Science and the Climate Change Debacle

As I write this on the first business day of 2010, I find myself thinking about the importance of respecting alternative views --- not only alternative political views, but also alternative scientific views. Good science requires that we understand the limits of knowledge and continuously seek the truth through respectful questioning, replication and review. In the climate change debate, which recently culminated in a disappointing and largely ineffective conference in Copenhagen, these salient principles of science were grossly violated. Well respected climate scientists proceeded well beyond the limits of their knowledge and became policy advocates. They demeaned anyone who dared to disagree with their findings or to suggest that limiting CO2 emissions may not be the best policy choice at the present time. Disagreeing with the “experts” became disrespected professional behavior, even within the academic community. This approach has not served the interests of anyone very well.

A Comparative Study of the Information-Seeking Behavior of Bachelor of Science and Master of Science Agricultural Extension and Education Students

This study compares information-seeking behavior of Bachelor of Science and Master of Science students in the fields of agricultural extension and education. The authors surveyed Iranian students in departments of agricultural extension and education at four universities in Tehran, Shiraz, Mollasani, and Kermanshah. This study focused on three aspects: (1) comparison of amounts of information-seeking behavior between Bachelor of Science and Master of Science agricultural extension and education students; (2) comparison of information-seeking behavior varieties in Bachelor of Science and Master of Science agricultural extension and education students; (3) Comparison of amounts of available information resources at four universities and its effectiveness on students' information-seeking behavior; and (4) comparison of research and educational outputs in Bachelor of Science and Master of Science students. Scale free technique, division by mean method, principal components analysis technique, Delphi method, t-test, correlation and regression tools were used for data analysis. This study revealed that Bachelor of Science students' information-seeking behavior is for improving educational output, but Master of Science students' information-seeking behavior is for promoting research output. Among varieties of Internet searching skills, library searching skills, and awareness of library information-seeking methods with students' information-seeking behavior, there are not significant differences between two groups of students.