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    Differences in perceived sources of uncertainty in natural hazards science advice: lessons for cross-disciplinary communication
    (Frontiers Media S.A., 2024-04-04) Doyle EEH; Thompson J; Hill SR; Williams M; Paton D; Harrison SE; Bostrom A; Becker JS; Tagliacozzo S
    Introduction: We conducted mental model interviews in Aotearoa NZ to understand perspectives of uncertainty associated with natural hazards science. Such science contains many layers of interacting uncertainties, and varied understandings about what these are and where they come from creates communication challenges, impacting the trust in, and use of, science. To improve effective communication, it is thus crucial to understand the many diverse perspectives of scientific uncertainty. Methods: Participants included hazard scientists (n = 11, e.g., geophysical, social, and other sciences), professionals with some scientific training (n = 10, e.g., planners, policy analysts, emergency managers), and lay public participants with no advanced training in science (n = 10, e.g., journalism, history, administration, art, or other domains). We present a comparative analysis of the mental model maps produced by participants, considering individuals’ levels of training and expertise in, and experience of, science. Results: A qualitative comparison identified increasing map organization with science literacy, suggesting greater science training in, experience with, or expertise in, science results in a more organized and structured mental model of uncertainty. There were also language differences, with lay public participants focused more on perceptions of control and safety, while scientists focused on formal models of risk and likelihood. Discussion: These findings are presented to enhance hazard, risk, and science communication. It is important to also identify ways to understand the tacit knowledge individuals already hold which may influence their interpretation of a message. The interview methodology we present here could also be adapted to understand different perspectives in participatory and co-development research.
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    Reconfiguring the Relationship Between Intelligence Professionals and the Public: A First Step Towards Democratising New Zealand’s National Security?
    (Centre for Defence and Security Studies, Massey University, 2021-09-29) Rogers D; Mawdsley S
    The secrecy surrounding intelligence work has meant the relationship between New Zealand intelligence professionals and the public they serve has always been somewhat problematic. Over the past decade, leaks, scandals and a deadly act of terrorism have certainly not improved the public’s trust and confidence in the New Zealand Security Intelligence Service and the Government Communications Security Bureau. While the Government has undertaken several measures to strengthen the credibility of those agencies, including initiating public inqui-ries and bolstering governance arrangements, its current approach is rather limited, has reached those limits and could now be counterproductive. In light of the recommendations made by the Royal Commission of Inquiry into the Terrorist Attack on Christchurch Mosques on 15 March 2019 to increase public involvement in New Zealand’s counterterrorism effort, we argue that it is time for this problematic relationship between intelligence professionals and the public to be rethought and reconfigured. To that end, we identify several concrete actions that parliamentarians and university leaders could consider taking to actively support intelligence professionals as they foster a society of informed citizens and create new opportunities to bring national security matters into the heart of democracy’s deliberative processes.
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    The forgotten tribe: Scientists as writers
    (The WAC Clearinghouse and the University Press of Colorado, 1/03/2017) Emerson LE
    In The Forgotten Tribe: Scientists as Writers, Lisa Emerson offers an important corrective to the view that scientists are "poor writers, unnecessarily opaque, not interested in writing, and in need of remediation." She argues that scientists are among "the most sophisticated and flexible writers in the academy, often writing for a wider range of audiences (their immediate disciplinary peers, peers in adjacent fields, a broad scientific audience, industry, and a range of public audiences including social media) than most other faculty." Moreover, she notes, the often collaborative and multidisciplinary nature of their work results in writing practices that "may be more socially complex, and require more articulation, mediation, and interpersonal communication, and more use of advanced media and technology than those of faculty in other disciplines." Drawing on extensive interviews with scientists, Emerson argues that writing scholars have "engaged in a form of cultural appropriation" that has worked against a deeper understanding of the contexts in which scientists work and the considerations they bring to their writing. Emerson grounds her analysis in the voices of scientists in a way that allows us to understand not only how they approach writing but also how we might usefully teach writing in the sciences. The Forgotten Tribe offers a valuable contribution to our understanding of scientific writing, allowing us to hear voices that are seldom included in our discussions of this critical area.