Afghanistan
Albania
Algeria
Andorra
Anguilla
Antigua & Barbuda
Argentina
Armenia
Aruba
Australia
Austria
Azerbaijan
Bahamas
Bahrain
Bangladesh
Barbados
Belarus
Belgium
Belize
Benin
Bermuda
Bhutan
Bolivia
Bonaire
Bosnia & Herzegovina
Botswana
Brazil
British Indian Ocean Ter
Brunei
Bulgaria
Burkina Faso
Burundi
Cambodia
Cameroon
Canada
Canary Islands
Cape Verde
Cayman Islands
Central African Republic
Chad
Channel Islands
Chile
China
Christmas Island
Cocos Island
Colombia
Comoros
Congo
Cook Islands
Costa Rica
Cote D Ivoire
Croatia
Cuba
Curacao
Cyprus
Czech Republic
Denmark
Djibouti
Dominica
Dominican Republic
East Timor
Ecuador
Egypt
El Salvador
Equatorial Guinea
Eritrea
Estonia
Ethiopia
Falkland Islands
Faroe Islands
Fiji
Finland
France
French Guiana
French Polynesia
French Southern Ter
Gabon
Gambia
Georgia
Germany
Ghana
Gibraltar
Greece
Greenland
Grenada
Guadeloupe
Guam
Guatemala
Guinea
Guyana
Haiti
Hawaii
Honduras
Hong Kong
Hungary
Iceland
India
Indonesia
Iran
Iraq
Ireland
Isle of Man
Israel
Italy
Jamaica
Japan
Jordan
Kazakhstan
Kenya
Kiribati
Korea North
Korea South
Kuwait
Kyrgyzstan
Laos
Latvia
Lebanon
Lesotho
Liberia
Libya
Liechtenstein
Lithuania
Luxembourg
Macau
Macedonia
Madagascar
Malawi
Malaysia
Maldives
Mali
Malta
Marshall Islands
Martinique
Mauritania
Mauritius
Mexico
Midway Islands
Moldova
Monaco
Mongolia
Montserrat
Morocco
Mozambique
Myanmar
Nambia
Nauru
Nepal
Netherland Antilles
Netherlands (Holland, Europe)
Nevis
New Caledonia
New Zealand
Nicaragua
Niger
Nigeria
Niue
Norfolk Island
Norway
Oman
Pakistan
Palau Island
Palestine
Panama
Papua New Guinea
Paraguay
Peru
Philippines
Pitcairn Island
Poland
Portugal
Puerto Rico
Qatar
Republic of Montenegro
Reunion
Romania
Russia
Rwanda
Saipan
Samoa
Samoa American
San Marino
Sao Tome & Principe
Saudi Arabia
Senegal
Serbia
Seychelles
Sierra Leone
Singapore
Slovakia
Slovenia
Solomon Islands
Somalia
South Africa
Spain
Sri Lanka
St Barthelemy
St Eustatius
St Helena
St Kitts-Nevis
St Lucia
St Maarten
St Pierre & Miquelon
St Vincent & Grenadines
Sudan
Suriname
Swaziland
Sweden
Switzerland
Syria
Tahiti
Taiwan
Tajikistan
Tanzania
Thailand
Togo
Tokelau
Tonga
Trinidad & Tobago
Tunisia
Turkey
Turkmenistan
Turks & Caicos Is
Tuvalu
Uganda
Ukraine
United Arab Emirates
United Kingdom
United States of America
Uruguay
Uzbekistan
Vanuatu
Vatican City State
Venezuela
Vietnam
Virgin Islands (Brit)
Virgin Islands (USA)
Wake Island
Wallis & Futana Is
Yemen
Zaire
Zambia
Zimbabwe
Step 0: Understand Problem Background/History/Context/EXIGENCE!
Introduced press releases for scientific literature - late '90s in Spain
Death of printed press; rise of internet
IPSO [16]
Scientific accountability policy - 2012 [23]
Step 1: ID Stakeholders
Politicians?
Journalists
STEM Majors
Liberal Arts Majors
Activists
Skeptics
Educators
Those informed by media
Step 2: ID Drivers
Lack of Education/Understanding/Critical Thinking
Political Agendas [15],[17]
Funding
Headlines/Transformative Logic
Fraudulent Science
Attracting Traffic
Money/Fame
Lack of Accountability
Step 2.1: Media Structure
Press releases for scientific lit [27]
Elite Press - set "framework" [17]
IPSO [15]
Social Media [need more info - related to 2.1.1]
larger news outlets cover biggest stories
local "mass press" covers small stories, like sports and the news [17]
'elite media' pushes agendas
only authors who've proven their worth as one with original ideas are hired and do well [17]
Step 2.1.1: Information Spread
Social media [needs source - related to 2.1]
Step 2.2: Scientific Process (first-hand knowledge)
Formulate Hypothesis
Conduct literature review
Step 3: ID those parties/individuals who are held to standards
Journalists
Scientists
Educators/The Education System
Activists (more school of thought than philosophy)
Skeptics (more school of thought than philosophy)
Step 3.1: Standards for Journalists
Step 3.2: Standards for Scientists
Step 3.3: Standards for Education
Arts&Humanities vs STEM [need to find]
Step 3.4: Views of Activists
Step 3.5: Views of Skeptics
Step 4: Examples
Music and cognitive abilities [3]
Climate Change [variety - see Step 4.2]
Lobsters and crabs feel pain [26]
GMOs [9]
Anti-vaxxer
Step 4.1: Music&cog. abil - useful parts of article
Step 4.2: Climate change - useful parts of articles
Step 4.3: Lobsters&Crabs feel pain - useful parts of article
Step 4.4: GMOs - useful parts of article
Step 4.5 - Anti vaxxer - useful parts of article
Step 5: Solutions/Suggestions for Modification
Whistleblowing [15]
Higher Education Standards
Educators-push students for more critical thinking
Scientists-hold reporters accountable
Reporters-hold scientists accountable
Question everything
Create new political party (or, you know, system)
More explanation of studies in press releases