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+---
+title: "Popsicule"
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+source: "https://en.wikipedia.org/wiki/Popsicule"
+category: "reference"
+tags: "science, encyclopedia"
+date_saved: "2026-05-05T04:17:04.529121+00:00"
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+---
+
+Popsicule (also referred to as the Popsicule) is the Science in Popular Culture and Entertainment Hub of the Australian National University. Established in 2022 by Anna-Sophie Jürgens, a Senior Lecturer in science communication, it is based within the Australian National Centre for the Public Awareness of Science.
+Through interdisciplinary research, teaching, and creative public engagement initiatives, the hub focuses on the cultural meanings of science, examining how popular culture shapes public discourse, understanding, and cultural ideas about science, as well as the relationship between science and society. Its activities include courses, publications, film screenings and discussions, the development of science communication formats, and collaborations with scientists, artists, and cultural practitioners.
+In 2025, Popsicule received the Vice-Chancellor’s Award for Programs that Enhance Learning at ANU.
+
+== History ==
+Popsicule was established in 2022 at the Australian National University by Anna-Sophie Jürgens. It developed from Jürgens’s research on the cultural meanings of science, humour, and popular entertainment, as well as from her teaching in science communication and popular culture. 
+From its inception, Popsicule combined research, teaching, and public engagement activities, functioning as a platform for science engagement and research collaboration, a teaching laboratory, and a space for student publications. Its work has involved interdisciplinary and transdisciplinary collaboration between researchers, students, and creative practitioners, as well as fostering dialogue on science and science communication across disciplines and sectors. The hub’s activities have expanded to include public programmes, the development and testing of non-traditional research-based formats for science communication, and media engagement.
+
+== Aims and approach ==
+Popsicule’s work is grounded in the study of science as a cultural force with its own cultural life, with a focus on how meanings of science are produced, negotiated, and contested within popular culture and public media. Drawing on science communication, the history of science, cultural studies, popular entertainment studies, and related fields, the hub examines how scientific ideas, images and imaginaries of science and scientists, and visions of scientific pasts and futures circulate beyond laboratories and formal institutions. A central premise of Popsicule’s approach is that public understandings of science are shaped not only by information, but also by narrative, aesthetic, and emotional strategies. Through the analysis of film, television, comics, fiction, performance, visual art, and digital media, Popsicule investigates how science is conceptualised, performed, and culturally configured, and how these cultural expressions influence trust, authority, curiosity, and engagement in science–society relations.
+The hub places particular emphasis on communicative and narrative strategies that move beyond dominant tropes, such as the “mad scientist” or techno-apocalyptic discourses. It foregrounds humour, wonder, hope, and creative play as analytical lenses for understanding how science is imagined, debated, and experienced in public culture. Within this framework, humour is treated as an analytical and diagnostic tool that reveals social expectations, anxieties, and values surrounding science.
+Popsicule also examines how scientists are featured in, and participate in, popular culture. It explores how scientists engage with, respond to, and shape cultural narratives through collaboration with artists, filmmakers, writers, and designers, and how these exchanges contribute to the formation of scientific identities and the expansion of science’s role in public life.
+Environmental knowledge and human relationships with non-human species form a further area of focus. Popsicule explores how popular culture communicates climate change, ecological urgency, and environmental responsibility, and how aesthetic experience can challenge human exceptionalism and foster alternative imaginaries of coexistence.
+Methodologically, Popsicule operates at the intersection of humanities and science communication research, combining critical analysis with practice-based collaboration and experimentation. Popular culture is treated both as an object of study and as a site for research-led science communication, positioning science as embedded within broader cultural systems of meaning, performance, and imagination.
+
+== Activities and initiatives ==
+Popsicule’s activities span research, teaching, and public engagement, with a focus on developing and testing creative formats for science communication in collaboration with academic and cultural partners. A central initiative is Science. Art. Film., a programme of film screenings and discussions that brings together scientists, artists, and audiences to explore science themes through cinema and visual culture. The series, presented in partnership with the National Film and Sound Archive of Australia, combines curated screenings with expert commentary and public dialogue, examining how film reflects, shapes, and envisions scientific knowledge and imagination.
+Popsicule’s collaboration with the online journal w/k – Between Science and Art constitutes a further strand of its activities, focusing on the intersection of science, science communication, and creative practice. This work includes the curation and publication of two article series on “Street Art, Science and Engagement” and “Visual Science Storytelling, Sequential Art and Illustrated Science Communication”, to which both artists and scientists contribute.
+Teaching activities form a core component of Popsicule’s work. Two university courses are associated with the hub: Science in Fiction and Film and Science, Humour and Pop Culture. It also supports student-led publications and creative projects that engage with science through cultural media.
+In addition to its academic and teaching programmes, Popsicule engages with wider publics through public seminars and workshops, festival contributions, podcasts, and media appearances. Members of the hub contribute to public discussions on science in popular culture through articles, interviews, and broadcast media, including contributions to outlets such as The Conversation, Fantasy/Animation, and the Australian Broadcasting Corporation.
+Popsicule’s activities are supported by collaborations with national and international partners across academia, the arts, and the cultural sector, and include participation in public festivals, exhibitions, and community events such as the Uncharted Territory innovation festival, Comic-Con Canberra, and ACT Science Week, including workshops and public programmes.

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+title: "Popsicule"
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+category: "reference"
+tags: "science, encyclopedia"
+date_saved: "2026-05-05T04:17:04.529121+00:00"
+instance: "kb-cron"
+---
+
+== Research and publications ==
+Popsicule contributes to research on science communication and popular culture, with a focus on the cultural dimensions of how science is communicated and experienced. Its work addresses areas including humour and comic performance in science, portrayals of scientists and scientific knowledge in film and television, visual and artistic approaches to communicating science, and environmental communication and aesthetics. The hub’s research also examines the role of narrative, metaphor, and genre in shaping public perceptions of science, as well as the ways in which popular culture influences trust, authority, and engagement in science–society relations. Through interdisciplinary and collaborative approaches, Popsicule contributes to scholarship in science communication, pop culture studies and related fields through journal articles, edited volumes, and public-facing publications.
+
+=== Notable publications ===
+
+==== Books ====
+Judd, K.; Gaul, B.; Jürgens, A.-S. (2025). Women Scientists in American Television Comedy: Beakers, Big Bangs and Broken Hearts. Palgrave Macmillan.
+Hemkendreis, A.; Jürgens, A.-S. (eds.) (2024). Communicating Ice through Popular Art and Aesthetics. Palgrave Macmillan.
+Jürgens, A.-S.; Hildbrand, M. (eds.) (2022). Circus and the Avant-Gardes: History, Imaginary, Innovation. Routledge.
+Jürgens, A.-S. (ed.) (2020). Circus, Science and Technology: Dramatising Innovation. Palgrave Macmillan.
+
+==== Selected articles and book chapters ====
+Walsh, L.; Jürgens, A.-S. (2025). “The creation of superheroes and supervillains through alchemy, science accidents, and violent scientific delights”, in The Routledge Companion to Superhero Studies, ed. by Lorna Piatti-Farnell and Carl Wilson. Routledge, pp. 30–39.
+Kinsella, A.; Jürgens, A.-S. (2024). “Gender and terror tangled in the weeds: Poison Ivy between eco-feminism and eco-terrorism”. Journal of Graphic Novels and Comics.
+Jürgens, A.-S.; Fiadotava, A.; Clitheroe, C.-L. (2024). “Vaude-villain and violent funster: Harley Quinn and humour”. Journal of Graphic Novels and Comics.
+Jürgens, A.-S. (2023). “‘Human or Machine?’ Performing Androids, ‘Elektro-Homos,’ and the ‘Phroso’ and ‘Moto Phoso’ Manias on the Popular Stage around 1900”. Journal of Popular Culture.
+Santos, D.; Jürgens, A.-S. (2023). “From Harleen Quinzel to Harley Quinn: Science, Symmetry and Transformation”. Journal of Graphic Novels and Comics.
+Jürgens, A.-S.; Raman, S.; Hendershott, R.; Roberson, T.; Viaña, J. N.; Leach, J. (2023). “He Who Gets Slapped: How can clowning in film interrogate technoscientific culture and help enact the ideals of responsible innovation?”. Journal of Responsible Innovation.
+Jürgens, A.-S. (2020). “Batman and the World of Tomorrow: Yesterday’s Technological Future in the Animated Film Batman: Mask of the Phantasm”. Animation, 15(3), 246–259.
+Jürgens, A.-S.; Tscharke, D. C.; Brocks, J. (2021). “From Caligari to Joker: The Clown Prince of Crime’s Psychopathic Science”. Journal of Graphic Novels and Comics.
+
+== Teaching and learning ==
+Teaching is a central component of Popsicule’s activities, integrating research-led education with creative and practice-based approaches to science communication. The hub contributes to teaching in science communication and popular culture across the Australian National University and delivers Science, Humour and Pop Culture, an online course developed by its founder that serves as a central teaching platform for Popsicule’s approach. This course, together with the associated Science in Fiction and Film, examines how science is shaped and communicated through popular media such as film, television, comics, and fiction, and explores their influence on public perceptions of science. A distinctive feature of Popsicule’s teaching is its emphasis on creativity as a mode of inquiry and learning. Students are encouraged to work across conceptual and disciplinary boundaries, engaging with multiple perspectives and experimenting with different forms of analysis and communication. Popsicule’s teaching model places particular emphasis on experiential and practice-based learning. Students develop original projects, including research outputs and creative science communication formats such as video, visual media, and narrative-based work. The hub’s approach foregrounds co-learning, co-creation, and collaborative practice, with students working alongside researchers, artists, and cultural practitioners.
+
+== Creative science engagement and communication ==
+Popsicule develops and supports a range of creative science communication formats that combine research, storytelling, and public engagement. These projects – including Science Goes Pop, which was supported by Inspiring Australia ACT (Inspiring the ACT), the ACT Government and international collaborators – are often created in collaboration with artists, designers, and media practitioners, and function both as research outputs and as platforms for public engagement and teaching. Among these initiatives is Popsicule’s long-standing support of the Sci_Burst podcast. Founded in 2022 by science communicators Isabel Richards and Ella McCarthy, the podcast has been hosted on the Popsicule platform since its inception and has since developed into an independent science communication start-up. Popsicule and Sci_Burst continue to collaborate on projects and public engagement activities. Another strand of Popsicule’s work is the development of experimental formats that integrate art, design, and emerging technologies, including Ultra-Perception: Science goes pop, a project exploring interactive and immersive approaches such as augmented reality.
+
+== Media coverage ==
+Popsicule and its associated activities have received media coverage in national and international outlets, particularly in relation to its work on science communication through visual fiction, humour and science, and creative public engagement. Coverage has focused on topics such as mad scientists and violent clowns in comics and film, cinematic representations of science, and strategies for engaging the public imagination through programmes such as the Science. Art. Film. series. The hub’s work has been featured in outlets including Chemistry World, Australian Broadcasting Corporation, SBS German, and Wissenschaftskommunikation.de, as well as in university-based publications such as ANU Reporter. Popsicule-related research and projects have also been discussed in podcasts and media platforms focused on science communication and cultural analysis.
+Selected examples include:

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+title: "Popsicule"
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+category: "reference"
+tags: "science, encyclopedia"
+date_saved: "2026-05-05T04:17:04.529121+00:00"
+instance: "kb-cron"
+---
+
+“Cinematic Science: Film screenings that celebrate science, cinema and art”, Chemistry World (2024)
+“Spielberg, a tuba, and a shark named Bruce — the cultural impact of Jaws”, ABC Radio National (Big Ideas, 2024)
+“Clowns, horror and science fiction as a research subject”, SBS German (2025)
+“I didn’t even know my work was considered science communication”, Wissenschaftskommunikation.de (2023)
+“Science goes pop: where mad scientists meet the world”, ANU Reporter (2025)
+“Is Beetlejuice the comic king of parasites?”, ANU Reporter (2024)
+“Episode 2: Dr Anna-Sophie Jürgens/The one on Science”, Cutting Edge podcast (Australasian Humour Studies Research Network, (2024)
+“Dr Anna-Sophie Jürgens walks the tightrope between pop culture and science”, ANU College of Science & Medicine, Portrait (2023)
+
+== Recognition ==
+Popsicule’s teaching model has been recognised by the Australian National University through the 2025 Vice-Chancellor’s Award for Programs that Enhance Learning. In 2024, Popsicule was shortlisted as a finalist in the Science Engagement category of the Falling Walls Global Call, placing it among 30 finalists. Between 2023 and 2024, Popsicule was selected, through a competitive application process, to participate in and present at the Silbersalz Institute’s Science & Media Programme with a collaborative project focused on interdisciplinary science–art engagement. The work of Popsicule has also been recognised through invitations to present internationally, including an invited 2026 webinar hosted by the European Association for the Study of Literature, Culture and Environment (EASLCE). In 2026, it was featured in an invited seminar at the Innovative Genomics Institute at the University of California, Berkeley. Members of Popsicule have convened a panel at the Framing the Unreal comics conference in Venice (2024). Popsicule has also been presented internationally, including at the 2023 Public Communication of Science and Technology (PCST) conference, where it was featured as part of a session on novel approaches to science communication and engagement, and at the international conference Animal on Stage: Cultural Performances at the Zbigniew Raszewski Theatre Institute in Warsaw (2022).
+
+== References ==

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+---
+title: "Program ConCiencia"
+chunk: 1/1
+source: "https://en.wikipedia.org/wiki/Program_ConCiencia"
+category: "reference"
+tags: "science, encyclopedia"
+date_saved: "2026-05-05T04:17:05.721997+00:00"
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+---
+
+The Program ConCiencia is an initiative of science communication created in 2006 by the Universidad de Santiago de Compostela and the Consorcio de Santiago. It is based on visits to Santiago de Compostela of  Nobel Laureates or analogous laureates in mathematics (Fields Medal, Abel Prize) and computer science (Turing Award). Since 2008 this program organizes also the Fonseca Prize of science communication, which so far has been awarded to Stephen W. Hawking, James Lovelock, Sir David Attenborough and Sir Roger Penrose.
+
+
+== Participants ==
+Heinrich Rohrer (Nobel Physics 1986)
+Torsten N. Wiesel (Nobel Physiology or Medicine 1981)
+Richard R. Ernst (Nobel Chemistry 1991)
+Sir Michael Atiyah  (Fields Medal 1966, Abel Prize 2004)
+Frank Wilczek (Nobel Physics 2004)
+John E. Walker (Nobel Chemistry 1997)
+Peter Lax (Abel Prize 2005)
+John F. Nash (Nobel Economy 1994)
+Harold E. Varmus (Nobel Physiology or Medicine 1989)
+Frances E. Allen (Turing Award 2006)
+Gerardus 't Hooft (Nobel Physics 1999)
+K. Barry Sharpless (Nobel Chemistry 2001 and 2022)
+Jean-Marie Lehn (Nobel Chemistry 1987)
+James Watson Cronin (Nobel Physics 1980)
+Roger David Kornberg (Nobel Chemistry 2006)
+Albert Fert (Nobel Physics 2007)
+Sir Harold Walter Kroto (Nobel Chemistry 1996)
+Sir Richard J. Roberts (Nobel Physiology or Medicine 1993)
+Ada E. Yonath (Nobel Chemistry 2009)
+Mohamed ElBaradei (Nobel Peace 2005)
+Samuel Chao Chung Ting (Nobel Physics 1976)
+Richard R. Schrock (Nobel Chemistry 2005)
+Sheldon Glashow (Nobel Physics 1979) 
+Ei-ichi Negishi (Nobel Chemistry 2010)
+Sir Tim Hunt (Nobel Physiology or Medicine 2001)
+Sir Anthony J. Leggett (Nobel Physics 2003)
+Eric A. Cornell (Nobel Physics 2001)
+Harald zur Hausen (Nobel Physiology or Medicine 2008)
+Claude Cohen-Tannoudji (Nobel Physics 1997)
+Cédric Villani (Fields Medal 2010)
+Serge Haroche (Nobel Physics 2012)
+Stanley B. Prusiner (Nobel Physiology or Medicine 1997)
+Finn E. Kydland (Nobel Economy 2004)
+May-Britt Moser (Nobel Physiology or Medicine 2014)
+Jean-Pierre Sauvage (Nobel Chemistry 2016)
+Bernard L. Feringa (Nobel Chemistry 2016)
+Tomas Lindahl (Nobel Chemistry 2015)
+David MacMillan (Nobel Chemistry 2021)
+Stanley Whittingham (Nobel Chemistry 2019)
+David Chipperfield (Pritzker Prize 2023)
+Klaus von Klitzing (Nobel Physics 1985)
+Kip S. Thorne (Nobel Physics 2017)
+
+
+== External links ==
+Official site of the Program ConCiencia
+
+
+== References ==

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+---
+title: "Public criminology"
+chunk: 1/2
+source: "https://en.wikipedia.org/wiki/Public_criminology"
+category: "reference"
+tags: "science, encyclopedia"
+date_saved: "2026-05-05T04:17:06.904374+00:00"
+instance: "kb-cron"
+---
+
+Public criminology is an approach to criminology that disseminates criminological research beyond academia to broader audiences, such as criminal justice practitioners and the general public. Public criminology is closely tied with "public sociology", and draws on a long line of intellectuals engaging in public interventions related to crime and justice. Some forms of public criminology are conducted through methods such as classroom education, academic conferences, public lectures, "news-making criminology", government hearings, newspapers, radio and television broadcasting and press releases. Advocates of public criminology argue that the energies of criminologists should be directed towards "conducting and disseminating research on crime, law, and deviance in dialogue with affected communities." Public criminologists focus on reshaping the image of the criminal and work with communities to find answers to pressing questions. Proponents of public criminology see it as potentially narrowing "the yawning gap between public perceptions and the best available scientific evidence on issues of public concern", a problem they see as especially pertinent to matters of crime and punishment.
+The general response to public criminology has been positive, however several authors have voiced a number of concerns: one set of concerns focuses on the ability of public criminologists to effectively impact policy decisions; another set of concerns suggests that initial forays into public criminology have been blind to the political-economic structures that shape Criminal Justice Systems; a third concern centers on the barriers that remain for participating in public criminology.
+
+== Background ==
+The first use of the term "public criminology" can be traced to a publication by Eamonn Carrabine, Maggy Lee, and Nigel South. More recent criminologists, building on Michael Burawoy's notion of public sociology, have developed the concept. For example, Uggen and Inderbitzin have expanded the scope of the term by suggesting it should place greater emphasis on work that informs public understandings about issues such as crime, punishment, criminal law, and criminal justice. Their work was in part motivated by the belief that there is a problematically wide gap between criminological research and public opinion and in part by a belief that the approach can inspire a future generation of criminologists to address the problem. In this sense, Uggen and Inderbitizin believe that public criminology can open a dialogue between academic criminologists and the public in a way that can reshape public debates and policy while bringing new perspectives on crime to the table. Ian Loader and Richard Sparks have also expanded Burawoy's ideas regarding public criminology in Public Criminology?, which grounds concerns of public engagement in larger questions about criminology's value to wider society. The Routledge Handbook of Public Criminologies, edited by Kathryn Henne and Rita Shah and published in 2020, offers a more contemporary take on public criminology, addressing the wide range of public criminological practices, scholarly debates, and emergent political challenges.
+
+=== Historical antecedents ===
+While the term "public criminology" itself is relatively recent, many scholars acting under that moniker trace their efforts to a longer line of intellectuals engaging in public interventions related to crime and justice.  For example Uggen and Inderbitzin find inspiration in the work of Clifford R. Shaw, who studied the relationship between neighborhoods and crime in Chicago starting the 1920s.  His research formulated what is now known as Social Disorganization theory, which links crime rates in a neighborhood to other ecological characteristics. In the course of his research he involved residents of the communities in order to both learn from them and communicate his own research findings to them. As a result of this dialogue, Shaw founded the Chicago Area Project which was geared to reduce conditions that resulted in high delinquency.
+Uggen and Inderbitzin find similar inspiration in the work of Elliott Currie, a professor of criminology, law and society at the University of California at Irvine who works on policy and specializes in cases of violent crime, the social context of delinquency, etiology of drug abuse and the assessment of drug policy, race and criminal justice, and George Kirkham, a police officer-turned-criminologist who wrote a book entitled "Signal Zero." Overseas, public criminology was institutionalized in at least two locations, the Home Office Research Unit and the Cambridge Institute of Criminology. The first was created by Tom Lodge, an actuarial statistician, and the second was founded by Leon Radzinowicz. Lodge's institution focused on altering the methods of criminology and the way it was taught. Radzinowicz also altered the ideas of criminology. His institution focused on researching problems related to trends in crime, the treatment of offenders, and the reform of substantive criminal law and criminal procedure. In 1964, the Cambridge Institute of Criminology held the first national conference in criminology.

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+title: "Public criminology"
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+source: "https://en.wikipedia.org/wiki/Public_criminology"
+category: "reference"
+tags: "science, encyclopedia"
+date_saved: "2026-05-05T04:17:06.904374+00:00"
+instance: "kb-cron"
+---
+
+== Criticisms ==
+The response to calls for public criminology has generally been positive, though several authors have expressed a number of concerns. One set of concerns has focused on the ability of public criminologists to effectively impact policy decisions. For example, Michael Tonry has pointed out there exists a broad indifference on the part of policy makers to criminological insights, while Daniel Mears illustrates a similar indifference on the part of academic criminology for policy-making issues.  Likewise, British Criminologist Paul Rock has voiced concerns regarding criminologist's lack of experience in policy-making, as well as questioning the integrity of public criminology if it is to be subject to the political spectrum. He argues that "...criminology itself often plays so small a role in what is done. It might be far less important that criminologists endorse a measure than that, at the outset, the judiciary, or heads of other government departments, or chiefs of police, and then later, politicians on both sides of the Houses of Parliament do so." Finally, many public criminologists have taken issue with how little criminologists engage in news reporting. For example, Daniel Crépault acknowledges that while criminological news and research is frequently reported, it is often being picked through to serve a partisan agenda and then reported by non-criminologists. In a similar way, anthropologist Sindre Bangstad recognizes social media as an easy way to perform public scholarship, but worries that the soul of academic disciplines who engage will be lost in the vast sea of information.
+Another set of concerns suggests that initial forays into public criminology have been blind to the political-economic agenda that shapes the Criminal Justice system. For example, French Sociologist Loïc Wacquant believes that the "public" label of public criminology is nothing more than an American sideshow, hindering debates on crime and justice, confusing professional politics with normal citizen life, and normalizing "law and order" politics on both the Left and Right.  Similarly, criminologist Emma Bell takes issue not with public criminology itself, but with the system under which it operates. Believing that in order for public criminology to be effective it must shed light on the problematic criminal justice system itself, she argues that a truly transformative public criminology that offers an 'exit strategy' must "move beyond neoliberalism and to move beyond the punitive penal policies."
+A third concern centers on the barriers that remain for participating in public criminology. For example, Christopher Uggen and Michelle Inderbitzin highlight the structural disincentives towards practicing public criminology, starting in initial graduate training. Similarly, Kenneth Land stresses his concern that there are few employment opportunities for public criminology, causing economic barriers for those who might choose to pursue it.  Likewise when criminologists Carrie Sanders and Lauren Eisler opened up a college course on criminology to the public, the attendees did not find some of the subject matter engaging. Such problems have led some authors to suggest that the core effort of public criminology should be towards creating inclusive, democratic spaces in which such conversations might take place.
+
+== Contemporary examples ==
+
+Beyond the clarion calls to public criminology outlined above, there have been several forays into its actual praxis, with many groups and organizations dedicated to connecting public debates about the criminal justice system to contemporary research in criminology. For example, The Marshall Project was founded in 2014 by Neil Barsky and Bill Keller as a way to "create and sustain a sense of national urgency about the U.S. criminal justice system."  Another example is the "Public Criminology" blog on public criminology created by Michelle Inderbitzin, Chris Uggen, and Sara Wakefield, which intends to inform the public on crime, law, and justice in the contemporary United States. In addition, Ian Loader and Richard Sparks provide a sociological evaluation of criminologists and the way they shape their position to fit into social and political controversies to correctly illustrate them for the public to view. They use public criminology to advocate for the rehabilitation of offenders rather than the incarceration of them, prevent crime, and make the justice system so it is more efficient and ethical. Finally, The Center for Public Criminology, which is a segment at the Arizona State University School of Criminology, is dedicated to breaking the veil between the public and those professionals in the criminal justice field. They do this by educating both the public and professionals, while also addressing the stigmas and concerns that each group may have.
+A recent example of an individual researcher taking on the task of public criminology is Lisa Martino-Taylor. She is currently professor of Sociology at Southern Illinois University Edwards. In 2017 published "Behind the Fog: How the U.S. Cold War Radiological Weapons Program Exposed Innocent Americans."  Her independent research, using the Freedom of Information Act, she uncovered the correspondence and notes from the Manhattan Project scientists. These include the project Director J. Robert Oppenheimer and other scientists, such as Louis Hempelmann, about the specifics of projects being carried out on US Citizens in the name of national defense. Congressional investigations were called in response to the research exposure the cold war secret.
+Another example is, Eduardo González-Castillo and Martin Goyette (chapter 10) provide a critical analysis of community interventions among young people in Montreal using a Gramscian analysis. On the basis of ethnographic interviews and observations carried out in the borough of Montréal-Nord, the authors describe a heterogeneous milieu of interventions and document the ways in which various civil society actors contribute to state control mechanisms through paradoxical community interventions, which aim to be helpful but are nonetheless stigmatizing.
+
+== See also ==
+Criminology
+Public sociology
+Michael Burawoy
+Critical criminology
+
+== References ==
+
+== External links ==
+The Marshall Project
+"Public Criminology" on The Society Pages
+Arizona State University's Center for Public Criminology

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+title: "SAGANet"
+chunk: 1/1
+source: "https://en.wikipedia.org/wiki/SAGANet"
+category: "reference"
+tags: "science, encyclopedia"
+date_saved: "2026-05-05T04:17:08.043300+00:00"
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+---
+
+SAGANet (Social Action for Grassroots Astrobiology Network) is a social and collaborative web platform created to connect scientists and science enthusiasts who share interests in the research and culture of astrobiology.
+
+
+== Background ==
+SAGANet was founded in 2011 by Blue Marble Space Institute of Science scientists Zach Adam, Julia DeMarines, Heshan Illangkoon, Betül Kaçar, Sanjoy Som, and Sara Imari Walker. It was officially launched on April 12, 2012 (51 years after the first launch of a human into space and 31 years after the first launch of the Space Shuttle Columbia (STS-1)), and was announced publicly at the 2012 Astrobiology Science Conference.
+SAGANet is named after the late Carl Sagan (The acronym is used with courtesy of the Carl Sagan Foundation) and builds upon his vision of a citizenry actively engaged in learning about the cosmos. SAGANet is designed to be an immersive virtual community where members interact in an environment of shared learning. SAGANet is currently funded by Blue Marble Space.
+
+
+== Events ==
+SAGANet has organized several events on the site and through various platforms that engage the general public. “Talk to an Astrobiologist” started off as a monthly event where a distinguished scientist is invited to interact with SAGANet members and later evolved with support of the NASA Astrobiology Program to become the YouTube livestream show called Ask an Astrobiologist. Past guests have included David Grinspoon, Paul Davies, Susan Schneider, Betül Kaçar, Kevin Hand, Charles Cockell, Zibi Turtle, and many others from across the realm of astrobiology research. SAGANet salon was a monthly event where members of the community interacted on topics bordering science and philosophy. In the past, SAGANet has hosted academic seminars from Arizona State University and Stockholm University.
+
+
+== References ==

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+---
+title: "ScienceUpFirst"
+chunk: 1/1
+source: "https://en.wikipedia.org/wiki/ScienceUpFirst"
+category: "reference"
+tags: "science, encyclopedia"
+date_saved: "2026-05-05T04:17:14.518439+00:00"
+instance: "kb-cron"
+---
+
+ScienceUpFirst is a Canadian initiative launched to counter misinformation online, especially about COVID-19. Launched January 25, 2021, it brings together independent scientists, health care providers and science communicators.
+
+
+== Goals and history ==
+The initiative is the result of conversations between Senator Stan Kutcher and Timothy Caulfield, who were discussing ways to counter misinformation about COVID-19. In April 2021, the Government of Canada announced $2.25 million in funding for two new projects to increase uptake of COVID-19 vaccines, one of which was ScienceUpFirst. The initiative received $2,590,682 in new funding through the Canadian Association of Science Centres from the Public Health Agency of Canada's Immunization Partnership Fund.
+The groups aims at disseminating information created by its members or selected from credible sources. Starting in March 2021, it also plans to track misinformation online and post science-based content to oppose it. In addition to recruiting athletes and celebrities, it's building a network of volunteers to increase the distribution of the selected information.
+The initiative will be especially active against misinformation about COVID-19 vaccination, which threatens to have an impact on vaccination rates. Caulfield commented that the amount of disinformation circulating in the context of the COVID-19 pandemic is unlike anything experienced in decades. He hopes the campaign can get information to people looking online for reliable information.
+The campaign is active on Twitter, Facebook, and Instagram. It tries to apply best practices in fighting misinformation that were identified by various studies on science communication and public opinion.
+
+
+== Organization ==
+ScienceUpFirst is organized around the Canadian Association of Sciences Centres, COVID-19 Resources Canada and the University of Alberta's Health Law Institute. Institutional partners of the initiative include the American Association for the Advancement of Science (AAAS), British Columbia Centre for Disease Control, the Canadian Institutes of Health Research, and the Royal Canadian Institute, along with a variety of community partners including 19 to Zero.
+
+
+== References ==

data/en.wikipedia.org/wiki/Science_Communication_Observatory-0.md

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+---
+title: "Science Communication Observatory"
+chunk: 1/1
+source: "https://en.wikipedia.org/wiki/Science_Communication_Observatory"
+category: "reference"
+tags: "science, encyclopedia"
+date_saved: "2026-05-05T04:17:09.472849+00:00"
+instance: "kb-cron"
+---
+
+The Science Communication Observatory (Catalan: Observatori de la Comunicació Científica, Spanish: Observatorio de la Comunicación Científica, OCC) is a Special Research Centre attached to the Department of Communication of the Pompeu Fabra University in Barcelona, Spain, set up in 1994. This centre is specialized in the study and analysis of the transmission of scientific, medical, environmental and technological knowledge to society. The journalist Vladimir de Semir, associated professor of Science Journalism at the Pompeu Fabra University, was the founder and is the current director of the centre. A multidisciplinary team of researchers coming from different backgrounds (i.e. journalists, biologists, physicians, linguists, historians, etc.) is working on various lines of research: science communication; popularization of sciences, risk and crisis communication; science communication and knowledge representation; journalism specialized in science and technology; scientific discourse analysis; health and medicine in the daily press; relationships between science journals and mass media; history of science communication; public understanding of science; gender and science in the mass media, promotion of scientific vocations, science museology, etc.
+
+
+== PCST Network & Academy ==
+The Science Communication Observatory is linked to the international network on Public Communication of Science & Technology (PCST), which includes individuals from around the world who are active in producing and studying PCST through science journalism, science museums and science centers, academic researchers in social and experimental sciences, scientists who deal with the public, public information officers for scientific institutions and others related to science in society issues. The PCST Network sponsors international conferences, electronic discussions Archived 2008-09-05 at the Wayback Machine, and other activities to foster dialogue among the different groups of people interested in PCST, leading to cross-fertilization across professional, cultural, international, and disciplinary boundaries. The PCST Network seeks to promote new ideas, methods, intellectual and practical questions and perspectives.
+The first conference held by the PCST Network was at Poitiers, France in 1989.  Since then biennial conferences have been held in Madrid (1991), Montreal (1994), Melbourne (1996), Berlin (1998), Geneva (2000), Cape Town (2002), Barcelona (2004), Seoul (2006), Malmo/Copenhagen (2008) and New Delhi (2010).  The 2012 conference is scheduled for Florence in 2012.
+With events in Melbourne, Beijing, Seoul and Cape Town, the Network expanded from its European origins to become a truly international network.  The Scientific Committee managing the organisation is drawn from 19 different countries ranging across the globe. The committee is chaired by Mr Toss Gascoigne (Australia).
+The Science Communication Observatory hosts the PCST Academy. The PCST Academy is responsible for the creation of the documentary basis of the Public Communication of Science and Technology network (PCST) and its main task is the selection and organized collection of articles, reports and resources on particular topics in the field of communication and social understanding of sciences. As stated by the Chair of the Network from 2004 to 2006, Vladimir de Semir, the academy looks for the necessary resources at international level to guarantee the access to the network of representatives from those countries that currently have to face more difficulties: “The main aim is to represent and include the multiplicity of identities existing in the world, because the study and practice of science communication should respect the different cultural contexts and integrate the knowledge coming from all continents.”
+
+
+== European Forum on Science Journalism ==
+In December 2007, the Science Communication Observatory organized with the European Commission the European Forum on Science Journalism (EFSJ) where leading science journalists and editors of national newspapers and specialised science publications from across Europe and the world met in Barcelona to discuss the challenges in reporting on science, the impact of new technologies on the profession and importance of linking science to society and everyday life together with leading scientists and top science communication professionals from across Europe, the US, Canada, China and Australia.  A Special Eurobarometer on scientific research in the media and a European Guide to Science Journalism Training were presented in this forum.
+How to strengthen science coverage in the European press? How to convince editors to run science stories? How to assess the trustworthiness of scientific research? How to explain science in an understandable fashion? How to stimulate public interest in science news?... These were among the key questions addressed at the first European Forum on Science Journalism.
+
+
+== Media for Science Forum ==
+In May 2010, the Science Communication Observatory was member of the scientific committee of the Media for Science Forum organised by the Spanish Foundation for Science and Technology with the collaboration of the European Commission in the context of the Spanish Presidency of Europe 2010.
+
+
+== References ==
+
+
+== External links ==
+European Guide to Science Journalism Training - Second Edition, August 2008

data/en.wikipedia.org/wiki/Science_on_Tap-0.md

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+date_saved: "2026-05-05T04:17:10.740969+00:00"
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data/en.wikipedia.org/wiki/Science_outreach-0.md

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+date_saved: "2026-05-05T04:17:12.020189+00:00"
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data/en.wikipedia.org/wiki/Science_theatre-0.md

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+---
+title: "Science theatre"
+chunk: 1/1
+source: "https://en.wikipedia.org/wiki/Science_theatre"
+category: "reference"
+tags: "science, encyclopedia"
+date_saved: "2026-05-05T04:17:13.289399+00:00"
+instance: "kb-cron"
+---
+
+Science theatre is a form of theatre or set of performances in which science is central. It aims to give insight into the essence or impact of science by stimulating thinking about science or the societal impact of science.
+
+
+== Examples ==
+Within science theatre, several approaches exist. Roughly speaking, a distinction can be made between
+
+the genres in which science or technology is more or less a subject and theatrical goals are central
+the genres in which science or technology is central and theatre is a more or less accidental means of stimulating the understanding of the artefacts, methodology, concepts and functioning of science and technology
+the genres in which science or technology is central and theatre is a more or less accidental means of stimulating the understanding of and discussion on societal functioning, meaning and impact of science and technology
+A famous representative of the first genre is the piece Copenhagen by Michael Frayn. Examples of the second genre are pieces by chemist and Nobel Prize winner Carl Djerassi, while pieces by the English science theater group Y-touring fits into the third genre. The latter has been visiting successful secondary schools for years with pieces about, for example, xenotransplantation to bring influential developments in science into contact. The use of role plays and simulations about science and society in secondary and higher education also falls under the second genre.
+There are also many intermediate forms, such as Lehrstücke, by Bertolt Brecht, who wanted to combine art and education.
+In several countries, special science theatre groups or institutions can be found, sometimes as parts of universities or museums.
+In the US, the group Science Theatre exists, part of MSA, for education tasks. In UK Y-touring has a long tradition, as well as  the group Science Theatre, which performs science shows for various audiences, making use of expert knowledge of science and techniques from stage performance.
+In the Netherlands, the group Pandemonia existed for several decades, which played pieces at schools, in museums and at scientific symposiums. Pieces dealt with 'manufacturable people', food and genomics and nanotechnology.
+The Dutch multidisciplinary ensemble Theater Adhoc is completely different in nature, and focuses on depicting current developments in the (natural) sciences. Under the motto 'Reality is too interesting to be left to the realists', Theater Adhoc stages dialogues between art and science.
+In Belgium, the group Crew tries to create surprising theatre with modern means from science and technology.
+
+
+== See also ==
+Public awareness of science
+Science outreach
+
+
+== References ==
+
+
+== Further reading ==
+Djerassi, C. (2002) Science and Theatre, Interdisciplinary Scientific Reviews, 27:3, 193–201.
+Tatiana, C. & P. Kastberg, 2015, Education through theatre: Typologies of Science Theatre, Applied Theatre Research, 3 (1), 53–65.
+Wieringa, N.F., Jac. A.A. Swart, T. Maples, L. Witmondt, H. Tobi & H.J. van der Windt, 2011, Science Theatre at School: Providing a context to learn about socio‐scientific issues, International Journal of Science Education, Part B, 1 (1), 71–96.
+Witmondt, L. (2001) Science is drama, Science Foundation, Utrecht.

data/en.wikipedia.org/wiki/Skype_a_Scientist-0.md

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+---
+title: "Skype a Scientist"
+chunk: 1/1
+source: "https://en.wikipedia.org/wiki/Skype_a_Scientist"
+category: "reference"
+tags: "science, encyclopedia"
+date_saved: "2026-05-05T04:17:15.743354+00:00"
+instance: "kb-cron"
+---
+
+Skype a Scientist is a nonprofit educational organization based in Philadelphia, Pennsylvania, that enables scientists to video conference with students in classrooms. It began as an informal program in 2017, founded by Sarah McAnulty while she was a graduate student at the University of Connecticut. As of 2019, almost 15,000 classrooms and over 7,000 scientists from a total of 43 countries had participated in video conferencing sessions.
+
+
+== History ==
+
+Sarah McAnulty came up with the idea for Skype a Scientist in 2016 while she was a graduate student in molecular and cell biology at the University of Connecticut in Storrs. Inspiration for the program came from the growing distrust of scientists and the rise of anti-intellectualism in US society. McAnulty was concerned that scientists were portrayed in media as "cold and calculating" and aimed to connect people with scientists through video conferencing to dispel those stereotypes, and to "get people trusting scientists again".
+In 2017, McAnulty matched volunteer scientists with teachers and classrooms by hand using a Google spreadsheet, which she shared repeatedly on Twitter and Tumblr. She collected information from scientists and teachers and matched them based on their time zones and type of scientist requested if available. As the program grew, McAnulty recruited her childhood friend, David Jenkins, a graduate student in bioinformatics at Boston University, to write an algorithm that could match scientists with classrooms automatically. 
+As of 2020, Skype a Scientist is a registered 501(c)(3) non-profit, registered as part of Sarah Mack Scicomm, Inc.
+
+
+== Video conferencing programs ==
+Skype a Scientist's primary project is to provide classrooms of students a video conference with a scientist. Instead of a lecture, the video calls are informal question and answer sessions that last between 30 minutes and 1 hour. Skype a Scientist hopes that this allows students to "meet" scientists, and have their questions answered.
+During the first half of 2017, 800 scientists were matched with K-12 classrooms in almost all US states and in 27 other countries. By July 2017, 1,740 classrooms had signed up to be matched during the following academic term. At the same time, 1,755 scientists had volunteered from all 50 US states and 17 other countries across 12 time zones. By February 2019, a total of 14,312 classrooms had been matched with over 7,000 scientists. Participants were from 43 countries and sessions occurred in 14 languages, including American Sign Language.
+In 2018, scientists were placed into 28 categories based on their discipline, such as marine biology or computer science. Skype a Scientist also tries to pair students of minority groups with scientists that share the same identity. In 2018, McAnulty stated that sessions are free to schools.
+Because some classrooms with poor connections could not access video conferencing tools, Skype a Scientist began a program called "Skype a Scientist Live", where sessions are held over YouTube's live streaming feature. Questions are submitted beforehand and during the stream, and sessions are recorded for later playback. By 2019, video conferencing sessions had expanded beyond schools to correctional facilities and book clubs.
+
+
+== Other programs ==
+"Drunk Scientist Trivia" nights were held at bars in Connecticut, where people could participate in hands-on science activities such as looking through microscopes. Currently, "After Hours Trivia" events are hosted in a virtual space. Additionally, "Skype a Scientist After Hours" allows adults that support the organization through Patreon to converse with scientists.
+Skype a Scientist works with artists to sponsor public, science-themed art initiatives. In the Fishtown Neighborhood of Philadelphia, local artist, Sean Martorana, joined Dr. McAnulty and other partners in creating a mural completed in May 2023 depicting the aquatic life in the Delaware River.
+Skype a Scientist is funded through direct donations and the subscription service Patreon.
+
+
+== Notes ==
+
+
+== References ==
+
+
+== External links ==
+Official website