A. (1994). Journalistic practices and science reporting in the British press. Public Understanding of Science. 3, 111-134.

Ipsos MORI. (2009). Doctors Remain Most Trusted Profession. Available, http,//www.ipsos-mori.com/researchpublications/researcharchive/poll.aspx?oItemId=2478.

Macilwain, C. (2010). Calling science to account. Nature. 463, p. 875.

Medawar, P. (1964). ‘Is the scientific paper a fraud?’ Available, http,//contanatura-hemeroteca.weblog.com.pt/arquivo/medawar_paper_fraud.pdf.

Murcott, T. (2009). Science journalism, Toppling the priesthood. Nature. 459 (7250), p. 1054-1055.

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What do professors do?

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Whenever I go home I repeatedly deal with the age old question non-academics ask academics: what do you actually do? I always find this a tricky question no matter who asks. Some people have tried to make it easier by asking me to describe a typical day or week, but this doesn’t really help as it changes a lot from week to week! In 2014 I attended five conferences and two workshops, did two weeks of fieldwork in (cold and wet!) Madagascar, and gave four seminars at different universities. I also worked on at least ten completely different research projects with different groups of people. Most weeks I’d work on one of those at least a little. But other than the research, I don’t really have an “average” week. Most weeks I’ll attend NERD club, and a meeting (or five) and I usually interact with my PhD students to some degree. But the exact details depend on the time of year (exam season/term term/outside term time), and where I am with projects, grant deadlines etc. So instead of specifically telling you what *I* do, I’ve compiled a list of the kinds of activities professors/lecturers are involved in.

Professor/lecturer jobs are often split into three areas: research, teaching and admin. However, I prefer to think of it in the same terms as on our promotion forms: research, teaching, service to your institution and service to the community. Admin sadly forms part of all of these things, like a layer of really horrible jam sticking together the cake of academia. All of these things also seem to involve a lot of emailing. If you defined my job by what I spend most time on, I’m probably a professional emailer…

Research includes fieldwork, lab work, analyses, coding/programming, planning future projects, managing finances, supervising PhD students and postdocs, writing press releases, reading papers/books, writing papers/books, writing blog posts about research, grant writing (this is the worst!), attending conferences, networking, writing reports, attending journal clubs etc.

Teaching includes giving lectures and tutorials, supervising labs, preparing lectures and labs, getting materials for labs, setting and grading essays, supervising projects and desk studies, giving careers advice, writing reference letters, putting teaching materials online, arranging timetables and room bookings (and dealing with the inevitable mix-ups that occur), providing extra reading, marking exams, invigilating, checking attendance, advising students who are experiencing difficulties, being a personal tutor etc.

Service to your institution includes sitting on committees, acting as Director or Dean of some administrative entity, promoting the institution via social media and/or traditional media, helping at Open Days, organising seminar series, providing graduate student training, internal examining theses, interacting with alumni, organising journal club, being a representative at meetings (e.g. Athena SWAN, departmental, Faculty etc… ad infinitum).

Service to the broader scientific community includes teaching on workshops, creating online tutorials, reviewing papers, being a journal editor, sitting on society committees, organising conferences/symposia/workshops, giving seminars at other institutions, organising outreach events, writing advice based blog posts, grant reviewing, organising cross-institution journal clubs etc.

There are probably many more, but this is what we came up with in half an hour!

As you can see it’s a pretty diverse job! Strangely we are mostly trained as PhD students and postdocs to do research, some service to the broader community and a little bit of teaching. This is worth bearing in mind when deciding whether a career as a professor/lecturer is right for you, as research is definitely only part of the job (at some times of year it’s very difficult to do any research at all!). However, many of the additional duties are really interesting and fun, and things like teaching and supervising students are really rewarding.

These are quite general things we do as professors/lecturers. But hopefully this is helpful if you’ve ever wondered why we’re always moaning about being busy! One final point – in general, professors/lecturers *do not* get the summer off work. My ex’s mother was convinced that I had the best job in the world because I only had to work from late Sept to June. If only that were true!

Author

Natalie Cooper
nhcooper123

Photo credit

Cuneo estate / Bridgeman Images
The Royal Institution