Increasing Research Impact through Communications

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This document discusses maximizing the impact of research through effective communication. It notes that while a sizable portion of the US public is interested in science stories, most have little understanding of science. It also finds that the US public severely misperceives the actual amount spent on foreign aid. Effective communication requires tailoring the message, format, messenger, and timing to different target audiences like policymakers, advisors, media, and the public.

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Maximizing the Impact of Research through Communications Klaus von Grebmer International Food Policy Research Institute Penang, March 26, 2009

Quality of research Quality of communications Impact

Research Findings Potential Beneficiaries ?

Academia Policymaker Adviser Media Public Opinion NGOs

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The Expert The Insider The Interested The Layperson (general public)

Food Policy Report The Insider Issue Brief The Interested Research Report The Expert Press Release The Layperson (general public)

In Paris they just simply opened their eyes and stared when we spoke to them in French! We never did succeed in making those idiots understand their own language. Innocents Abroad, Mark Twain

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Today's U.S. Latino population is growing, dynamic and evolving, reflecting a new American reality. Latino culture and family dynamics impact healthcare decisions and behaviors. Recognizing that Latinos are not a homogeneous group, experts from media, academic research and public health promotion will share insights, tips and tools in this timely webinar for closing the cultural communication gap with this diverse population. After this session, participants will be able to: - Identify diversity among Latino populations and take appropriate steps to build a communication ecology relative to that diversity - List at least two healthcare myths about Latinos - Describe the role that media, community and family influences play in healthcare decisions - Describe how to reach Latinos more effectively through culturally relevant communication and outreach Speakers: Sonya Suarez-Hammond, Senior Director of Strategy & Insights/Healthcare at Univision Communications Dr. Holley Wilkin, Professor and affiliated faculty of the department of Partnership for Urban Health Research at Georgia State University Dr. Carmen Gonzalez, Postdoctoral Scholar at the Annenberg School for Communication and Journalism at the University of Southern California. Moderator: Nancy Murphy, Executive Vice President, Metropolitan Group. This presentation was from the fifth session in the CALPACT sponsored Health Communication Matters Webinar Series, which will help participants in all walks of public health to apply health literacy principles to their everyday communications. Please visit here to listen to the audio recording of the webinar: http://cc.readytalk.com/play?id=2peynd Visit these links for the other resources related to this webinar: Resources: http://www.slideshare.net/SPHCalpact/putting-culture-into-context-resources Health Literacy Undervalued by Public Health? A tool for public health professionals: http://www.slideshare.net/SPHCalpact/calpact-training-health-literacy-undervalued-by-public-health-training-tool Follow Us on Twitter: @CALPACT Facebook: http://www.facebook.com/CALPACTUCB Website: www.calpact.org Questions? Email sphcalpact@berkeley.edu

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Reducing the number of people living in extreme poverty throughout the world is clearly one of the great moral challenges of our time. Although the issue is by no means absent from what we study and teach, as educators in the United States we appear to be falling short in the task of ensuring that our students are adequately informed about world poverty, its consequences, and the ways in which it can be reduced. Is it possible that some of the reluctance to deal with the topic stems from the fact that it may have uncomfortable conclusions for our own lives? If we take seriously the idea that the value of a human life does not diminish when we cross national boundaries, then we ought to be giving a much higher priority to reducing world poverty. I have in mind a broad re-envisioning of what we teach. We should not limit so important a topic to specialized courses on international development (valuable as they are). The issue should be prominent in anthropology, cultural studies, economics, ethics and sociology. In political-science courses, we should ask why we pay so little attention to people living in poverty outside our borders. Psychology courses could take up the factors that limit our willingness to give to distant strangers. Engineers might increase the amount of class time they devote to how their skills can be applied to assist the world's poorest people. Medical schools could focus more on the global burden of disease and how it might be reduced, and law students should be prompted to think about an international legal regime that allows American oil companies to buy oil from dictators who pocket most of the proceeds. Programs could also be produced to help to educate the broader public. Nor should we shy away from reconsidering our emphasis on teaching in fields that have timeless artistic and cultural value. It is legitimate to ask: In a situation in which more people die each year from poverty-related causes than died in any one year during World War II, how much should we be spending on the refinement of our artistic sensitivities and those of our students? I began to think about our obligations to the poor in 1971, when I was a graduate student in philosophy at the University of Oxford. A few years earlier, such a question would not have been considered one for philosophers to discuss. The prevailing view then was that the business of philosophy was to analyze the meanings of words. The linguistic analysis that preoccupied philosophers was supposed to be ethically neutral. We would discuss whether the statement "You ought to return the book you borrowed" expressed an attitude or stated a fact, but not whether it was always obligatory to return a borrowed book -- let alone to give to the poor. The student movement of the 1960s demanded that the university become "relevant." In response, with war raging in Vietnam and civil disobedience against it at draft offices across the United States, a few philosophers began to revive ...

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America's Shame Author: Singer, Peter Abstract: The US has, for many years, been at or near the bottom of the list of industrialized countries in terms of the proportion of national income given as foreign aid. The ignorance of Americans about their nation's role in aiding the world's poorest people is widespread, and it has been shown in many surveys. Singer discusses the ethical obligations of citizens of developed countries to those living in extreme poverty. Full text: Reducing the number of people living in extreme poverty throughout the world is clearly one of the great moral challenges of our time. Although the issue is by no means absent from what we study and teach, as educators in the United States we appear to be falling short in the task of ensuring that our students are adequately informed about world poverty, its consequences, and the ways in which it can be reduced. Is it possible that some of the reluctance to deal with the topic stems from the fact that it may have uncomfortable conclusions for our own lives? If we take seriously the idea that the value of a human life does not diminish when we cross national boundaries, then we ought to be giving a much higher priority to reducing world poverty. I have in mind a broad re-envisioning of what we teach. We should not limit so important a topic to specialized courses on international development (valuable as they are). The issue should be prominent in anthropology, cultural studies, economics, ethics and sociology. In political-science courses, we should ask why we pay so little attention to people living in poverty outside our borders. Psychology courses could take up the factors that limit our willingness to give to distant strangers. Engineers might increase the amount of class time they devote to how their skills can be applied to assist the world's poorest people. Medical schools could focus more on the global burden of disease and how it might be reduced, and law students should be prompted to think about an international legal regime that allows American oil companies to buy oil from dictators who pocket most of the proceeds. Programs could also be produced to help to educate the broader public. Nor should we shy away from reconsidering our emphasis on teaching in fields that have timeless artistic and cultural value. It is legitimate to ask: In a situation in which more people die each year from poverty- related causes than died in any one year during World War II, how much should we be spending on the refinement of our artistic sensitivities and those of our students? I began to think about our obligations to the poor in 1971, when I was a graduate student in philosophy at the University of Oxford. A few years earlier, such a question would not have been considered one for philosophers to discuss. The prevailing view then was that the business of philosophy was to analyze the meanings of words. The linguistic analysis that preocc.

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America's Shame Singer, Peter The Chronicle of Higher Education55.27 (Mar 13, 2009): B6-B10. Abstract (summary) The US has, for many years, been at or near the bottom of the list of industrialized countries in terms of the proportion of national income given as foreign aid. The ignorance of Americans about their nation's role in aiding the world's poorest people is widespread, and it has been shown in many surveys. Singer discusses the ethical obligations of citizens of developed countries to those living in extreme poverty. Full Text Reducing the number of people living in extreme poverty throughout the world is clearly one of the great moral challenges of our time. Although the issue is by no means absent from what we study and teach, as educators in the United States we appear to be falling short in the task of ensuring that our students are adequately informed about world poverty, its consequences, and the ways in which it can be reduced. Is it possible that some of the reluctance to deal with the topic stems from the fact that it may have uncomfortable conclusions for our own lives? If we take seriously the idea that the value of a human life does not diminish when we cross national boundaries, then we ought to be giving a much higher priority to reducing world poverty. I have in mind a broad re-envisioning of what we teach. We should not limit so important a topic to specialized courses on international development (valuable as they are). The issue should be prominent in anthropology, cultural studies, economics, ethics and sociology. In political-science courses, we should ask why we pay so little attention to people living in poverty outside our borders. Psychology courses could take up the factors that limit our willingness to give to distant strangers. Engineers might increase the amount of class time they devote to how their skills can be applied to assist the world's poorest people. Medical schools could focus more on the global burden of disease and how it might be reduced, and law students should be prompted to think about an international legal regime that allows American oil companies to buy oil from dictators who pocket most of the proceeds. Programs could also be produced to help to educate the broader public. Nor should we shy away from reconsidering our emphasis on teaching in fields that have timeless artistic and cultural value. It is legitimate to ask: In a situation in which more people die each year from poverty-related causes than died in any one year during World War II, how much should we be spending on the refinement of our artistic sensitivities and those of our students? I began to think about our obligations to the poor in 1971, when I was a graduate student in philosophy at the University of Oxford. A few years earlier, such a question would not have been considered one for philosophers to discuss. The prevailing view then was that the business of philosophy was to analyze the meanings of words. The ling.

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Major global survey asks people about their attitudes toward science A new Wellcome Trust survey asked more than 140,000 people across 140 countries about their attitudes towards science and health, and found that nearly 75% of people say they trust a doctor or a nurse more than friends, family, or other sources of health advice. Here’s more: •Vaccines: Some 80% of people worldwide agree that vaccines are safe. One in three people in France — the highest percentage anywhere in the world — disagree that vaccines are safe. •Understanding of science: Men are more likely to claim an understanding than women, as are those aged 29 and younger. Almost two-thirds of people around the world expressed an interest in learning more science. •Science and society: About a third of people in Africa and Central and South America don’t feel like they benefit from science.

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Singer, P. (2009). America's shame. The Chronicle of Higher Education, 55(27), B6-B10. Retrieved from https://login.libproxy.edmc.edu/login?url=http://search.proquest.com.libproxy.edmc.edu/docview/214643086?accountid=34899 Reducing the number of people living in extreme poverty throughout the world is clearly one of the great moral challenges of our time. Although the issue is by no means absent from what we study and teach, as educators in the United States we appear to be falling short in the task of ensuring that our students are adequately informed about world poverty, its consequences, and the ways in which it can be reduced. Is it possible that some of the reluctance to deal with the topic stems from the fact that it may have uncomfortable conclusions for our own lives? If we take seriously the idea that the value of a human life does not diminish when we cross national boundaries, then we ought to be giving a much higher priority to reducing world poverty. I have in mind a broad re-envisioning of what we teach. We should not limit so important a topic to specialized courses on international development (valuable as they are). The issue should be prominent in anthropology, cultural studies, economics, ethics and sociology. In political-science courses, we should ask why we pay so little attention to people living in poverty outside our borders. Psychology courses could take up the factors that limit our willingness to give to distant strangers. Engineers might increase the amount of class time they devote to how their skills can be applied to assist the world's poorest people. Medical schools could focus more on the global burden of disease and how it might be reduced, and law students should be prompted to think about an international legal regime that allows American oil companies to buy oil from dictators who pocket most of the proceeds. Programs could also be produced to help to educate the broader public. Nor should we shy away from reconsidering our emphasis on teaching in fields that have timeless artistic and cultural value. It is legitimate to ask: In a situation in which more people die each year from poverty-related causes than died in any one year during World War II, how much should we be spending on the refinement of our artistic sensitivities and those of our students? I began to think about our obligations to the poor in 1971, when I was a graduate student in philosophy at the University of Oxford. A few years earlier, such a question would not have been considered one for philosophers to discuss. The prevailing view then was that the business of philosophy was to analyze the meanings of words. The linguistic analysis that preoccupied philosophers was supposed to be ethically neutral. We would discuss whether the statement "You ought to return the book you borrowed" expressed an attitude or stated a fact, but not whether it was always obligatory to return a borrowed book -- let alone to give to the poor. The student mo.

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Increasing Research Impact through Communications

1. Maximizing the Impact of Research through Communications Klaus von Grebmer International Food Policy Research Institute Penang, March 26, 2009

2. Quality of research Quality of communications Impact

3. Research Findings Potential Beneficiaries ?

4. Communications How? What? With whom?

5. Academia Policymaker Adviser Media Public Opinion NGOs

10. Entering Hillsville Founded 1734 Altitude 430 Population 4800 Total 6964

11. “ But this is the simplified version for the general public!”

12. Next 10 Miles

13.

14. Brown syrup in sparkling water 1987 - You Can't Beat the Feeling 2001 - Life tastes Good 2009 - Open Happiness

15. Canvas and rubber? “ Just do it!”

16.

17.

18.

19.

20.

21.

22.

23.

24. The Expert The Insider The Interested The Layperson (general public)

25. Food Policy Report The Insider Issue Brief The Interested Research Report The Expert Press Release The Layperson (general public)

26. In Paris they just simply opened their eyes and stared when we spoke to them in French! We never did succeed in making those idiots understand their own language. Innocents Abroad, Mark Twain

27.

Increasing Research Impact through Communications

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