iSCAN
Newsletter
Vol. 12 February 2002
Membership renewal
Membership subscriptions become due on 1st February each year. We invite existing members to renew their membership and non-members to consider joining. The rates are: Science centres, etc. €40 Individuals: €20 Commercial €80 Student: €10 Please do it NOW so we don't have to remind you. Thank you!
Review of 2001
Like many other organisations, iSCAN was affected by the Foot and Mouth Disease emergency in 2001. Travel restrictions meant that the plan to hold the Spring 2001 Meeting at the newly opened W5 Science Centre (whowhatwherewhenwhy) in Belfast had to be cancelled. Instead, a coach excursion from Dublin to W5 was arranged on Saturday, 29 September. On arriving at the Odyssey Centre about noon, the party was welcomed by Dr Sally Montgomery, director of W5. After refreshments, the iSCAN members spent an enthralling afternoon exploring and interacting with the wide range of excellent exhibits. Everyone was impressed by the spaciousness of the building, the stunning views of Belfast Harbour and the excellence of the exhibits. The adventure concluded with a meal in the excellent Chinese restaurant adjacent to W5. We are grateful to Sally for her hospitality and we urge everyone to visit W5. For a preview see the W5 website www.w5online.co.uk.
The Autumn Meeting was held on 24 November in the Visitor Centre of the National Botanic Gardens in Glasnevin. We are indebted to Mr Donal Synnott, Director of the Gardens for allowing us to use the Centre again and to Felicity Gaffney for seeing that everything ran smoothly. The theme of the meeting was Science Learning - Formal and Informal. Our keynote speaker was Jacob Beeksma of Jonge Onderzoekers (Young Explorers) in the Netherlands who told us about the very successful science clubs that have been operating there for thirty years. Brief summaries of the contributions are given below.
At the AGM the following were elected to the new committee: Chair: Dr Ian Elliott, Vice-chair: Dr Fiona Doris, Hon. Treas.: Dr W.J. Davis, Hon. Sec.: Ms Annette McDonnell, other members: Dr Bryan Maguire, Dr Tom Mason, Dr Brendan Finucane, Mr Nigel Monaghan, Mr Michael Grehan, Mr John Daly, W5 representative. The proposal to amend the constitution by creating the category of Student Membership was passed and the student subscription for 2002 was set at 10 Euro. It was agreed that the name of iSCAN should be changed to the Irish Science Centres Awareness Network; this change will be ratified at the next AGM.
The Task Force on the Physical Sciences
Aine Allen
This Task Force was set up by the Minister for Education and Science, Dr. Michael Woods in November 2000 for the purpose of devising a strategy to reverse the decline in interest in the study of the physical sciences (Physics and Chemistry). The chairman of the Task Force is Dr. Danny O’Hare, President Emeritus of DCU and the two National Strategy Coordinators are Cyril Drury and myself. The views of a wide range of social partners are represented by the 45-person membership; the views of all interested parties were elicited in a public invitation to provide submissions to the Task Force at the outset of its work. The Task Force will present a report to the Minister in early 2002, providing recommendations for implementation at all three levels of education, primary, secondary and tertiary, for the re-vitalisation of interest in, and uptake of, these sciences.
The stakeholders who are pivotal to the resolution of this problem are of course the students. To ensure that their views are adequately incorporated into the debate, the Task Force has commissioned a nation-wide attitudinal survey of second level and third level students.
The economic argument for setting up the Task Force was the threat of a skills shortage that could jeopardize Ireland’s ability to remain at the forefront of recent technological advancement. But it would be naive to expect to deliver science graduates into the workforce without asking fundamental questions about the principles underlying science education as it is practiced in schools and colleges, and to address the issue of scientific literacy and science as part of our culture.
The problem of declining interest in science is not unique to Ireland; in fact it is a concern in most developed countries. The Task Force is alert to projects initiated in other domains to redress the falling interest in science and is aware of the complex and multi-faceted nature of the problem.
The decline in interest in the study of the physical sciences is evidenced by the reduction in the percentage of students taking Physics and Chemistry for Leaving Certificate over the last decade. And, at third level, the most serious threat to the vitality of science is the alarmingly poor retention record for students on what are commonly referred to as the SET (Science, Engineering and Technology) courses. Hence, addressing the problem involves examining issues at both a schools level and at third level. Among the issues being explored are: (i) the provision of opportunity to study science in all schools; (ii) the allocation of adequate resources for the delivery of appropriate science curricula (the impact of restricted and poor laboratory facilities on the experience of practical work comes into question here); (iii) the appropriateness of the school curriculum and the limited scope and pace of change in the curriculum; (iv) the supply of suitably qualified teachers and the incentives and opportunities for professional development for teachers; (v) the promotion of the value of the physical sciences as good choices for senior cycle students in school (there is a diffusiveness in the perception of science as a future course of study at third level and as a career pathway); (vi) the general support for school science in the form of curriculum resources and initiatives to enhance awareness and interest among students (there is a particular opportunity to exploit the relative freedom of curriculum choice in transition year to deliver customised modules designed to engage students with science that is relevant and stimulating); (vii) smoothing the transition from second to third level (to explore the approach to teaching and learning in the first year of college science courses, where the profile of students is changing as points of entry drop, and as an increasing percentage of students do not have prior exposure to the physical sciences).
The challenge to the Task Force will be to develop a strategy that not only sets in place the conditions that deliver the necessary skilled graduates to the technological workplace, but more importantly revitalises the experience of teaching and learning science in our schools and colleges. The Task Force invites anybody who is interested in its work to consult its website and contribute to the discussion on any one of the many topics on the discussion board.
Website: www.sciencetaskforce.ie
Primary Science
Marion Palmer Institute of Art Design and Technology, Dun Laoghaire, Co. Dublin
Science is being introduced to primary schools. A broad and balanced programme from infants through to sixth class in science has been developed as part of Social Environmental and Scientific Education (SESE) in the revised primary curriculum launched in September 1999. The science curriculum aims to enable children to become scientifically literate, to develop problem-solving skills and to help the children develop a lasting interest in science. They will come to appreciate the contribution of science and technology to society.
The primary science curriculum consists of a curriculum document and accompanying teacher guidelines. The four content strands are Living things, Energy and forces, Materials, Environmental awareness and care and the two skill development strands are Working scientifically and Designing and making. The curriculum is based on sound evidence about children’s learning in science. It uses the children's ideas as starting points for practical hands-on activities. The children apply scientific concepts and skills to everyday situations. Children work together sharing ideas and communicating their findings.
Science provides many challenges for primary teachers. They have to appreciate and understand the aims and principles of the science curriculum. They have to have the appropriate materials and resources to teach science. Identifying and purchasing these resources is an enormous challenge as well as finding the physical space to store the stuff in our overcrowded schools. They have to come to understand the scientific concepts underlying the curriculum, whether or not they have any prior knowledge of science. Finally they have to develop an appropriate pedagogy for primary science.
The revised primary curriculum is being implemented on a phased basis. The Department of Education and Science is running a developmental project in science in over two hundred schools. The Primary Curriculum Support Service will provide support for science to all primary schools in 2002. Implementation of the curriculum will begin in 2003.
Primary science is challenging and stimulating. Most primary teachers are willing to take up this challenge. Many schools are doing science very successfully. Children enjoy primary science. However, it must be noted that this is just one of the many challenges that primary schools, teachers and children face in the 21st century.
Email: pbmp at iol.ie
De Jonge Onderzoekers - Dutch experience of science clubs
Jacob Beeksma, Stichting De Jonge Onderzoekers, Arnhem, The Netherlands.
Science clubs started appearing in The Netherlands around the 1970’s. The mission of De Jonge Onderzoekers in Arnhem is: · To attract the interest of young people and to introduce them - both in and after school - to technology and the natural sciences · To stimulate creativity and initiative · To improve the image of technology and science It is a proven fact that many former members have succeeded in technical and scientific careers, on account of the interest awakened and stimulated at De Jonge Onderzoekers (‘The Young Explorers’).
After initially very good conditions (wide public and governmental interest, sufficient funding) the 1980s brought a decline. Governmental funding went down from NLG 1000 per member to less than NLG 200. Temporary relief came from T10, a science and technology activity targeted at girls only, for which additional funding was available.
The scope of activities changed from in-house only to ‘external’ activities. Science and technology were introduced into primary level education and from 1998 were a mandatory part of the curriculum. De Jonge Onderzoekers catered for this need by developing science and technology kits. Some of these are just distributed to schools and the teachers are trained to teach hands-on technology and science lessons. In other cases DJO staff run the complete courses.
In the year 2000, more than half of the funding came from industrial sponsors rather than government sources. Specifically the SOLAR project is worth mentioning. This project is intended to introduce chemistry to children from primary schools. A class of 10-12 year olds visits the chemical plant of AKZO Nobel coatings in Arnhem. One half of the class tours the plant, while the other half performs chemical experiments in the AKZO laboratories.
Other external activities include chemistry kits (‘Salt’ and ‘Mixing & Separating’), technology kits based on LEGO and K’Nex, DJO-developed kits for electronics, wood construction and metal construction.
Mainly because of funding requirements, De Jonge Onderzoekers have chosen to serve a broad audience (approximately 8000 children per year) with predefined projects. Unfortunately this means there is less room to support children in exploring and discovering science and technology by themselves. On the other hand, the organization has become very professional and works in a low-overhead, cost-effective way, so that most of the money invested actually ends up where it belongs (activities for the kids) instead of being ‘managed away’.
This gives great hope for the future. There are plans to set up a local Science Centre, where a local museum will be a high profile attraction, and DJO will furnish hands-on activities for the children. Several such science centres are in existence in The Netherlands, unified by the Stichting Science Centra Nederland.
The conclusion is that the work of De Jonge Onderzoekers has contributed to society at least 120.000 young people who say: “SCIENCE IS FUN!”
The STEPS Programme
Pádraig Kirk, STEPS Project Manager, IEI
The Science,Technology and Engineering Programme for Schools (STEPS) was officially launched by Dr Michael Woods, Minister for Education and Science in November 2000. It is a national initiative to promote engineering as a career. The programme is administered by the Institution of Engineers in Ireland and is jointly sponsored by the IEI, the Department of Education and Science, Forfás, FÁS and many of Ireland’s leading firms.
The aims of STEPS are: 1. To inform young people of the challenges and opportunities presented by science, engineering and technology with a view to increasing their awareness of the benefits of choosing engineering as a career. 2. To place students in a more informed position about the benefits of choosing Science, Technology and Mathematics subjects in school. 3. To encourage suitable students who have an aptitude for Mathematics and Science to consider engineering as their chosen career. 4. To provide students with a ‘hands on approach’ to what engineering is about by bringing them directly into contact with Ireland’s leading science/engineering firms and personnel.
In the late 1990s many of the IEI’s partners in industry complained about the shortage of engineers. The IEI carried out extensive research on the subject and submissions were made to government about the need to address the problem. The IEI initiated a pilot programme consisting of a publication ‘Engineering is Living’, a website and a school-industry linkage programme. The linkage scheme was inspired by similar initiatives being run in the USA and UK such as ‘bring your daughter to work’. The pilot linkage took place in April 2000 and involved 500 female students from about 20 schools in Cork, Limerick and Dublin.
As the pilot programme was highly successful, it was decided to expand it. Additional funding from existing and new industry partners allowed new career materials to be developed, an increase in the size of the website and the further development of the school-industry linkage programme. Over 2000 students took part at this stage.
Funding from the Department of Education and Science was secured and led to the current programme: · Engineering Roadshows and Exhibitions - The Roadshow is a mini careers exhibition which travels to schools nation-wide highlighting the diversity of the engineering profession. · School-Industry Partnership Schemes - already over 5000 students have participated · Seminars for Teachers and Pupils - to keep post-primary teachers fully informed about the engineering profession · Volunteer Engineer Database - a pool of people who will participate in career days, talks, etc. · Classroom Resouce Material for teachers and students is being prepared · The website has a Library of Engineering, a Senior Cycle Section, a Teachers’ Section, a Hall of History and Fame, Online Mentoring, an extensive links section and much more. · Publications are Tailored for Junior Cycle, Senior Cycle, Teachers, etc. · Competitions of various types encourage participation
Possible future developments include: · Careers in science to be given prominence · Initiatives for the primary sector · Tackling the drop-out rate in third level · More industries to be encouraged to support the project · Highlighting the intrinsic benefits of studying science and mathematics
Further information may be obtained from STEPS Team, Marketing Department, Insitiution of Engineers of Ireland, 22 Clyde Road, Ballsbridge, Dublin 4.
Tel: (01) 668-4341 Fax: (01) 668-4248 Email: steps at iei.ie
Introducing GeeWhizz ScienceWatch
Leo Enright
GeeWhizz ScienceWatch is a new not-for-profit initiative aimed at transforming the way that science and technology news is reported in Ireland.
It is a unique collaboration between journalists, scientists and teachers, offering relevance and perspective to breaking news in science and technology.
There are benefits for: · Journalists, who will receive timely alerts to breaking news and the resources to cover the major stories in science and technology, at home and abroad. · Teachers, who will be alerted to breaking news that is relevant to the courses that they teach. · Scientists, who will have new opportunities to communicate with the general public and with policymakers.
GeeWhizz ScienceWatch is not a public relations agency or an advocacy group. It is staffed by professional science journalists, operating under the strict Code of Conduct of the National Union of Journalists which guarantees fair and impartial reporting. Journalistic and technical staff will be employed only under terms agreed with the relevant trades union.
Funding for GeeWhizz ScienceWatch is currently being discussed with public and private entities in Ireland and abroad. Funding arrangements will be transparent and editorial control of output will rest solely with the editorial board of GeeWhizz ScienceWatch.
To demonstrate the concept of GeeWhizz ScienceWatch, the service marked Science Week with a first "News Alert" that was of interest to broadcasters and to the print media.
GeeWhizz ScienceWatch is registered in Ireland, and has been established by the internationally recognised science journalist Leo Enright.
Leo Enright is a Fellow of the British Interplanetary Society and a Fellow of the Marine Biological Laboratory at Woods Hole, Massachussets, where he conducted original research at the U.S. Astrobiology Institute. He is the author (with Professor Carl Sagan, Sir Bernard Lovell, and others) of The Encyclopaedia of Space Travel and Astronomy. Leo Enright can be contacted at: (087) 683-6315
The KwaZuzulwaszi Science Centre in Durban
Mario Di Maggio, Science Education Officer, Armagh Planetarium
Mario Di Maggio was Senior Education Officer at the Natural Science Museum in Durban from 1991 until 2000. When 1998 was declared the South African Year of Science and Technology, Mario set up Durban's first planetarium and only the third on the continent of Africa. In reality it was a simulated planetarium (i.e. astronomy software with a PC and a data projector) but it was still a powerful tool for astronomy education and it generated a lot of enthusiasm among the visitors. Mario built on this success by setting up an Astronomy Interest Group which soon purchased a 8-inch Celestron for star gazing sessions.
In late 1991 Mario set up an interactive gallery within the Durban Museum. The area of the gallery was only 50 sq. metres but it contained a wide variety of specimens that the visitors could handle and play with. The word 'KwaZuzulwazi' means 'place of enriching knowledge' and this is what it became for the many thousands of young people from that part of Natal province. With encouragement from volunteer assistants, the visitors could touch real specimens such as the canines of a lion or they could put their head in a crocodile's jaws. The first Internet café in Durban was set up in the KwaZuzulwazi Centre. By December 1999 the Centre was catering for 85,000 visitors a year and six small branches had been established in the Durban suburbs.
In December 2001 Mario transferred from Armagh Planetarium to the new Glasgow Science Centre. Email: mario at dimaggio.org
Interactive Learning Experiences for Science and Cultural Centres
Mark Leslie
Mark Leslie is an architect by training and is Creative Director of Martello Media based in Sandycove, Co. Dublin. Martello Media designs exhibitions and interactive displays and can provide turn-key solutions for a wide range of clients. The 10 to 15 people who make up the Martello staff encompass a wide range of skills, so they can offer a one-stop-shop for all types of exhibition displays, taking a project from the concept and feasibility stages through design and execution to installation and marketing.
Mark's core philosophy is that "people are interested in people". He wants to humanise science and to tell the stories of the people behind the science. A recent example of this approach is a 15-minute video programme for the Herschel Museum in Bath. The video tells the story of the astronomer William Herschel by using a variety of media including period prints, scenes enacted in authentic costumes and space animations. At Thinktank, the Birmingham Museum of Science and Discovery, Martello’s team of digital media experts designed a range of innovative interactive displays, which show how science shapes our everyday lives. Another recent project was the production of a CD-ROM about careers in the chemical and allied products industry for the training agency FÁS.
Martello's list of recent clients reads like a Who's Who of visitor attractions: Manx National Heritage Louth County Museum Natural History Museum, London The National Trust for Stowe House and Gardens, Buckingham Royal Dublin Fusiliers Association for Dublin Civic Museum Hot Press Magazine for the Music Hall of Fame, Dublin Westmeath County Council for Belvedere House & Gardens Navan Fort Centre, Co Armagh Agnes Burns Cottage, Co. Louth National Botanical Gardens of Wales Dúchas, The Heritage Service Etc., etc…….
Along the way, Martello Media has picked up an array of awards for the excellence of their work. Further information is available on the company website: www.martellomedia.com Email: marl at martellomm.ie
Welcome
We welcome Annette McDonnell who has taken over from Carol Power as the RDS Development Executive for Science and Industry and as Honorary Secretary to iSCAN. In December, on behalf of the RDS, she attended the founding conference of the European Science Events Association (EUSCEA, pronounced 'you see') and the report and recommendations of that conference are given below. This new organisation should have a powerful influence on the promotion of science in Europe and we are glad that Annette is involved in it from the start.
EUSCEA Founding Conference Vienna University, December 6 - 8, 2001 Report and recommendations
The founding conference of the European Science Events Association was held in Vienna in December 2001. 52 science event organisers from 31 countries attended. The purpose of this association will be to share ideas and experiences and to pass on expertise in areas such as obtaining funding and increasing public awareness of science.
The following press release was given from the conference.
A Quantum Leap for European Science Communication
A new powerful European association was founded last weekend to promote science events as a means of getting science across to the public.
52 professional science communicators from 31 organisations in 23 European countries met in Vienna on December 6-8 2001 to found EUSCEA (pronounced "you see!"), the European Science Event Association. The aim of the new organisation is to exchange experiences of best practice in science communication, to exchange events, lecturers and exhibitions, to communicate across borders and to secure better financing of science events in Europe.
”A science event is communicating science to lay people in new and often unusual ways, for instance stand-up chemistry at a central station, lectures on physics in an amusement park, guided excursions for schools to laboratories, competitions on the internet and so on. The aim is to show to the general public that science is interesting, fascinating and important”, says newly- elected president of the EUSCEA, Mr. Joachim Lerch from the Freiburg Science Days in Germany.
Science events are usually organised as science weeks or science festivals. In Europe there are over 30 such events, based either in regional initiatives as for instance the Gothenburg International Science Festival or as nation-wide events, as for instance the Science and Technology Week in Great Britain. Many new initiatives are under way, even as far north as the Iceland Science Festival.
Both Eastern and Western countries are represented in EUSCEA, and one of the goals of the association is to give a helping hand to those eastern European countries, that have not yet a tradition of popular science communication.
EUSCEA is based in Vienna at the office of the General Secretary, Mr. Peter Rebernik, Director of Science Week Austria.
EUSCEA’s executive committee is:
President: Mr. Joachim Lerch, Germany Vice President: Ms. Annika Lotzman-Dahl, Sweden General Secretary: Mr. Peter Rebernik, Austria Vice General Secretary: Ms. Magdalena Fikus, Poland Treasurer: Ms. Janneke Voltman, Netherlands Vice Treasurer: Mr. Mikkel Bohm, Denmark
Proponents of EUSCEA come from the following countries: Austria, Belgium, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Luxembourg, Netherlands, Norway, Poland, Portugal, Slovenia, Spain, Sweden, Switzerland and the UK.
*** End of press release ***
Each organisation present at the conference gave a short presentation of their activities, with the exception of the RDS all have a specific Science week or festival, which occurs on an annual basis. EUSCEA was officially founded and an executive committee elected. It was proposed that funding be sourced from the European Union, from sponsorship and from a membership fee of 300 Euro.
The following areas and ideas were put forward by those present as important and deserving of EUSCEA’s attention. Sponsoring Media coverage The use of a Website as public database of knowledge/events The production of a brochure of EUSCEA members’ events Methods to measure science communication Training/workshops in science communication for researchers How to get science students involved Science clubs in schools Recruitment and motivation of researchers Good practices overview Evaluation standards Practice handbook/CD ROM: science events organised step by step Practice handbook/CD ROM: science organisations set up step by step Exchange of supervisors/mentors Exchange of “stars” for show events Direct exchange, projects between a couple of members Assistance to new members Travelling exhibitions The possibility of a European Science Week
Teams/Committees The following committees were set up to look at these different issues. ¥ Funding ¥ Marketing ¥ Education ¥ Content ¥ Exchange ¥ EU Proposal
These committees will report back at the end of January defining themselves, in terms of the themes they are interested in and the work that they plan to do. They will then prepare a report for the association by July 31st, which will be presented at the 2002 conference to be held in Freiburg, Germany.
THE IRISH TIMES SClENCE TODAY Thursday, August 9, 2001
Ireland would benefit from interactive science centre
The modern version of the traditional science museum is called an interactive science centre. Ireland is one of the very few countries in the developed world which does not have a major science centre.
Science centres are of great scientific, educational, general cultural and tourist-amenity value and Ireland is at an undoubted disadvantage. However, a proposal from the Irish Council for Science, Technology and Innovation (ICSTI) to establish a major Irish science centre is now before the Government and I sincerely hope that the proposal will get an early green light. Science centres worldwide attract about 250 million visitors a year. There are over 100 science centres in Europe, including about 20 in the UK. A major new science centre called W5 was opened in Belfast earlier this year. Although the Republic of Ireland has no major science centres, several smaller centres with local or single theme focus have been built, including historic science centres at Birr Castle and at NUl Maynooth, and a visitor centre at Dunsink Observatory. University College Cork plans to renovate the telescopes and conserve the building of the Crawford Observatory and make the observatory accessible.
Traditional science museums house permanent displays that illustrate the history of science and technology, and displays designed to educate the public about the principles and various aspects of science. The modern science centre also employs this traditional approach but also has exhibits designed to attract, excite and educate people about science through the use of an interactive format. The overall idea is to entertain as well as to educate. It is hoped that this approach will make people comfortable with science, appreciate the contribution of science to social and economic development, stimulate young people to study science, and generally foster debate. The history of Ireland in the 2Oth century under our own native governance has not, until recently, been very supportive of science and technology. The British administration introduced science into our primary schools in 1900, but this was later dropped by our own government in 1934. Thankfully, science is now being phased back into the primary curriculum.
Ireland has now committed itself to developing a “knowledge-based” economy and an “information society”, yet it is the only member-state of the European Union EU not to have a major science centre. This is sending the wrong message to the wider world, which is used to viewing our culture as typically defined by archaeological, mythical, musical and literary heritage. Granted, all of these things are a very important part of what we are, and have been, but Ireland also has a fine scientific heritage that is largely unknown and unappreciated by the general public.
The establishment of a major science centre here would go a long way to change the traditional perception of Ireland both at home and abroad as a culture that doesn’t value science highly. The programmes of the new centre would be designed to have broad popular appeal, to cater for already developed tastes and to be particularly appealing to young people. Until now Ireland has scarcely catered at all for the “science-tourist”. Surveys have shown that many tourists, already familiar with science centres elsewhere, will visit a science centre in a new country in the expectation of a somewhat different experience.
I can personally testify to the powerful attraction science centres have for the young, having taken my two children to several science centres abroad over the years, including the wonderful Cité des Sciences in Paris and the New Metropolis in Amsterdam. A word of warning, however - interactive exhibits must be extremely durable and very well maintained because they have to withstand an onslaught of constant use, some of it inevitably rather rough.
We visited the New Metropolis in Amsterdam soon after it opened and even then several exhibits were very much the worse for wear. Nothing will excite a child faster than a well-designed working exhibition, but nothing will turn a child off faster than an interactive exhibit that doesn’t work.
The Tanaiste, Ms Mary Harney, announced her intention to proceed with plans to establish a major Irish science centre during a recent visit to China. The plan was to establish a three-part centre, with the major hub located in Dublin and two regional centres located in Cork and Galway. This configuration would put a science centre within one to two hours’ drive for more than 90 per cent of the population. I congratulate Ms Harney on her vision in this area and I urge the Government to approve the ICSTI proposal and to proceed with all haste.
(This article is reproduced by kind permission of William Reville who is a senior lecturer in biochemistry and director of microscopy at UCC.)
Electronic newsletters
Members who wish to be kept up-to-date about scientific events should subscribe to the following ezines:
1. Atmosphere is issued monthly by Forfas and has news about Science, Technology and Innovation. To subscribe, send an email to mailto:subscribe at science.ie with 'subscribe' as the subject.
2. Mary Mulvihill of science at culture issues an occasional ezine. To join, send a message to scients at indigo.ie.
[ vol.1 ][ vol.2 ] [ vol.3 ]
[ vol.4 ] [ vol.5 ]
[ vol.6 ] [ vol.7 ]
[ vol.8 ] [ vol.9 ]
[ vol.10 ] [ vol.11 ]
[ vol.12 ] [ vol.13 ]