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In the south basin of Lake Biwa, Shiga, Japan, overgrown aquatic weeds (submerged macrophytes) impede cruising boats and cause unpleasant odors and undesirable waste when washed ashore. To address this socio-ecological problem, Shiga Prefectural Government implemented a public program to remove overgrown weeds and compost them ashore to conserve the lake environment, while coastal inhabitants and occasional volunteers remove weeds from the beaches to maintain the quality of the living environment. However, these effects are limited because of disjointed social networks. We applied an adaptive and abductive approach to develop community capability to jointly address this problem by sharing academic knowledge with local actors and empowering them. The initial multifaceted reviews, including interviews and postal questionnaire surveys, revealed that the agro-economic value of composted weeds declined in historical and socio-psychological contexts and that most of the unengaged public relied on local governments to address environmental problems. These findings were synthesized and assessed with workshop participants, including local inhabitants, governmental agents, businesspeople, social entrepreneurs, and research experts, to unearth the best solution. The workshops resulted in the development of an e-point system, called Biwa Point, to promote and acknowledge voluntary environmental conservation activities, including beach cleaning. It may contribute to enhancing the socio-ecological capability of communities. Additionally, ethical issues, such as publication of inconvenient truths, undesired interpretation by the researchers, and social constraints in research methods, arose through our research practice. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s42532-021-00078-3.

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The social climate for women studying STEM subjects is changing, but the proportion of women taking STEM subjects in Japan is small. Only 27.9% of university students in the department of science is women in 2019. In this study, we used an online survey to investigate whether randomly providing three types of gender equality information increased the motivation of junior high school students to choose STEM subjects and the motivation of their parents to support that choice. Information on STEM, especially about social equality, and information on math stereotypes and STEM occupations, increased students' motivations for studying STEM. This suggests that providing gender equality information is an effective way to change students' attitudes toward STEM.

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Women are a minority in science, technology, engineering and mathematics academic careers. In particular, few women in Japan choose to study physics and mathematics. In this study, we investigated the factors contributing to the masculine image of physics and mathematics based on the framework of our expanded model. We conducted online questionnaire surveys in Japan and England, and found that physics and mathematics occupations, and mathematical stereotypes were both related to a masculine image. Only in Japan were social factors, such as a person's attitude to intellectual women, related to viewing mathematics as 'masculine'. However, the experience of being told or having heard that the choice of a particular course of studies would make someone less attractive to the opposite sex was evident only in England. This finding suggests that social factors affect the masculine image of physics and mathematics, and that this could vary depending on the country.

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[This corrects the article DOI: 10.1371/journal.pone.0235191.].

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Leading academic institutions, governments, and funders of research across the world have spent the last few decades fretting publicly about the need for scientists and research organisations to engage more widely with the public and be open about their research. While a global literature asserts that public communication has changed from a virtue to a duty for scientists in many countries and disciplines, our knowledge about what research institutions are doing and what factors drive their 'going public' is very limited. Here we present the first cross-national study of N = 2,030 research institutes within universities and large scientific organisations in Brazil, Germany, Italy, Japan, the Netherlands, Portugal, the United Kingdom, and the United States of America. We find that institutes embrace communication with non-peers and do so through a variety of public events and traditional news media-less so through new media channels-and we find variation across countries and sciences, yet these are less evident than we expected. Country and disciplinary cultures contribute to the level of this communication, as do the resources that institutes make available for the effort; institutes with professionalised staff show higher activity online. Future research should examine whether a real change in the organisational culture is happening or whether this activity and resource allocation is merely a means to increase institutional visibility.

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It has not been determined yet whether the ERK-MAPK pathway regulates longevity of metazoans. Here, we show that the Caenorhabditis elegans ERK cascade promotes longevity through the two longevity-promoting transcription factors, SKN-1 and DAF-16. We find that RNAi of three genes, which constitute the ERK cascade (lin-45/RAF1, mek-2/MEK1/2, and mpk-1/ERK1/2), results in reduction of life span. Moreover, RNAi of lip-1, the gene encoding a MAPK phosphatase that inactivates MPK-1, increases life span. Epistasis analyses show that the ERK (MPK-1) cascade-mediated life span extension requires SKN-1, whose function is mediated, at least partly, through DAF-2/DAF-16 insulin-like signaling. MPK-1 phosphorylates SKN-1 on the key sites that are required for SKN-1 nuclear accumulation. Our results also show that one mechanism by which SKN-1 regulates insulin-like signaling is through the regulation of expression of insulin-like peptides. Our findings thus identify a novel ERK-MAPK-mediated signaling pathway that promotes longevity.

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Genome science, including topics such as gene recombination, cloning, genetic tests, and gene therapy, is now an established part of our daily lives; thus we need to learn genome science to better equip ourselves for the present day. Learning from topics directly related to the human has been suggested to be more effective than learning from Mendel's peas not only because many students do not understand that plants are organisms, but also because human biology contains important social and health issues. Therefore, we have developed a teaching program for the introduction to genome science, whose subjects are focused on the human genome. This program comprises mixed multimedia presentations: a large poster with illustrations and text on the human genome (a human genome map for every home), and animations on the basics of genome science. We implemented and assessed this program at four high schools. Our results indicate that students felt that they learned about the human genome from the program and some increases in students' understanding were observed with longer exposure to the mixed multimedia presentations.