Academic literature on the topic 'National Advisory Committee on Education'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'National Advisory Committee on Education.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "National Advisory Committee on Education"
1
Mittler, Peter. "Editorial: A National Advisory Committee for Special Educational Needs?" British Journal of Special Education 11, no. 3 (May 31, 2007): 5. http://dx.doi.org/10.1111/j.1467-8578.1984.tb00229.x.
Full text
2
Herwan, Herwan, Aswandi Aswandi, and M. Chiar. "The Role of School Committee in Supporting The Fulfillment of Education Facilities and Infrastructure." JETL (Journal Of Education, Teaching and Learning) 3, no. 2 (September 1, 2018): 282. http://dx.doi.org/10.26737/jetl.v3i2.763.
Full textAbstract:
<p>This study aims to determine the role of school committees in supporting the fulfillment of educational infrastructure facilities at State Vocational High School 1 Teluk Keramat (SMKN 1 Teluk Keramat) by identifying and describing the role and involvement and form of support provided and the factors that influence it. This research uses qualitative descriptive approach. the results of the research that has been done are 1) School Committee SMKN 1 Teluk Keramat has performed its role as an advisory agency, as a supporter agency, as a controlling agency, and as mediator agency; 2) Supporting factors for the school committee include a) Good collaboration of schools; b) Authority granted by the school to the school committee in carrying out its duties; c) Compulsory responsibility of completing the compulsory education of 12 years of learners; d) To carry out the mandate of the Law on National Education System Number 20 of 2003 and Permendikbud Number 75 concerning School Committees; 3) Inhibiting factors for school committees are a) Lack of coordination between schools and school committees; b) Be more concerned with personal matters than school committee duties; c) lack of awards earned as school committees; d) Ineffective committee managers due to the distance from schools; 4) Not all school committee members are actively involved.</p>
3
Mulondo, Mutshidzi A., Joyce M. Tsoka-Gwegweni, Puleng LenkaBula, and Perpetual Chikobvu. "A Survey to Determine the Capacity Development Needs of Research Ethics Committee Administrators in South Africa." Journal of Empirical Research on Human Research Ethics 17, no. 1-2 (November 22, 2021): 84–93. http://dx.doi.org/10.1177/15562646211056762.
Full textAbstract:
Most capacity development efforts for research ethics committees focus on committee members and little on ethics administrators. Increasing studies mandate the focus on administrators’ capacity development needs to enable adequate and effective committee support. This study investigated current responsibilities, training requirements, and administrator role needs. An online cross-sectional survey was conducted among administrators from 62 National Health Research Ethics Council-registered research ethics committees in South Africa. In total, 36 administrators completed the questionnaire. Results show that, in addition to administration, they perform managerial, review process and guidance-advisory tasks. Nearly 49% indicated only having received informal research ethics-related training, not targeted formal training, with 81% of the informal training being through workshops. Research ethics administrators’ responsibilities have evolved to complex tasks requiring targeted capacity development efforts.
4
Roter, Petra. "Minority Children and Education in the Work of the Advisory Committee." International Journal on Minority and Group Rights 22, no. 2 (May 26, 2015): 202–31. http://dx.doi.org/10.1163/15718115-02202004.
Full textAbstract:
This article seeks to analyse the relevance of the Framework Convention for the Protection of National Minorities (Framework Convention) for minority children in the field of education. It does this with a comprehensive analysis of primary sources, namely opinions of the Framework Convention’s Advisory Committee, which monitors the treaty’s implementation. The article therefore also analyses the role of this independent monitoring body in protecting minority children’s rights. It argues that the Framework Convention provides a very relevant structure for children’s rights, and demonstrates that perhaps the most valuable contribution of the Advisory Committee to the field of children’s rights has been, firstly, in identifying various obstacles that are preventing the full implementation of children’s rights in the field of education; secondly, in recommending measures for removing those obstacles or mitigating their effects; and, thirdly, in identifying best practices with regards to the rights of children to education.
5
Sahler, Olle Jane, David Babbott, Susan Day, Julia McMillan, Barbara Schuster, Gary Gugelchuk, Robert Davidson, and Lewis R. First. "What Did We Learn about National Organizational Collaboration at the Advisory Committee Level?" Academic Medicine 76, Supplement (April 2001): S43—S48. http://dx.doi.org/10.1097/00001888-200104001-00009.
Full text
6
Sam, Joel. "National Bibliography in Ghana." African Research & Documentation 75 (1997): 5–11. http://dx.doi.org/10.1017/s0305862x00016058.
Full textAbstract:
Various governments of Ghana have, at least on paper, shown recognition of the need for a national library, which will undertake as one of its principal responsibilities the preparation of the national bibliography. In January 1963, for example, the Ministry of Education set up a Technical Advisory Committee to advise on the need for a national library. The Committee had several sittings and it did succeed in submitting proposals to obtain some financial support if not for the building of a national library then, at least, for developing some of its functions, including the publication of retrospective and current national bibliographies.Earlier in 1961, the George Padmore Research Library on African Affairs (GPRLAA) had been established by Dr Kwame Nkrumah, former President of Ghana, in memory of his friend, the late George Padmore, with the objective of providing a centre for the study of African affairs in Ghana.
7
Shin, Hyun-Seok, and Sang Hoon Choi. "Reevaluating the Governance of the National Education Commission and Exploring Strategies to Enhance Public Participation." Korea Society Of The Politics Of Education 30, no. 4 (December 31, 2023): 211–43. http://dx.doi.org/10.52183/kspe.2023.30.4.211.
Full textAbstract:
This study explores strategies for the National Education Commission to function as a cooperative educational governance for expanded citizen participation. The governance model is divided into structural (involving a National Participation Committee at the central level and a regional educational governance at the local level) and process-oriented (involving a Public Deliberation Committee and a social consultation model). Analyzing the models, the study focuses on the degree of hierarchical organization and organizational organization of understanding groups. The National Participation Committee exhibits cooperative governance with low organizational organization of understanding groups, requiring consideration of advisory body limitations and ways to incorporate field voices. Regional educational governance shows a hierarchical form, necessitating attention to network configuration to avoid operation by compromise rather than stakeholder participation. Both the Public Deliberation Committee and the social consultation model have cooperative governance, but differences in organizational organization and hierarchical structure suggest the need for specialized mechanisms based on issue characteristics. Overall, the study suggests improvements for each model to optimize citizen participation and cooperation in educational governance.
8
Swing, Susan R., Stephen G. Clyman, Eric S. Holmboe, and Reed G. Williams. "Advancing Resident Assessment in Graduate Medical Education." Journal of Graduate Medical Education 1, no. 2 (December 1, 2009): 278–86. http://dx.doi.org/10.4300/jgme-d-09-00010.1.
Full textAbstract:
Abstract Background The Outcome Project requires high-quality assessment approaches to provide reliable and valid judgments of the attainment of competencies deemed important for physician practice. Intervention The Accreditation Council for Graduate Medical Education (ACGME) convened the Advisory Committee on Educational Outcome Assessment in 2007–2008 to identify high-quality assessment methods. The assessments selected by this body would form a core set that could be used by all programs in a specialty to assess resident performance and enable initial steps toward establishing national specialty databases of program performance. The committee identified a small set of methods for provisional use and further evaluation. It also developed frameworks and processes to support the ongoing evaluation of methods and the longer-term enhancement of assessment in graduate medical education. Outcome The committee constructed a set of standards, a methodology for applying the standards, and grading rules for their review of assessment method quality. It developed a simple report card for displaying grades on each standard and an overall grade for each method reviewed. It also described an assessment system of factors that influence assessment quality. The committee proposed a coordinated, national-level infrastructure to support enhancements to assessment, including method development and assessor training. It recommended the establishment of a new assessment review group to continue its work of evaluating assessment methods. The committee delivered a report summarizing its activities and 5 related recommendations for implementation to the ACGME Board in September 2008.
9
Cai, Jinfa. "Editorial: The Evolving Practice of Scholarly Book Reviews." Journal for Research in Mathematics Education 46, no. 3 (May 2015): 250–52. http://dx.doi.org/10.5951/jresematheduc.46.3.0250.
Full textAbstract:
Although the Journal for Research in Mathematics Education (JRME)published its first issue in January of 1970, the first scholarly book review appeared in the January 1977 issue under the editorship of James Wilson. In it, Thomas Kieren (1977) reviewed the 1975 National Advisory Committee on Mathematical Education (NACOME) report,Overview and Analysis of School Mathematics Grades K–12.In his editorial for the issue, Wilson (1977) wrote,
10
Glidden, Peter L. "Soundoff: How National Examinations Can Benefit Students and Teachers." Mathematics Teacher 85, no. 8 (November 1992): 610–11. http://dx.doi.org/10.5951/mt.85.8.0610.
Full textAbstract:
Several reform groups, including the President's Education Policy Advisory Committee and Educate America, are calling for national examinations for high school students. Examination advocates claim the following benefits: the establishment of national standards, increased accountability, and increased motivation for students. Advocates also point out that the United States is the only major industrialized country without some sort of national examination. Critics claim that examinations restrict teachers' creativity; force teachers to teach for the examination; and promote improper comparisons among states, districts, schools, teachers, and students. (See, e.g., DeWitt [1991]).
Dissertations / Theses on the topic "National Advisory Committee on Education"
1
Gama, Fabio Ribeiro Humphreys. "A declaração das Nações Unidas sobre a educação e formação em direitos humanos: retórica e perspectivas de efetivação." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/2/2140/tde-06062013-152632/.
Full textAbstract:
Em dezembro de 2011, a Assembleia Geral aprovou a Resolução 66/137 adotando a Declaração das Nações das Nações Unidas sobre a Educação e Formação em Direitos Humanos em sequencia ao processo educativo em direitos humanos - iniciado em 1948 com a Declaração dos Direitos Humanos - que vem em evolução constante, principalmente a partir da década de noventa. A Declaração é a reafirmação da comunidade internacional da necessidade de uma mudança de paradigma e valores que orientem a vida cotidiana dos indivíduos em todo o mundo e que é responsável pelo estado atual dos direitos humanos. Com a adoção deste novo documento internacional, começa o processo de difusão e disseminação do seu conteúdo visando a efetivação do direito humano à educação em direitos humanos - agora indubitavelmente positivado que, sem embargo, deverá superar diversos obstáculos estruturais para a aceitação dos princípios contidos na Declaração Universal dos Direitos Humanos, vale dizer, os valores e tradições nas sociedades baseadas no patriarcalismo e no capitalismo neoliberal.In December, 2011, the UN General Assembly approved the Resolution 66/137 adopting the United Nations Declaration on Human Rights Education and Training following the human rights education movement started in 1948 by the Universal Declaration of Human Rights in an on-going evolution mainly as of the 90`s. The Declaration is the ratification by the international community of the need of changing paradigm and values which orient the life of individuals in daily basis worldwide and that is responsible for the current state of the human rights. With the adoption of this new international document the process of diffusion and dissemination of its content started aiming at the effectiveness of the right to human rights education. Yet, the Declaration must overcome many structural obstacles for the acceptance of its principles, in especial, the values and traditions of the societies based on the patriarchy and the neoliberal capitalism.
2
Godke, Margaret Severinson. "Attitudes of county extension advisory committee members regarding the clustered staffing pattern in Ohio /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu148769438939494.
Full text
3
Gadarowski, Jennifer. "Advisory Committee on Immunization Practices Recommendations, Socioeconomics, Demographics, and Influenza Vaccine Uptake." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6431.
Full textAbstract:
Seasonal influenza outbreaks are associated with morbidity and mortality in the United States. Though children are the most susceptible to influenza infection and are most likely to transmit the illness to others, many children are not vaccinated. The purpose of this study was to examine the relationship between seasonal influenza vaccination Advisory Committee on Immunization Practices (ACIP) recommendations, demographic characteristics, socioeconomic factors, and vaccine type among children over 3 consecutive flu seasons. This quantitative cross-sectional study was guided by the social ecology of health model. Secondary data from 3 consecutive flu seasons (2014-2015, 2015-2016, and 2016-2017) provided by the National Health Interview Survey was used for this study. Binary logistic regression and chi-square were used to analyze the data. A relationship between socioeconomic status, demographics (age, race, and family income) and vaccine type (live-attenuated influenza vaccine [LAIV]/inactivated influenza vaccine) was established among U.S. children; those who received LAIV were most likely to be White elementary school age children with a higher family income. Demographic and socioeconomic status was not considered influential in LAIV uptake for race, health insurance status, or family income. ACIP recommendations by age and year had the greatest impact on flu vaccine choice for this sample population. The results of this study can lead to social change by providing information for policy that can increase vaccine uptake, which can result in lower health cost and reduced illness and death rates associated with the flu, especially for those most at risk.
4
Mbayeka, Sizwe Michael. "Investigating the existance of HIV/AIDS health advisory committee in selected senior secondary schools in the Amathole District Municipality schools in the Eastern Cape, South Africa." Thesis, Walter Sisulu University, 2012. http://hdl.handle.net/11260/d1009449.
Full textAbstract:
This study investigated the question: Have the Amathole District Municipality Schools and higher education institutions established and successfully run Health Advisory Committees (HACs) in accordance with stipulations of the National Policy on HIV/AIDS for Learners and Educators in Public Schools Act No.27 0f 1996 (DoE, 1996). The main focus of the study was to determine the existence and the performance of HIV/AIDS Health Advisory Committees in 16 senior secondary schools selected from the Amathole District Municipality in the Eastern Cape Province of South Africa. The two main research questions which the study seeks to interrogate are: Does any of the selected 16 secondary schools have HIV/AIDS Health Advisory Committees? And if HIV/AIDS Health Advisory Committees had been established in any of the schools, are they managed in accordance with the stipulated guidelines of the national education policy? The decision to investigate this phenomenon stemmed from the researcher’s observation that schools might have failed to establish and to effectively manage the HAC. This assumption was based upon the fact that in rural schools located among the less educated and illiterate rural masses, semi-educated and illiterate parent members of the school governing bodies are more likely to be poorly informed about HIV/AIDS and might not be aware of the importance setting up committees and running them efficiently. The study used a survey as its research design. Surveys typically rely on large scale data, e.g. from questionnaires ,test scores, attendance rates results of public examinations etc., all of which would be enable comparisons to be made over time or between groups. Data was collected by means of questionnaires which were analysed using SPSS. The findings produced evidence that backed the above assumption. The study revealed that Data and the findings indicated that some schools in the Amathole District do not have HAC. Instead of HACs, they have other health advisory structures. However, parents believed that there was the need for HIV/AIDS HACs in their school communities as they were considered capable of addressing health related challenges/ problems such as teenage pregnancy HIV/AIDS diseases, hygiene and healthy living style among the school stakeholders. The study concluded that the existence of the HIV/AIDS HAC is essential and necessary in all schools as it ensures a healthy living in the school communities as suggest by the findings of this study.
5
Goldie, Beverly J. "Perceptions of business partners and ROC /P secondary educators as to the role of and motivation for advisory committee participation." Scholarly Commons, 2006. https://scholarlycommons.pacific.edu/uop_etds/2508.
Full textAbstract:
Increasing pressure on schools to continually increase levels of academic performance has caused valuable career/technical education programs to be sacrificed. These programs are important as they not only help keep students engaged in school, but train them for the workforce, at a time when the United States is facing a serious skilled-worker crisis. This study examined the perceptions of business professionals as advisory members and their role and motivation for participation on ROC/P advisory committees in San Joaquin County. It also examined ROC/P educator perceptions about business professionals' role and motivation for participation on ROC/P advisory committees. Responses of both groups were analyzed as they related to eight specific research questions. The study group consisted of 59 business partners and 39 ROC/P educators from various industry advisory groups. Each participant completed a 20 item survey especially designed for this study. Participants also responded to several demographic-type questions. The results of both groups were analyzed and compared. Although there was a tendency toward agreement on most of the survey items between the business professionals and educators' responses, the results showed that there is still a need for better understanding and communication between education and business. Advisory committees are a mechanism by which education and business can come together to address issues of mutual concern, such as modifying curriculum to meet industry needs. Business professionals are not in full agreement that their recommendations are truly incorporated into the curriculum. This study recommends that educators focus more on assisting business professionals in understanding their role as advisory committee members, to communicate more clearly regarding recommended curriculum changes, and to increase the opportunities for mutually beneficial sharing.
6
Osborne, Lawrence James. "Advisory committee members and extentionists perception of the delivery of quality programs for two staffing patterns of the Ohio Cooperative Extension Service /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487759055157853.
Full text
7
Birch, Rhiannon. "The policy work of the National Committee of Inquiry into Higher Education in the United Kingdom (the Dearing Committee, 1996-97)." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/19280/.
Full textAbstract:
Appointed with bi-partisan support in the context of a funding crisis, the National Committee of Inquiry into Higher Education (the Dearing Inquiry) was asked to make recommendations to a new UK Government in the summer of 1997. Employed to tackle complex, difficult and controversial questions, national committees have been a favoured policy instrument in the British tradition. They represent an independent, expert, consultative and deliberative policy process. The thesis is a study of the policy work undertaken by the Dearing Inquiry. Policy work is the totality of people, methods, activities and processes deployed by a national committee to meet its terms of reference and the expectations of ministers and politicians. Based on a systematic analysis of archival documents, an account is given of how the Inquiry approached its work, how evidence was collected and weighed, how expertise was used, and where, when and how these sources informed the National Committee. The main argument of the thesis is that, while external commentary focused on specific issues, the larger purpose of the Inquiry was to equip higher education with the architecture for a post-binary mass phase of development and that in completing its work the Committee undertook a process of codification. The findings highlight three key features. First, the Inquiry demonstrates common features of the National Inquiry form of policy-making, being organised using a hierarchy of groups which developed collective views informed by evidence. Second, the Inquiry demonstrates the adaptability of national inquiries. The Committee supplemented existing data and reports with commissioned research, including a significant national consultation exercise, and sought stakeholder views to inform recommendations. Third, the effectiveness of a national inquiry depends on participating actors. A small group within the Committee provided direction and momentum while the Chair and Secretariat provided coherence, ensuring that the Inquiry met its reporting deadline.
8
Haus, David R. "Expertise at war the National Committee on Education by Radio, the National Association of Broadcasters, the Federal Radio Commission and the battle for American radio /." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1151521658.
Full text
9
Haus, David Russell Jr. "EXPERTISE AT WAR: THE NATIONAL COMMITTEE ON EDUCATION BY RADIO, THE NATIONAL ASSOCIATION OF BROADCASTERS, THE FEDERAL RADIO COMMISSION AND THE BATTLE FOR AMERICAN RADIO." Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1151521658.
Full text
10
Naicker, Sigamonev Manicka. "An investigation into the implementation of outcomes based education in the Western Cape province." University of the Western Cape, 2000. http://hdl.handle.net/11394/8440.
Full textAbstract:
Doctor EducationisThe aim of this research was to establish how successfully schools in the foundation phase (Grades 1 and 2), where training and implementation of OBE has been completed, were able to reach the goals of OBE. As part of the broader goal, this investigation attempted to clarify whether the inclusionary approach of OBE was working in primary schools in the foundation phase based on its central premise that all students can learn and succeed, but not on the same day and in the same way. More specifically, this investigation attempted to establish: (i) How successfully had the 66 specific outcomes been implemented in Grade 1 and Grade 2? (ii) What was the level of success of implementation in the different learning areas? (iii) What was the level of success in the implementation of mastery learning? (iv) How many learners had been moved from special education sites to regular education sites? (v) Did schools have the resources to deal with diversity? (vi) Had there been sufficient human resource development to ensure teachers had been trained to deal with diversity? And (vii) Did teachers feel they could teach all learners? In order to arrive at the above-mentioned aim, this study included a survey in a sample of primary schools in the Western Cape. A survey was conducted in 108 primary schools which constitutes 10% of the primary schools in the Western Cape Province. The 108 schools were chosen based on socio-economic and rural/urban considerations. Schools were identified on the following basis: 25% of the poorly resourced schools in urban areas, 25% of the well resourced schools in urban areas, 25% of the poorly resourced schools in the rural areas and 25% of the well resourced schools in the rural areas. Regarding the results of the study concerning the specific outcomes and learning areas, in grade one and grade two results relating to the specific outcomes and learning areas revealed that the majority of teachers rated the level of success at average and below. For example, the range of those teachers who indicated average and below in grade 1 was from 41.03% to 81.96% and in grade 2 from 43.56% to 79.50%. In most learning areas, the number of teachers who In Grades one and two, both language, literacy and communication and indicated average and below was substantial, for example, in grade 1; Natural Sciences, 81.96%, Technology, 78.43%, Economics and Management Sciences, 72.87%. Similar results have been found in Grade 2, for example; Natural Sciences, 79,50%, indicated average and below was substantial, for example, in grade 1 levels across geographical and socio-economic contexts. For example, the urban poor had the lowest results in Grade two and the urban rich experienced the lowest results in Grade one. This suggests that the implementation of OBE was generally poor. The poor results of the urban rich in relation to the other categories suggest that the implementation of OBE has failed in affluent urban schools yet it is normally expected that affluent schools would perform well in relation to the other categories. This is another indication that the implementation of OBE has generally been poor.
Books on the topic "National Advisory Committee on Education"
1
Education, Catholic Church Canadian Conference of Catholic Bishops National Office of Religious. Adult faith, adult church: A report on the recommendations of the National Advisory Committee on Adult Education. Ottawa, Ont: Publications OFfice, Canadian Conference of Catholic Bishops, 1986.
Find full text
2
United States. Congress. House. Committee on Education and Labor. Subcommittee on Health and Safety. Oversight on the two advisory committees to OSHA: The National Advisory Committee on Occupational Safety and Health, and the Advisory Committee on Construction Safety and Health : hearing before the Subcommittee on Health and Safety of the Committee on Education and Labor, House of Representatives, One Hundredth Congress, second session, hearing held in Washington, DC, June 15, 1988. Washington: U.S. G.P.O., 1988.
Find full text
3
J, McGill Michael, and Commission on Preservation and Access. Technology Assessment Advisory Committee., eds. The evolving national information network: Background and challenges : a report of the Technology Assessment Advisory Committee to the Commission on Preservation and Access. Washington, DC (1400 16th St., Suite 740, Washington 20036-2217): The Commission, 1993.
Find full text
4
Coordinating Board, Texas College and University System. Nursing Education Advisory Committee. Nursing Education Advisory Committee (NEAC) report. [Austin, Tex.]: Board of Nurse Examiners, 1993.
Find full text
5
United States. Environmental Protection Agency. Office of Air Quality Planning and Standards. and United States. Environmental Protection Agency. Office of Air and Radiation., eds. National air pollution control techniques: Advisory committee. Research Triangle Park, N.C: U.S. Environmental Protection Agency, 1991.
Find full text
6
Committee, Canada National Advisory Board on Science and Technology Human Resources. Report on women in trades, technology, science, and engineering : report of the National Advisory Board on Science and Technology, Human Resources Committee =: Rapport sur la place des femmes dans les métiers, la technologie, les sciences et le génie : rapport du Conseil consultatif national des sciences et de la technologie. Ottawa, Ont: Human Resources Committee = Comité des ressources humaines, 1993.
Find full text
7
Educational Resources Information Center (U.S.), ed. National Library of Education Advisory Task Force: Briefing book. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1998.
Find full text
8
Central Advisory Board of Education (India) and National Book Trust, eds. Reports of the Central Advisory Board of Education (CABE) committee. New Delhi: National Book Trust, 2009.
Find full text
9
Central Advisory Board of Education (India) and National Book Trust, eds. Reports of the Central Advisory Board of Education (CABE) committee. New Delhi: National Book Trust, 2009.
Find full text
10
Central Advisory Board of Education, ed. Reports of the Central Advisory Board of Education (CABE) committee. New Delhi: National Book Trust, India, 2009.
Find full textBook chapters on the topic "National Advisory Committee on Education"
1
Hofmann, Rainer. "Declarations to the Council of Europe Framework Convention for the Protection of National Minorities: Practice of the Advisory Committee." In Reservations to Human Rights Treaties and the Vienna Convention Regime, 133–46. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-94-017-6019-5_7.
Full text
2
Schilizzi, Richard T., Ronald D. Ekers, Peter E. Dewdney, and Philip Crosby. "Site Selection Story, 2006–2012: Decision." In The Square Kilometre Array, 449–511. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-51374-9_8.
Full textAbstract:
AbstractThe previous chapter described the first three stages of site selection from 1994 to 2006. This took the reader from early national initiatives in China and Australia, to centrally coordinated activity to identify and characterise these and two other potential sites in Southern Africa and South America (Argentina together with Brazil), to the creation of a shortlist of two potential hosts, Australia and Southern Africa, in 2006.This chapter continues the story to its culmination in 2012 when the SKA governing body decided to locate the mid-frequency dish array in Southern Africa and the low-frequency array in Australia. The complex site decision process is described and analysed in detail, as is the evaluation of the hosting proposals by expert consultants and panels and by an external SKA Site Advisory Committee. The final stage leading to the site decision in 2012 was a time of considerable tension in the project, not least due to the site selection process having become highly political.
3
Driedger, S. Michelle, Gabriela Capurro, Cindy Jardine, and Jordan Tustin. "Opportunities and Perils of Public Consultation in the Creation of COVID-19 Vaccine Priority Groups." In Democratizing Risk Governance, 385–413. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-24271-7_14.
Full textAbstract:
AbstractThe management of any Public Health Emergency of International Concern (PHEIC), such as COVID-19, requires several strategies: public health surveillance and active testing of suspected cases, isolating those with the disease as well as their contacts, providing risk communication messaging for actions that people can adopt to protect themselves and their families, and distribution of available vaccines once approved. Anticipating scarcity in supply, the National Advisory Committee on Immunization, tasked with providing independent advice and recommendations on immunizations for the Public Health Agency of Canada, developed preliminary recommendations for prioritization of COVID-19 vaccines before any vaccines were even authorized for distribution in Canada. We explore in this chapter the mechanisms used to establish preliminary recommendations for COVID-19 vaccine priority groups, including different strategies for public and stakeholder engagement in those recommendations, and how three provinces made operational decisions to implement vaccine delivery within their jurisdiction. We highlight specific opportunities and challenges when the general public is engaged in evaluating prioritization recommendations, particularly when those who are consulted may not necessarily reflect the population diversity underlying equity considerations. We share public comments about COVID-19 vaccine priority groups from age-stratified (18–34 years; 35–54 years; 55 years and older) mixed-gender focus groups in Vancouver, Winnipeg, Toronto, and Ottawa, conducted in December 2020.
4
Worster, William Thomas. "Respecting the Right to Nationality in International Sport." In Interdisciplinary Studies in Human Rights, 149–86. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-56452-9_7.
Full textAbstract:
AbstractInternational sports pledge to eradicate discriminatory practices, yet paradoxically continue to support discrimination on the grounds of nationality. Athletes compete as part of a national team. This requires sporting associations and the International Olympic Committee (IOC) to make distinctions among athletes merely on the grounds of nationality. The Olympic Charter does this. Because of this need to make nationality distinctions, those associations must also develop nationality rules. These rules force choices of nationality and place restrictions on the ability to compete for the new national team. When athletes wish to change nationality, they risk falling into a nationality limbo, where they cannot compete, for lack of a sports nationality.In contrast to international sporting rules and the Olympic Charter, international human rights law takes a different approach to nationality as a human right. Every individual has a right to a nationality. This nationality is often the source of other rights, such as political participation, employment and education. In addition, this right includes the right to change nationality. However, the IOC limits recognizing nationality changes. The result is that athletes who do not satisfy nationality rules can be deemed de facto stateless for sport, even though the creation of statelessness is largely prohibited. For these reasons, IOC rules on change of nationality do not live up to the Committee’s own human rights aspirations and the Olympic Charter must be amended to respect the rights to nationality.
5
Manachi, Maha, Eyad Chatty, Seham Sulaiman, and Zahera Fahed. "General Oncology Care in Syria." In Cancer in the Arab World, 265–84. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-7945-2_17.
Full textAbstract:
AbstractThe first entity dedicated to cancer was established named “Nuclear Medical Center” with a single radiotherapy unit in 1969. Since then, the concept of oncology has rapidly progressed with the establishment of a division of oncology in the University of Damascus, School of Medicine with six staff members at that time. In 2001, a National Cancer Registry was established with the help of the World Health Organization. Many civil societies related to cancer awareness, early detection, and care of patients bloomed, first being the Syrian Cancer Society.Now cancer diagnosis and treatment facilities are spread all over the county but mainly concentrated in Damascus, Lattakia, and Aleppo. All three main government related medical entities that are the Ministry of Higher Education, Ministry of Health, and the Medical Corps are involved in the process with the help of the private sector also. This progress of course was slowed due to the bloody aggression that engulfed Syria for 10 years of conflict. However, it did not halt the country’s goals and achievements.In 2006, Nuclear Medicine Centre was developed into a comprehensive institution for cancer, Al Bairouni University Hospital (ABUH) to provide free standard of care treatment for all citizens. The Syrian National Committee for cancer control (SNCCC) was established in June 2019 with a mission of strategic planning for better cancer management in collaboration with all stakeholders aiming to raise cancer services to the best possible standard in the post-war era. The chapters’ focus is to discuss cancer care services being provided in the country and future challenges that need to be addressed for high quality oncology care services in Syria.
6
Hughes, Michael. "3. Prison, Poetry and Exile." In Feliks Volkhovskii, 65–104. Cambridge, UK: Open Book Publishers, 2024. http://dx.doi.org/10.11647/obp.0385.03.
Full textAbstract:
This chapter examines Volkhovskii’s life from his third arrest in 1874 through to his flight from Siberian exile in 1889. Following his third arrest, Volkhovskii was held in various prisons, before being tried and found guilty of promoting revolution before a Senate Committee at the Trial of the 193 (1877). During his time in prison, Volkhovskii continued to write revolutionary poetry, something that he started during his earlier incarceration, as well as contributing extensively to legal journals on questions of education (including numerous poems written for children). Following his exile to Siberia, at first in an isolated village and later in Tomsk, Volkhovskii faced almost constant material hardship. He was however able to publish extensively, becoming the most prolific contributor to the journal Sibirskaia gazeta (Siberian Gazette), contributing numerous theatre review and short stories. While some of these were informed by a utilitarian aestheticism, promulgated in previous years by writers like Nikolai Chernyshevskii and Dmitrii Pisarev, Volkhovskii also developed a penchant for writing fantasies that often satirised bureaucratic corruption and the materialism of the merchant class. Sibirskaia gazeta was committed to fostering the development of Siberian self-consciousness, something that Volkhovskii echoed in many of own his stories and poems, reflecting his long-standing view that building national identity among minority groups could help to challenge the centralised system of bureaucratic rule that characterised the tsarist state. By the late 1880s, the material hardships faced by Volkhovskii were worse than ever, while his meetings with the American traveller George Kennan convinced him that he should move abroad in order to win international support for all those opposing the tsarist government.
7
Shepperd, Josh. "Advocacy." In Shadow of the New Deal, 21–49. University of Illinois Press, 2023. http://dx.doi.org/10.5622/illinois/9780252045110.003.0002.
Full textAbstract:
Chapter 1 interrogates the strategic and personnel changes of early media reform groups during the New Deal. It examines how early media activists evolved from employing political lobby to focusing on the construction of a noncommercial media system after the Communications Act of 1934. In particular, the chapter focuses on how organizational decisions made by the trade groups Federal Radio Education Committee (FREC), National Committee for Education by Radio (NCER), National Advisory Council on Radio in Education (NACRE), and National Association of Educational Broadcasters (NAEB) laid the groundwork for US public media. The chapter points to the influence of the US Office of Education, Carnegie Fund, and Rockefeller Foundation on decisions made by advocates.
8
"Government Standards for Human Experiments: The 1960s and 1970s." In Final Report Of The Advisory Committee On Human Radiation Experiments, 97–112. Oxford University PressNew York, NY, 1996. http://dx.doi.org/10.1093/oso/9780195107920.003.0004.
Full textAbstract:
Abstract The year 1974 marks the upper bound for the period of the Advisory Committee’s historical investigation. That year two landmark events in the history of government policy on research involving human subjects took place: the promulgation by the Department of Health, Education, and Welfare (DHEW) of comprehensive regulations for oversight of human subject research and passage by Congress of the National Research Act. The DHEW regulations set rules for oversight of human subject research supported by the single largest funding source for such research, and the National Research Act authorized the establishment of the National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research (also known as the National Commission), which was charged with examining the conduct of research involving human subjects. In the years following 1974, many of the rules promulgated by DHEW were subsequently adopted by various other government agencies, culminating in governmenr wide regulations under the Common Rule in 1991.1
9
Dulima Zabala Leal, Tatiana, and Paola Andrea Zuluaga Ortiz. "Human rights in the implementation of Artificial Intelligence." In Ethics - Scientific Research, Ethical Issues, Artificial Intelligence and Education [Working Title]. IntechOpen, 2023. http://dx.doi.org/10.5772/intechopen.1001103.
Full textAbstract:
Artificial Intelligence (AI) is an active element of international and national legal systems that has driven concerns regarding human beings and their rights. The aforementioned due to numerous debates that have taken place in terms of the moral and ethical principles required by AI development processes and its products; seeing as these have the capacity to generate modifications in human beings’ affective interaction dynamics, leading to physical and emotional disorders. Therefore, the main objective of this research is to introduce the generalities of reports and recommendations to be considered in countries throughout the world when implementing AI models, per the Advanced Technology External Advisory Council, Singapore’s Advisory Council on the Ethical Use of AI and Data, and the Select Committee on Artificial Intelligence appointed by the House of Lords in the UK, groups of experts of the European Commission and the OECD.
10
"Government Standards for Human Experiments: The 1940s and 1950s." In Final Report Of The Advisory Committee On Human Radiation Experiments, 45–73. Oxford University PressNew York, NY, 1996. http://dx.doi.org/10.1093/oso/9780195107920.003.0002.
Full textAbstract:
Abstract When the Advisory Committee began its work, a central task was the reconstruction of the federal government’s rules and policies on human experiments from 1944 through 1974. The history of research rules at the Department of Health, Education, and Welfare (DHEW) was well known, at least from 1953 on, when DHEW’s National Institutes of Health (NIH) adopted a policy on human subjects re search for its newly opened research hospital, the Clinical Center. In the 1960s, the DHEW and some other executive branch agencies undertook regulation of research involving human subjects. These were early steps of a process that culminated, in 1991, in the comprehensive federal policy known as the “Common Rule.”1 The his torical background of this process, including a well-publicized series of incidents and scandals that motivated it, was also widely known and much discussed (see chapter 3).2
Conference papers on the topic "National Advisory Committee on Education"
1
Bandyopadhyay, Amitabha. "Changing Role of the Industrial Advisory Committee in Construction Management Technology Programs." In Third National Congress on Civil Engineering Education. Reston, VA: American Society of Civil Engineers, 2001. http://dx.doi.org/10.1061/40590(274)3.
Full text
2
Fielden, Kay. "Where Do IT Staff Position Themselves: A Case Study Exploring Common Ground." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2604.
Full textAbstract:
This paper describes a qualitative participatory research project conducted at the National Advisory Committee on Computing Qualifications Conference in New Zealand (NACCQ2002). Data was gathered at a dynamic poster session. Results obtained indicated that majority of computing academics in the polytechnic community in New Zealand regard themselves as teaching in the core overlapping areas of Software Engineering, Computer Science and Information Systems, regardless of their professional affiliation. Most participants taught subjects that lay within the Information Systems area; very few positioned themselves in the exclusively Computer Science or Software Engineering areas, or in the ove r-lap between Software Engineering and Computer. Results from this research are discussed in the paper.
3
"National Advisory Committee." In 2006 IEEE/RSJ International Conference on Intelligent Robots and Systems. IEEE, 2006. http://dx.doi.org/10.1109/iros.2006.282114.
Full text
4
"National advisory committee." In 2016 3rd International Conference on Advanced Computing and Communication Systems (ICACCS ). IEEE, 2016. http://dx.doi.org/10.1109/icaccs.2016.7586305.
Full text
5
Barron, David. "The President'S National Security Telecommunications Advisory Committee." In MILCOM 2006. IEEE, 2006. http://dx.doi.org/10.1109/milcom.2006.302481.
Full text
6
Syzdykov, Murat, Zhassulan Dairov, and Jennifer Miskimins. "Improving the Local Research Capacity through the Industry-Academia Collaboration in Kazakhstan." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/205977-ms.
Full textAbstract:
Abstract Kazakhstan has set a lofty goal of becoming one of the world's top 30 developed countries by 2050. This can be accomplished by growing up well-versed, competent, and forward-thinking human capital. We previously discussed curriculum, courses, internships, and student development as part of the World Economic Forum (WEF) pilot project supported by Chevron, Eni, and Shell (Sponsors) to strengthen oil and gas human capital in Kazakhstan (SPE-195903 and SPE-201272). During regular visits, the WEF sponsors and Colorado School of Mines (Mines) could assess the Satbayev University (SU) PE department and underlined the importance of faculty growth. Academic workshops on topics such as course and syllabus design, student assessment, and ABET accreditation standards have been held both offline and online. Meanwhile, to advance the PE program, faculty research capacity must be globally competitive. To begin, the Kazakhstani government distributed visiting scholarship awards on behalf of the supporting World Bank in 2018. Shell Kazakhstan took the initiative and co-funded two PhD candidates so they could perform their research experiments at Pennsylvania State University (PennState). In addition, Mines has gone above and beyond the WEF scope by offering two fully-funded PhD scholarships to exceptional SU faculty. Through the newly constituted Industry-Advisory Board (IAB), the WEF Sponsors emphasized strong contact with the industry, which assisted in identifying a few research topics. These discussions resulted in formulation of four research proposals that were submitted to the Ministry of Education and Science Grants in 2020 and are being co-funded by Sponsors. This collaboration has yielded the approval of two projects by the State. Finally, under the auspices of the IAB meetings, the PE department has been offered opportunity to collaborate with the national KazMunayGas on the company-related project. While academic cooperation is well-known, research and its outcomes are even more critical in today's fast-changing environment. Universities must quickly adapt to industry best practices while remaining committed to their global mission of contributing to national growth and human potential. This paper discusses effective approaches for industry-academia collaboration.
7
"PERFIK 2014 Advisory Committee: National Physics Conference 2014 (PERFIK 2014)." In NATIONAL PHYSICS CONFERENCE 2014 (PERFIK 2014). AIP Publishing LLC, 2015. http://dx.doi.org/10.1063/1.4915150.
Full text
8
Marriott, Paul. "P-256 Establishing an ethics advisory committee in a hospice setting." In Dying for change: evolution and revolution in palliative care, Hospice UK 2019 National Conference, 20–22 November 2019, Liverpool. British Medical Journal Publishing Group, 2019. http://dx.doi.org/10.1136/bmjspcare-2019-huknc.278.
Full text
9
CHEN, Fan. "Research on the constituency of the advisory committee of Chinese design schools from a sustainable perspective." In LearnxDesign 2021: Engaging with challenges in design education. Design Research Society, 2021. http://dx.doi.org/10.21606/drs_lxd2021.13.176.
Full text
10
"Committee: The 6th National Conference on Mathematics and Mathematics Education (SENATIK)." In PROCEEDINGS OF THE 6TH NATIONAL CONFERENCE ON MATHEMATICS AND MATHEMATICS EDUCATION. AIP Publishing, 2022. http://dx.doi.org/10.1063/12.0012581.
Full textReports on the topic "National Advisory Committee on Education"
1
Smit, Amelia, Kate Dunlop, Nehal Singh, Diona Damian, Kylie Vuong, and Anne Cust. Primary prevention of skin cancer in primary care settings. The Sax Institute, August 2022. http://dx.doi.org/10.57022/qpsm1481.
Full textAbstract:
Overview Skin cancer prevention is a component of the new Cancer Plan 2022–27, which guides the work of the Cancer Institute NSW. To lessen the impact of skin cancer on the community, the Cancer Institute NSW works closely with the NSW Skin Cancer Prevention Advisory Committee, comprising governmental and non-governmental organisation representatives, to develop and implement the NSW Skin Cancer Prevention Strategy. Primary Health Networks and primary care providers are seen as important stakeholders in this work. To guide improvements in skin cancer prevention and inform the development of the next NSW Skin Cancer Prevention Strategy, an up-to-date review of the evidence on the effectiveness and feasibility of skin cancer prevention activities in primary care is required. A research team led by the Daffodil Centre, a joint venture between the University of Sydney and Cancer Council NSW, was contracted to undertake an Evidence Check review to address the questions below. Evidence Check questions This Evidence Check aimed to address the following questions: Question 1: What skin cancer primary prevention activities can be effectively administered in primary care settings? As part of this, identify the key components of such messages, strategies, programs or initiatives that have been effectively implemented and their feasibility in the NSW/Australian context. Question 2: What are the main barriers and enablers for primary care providers in delivering skin cancer primary prevention activities within their setting? Summary of methods The research team conducted a detailed analysis of the published and grey literature, based on a comprehensive search. We developed the search strategy in consultation with a medical librarian at the University of Sydney and the Cancer Institute NSW team, and implemented it across the databases Embase, MEDLINE, PsycInfo, Scopus, Cochrane Central and CINAHL. Results were exported and uploaded to Covidence for screening and further selection. The search strategy was designed according to the SPIDER tool for Qualitative and Mixed-Methods Evidence Synthesis, which is a systematic strategy for searching qualitative and mixed-methods research studies. The SPIDER tool facilitates rigour in research by defining key elements of non-quantitative research questions. We included peer-reviewed and grey literature that included skin cancer primary prevention strategies/ interventions/ techniques/ programs within primary care settings, e.g. involving general practitioners and primary care nurses. The literature was limited to publications since 2014, and for studies or programs conducted in Australia, the UK, New Zealand, Canada, Ireland, Western Europe and Scandinavia. We also included relevant systematic reviews and evidence syntheses based on a range of international evidence where also relevant to the Australian context. To address Question 1, about the effectiveness of skin cancer prevention activities in primary care settings, we summarised findings from the Evidence Check according to different skin cancer prevention activities. To address Question 2, about the barriers and enablers of skin cancer prevention activities in primary care settings, we summarised findings according to the Consolidated Framework for Implementation Research (CFIR). The CFIR is a framework for identifying important implementation considerations for novel interventions in healthcare settings and provides a practical guide for systematically assessing potential barriers and facilitators in preparation for implementing a new activity or program. We assessed study quality using the National Health and Medical Research Council (NHMRC) levels of evidence. Key findings We identified 25 peer-reviewed journal articles that met the eligibility criteria and we included these in the Evidence Check. Eight of the studies were conducted in Australia, six in the UK, and the others elsewhere (mainly other European countries). In addition, the grey literature search identified four relevant guidelines, 12 education/training resources, two Cancer Care pathways, two position statements, three reports and five other resources that we included in the Evidence Check. Question 1 (related to effectiveness) We categorised the studies into different types of skin cancer prevention activities: behavioural counselling (n=3); risk assessment and delivering risk-tailored information (n=10); new technologies for early detection and accompanying prevention advice (n=4); and education and training programs for general practitioners (GPs) and primary care nurses regarding skin cancer prevention (n=3). There was good evidence that behavioural counselling interventions can result in a small improvement in sun protection behaviours among adults with fair skin types (defined as ivory or pale skin, light hair and eye colour, freckles, or those who sunburn easily), which would include the majority of Australians. It was found that clinicians play an important role in counselling patients about sun-protective behaviours, and recommended tailoring messages to the age and demographics of target groups (e.g. high-risk groups) to have maximal influence on behaviours. Several web-based melanoma risk prediction tools are now available in Australia, mainly designed for health professionals to identify patients’ risk of a new or subsequent primary melanoma and guide discussions with patients about primary prevention and early detection. Intervention studies have demonstrated that use of these melanoma risk prediction tools is feasible and acceptable to participants in primary care settings, and there is some evidence, including from Australian studies, that using these risk prediction tools to tailor primary prevention and early detection messages can improve sun-related behaviours. Some studies examined novel technologies, such as apps, to support early detection through skin examinations, including a very limited focus on the provision of preventive advice. These novel technologies are still largely in the research domain rather than recommended for routine use but provide a potential future opportunity to incorporate more primary prevention tailored advice. There are a number of online short courses available for primary healthcare professionals specifically focusing on skin cancer prevention. Most education and training programs for GPs and primary care nurses in the field of skin cancer focus on treatment and early detection, though some programs have specifically incorporated primary prevention education and training. A notable example is the Dermoscopy for Victorian General Practice Program, in which 93% of participating GPs reported that they had increased preventive information provided to high-risk patients and during skin examinations. Question 2 (related to barriers and enablers) Key enablers of performing skin cancer prevention activities in primary care settings included: • Easy access and availability of guidelines and point-of-care tools and resources • A fit with existing workflows and systems, so there is minimal disruption to flow of care • Easy-to-understand patient information • Using the waiting room for collection of risk assessment information on an electronic device such as an iPad/tablet where possible • Pairing with early detection activities • Sharing of successful programs across jurisdictions. Key barriers to performing skin cancer prevention activities in primary care settings included: • Unclear requirements and lack of confidence (self-efficacy) about prevention counselling • Limited availability of GP services especially in regional and remote areas • Competing demands, low priority, lack of time • Lack of incentives.
2
Anderson, Donald M., Lorraine C. Backer, Keith Bouma-Gregson, Holly A. Bowers, V. Monica Bricelj, Lesley D’Anglada, Jonathan Deeds, et al. Harmful Algal Research & Response: A National Environmental Science Strategy (HARRNESS), 2024-2034. Woods Hole Oceanographic Institution, July 2024. http://dx.doi.org/10.1575/1912/69773.
Full textAbstract:
Harmful and toxic algal blooms (HABs) are a well-established and severe threat to human health, economies, and marine and freshwater ecosystems on all coasts of the United States and its inland waters. HABs can comprise microalgae, cyanobacteria, and macroalgae (seaweeds). Their impacts, intensity, and geographic range have increased over past decades due to both human-induced and natural changes. In this report, HABs refers to both marine algal and freshwater cyanobacterial events. This Harmful Algal Research and Response: A National Environmental Science Strategy (HARRNESS) 2024-2034 plan builds on major accomplishments from past efforts, provides a state of the science update since the previous decadal HARRNESS plan (2005-2015), identifies key information gaps, and presents forward-thinking solutions. Major achievements on many fronts since the last HARRNESS are detailed in this report. They include improved understanding of bloom dynamics of large-scale regional HABs such as those of Pseudo-nitzschia on the west coast, Alexandrium on the east coast, Karenia brevis on the west Florida shelf, and Microcystis in Lake Erie, and advances in HAB sensor technology, allowing deployment on fixed and mobile platforms for long-term, continuous, remote HAB cell and toxin observations. New HABs and impacts have emerged. Freshwater HABs now occur in many inland waterways and their public health impacts through drinking and recreational water contamination have been characterized and new monitoring efforts have been initiated. Freshwater HAB toxins are finding their way into marine environments and contaminating seafood with unknown consequences. Blooms of Dinophysis spp., which can cause diarrhetic shellfish poisoning, have appeared around the US coast, but the causes are not understood. Similarly, blooms of fish- and shellfish-killing HABs are occurring in many regions and are especially threatening to aquaculture. The science, management, and decision-making necessary to manage the threat of HABs continue to involve a multidisciplinary group of scientists, managers, and agencies at various levels. The initial HARRNESS framework and the resulting National HAB Committee (NHC) have proven effective means to coordinate the academic, management, and stakeholder communities interested in national HAB issues and provide these entities with a collective voice, in part through this updated HARRNESS report. Congress and the Executive Branch have supported most of the advances achieved under HARRNESS (2005-2015) and continue to make HABs a priority. Congress has reauthorized the Harmful Algal Bloom and Hypoxia Research and Control Act (HABHRCA) multiple times and continues to authorize the National Oceanic and Atmospheric Administration (NOAA) to fund and conduct HAB research and response, has given new roles to the US Environmental Protection Agency (EPA), and required an Interagency Working Group on HABHRCA (IWG HABHRCA). These efforts have been instrumental in coordinating HAB responses by federal and state agencies. Initial appropriations for NOAA HAB research and response decreased after 2005, but have increased substantially in the last few years, leading to many advances in HAB management in marine coastal and Great Lakes regions. With no specific funding for HABs, the US EPA has provided funding to states through existing laws, such as the Clean Water Act, Safe Drinking Water Act, and to members of the Great Lakes Interagency Task Force through the Great Lakes Restoration Initiative, to assist states and tribes in addressing issues related to HAB toxins and hypoxia. The US EPA has also worked towards fulfilling its mandate by providing tools and resources to states, territories, and local governments to help manage HABs and cyanotoxins, to effectively communicate the risks of cyanotoxins and to assist public water systems and water managers to manage HABs. These tools and resources include documents to assist with adopting recommended recreational criteria and/or swimming advisories, recommendations for public water systems to choose to apply health advisories for cyanotoxins, risk communication templates, videos and toolkits, monitoring guidance, and drinking water treatment optimization documents. Beginning in 2018, Congress has directed the U.S. Army Corps of Engineers (USACE) to develop a HAB research initiative to deliver scalable HAB prevention, detection, and management technologies intended to reduce the frequency and severity of HAB impacts to our Nation’s freshwater resources. Since the initial HARRNESS report, other federal agencies have become increasingly engaged in addressing HABs, a trend likely to continue given the evolution of regulations(e.g., US EPA drinking water health advisories and recreational water quality criteria for two cyanotoxins), and new understanding of risks associated with freshwater HABs. The NSF/NIEHS Oceans and Human Health Program has contributed substantially to our understanding of HABs. The US Geological Survey, Centers for Disease Control and Prevention, and the National Aeronautics Space Administration also contribute to HAB-related activities. In the preparation of this report, input was sought early on from a wide range of stakeholders, including participants from academia, industry, and government. The aim of this interdisciplinary effort is to provide summary information that will guide future research and management of HABs and inform policy development at the agency and congressional levels. As a result of this information gathering effort, four major HAB focus/programmatic areas were identified: 1) Observing systems, modeling, and forecasting; 2) Detection and ecological impacts, including genetics and bloom ecology; 3) HAB management including prevention, control, and mitigation, and 4) Human dimensions, including public health, socio-economics, outreach, and education. Focus groups were tasked with addressing a) our current understanding based on advances since HARRNESS 2005-2015, b) identification of critical information gaps and opportunities, and c) proposed recommendations for the future. The vision statement for HARRNESS 2024-2034 has been updated, as follows: “Over the next decade, in the context of global climate change projections, HARRNESS will define the magnitude, scope, and diversity of the HAB problem in US marine, brackish and freshwaters; strengthen coordination among agencies, stakeholders, and partners; advance the development of effective research and management solutions; and build resilience to address the broad range of US HAB problems impacting vulnerable communities and ecosystems.” This will guide federal, state, local and tribal agencies and nations, researchers, industry, and other organizations over the next decade to collectively work to address HAB problems in the United States.
3
Mosalam, Khalid, Amarnath Kasalanati, and Grace Kang. PEER Annual Report 2016. Pacific Earthquake Engineering Research Center, University of California, Berkeley, CA, January 2017. http://dx.doi.org/10.55461/anra5954.
Full textAbstract:
The Pacific Earthquake Engineering Research Center (PEER) is a multi-institutional research and education center with headquarters at the University of California, Berkeley. PEER’s mission is to develop, validate, and disseminate performance-based seismic design technologies for buildings and infrastructure to meet the diverse economic and safety needs of owners and society. The year 2016 began with a change of leadership at PEER. On January 1, Professor Khalid Mosalam became the new PEER Director as Professor Stephen Mahin completed his 6- year term. Also in early 2016, Dr. Yousef Bozorgnia stepped down from the position of Executive Director, after serving as a key member of PEER’s management team for over 12 years. Several accomplishments of the Center during the leadership of Director Mahin were recounted during the PEER Annual Meeting on January 28–29, 2016. This meeting also set the course of the Center with several new thrust areas identified for future research. During the past year, PEER has continued its track record of multi-institutional research with several multi-year Mega-Projects. The PEER Tall Buildings Initiative (TBI) was recently expanded to include assessment of the seismic performance of existing tall buildings. The California Earthquake Authority (CEA) awarded a $3.4 million, 3.5-year research contract to PEER to investigate the seismic performance of wood-frame homes with cripple walls. The project will directly contribute to the improvement of seismic resiliency of California’s housing stock. Former Director Mahin will lead a broad effort for computational modeling and simulation (SimCenter) of the effects of natural hazards on the built environment. Supported by a 5-year, $10.9-million grant from the National Science Foundation (NSF), the SimCenter is part of the Natural Hazards Engineering Research Infrastructure (NHERI) initiative, a distributed, multi-user national facility that will provide natural hazards engineers with access to research infrastructure (earthquake and wind engineering experimental facilities, cyberinfrastructure, computational modeling and simulation tools, and research data), coupled with education and community outreach activities. In addition to the Mega Projects, PEER researchers were involved in a wide range of research activities in the areas of geohazards, tsunami, and the built environment focusing on the earthquake performance of old and new reinforced concrete and steel structures, tall buildings, and bridges including rapid bridge construction. As part of its mission, PEER participated in a wide range of education and outreach activities, including a summer internship program, seminars, OpenSees days, and participation in several national and international conferences. The Center became an active board member of two prominent international organizations, namely GADRI (Global Alliance of Disaster Research Institutes) and ILEE (International Laboratory of Earthquake Engineering). PEER researchers and projects were recognized with awards from several organizations. Going forward, PEER aims to improve the profile and external exposure of the Center globally, strengthen the Business-Industry-Partnership (BIP) program, engage the Institutional Board (IB) and the Industry Advisory Board (IAB) to identify new areas of research, and explore new funding opportunities.
4
Schipper, Youdi, Isaac Mbiti, and Mauricio Romero. Designing and Testing a Scalable Teacher Incentive Programme in Tanzania. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/044.
Full textAbstract:
School participation in Tanzania has increased dramatically over the past two decades: primary school enrolment increased from 4.9 million in 2001 to 10.9 million in 2020. While 81 percent of primary-school-age children are currently enrolled, over the last ten years, the primary completion rate has dropped and remains below 70 percent since 2015 (data from UNESCO Institute for Statistics).1 Despite improvements in enrolment, indicators of foundational learning remain low. According to the 2020 report of the Standard Two National Assessment (STNA), conducted by the National Examinations Council of Tanzania (NECTA), in 2019 five percent of Grade 2 students pass the benchmark for reading proficiency (“Can correctly read exactly 50 words of the passage in one minute and with 80 percent or higher comprehension”). The report finds that 17 percent of students pass the benchmark (80 percent correct) of the addition and subtraction sub-tasks. These outcomes are not the result of students’ lack of academic aspiration: according to the RISE Tanzania baseline survey, 73 percent of Grade 2 and 3 students say they would like to complete secondary school or university. In a recent report, the Global Education Evidence Advisory Panel (World Bank, 2020) asked what programmes and policies are the most cost-effective instruments for addressing the learning crisis and improving learning for all children. The report creates three categories: the “great buys” category includes programmes that provide very low-cost but salient information on the benefits, costs, and quality of education. The “good buys” category includes programmes that provide structured pedagogy, instruction targeted by learning level, merit-based scholarships and pre-school interventions. Finally, the category “promising but low-evidence” includes teacher accountability and incentive reforms. KiuFunza, a teacher performance pay programme in Tanzania, fits this last category. KiuFunza (shorthand for Kiu ya Kujifunza or Thirst to Learn) provides test-score linked cash incentives to teachers in Grades 1, 2, and 3 to increase foundational literacy and numeracy outcomes for students. The programme is managed by Twaweza East Africa, a Civil Society Organization, and was set up to provide evidence on the impact of teacher incentives in a series of experimental evaluations. This note discusses the rationale for teacher incentives in Tanzania, the design elements of KiuFunza and preliminary results for the most recent phase of KiuFunza (this phase was implemented in 2019-2021 and the impact evaluation is part of the RISE Tanzania research agenda).
5
Cabrita, Maria Teresa, Ana David, and Gonçalo Vieira. Portuguese Polar Program Annual Report 2020. Centro de Estudos Geográficos, Universidade de Lisboa, 2021. http://dx.doi.org/10.33787/ceg20210001.
Full textAbstract:
The Portuguese Polar Program - PROPOLAR is funded by the Fundação para a Ciência e a Tecnologia ( based at Instituto de Geografia e Ordenamento do Território ( of the University of Lisbon ( The coordination of PROPOLAR is led by the Centro de Estudos Geográficos from Instituto de Geografia e Ordenamento do Território University of Lisbon (CEG/IGOT ULISBOA), under a Coordinating Committee that includes members from 4 other research centres, namely the Centro de Ciências do Mar University of Algarve (CCMAR UALG), the Centro de Ciências do Mar e do Ambiente University of Coimbra (MARE UC), the Centro de Química Estrutural from Instituto Superior Técnico University of Lisboa (CQE/IST ULISBOA), and the Centro Interdisciplinar de Investigação Marinha e Ambiental University of Oporto (CIIMAR U PORTO) Gonçalo Vieira (CEG/IGOT ULISBOA) is the Head of the program The remarkable effort and commitment of the Portuguese Polar scientists, within the framework of the International Polar Year ( 2007 08 were key to promote awareness of the importance of Polar science and research for Portugal A strategic plan encompassing three main objectives was then set out to i creating a Portuguese Polar Program focused on polar research and innovation and supporting the young generation of Polar scientists,scientists,( signing the Antarctic Treaty, and ( implementing a national Polar education and outreach program With the support of the FCT, PROPOLAR started in 2007 Portugal ratified the Antarctic Treaty in 2010 and the Madrid Protocol in 2014 and has established liaisons with major international Polar scientific and management organisations and networks PROPOLAR in close connection with the FCT, has ensured consolidation and sustainability of the development of Portuguese Polar science