Your Voice Matters – Centre for Youth Policy and Education Practice (CYPEP)

Young people’s voices matter. At the Centre for Youth Policy
and Education Practice (CYPEP), we want to amplify young people’s voices through our Youth Reference Group (YRG).

WHAT WILL YOU DO AS A MEMBER OF THE YRG?

Members of the YRG will meet regularly (up to four times a year) with CYPEP researchers to:

  • Provide advice on issues of importance to young people and their education
  • Help CYPEP set our agenda on youth issues of concern to you
  • Co-develop and road test research ideas with other young people

WHAT WILL JOINING THE YRG GIVE YOU?

In recognition of your contribution to the YRG, we will provide you with:

  • An influential platform where you can speak up about issues that affect young people
  • Opportunities to build skills for your career and network with like-minded young people
  • Written references attesting to your personal contribution to the YRG
  • Pizza, snacks and a gift voucher at each meeting

HOW DO I JOIN?

To apply, all you need to do is send us a short (three minute) video by the 12th of July that includes:

  • Some information about yourself (e.g., your age, where you live, and something about your background)
  • Why you would like to be a member of the YRG
  • Your take on ONE key issue affecting young people in Australia today

Contact Us

Centre for Youth Policy and Education Practice
Monash Education
E: cypep@monash.edu
www.monash.edu/education/cypep

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Graduate Meteorology Program: Virtual Information Session

Applications for the BOM 2022 Graduate Meteorologist Program open 2nd July and close 26th  July 2021.

If you are motivated by innovative and socially impactful work and inspired to become a Meteorologist, we encourage you to attend one of our online information sessions to find out more.

Online information sessions  

We’re hosting an online information webinar for those interested in applying for the role. In this session you’ll hear from previous graduates who have forged successful careers at the Bureau, find out more about a career with the Bureau and ask your questions. As a Graduate Meteorologist you will begin your career by undertaking a nine-month formal training course in Melbourne, commencing in February. Upon graduation you may be relocated interstate, deploying your skills where the weather, customers and the community need you most. This is followed by advancement as a Meteorologist where your will diagnose the state of the atmosphere, producing forecasts and warnings, and communicating the impact of these products with a variety of customers and industries.

 

To register use the link below: 

https://bomwebinars.webex.com/bomwebinars/onstage/g.php?MTID=ecad1ed813c5b03aff81ce237de84cdff

If this link doesn’t work, email bomwebinars@bom.gov.au for assistance.
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Monash Careers Summit 5th to 9th July – Applications Now Open!

Would you like to meet industry experts? Not just one, but a stellar line up of leading professional and personal development thought leaders?

At the Monash Careers Summit you can meet facilitators @Josh Farr, @Yousef Shadid, @Poorva Bhardwaj and @Gary Ryan who will be presenting throughout the week at customised sessions designed to help students on their career journey from university to the workplace. Get your questions ready!

Register Now: http://bit.ly/MonashCareersSummit

Video: https://youtu.be/acgbC8dkXFo

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Green Steps Sustainability Leadership Program – Apply Now!

Ready to take your knowledge of sustainability to the next level?

Develop your skills as an emerging sustainability leader and change agent with Green Steps. The Green Steps program is an award-winning sustainability leadership initiative run by Monash Sustainable Development Institute. Open to students across all faculties and disciplines, the program includes:

  • Five days of sustainability leadership training
  • A consultancy project
  • Access to a global network of over 1,300 sustainability leaders
There are 30 fully-funded scholarships available. No previous knowledge of sustainability is necessary. Applications close 1 July. To apply, visit: monash.edu/greensteps
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The role of science communication in a pandemic

The COVID-19 pandemic represents an unprecedented landmark in world history, placing global strain on health services, economies and communities. From its inception, COVID-19 has highlighted the need for the delivery of accurate information at all levels of society. The pandemic has revealed possible flaws in our approaches towards scientific communications, with pitfalls being seen in a variety of spaces. Key examples are those between scientists and officials, to those between scientists and the general public, and perhaps surprisingly, within the scientific community itself. 1

Image Credit: Kelsey Graham

The role of scientific communication is vast and influences the decisions made by individuals, communities and governments worldwide. So, how effective has scientific communication really been since the coronavirus was first seen and what lessons should be taken while efforts are being made to prevent further waves and create a vaccine?

Science Communication History: Pre-COVID-19

Anti-lockdown, anti-mask, and government suppression during pandemics is nothing new, and has now resurfaced all the way back from the 1918 influenza pandemic. Anti-lockdown and anti-mask protest in San Francisco with the ‘Anti-mask League’ in 1918-1919 drawing parallels of today’s COVID-19 response. 2,3 And the USA 1918 sedition act suppression and down play of influenza having comparable effects to USA’s downplay of the impact of COVID-19 by withholding data, stalling/halting publication of research and asking officials and scientists to lie to push their agendas. 4-6 Parallels are drawn, the COVID-19 pandemic has more complexity with the spread of information via social media, the trust in science and increasingly unstable social and political climates, to just to name a few. These factors and influences have been around long before patient-zero contracted COVID-19, and have influenced science and science communication over the past two decades. Labelled as one of the most influential yet destructive influences in this pandemic has been the spread of misinformation via social media, leading to increased support for radical groups such as anti-vaxxers, pandemic denialists and conspiracy theorists. Pre-COVID-19 and all the way back in the late 1990s, the support for anti-vaccination groups grew at alarming rates after publication of Andrew Wakefield’s study in The Lancet, claiming that there was a link between the MMR vaccine and autism. 7,8 After other researchers could not reproduce the results, the study was investigated with overwhelming conclusions of severe ethics violations, misconduct, conflicts of interest, fraud and the mistreatment of children. 8,9 Despite these damning conclusions, the redactions of his studies, and even being barred as a physician. Andrew Wakefield caused extensive decline in MMR vaccination rates in the UK, Europe and America.8 The repercussions of this fraud are felt today, with Andrew Wakefield continuing, often as a leader or guest speaker, to support anti-vaccination groups and further pushing for resistance against efforts to contain COVID-19 through social media. 10,11 Social media being the frontier of these types of campaigns and groups, forms echo chambers with ease and provides continuous reinforcement and spread of misinformation. 12 An MIT study in 2018 showed that “falsehood[s] diffused significantly farther, faster, deeper, and more broadly than the truth in all categories of information” which poses a dangerous hazard to science as an outlet of finding and communicating truth. 13 These high levels of misconduct overshadow and cripple the trust in science with scepticism becoming denial, suspicion and doubt in sciences integrity. These cases of fraud and misconduct seek to undermine public trust in science with few cases of misconduct weighing more on the institution in comparison to the number of scientists that act ethically and perform best practices that instil public trust. This fractured trust is now under a stress test with COVID19, with the public and officials pressing and questioning the integrity of the science. Hence, the conduct and communication of the science has now an added layer of importance. It further bears the question of how can science effectively and honestly communicate when it can’t reach audiences efficiently? Let’s look at science education, specifically in Australia. Over the last two decades, science education in Australia has been rocky at best with significant decline in science literacy amongst secondary school students with some of the lowest year 12 science enrolments and only one in ten year 12 students completing advanced mathematics.14,15 This drop in science literacy is concerning as science literacy has been highlighted as an area that may contribute to the reduction of falsehood spread.16,17 The idea that we can give people the ability to use scientific thinking, ideas, philosophy and intellectual virtues to make better informed judgements of information; becoming ‘competent outsiders’.16,17 Come to the present during COVID-19, having competent outsiders is critical during this stress test of science with rapid developments and findings on a new entity. This is not a full solution, but a step in the right direction in entrusting content consumers to take precautions in both consuming social media content and scientific publications.

Science communication with officials

It’s been more than seven months since WHO declared COVID-19 a pandemic and scientific knowledge of the virus remains incomplete. The inherent uncertainties surrounding the scientific information means that the scientific community must take a holistic approach to drawing evidence to inform policy, with particular attention to lessons taken from past pandemics.18 One or few experts typically advise officials and at the end of the day, scientists can never deliver anything with 100% certainty and policy makers retain the right to make decisions.19 The nature of this kind of decision-making highlights the need for advisory scientists to be guided by predefined principles and have access to a widespread data-sharing network, such that they can obtain the most up-to-date and accurate information from a diverse range of academics.18 The OECD’s framework for effective scientific advisement in responding to COVID-19:

1. Define roles of advisors and officials.

2. Include all relevant parties and stakeholders with transparency.

3. Construct apolitical, unbiased and accurate advice.

Embedded within the above principles is the need to take a multidisciplinary approach, further highlighting the benefit of widespread information sharing networks.18

Headed by the Australian Academy of Science, the COVID-19 Expert Database has been established to address this need and has at least 1800 experts involved (and counting).20 This platform allows experts from a range of fields, such as humanities, health, engineering and technology, to contribute to the database, allowing local, state and federal governments, industry and other decision-makers to have relevant information.21

Science communication with the public 

Australians’ main source of news during the COVID-19 pandemic. Source: [22]

News consumption has increased by ~14% since the Australian bushfires this year, and interestingly, trust in the news has increased by ~15% since this time.22 Although trust in the media has increased by a significant amount, fear of receiving misinformation is high among Australians at approximately 64%, with particular concern drawn to internet and social media sites, particularly Facebook.22 A key issue in 21st century society has been the ease of access to conspiracies by susceptible individuals. This fear has been exemplified by the pandemic we are currently living in, with a whole slew of online theories derived from the virus that have caught believers in their webs. From 5G towers, anti-mask wearing propaganda to even myths of the source of the coronavirus itself, each of these theories flies in the face of the unprecedented level of scientific knowledge published each day relating to the virus as well as the wealth of existing scientific knowledge. Recent studies have found that there is a particular personality type that is more likely to believe these conspiracies. It is now known that people are more likely to believe conspiracy theories that affirm their political views.23 This may explain why Republican party supporters are more likely to believe conspiracies that are purported by President Donald Trump such as the effectiveness of hydroxychloroquine. The strongest predictor of conspiratorial beliefs from a study of over 1200 people were personality traits of “schizotypy”, the likelihood of inferring meaning from objects when there is none. The implications from this study suggest that individuals who see the world as a place of suffering and injustice are more likely to seek answers and find comfort in the notion that there is someone, or a group of people, responsible for it. This plays a key role in the time of COVID-19, with conspiracy theorists blaming governments and other countries for deliberately creating the virus, as thus, creating the suffering that we are seeing today.

Science communication within the scientific community

The COVID-19 pandemic has influenced significant changes in the scientific community from closures to research centres and laboratories to a more rapid publishing process.24 With universities and research centres as the epicentre of idea development and research, the ongoing pandemic is hindering scientific communication and innovation. For almost one hundred years, peer review has been the cornerstone of academic publishing as an evaluation process that intends on enhancing the quality of scholarly literature.25 However, the pandemic has required the dissemination of scientific findings at a faster rate.26 Consequently, alternative methods of peer review have been sort out by members of the scientific community. There has been a surge in preprints and use of open-access platforms for reviewing preprints.27 MedRxiv, a preprint server, is described as becoming a ‘go-to source’ for new medical information on COVID-19 where papers that are not peer reviewed are posted and used widely on social media and in news reports.28 However, the reliability of information on preprint servers is questionable and even reliable data can be distorted or misunderstood in the comments on social media. MedRxiv cautions readers that papers have not received peer review and data should not be reported as established information. In light of the current crisis, critical papers regarding COVID-19 are being granted an expedited peer review process with a review and decision determined in days rather than months.28 The question arises, as to whether the dissemination of medical information may evolve to be more appropriate for future crisis? Prior to the pandemic, there was increasing mobilisation of sharing early scientific findings, and the current climate has added fire to this motion.28 The critical evaluation of scientific findings and scientific communication will be increasingly important with greater opportunity for circulating medical information on open-access platforms and social media. COVID-19 has highlighted the need to strengthen scientific communication and increase future pandemic preparedness across the scientific community.24 Furthermore, the pandemic has influenced major enhancements in global health with increased efforts by the scientific community to increase clinical trials and the availability of medical treatments.29

Composed by Kelsey Graham, Aaron Mclean, Gianni Visentin, and Rebecca Walters in collaboration with Monash University’s Science Future Leaders Program 2020.

 

References

1. Saitz, R. and Schwitzer, G. Communicating Science in the Time of a Pandemic. JAMA 2020, 5, 443-444

2. San Francisco, California and the 1918-1919 Influenza Epidemic | The American Influenza Epidemic of 1918: A Digital Encyclopedia. https://www.influenzaarchive.org/cities/city-sanfrancisco.html (Accessed October 2020)

3. Dolan, B. Unmasking History: Who Was Behind the Anti-Mask League Protests During The 1918 Influenza Epidemic In San Francisco? Perspectives in Medical Humanities 2020, 5, DOI: 10.34947/M7QP4M

4. Barry J. How the horrific 1918 influenza spread across America. Smithsonian. Nov, 2017. (Accessed October 2020)

5. Tollefson, J. How Trump Damaged Science — And Why It Could Take Decades to Recover. Nature 2020, 586, 190-194.

6. Maxmen, A.; Tollefson, J. Two Decades of Pandemic War Games Failed to Account for Donald Trump. Nature 2020, 584, 26-29.

7. Eggertson L. Lancet retracts 12-year-old article linking autism to MMR vaccines. CMAJ 2010, 182, DOI: 10.1503/cmaj.109-3179

8. Hussain, A. el al. The Anti-vaccination Movement: A Regression in Modern Medicine. Cureus 2018, 10, DOI: 10.7759/cureus.2919

9. General Medical Council, Fitness to Practise Panel Hearing, 24 May 2010, Andrew Wakefield, Determination of Serious Professional Misconduct General Medical Council. (Retrieved on 14/10/2020)

10. Aitkenhead D, Disgraced doctor Andrew Wakefield’s new life, 12 September 2020, The Weekend Australian Magazine (Retrieved 14/10/2020)

11. Jamison P, Anti-vaccination leaders seize on coronavirus to push resistance to inoculation, 5 May 2020, The Washington Post (Retrieved on 14/10/2020)

12. Del Vicario, Michela, et al. The Spreading of Misinformation Online. Proceedings of the National Academy of Sciences of the United States of America 2016 113, 554–559

13. Soroush Vosoughi1, Deb Roy1 and Sinan Aral, The spread of true and false news online. Science 2018, 359, 1146-1151

14. Science and maths in Australian secondary schools datasheet, Australian Government – Australia’s Chief Scientist https://www.chiefscientist.gov.au/sites/default/files/2- Science-and-Maths-in-Australian-Secondary-Schools-datasheet-Web.pdf (assessed October 2020)

15. Murphy, S. The Impact of School Disadvantage on Senior Secondary Science: A Study of Patterns of Participation and Achievement in Government Secondary Schools in Victoria, Australia. Res Sci Educ 2020, 50, 1603–1618 DOI: 10.1007/s11165-018-9745-4

16. Sharon, AJ, Baram‐Tsabari, A. Can science literacy help individuals identify misinformation in everyday life? Science Education 2020, 104, 873– 894 DOI: 10.1002/sce.21581

17. Henning H et al. Fake science and the knowledge crisis: ignorance can be fatal. R. Soc. open sci. 6, 190161

18. Providing science advice to policy makers during COVID-19, OECD – Policy Responses to Coronavirus (COVID-19) http://www.oecd.org/coronavirus/policyresponses/providing-science-advice-to-policy-makers-during-covid-19-4eec08c5/ (assessed October 2020)

19. Science can support effective policy-making by providing the best available knowledge, International Science Council https://council.science/current/news/science-cansupport-effective-policymaking-by-providing-the-best-available-knowledge/ (assessed October 2020)

20. Science Policy and Diplomacy newsletter—Covid-19 special edition August 2020, Australian Academy of Science https://www.science.org.au/news-andevents/newsletters/science-policy-and-diplomacy-newsletter/covid-19-special-edition-aug-2020 (assessed October 2020)

21. COVID-19 Expert Database, Australian Academy of Science https://www.science.org.au/covid19/experts (assessed October 2020)

22. Park S. et al. Digital News Report: Australia 2020. News Media Research Centre, University of Canberra 2020 DOI: 10.25916/5ec32f8502ef0

23. Hart, J. and Graether, M. Something’s Going on Here: Psychological Predictors of Belief in Conspiracy Theories. Journal of Individual Differences 2018 DOI: 10.1027/1614- 0001/a000268

24. Callaway, E., Will the pandemic permanently alter scientific publishing? Nature 2020, 7811, 167.

25. Johansson, M.; Saderi, D., Fast peer review for COVID-19 preprints. Nature 2020, 7797, 29-29.

26. Meyer, H. After A COVID-19 Vaccine: Collaboration or Competition? Health affairs (Project Hope) 2020, DOI: 101377hlthaff202001732.

27. Smith, J. A. Peer Review. The Journal of urology 2016, 6, 1639-1642.

28. Subramanya, S. H. Lama, B. and Acharya, K. P. Impact of COVID-19 pandemic on the scientific community. Qatar Med J 2020, 1, 21-21. 29. Sutherland, W. and Lythgoe, K. COVID-19: full peer review in hours. Nature 2020, 7820, 192-192.

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Impacts of Covid-19 on Science at Monash and advice for students

This blog is a collation of responses from prominent lecturers and staff from around
the Monash Science Faculty. To begin we would like to thank Ulrik Egede, Martin
Burd, Scott Findlay, Daniel Mathews, Nicholas Price and 2 other staff members for
making this article possible.

How their typical work day changed since the pandemic?

Majority of the respondents have moved to working from home and their face to face
interactions have now been replaced by zoom calls. Also laboratory activities have
stopped.

How has teaching remotely been different from ‘usual’ teaching?

There are both advantages and disadvantages to remote teaching. Teaching
remotely requires a lot more preparation and is a lot more time consuming than
regular face to face classes. One of the biggest challenges is trying to find a virtual
substitute for hands on learning. Learning science through virtual means is a lot less
interactive, which in most cases limits students’ learning ability. However, some
students are finding it easier to ask questions via the zoom chat function than they
would in a large lecture theatre.

Modifications that have been made to research and their impacts.

For most academics conducting laboratory-based research, the pandemic meant a
complete halt of on-campus research. Some have changed to a different part of their
research that is more theory-based. A major drawback to research has been the lack
of discussions with fellow researchers and collaborators, or at least their decreased
frequency.

Overall, the impacts to the research and respective fields of academics has not been
positive. It did, however, demonstrate that although lab-based research will always
need to be done on campus, some aspects of theoretical research can be done at
home with the same efficiency. Additionally, they are able to ‘attend’ international
seminars that were not previously accessible.

Will changes made to science during this time continue into the future?

Overall, the pandemic has proved that a large number of scientific tasks can be
conducted online – including teaching videos and even conferences. These may be
seen more frequently in the future. Additionally, flexibility in working hours was also
shown to be possible. However, face to face collaboration – whether in research or
applied classes – is overall more preferred in person.
In lab-based research however, being on campus is crucial and cannot be replaced.
It may take many years and considerable resources before such research can be
done remotely.

Advice for science students currently undertaking laboratories and general studies

  • Especially during this time communication is the key, continue to ask
    questions and engage with the content in zoom classes and on discussion
    forums.
  • You may be missing out on learning now but we are hoping to equip you to be
    lifelong learners so what you might miss now you can learn in the future.
  • Do what works for you during this situation. Do not worry about what others
    are doing it is okay to just focus on yourself during these challenging times.
  • Utilize your tutors although the setting might be different they are still here to
    help you.
  • Hang in there, this too shall pass.

Composed by Stacey Barbagallo, Israa Hameed and Matthew Wanford in
collaboration with Monash University’s Science Future Leaders Program 2020.

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Let’s Torque – Science Communication Roles Available Now!

Let’s Torque is a science communication organisation run by undergraduates from across Victoria! New roles are now available for 2021, requiring skills ranging from social media managing, event planning, finances and more! New members will work with current members to design workshops, host professional events and run our annual SCIENCE COMMUNICATION COMPETITION!

Available role titles for 2021 are:
Head of Let’s Torque
Head of Online Content Creation
Head of External Engagements
Head of Events
Head of Marketing
Education and Online Content Creation Coordinator
Education and Marketing Coordinator
School & University Outreach Coordinator
Let’s Torque Volunteer 

Go to https://www.letstorque.org/join-the-team to check out each role, or visit our Facebook page https://www.facebook.com/LetsTorqueSTEMJoin the team for 2021 and help spread the joys of SCIENCE COMMUNICATION!

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Monash Career Launch Program

From December 7 to 11, Career Connect have arranged a special careers event for students finishing up their study.

Monash Career Launch is a week of masterclasses specially designed to help final-year students acquire the skills, knowledge and self-assurance to secure their ideal role.

Featuring a wide range of bespoke workshops and industry panels, this week provides practical advice to students on how to navigate their own employability and job readiness, as well as provide clarity and build confidence when transitioning from education into professional employment. Choose from:

 

  • Design your Career

  • Nailing the Interview with Compelling Storytelling

  • Non-traditional Pathways to Building your Career*

  • The Power of Mentorship*

  • Building an Impactful Brand

  • Quiz a Recruiter*

  • Preparing for the transition to employment

  • Entrepreneurship Strategies for Success*

  • Accessing the Hidden Job Market

  • Maintaining Well-Being in your Career

  • Effective Communication in the Workplace

  • The ‘Networkathon’*

  • Job Application ‘How To’ Workshops

 

*Special industry panel event

 

To browse the list of events and to register, go to Career Gateway.

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Cancer Council Victoria’s 2020/21 Summer Vacation Studentship: Applications open 10th Aug!

Applications for Cancer Council Victoria’s 2020/21 Summer Vacation Studentships open at 9am on Monday 10 August 2020.

Studentships are offered to undergraduate students enrolled in relevant disciplines at any Victorian University.  Students are not eligible to apply after completing their final year, except for 3rd year science students who are proceeding to the fourth year of an honours degree.

Applicants need to source a studentship project that is part of a cancer research program being conducted at a Victorian university or research organisation. Clinical and allied health placements are also encouraged.

All information and application forms can be found on our website: http://www.cancervic.org.au/research/biomedical/research_sum_vacation_studentships

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Monash Healthcare Innovation Summer Scholarships Program: Apply Now!

Applications for the Monash Healthcare Innovation Summer Scholarships (HISS) Program for 2020/2021 are now open!

HISS is dedicated to educating future innovators within healthcare whilst generating projects and concepts with potential for tangible real world clinical outcomes.

After a pilot program over the summer of 2019/2020, MYMI are pleased to announce that HISS will be offered again over 2020/2021, in collaboration between MYMI, MIME and Monash Partners. Individuals with diverse backgrounds and a passion for healthcare innovation are invited to apply.

What’s in it for you:

  • Learn about Project Management, the Innovation in Healthcare Process and more.

  • Work within highly interdisciplinary teams and build your communication, collaboration skills and technical skills over 11 weeks.

  • Learn from, and connect with industry & clinical mentors.

  • Opportunity to work on continuing projects with potential for real world impact (FYPs, BMedSci, Honours and more) and funding

  • Scholarship funding at $4400

Check out some of our projects from last year: https://www.mymi.org.au/projects

Further information and link to apply: https://bit.ly/HISS-Info

 

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