Academic literature on the topic 'School: Centre for Science in Society'
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Journal articles on the topic "School: Centre for Science in Society"
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Eikeland, Ingrid, and Merethe Frøyland. "Pedagogical considerations when educators and researchers design a controversy-based educational programme in a science centre." Nordic Studies in Science Education 16, no. 1 (February 17, 2020): 84–100. http://dx.doi.org/10.5617/nordina.7001.
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This article reports from a 1,5 yearlong co-design process where mainly one researcher and four science centre educators collaboratively designed a controversy-based educational programme for upper secondary school in a Norwegian science centre. Its aim was to contribute to our understanding of the transition in science centres from embracing neutral, science facts, to invite visitors to discuss and think critically about contemporary issues. The data for this study consists of sound recordings from one group interview, eight workshops and three informal meetings. In the analysis, we identified barriers related to both choosing a controversial issue and choosing pedagogical activities. For example, to address an issue that was both science and society based, and finding ways to engage students in discussion. Based on our findings, we recommend paying special attention to the role of sparking students’ emotional engagement, the aspect of no right or wrong answer, and the balance between hands-on activity and dialogue when designing controversy-based activities in these institutions.
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Ince, Merve Cansu, and Bayram Costu. "The effect of informal learning environment upon students’ understanding of science-technology-society-environment." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 9 (January 11, 2018): 22–37. http://dx.doi.org/10.18844/prosoc.v4i9.3039.
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It is known that an informal learning environment (i.e., out-of-school) increases the quality of teaching and learning activities. Informal environments also provide many advantages such as enriching the content of learning. Moreover, it is emphasised that the science-technology-society-environment (STSE) learning does not effectively involve in the Turkish education system. From this point of view, informal learning environments should be considered in order to enable students’ understanding of the STSE relation. Within the scope of this study, it was aimed to determine the effectiveness of study visit on students’ understanding of STSE. The research was conducted with 14 male students in the 5th-grade level in the 2016– 2017 academic year. This research, which used a recycling-solid waste collection centre, a botanic garden, a planetarium, a science centre and a zoo, a few informal learning environments, was conducted according to the case study design method. In the study, views on science-technology-society questionnaire, semi-structured interviews, observation forms and diaries were used as data collection tools. The data indicated that the informal learning environments were inadequate to promote conceptual change; however, it was effective to comprehend newly learnt concepts. In addition, it was also concluded that informal learning environment provided students to capture the understanding of STSE relations. Keywords: Science-technology-society-environment (STSE), informal education, out-of-school environment.
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Garcia-Perez, Alexeis. "Editorial for the Special Issue of EJKM 2021." Electronic Journal of Knowledge Management 19, no. 2 (December 21, 2021): pp211–212. http://dx.doi.org/10.34190/ejkm.19.2.2551.
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Guest EditorAlexeis Garcia-Perez, Centre for Business in Society, Coventry University, UK
Supported byAnitha Chinnaswamy, Aston Business School, Aston University, UKVahid Jafari-Sadeghi, Aston Business School, Aston University, UK
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Muhamad, Aida, Ida Aryanie Bahrudin, Nor Faezah Adan, Mohd Ezree Abdullah, Muhammad Sufi Bin Roslan, Raudah Mohd Adnan, and Zulkarnain Md Amin. "Corporate Social Responsibility (CSR): Assessing the Participant Perception Towards the Implementation of Sciencexplorer Programme." International Journal of Engineering & Technology 7, no. 2.29 (May 22, 2018): 406. http://dx.doi.org/10.14419/ijet.v7i2.29.13663.
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Science, Technology, Engineering and Mathematics (STEM) subjects have always been complex subjects for school children as many experienced difficulty and complexity in grasping the basic conceptual knowledge. Therefore, Centre for Diploma Studies (CeDS) of Universiti Tun Hussein Onn Malaysia (UTHM) is moving forward to achieve sustainable development for society by pursuing Corporate Social Responsibility (CSR) through National Blue Ocean Strategy 4 (NBOS 4) initiatives. As a member of the society, CeDS try to ensure that the society will acquire the benefit of CeDS business activities as a whole.. ScienceXplorer programme had been implemented to attract primary school students in learning science. ScienceXplorer is a programme that basically implementing the concept of learning by doing. This study was performed to assess participant perception towards the implementation of ScienceXplorer. A self-completion questionnaire had been designed with a series of Likert scale questions that organized to gather participants’ perceptions of participating ScienceXplorer. The questionnaire had been designed using Kirk Patrick Evaluation Model. There were 148 participants from three primary schools took part in this study. In this scope of study, ScienceXplorer participants rated very high in terms of reflection, knowledge and skill, changes in behaviour and aspiration.
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Shutes, Isabel. "The Employment of Migrant Workers in Long-Term Care: Dynamics of Choice and Control – ERRATUM." Journal of Social Policy 41, no. 1 (October 19, 2011): 231. http://dx.doi.org/10.1017/s0047279411000791.
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Within the article by Shutes (first published online, 15 September 2011) the Author's affiliation was incorrectly inserted during the production process. The correct affiliation is the ESRC Centre on Migration, Policy and Society, University of Oxford, and the Department of Social Policy, London School of Economics and Political Science. The publisher apologises for any inconvenience this has caused.
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Marinetto, Mike. "Governing beyond the Centre: A Critique of the Anglo-Governance School." Political Studies 51, no. 3 (October 2003): 592–608. http://dx.doi.org/10.1111/1467-9248.00443.
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One of the more intriguing theoretical discussions of recent years involves the concept of governance. There is now a substantial body of work concerning the way governance has affected the contribution of central government to the policy process. Possibly the most prominent and influential account of governance theory in British political science is offered by Rod Rhodes. His most recent writings have employed governance theory to explore the institutions, actors and processes of change within the core executive. His ‘Anglo-governance’ model has emerged as a prevalent and authoritative account of how new methods of governing have emerged in society. Significantly, it is maintained that a distinct shift has taken place in government, from a hierarchical organisation to a fragmented and decentralised entity that is heavily reliant on a range of complex and independent policy networks. There is undoubted evidence that government is a fractured institution that is dependent on state and non-state actors beyond the centre. This paper questions whether such features entail the emergence of a new form of governance. Central government is still highly resourced and has, at its disposal, a range of powers with which to retain influence over public sector agencies. Historical evidence also shows that the British polity has long been decentralised. Thus, it is difficult to see how recent developments have in any way transformed the capacities of the core executive. It seems that alternative ways of conceptualising the institutions, actors and processes of change in government are required. Recent efforts to develop ‘organising perspectives’, within the intellectual parameters of governance theory, offer a more ‘conceptually cautious’ treatment of the central state.
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CROMPTON, L. A., and T. R. WHEELER. "Proceedings of the Forty-first Meeting of the Agricultural Research Modellers' Group." Journal of Agricultural Science 147, no. 6 (October 27, 2009): 731–42. http://dx.doi.org/10.1017/s0021859609990359.
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This group, which is concerned with the applications of mathematics to agricultural science, was formed in 1970 and has since met at approximately yearly intervals in London for one-day meetings. The forty-first meeting of the group, chaired by Dr Derek Rose of the School of Agriculture, Food and Rural Development, University of Newcastle upon Tyne, was held in the Kohn Centre at the Royal Society, 6–9 Carlton House Terrace, London, on Friday, 3 April 2009 when the following papers were read.
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Zhao, Weijie. "Predicament and outlook of China's math education." National Science Review 7, no. 9 (April 17, 2020): 1513–17. http://dx.doi.org/10.1093/nsr/nwaa070.
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Abstract Mathematics is the foundation of science and rational thinking. Math education for the younger generation is the fundamental project to upgrade the mathematical literacy and the creativity of the whole society. China's education system has long been different from that of Western countries. China has fostered many gold medal winners of the International Mathematics Olympiad, but is also criticized as lacking creativity. In this NSR forum on math education in China, educators of high schools and universities as well as researchers of different scientific fields gather to talk about the current predicaments and future developments of China's math education. Zenghu Li Mathematician; Professor of the School of Mathematical Sciences, Beijing Normal University, Beijing, China Chao Tang Quantitative biologist; Director of the Center for Quantitative Biology, Peking University, Beijing, China Zhihong Xia Mathematician; Professor of Mathematics, Northwestern University, Evanston, USA and the Founding Chair of the Department of Mathematics, Southern University of Science and Technology, Shenzhen, China Jinlong Yang Computational chemist; Professor of the School of Chemistry and Materials Science, University of Science and Technology of China, Hefei, China Huawei Zhu Headmaster of Shenzhen Middle School, Shenzhen, China; Former leader and head coach of the national team of China for the International Mathematics Olympiad, China Gang Tian (Chair) Mathematician; Professor of the School of Mathematical Sciences, Peking University, Beijing, China
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Matos, Brenda Teresa Porto de. "Modeling School Uniforms for Public Schools of Blumenau." European Journal of Multidisciplinary Studies 5, no. 1 (May 19, 2017): 485. http://dx.doi.org/10.26417/ejms.v5i1.p485-485.
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This text aims to present one of the extension projects in development at the Federal University of Santa Catarina (UFSC), Center of Blumenau that is integrated with the Regional Development and Social Interaction Axis, which acts in the interface among the five courses of the center, specially engineering. This axis is responsible for proposing and organizing social interaction activities as well as encouraging cooperative relationships with social groups, economic and productive sectors as well as the community in general, as it is foreseen in the Pedagogical Projects of the Courses (PPCs). The intention of these practices is to build with students and teachers some activities and strategies of intervention in communities, institutions, associated developments or enterprises of the region that result in some knowledge/product for the involved groups, helping the future engineers to operate with a sociotechnical approach.This project in focus, entitled “Modeling school uniforms for public schools of Blumenau”, started in April 2016 and it is to be completed in April of this year, consists of a research and intervention experience in the school community, which is being carried out by two textile engineering fellows, under the guidance of professors from the areas of sociology and textile engineering. The aim is to propose new uniform models for the municipal public network, from the data collection performed through the application of questionnaires with the students of the nine schools that composed the sample group. This model proposal seeks to meet the demands formulated in a socially and ecologically committed way. The technical sheet and drawing results will be delivered to the Education Department of Blumenau, the project partner, and to the schools that are the object of the research and intervention. Therefore, this project expresses a materialization of the link of the "uniform artifact" to the sociotechnical network, giving visibility to the acronym STS (Science, Technology and Society) and bringing the field of social sciences closer to that of the exact sciences.
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Mykhailenko, V., and M. Blyzniuk. "Educational Cluster as a Tool for Implementation Education for Sustainable Development." Physical Geography and Geomorphology 89, no. 1 (2018): 110–19. http://dx.doi.org/10.17721/phgg.2018.1.15.
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The world experience on educational clusters proves their applicability and efficiency. An example is the formation of educational clusters for economic education and business schools. Formation of educational clusters has become an important part of the state personnel policy of many countries of the world. Multidimensional notion of "sustainable development" in combination with a wide range of age-old target audiences requires new methodological approaches for building an open dialogue between a student and a teacher. Taking into account the complex nature of the research subject that combines social, economic and environmental dimensions of human activity, authors propose a scientific and educational cluster as an innovative form of implementation of cross-cutting education for sustainable development (ESD) in Ukraine. The role of the core formation of an educational cluster is best suited for universities that are open to innovation and new educational technologies. The new educational model is illustrated by ad hoc activity of Carpathian School held in Kosiv, Ivano-Frankivsk region. Target audience represented Master students of natural sciences, secondary school students, biologists and geography teachers together with civil society activists. The school organizers were "Centre for Civic Initiatives", Kosiv and Faculty of Geography of Taras Shevchenko National University of Kyiv supported by two National Natural Parks “Hutsulshchyna” and “Vyzhnytsky”. The lecturers’ team included university professors, experts of The Regional Environmental Centre for CEE countries (REC), Hungary, the National Ecological Centre of Ukraine (NECU), leading experts of the Ministry of Natural Resources of Ukraine, employees of local museums and cultural institutions. The main goal of the School is to consider the role of civil society, local activists, entrepreneurs and authorities in building sustainable communities, to achieve the UN Sustainable Development Goals. The cluster model was tested for obtaining a professional orientation of the lyceum graduates with a strong TOT component in view of education reform "New Ukrainian School". The students were acquainted with educational materials and methodical guides of the REC multimedia toolkits "Green Package" and "Step by Step", adapted to Ukrainian needs by local experts. These materials are easily perceived by young people, Master students and senior pupils. Interactive games and dilemmas were suitable for the formation of ecologically oriented thinking and social competence of youth. The guides were also highly praised by elderly participants and recommended for training and retraining of school teachers. Interviews with the school attendees and lecturers, interviews and publications in the local mass-media showed the benefits of cluster model in comparison with traditional forms of education. The school also identified the opportunities for professional guidance, training and retraining of teachers' staff.
Dissertations / Theses on the topic "School: Centre for Science in Society"
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Fadhli, Fathi Ali. "The inclusion of science technology society topics in junior high school Earth science textbooks /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9999279.
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Fronk, Alexander T. "Kigali Charity School Analyzed Through an Implementation Science Framework." DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/3905.
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Implementation science is a relatively new field focused on ensuring that programs are planned well and then delivered as planned. This thesis describes the implementation process for a nursery-level charity school in Kigali, Rwanda, focusing on the facilitators and difficulties encountered in establishing this school.
The research process consisted of interviewing 13 individuals that are a part of the school in question. The researcher transcribed the interviews using an implementation science framework and found trends in their statements that shed light on the establishment of the school. With the help of three coders, the researcher assessed their comments for evidence of helps and hindrances through the implementation process. This thesis presents the results and the implications for implementation science. It will provide valuable information for those wishing to start and maintain grassroots, charitable programs for children in the developing world.
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Villegas, Paul Norman Aragon. "Toward a world society?: An assessment of Barry Buzan's reconceptualization of the English School of International Relations." Thesis, University of Ottawa (Canada), 2007. http://hdl.handle.net/10393/27929.
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The current international system has been in place since the Treaty of Westphalia. However, states are no longer the only actors in International Relations. Non-governmental organizations, multinational corporations and individuals also take the stage in international relations. This thesis will make use of the English School of International Relations and the reconceptualization of the School introduced by Barry Buzan in From International to World Society? because it offers richer explanatory possibilities for the interaction and role of both state and non-state actors. Using the United Nations Environment Program (UNEP) and the United Nations HIV/AIDS Program (UNAIDS), this thesis will assess Buzan's new model and answer the question that the title of his book asks: Is International Society moving toward a World Society?
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Taylor, Beatrice Dietering. "A study of high school biology students engaged in a Science-Technology-Society (STS) landfill restoration project." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/37429.
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Makki, Nidaa. "A naturalistic inquiry into preservice teachers' experiences with science, technology, and society (STS) curricular approaches." [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1216645974.
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Thesis (Ph.D.)--Kent State University, 2008.Title from PDF t.p. (viewed Oct. 29, 2009). Advisor: Wendy Sherman Heckler. Keywords: Science-Technology-Society; STS; Pre-service Science Teachers; Socio-scientific Issues; Science and Society. Includes bibliographical references (p. 209-224).
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Sinopoli, Anthony F. "Cyberwar and International Law: An English School Perspective." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4404.
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Cyberwar challenges future endeavors of state security. As technological capability has improved, and access to information has become more widespread the importance of the issue in today's ever-globalizing world grows each day. A primary objective is to evaluate the place of cyber-warfare against nation-states and any repercussions under an international law paradigm. Utilizing an English School perspective, emphasis will be applied to the argument that disruptive circumstances could come to fruition if international conventions are not created to bring consensus and order among nation-states on this subject. This study hypothesizes that a future application could be an agreement under international law, beyond current regional cooperative initiatives. Since cyber-related attack is a relatively new development, the issue lacks adequate historical context. In addition, since state behavior is a major contributor to the interpretation of international law, the matter is in need of a clear delineation of the norms that define the phenomena and what acceptable responses might entail. Case study analysis will highlight recent examples of state behavior and cyber-related attacks and sabotages.
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Hillen, Florian S. M. Massachusetts Institute of Technology. "Does management matter in scientific laboratories? : evidence from Harvard Medical School." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/117888.
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Thesis: S.M. in Technology and Policy, Massachusetts Institute of Technology, School of Engineering, Institute for Data, Systems, and Society, Technology and Policy Program, 2018.Thesis: S.M., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2018.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 89-91).
The high quality of modern medical care is built upon the creation of scientific knowledge generated from medical research. While the role of management practices has been rigorously explored across various industries, little is known about management in medical research. I collected data surveying principal investigators of medical research laboratories at the Harvard Medical School to examine the relationship of management practices and research outputs. I find that principal investigators with more effective management practices are associated with higher-impact research (measured by citations). This effect is stronger and more significant in younger compared to older laboratories and remains robust after using different controls. This study helps to increase the understanding of management in a scientific setting and should start a new discussion about the relevance of management in medical research.
by Florian Hillen.
S.M. in Technology and Policy
S.M.
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Larsson, Matilda, and Erica Nordin. "SKOLAN + INTEGRATION = SANTEn studie om högstadieelevers upplevda känsla av politisk delaktighet, attityd till integration samt känsla av tillhörighet till staten och sitt samhälle före och efter omfördelningen av elever i Örebro kommun år 2017." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-67628.
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During the last couple of years there has been an intensification of the discussion concerning integration in Sweden and how it should be managed. The subject is being discussed in the society and in political institutions. The purpose of this study is to examine how pupils in secondary schools are experiencing the three phenomenon; political participation, the attitude towards integration and the feeling of belonging in the society after the redistribution of pupils in 2017 when Vivalla secondary school was discontinued. The focal points of the study are three groups; pupils that have attended to the distributed school in the 6th and 7th grade, pupils that have attended the school of Vivalla in the 6th grade and have been redistributed to another school in the 7th grade, pupils in the secondary school of Vivalla that have done the survey-study "Du och samhället" in the year 2010. Surveys are used as a method to collect the attitudes and experiences of these groups which we can then examine and compare to see if there are any differences among the groups. The study is done with a quantitative and comparative method, firstly to compile the survey-results in SPSS and secondly to compare the results within the three groups of analysis. One of the conclusions of this study is that the perceived feeling of political participation among the pupils varies between the analysed groups. The redistributed pupils and pupils from Vivalla secondary school 2010 had the biggest difference in perceived feeling, where distributed pupils were the most positive towards political participation. The attitude towards integration had a rather big difference between the groups. Once again the distributed pupils had the most positive attitude towards integration and the pupils who had been in the distributed school in 6th and 7th grade had a slightly less positive attitude. The pupils from Vivalla 2010 had the least positive attitude within the groups. As for the feeling of belonging in the society there’s hardly a difference among the analysed groups. The pupils from Vivalla 2010 had the least positive feeling while the distributed pupils had a slightly more positive feeling. The pupils who had been in the distributed school in 6th and 7th grade had the most positive feeling. In conclusion we can say that the redistribution of pupils from Vivalla secondary school to other secondary schools in Örebro kommun shows an early positive effect.
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Åberg, Rasmus, and Magdalena Högberg. "An Ever Closer International Society? : A Social Constructivist Approach to Trans-Regional Migration between Africa and the EU." Thesis, Linköpings universitet, Institutionen för ekonomisk och industriell utveckling, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-11960.
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This thesis discusses the recent change in EU’s immigration policy. EU’s restrictive policies may be changed by the two proposals, COM(2007)637 and COM(2007)638, presented in October 2007. These proposals were formed during a process in which representatives from the African Union (AU) were present in discussions about migration. Using official documents from EU and AU, we study this inter-regional interaction process with the English School theories of “international society” and with a Social Constructivist ontological model describing the relationship between agents, structure and institutions/regimes. We find that the proposal changes the trans-regional migration regime, and by extension the structure and the trans-regional world order. This will probably lead to an increase in the number of African labour immigrants in the EU, which may enlarge the trans-regional “world society” and, in turn, the inter-regional “international society”.
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Vorva, Madison G. "Using Geospatial Analysis for High School Environmental Science Education: A Case Study of the Jane Goodall Institute's Community-Centered Conservation Approach." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/pomona_theses/181.
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Given my experiences as a young conservation advocate, I saw a need to teach students the importance of interconnectedness, cultural awareness and systems-thinking skills through a spatial lens. I believe these skills are required for holistic, equitable and sustainable conservation decision-making in local and international contexts. This thesis uses geospatial tools to teach conservation ecology vocabulary and concepts from high school environmental science curriculum in two online resources. The purpose of my lesson plan is to show students how conservationists address complex conservation and land-use challenges using the Jane Goodall Institute’s community-centered conservation approach as a case-study. My hope is that these lessons empower students to become change-agents in their communities.
Books on the topic "School: Centre for Science in Society"
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Silva, Rufus De. Developing the secondary school library resource centre. London: Kogan Page, 1993.
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Merrill life science: Science and society. Lake Forest, Ill: Glencoe, 1993.
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Society, British and Foreign School. British and Foreign School Society Archives Centre ... Outline catalogue of the collection of documents. Isleworth: The Society, 1988.
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Ezeliora, Bernadette. Young scientists centre Enugu: Manual for re-training of primary school teachers for basic science and technology. Enugu, Nigeria: SNAAP Press, 2011.
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Science and society in the classroom: Using sociocultural perspectives to develop science education. Amherst, N.Y: Cambria Press, 2010.
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Saul, Benison, Barger A. Clifford 1917-, and Francis A. Countway Library of Medicine., eds. Walter B. Cannon, science and society. [Boston, Mass.]: Boston Medical Library in the Francis A. Countway Library of Medicine, 2000.
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A, Ferraz, Oliveira F, and Osório R, eds. Nonlinear physical phenomena: Proceedings of the International Centre of Condensed Matter Physics School, Brasília, July 3-12, 1989. Singapore: World Scientific, 1990.
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Schools and society: A sociological approach to education. 4th ed. Los Angeles: Sage/Pine Forge Press, 2012.
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Ladouceur, Ken. Views of eight directors of education regarding the interrelationships within science, technology and society. Regina, Sask: Research Centre, Saskatchewan School Trustees Association, 1990.
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Louis, Cabral, ed. L' information à l'ère bionique: Comptes rendus du 20e Congrès de l'Asted tenu au Delta Sherbrooke, Hôtel et Centre des Congrès Sherbrooke du 13 au 16 octobre 1993. Montréal: Asted, 1994.
Find full textBook chapters on the topic "School: Centre for Science in Society"
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Veal, William R., and Ann Wallace. "Science and Math for Loggerheads." In Learning Democracy in School and Society, 66–72. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-287-0_6.
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Giacomozzi, Andréia Isabel, Amanda Castro, Andrea Barbará da Silva Bousfield, Priscila Pereira Nunes, and Marlon Xavier. "Social Representations of Violence among Public School Students." In The Anthropocene: Politik—Economics—Society—Science, 325–37. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67778-7_16.
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Tippett, Christine D., and Robert J. Anthony. "Explicit Literacy Instruction Embedded in Middle School Science Classrooms." In Pacific CRYSTAL Centre for Science, Mathematics, and Technology Literacy: Lessons Learned, 133–48. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-506-2_8.
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Gregorič, Gregor, and Andreja Sušnik. "Drought Management Centre for South Eastern Europe." In Global Environmental Change: Challenges to Science and Society in Southeastern Europe, 237–42. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-8695-2_20.
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Moebius, Stephan. "Reconstruction and Consolidation of Sociology in West Germany from 1945 to 1967." In Sociology in Germany, 49–84. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71866-4_3.
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AbstractThis chapter will focus on the two decades after 1945, the period of the “post-war society” (1945–1967), which in the historical sciences is also characterized as a period of boom (keywords: “Wirtschaftswunder” (“economic miracle”), expansion of the welfare state, expansion of the educational sector, certainty about the future) and which comes to an end in the 1970s. Germany was undergoing a profound process of change: socio-structural changes in an advanced industrial society, structural changes in the family and a retreat into the private sphere, new opportunities in the areas of consumption and leisure due to the “Wirtschaftswunder,” urbanization and changes in communities, “Western Integration” (“Westbindung”), the ban on the KPD (Communist Party of Germany) in 1956, remilitarization, the development of the mass media and mass motorization, and the repression of the Nazi past were central social and sociological issues. At the same time, fascist tendencies were still virulent during the 1950s and 1960s. After 1945, sociology had to be rebuilt. Journals were refounded or newly founded, the German Sociological Association was restored and sociology was re-established as a teaching subject. Different “schools” and regional centers of sociology emerged. The so-called Cologne School centered around René König, the Frankfurt School around Adorno and Horkheimer, and the circle around Helmut Schelsky should be mentioned in particular; but also, Wolfgang Abendroth, Werner Hofmann, and Heinz Maus (Marburg School), Otto Stammer (Berlin), Arnold Bergstraesser (Freiburg i.Br.), and Helmuth Plessner (Göttingen). Despite their theoretical and political differences, up until the 1950s, they all had in common the decisive will for political and social enlightenment regarding the post-war situation. Furthermore, the particular importance that empirical social research and non-university research institutions had for the further development of sociology after 1945 is worth mentioning.At the end of the 1950s, field-specific dynamics gained momentum. The different “schools” and groups tried to secure and expand their position in the sociological field and their divergent research profiles became increasingly visible. The so-called civil war in sociology drove the actors further apart. Additionally, disciplinary struggles and camp-building processes during the first 20 years of West German sociology revolved around the debate on role theory and the dispute over positivism. By the end of the 1950s, an institutional and generational change can be observed. The so-called post-war generation, which included Ralf Dahrendorf, Jürgen Habermas, Niklas Luhmann, Erwin K. Scheuch, Heinrich Popitz, Hans Paul Bahrdt, M. Rainer Lepsius, and Renate Mayntz, assumed central positions in organizations, editorial boards of journals, and universities. While the early “schools” and circles (König, Schelsky, Adorno, and Horkheimer) initially focused on the sociology of the family and empirical research, the following generation concentrated foremost on industrial sociology, but also on topics of social structure and social stratification as well as on social mobility.
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Lucia, Longo, Guercio Elena, Tedde Alessandra, Belluati Maurizio, and Actis-Grosso Rossana. "Society@school: Towards an e-Inclusion App for Social Reading." In Lecture Notes in Computer Science, 155–64. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07485-6_16.
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Ferreira, Sandra Lúcia. "Quality School Education from the Perspective of Young Students: What Is the Future?" In The Anthropocene: Politik—Economics—Society—Science, 339–55. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67778-7_17.
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Jeannin, Laurent. "Analysis of Video Data of Secondary School Science Students." In Science Education Research in the Knowledge-Based Society, 51–59. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-0165-5_6.
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Duit, Reinders, Helmut Fischler, Hans Fischer, and Elke Sumfleth. "Video-Based Studies on Investigating Deficiencies of School Science Teaching." In Science Education Research in the Knowledge-Based Society, 459–69. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-0165-5_47.
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Piersol, Carlos Gustavo A. Ormond Susan M. T., and David B. Zandvliet. "The Development of A Place-Based Learning Environment at the Bowen Island Community School." In Pacific CRYSTAL Centre for Science, Mathematics, and Technology Literacy: Lessons Learned, 217–34. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-506-2_13.
Full textConference papers on the topic "School: Centre for Science in Society"
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Uteshkalieva, A., A. Nurgaliyeva, N. Bauyrzhanova, and K. Sakyp. "Management system for innovative educational activities in a rural school." In Challenges of Science. Institute of Metallurgy and Ore Beneficiation, 2022. http://dx.doi.org/10.31643/2022.18.
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The village school is the center of educational work and should carry out cooperation between the family and the student. Rural society, human proximity to nature, and humanistic traditions of folk culture promote close interaction with the outside world, awareness of the importance of nature in human life, acquisition of labor skills, love for the native land, and caring attitude to it. Thus, in the conditions of the formation of a market and competitive-dynamic external environment, as well as changes in the mission, goals, and updating of the education system in the Republic of Kazakhstan, the need to develop a strategy for managing the quality of education in rural schools is revealed.
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Erokhina, Elena A. "SOCIOLOGIST LYUDMILA GLEBOVNA BORISOVA AND HER TIME." In All-Russian Conference with International Participation "Education, Social Mobility, and Human Development: to the 90th Anniversary of Prof. L.G. Borisova". Novosibirsk State University, 2022. http://dx.doi.org/10.25205/978-5-4437-1383-0-8-34.
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The article problematizes the possibility of replicating unique scientific and educational innovations in the institutional space of Russian society on the example of referring to the creative biography of Lyudmila Glebovna Borisova and her scientific sociological school. The methodology is based on the concept of the diversity of the transition to modernity by S. Eisenstadt; the method of researching scientific schools in the context of the relationship between the structure of science itself and the social problems of society, of which scientific institutions are a part; generational approach, biographical method and smart grid research method. The empirical base of the research is based on the documents of Lyudmila Glebovna Borisova from the Open Archive of the SB RAS: 10 office documentation, materials of personal origin, scientific publications. The key milestones in the biography of L.G. Borisova in the context of the institutional transformations of science and education of the late USSR, the development of the Novosibirsk Scientific Center (NSC); the history of the formation of sociological schools in the Novosibirsk Academgorodok is shown, the features of one of them, the school of sociology of education, are revealed. The characteristic of a special, selfless type of the Russian scientist is given. The history of the successes and failures of Lyudmila Glebovna Borisova is shown against the background of social changes in society and its institutions. In the context of the late USSR, the development of the scientific school of the sociology of education was influenced by the personality of L.G. Borisova, an ascetic scientist who underwent primary professional socialization in a pedagogical team with an ethos-oriented orientation, containing the ideas of humanism, the unity of word and deed, public service, and equality of interests between the elders and the younger. This ethos she conveyed in relationships with students and colleagues. The new stage of reforms significantly reduced the autonomy of professional communities of scientists and teachers, narrowed the base for recruiting scientific personnel in science and pedagogy, and increased the alienation of professionals from decision-making. In the changed conditions, her departure was irreparable for the scientific school.
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"Introducing Computational Thinking Practices in Learning Science of Elementary Schools [Research-in-Progress]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4327.
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Aim/Purpose: Science is becoming a computational endeavor therefore Computational Thinking (CT) is gradually being accepted as a required skill for the 21st century science student. Students deserve relevant conceptual learning accessible through practical, constructionist approaches in cross-curricular applications therefore it is required for educators to define, practice and assess practical ways of introducing CT to science education starting from elementary school. Background: Computational Thinking is a set of problem-solving skills evolving from the computer science field. This work-in-progress research assesses the CT skills, along with science concepts, of students participating in a science program in school. The program pertains learning science by modeling and simulating real world phenomenon using an agent-based modeling practice. Methodology: This is an intervention research of a science program. It takes place as part of structured learning activities of 4th and 5th grade classes which are teacher-guided and are conducted in school. Both qualitative and quantitative evaluations are parts of the mixed methods research methodology using a variety of evaluation technique, including pretests and posttests, surveys, artifact-based interviews, in class observations and project evaluations. Contribution: CT is an emerging skill in learning science. It is requiring school systems to give increased attention for promoting students with the opportunity to engage in CT activities alongside with ways to promote a deeper understanding of science. Currently there is a lack of practical ways to do so and lack of methods to assess the results therefore it is an educational challenge. This paper presents a response to this challenge by proposing a practical program for school science courses and an assessment method. Findings: This is a research in progress which finding are based on a pilot study. The researches believe that findings may indicate improved degree of students' science understanding and problem-solving skills. Recommendations for Practitioners: Formulating computer simulations by students can have great potential on learning science with embedded CT skills. This approach could enable learners to see and interact with visualized representations of natural phenomena they create. Although most teachers do not learn about CT in their initial education, it is of paramount importance that such programs, as the one described in this research, will assist teachers with the opportunity to introduce CT into science studies. Recommendation for Researchers: Scientific simulation design in primary school is at its dawn. Future research investment and investigation should focus on assessment of aspects of the full Computational Thinking for Science taxonomy. In addition, to help teachers assess CT skills, new tools and criteria are required. Impact on Society: STEM related professions are lacking the man power required therefore the full potential of the economy of developed countries is not fulfilled. Having students acquire computational thinking skills through formal education may prepare the next generation of world class scientists and attract larger populations to these fields. Future Research: The inclusion of computational thinking as a core scientific practice in the Next Generation Science Standards is an important milestone, but there is still much work to do toward addressing the challenge of CT-Science education to grow a generation of technologically and scientifically savvy individuals. New comprehensive approaches are needed to cope with the complexity of cognitive processes related to CT.
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Hadi, Samsul, Basukiyatno Basukiyatno, and Purwo Susongko. "Differential Item Functioning National Examination on Device Test Mathematics High School in Central Java." In Proceedings of the 1st International Conference on Social Science, Humanities, Education and Society Development, ICONS 2020, 30 November, Tegal, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.30-11-2020.2303726.
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Clement, Victoria. "TURKMENISTAN’S NEW CHALLENGES: CAN STABILITY CO-EXIST WITH REFORM? A STUDY OF GULEN SCHOOLS IN CENTRAL ASIA, 1997-2007." In Muslim World in Transition: Contributions of the Gülen Movement. Leeds Metropolitan University Press, 2007. http://dx.doi.org/10.55207/ufen2635.
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In the 1990s, Turkmenistan’s government dismantled Soviet educational provision, replacing it with lower quality schooling. The Başkent Foundation schools represent the concerted ef- forts of teachers and sponsors to offer socially conscious education grounded in science and math with an international focus. This case study of the Başkent Foundation schools in Turkmenistan establishes the vitality of Gülen schools outside of the Turkish Republic and their key role in offering Central Asian families an important choice in secular, general education. The paper discusses the appeal of the schools’ curriculum to parents and students, and records a decade-long success both in educating students and in laying the foundations of civil society: in Turkmenistan the Gülen movement offers the only general education outside of state provision and control. This is particularly significant as most scholars deny that there is any semblance of civil society in Turkmenistan. Notes: The author has been conducting interviews and recording the influence of Başkent schools in Turkmenistan since working as Instructor at the International Turkmen-Turk University in 1997. In May 2007 she visited the schools in the capital Ashgabat, and the northern province of Daşoguz, to explore further the contribution Gülen schools are making. The recent death of Turkmenistan’s president will most likely result in major reforms in education. Documentation of how a shift at the centre of state power affects provincial Gülen schools will enrich this conference’s broader discussion of the movement’s social impact. The history of Gülen-inspired schools in Central Asia reveals as much about the Gülen movement as it does about transition in the Muslim world. While acknowledging that transition in the 21st century includes new political and global considerations, it must be viewed in a historical context that illustrates how change, renewal and questioning are longstanding in- herent to Islamic tradition. In the former Soviet Union, the Gülen movement contributed to the Muslim people’s transi- tion out of the communist experience. Since USSR fell in 1991, participants in Fethullah Gülen’s spiritual movement have contributed to its mission by successfully building schools, offering English language courses for adults, and consciously supporting nascent civil so- ciety throughout Eurasia. Not only in Turkic speaking regions, but also as far as Mongolia and Southeast Asia, the so-called “Turkish schools” have succeeded in creating sustainable systems of private schools that offer quality education to ethnically and religiously diverse populations. The model is applicable on the whole; Gülen’s movement has played a vital role in offering Eurasia’s youth an alternative to state-sponsored schooling. Recognition of the broad accomplishments of Gülen schools in Eurasia raises questions about how these schools function on a daily basis and how they have remained successful. What kind of world are they preparing students for? How do the schools differ from traditional Muslim schools (maktabs or madrasas)? Do they offer an alternative to Arab methods of learning? Success in Turkmenistan is especially notable due to the dramatic politicization of education under nationalistic socio-cultural programmes in that Central Asian country. Since the establishment of the first boarding school, named after Turkish Prime Minister Turgut Ozal, in 1991 the Gülen schools have prospered despite Turkmenistan’s extreme political conditions and severely weakened social systems. How did this network of foreign schools, connected to a faith-based movement, manage to flourish under Turkmenistan’s capricious dictator- ship? In essence, Gülen-inspired schools have been consistently successful in Turkmenistan because a secular curriculum partnered with a strong moral framework appeals to parents and students without threatening the state. This hypothesis encourages further consideration of the cemaat’s ethos and Gülen’s philosophies such as the imperative of activism (aksiyon), the compatibility of Islam and modernity, and the high value Islamic traditions assign to education. Focusing on this particular set of “Turkish schools” in Turkmenistan provides details and data from which we can consider broader complexities of the movement as a whole. In particular, the study illustrates that current transitions in the Muslim world have long, complex histories that extend beyond today’s immediate questions about Islam, modernity, or extremism.
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Elliniadou, Elena, and Chryssa Sofianopoulou. "STUDENTS’ ATTITUDES TOWARDS SCIENCE: WHERE DO WE GO FROM HERE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end108.
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Students’ attitudes towards science have long occupied the interest of the scientific community. The confirmed decline of students’ interest in pursuing the study of science, alongside the increasing recognition of scientific knowledge’s importance and economic utility, makes the issue even more imperative for any society attempting to raise its standards of scientific literacy. Attitudes towards science have been found to depend on variables like instructional teaching and curriculum. The latest research indicates that childhood experiences serve as a major influence on academic interest. The broad recommendation is to concentrate on improving 10 to 14-year-olds’ experience of science. Despite the recent flurry of media interest and the latest research in the scientific community, the school curriculum in most countries is still teaching obsolete science with scarce reference to current, cutting-edge scientific research. There is an urgent need to introduce the concepts of 20th-century Physics within the curriculum and exciting science programs that will enhance the interactive learning experience among students, as is shown by evaluating reports of OECD and PISA results. While this has led to several changes in the curriculum of secondary schooling in some countries, it is still an imperative case for others and definitely for Greece. There are some individual or institutional projects around the globe that introduce modern science and technology to upper primary students, yet of no nationwide effect. This paper aims to review the latest research on students’ attitudes towards science and to present the possible next research steps in amplifying students’ interest and engagement in science.
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"Mobile Devices and Parenting [Extended Abstract]." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3981.
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Aim/Purpose: This presentation will discuss how mobile devices are used to keep children busy and entertained during child care activities. Mobile devices are considered the 21st “Century Nanny” since parents and caregivers use those tools to engage children’s attention for indefinite periods of time. Research background on touch screen devices and children’s age groups are presented to map age to screen activities and the type of device used. The literature is then compared to a small sample of 45 students attending Pasitos, a pre-k and 1st and 2nd grade school in El Salvador, and the type of mobile devices they used after school. Background: The wide adoption of mobile devices to keep children busy and entertained is a growing concern and a cause for passionate debates. Methodology: This study considered two types of research to compare findings. One study was gathered from the literature to demonstrate how children use mobile devices, apps, and video genres based on age groups. The second study looked at 45 children attending Pasitos and the type of mobile devices they used during child care time at home. Pasitos is a pre-k and 1st and 2nd grade school in El Salvador. Contribution: Identify the type of mobile devices mostly used by children during child care activities. Findings: (1) Touchscreens are the most intuitive interfaces for young children; (2) children’s use of technology can strengthen the relationships between home and school; and (3) mobile apps consider children’s emotions, learning activities, and interaction in the development and design. Recommendations for Practitioners: Touchscreens are the most intuitive interfaces for young children, and adult supervision enhances the children's experience. Recommendation for Researchers: Mobile apps for design and development must consider children’s emotions, learning activities, and interaction. Impact on Society: Children’s use of technology can strengthen the relationships between home and school. Future Research: Few studies have researched the impact of young children’s cognitive and social development with the use of mobile apps.
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"A Review of Project Management Course Syllabi to Determine if They Reflect the Learner-centred Course Pedagogy [Abstract]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4323.
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Aim/Purpose: Project Management (PM) capability is one of the skill sets that employers across a broad range of industries are seeking with a projected current talent deficit of 1.5 million jobs. Background A course syllabus is both a tool and a resource used by the learners, the faculty, and the school to articulate what to learn, how to learn, and how and when to access and evaluate the learning outcomes. A learner-centred course syllabus can enhance the teaching, the learning, and the assessment and evaluation processes. A learner-centred pedagogy seeks to create a community of learners by sharing power between the teachers and the students, providing multiple assessments, evaluations, and feedback mechanisms. Methodology: This study seeks to find out if the PM course syllabi reflect the attributes of a learner-centred pedagogy through a content analysis of 76 PM course syllabi gathered in 2018 from instructors affiliated with the Association to Advance Collegiate Schools of Business (AACSB) in the USA. Contribution: On the issue of PM content, only seven percent (7%) of the syllabi articulate that students would be involved in “real world” experiential projects or be exposed to the Project Management Body of Knowledge (PMBOK) areas and process groups. Findings: The results reveal that PM instructors fall short in creating a community of learners by not disclosing their teaching philosophy, beliefs, or assumptions about learning and tend not to share power, and do not encourage teacher-student interactions. Recommendations for Practitioners: Schools should try to align their programs both to the local and the national job markets by engaging PM practitioners as advisors. When engaged as ad-visors, PM practitioners provide balance and direction on curriculum design or redesign, emerging industry innovations, as well as avenues for internships and job opportunities. Recommendation for Researchers: PM has various elements associated with entrepreneurship and management and is also heavily weighted towards the use of projects and technology, making it a good candidate for learner-centred pedagogy. However, researchers should explore this assertion further by comparing the attainment of learning outcomes and students’ overall performance in a learner-centred and a non-learner-centred PM course. Impact on Society: To minimize this talent deficit individuals as well as the academy should invest in PM education and one approach that may increase the enthusiasm in the PM coursework is having a learner-centred pedagogy. Future Research: Researchers should explore this line of research further by gathering syllabi from other regions such as the European Union, Asia, Africa, Australia, etc. as well as conduct a comparative study between these various regions in order to find if there are similarities or differences in how PM is taught.
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Öman, Anne. "Design and Redesign of a Multimodal Classroom Task – Implications for Teaching and Learning." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2242.
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Digital technologies are increasingly implemented in Swedish schools, which impact on educa-tion in the contemporary classroom. Screen-based practice opens up for new forms and multi-plicity of representations, taking into account that language in a globalized society is more than reading and writing skills. This paper presents a case study of technology-mediated instruction at the primary-school level including an analysis of the designed task and how the teacher orchestrated the digital resources during three introductory classes. The aim was also to explore the pupils’ redesigning of advertis-ing films based on teacher’s instructions and available digital resources. Sequences of a learning trajectory were video recorded and analysed from a multimodal perspective with a focus on the designed task and the processes of how pupils orchestrate meaning through their selection and configuration of available designs. The findings show a distinction between the selection of design elements in the teacher’s orches-tration of the laptop resources during instruction and the pupils’ redesigning of the task. Pupils’ work developed from the linguistic design provided by the teacher towards visual design and the use of images as the central mode of expression in the process of creating advertising films. The findings also indicate a lack of orientation towards subject content due to the teacher’s primary focus on introducing the software. This paper that was presented at the conference was previously published in the Journal of IT Education: Research
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Vilinová, Katarína, and Veronika Kabátová. "Inquiry-based learning and its using in geography at the second level of primary schools." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-18.
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Current social needs emphasize the education of a person with creative thinking, capable of not only finding problems but also solving them. Different strategies are applied in the educational process according to the society's requirements for an educated individual. On this basis, the appropriate content of education, organizational forms, didactic methods and the use of the latest didactic techniques are also determined. One way to achieve this is to introduce other teaching methods, such as inquiry-based teaching, into the teaching process. Inquiry-based learning aims to make science lessons more effective, especially at primary schools, and at the same time seeks to attract students to study them. It has an irreplaceable role in new, modern and successful ways of teaching science. The aim of the paper is to design methodological sheets in the 5th year of elementary school in terms of inquiry-based learning and their application to the teaching process.
Reports on the topic "School: Centre for Science in Society"
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AISES, None. Evaluation of American Indian Science and Engineering Society Intertribal Middle School Science and Math Bowl Project. Office of Scientific and Technical Information (OSTI), September 2013. http://dx.doi.org/10.2172/1135739.
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Goncharenko, Tatiana, Nataliia Yermakova-Cherchenko, and Yelyzaveta Anedchenko. Experience in the Use of Mobile Technologies as a Physics Learning Method. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4468.
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Swift changes in society, related to sciences technicians’ development, technologies, by the increase of general volume of information, pull out new requirements for maintenance, structure, and quality of education. It requires teachers to diversify a tool in the direction of the increase in possibilities of the use of mobile technologies and computer systems. Lately in the world, more attention spared to the use of mobile learning, which in obedience to «Recommendations of UNESCO on the questions of a policy in the area of mobile learning» foresees the use of mobile technology, both separate and together with other by informational computer technologies. [1]. Mobile learning allows using the open informational systems, global educational networks, unique digital resources which belong to different educational establishments and co-operate with each other. The use of existent educational resources and creation of own, based on the academic resources from informative space, allows to promote the interest of students to the study of physics, to take into account the individual features, and also features of region and framework of society of the country. During the last years in Ukraine competency-based approach to the organization of studies certainly one of basic. The new Education Act addresses the key competencies that every modern person needs for a successful life, including mathematical competence; competence in natural sciences, engineering, and technology; innovation; information and communication competence [2]. This further emphasizes the importance of providing students with quality physical education and the problems associated with it. Using mobile technology in professional teaching work, the teacher has the opportunity to implement the basic principles of the competence approach in teaching physics. An analysis of the data provided in the official reports of the Ukrainian Center for Educational Quality Assessment showed that the number of students making an external independent assessment in physics and choosing a future profession related to physics has decreased significantly. This is due to the loss of students' interest in physics and the complexity of the content of the subject, as well as the increase in the amount of information that students need to absorb. In this article, we explore the possibilities of mobile technology as a means of teaching physics students and give our own experience of using mobile technology in the process of teaching physics (for example, the optics section in primary school).
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Bhatt, Mihir R., Shilpi Srivastava, Megan Schmidt-Sane, and Lyla Mehta. Key Considerations: India's Deadly Second COVID-19 Wave: Addressing Impacts and Building Preparedness Against Future Waves. Institute of Development Studies (IDS), June 2021. http://dx.doi.org/10.19088/sshap.2021.031.
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Since February 2021, countless lives have been lost in India, which has compounded the social and economic devastation caused by the second wave of COVID-19. The sharp surge in cases across the country overwhelmed the health infrastructure, with people left scrambling for hospital beds, critical drugs, and oxygen. As of May 2021, infections began to come down in urban areas. However, the effects of the second wave continued to be felt in rural areas. This is the worst humanitarian and public health crisis the country has witnessed since independence; while the continued spread of COVID-19 variants will have regional and global implications. With a slow vaccine rollout and overwhelmed health infrastructure, there is a critical need to examine India's response and recommend measures to further arrest the current spread of infection and to prevent and prepare against future waves. This brief is a rapid social science review and analysis of the second wave of COVID-19 in India. It draws on emerging reports, literature, and regional social science expertise to examine reasons for the second wave, explain its impact, and highlight the systemic issues that hindered the response. This brief puts forth vital considerations for local and national government, civil society, and humanitarian actors at global and national levels, with implications for future waves of COVID-19 in low- and middle-income countries. This review is part of the Social Science in Humanitarian Action Platform (SSHAP) series on the COVID-19 response in India. It was developed for SSHAP by Mihir R. Bhatt (AIDMI), Shilpi Srivastava (IDS), Megan Schmidt-Sane (IDS), and Lyla Mehta (IDS) with input and reviews from Deepak Sanan (Former Civil Servant; Senior Visiting Fellow, Centre for Policy Research), Subir Sinha (SOAS), Murad Banaji (Middlesex University London), Delhi Rose Angom (Oxfam India), Olivia Tulloch (Anthrologica) and Santiago Ripoll (IDS). It is the responsibility of SSHAP.
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Бакум, З. П., and В. В. Ткачук. Open Education Space: Computer-Aided Training of the Future Engineer-Teacher. Криворізький державний педагогічний університет, 2015. http://dx.doi.org/10.31812/0564/426.
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One of the challenges facing higher education is training of graduates for professional activity in the information society. The solution of this problem is connected with students’ competence formation in the field of computer science, computer engineering and information and communication technology. Activation of the formation process of "engineer-teacher" profession requires solving the problem of computer-aided training of specialists in the field of engineering and pedagogy, taking into account global experience, as well as issues of training specialists, that are common to the national higher school. In the article the computer-based disciplines for the field of training 6.010104 "Vocational Education (according to specialty) have been analyzed as professional. The attention is focused on the open education space as one of the means of optimization of these subjects teaching in view of modern popularization of continuous open access to the educational process.
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Lees, Shelley, and Mark Marchant. Key Considerations: Cross-Border Dynamics Between Uganda and Tanzania in the Context of the Outbreak of Ebola, 2022. Institute of Development Studies, December 2022. http://dx.doi.org/10.19088/sshap.2022.046.
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This brief summarises key considerations concerning cross-border dynamics between Tanzania and Uganda in the context of the outbreak of Ebola (Sudan Virus Disease, SVD) in Uganda. It is part of a series focusing on at-risk border areas between Uganda and four high priority neighbouring countries: Rwanda; Tanzania; Kenya and South Sudan. The current outbreak is of the Sudan strain of Ebola (SVD). SVD is used in this paper to refer to the current outbreak in East Africa, whereas outbreaks of Zaire Ebolavirus disease or general references to Ebola are referred to as EVD. The current outbreak began in Mubende, Uganda, on 19 September 2022, approximately 240km from the Uganda-Tanzania border. It has since spread to nine Ugandan districts, including two in the Kampala metropolitan area. Kampala is a transport hub, with a population over 3.6 million. While the global risk from SVD remains low according to the World Health Organization, its presence in the Ugandan capital has significantly heightened the risk to regional neighbours. At the time of writing, there had been no cases of Ebola imported from Uganda into Tanzania. This brief provides details about cross-border relations, the political and economic dynamics likely to influence these, and specific areas and actors most at risk. It is based on a rapid review of existing published and grey literature, previous ethnographic research in Tanzania, and informal discussions with colleagues from the Tanzania’s Ministry of Health, Community Development, Gender, Elderly and Children (MoHCDGEC), Tanzania National Institute for Medical Research (NIMR), Uganda Red Cross Society, Tanzania Red Cross Society (TRCS), International Organization for Migration (IOM), IFRC, US CDC and CDC Tanzania. The brief was developed by Shelley Lees and Mark Marchant (London School of Hygiene & Tropical Medicine) with support from Olivia Tulloch (Anthrologica) and Hugh Lamarque (University of Edinburgh). Additional review and inputs were provided by The Tanzania Red Cross and UNICEF. The brief is the responsibility of the Social Science in Humanitarian Action Platform (SSHAP).
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Moro, Leben, and Alice Robinson. Key Considerations: Cross-Border Dynamics between Uganda and South Sudan in the Context of the Outbreak of Ebola, 2022. Institute of Development Studies, December 2022. http://dx.doi.org/10.19088/sshap.2022.045.
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This brief summarises key considerations concerning cross-border dynamics between South Sudan and Uganda in the context of the 2022 outbreak of Ebola in Uganda, and the risk of the spread of the virus into South Sudan. It is one of four briefs exploring cross-border dynamics in the context of the outbreak, alongside Kenya, Rwanda and Tanzania. The outbreak is of the Sudan strain of Ebola (Sudan Virus Disease, SVD). SVD is used in this paper to refer to the current outbreak in East Africa, whereas outbreaks of Zaire Ebolavirus disease or general references to Ebola are referred to as EVD. The outbreak of SVD began in Mubende, Uganda, on 19 September 2022. At the time of writing (25 November), there had been 141 confirmed cases and 55 deaths, including seven health workers. Infections had been confirmed in nine districts in Uganda, including in Kampala – a major transport hub. Vaccines used in previous Ebola outbreaks are effective against the Zaire strain of Ebola, and vaccines that could work against the Sudan strain remain under investigation. As of November 2022, there have been no confirmed cases of SVD imported into South Sudan, although several alerts have been investigated. However, the fear that travellers from Uganda might bring the disease into South Sudan has spurred preparations by government institutions and partner organisations, building on the experiences acquired during past outbreaks, particularly Ebola and COVID-19. An EVD High Level Taskforce has been formed, chaired by the Minister for Cabinet Affairs and co-chaired by the Minister of Health. The South Sudan Ministry of Health (MoH) has activated the Public Health Emergency Operation Centre (PHEOC) and Incident Management System (IMS). A national EVD Readiness Plan has been developed and endorsed by the government. A free hotline (number 6666) is in place, which can be used either to report suspected cases or for information on Ebola. Training of staff at border entry points has started. This brief is based on a rapid review of published and grey literature, and informal discussions with the South Sudan Red Cross, IOM, academics from University of Juba, and the PHEOC. It was requested by the Collective Service and was written by Leben Nelson Moro (University of Juba) and Alice Robinson (London School of Economics). It was reviewed by colleagues at the University of Bath, the PHEOC, Internews, Anthrologica, the Institute of Development Studies and the Collective Service. The brief is the responsibility of the Social Science in Humanitarian Action Platform (SSHAP).
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Microbiology in the 21st Century: Where Are We and Where Are We Going? American Society for Microbiology, 2004. http://dx.doi.org/10.1128/aamcol.5sept.2003.
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The American Academy of Microbiology convened a colloquium September 5–7, 2003, in Charleston, South Carolina to discuss the central importance of microbes to life on earth, directions microbiology research will take in the 21st century, and ways to foster public literacy in this important field. Discussions centered on: the impact of microbes on the health of the planet and its inhabitants; the fundamental significance of microbiology to the study of all life forms; research challenges faced by microbiologists and the barriers to meeting those challenges; the need to integrate microbiology into school and university curricula; and public microbial literacy. This is an exciting time for microbiology. We are becoming increasingly aware that microbes are the basis of the biosphere. They are the ancestors of all living things and the support system for all other forms of life. Paradoxically, certain microbes pose a threat to human health and to the health of plants and animals. As the foundation of the biosphere and major determinants of human health, microbes claim a primary, fundamental role in life on earth. Hence, the study of microbes is pivotal to the study of all living things, and microbiology is essential for the study and understanding of all life on this planet. Microbiology research is changing rapidly. The field has been impacted by events that shape public perceptions of microbes, such as the emergence of globally significant diseases, threats of bioterrorism, increasing failure of formerly effective antibiotics and therapies to treat microbial diseases, and events that contaminate food on a large scale. Microbial research is taking advantage of the technological advancements that have opened new fields of inquiry, particularly in genomics. Basic areas of biological complexity, such as infectious diseases and the engineering of designer microbes for the benefit of society, are especially ripe areas for significant advancement. Overall, emphasis has increased in recent years on the evolution and ecology of microorganisms. Studies are focusing on the linkages between microbes and their phylogenetic origins and between microbes and their habitats. Increasingly, researchers are striving to join together the results of their work, moving to an integration of biological phenomena at all levels. While many areas of the microbiological sciences are ripe for exploration, microbiology must overcome a number of technological hurdles before it can fully accomplish its potential. We are at a unique time when the confluence of technological advances and the explosion of knowledge of microbial diversity will enable significant advances in microbiology, and in biology in general, over the next decade. To make the best progress, microbiology must reach across traditional departmental boundaries and integrate the expertise of scientists in other disciplines. Microbiologists are becoming increasingly aware of the need to harness the vast computing power available and apply it to better advantage in research. Current methods for curating research materials and data should be rethought and revamped. Finally, new facilities should be developed to house powerful research equipment and make it available, on a regional basis, to scientists who might otherwise lack access to the expensive tools of modern biology. It is not enough to accomplish cutting-edge research. We must also educate the children and college students of today, as they will be the researchers of tomorrow. Since microbiology provides exceptional teaching tools and is of pivotal importance to understanding biology, science education in schools should be refocused to include microbiology lessons and lab exercises. At the undergraduate level, a thorough knowledge of microbiology should be made a part of the core curriculum for life science majors. Since issues that deal with microbes have a direct bearing on the human condition, it is critical that the public-at-large become better grounded in the basics of microbiology. Public literacy campaigns must identify the issues to be conveyed and the best avenues for communicating those messages. Decision-makers at federal, state, local, and community levels should be made more aware of the ways that microbiology impacts human life and the ways school curricula could be improved to include valuable lessons in microbial science.
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CONSENSUS STUDY ON THE STATE OF THE HUMANITIES IN SOUTH AFRICA: STATUS, PROSPECTS AND STRATEGIES. Academy of Science of South Africa, 2011. http://dx.doi.org/10.17159/assaf.2016/0025.
Full textAbstract:
The purpose of this study was to provide evidence-based advice on the status and future role of the Humanities in South Africa to government and other stakeholders (such as science councils, the department of education, universities) as a contribution towards improving the human condition. Everywhere, the Humanities is judged by many to be in “crisis.” The reasons for this, in South Africa, include the governmental emphasis on science and technology; the political emphasis on the economically-grounded idea of “developmentalism;” the shift of values among youth (and their parents) towards practical employment and financial gain; and the argument that the challenges faced by our society are so urgent and immediate that the reflective and critical modes of thinking favoured in the Humanities seem to be unaffordable luxuries. The Report provides invaluable detail about the challenges and opportunities associated with tapping the many pools of excellence that exist in the country. It should be used as a guideline for policymakers to do something concrete to improve the circumstances faced by the Humanities, not only in South Africa but also around the world. Amongst other recommendations, the Report calls for the establishment of a Council for the Humanities to advise government on how to improve the status and standing of the Humanities in South Africa. It also calls for initiation, through the leadership of the Department of Basic Education, considered measures to boost knowledge of and positive choices for the Humanities throughout the twelve years of schooling, including progressive ways of privileging the Arts, History and Languages in the school curriculum through Grade 12.