Archive for: December, 2013

Good strategies and bad strategies for furthering your cause.

Let's say you're a non-profit organization "dedicated to building a global community who will speak up for the ocean."

Maybe part of your strategy to make this happen is to aggregate relevant news about the ocean environment and the impacts of human activity upon it on your website.

A quick and dirty way to do this might be to scrape content from other websites.

However, the people who generated that content might object to their copyright being violated by your quick technological solution.

Given that the people writing the stories that describe the ocean environment and the impacts of human activity upon it (whether in words or in pictures) might already be sympathetic to your organizational goals, a better strategy might be to respect their copyright (and, more broadly, their intellectual and creative labor). Instead of scraping their content, and burying attribution to the actual authors or artists at the very end of the post, it might be better to quote a paragraph, link prominently to the source, seek explicit permission for use, and cultivate a network of relationships with scientists and blog readers.

It takes relatively little to get the people blogging about science (and the audiences reading them) on your side. However, being too lazy or careless to respect their work is likely to communicate that you're running one of those non-profits that plays fast and loose with important things when it suits you. Maybe those important things are proper attribution, maybe those important things are sound scientific research. If you're cutting one kind of corner, what are the odds that you're willing to cut another kind?

Don't do that. In a crowded field of nonprofits, this kind of careless behavior will make you stand out in the wrong way.

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Figuring out why something makes me cranky.

For some time I have been aware of my own discomfort in situations where I'm talking about certain challenges for girls and women in their educational trajectory, or the difficulty of the academic job market, or the challenges of the tenure track.

Sometimes I'll note, in passing, my own good fortune in navigating the difficult terrain. Sometimes I won't. Yet, reliably, someone will chime in with something along the lines of:

"Yeah, it's hard, but the best and the brightest, like you, will survive the rigors."

This kind of comment makes me extremely grumpy.

And I know, usually, it's offered as a compliment. Frequently, I think, it's offered to counteract my residual impostor complex, to remind me that I do work very hard, and that the work I do actually has value by any reasonable metric of assessment -- in other words, that my talents, skills, effort, and determination have made some causal contribution to my successes.

But I know plenty of people with talents, skills, effort, and determination comparable to mine -- maybe even surpassing mine -- who haven't been as lucky. I'm not inclined to think that for every single one of them -- or even for most of them -- that there's a plausible causal story about some additional thing they could have done that would have made the difference.

Assuming there is amounts to assuming that our systems "work" to sort out the meritorious from the rest. That is a pretty serious assumption hanging out there with pretty scanty empirical backing.

And this morning I finally figured out how to articulate why I get cranky about the personal accolades and affirmations offered in response to my discussions of challenging systems and environments: they shift the discussion back to the level of individuals and individual actions, and away from the level of systems.

I guess if you think the systems are just fine, there's not much point in examining them or thinking about ways they could be different.

But the evidence suggests to me that many of our systems are not just fine. When that's what I'm trying to talk about, please don't change the subject.

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DonorsChoose Science Bloggers for Students 2013: let's dedicate December to helping public school classrooms.

Since 2006, science bloggers have been working with and our readers to help public school students and teachers get the resources they need to make learning come alive.

Chances are you care about science, or education, or both. Probably you're the kind of person who thinks that solid -- and engaging -- math and science education is an important resource for kids to have as they hurtle into the future and face the challenges of our modern world.

It's a resource that's getting squeezed by tight public school budgets. But as 2013 draws to a close, I invite you to do something small that can have an immediate impact.

DonorsChoose is a site where public school teachers from around the U.S. submit requests for specific needs in their classrooms — from books to science kits, overhead projectors to notebook paper, computer software to field trips — that they can’t meet with the funds they get from their schools (or from donations from their students’ families). Then donors choose which projects they’d like to fund and then kick in the money, whether it’s a little or a lot, to help a proposal become a reality.

Over the last several years, bloggers have rallied their readers to contribute what they can to help fund classroom proposals through DonorsChoose, especially proposals for projects around math and science, raising hundreds of thousands of dollars, funding hundreds of classroom projects, and impacting thousands of students.

Which is great. But there are a whole lot of classrooms out there that still need help.

To create the scientifically literate world we want to live in, let’s help give these kids -- our future scientists, doctors, teachers, decision-makers, care-providers, and neighbors -- the education they deserve.

One classroom project at a time, we can make things better for these kids. Joining forces with each other people, even small contributions can make a big difference.

How to join in the fun with a challenge of your own:

1. Go to

Scroll to the bottom of the page. In the second column of links from the left, right under Campaigns, click Create a registry.

2. You'll find yourself on a page that gives you several options for what kind of Giving Page you'd like to create. Click the one that says "Science Bloggers for Students".

3. Name your challenge, add a personal message if you like, and choose a "Giving Group" from the pull-down menu. Specify the kind of classroom projects you'd like to appear on your Giving Page. (If you'd rather hand-pick projects for your Giving Page, you can do that after you've saved your Giving Page customizations -- instructions are under #3 on the "Customize Your Giving Page" page.)

4. Share your Giving Page -- on your blog, on Facebook, on Twitter, wherever! Let people know about the projects you'd like to help fund, and put your dollars (and networks of information sharing) together to make it happen. Let me know you've mounted a challenge -- and give me the link to your Giving Page -- and I will publicize it here, and on Twitter, and on Facebook!

How to help as a donor:

Follow the links to your chosen blogger’s challenge on the DonorsChoose website.

Pick a project from the slate the blogger has selected. Or more than one project, if you just can’t choose. (Or, if you really can’t choose, just go with the “Give to the most urgent project” option at the top of the page.)


Even if you can’t make a donation, you can still help! 

Spread the word about these challenges using web 2.0 social media modalities. Link your favorite blogger’s challenge page on your MySpace page, or put up a link on Facebook, or FriendFeed, or LiveJournal (or Friendster, or Xanga, or …). Tweet about it on Twitter (with the #scibloggers4students hashtag). Share it on Google +. Sharing your enthusiasm for this cause may inspire some of your contacts who do have a little money to get involved and give.

Here’s the permalink to my giving page.

Thanks in advance for your generosity.

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