Search

This chapter focuses on questions surrounding universities’ societal responsibility in connection to language use, going beyond the national language(s) versus English dichotomy. As a result of university internationalisation and increased migration, both student and faculty populations at Nordic universities have diversified. Nordic universities are currently facing multiple challenges: to maintain academic autonomy and freedom of thought, to protect democratic ideals, to prove the validity of scientific findings, and to conduct most of their activities with the support of digital media. Drawing on findings from recent research conducted in Sweden and Finland and the latest Nordic language policy document (Gregersen et al. 2018), our chapter critically discusses how researchers and students with transnational trajectories perceive their language use. In particular, we consider the role of English vis-à-vis the national language(s) and other languages for purposes of research outreach and widening participation. We argue that there is a mismatch between university policies assuming that societal responsibility concerning language use is largely limited to local national and (to a lesser extent) minority languages, and the translocal experience of university stakeholders who often deal with a range of linguistic resources on a daily basis.

The Science Stand (SS) is an interdisciplinary proposal of non-formal actions of dialogical and critical communication of science for children, adolescents, and the general public in school and non-school educational spaces. In addition to the fixed stands, we sought to find an itinerant, simple, and versatile way to be used in various places and moments, with or without the stands, composed of standardized easels and tops, which led to greater mobility of the project activities. SS has as one of its concerns the training of mediators to act in the processes of scientific outreach. This article aims to investigate the contributions, for future teachers, of the performance as mediators of processes in the context of itinerant scientific outreach - in this case, the Science Stand - with scientific experiments in the context of prison. To this end, we observed the interactive itinerant process, during a presentation of SS, between mediators and students of Youth and Adult Education (EJA) deprived of freedom using, for registration, field diary, and photos. Two conversation wheels were also subsequently promoted with the mediators. Based on Vygotsky’s historical-cultural theory and the dialogical perspective for Paulo Freire, we verified as results, from the analysis of the data, objective indications that participating in this process of itinerant scientific outreach in non-formal education, with scientific experiments, allowed an expansion of the didactic and methodological repertoire of mediators, the understanding of the particularities of work with youth and adult education, promoted the reflection on the role of itinerant scientific outreach and non-formal education in the process of approaching the population to scientific knowledge and also the importance of actions such as these in spaces of deprivation of liberty. A Banca da Ciência (BC) é uma proposta interdisciplinar de ações não formais de comunicação dialógica e crítica da ciência para crianças, adolescentes e público geral em espaços educativos escolares e não-escolares. Para além das Bancas fixas buscou-se encontrar uma maneira itinerante, simples e versátil para ser utilizada em diversos lugares e momentos, com ou sem as bancas, composto de cavaletes e tampos padronizados, o que levou à uma maior mobilidade das atividades do projeto. A BC tem como uma de suas preocupações a formação dos mediadores para atuação nos processos de divulgação científica. Este artigo tem como objetivo investigar as contribuições, para os futuros professores, da atuação como mediadores dos processos no âmbito da divulgação científica itinerante - no caso a Banca da Ciência – com experimentos científicos no contexto do cárcere. Para tanto observamos o processo interativo itinerante, no decorrer de uma apresentação da BC, entre os mediadores e os educandos da Educação de Jovens e Adultos (EJA) privados de liberdade utilizando, para registro, diário de campo e fotos. Também foram promovidas, posteriormente, duas rodas de conversa com os mediadores. Com base na teoria histórico-cultural de Vigotski e na perspectiva dialógica de Paulo Freire verificamos como resultados, a partir da análise dos dados, indícios objetivos de que participar desse processo de divulgação científica itinerante na educação não formal, com experimentos científicos, permitiu uma ampliação do repertório didático e metodológico dos mediadores, e a compreensão das particularidades do trabalho com a Educação de Jovens e Adultos, promoveu a reflexão sobre o papel da divulgação científica itinerante e da educação não formal no processo de aproximação da população ao conhecimento científico e ainda a importância de ações como essas em espaços de privações de liberdade.

Publishing a paper is one big effort, but creating engagement and tracking the impact of it is another huge effort that most researchers take for granted. While increasing citations is one goal that people frequently mention when they are promoting their paper, creating engagement has more benefits than just adding some new citations to your portfolio. Olivier and Dasapta will share their experience engaging and collaborating via social media, blogpost, and drawing after a paper is published. Open Access means: open access to the files (uploading them to a public repository) open access to the contents --- Event (https://www.force11.org/fsci/2021/course-list-abstracts#T20) T20 - Case studies in the Earth Sciences: Current approaches to publishing, data and computation Sam Teplitzky, Anusuriya Devaraju, Chris Erdmann, Siddeswara Guru, Ivan Hannigan, Dasapta Irawan, Fernando Perez, Olivier Pourret, Natasha Simons, Alison Specht, Shelley Stall, Wynn Tranfield Abstract: Expectations of collaboration and contribution in the Earth, Space, and Environmental Sciences (ESES) are not always transparent. Increasingly scientists must navigate modern workflows that require an understanding of and attention to changing standards for publications and their associated research products. This course will take emerging and established researchers in Earth Science domains through current approaches to discipline-specific research workflows, including reproducibility, publishing, preserving and sharing data, and setting up computational and software environments at scale. Attendees will leave with ideas and methods for constructing their own research workflows that incorporate ESES tools and perspectives. Seven sessions will be offered within the following three themes: Publishing, Data and Computation. Session 1: Introduction to Open and Reproducible Practices in Earth Sciences Instructors: Sam Teplitzky, Wynn Tranfield Description: Serving as an introduction to Case studies in the Earth Sciences course, this session will also introduce participants to the range of topics considered at the outset of an Earth Sciences research project, such as reproducibility, preregistration, and authorship. Session 2: Your paper is published, it’s not the end of the journey Instructors: Dasapta Irawan, Olivier Pourret Description: Publishing a paper is one big effort, but creating engagement and tracking the impact of it is another huge effort that most researchers take for granted. While increasing citations is one goal that people frequently mention when they are promoting their paper, creating engagement has more benefits than just adding some new citations to your portfolio. Olivier and Dasapta will share their experience engaging and collaborating via social media, blogpost, and drawing after a paper is published. Session 3: Open Discussion Session/Informal Networking Session 4: FAIR Data & Software Citation Instructors: Chris Erdmann, Natasha Simons Description: Citing data and software you created for your research may seem odd and a little bit like self-citation. But Alas! This is exactly what is needed to get credit for the data and software you created for your research. Giving credit to not only your research outputs but also others’ software and data that you used in your research are important. These research outputs are valuable contributions to science and increase the possibility of higher numbers of citations for your published papers. In this session we will provide a checklist of what to cite in your paper as well as data and software management tools and practices that make sharing your data and software at the time of publication easier. Session 5: Data Management Plans that ensure FAIR principles Instructors: Anusuriya Devaraju, Alison Specht, Shelley Stall Description: In the first part of this component of the course, we shall introduce the participants to a Data and Digital Objects Management Plan through a checklist of steps and actions. For each step we shall show how FAIR principle can be incorporated into their work, and how they can assess the adequacy of their efforts. In the second component of the course, we shall invite the participants to bring an example of their own data, and help them to incorporate DMP and FAIR best practice into their own research data management. By this means we shall demonstrate that despite the wide variation in approaches in different discipline fields, there is a similarity of data management practice across all. The participants will take away active tools for their future work. Session 6: Collaborative, open geoscience in the cloud with Jupyter and Pangeo Instructors: Fernando Perez Description: In this session, we will demonstrate how tools in the Jupyter and Pangeo projects can be used to support open, collaborative practices in geoscience in the cloud. Modern cloud infrastructure offers a variety of computational infrastructure that can be deployed elastically, and the availability of geophysical data in the cloud is increasing at a rapid pace. Open source tools and communities like Pangeo and Project Jupyter can unlock this potential with modular components that scientists can use for a variety of scenarios ranging from individual exploration to large-scale, reproducible team science. We will describe some key components of these tools and illustrate how they can be put to use in concrete research scenarios. Session 7: Introduction to virtual work platforms (using CoESRA) Instructors: Siddeswara Guru, Ivan Hannigan Description: In the Earth and Environmental sciences international collaboration is expected. Covid-19 restrictions to travel have only exacerbated an existing challenge: how to work together in a productive manner. The virtual laboratory has gained traction in education, allowing students to collaborate and learn using cloud-based tools from their own desktop. In this component of the course we shall give an introduction to the virtual workspace, using a freeware example, CoESRA. We shall demonstrate how to source and save data, manipulate the data and run analyses, save the results, and ready them for publication, all with multiple colleagues participating. We shall run through the acquisition of a data set that is available on-line, to its analysis and the recording of the steps along the way, and then provide the opportunity for participants to source their own data and, with guidance, learn how to use the tools available, how to add more, and how to export the results. Audience: Researchers in the Earth Sciences, Presented in FSCI FORCE11 event https://www.force11.org/fsci/2021/course-list-abstracts#T20

This Master’s Degree Final Dissertation presents an intervention proposal, which implements the Service-Learning methodology (SL) in the teaching and learning process of the 4th school year of Secondary Education’s Physics and Chemistry subject. From an interdisciplinary approach, students learn Physics and Chemistry as well as Biology and Geology concepts through the execution of a service, in particular, the preparation and implementation of science outreach courses in five villages in Sobarriba. This council, in León province, represents the depopulation and the lack of cultural activities in rural regions. Through this service, students commit themselves to respond to the social necessity, based on the shortage of scientific literacy and socialization opportunities in this rural context. In this proposal, scientific outreach is turned into an active methodology, requiring to contextualize it in receiver’s every day and interesting topics, so it is focus on science in context. This innovator project, entitled “Science in Sobarriba”, is divided in the SL phases. At the same time, the service action design phase consists of three outreach activities, in which students research in order to turn themselves into experts on the topics, which are subsequently applied to the workshop production. In addition to the significant content learning, this proposal aims the competences development, particularly, citizenship values through SL, scientific competence using science in context and communication skills by outreaching. In conclusion, this project achieves the SL principles: rural depopulation context is a learning opportunity, as students are connected to the social reality and scientific concepts get meaningful. Furthermore, receiver’s socialization is promoted, as well as their scientific knowledge to take responsible decisions in scientific background situations. Este Trabajo Fin de Máster presenta una propuesta de intervención que implementa la metodología de Aprendizaje-Servicio (ApS) en el proceso de enseñanza-aprendizaje de la materia de Física y Química de 4º ESO. Desde un enfoque interdisciplinar, los alumnos aprenden conceptos de Física y Química, y Biología y Geología a través de la realización de un servicio, concretamente, la preparación y ejecución de unas jornadas de divulgación científica en cinco pueblos de la Sobarriba. Este municipio, de la provincia de León, representa la despoblación y la escasez de actividades culturales en las regiones rurales. Con este servicio, los alumnos se comprometen en responder ante la necesidad social de falta de alfabetización científica y oportunidades de socialización en este contexto rural. En esta propuesta, la divulgación científica se convierte en una metodología activa, requiriendo de su contextualización en temáticas cotidianas y de interés para los destinatarios, por lo que se enfoca desde la ciencia en contexto. Este proyecto innovador, titulado “Ciencia en la Sobarriba”, se divide en las fases del ApS. A su vez, la fase de diseño de la acción de servicio consta de tres actividades divulgativas, en las que los alumnos investigan para convertirse en expertos de las temáticas, aplicándolo posteriormente en la elaboración de los talleres. Además del aprendizaje significativo de contenidos, esta propuesta busca un desarrollo competencial, en especial, valores para la ciudadanía con el ApS, la competencia científica con la ciencia en contexto y la comunicación mediante la divulgación. En definitiva, el proyecto alcanza los principios del ApS: el contexto de despoblación rural es una oportunidad de aprendizaje, pues se conecta al alumnado con la realidad social y los conceptos científicos cobran sentido con la divulgación científica. Asimismo, se promueve la socialización entre los destinatarios, así como conocimientos para tomar decisiones responsables en situaciones con trasfondo científico.

In this work, we present the genesis, development, and results of a set of inclusive outreach activities developed through a puppet theatre play about the Neolithic. We present our methodology and techniques for outreach activities, showing the advantages of collaborative work and bottom-up approaches. The text also explains how the initiative was born and how the contacts for its realization consolidated. All the activities were carried out with the utmost care for the scientific content since it is essential that the public comes to understand all the archaeological information and differentiates it from the entertaining and dramatic elements., This project has been made possible thanks to the funding offered by the Spanish Foundation for Science and Technology (FECYT): #RavalEsCiencia: La Ciencia te acerca al pasado. Raval, una historia de hace más de 6000 años (FCT-13-6944), Integra>Ciencia: Scientific dissemination without barriers (FCT-17-11972), #Protagoniza: inclusive science and dissemination (FCT-18-13183) and #ProtagonizaDOS: Acciones de ciencia y divulgación inclusivas FCT-19-14670), as well as by the CSIC in its program Cuenta la Ciencia of the CSIC General Foundation: Listen to them! Disseminating for “forgotten” groups (FGCC-2020-0010). We especially thank all the people, institutions and associations that collaborate with us, and in particular Milá y Fontanals Institute (IMF-CSIC), Casal de Barri Folch i Torres, Casal Josep Trueta, Barcelona City Council, Carabutsí and Inter-Acció associations, and Regirarocs S.L. We want to mention specifically Talita Gabarre, Naomi Amaya, Nayara Batista, Sinay Batista, Miriam Vidal-Ribas, Carmen López, César Martínez, Samuel García, Maria Casas, María Rosa Selvas, Antoni Vergès, Mercè Juan and Lola Alcodori.

Ce texte relate la généalogie et les modalités de mise en œuvre d’expérimentations méthodologiques et de médiations scientifiques au Laos, pensées et construites dans un contexte de crise épistémologique traversée par l’anthropologue sur son terrain. En effet, l’expérience de la recherche sous surveillance, des questionnements d’ordre éthique, couplés à un désir maintenu d’une recherche plus engagée ont fait évoluer ma façon d’aborder la méthodologie et les modes de restitution. La médiation a pris plusieurs formes : la coréalisation d’un programme radiophonique hebdomadaire à la Lao National Radio, celle d’un documentaire abordant la construction et la mise en œuvre d’une recherche multidisciplinaire et participative au sujet des parcours migratoires et les vulnérabilités infectieuses ainsi que la co-construction de deux performances théâtrales et dansées inspirées d’entretiens ethnographiques. This text describes the genealogy and the modes of implementation of methodological experiments and scientific outreach in Laos. These interventions appeared in a context of epistemological crisis encountered by the anthropologist in the field. The experience of conducting research under surveillance, ethical dilemmas, coupled with a sustained desire for more committed science, have modified my approach of producing and sharing scientific data. The outreach took various forms. The co-production of a weekly radio program on the Lao National Radio, a documentary dealing with the construction and implementation of a multidisciplinary and participatory research on migratory routes and infectious vulnerabilities. Also, the co-construction of two theatrical and dance performances inspired by ethnographic interviews.

The generation and biological screening of chemical libraries has long been a valuable tool for the discovery of new drugs. Synthetic fermentation is a set of techniques for chemical library synthesis under conditions compatible with direct biological assessment of the resulting products. To make this possible, certain criteria must be met with regard to the chemical reactions employed. The chemistry must be carried out in aqueous media, without the need for catalysts, enzymes or reagents, and any byproducts generated must be non-toxic. Building from our initial disclosure of a first generation synthetic fermentation, this thesis discusses various advances in our application of this concept, detailing the use of synthetic fermentation in phenotypic screening, high throughput synthesis and scientific outreach. Chapter 2 of this thesis discusses the use of synthetic fermentation for phenotypic screening, leading to the discovery of a family of antibacterial peptides. A large collection of building blocks was synthesized and used in an initially random screening process. Active mixtures were identified, and simple deconvolution led to the identification of a micromolar inhibitor of Bacillus subtilis growth. Structure-activity relationship studies led us to a peptide with increased antimicrobial activity and selectivity over HEK293 cells. Variants of this lead compound bearing photoaffinity probes and dyes were synthesized by synthetic fermentation and utilized for mechanism of action studies, leading to the discovery that our peptide had a nanomolar affinity for pencillin-binding protein 4, a known target for beta-lactam antibiotics. Chapter 3 details the development of a new synthetic fermentation reaction capable of the high-throughput synthesis of drug-like small molecule libraries. A three-component coupling reaction between potassium acyltrifluoroborate initiators, isoxazolidine monomers and aminothiol terminators was optimised, and a selection of new complexity-generating building blocks were synthesised. A library of 2184 compounds was generated through the combinatorial application of 39 building blocks, and analysed in an automated manner by LC/MS coupled to a coding script capable of detecting both the desired product of the reaction and known side-products. A number of trends and discoveries were observed from this initial data set, which enables the incorporation of automation, machine learning and prediction into the synthetic fermentation workflow. Chapter 4 of this thesis describes the development of “Make a Molecule”, a scientific outreach program based on synthetic fermentation chemistry. Based on our phenotypic screening of antibiotics, Make a Molecule aims to provide high school students with insight and hands-on experience of the drug discovery process through the opportunity to synthesise and biologically assess compounds for antimicrobial activity. After the optimisation of scientific protocols and development of an reaction guide web app, our Make a Molecule workshop was introduced to the classrooms of Kantonschule Zürich Nord, allowing two classes of students to experience the thrill of discovering biologically active molecules.

Pollination by animals is a key process involved in flowering plants reproduction. In the educational context, this topic is rarely addressed from the plant-pollinator interaction point of view, and its importance is poorly recognized by the students. Here we present a didactic proposal developed to address the sexual reproduction in plants, based on the plant-pollinator mutualistic association. The sequence of activities developed includes the display of a video, observation and handling of flowers and fruits, as well as play activities where the pollination process and the correspondence between certain flower traits and pollinators are represented. The set of questions applied suggests a change or improvement in students knowledge about the contents after the activities. La polinización por animales es un proceso fundamental en la reproducción de las plan-tas con flores.En el ámbito educativo, esta temática rara vez se aborda con un enfoque en la interacción planta-polinizador, y su importancia es poco reconocida por los estudiantes. En este trabajo se presenta una propuesta didáctica para abordar la reproducción sexual en plantas basada en la asociación mutua-lista planta-polinizador. La secuencia de actividades desarrollada incluye la visualización de un video, la observación y manipulación de flores y frutos, así como también actividades lúdicas en las que se representa la polinización por animales y la correspondencia entre ciertos rasgos de las flores y sus polinizadores. El cuestionario implementado sugiere que después de realizar las actividades los estudiantes ampliaron o modificaron su conocimiento respecto a los contenidos abordados. Fil: Baranzelli, Matias Cristian. Universidad Nacional de Córdoba; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto Multidisciplinario de Biología Vegetal. Universidad Nacional de Córdoba. Facultad de Ciencias Exactas Físicas y Naturales. Instituto Multidisciplinario de Biología Vegetal; Argentina Fil: Boero, María Lourdes. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto Multidisciplinario de Biología Vegetal. Universidad Nacional de Córdoba. Facultad de Ciencias Exactas Físicas y Naturales. Instituto Multidisciplinario de Biología Vegetal; Argentina. Universidad Nacional de Córdoba; Argentina Fil: Córdoba, Silvina Alejandra. Universidad Nacional de Córdoba; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto Multidisciplinario de Biología Vegetal. Universidad Nacional de Córdoba. Facultad de Ciencias Exactas Físicas y Naturales. Instituto Multidisciplinario de Biología Vegetal; Argentina Fil: Ferreiro, Gabriela. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto Multidisciplinario de Biología Vegetal. Universidad Nacional de Córdoba. Facultad de Ciencias Exactas Físicas y Naturales. Instituto Multidisciplinario de Biología Vegetal; Argentina. Universidad Nacional de Córdoba; Argentina Fil: Maubecin, Constanza Clara. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto Multidisciplinario de Biología Vegetal. Universidad Nacional de Córdoba. Facultad de Ciencias Exactas Físicas y Naturales. Instituto Multidisciplinario de Biología Vegetal; Argentina. Universidad Nacional de Córdoba; Argentina Fil: Paiaro, Valeria. Universidad Nacional de Córdoba; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto Multidisciplinario de Biología Vegetal. Universidad Nacional de Córdoba. Facultad de Ciencias Exactas Físicas y Naturales. Instituto Multidisciplinario de Biología Vegetal; Argentina Fil: Renny, Mauricio Eduardo. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto Multidisciplinario de Biología Vegetal. Universidad Nacional de Córdoba. Facultad de Ciencias Exactas Físicas y Naturales. Instituto Multidisciplinario de Biología Vegetal; Argentina. Universidad Nacional de Córdoba; Argentina Fil: Rocamundi, Nicolás. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto Multidisciplinario de Biología Vegetal. Universidad Nacional de Córdoba. Facultad de Ciencias Exactas Físicas y Naturales. Instituto Multidisciplinario de Biología Vegetal; Argentina. Universidad Nacional de Córdoba; Argentina Fil: Sazatornil, Federico David. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto Multidisciplinario de Biología Vegetal. Universidad Nacional de Córdoba. Facultad de Ciencias Exactas Físicas y Naturales. Instituto Multidisciplinario de Biología Vegetal; Argentina. Universidad Nacional de Córdoba; Argentina Fil: Sosa Pivatto, María Susana. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto Multidisciplinario de Biología Vegetal. Universidad Nacional de Córdoba. Facultad de Ciencias Exactas Físicas y Naturales. Instituto Multidisciplinario de Biología Vegetal; Argentina. Universidad Nacional de Córdoba; Argentina Fil: Soteras, María Florencia. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto Multidisciplinario de Biología Vegetal. Universidad Nacional de Córdoba. Facultad de Ciencias Exactas Físicas y Naturales. Instituto Multidisciplinario de Biología Vegetal; Argentina. Universidad Nacional de Córdoba; Argentina

La polinización por animales es un proceso fundamental en la reproducción de las plantas con flores. En el ámbito educativo, esta temática rara vez se aborda con un enfoque en la interacción planta-polinizador, y su importancia es poco reconocida por los estudiantes. En este trabajo se presenta una propuesta didáctica para abordar la reproducción sexual en plantas basada en la asociación mutualista planta-polinizador. La secuencia de actividades desarrollada incluye la visualización de un video, la observación y manipulación de flores y frutos, así como también actividades lúdicas en las que se representa la polinización por animales y la correspondencia entre ciertos rasgos de las flores y sus polinizadores. El cuestionario implementado sugiere que después de realizar las actividades los estudiantesampliaron o modificaron su conocimiento respecto a los contenidos abordados., Pollination by animals is a key process involved in flowering plants reproduction. In the educational context, this topic is rarely addressed from the plant-pollinator interaction point of view, and its importance is poorly recognized by the students. Here we present a didactic proposal developed to address the sexual reproduction in plants, based on the plant-pollinator mutualistic association. The sequence of activities developed includes the display of a video, observation and handling of flowers and fruits, as well as play activities where the pollination process and the correspondence between certain flower traits and pollinators are represented. The set of questions applied suggests a change or improvement in students knowledge about the contents after the activities.

International audience; Teegi is an anthropomorphic and tangible avatar exposing a users' brain activity in real time. It is connected to a device sensing the brain by means of electroencephalog-raphy (EEG). Teegi moves its hands and feet and closes its eyes along with the person being monitored. It also displays on its scalp the associated EEG signals, thanks to a semi-spherical display made of LEDs. Attendees can interact directly with Teegi – e.g. move its limbs – to discover by themselves the underlying brain processes. Teegi can be used for scientific outreach to introduce neurotechnologies in general and brain-computer interfaces (BCI) in particular.

Social media have transformed the way we talk about science. Blogging, in particular, has become popular among scientists of all stripes and has proven to be a useful tool for engaging the public in scientific discourse. Science bloggers have also helped to instill change within academia, highlighting discrimination, misconduct, and gross errors in peer review. But for all the laudable activism, the thought-provoking commentaries, and the brilliant posts that make up the scientific blogosphere, there is an equal if not greater amount of scientific gobbledygook. And for scientists who choose to blog, it is getting harder and harder to attract and sustain an online audience, even for the very best science writers. Given this competitive online environment, is it even worth the effort of starting and maintaining a blog? What are the perks, if any, of becoming an online science sensation? What are the drawbacks? In this light-hearted essay, I explore these and other blog-related questions, as well as my own relationship with science blogging, as I seek to understand the current state of the scientific blogosphere.

[EN] We present in this work an aspect of the scientific dissemination that we have been developing in Barcelona since 2013. Is no our objective to explain here the activities we did but how this project has reached the citizens. It is only possible to build scientific dissemination outside of the institutions dedicated to this field (as museums, universities and archaeological work camps) through the implication of the associations working in the field and the neighbours living in those spaces. We pretend that the relationship established between researchers, associations and citizens can be used as a model for other similar projects elsewhere. Thus, in these pages, we show the project not from the research perspective, but from the side of one institution engaged in its development: the Casal de Barrio Folch I Torres., [ES] En este artículo presentamos parte de la divulgación científica que venimos realizando en Barcelona desde el año 2013. El objetivo no ha sido tanto explicar las actividades realizadas, sino la forma cómo este proyecto ha llegado a los ciudadanos. Poder construir divulgación científica fuera de los centros habitualmente dedicados a ello, como por ejemplo los museos, las universidades o los campos arqueológicos, sólo es posible a través de la implicación de las asociaciones que trabajan en el territorio y los vecinos que allí viven. Pretendemos que la relación que se ha establecido entre investigadores, asociaciones y ciudadanos pueda servir de modelo para otros proyectos similares que se organicen en cualquier ciudad o pueblo. Por ello, en estas páginas mostramos el proyecto no desde la perspectiva del investigador, sino desde una de las instituciones implicadas en su desarrollo: El Casal Folch i Torres., Este proyecto no sería una realidad sin la financiación ofrecida por la Fundación para la Ciencia y la Tecnología (FECYT - Ministerio de Economía y Competitividad) mediante los proyectos: #RavalEsCiencia: Raval una historia de hace más de 6000 años (FCT-13-6944) y #BCN-EsCiencia: Barcelona, una Historia de hace 6000 años ¡Conoce a sus protagonistas! (FCT-16-10722), así como sobre la participación de las instituciones del Barrio: la Institució Milà i Fontanals (IMF-CSIC), el Ayuntamiento de Barcelona, Raval Cultural, Arqueolitic, el Casal de Barri Folch i Torres, el Casal de Gent Gran Josep Trueta, el Eix Comercial del Raval, la Fundació Tot Raval, el Mercado de la Boquería, el periódico El Raval, el Servei Educatiu de Ciutat Vella, el Museu de Ca n’Oliver, la Asociación Bienestar y Desarrollo, las cooperativas Impulsem y Suara, Rosa Sensat y el Bar- Restaurant La Monroe. Pero sobretodo queremos hacer un agradecimiento y un reconocimiento especial a todos los vecinos y vecinas del Raval por su ilusión y participación, con una especial mención para aquellos que cada día trabajan y colaboran con nosotros: Dolores Alcodori, María Casas, Mercedes Juan, Gustavo Melella, Rosa Pérez, Reyes Rodríguez, María Rosa Selvas y Antonio Vergès.