# **Energy Policy Leaders in the United States:**

# **Attitudes, activities, and information needs**

# 

**Joe W. Culver**

**Director**

**Office of Public Affairs**

**National Energy Technology Laboratory**

**U.S. Department of Energy**

**Morgantown, WV 26507**

**Jon D. Miller**

**Professor and Director**

**Center for Biomedical Communication**

**Feinberg School of Medicine**

**Northwestern University**

**Chicago, Illinois 60611**

**A paper presented to the annual meeting of the**

**American Association for the Advancement of Science,**

**Denver, Colorado**

**February 18, 2003**

# **Energy Policy Leaders in the United States:**

# **Attitudes, activities, and information needs**

# 

The purpose of this paper is to describe the attitudes, activities, and
information needs of energy policy leaders in the United States. Energy
policy today deals with a wide range of issues, ranging from the supply
of oil to global warming and climate change. In order to help us meet
any unmet information needs that they may have, it is important to fully
understand who are the leaders of energy policy in the United States;
where they come from; what they believe about science, energy, and the
world; and where they get the information that they use in formulating
their views on energy policy issues.

This report is built on the conceptualization of policy leadership
presented by Jon Miller in the first paper in this symposium. We live in
an era of political and issue specialization; specialized policy
communities play a key role in the formulation of public policy
involving their own areas of expertise. Other communities will have an
interest in some energy policy decisions, as the current debates over
global warming illustrate. But even in policy debates involving other
interest groups, it is important to fully understand how energy policy
is formulated and the role of energy policy leaders in this process.

Understanding the role, the interests and the knowledge of the policy
leaders should be of particular value to the communicators working in
the science and energy arenas. If we accept that the decision-making
research is valid, this component of Dr. Miller's pyramid becomes an
important audience, perhaps the most important audience for those of us
who can't work at the decision-making tip of the pyramid.

**THE 2002 STUDY OF ENERGY POLICY LEADERS**

To study the membership, activities, communication practices, and
information needs of energy policy leaders, a population listing was
constructed in the summer and fall of 2002. A list of scientific and
engineering societies relevant to energy issues was constructed. Some
additional energy-related societies and associations -- especially trade
associations -- were added when they appeared in testimony lists for
energy-relevant congressional committees. Full-time science and energy
journalists were identified by pruning an original list of the
membership of the National Association of Science Writers (NASW) to
eliminate part-time writers and journalists without national exposure.
Additional journalists who cover energy issues were added by examining
major energy-related stories published in 2000 and 2001, using the
Lexis-Nexis and similar indices. A list of energy-related corporations
was developed from the Fortune 500 list of corporations and then various
online indices were used to locate the names and addresses of the
officers and board members of each qualifying corporation. A total of
3,609 energy policy leadership positions were identified.

A similar procedure was used to construct a population list of science
policy leaders, following the definition outlined above. A total of
8,607 science policy leadership positions were identified.

Some individuals qualified as an energy policy and as a science policy
leader. To select a sample for the 2002 study, three separate population
lists were constructed: (1) positions occupied by individuals who
qualified as an energy policy leader only, (2) positions occupied by
individuals were qualified as a science policy leader only, and (3)
positions occupied by individuals who qualified as an energy policy
leader and a science policy leader. Within each list of these three
lists of positions, a systematic sample was selected, using a random
entry point and a systematic sampling interval thereafter. As a result
of this sampling procedure, an initial sample of 661 energy policy
leaders was selected (see Table 1). Of this original sample, 123
individuals were disqualified by reason of illness, retirement, death, a
change in position, or an incorrect inclusion in the original selection.
From the adjusted sample of 538, a total of 302 energy policy leaders
participated in the study. The final cooperation rate of 56.1 percent
was lower than previous national studies of science policy leaders.

There are several reasons for the lower rate experienced in the 2002
National Energy Policy Leadership Study. First, the sample definition
included all of the board members and officers of major energy-related
corporations. Several of the individuals selected for the study refused
on the grounds that their expertise was either financial or legal and
that they did not feel competent to answer the questions included in the
study questionnaire. While this result is understandable in terms of the
needs of a corporation for a wide array of expertise on its board, it is
informative about the information needs of individuals who sit in
positions of potential influence on energy policy but who feel
ill-informed about many of the basic issues in energy policy.

Second, the energy industry was in a state of turmoil during a large
portion of the period of data collection. The collapse of Enron and the
indictment of several leaders of major energy and accounting
corporations created an atmosphere of uncertainty. Several of the
individuals selected for the sample indicated that their company was in
a period of crisis and that they did not have time to focus on anything
but the immediate needs of their business.

Each of the energy leaders selected for the 2002 National Energy Policy
Leadership Study received an initial letter, printed questionnaire,
postage-paid return envelope, and a reprint of an article from an
article reporting the results of one of Professor Miller's leadership
studies in the 1980's (Miller, 1985, 1988). The letter indicated that
the individual could (1) complete the printed questionnaire and return
it in the postage-paid envelope, (2) complete the same form online using
a password provided in the

**Table 1: Energy Policy Leadership Sample and Response Rate, 2002.**

  ----------------------------------------------- -----------------------
                                                  Energy Policy Leaders

  Number of positions                             3,609

  Number of individuals                           3,563

  Original sample of individuals                  661

  Ineligible due to death or retirement or        30
  illness                                         

  Ineligible due to change of position            48

  Ineligible due to incorrect inclusion           45

  Adjusted sample                                 538

  Number of refusals                              236

  Number of individuals participating             302

  Cooperation rate                                56.1%
  ----------------------------------------------- -----------------------

letter, or (3) request a telephone interview using an enclosed post
card. Individuals who did not respond in the first three weeks received
a second mailing that was identical to the first, including all of the
enclosures. Approximately two weeks after the second mailing,
individuals who had not responded were called by telephone to ask about
the status of the questionnaire, and individuals with a known e-mail
address received an additional message asking for their cooperation.
Beginning in January, individuals who had not responded received another
telephone call asking about the status of the questionnaire. Additional
personalized e-mail messages from Professor Miller to non-respondents
have been sent in recent weeks and appear to be effective in obtaining
cooperation.

**A PROFILE OF ENERGY POLICY LEADERS**

Energy policy leaders are predominately males, aged 50 to 70, with an
advanced degree in science, engineering, or a social science field (see
Table 2). Nearly half of energy policy leaders hold a doctorate. One in
five energy policy leaders is a woman.

**Table 2: Demographic Profile of Energy Policy Leaders, 2002.**

  --------------------------------------------- -------------------------
                                                Energy Policy Leaders

  **Age**                                       

  Less than 50                                  31%

  50 to 59 years                                42

  60 to 69 years                                23

  70 years or more                              4

  **Gender**                                    

  Female                                        20

  Male                                          80

  **Educational Attainment**                    

  Less than baccalaureate                       3

  Baccalaureate                                 18

  Masters                                       24

  Law                                           8

  M.D.                                          1

  Ph.D.                                         46

  **Discipline**                                

  Biological Sciences (including M.D.)          13

  Physical Sciences                             24

  Social Sciences                               13

  Engineering and related professional          27

  Other (including education and law)           20

  No degree                                     3

  **Number of respondents**                     302
  --------------------------------------------- -------------------------

Half of energy policy leaders have their formal training in the physical
sciences or engineering, reflecting the nature of the work and the
primary disciplines involved. Many of the leaders from a social science
or business background are involved in the management of energy-related
corporations or in the financing of energy production, distribution, or
use. Some of the biological scientists and social scientists are leaders
and officers of environmental organizations that take an active role in
the formulation of energy policy in the United States.

**Perceptions of Future Energy Sources**

As a general framework, it is useful to understand the assumptions and
expectations of energy policy leaders concerning energy supplies and
energy sources. When asked to estimate the primary and second-largest
sources of energy in 50 years, 57 percent of energy policy leaders named
a fossil fuel -- coal, oil, or natural gas -- as the primary source, and
40 percent named a fossil fuel as the second largest expected source of
energy 50 years from now (see Table 3). One in five energy policy
leaders expected that nuclear power (fission or fusion) would be the
primary source in 50 years, and 28 percent thought that nuclear power
would be second largest source in 50 years. Seven percent of energy
policy leaders indicated that they expected one or more new energy
sources -- not fossil, nuclear, hydro, or hydrogen -- to be the primary
source in 50 years, and 10 percent of energy policy leaders thought that
one or more new sources would be the second largest source in 50 years.

Viewed in terms of the two major fuels on which the United States will
depend in 50 years, nearly half of energy policy leaders included coal
as one of the fuels (see Table 3). Forty percent listed oil as one of
the two major fuels on which we will depend in 50 years, and 11 percent
named natural gas as one of the two major fuels in the future. Ten
percent of energy policy leaders mentioned hydrogen fuel cells as one of
the two major sources in 2052, and 17 percent thought that a new or
alternative form of energy -- other than fossil, nuclear, hydro, or
hydrogen -- would reach the level of being one of the two major energy
sources 50 years from now. These responses show a high level of
recognition that fossil fuels will continue to provide a major portion
of U.S. energy in the decades ahead, but the relatively popularity of
fuel cells and other new sources shows a strong commitment to research,
development, and the search for new alternatives.

**Table 3: Expected Primary and Secondary Energy Source in 50 Years,
2002.**

  ----------------------------- ------------- ------------- --------------
                                **Primary     **Second      **Combined**
                                Source**      Source**      

  Coal                          27%           19%           46%

  Oil                           24            16            40

  Nuclear (Fission)             15            20            35

  Nuclear (Fusion)              7             8             15

  Hydro                         2             6             8

  Natural gas                   6             5             11

  Hydrogen fuel cell            5             5             10

  Other sources                 7             10            17

  Unable to select              8             13            \--

  Number of leaders = 302                                   
  ----------------------------- ------------- ------------- --------------

When viewed in the context of the disciplinary background of energy
policy leaders, a majority of all disciplinary groups expect fossil
fuels to be the primary source in 50 years (see Table 4). Two-thirds of
energy policy leaders with a disciplinary background in the physical
sciences and 60 percent of energy leaders with a background in
engineering think that fossil fuels will remain the primary energy
source for the United States in 50 years, compared to approximately half
of all other energy policy leaders.

**Table 4: Expected Primary Energy Source in 50 Years, by Disciplinary
Background, 2002.**

+------------------+-------+-------+-------+-------+-------+--------+
|                  | Pr    |       |       |       |       | Number |
|                  | imary |       |       |       |       |        |
|                  | E     |       |       |       |       | of     |
|                  | nergy |       |       |       |       |        |
|                  | S     |       |       |       |       | L      |
|                  | ource |       |       |       |       | eaders |
|                  | in 50 |       |       |       |       |        |
|                  | Years |       |       |       |       |        |
+------------------+-------+-------+-------+-------+-------+--------+
|                  | Coal  | Oil   | Fi    | Na    | Hyd   |        |
|                  |       |       | ssion | tural | rogen |        |
|                  |       |       | or    |       |       |        |
|                  |       |       |       | Gas   | Fuel  |        |
|                  |       |       | F     |       | Cell  |        |
|                  |       |       | usion |       |       |        |
+------------------+-------+-------+-------+-------+-------+--------+
| All energy       | 27%   | 24%   | 22%   | 6%    | 5%    | 302    |
| policy leaders   |       |       |       |       |       |        |
+------------------+-------+-------+-------+-------+-------+--------+
| **Discipline**   |       |       |       |       |       |        |
+------------------+-------+-------+-------+-------+-------+--------+
| Biological       | 11    | 37    | 32    | 3     | 3     | 38     |
| sciences         |       |       |       |       |       |        |
+------------------+-------+-------+-------+-------+-------+--------+
| Physical         | 34    | 23    | 21    | 9     | 3     | 71     |
| sciences         |       |       |       |       |       |        |
+------------------+-------+-------+-------+-------+-------+--------+
| Social sciences  | 20    | 25    | 13    | 10    | 8     | 40     |
+------------------+-------+-------+-------+-------+-------+--------+
| Engineering      | 35    | 20    | 17    | 5     | 5     | 85     |
+------------------+-------+-------+-------+-------+-------+--------+
| Other            | 25    | 20    | 22    | 6     | 5     | 59     |
+------------------+-------+-------+-------+-------+-------+--------+

## 

##  

## The Identification of Major Energy Policy Issues

One of the primary roles that policy leaders play is the identification
of issues that are important and need attention (Almond, 1950; Price,
1954; Rosenau, 1974; Miller, 1982, 1983, 1985, 1988; Miller and Prewitt,
1982). There are often more possible issues or demands on the policy
system that can be addressed within any given period of time, thus
policy leaders are the individuals who select and promote certain energy
policy issues over others. In some cases, an issue may arise from
external circumstances and rise quickly to a major policy area -- an
embargo of oil from one or more countries or a major energy-related
accident -- and its impact on society makes it a *de facto* policy
issue. More often, energy policy issues develop more slowly and the rise
of an issue is a reflection of a collective -- although not unanimous --
conclusion that the matter is important. The emergence of the issue of
global warming is a good example of this slower process.

Today's energy policy leaders identify an interesting set of issues as
important. When asked in an open-ended format to identify the "the most
important public policy issue today that involves energy," 42 percent of
energy policy leaders mentioned general concerns about the supply of
energy as one of the two most important energy issues, and 30 percent
mentioned global warming or climate change as one of the two most
important issues (see Table 5). One in four energy policy leaders
thought that the development of alternative or renewal energy sources
was an important issue, and 19 percent emphasized the need for more
efficient energy use and for increased conservation efforts. Thirteen
percent expressed concerns about the level of emissions from energy
production activities, and 11 percent were concerned about some aspect
of U.S. energy policy. Nine percent of energy policy leaders expressed
the need for changes in the regulation of the energy industry, and eight
percent cited the need to decrease reliance on fossil fuels.

**Table 5: Open-ended Identification of Most Important Energy Policy
Issue, 2002.**

+----------------------------------+-----------+-----------+-----------+
|                                  | Most      | Second    | Combined  |
|                                  |           | Most      |           |
|                                  | Important |           | Mentions  |
|                                  |           | Important |           |
|                                  | Issue     |           |           |
|                                  |           | Issue     |           |
+----------------------------------+-----------+-----------+-----------+
| General energy supply concerns   | 25%       | 17%       | 42%       |
+----------------------------------+-----------+-----------+-----------+
| Global warming and climate       | 20        | 10        | 30        |
| change                           |           |           |           |
+----------------------------------+-----------+-----------+-----------+
| Seek/move to                     | 13        | 14        | 27        |
| alternative/renewable fuels      |           |           |           |
+----------------------------------+-----------+-----------+-----------+
| Consumption or efficiency        | 8         | 11        | 19        |
+----------------------------------+-----------+-----------+-----------+
| Emissions and pollution          | 3         | 10        | 13        |
+----------------------------------+-----------+-----------+-----------+
| Need national energy policy      | 7         | 4         | 11        |
+----------------------------------+-----------+-----------+-----------+
| Increase use of nuclear power    | 3         | 6         | 9         |
+----------------------------------+-----------+-----------+-----------+
| Regulations and restrictions on  | 3         | 6         | 9         |
| industry                         |           |           |           |
+----------------------------------+-----------+-----------+-----------+
| Decrease fossil fuel use         | 7         | 1         | 8         |
+----------------------------------+-----------+-----------+-----------+
| Distribution and infrastructure  | 3         | 3         | 6         |
+----------------------------------+-----------+-----------+-----------+
| Nuclear waste disposal           | 1         | 4         | 5         |
+----------------------------------+-----------+-----------+-----------+
| Funding for energy research      | 1         | 3         | 4         |
+----------------------------------+-----------+-----------+-----------+
| Number of leaders = 302          |           |           |           |
+----------------------------------+-----------+-----------+-----------+

Although the open-ended approach is very useful in identifying the set
of issues that come to mind first, it is also useful to ask policy
leaders to assess the importance of a larger set of issues and to make a
judgment about the relative importance of each issue area. When asked to
assess a list of five possible energy policy issues, 83 percent of
energy policy leaders agreed that the long-term supply of energy in the
United States was a "major problem" (see Table 6). Two of three energy
policy leaders rated global warming and the low level of scientific
literacy in the United States as major problems.

There is a clear consensus among energy policy leaders that the United
States faces two major problems -- the long-term supply of energy and
global warming -- at the same time. It is characteristic of thinking
among policy leaders to recognize complex and sometimes conflicting
issues and problems.

Illustrative of this sophistication in problem assessment, 50 percent of
energy policy leaders thought that the storage of radioactive wastes
from nuclear power plants was a major problem, and 42 percent assessed
waste storage to be only a minor problem. Only 22 percent of energy
policy leaders thought that the safety of today's nuclear power plants
was a major problem. In the context of the higher levels of concern
expressed about the long-term supply and global warming, these responses
suggest that there may be some receptivity among energy policy leaders
for a larger role for nuclear power if the storage issue can be solved.

**Attitudes on Selected Energy Policy Issues**

Beyond the identification of a policy agenda, a second important role
for energy policy leaders is to develop and advance solutions to issues.
Decision-makers often receive policy advice from numerous sources, but
one important source of input is energy policy leaders. It is useful to
explore their current views on several important issues.

Reflecting the patterns of problem identification reported above, 90
percent of energy policy leaders agree that it is important for the
United States to decrease its dependence on foreign energy sources (see
Table 7). To address this problem, energy policy leaders appear to favor
a combination of improved conservation and increased supply from new
sources, but disagree about the relative importance of conservation and
supply. When asked to agree or disagree with the statement that

**Table 6: Perceived Importance of Selected Energy Policy Issues,
2002.**

+-------------------------------------------+--------+--------+--------+
|                                           | Major  | Minor  | Not a  |
|                                           |        |        |        |
|                                           | P      | P      | P      |
|                                           | roblem | roblem | roblem |
+-------------------------------------------+--------+--------+--------+
| The long-term supply of energy in the     | 83%    | 14%    | 3%     |
| U.S.                                      |        |        |        |
+-------------------------------------------+--------+--------+--------+
| The low level of scientific literacy in   | 71     | 27     | 2      |
| the U.S.                                  |        |        |        |
+-------------------------------------------+--------+--------+--------+
| Global warming and climate change.        | 69     | 26     | 5      |
+-------------------------------------------+--------+--------+--------+
| The storage of radioactive wastes from    | 50     | 42     | 8      |
| nuclear power plants.                     |        |        |        |
+-------------------------------------------+--------+--------+--------+
| The safety of today's nuclear power       | 22     | 63     | 15     |
| plants.                                   |        |        |        |
+-------------------------------------------+--------+--------+--------+
| Number of leaders = 302                   |        |        |        |
+-------------------------------------------+--------+--------+--------+

"although conservation is important, the primary emphasis of energy
policy in the United States should be increasing the supply of energy,"
44 percent of energy leaders agreed and 50 percent disagreed.

To improve conservation, 85 percent of energy policy leaders agree that
Federal law should mandate more fuel-efficient standards for cars and
trucks, and 81 percent of energy policy leaders expect that scientific
and technological solutions will be found to current energy problems.

On the supply side, 76 percent agree that U.S. policy should place more
emphasis on renewable energy sources such as solar and wind, and 73
percent of energy policy leaders would like to see more emphasis on
developing new technologies to allow the clean use of coal for the
generation of electricity.

**Table 7: Attitudes on Selected Energy Policy Issues, 2002.**

+----------------------------------+------+------+------+------+------+
|                                  | St   | A    | Not  | Disa | St   |
|                                  | rong | gree |      | gree | rong |
|                                  |      |      | Sure |      |      |
|                                  | A    |      |      |      | Disa |
|                                  | gree |      |      |      | gree |
+----------------------------------+------+------+------+------+------+
| It is important for the United   | 59%  | 31%  | 3%   | 7%   | 0%   |
| States to decrease its           |      |      |      |      |      |
| dependence on foreign energy     |      |      |      |      |      |
| sources.                         |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Federal law should mandate more  | 57   | 28   | 4    | 6    | 5    |
| fuel-efficient standards for     |      |      |      |      |      |
| cars and trucks in the United    |      |      |      |      |      |
| States.                          |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| We can depend on science and     | 37   | 44   | 10   | 8    | 1    |
| technology for a long-term       |      |      |      |      |      |
| solution to the energy problem.  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| U.S. policy should place more    | 43   | 33   | 8    | 14   | 2    |
| emphasis on renewable energy     |      |      |      |      |      |
| sources such as solar and wind.  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| The U.S. should place more       | 32   | 41   | 10   | 13   | 4    |
| emphasis on developing new       |      |      |      |      |      |
| technologies to allow the clean  |      |      |      |      |      |
| use of coal for the generation   |      |      |      |      |      |
| of electricity.                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| If the present rate of fossil    | 37   | 33   | 9    | 16   | 5    |
| fuel use continues, serious      |      |      |      |      |      |
| long-term environmental damage   |      |      |      |      |      |
| will occur.                      |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| The United States should ratify  | 33   | 24   | 15   | 14   | 14   |
| the Kyoto Protocol.              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Although conservation is         | 17   | 27   | 6    | 33   | 17   |
| important, the primary emphasis  |      |      |      |      |      |
| of energy policy in the United   |      |      |      |      |      |
| States should be increasing the  |      |      |      |      |      |
| supply of energy.                |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| New inventions will always be    | 8    | 30   | 18   | 31   | 13   |
| found to counteract any harmful  |      |      |      |      |      |
| consequences of technological    |      |      |      |      |      |
| development.                     |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| It is very likely that sometime  | 4    | 25   | 19   | 43   | 9    |
| in the next 20 years, the United |      |      |      |      |      |
| States will experience another   |      |      |      |      |      |
| nuclear power plants accident    |      |      |      |      |      |
| like Three Mile Island.          |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Number of Leaders = 302          |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Statements are listed in order   |      |      |      |      |      |
| to percent of total agreement    |      |      |      |      |      |
| (strong + regular).              |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+

Reflecting leadership awareness of the global warming and climate change
problem, 70 percent of energy policy leaders agree that continued fossil
fuel use at current rates will cause serious environmental damage, and
only 38 percent believe that "new inventions will always be found to
counteract any harmful consequences of technological development."

Many of these conflicts and divisions are reflected in the attitudes of
energy policy leaders toward the Kyoto Protocol. A majority -- 57
percent -- of energy policy leaders favor the ratification of the Kyoto
Protocol, while 28 percent of energy policy leaders oppose ratification.
Fourteen percent of leaders are undecided on the issue (see Table 7).

As noted earlier, the attitudes of energy policy leaders toward nuclear
power illustrate their simultaneous concerns about supply, foreign
dependence, global warming, and environmental damage. When asked
directly to assess the benefits and risks of nuclear power as a source
of energy, 71 percent of energy policy leaders indicated that the
benefits of nuclear power outweigh any potential dangers, compared to 22
percent who think that the risks exceed the benefits (see Table 8). Only
29 percent of energy policy leaders thought that it is likely that the
United States will experience a nuclear accident like Three Mile Island
within the next 20 years (see Table 7). These attitudes are consistent
with the expectation of 35 percent of energy policy leaders that
fission-based nuclear will be one of the nation's two most important
energy sources in 2052, and the belief by 15 percent of energy policy
leaders that fusion-based power will be one of the two major energy
sources 50 years from now (see Table 3).

**Table 8: Assessment of Risks and Benefits of Nuclear Power, 2002.**

+--------------------+-------+-------+-------+-------+-------+--------+
|                    | Risks |       |       |       |       | Number |
|                    | (R)   |       |       |       |       |        |
|                    | and   |       |       |       |       | of     |
|                    | Ben   |       |       |       |       |        |
|                    | efits |       |       |       |       | L      |
|                    | (B)   |       |       |       |       | eaders |
|                    | of    |       |       |       |       |        |
|                    | Nu    |       |       |       |       |        |
|                    | clear |       |       |       |       |        |
|                    | Power |       |       |       |       |        |
+--------------------+-------+-------+-------+-------+-------+--------+
|                    | R     | R\>B  | B=R   | B\>R  | B     |        |
|                    | \>\>B |       |       |       | \>\>R |        |
+--------------------+-------+-------+-------+-------+-------+--------+
| All energy policy  | 11%   | 11%   | 7%    | 23%   | 48%   | 302    |
| leaders            |       |       |       |       |       |        |
+--------------------+-------+-------+-------+-------+-------+--------+
| **Discipline**     |       |       |       |       |       |        |
+--------------------+-------+-------+-------+-------+-------+--------+
| Biological         | 16    | 5     | 12    | 29    | 39    | 38     |
| sciences           |       |       |       |       |       |        |
+--------------------+-------+-------+-------+-------+-------+--------+
| Physical sciences  | 14    | 4     | 7     | 24    | 51    | 71     |
+--------------------+-------+-------+-------+-------+-------+--------+
| Social sciences    | 16    | 16    | 11    | 22    | 35    | 37     |
+--------------------+-------+-------+-------+-------+-------+--------+
| Engineering        | 5     | 12    | 9     | 18    | 56    | 85     |
+--------------------+-------+-------+-------+-------+-------+--------+
| Other              | 11    | 16    | 0     | 28    | 45    | 57     |
+--------------------+-------+-------+-------+-------+-------+--------+
| > R\>\>B risks are |       |       |       |       |       |        |
| > substantially    |       |       |       |       |       |        |
| > greater than     |       |       |       |       |       |        |
| > benefits         |       |       |       |       |       |        |
| >                  |       |       |       |       |       |        |
| > R\>B risks are   |       |       |       |       |       |        |
| > slightly greater |       |       |       |       |       |        |
| > than benefits    |       |       |       |       |       |        |
| >                  |       |       |       |       |       |        |
| > B=R benefits and |       |       |       |       |       |        |
| > risks are about  |       |       |       |       |       |        |
| > equal            |       |       |       |       |       |        |
| >                  |       |       |       |       |       |        |
| > B\>R benefits    |       |       |       |       |       |        |
| > are slightly     |       |       |       |       |       |        |
| > greater than     |       |       |       |       |       |        |
| > risks            |       |       |       |       |       |        |
| >                  |       |       |       |       |       |        |
| > B\>\>R benefits  |       |       |       |       |       |        |
| > are              |       |       |       |       |       |        |
| > substantially    |       |       |       |       |       |        |
| > greater than     |       |       |       |       |       |        |
| > risks            |       |       |       |       |       |        |
+--------------------+-------+-------+-------+-------+-------+--------+

This web of attitudinal consistency among energy policy leaders should
not be surprising. By education and experience, they have had to assess
numerous facets of energy policy and consider argument for and against
various energy options. The exercise of their energy leadership role
over a period of time enhances the depth of their understanding, the
consistency of their views, and an appreciation of the competing and
conflicting objectives of energy policy in a modern industrial society.

**INFORMATION NEEDS**

In the context of the roles discussed above, it is useful to look at the
information needs of energy policy leaders. Although half of energy
policy leaders have a doctorate or other advanced degree, many of these
degrees were earned two or three decades ago and many of the leaders
have focused their professional work on a limited range of research
topics. Within the specialized political system described previously,
many individuals rise to levels of leadership because of their
achievements in a very specialized area of science or engineering --
election to the National Academy of Sciences or the National Academy of
Engineering, for example -- but the prestige associated with that
position is generally viewed more broadly than the area of technical
expertise. Similarly, individuals elected to positions such at the
President of the American Chemical Society or the American Physical
Society are expected to be broadly knowledgeable about the needs of the
profession, but not necessarily competent in every area of chemistry or
physics. Some individuals may be elected to the board of directors of a
corporation with substantial energy involvement, but may have been
selected for their financial or legal or organizational abilities.

In all of these examples, individuals who hold leadership positions are
continually confronted by the need to stay informed about emerging and
current energy policy issues. To improve our understanding of this
process, the 2002 National Energy Policy Leadership Study asked each
individual who participated in the study to assess his or her own level
of knowledge about the same set of five issues that they had previously
assessed in terms of importance. The results show that a minority of
energy policy leaders indicated that they were "very well informed" on
any particular issue, although 43 percent of energy policy leaders
thought that they were very well informed about global warming and the
long-term supply of energy for the United States (see Table 9). Only 33
percent of energy policy

**Table 9: Perceived Adequacy of Knowledge about Selected Energy Policy
Issues, 2002.**

+-----------------------------------------+--------+--------+--------+
|                                         | Very   | Mode   | Not    |
|                                         | well   | rately | well   |
|                                         |        |        |        |
|                                         | in     | In     | in     |
|                                         | formed | formed | formed |
+-----------------------------------------+--------+--------+--------+
| The long-term supply of energy in the   | 44%    | 52%    | 4%     |
| U.S.                                    |        |        |        |
+-----------------------------------------+--------+--------+--------+
| Global warming and climate change.      | 43     | 52     | 5      |
+-----------------------------------------+--------+--------+--------+
| The low level of scientific literacy in | 38     | 47     | 15     |
| the U.S.                                |        |        |        |
+-----------------------------------------+--------+--------+--------+
| The storage of radioactive wastes from  | 33     | 49     | 18     |
| nuclear power plants.                   |        |        |        |
+-----------------------------------------+--------+--------+--------+
| The safety of today's nuclear power     | 22     | 57     | 21     |
| plants.                                 |        |        |        |
+-----------------------------------------+--------+--------+--------+
| Number of leaders = 302                 |        |        |        |
+-----------------------------------------+--------+--------+--------+

leaders said that they were well informed about the storage of
radioactive wastes from nuclear power plants, and only one in five
energy policy leaders reported that he or she was well informed about
the safety of today's nuclear power plants.

To provide a more focused measure of the level of current understanding,
each energy policy leader was asked to rate his or her own understanding
of seven basic scientific constructs that are relevant to energy policy
issues discussed in recent years. Approximately 60 percent of energy
policy leaders reported that they had a clear understanding of "the
concept and causes of global warming or climate change" and an
additional 39 percent indicated that they have a "general sense" about
global warming (see Table 10). Only two percent of energy policy readers
said that they were "less familiar" with the concept and causes of
global warming or climate change. More than 40 percent of energy policy
leaders reported that they have a clear understanding of the process of
nuclear fission, the operation of a nuclear reactor, and the concept of
plate tectonics. A third of energy policy leaders indicated that they
have a clear understanding of the operation of fusion. One in four
energy policy leaders reported a clear understanding of the origin and
composition of a laser beam.

This pattern of understanding suggests that leaders follow new and
emerging issues and find the information that they need to understand
the issue. Most of the leaders in this study were educated in the 1960's
and the 1970's when nuclear power was a relatively new technology and
widely covered in many undergraduate and graduate physics courses. The
United States has had more than four decades of experience with nuclear
power, and leaders have had to deal with majors accidents in the U.S.
and the Ukraine and numerous siting disputes throughout this country. In
contrast, the emphasis on global warming and climate change is barely a
decade old as a major policy issue and few of today's energy policy
leaders were exposed to the concepts of global warming and climate
change in their formal education. A substantial portion of the 59
percent of energy policy leaders who report that they have a clear
understanding of global warming and climate change have acquired most of
that understanding as working adults and leaders. This result re-affirms
the importance of understanding how to more effectively communicate
information about emerging science and technology to energy policy
leaders.

**Table 10: Understanding of Energy Constructs, 2002.**

+----------------------------------+-----------+-----------+-----------+
|                                  | Clear     | General   | Less      |
|                                  |           |           |           |
|                                  | Unde      | Sense     | Familiar  |
|                                  | rstanding |           |           |
+----------------------------------+-----------+-----------+-----------+
| The concept and causes of global | 59%       | 39%       | 2%        |
| warming or climate change.       |           |           |           |
+----------------------------------+-----------+-----------+-----------+
| The operation of a nuclear       | 42        | 47        | 11        |
| reactor.                         |           |           |           |
+----------------------------------+-----------+-----------+-----------+
| The process of nuclear fission.  | 43        | 43        | 14        |
+----------------------------------+-----------+-----------+-----------+
| The concept of plate tectonics.  | 40        | 38        | 22        |
+----------------------------------+-----------+-----------+-----------+
| The process of nuclear fusion.   | 35        | 43        | 22        |
+----------------------------------+-----------+-----------+-----------+
| The origin and composition of a  | 26        | 40        | 34        |
| laser beam.                      |           |           |           |
+----------------------------------+-----------+-----------+-----------+
| The place of quarks in atomic    | 11        | 31        | 58        |
| theory.                          |           |           |           |
+----------------------------------+-----------+-----------+-----------+
| Number of leaders = 302          |           |           |           |
+----------------------------------+-----------+-----------+-----------+

A simple Index of Science Construct Understanding was created, giving
each leader one point for each of the seven constructs for which they
reported a clear understanding. The mean score for all energy policy
leaders was 2.5 and the median score was two (see Table 11). Energy
policy leaders with a background in the physical sciences scored
significantly higher on the Index than other leaders.

These results indicate that many energy policy leaders have -- and
recognize -- unmet information needs relative to the range of energy
policy issues active in any period of time. This is not a criticism of
the backgrounds, education, or persistence of current energy policy
leaders, but rather it is a recognition of the breadth and complexity of
the energy policy agenda in the United States and the industrialized
world. For any given energy policy issue, some energy policy leaders
will be fully informed about the matter and may have fully developed
views on the issue, but other energy policy leaders may need to obtain
some additional or updated information about that issue and may benefit
from an informed discussion of the issue.

Too often, this simple need for timely information has been ignored. For
some decades, many individuals in the scientific and corporate
communities have smiled -- discretely -- at the assumed universal
scientific knowledge of Nobel laureates, but the same principle applies
to virtually all science policy leaders. Individuals elected to
membership in the National Academy of Sciences are selected for the
depth of their knowledge on a specific area or problem, not for the
scope or breadth of their scientific understanding. As the results of
this study indicate, virtually all of the energy policy leaders who
participated in the 2002 study were willing to report candidly their
level of issue and construct understanding, recognizing both the
constructs that they understand clearly and those that they do not
understand clearly.

**Table 11: Mean and Median Score on the Index of Energy Construct
Understanding, 2002.**

+-----------------------+----------+----------+----------+----------+
|                       | Index of |          |          | Number   |
|                       | Energy   |          |          |          |
|                       | C        |          |          | of       |
|                       | onstruct |          |          |          |
|                       | Under    |          |          | Leaders  |
|                       | standing |          |          |          |
+-----------------------+----------+----------+----------+----------+
|                       | Mean     | Standard | Median   |          |
|                       |          |          |          |          |
|                       |          | Error of |          |          |
|                       |          | Mean     |          |          |
+-----------------------+----------+----------+----------+----------+
| All energy policy     | 2.5      | .13      | 2        | 302      |
| leaders               |          |          |          |          |
+-----------------------+----------+----------+----------+----------+
| **Discipline**        |          |          |          |          |
+-----------------------+----------+----------+----------+----------+
| Biological sciences   | 1.6      | .24      | 1        | 38       |
+-----------------------+----------+----------+----------+----------+
| Physical sciences     | 4.0      | .25      | 4        | 71       |
+-----------------------+----------+----------+----------+----------+
| Social sciences       | 1.8      | .30      | 1        | 40       |
+-----------------------+----------+----------+----------+----------+
| Engineering           | 2.7      | .23      | 3        | 85       |
+-----------------------+----------+----------+----------+----------+
| Other                 | 1.8      | .26      | 1        | 59       |
+-----------------------+----------+----------+----------+----------+

**DISCUSSION**

This analysis of the attitudes, activities, and information needs of
energy policy leaders confirms the broad theoretical framework proposed
by Jon Miller and is consistent with the analysis of science policy
leaders provided by Bill Valdez. This is a perspective that has not been
widely used in the study of energy policy or in the development and
implementation of communication programs for energy-related research
institutions.

The 2002 Energy Policy Leadership Study identified a population of
approximately 3,500 individuals who are important participants in the
formulation of energy policy in the United States. The definition of
this leadership group and the confirmation of their leadership and
policy-related activities by the results of the 2002 study provide an
important set of parameters for thinking about energy policy
discussions. The smaller number of decision-makers for energy policy is
reasonably well known. The energy community has learned the names and
roles of the major players, and we follow the ebb and flow of energy
policy decisions carefully.

Through the work of Jon Miller and others, there has been a growing
awareness of issue specialization among citizens. Although only a small
percentage of voters focus on a single issue, it is widely accepted that
many citizens follow only a limited set of issues and take those into
account in making political decisions -- both voting and contacting
public officials. For almost two decades, the National Science Board's
Science and Engineering Indicators have been reporting the percentage of
American adults who are "attentive to" various scientific and
technological issues, including energy and nuclear power issues.
Attentive publics are important, can play an important part in the
policy formulation process and are an important focus of communication.

Unfortunately, in the process of focusing of the dynamics of leadership
decisions and the segmentation of the electorate, too little attention
has been focused on the role of policy leaders and on their information
needs. This analysis has shown that there is an identifiable group of
energy policy leaders who are active in the policy formulation process,
who have a consistent set of concerns and attitudes, who bring
substantial formal education and informal learning to the policy arena,
but who need to obtain timely and authoritative information about
emerging energy policy issues and about the science and technology
associated with those issues.

To a very large extent, most communication programs have ignored this
critical part of the policy formulation system. Leaders are rarely
defined as an important audience in communication plans, and few
messages are developed for this audience. Our societal and institutional
commitment to democracy has led us to look to mass media and very broad
audiences. Undoubtedly, in a democratic society, some portion of our
communication resources must always be focused on the broader
population, but not to the exclusion of serving the needs of leaders and
other specialized audiences.

It is important for scientific agencies and institutions to recognize
that energy policy leaders have unmet information needs. Our colleague
Damon Benedict will talk about more specific strategies in the final
paper of this session, but it is important to recognize the information
needs of energy policy leaders are real and to think creatively about
how we might address those needs.

**REFERENCES**

Almond, G. A. (1950). *The American People and Foreign Policy*. New
York: Harcourt, Brace and Company.

Miller, J. D. 1982. A Conceptual Framework for Understanding Public
Attitudes toward Conservation and Energy Issues, in D. Conn (Ed.),
*Energy and Material Resources*. Boulder: Westview Press. Pp. 61-78.

Miller, J. D. 1983. *The American People and Science Policy*. Pergamon
Press, New York.

Miller, J.D. 1985. The Attitudes of Religious, Environmental, and
Science Policy Leaders Toward Biotechnology**.** *Recombinant DNA
Technical Bulletin*, 8:4:141‑164.

Miller, J.D. 1988. The Attitudes of Science Policy, Environmental, and
Utility Leaders on U.S. Energy Issues and Fusion. *Journal of Fusion
Energy* 7:1:5-23.

Miller, J.D. & Prewitt, K. 1982. *A National Survey of the
Non‑governmental Leadership of American Science and Technology*. A
Report to the National Science Foundation.

Price, D.K. 1954. *Government and Science*. New York: New York
University Press.

Price, D.K. 1965. *The Scientific Estate*. Cambridge, MA: Belnap Press
of Harvard University Press.

Rosenau, J. A. 1974. *Citizenship Between Elections*, Free Press, New
York.

**2002 Energy Policy Leadership Study Questionnaire**

<table>
<colgroup>
<col style="width: 5%" />
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</colgroup>
<tbody>
<tr class="odd">
<td colspan="38"><h1 id="section-4"></h1></td>
</tr>
<tr class="even">
<td colspan="38"><h1 id="survey-of-energy-policy-leaders"><strong>Survey
of Energy Policy Leaders</strong></h1>
<h2 id="northwestern-university">Northwestern University</h2></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td colspan="35"><p><strong>Please read each item and mark the box or
write your answer. When you have finished the questionnaire, please put
it in the postage-paid return envelope and mail it. If you have any
questions or concerns about this questionnaire, please call me directly
at any time at 312-503-1431. Thank you for your kind assistance in this
study.</strong></p>
<blockquote>
<p><strong>Jon D. Miller</strong></p>
</blockquote></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="35">The following questions inquire about how you get
current information about science and energy issues.</td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td colspan="17"></td>
<td colspan="7"></td>
<td colspan="8"></td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2">1.</td>
<td colspan="2">Do you read a newspaper …</td>
<td colspan="22">Everyday</td>
<td colspan="8"></td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td colspan="24">Most days</td>
<td colspan="8"></td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="24">Two or three times a week</td>
<td colspan="8"></td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td colspan="24">Less than two or three times a week</td>
<td colspan="8"></td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="17"></td>
<td colspan="7"></td>
<td colspan="8"></td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td rowspan="2">Please list the newspapers (if any) that you read
everyday or most days ►</td>
<td colspan="34"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="34"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td colspan="17"></td>
<td colspan="7"></td>
<td colspan="8"></td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2">2.</td>
<td colspan="35">Please rate how useful the newspaper that you read most
often is in keeping up with science and energy. Please use a zero to 10
scale, with zero meaning that it is of no value in keeping up with
science and energy and 10 meaning that it is very helpful in keeping up
with science and energy.</td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td colspan="24"><strong>Usefulness of newspaper for keeping up with
science and energy (0-10)</strong> ►</td>
<td colspan="11"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="17"></td>
<td colspan="7"></td>
<td colspan="8"></td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2">3.</td>
<td colspan="35">If there are any magazines or journals that you read
most of the time that you find to be useful in understanding and keeping
up with science and energy matters, please list the most useful
magazines (up to 2) below. Using the same zero to 10 usefulness scale,
please rate each magazine that you list in terms of how useful it is in
helping to keep up with science and energy news and issues. If you did
not find any magazine to be a useful source of information about science
and energy, please enter “none” for the first magazine.</td>
<td></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="35"><strong>Usefulness of each magazine for keeping up with
science and energy (0-10)</strong> ▼</td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td colspan="24">Magazine 1:</td>
<td colspan="11"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="24">Magazine 2:</td>
<td colspan="11"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td colspan="17"></td>
<td colspan="7"></td>
<td colspan="8"></td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2">4.</td>
<td colspan="35">During the last year, have you read any books that you
found to be useful in keeping up with science and energy? If you have
read any books that were useful to you for this purpose, please enter
the number of books read in the box below, or a zero if you have not
read any books useful for this purpose.</td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td colspan="17"></td>
<td colspan="7"></td>
<td colspan="8"></td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="24"><strong>Enter number of books read that were useful in
keeping up with science and energy ►</strong></td>
<td colspan="11"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td colspan="35"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2">5.</td>
<td colspan="35">If you found one or more books to be helpful in keeping
up with science and energy, please rate the usefulness of all of the
books that you read last year for this purpose using that same zero to
10 scale, as above.</td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td colspan="24"><strong>Usefulness of books for keeping up with science
and energy (0-10) ►</strong></td>
<td colspan="11"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="24"></td>
<td colspan="11"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td colspan="35">The following questions concern your use of computers
and the Internet.</td>
<td></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="17"></td>
<td colspan="7"></td>
<td colspan="8"></td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2">6.</td>
<td colspan="17">Do you have a computer in your office that you use
regularly?</td>
<td colspan="15">Yes</td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="17"></td>
<td colspan="15">No</td>
<td colspan="4"> <strong>Go to Q10</strong></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td colspan="17"></td>
<td colspan="7"></td>
<td colspan="8"></td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2">7.</td>
<td colspan="17">Do you use this computer for e-mail?</td>
<td colspan="15">Yes</td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td colspan="17"></td>
<td colspan="15">No</td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="17"></td>
<td colspan="7"></td>
<td colspan="8"></td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2">8.</td>
<td colspan="35">Do you read your own e-mail or do you have someone else
screen it for you?</td>
<td></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="32">Read my own e-mail</td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td colspan="32">Have someone screen it for me</td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="17"></td>
<td colspan="7"></td>
<td colspan="8"></td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2">9.</td>
<td colspan="17">Do you use this computer to connect to the
Internet?</td>
<td colspan="15">Yes</td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="17"></td>
<td colspan="15">No</td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td colspan="17"></td>
<td colspan="7"></td>
<td colspan="8"></td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2">10.</td>
<td colspan="35">Do you have a notebook or similar computer that you use
when you travel or are away from your office?</td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td colspan="17"></td>
<td colspan="15">Yes</td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="17"></td>
<td colspan="15">No</td>
<td colspan="4"> <strong>Go to Q13</strong></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td colspan="17"></td>
<td colspan="7"></td>
<td colspan="8"></td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2">11.</td>
<td colspan="32">Do you use this computer for e-mail when you travel or
are away from your office?</td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td colspan="17"></td>
<td colspan="15">Yes</td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="17"></td>
<td colspan="15">No</td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td colspan="17"></td>
<td colspan="7"></td>
<td colspan="8"></td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2">12.</td>
<td colspan="35">Do you use this computer to connect to the Internet
when you travel or are away from your office?</td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td colspan="17"></td>
<td colspan="15">Yes</td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="17"></td>
<td colspan="15">No</td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td colspan="17"></td>
<td colspan="7"></td>
<td colspan="8"></td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2">13.</td>
<td colspan="17">Do you have a computer at home that you sometimes use
for work?</td>
<td colspan="15">Yes</td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td colspan="17"></td>
<td colspan="15">No</td>
<td colspan="4"> <strong>Go to Q14</strong></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="17"></td>
<td colspan="7"></td>
<td colspan="8"></td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td colspan="32">Is your home computer connected to a high-speed line
for e-mail or Internet use?</td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="17"></td>
<td colspan="15">Yes</td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td colspan="17"></td>
<td colspan="15">No</td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="17"></td>
<td colspan="7"></td>
<td colspan="8"></td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2">14.</td>
<td colspan="35">When you use the Internet at work, or home, or while
traveling, do you sometimes search for scientific or energy-related
information on the Internet?</td>
<td></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="17"></td>
<td colspan="15">Yes</td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td colspan="17"></td>
<td colspan="15">No</td>
<td colspan="4"> <strong>Go to Q18</strong></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="17"></td>
<td colspan="7"></td>
<td colspan="8"></td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2">15.</td>
<td colspan="35">During the last month, about how many times have you
looked for scientific or energy-related information on the
Internet?</td>
<td></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="24"><strong>Enter number</strong> ►</td>
<td colspan="11"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td colspan="17"></td>
<td colspan="7"></td>
<td colspan="8"></td>
<td colspan="3"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2">16.</td>
<td colspan="35">Please think about your most recent search for
scientific or energy-related information on the Internet. In the box
provided below, please describe in general terms the kind of information
that you were seeking on the Internet.</td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td colspan="11"><strong>Enter response ▼</strong></td>
<td colspan="9"></td>
<td colspan="11"></td>
<td colspan="4"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="35"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="2"></td>
<td colspan="11"></td>
<td colspan="9"></td>
<td colspan="11"></td>
<td colspan="4"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2">17.</td>
<td colspan="35">Using the same zero to 10 scale used earlier, please
rate the general usefulness of the Internet for keeping up with science
and energy.</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="24"></td>
<td colspan="12"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="24"><strong>Usefulness of the Internet for keeping up with
science and energy (0-10) ►</strong></td>
<td colspan="12"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="12"></td>
<td colspan="12"></td>
<td colspan="8"></td>
<td colspan="4"></td>
<td></td>
</tr>
<tr class="even">
<td>18.</td>
<td colspan="36">Please think about how you would obtain information
about a specific scientific or energy-related issue. Use global warming
or climate change as an example. Thinking back to the last year, from
what sources have you obtained most of your information about global
warming or climate change?</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="12"><strong>Please enter description of primary source
below ▼</strong></td>
<td colspan="9"></td>
<td colspan="11"></td>
<td colspan="4"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="36"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="12"></td>
<td colspan="9"></td>
<td colspan="11"></td>
<td colspan="4"></td>
<td></td>
</tr>
<tr class="even">
<td>19.</td>
<td colspan="36">Is there another source that you have found
helpful?</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="12"><strong>Please enter description of second source below
▼</strong></td>
<td colspan="9"></td>
<td colspan="11"></td>
<td colspan="4"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="36"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="12"></td>
<td colspan="9"></td>
<td colspan="11"></td>
<td colspan="4"></td>
<td></td>
</tr>
<tr class="even">
<td>20.</td>
<td colspan="36">If, in the next month, you wanted to get some more
information about global warming or climate change, what source would
you turn to first?</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="12"><strong>Please enter description of source below
▼</strong></td>
<td colspan="9"></td>
<td colspan="11"></td>
<td colspan="4"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="36"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="12"></td>
<td colspan="9"></td>
<td colspan="11"></td>
<td colspan="4"></td>
<td></td>
</tr>
<tr class="even">
<td>21.</td>
<td colspan="36">Now, please think about sources of information about
science and energy issues. For each of the organizations and news
sources listed below, please indicate how much confidence you have in
information from that source. Use the same zero to 10 scale as above,
with zero meaning no confidence and 10 meaning complete confidence.
Please enter one score for each organization or source listed.</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="12"></td>
<td colspan="15"></td>
<td colspan="9"><p><strong>Enter 0-10</strong></p>
<p><strong>▼</strong></p></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="27">A story in <em>Time</em> or <em>Newsweek</em></td>
<td colspan="9"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="27">A story on a network television news show</td>
<td colspan="9"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="27">A report from the Federal Environmental Protection
Agency</td>
<td colspan="9"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="27">A story in the <em>New York Times</em></td>
<td colspan="9"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="27">A report from the Sierra Club</td>
<td colspan="9"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="27">A report from the Federal Department of Energy</td>
<td colspan="9"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="27">A story in the <em>Wall Street Journal</em></td>
<td colspan="9"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="27">A story on CNN</td>
<td colspan="9"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="27">A report from a national laboratory</td>
<td colspan="9"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="27">A report from the National Academy of Sciences</td>
<td colspan="9"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="27">An article in <em>Science</em> or <em>Nature</em></td>
<td colspan="9"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="27">An episode of the television show <em>Nova</em></td>
<td colspan="9"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="27">A report from a Congressional committee on science or
energy</td>
<td colspan="9"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="12"></td>
<td colspan="9"></td>
<td colspan="11"></td>
<td colspan="4"></td>
<td></td>
</tr>
<tr class="even">
<td>22.</td>
<td colspan="36">What do you think is the most important public policy
issue today that involves energy?</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="12"><strong>Please enter issue description here
▼</strong></td>
<td colspan="9"></td>
<td colspan="11"></td>
<td colspan="4"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="36"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="12"></td>
<td colspan="9"></td>
<td colspan="11"></td>
<td colspan="4"></td>
<td></td>
</tr>
<tr class="even">
<td>22.</td>
<td colspan="36">What is the second most important public policy issue
that involves energy?</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="12"><strong>Please enter issue description here
▼</strong></td>
<td colspan="9"></td>
<td colspan="11"></td>
<td colspan="4"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="36"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="12"></td>
<td colspan="9"></td>
<td colspan="11"></td>
<td colspan="4"></td>
<td></td>
</tr>
<tr class="even">
<td>23.</td>
<td colspan="36">Listed below are some science and energy policy issues
that the press or other people have mentioned from time to time. For
each one, please indicate if you think that it is a major problem, a
minor problem, or not a problem at all.</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="8"></td>
<td colspan="9"><strong>Major problem</strong></td>
<td colspan="12"><p><strong>Minor</strong></p>
<p><strong>Problem</strong></p></td>
<td colspan="7"><p><strong>Not a</strong></p>
<p><strong>problem</strong></p></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="8">The long-term supply of energy for the United
States</td>
<td colspan="9"></td>
<td colspan="12"></td>
<td colspan="7"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="8">The storage of radioactive waste from commercial
reactors</td>
<td colspan="9"></td>
<td colspan="12"></td>
<td colspan="7"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="8">Global warming and climate change</td>
<td colspan="9"></td>
<td colspan="12"></td>
<td colspan="7"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="8">The safety of today’s nuclear power plants</td>
<td colspan="9"></td>
<td colspan="12"></td>
<td colspan="7"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="8">The low level of scientific literacy in the United
States</td>
<td colspan="9"></td>
<td colspan="12"></td>
<td colspan="7"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="12"></td>
<td colspan="9"></td>
<td colspan="11"></td>
<td colspan="4"></td>
<td></td>
</tr>
<tr class="even">
<td>24.</td>
<td colspan="36">For the same list of issues, please indicate – for each
issue – if you feel very well informed about that issue, moderately well
informed, or not very well informed.</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="10"></td>
<td colspan="9"><p><strong>Very</strong></p>
<p><strong>well informed</strong></p></td>
<td colspan="11"><strong>Moderately well informed</strong></td>
<td colspan="6"><strong>Not very well informed</strong></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="10">The long-term supply of energy for the United
States</td>
<td colspan="9"></td>
<td colspan="11"></td>
<td colspan="6"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="10">The storage of radioactive waste from commercial
reactors</td>
<td colspan="9"></td>
<td colspan="11"></td>
<td colspan="6"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="10">Global warming and climate change</td>
<td colspan="9"></td>
<td colspan="11"></td>
<td colspan="6"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="10">The safety of today’s nuclear power plants</td>
<td colspan="9"></td>
<td colspan="11"></td>
<td colspan="6"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="10">The low level of scientific literacy in the United
States</td>
<td colspan="9"></td>
<td colspan="11"></td>
<td colspan="6"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="12"></td>
<td colspan="9"></td>
<td colspan="11"></td>
<td colspan="4"></td>
<td></td>
</tr>
<tr class="even">
<td>25.</td>
<td colspan="36"><p>What do you think will be the primary energy source
for the United States 50 years from now?</p>
<p>What do you think will be the second most important energy source for
U.S. 50 years from now?</p></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="16"><strong>Please check one box in each column
►</strong></td>
<td colspan="6"></td>
<td colspan="9"><p><strong>Primary</strong></p>
<p><strong>Source</strong></p></td>
<td colspan="5"><p><strong>Second</strong></p>
<p><strong>Source</strong></p></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="22">Coal</td>
<td colspan="9"></td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="22">Oil</td>
<td colspan="9"></td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="22">Nuclear (fission)</td>
<td colspan="9"></td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="22">Nuclear (fusion)</td>
<td colspan="9"></td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="22">Hydro</td>
<td colspan="9"></td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="22">Other (please specify:
_______________________________)</td>
<td colspan="9"></td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="12"></td>
<td colspan="10"></td>
<td colspan="9"></td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="odd">
<td>26.</td>
<td colspan="36"><p>Many current issues in science and energy may be
viewed as a judgment of relative risks and benefits. Thinking about the
current use of nuclear reactors to generate electricity, there is broad
agreement that there are some risks and some benefits associated with
nuclear power. Would you say that …</p>
<p><strong>Please check only one ▼</strong></p></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="31">the risks are substantially greater than the
benefits</td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="31">the risks are slightly greater than the benefits</td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="31">the risks and benefits are about equal</td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="31">the benefits are slightly greater than the risks</td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="31">the benefits are substantially greater than the
risks</td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="12"></td>
<td colspan="10"></td>
<td colspan="9"></td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="even">
<td>27.</td>
<td colspan="36">There are a lot of new developments in science and
energy today. For each of the scientific or technological concepts
listed below, please indicate whether you feel that you have a clear
understanding of the concept, a general sense of it, or are less
familiar with it.</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="7"></td>
<td colspan="7"><p><strong>Clear</strong></p>
<p><strong>Understanding</strong></p></td>
<td colspan="14"><p><strong>General</strong></p>
<p><strong>Sense</strong></p></td>
<td colspan="8"><p><strong>Less</strong></p>
<p><strong>Familiar</strong></p></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="7">The function of DNA in cells</td>
<td colspan="7"></td>
<td colspan="14"></td>
<td colspan="8"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="7">The operation of a nuclear reactor</td>
<td colspan="7"></td>
<td colspan="14"></td>
<td colspan="8"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="7">The place of quarks in atomic theory</td>
<td colspan="7"></td>
<td colspan="14"></td>
<td colspan="8"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="7">The origin and composition of a laser beam</td>
<td colspan="7"></td>
<td colspan="14"></td>
<td colspan="8"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="7">The functions and uses of stem cells</td>
<td colspan="7"></td>
<td colspan="14"></td>
<td colspan="8"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="7">The concept of plate tectonics</td>
<td colspan="7"></td>
<td colspan="14"></td>
<td colspan="8"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="7">The process of nuclear fission</td>
<td colspan="7"></td>
<td colspan="14"></td>
<td colspan="8"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="7">The process of nuclear fusion</td>
<td colspan="7"></td>
<td colspan="14"></td>
<td colspan="8"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="7">The concept and causes of global warming or climate
change</td>
<td colspan="7"></td>
<td colspan="14"></td>
<td colspan="8"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="5"></td>
<td colspan="8"></td>
<td colspan="13"></td>
<td colspan="10"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="36">The following questions concern your activities in
explaining scientific and technical concepts to professional and public
groups.</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="12"></td>
<td colspan="10"></td>
<td colspan="9"></td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="even">
<td>28.</td>
<td colspan="36">During the last 12 months, have you given a speech or
talk on a scientific or energy topic to a group of scientists or
engineers?</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="12"></td>
<td colspan="10"></td>
<td colspan="9">Yes</td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="12"></td>
<td colspan="10"></td>
<td colspan="9">No</td>
<td colspan="6"> <strong>Go to Q29</strong></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="12"></td>
<td colspan="10"></td>
<td colspan="9"></td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="31">If yes, about how many times have you given this kind
of talk or speech?</td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="12"></td>
<td colspan="10"></td>
<td colspan="9"></td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="even">
<td>29.</td>
<td colspan="36">During the last 12 months, have you given a talk or
speech on a scientific or energy topic to a more general audience, that
is, one not trained in science or engineering?</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="12"></td>
<td colspan="10"></td>
<td colspan="9">Yes</td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="12"></td>
<td colspan="10"></td>
<td colspan="9">No</td>
<td colspan="6"> <strong>Go to Q30</strong></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="12"></td>
<td colspan="10"></td>
<td colspan="9"></td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="31">If yes, about how many times have you given this kind
of talk or speech?</td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="12"></td>
<td colspan="10"></td>
<td colspan="9"></td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="even">
<td>30.</td>
<td colspan="36">During the last 12 months, have you contacted any
member of the U.S. Congress, or an officer of the executive branch,
about a public policy issue involving science or energy?</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="12"></td>
<td colspan="10"></td>
<td colspan="9">Yes</td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="12"></td>
<td colspan="10"></td>
<td colspan="9">No</td>
<td colspan="6"> <strong>Go to Q32</strong></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="12"></td>
<td colspan="10"></td>
<td colspan="9"></td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="31">About how many times in the last year have you
contacted someone at the federal level?</td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="12"></td>
<td colspan="10"></td>
<td colspan="9"></td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="even">
<td>31.</td>
<td colspan="36">Without revealing the exact issue or your position on
that issue, please indicate the general issue area involved in your most
recent contact.</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="12"><strong>Enter response ▼</strong></td>
<td colspan="10"></td>
<td colspan="9"></td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="36"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="12"></td>
<td colspan="10"></td>
<td colspan="9"></td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="even">
<td>32.</td>
<td colspan="36">There are numerous issues in the news involving science
and energy and several statements about these issues are listed below.
For each of these issues, please indicate if you strongly agree with the
statement, tend to agree, tend to disagree, or strongly disagree. If you
do not have a position on the issue, please mark Not Sure.</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="4"></td>
<td colspan="5"><p><strong>Strongly</strong></p>
<p><strong>Agree</strong></p></td>
<td colspan="6"><p><strong>Tend to</strong></p>
<p><strong>Agree</strong></p></td>
<td colspan="8"><p><strong>Not</strong></p>
<p><strong>Sure</strong></p></td>
<td colspan="11"><p><strong>Tend to</strong></p>
<p><strong>Disagree</strong></p></td>
<td colspan="2"><p><strong>Strongly</strong></p>
<p><strong>Disagree</strong></p></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="4">It is important for the United States to decrease its
dependence on foreign energy sources.</td>
<td colspan="5"></td>
<td colspan="6"></td>
<td colspan="8"></td>
<td colspan="11"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="4">It is very likely that sometime in the next 20 years,
the United States will experience another nuclear power plant accident
like Three Mile Island.</td>
<td colspan="5"></td>
<td colspan="6"></td>
<td colspan="8"></td>
<td colspan="11"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="4">The United States should ratify the Kyoto Protocol.</td>
<td colspan="5"></td>
<td colspan="6"></td>
<td colspan="8"></td>
<td colspan="11"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="4">We can depend on science and technology for a long-term
solution to the energy problem.</td>
<td colspan="5"></td>
<td colspan="6"></td>
<td colspan="8"></td>
<td colspan="11"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="4">If the present rate of fossil fuel use continues,
serious long-term environmental damage will occur.</td>
<td colspan="5"></td>
<td colspan="6"></td>
<td colspan="8"></td>
<td colspan="11"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="4">Federal law should mandate more fuel-efficient mileage
standards for cars and trucks in the United States.</td>
<td colspan="5"></td>
<td colspan="6"></td>
<td colspan="8"></td>
<td colspan="11"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="4">Although conservation is important, the primary emphasis
of energy policy in the United States should be increasing the supply of
energy.</td>
<td colspan="5"></td>
<td colspan="6"></td>
<td colspan="8"></td>
<td colspan="11"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="4">U.S. policy should place more emphasis on renewable
energy sources such as solar and wind.</td>
<td colspan="5"></td>
<td colspan="6"></td>
<td colspan="8"></td>
<td colspan="11"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="4">The U.S. should place more emphasis on developing new
technologies to allow the clean use of coal for the generation of
electricity.</td>
<td colspan="5"></td>
<td colspan="6"></td>
<td colspan="8"></td>
<td colspan="11"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="6"></td>
<td colspan="5"></td>
<td colspan="9"></td>
<td colspan="7"></td>
<td colspan="8"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td>33.</td>
<td colspan="36">When national laboratories are mentioned, which
national laboratory comes to mind first for you?</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="12"><strong>Enter response, or None if no laboratory comes
to mind ▼</strong></td>
<td colspan="10"></td>
<td colspan="9"></td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="36"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="12"></td>
<td colspan="10"></td>
<td colspan="9"></td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="even">
<td>34.</td>
<td colspan="36">What national laboratory would come to mind next?</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="12"><strong>Enter response, or None if no laboratory comes
to mind ▼</strong></td>
<td colspan="10"></td>
<td colspan="9"></td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="36"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="12"></td>
<td colspan="10"></td>
<td colspan="9"></td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="even">
<td>35.</td>
<td colspan="36">During the last year, have you called, written, or
e-mailed someone at a national laboratory for information on a
scientific or technical issue of interest to you?</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="12"></td>
<td colspan="10"></td>
<td colspan="9">Yes</td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="12"></td>
<td colspan="10"></td>
<td colspan="9">No</td>
<td colspan="6"> <strong>Go to Q36</strong></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="12"></td>
<td colspan="10"></td>
<td colspan="9"></td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="31">About how many times have you contacted someone at a
national laboratory during the last year?</td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="12"></td>
<td colspan="10"></td>
<td colspan="9"></td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="even">
<td>36.</td>
<td colspan="36">Please indicate if you are a member of any of the
following groups or organizations?</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="12"></td>
<td colspan="10"></td>
<td colspan="14"><strong>Member</strong></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="31">A board of trustees of a college or university</td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="31">The governing board of any independent scientific
research center or laboratory</td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="31">A board of directors of any corporation involved in
science or energy</td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="31">A board of directors of any foundation that provides
funds for scientific research</td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="31">An editorial board of a scientific, technological, or
energy-related journal</td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="12"></td>
<td colspan="9"></td>
<td colspan="11"></td>
<td colspan="4"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="36">Finally, just a few questions about you.</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="12"></td>
<td colspan="10"></td>
<td colspan="9"></td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="even">
<td>37.</td>
<td colspan="12">What is the highest degree that you have earned?</td>
<td colspan="24"><strong>Check all that apply ▼</strong></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="31">High school diploma or equivalent secondary
certificate</td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="31">Associate degree</td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="31">Baccalaureate degree</td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="31">Masters degree</td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="31">Ph.D. or other doctoral degree</td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="31">M.D.</td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="31">L.L.B. or other law degree</td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="31">Other (Specific:
_________________________________________)</td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="12"></td>
<td colspan="10"></td>
<td colspan="9"></td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="even">
<td>38.</td>
<td colspan="12">What do you consider to be your major field of
study?</td>
<td colspan="10"></td>
<td colspan="9"></td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="12"><strong>Enter response ▼</strong></td>
<td colspan="10"></td>
<td colspan="9"></td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="36"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="12"></td>
<td colspan="10"></td>
<td colspan="9"></td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="even">
<td>39.</td>
<td colspan="12">What is your current age?</td>
<td colspan="19"><strong>Enter age ►</strong></td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="12"></td>
<td colspan="10"></td>
<td colspan="9"></td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="12"></td>
<td colspan="10"></td>
<td colspan="9"></td>
<td colspan="5"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="36"><strong>Thank you for your kind assistance with this
study.</strong></td>
<td></td>
</tr>
</tbody>
</table>