Journal articles: 'Science program development'

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Shimoda, Haruhisa. "ADEOS science program." Geocarto International 12, no. 4 (December 1997): 75–78. http://dx.doi.org/10.1080/10106049709354619.

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Mwelwa, Kapambwe, Lazarus D. M. Lebeloane, and Ailwei S. Mawela. "Relevance of selected Social Science Degree programs on skills development and graduate employability in Zambia." Journal of Teaching and Learning for Graduate Employability 12, no. 2 (June 4, 2021): 131–47. http://dx.doi.org/10.21153/jtlge2021vol12no2art1046.

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A pragmatic approach was used to explore the extent to which four selected social science degree programs were relevant for the skill needs of the job market in Zambia. Both qualitative and quantitative data were collected from 162 participants using interviews and questionnaires. The SPSS version 24 and Atlas. Ti Version 8 were used to analyse and interpret data within the framework of the Capability Approach. The findings reveal that the relevance of each of the four social science degree programs depend on how key stakeholders in higher education and the labour market perceive them and that graduate employability was affected by factors such as the need and importance of social sciences to the labour market; employer and student perceptions of employability skills in the degree programs; demand for the programs; graduate work readiness, and the availability of graduate job prospects. It could be concluded that although all four social science degree programs were important, their relevance to the needs of Zambia’s labour market varied from program to program.

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Torres, B., R. F. Harris, D. Lockwood, J. Johnson, R. Mirabal, D. T. Wells, M. Pacheco, et al. "A hospital/school science fair mentoring program for middle school students." Advances in Physiology Education 273, no. 6 (December 1997): S47. http://dx.doi.org/10.1152/advances.1997.273.6.s47.

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The Massachusetts General Hospital (MGH) and the James P. Timilty Middle School established a partnership to enhance science education, promote faculty development, and improve the health status and academic performance of all Timilty students. This article describes one of the Partnership's Science Connection programs, the Science Fair Mentoring Program, designed to enhance middle school science education, inform urban early adolescents about professions in the health field, inspire them to pursue postsecondary study in the health sciences, and prepare them for rigorous academic work in high school. In this program, hospital-based clinical and research staff mentor young adolescent students. The authors describe the planning, implementation, and evaluation of the Science Fair Mentoring Program as an innovative learning experience.

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Zahn, L. M. "Microglia development follows a stepwise program." Science 353, no. 6301 (August 18, 2016): i—788. http://dx.doi.org/10.1126/science.353.6301.786-i.

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Freel, Stephanie A., Laura J. Fish, Benjamin Mirman, Ranjan Sudan, and Gayathri R. Devi. "Advancement of multidisciplinary education and research in translational sciences: MERITS program development at Duke University." Journal of Clinical and Translational Science 2, no. 1 (February 2018): 57–62. http://dx.doi.org/10.1017/cts.2018.17.

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IntroductionThe Duke Multidisciplinary Education and Research in Translational Sciences Program provides educational resources for faculty and trainees in translational research.MethodsTo aid in program development, we assessed perceptions of translational science through focus groups targeting different career stages.ResultsIn total, 3 essential themes emerged: collaboration, movement toward application, and public health impact. Facilitators and barriers varied among groups.ConclusionTraining programs must provide specific strategies for collaboration and selectively accelerating discoveries to therapies.

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Kwack, Hye Ran, and Eu Jean Jang. "Development and application of a STEAM program using classroom wall gardens." Journal of People, Plants, and Environment 24, no. 4 (August 31, 2021): 365–76. http://dx.doi.org/10.11628/ksppe.2021.24.4.365.

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Background and objective This study aims to develop and apply programs in agriculture and life sciences for promoting divergent thinking in STEAM using classroom wall gardens. The process of the STEAM program such as presentation of the situation, creative design, and success experience is proposed to utilize STEAM education as a distinguished program. Methods Four types of classroom wall gardens were used in this program, such as the ‘plaster pot wall garden’, ‘attachable LED wall garden’. ‘coffee pack wall garden’, and ‘hanging wall garden’ for each classroom. For this purpose, official letters were sent to relevant institutions (elementary schools) specified by the research institute, and classes were conducted on the selected elementary school students. Results A satisfaction survey and effect analysis were conducted on the students participating in the program. The program was designed to take a total of 11 hours, comprised of teaching plans including the topics, purpose of production, subject outlines, learning goals, and elements of STEAM subjects and stages. Conclusion According to the survey on student satisfaction and understanding, it was found that students participating in the program have a high level of understanding and participation, as well as increased interest in science. Also, the program helped the students to connect with other subject areas. The level of student satisfaction was especially high in the upper grades. It is believed that the results of this research contribute to the development of STEAM education programs in agriculture and life sciences as well as other subject areas.

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MURAMOTO, Mitsuru, Yohichiro KOJIMA, and Nanae SATO. "Development and Practice of Systematic Science Education Program for Science Events." Journal of JSEE 66, no. 4 (2018): 4_61–4_66. http://dx.doi.org/10.4307/jsee.66.4_61.

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Lancaster, Jason W., Susan M. Stein, Linda Garrelts MacLean, Jenny Van Amburgh, and Adam M. Persky. "Faculty Development Program Models to Advance Teaching and Learning Within Health Science Programs." American Journal of Pharmaceutical Education 78, no. 5 (June 17, 2014): 99. http://dx.doi.org/10.5688/ajpe78599.

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Velikorossov, Vladimir V., Aleksei Zh Yakushev, Sergey L. Ozerov, Ilimdorjon J. Jakhongirov, and Xin Cheng. "COMPANY POSITIONING PROGRAM DEVELOPMENT." EKONOMIKA I UPRAVLENIE: PROBLEMY, RESHENIYA 10/2, no. 130 (2022): 26–49. http://dx.doi.org/10.36871/ek.up.p.r.2022.10.02.003.

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The purpose of the article is to develop a program for positioning the pet store in the pet market. The relevance of the article is due to the oversaturation of modern markets and the need for the manufacturer to draw the consumer’s attention to his product or service, controlling his behavior. The article uses methods of analysis, observation and comparison. Measures related to the company’s positioning have been identifi ed to increase the recognition of the Pet Store, increase the number of sales of pet products, reach a new level of positioning of the company in the city and region, form a unique image of the company that is diff erent from competitors and, on the positive side, gain a foothold in the minds of real and potential customers. It was concluded that the implementation of the developed positioning strategy will allow pet market to secure a competitive advantage in the market and eff ectively stand out from the main competitors.

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Daniels, W. L., J. R. McKenna, and J. C. Parker. "Development of a B.S. Degree Program in Environmental Science." Journal of Natural Resources and Life Sciences Education 21, no. 1 (March 1992): 70–74. http://dx.doi.org/10.2134/jnrlse.1992.0070.

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Patel, Prachi. "USAID’s PEER Program fosters economic development through basic science." MRS Bulletin 41, no. 4 (April 2016): 272–73. http://dx.doi.org/10.1557/mrs.2016.71.

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Guo, H. "DBAR: AN INTERNATIONAL SCIENCE PROGRAM FOR REGIONAL SUSTAINABLE DEVELOPMENT." Proceedings of the International conference “InterCarto/InterGIS” 1, no. 23 (January 1, 2017): 5–9. http://dx.doi.org/10.24057/2414-9179-2017-1-23-5-9.

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Wainwright, Barbara A. "Development of an Actuarial Science Program at Salisbury University." PRIMUS 24, no. 9-10 (August 11, 2014): 805–10. http://dx.doi.org/10.1080/10511970.2014.905510.

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Catanzaro, C. J., C. L. Fenderson, and R. J. Sauve. "Consolidation of Agricultural Programs at Tennessee State University." HortScience 31, no. 4 (August 1996): 650d—650. http://dx.doi.org/10.21273/hortsci.31.4.650d.

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The Dept. of Agricultural Sciences currently offers degrees at both the undergraduate and graduate levels. Undergraduate programs in Plant Science, Animal Science, and Rural Development were consolidated within the Dept. of Agricultural Sciences in the late 1980s due to the declining number of graduates. However, no personnel turnover or course changes occurred due to consolidation. Enrollment at the undergraduate level has doubled within the past 5 years. Student enrollment for Fall 1995 included 127 undergraduates and 31 graduate students. Graduation figures projected for 1995–96 include 26 undergraduates and 8 graduate students. Horticulture and Agronomy are now two of the concentrations available for the BS degree in Agricultural Sciences, and Plant Science is an option for the MS degree in Agricultural Sciences. Presently in the plant sciences there are approximately 30 undergraduates and 20 MS students. Faculty and professional staff affiliated with the Cooperative Agricultural Research Program are encouraged to submit teaching proposals to the 1890 Institution Capacity Building Grants Program, a USDA-funded competitive program for the agricultural sciences. Awards enable grantee institutions to attract more minority students into the agricultural sciences, expand institutional linkages, and strengthen education in targeted need areas. The Grants Program supports teaching projects related to curricula design, materials development, and faculty and student enhancement. Current teaching grants address graduate and undergraduate education in molecular biology and undergraduate education in soil sciences.

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Kwon, Kyungbin, and Jongpil Cheon. "Exploring problem decomposition and program development through block-based programs." International Journal of Computer Science Education in Schools 3, no. 1 (April 28, 2019): 3–16. http://dx.doi.org/10.21585/ijcses.v3i1.54.

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Although teachers need to assess computational thinking (CT) for computer science education in K-12, it is not easy for them to evaluate studentsâ€™ programs based on the perspective. The purpose of this study was to investigate studentsâ€™ CT skills reflected in their Scratch programs. The context of the study was a middle school coding club where seven students voluntarily participated in a five-week coding activity. A total of eleven Scratch programs were analyzed in two aspects: problem decomposition and program development. Results revealed that students demonstrated proper decompositions of problems, which supported program development processes. However, in some cases, students failed to decompose necessary parts as their projects got sophisticated, which resulted in the failure or errors of programs. Regarding program development, algorythmic thinking had been identified as the area to be improved. Debugging and evaluation of programs were the necessary process students needed to practice. Implications for teaching CT skills were discussed.

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Reese, Laura. "Young Scholars Development Program." PS: Political Science & Politics 50, no. 04 (October 2017): 921–22. http://dx.doi.org/10.1017/s1049096517000981.

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McNay, Margaret. "Towards Reform in Subject-Matter Preparation of Science Teachers: Collaboration Between a Faculty of Science and a Faculty of Education." Canadian Journal of Higher Education 23, no. 3 (December 31, 1993): 80–92. http://dx.doi.org/10.47678/cjhe.v23i3.183173.

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Recent research in the subject-matter preparation of science teachers reveals serious shortcomings in undergraduate programs, particularly their failure to provide students with adequate conceptual understandings, their perpetuation of myths and stereotypes about science and scientists, and their tendency to turn students (particularly women) away from science. In an attempt to alleviate these problems, and to stem declining enrollment in science programs at both secondary and post-secondary levels, the Faculty of Education and the Faculty of Science at the University of Western Ontario are collaborating in the development of a new Honours B.Sc. program. The proposal is for an interdisciplinary program permitting a broader selection of courses and a more comprehensive introduction to science than is offered in current Honours B.Sc. programs. The new program is not intended exclusively or even primarily for prospective teachers but for all students. A proposal for action research and program evaluation is also described.

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Libby, Anne M., David H. Ingbar, Kathryn A. Nearing, Marc Moss, and Judith Albino. "Developing senior leadership for clinical and translational science." Journal of Clinical and Translational Science 2, no. 3 (June 2018): 124–28. http://dx.doi.org/10.1017/cts.2018.34.

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The fifth in a 5-part series on the clinical and translational sciences educational pipeline, this paper focuses on strategies for developing leadership capacity among senior faculty and administrators responsible for clinical and translational science (CTS) research. Although progression in academic rank recognizes scientific excellence in research or scholarship, neither disciplinary training nor experience alone prepare senior faculty for the leadership challenges they inevitably face. Yet these faculty are increasingly responsible for multidisciplinary teams working within complex organizations with unclear or conflicting incentives that demand innovation. In academic health centers with Clinical and Translational Science Awards (CTSAs), investing in leadership often includes career development support in the CTSA education and training pillar programs. Only a few CTSAs have taken an intentional approach to developing senior leadership capacity, however, and still fewer have focused specifically on building such capacity for current CTS leaders within the context of a growing emphasis on team science. This manuscript explains the need for senior leadership training and describes an established example of such a program, the year-long Leadership for Innovative Team Science program for senior CTS researchers at the University of Colorado. The development of the program over time, topical elements, and participant perspectives are provided.

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Choate, Julia, Maria Demaria, Michelle Etheve, Sandy Cran, and David Carroll. "A professional development program with an assessed ePortfolio: A practical solution for engaging undergraduates with their career development in large student cohorts." Journal of Teaching and Learning for Graduate Employability 10, no. 2 (July 16, 2019): 86–103. http://dx.doi.org/10.21153/jtlge2019vol10no2art788.

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Undergraduate biomedical science degree-programs are considered to be non-vocational, with a diverse range of career outcomes. At our university, student and academic feedback indicated that biomedical science students were anxious and uncertain about their career options. In response to this careers anxiety, an in-curriculum, course-wide and assessed professional development program (PDP) was developed and delivered into the biomedical science degree-program by an integrated team of careers educators and biomedical academics. This program aimed to engage a large cohort of biomedical students (>1000) with their career development, improving their careers awareness and reducing their anxiety about careers options. The impacts of the program on students’ career and employability skills development, as well as their self-reported levels of psychological distress, were evaluated with on-line anonymous student surveys. Student engagement with the program was linked with program assessment submission rates and student interactions with the University Careers Service. Completion of the program increased students’ careers knowledge and confidence, enhanced their awareness of career options and employability skills and increased their engagement with the University Careers Service. It did not alter students’ self-reported levels of depression, anxiety and stress, but students who rated themselves poorly on careers awareness and confidence statements were more likely to have severe depression, anxiety and stress. This program provides a practical approach for students’ career and employability skills development in large cohorts, but could be expanded to include an intervention to reduce student anxiety.

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Henriksen, Erik J., Anne E. Atwater, Nicholas A. Delamere, and William H. Dantzler. "The Physiology undergraduate major in the University of Arizona College of Medicine: past, present, and future." Advances in Physiology Education 35, no. 2 (June 2011): 103–9. http://dx.doi.org/10.1152/advan.00089.2010.

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The American Physiological Society (APS) and APS Council encourage the teaching of physiology at the undergraduate, graduate, and medical school levels to support the continued prominence of this area of science. One area identified by the APS Council that is of particular importance for the development of future physiologists (the “physiology pipeline”) is the teaching of physiology and physiology-related topics at the undergraduate level. In this article, we describe the historical development and implementation of an undergraduate program offered through the Department of Physiology, a basic science department in the College of Medicine at the University of Arizona, culminating in a Bachelor of Science in Health Sciences degree with a major in Physiology. Moreover, we discuss the current Physiology curriculum offered at our institution and explain how this program prepares our students for successful entry into a variety of postbaccalaureate professional programs, including medical school and numerous other programs in health professions, and in graduate study in the Masters and Doctoral programs in biomedical sciences. Finally, we cover the considerable challenges that we have faced, and continue to face, in developing and sustaining a successful physiology undergraduate major in a college of medicine. We hope that the information provided on the Physiology major offered by the Department of Physiology in the College of Medicine at the University of Arizona will be helpful for individuals at other institutions who may be contemplating the development and implementation of an undergraduate program in Physiology.

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Kim, Mihyeon, Jennifer Cross, and Tracy Cross. "Program Development for Disadvantaged High-Ability Students." Gifted Child Today 40, no. 2 (March 21, 2017): 87–95. http://dx.doi.org/10.1177/1076217517690190.

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Examining lessons learned through 4 years of experience of hosting Camp Launch, a university-based residential science, technology, engineering, and mathematics (STEM) enrichment program for low-income, high-ability, middle school students, this article explores components of the program and offers suggestions for implementing programs that serve this population. The camp exposes students to a variety of learning activities, including academic classes in STEM area and writing, personal development class, evening classes beyond STEM areas such as art and drama, diverse physical activities, career conference, and field trips. For such a program to be successful, it is critical to find and develop good human resources, including teachers experienced with the population and counselors who are mature and effective communicators. Curriculum must be appropriate for high-ability students, and all staff members should be prepared to work with this special population. A network of collaborators, from university professors to museums, helps to make the program successful.

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Arnold, Mary E., Virginia D. Bourdeau, and Brooke D. Nott. "Measuring Science Inquiry Skills in Youth Development Programs: The Science Process Skills Inventory." Journal of Youth Development 8, no. 1 (March 1, 2013): 15—Apr. http://dx.doi.org/10.5195/jyd.2013.103.

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In recent years there has been an increased emphasis on science learning in 4-H and other youth development programs. In an effort to increase science capacity in youth, it is easy to focus only on developing the concrete skills and knowledge that a trained scientist must possess. However, when science learning is presented in a youth-development setting, the context of the program also matters. This paper reports the development and testing of the Science Process Skills Inventory (SPSI) and its usefulness for measuring science inquiry skill development in youth development science programs. The results of the psychometric testing of the SPSI indicated the instrument is reliable and measures a cohesive construct called science process skills, as reflected in the 11 items that make up this group of skills. The 11 items themselves are based on the cycle of science inquiry, and represent the important steps of the complete inquiry process.

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Sloan, Valerie, Rebecca Haacker, Tim Barnes, and Carolyn Brinkworth. "Long-Term Impacts of a Career Development Workshop for Undergraduates." Bulletin of the American Meteorological Society 98, no. 9 (September 1, 2017): 1961–67. http://dx.doi.org/10.1175/bams-d-15-00214.1.

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Abstract For 15 years, the Undergraduate Leadership Workshop (ULW) has connected undergraduate students with scientists, engineers, educators, and leadership at the National Center for Atmospheric Research (NCAR) in Boulder, Colorado. The week-long program gives students exposure to research areas and to graduate school and career options in the atmospheric sciences. The ULW provides mentoring, training in leadership and professional skills, and a chance to meet peers in this field. An evaluation of the program, including surveys and focus groups of alumni from the past 15 years, has yielded insights into the program’s short- and long-term impacts. The main themes that have emerged are that the ULW provides 1) exposure to a whole new world of careers in the atmospheric sciences; 2) a sense of belonging to a group of students who are also interested in weather and climate; 3) long-term support and a professional network of peers; and 4) an increase in interest in pursuing a science, technology, engineering, and mathematics (STEM) graduate degree. Results suggest that short but intense programs have significant positive impacts without the investment of effort or cost of a full-fledged internship. The ULW provides a model for a cocurricular learning experience that could be adapted at other research laboratories and universities to serve a larger number of students.

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Park, Yun Mi, and Boo Yun Lee. "Development and Application of Art-Science Covergence STEAM Education Program." KOREA SCIENCE & ART FORUM 29 (June 30, 2017): 111–20. http://dx.doi.org/10.17548/ksaf.2017.06.29.111.

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Jin, Woo Suk. "Development and Effectiveness Analysis of Science and Gifted Education Program." Asia-pacific Journal of Convergent Research Interchange 7, no. 4 (April 30, 2021): 83–97. http://dx.doi.org/10.47116/apjcri.2021.04.08.

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김동진 and KooDukHoi. "Development and Application of Elementary Science IT Convergence Education Program." Korean Journal of Elementary Education 24, no. 3 (September 2013): 133–52. http://dx.doi.org/10.20972/kjee.24.3.201309.133.

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Wuttiprom, Sura, Karntarat Wuttisela, Sonthi Phonchaiya, Wanwalai Athiwaspong, Ratchapak Chitaree, and Manjula Devi Sharma. "Preliminary Results of Professional Development Program for School Science Research." Universal Journal of Educational Research 4, no. 4 (April 2016): 842–48. http://dx.doi.org/10.13189/ujer.2016.040421.

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Dieker, Lisa A., and Craig Berg. "Collaborative Program Development Between Secondary Science, Mathematics and Special Educators." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 25, no. 1 (January 2002): 92–99. http://dx.doi.org/10.1177/088840640202500110.

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Deane, Kelsey L., and Niki Harré. "Program theory-driven evaluation science in a youth development context." Evaluation and Program Planning 45 (August 2014): 61–70. http://dx.doi.org/10.1016/j.evalprogplan.2014.03.009.

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Rubio, Doris McGartland, Georgeanna F. W. B. Robinson, Janice Gabrilove, and Emma A. Meagher. "Creating effective career development programs." Journal of Clinical and Translational Science 1, no. 2 (April 2017): 83–87. http://dx.doi.org/10.1017/cts.2016.30.

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AbstractThis paper is the fourth in a 5-part series that focuses on educating and training the clinical and translational science workforce. The goal of this paper is to delineate components of effective career development programs that go beyond didactic training. All academic health centers with a Clinical and Translational Science Award have a KL2 career development award for junior faculty, and many also have a TL1 training program for predoctoral and postdoctoral fellows. The training across these programs varies, however junior investigators across the United States experience similar challenges. Junior investigators can get overwhelmed with the demands of building their own research program, particularly in academia. 1Often, they are sidetracked by competing demands that can derail their progress. In these situations, junior investigators experience frustration and may search for alternative career paths. By providing them with additional professional skills in the 5 domains of: (1) self-awareness; (2) selecting the right topic and securing funding; (3) getting adequate support; (4) working with others; and (5) managing yourself, your career, and your demands. We will give junior investigators additional tools to manage these demands and facilitate their own career success.

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Neubauer, Natalie P., Vikram N. Dayalu, Brian B. Shulman, and Genevieve Pinto Zipp. "Interprofessional Education at Seton Hall University." Perspectives on Issues in Higher Education 17, no. 2 (October 2014): 56–63. http://dx.doi.org/10.1044/aihe17.2.56.

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Over the last 3 years, The School of Health and Medical Sciences (SHMS) at Seton Hall University has embarked on implementing an Interprofessional Education (IPE) framework to educate students in 5 of its professional graduate health science programs. The goals of this framework are to (1) educate faculty, students, practitioners, and staff on the value of interprofessional education and (2) create student clinical experiential learning opportunities that foster development of core competencies necessary to become effective, collaborative members of interprofessional teams. A Structured Immersion Approach (SIA) was adopted to implement 4 core IPE experiences for all students in the health sciences program. As 1 of the 5 health science programs in SHMS, the Master of Science in Speech-Language Pathology (MS-SLP) program has actively supported the schoolwide IPE initiatives by adding IPE-related content to its didactic courses, clinical experiential training opportunities, and community service activities. Schoolwide and program-specific IPE experiences are outlined with an emphasis on the sequencing of these experiences for MS-SLP students.

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Argent, L., B. Depper, R. Fajardo, S. Gjertson, S. T. Leutenegger, M. A. Lopez, and J. Rutenbeck. "Building a Game Development Program." Computer 39, no. 6 (June 2006): 52–60. http://dx.doi.org/10.1109/mc.2006.189.

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Ito, Y., H. Ikemitsu, and K. Nango. "DEVELOPMENT AND EVALUATION OF SCIENCE AND TECHNOLOGY EDUCATION PROGRAM USING INTERFEROMETRIC SAR." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLI-B6 (June 17, 2016): 123–29. http://dx.doi.org/10.5194/isprs-archives-xli-b6-123-2016.

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This paper proposes a science and technology education program to teach junior high school students to measure terrain changes by using interferometric synthetic aperture radar (SAR). The objectives of the proposed program are to evaluate and use information technology by performing SAR data processing in order to measure ground deformation, and to incorporate an understanding of Earth sciences by analyzing interferometric SAR processing results. To draft the teaching guidance plan for the developed education program, this study considers both science and technology education. The education program was used in a Japanese junior high school. An educational SAR processor developed by the authors and the customized Delft object-oriented radar interferometric software package were employed. Earthquakes as diastrophism events were chosen as practical teaching materials. The selected events indicate clear ground deformation in differential interferograms with high coherence levels. The learners were able to investigate the ground deformations and disasters caused by the events. They interactively used computers and became skilled at recognizing the knowledge and techniques of information technology, and then they evaluated the technology. Based on the results of pre- and post-questionnaire surveys and self-evaluation by the learners, it was clarified that the proposed program was applicable for junior high school education, and the learners recognized the usefulness of Earth observation technology by using interferometric SAR. The usefulness of the teaching materials in the learning activities was also shown through the practical teaching experience.

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Ito, Y., H. Ikemitsu, and K. Nango. "DEVELOPMENT AND EVALUATION OF SCIENCE AND TECHNOLOGY EDUCATION PROGRAM USING INTERFEROMETRIC SAR." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLI-B6 (June 17, 2016): 123–29. http://dx.doi.org/10.5194/isprsarchives-xli-b6-123-2016.

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This paper proposes a science and technology education program to teach junior high school students to measure terrain changes by using interferometric synthetic aperture radar (SAR). The objectives of the proposed program are to evaluate and use information technology by performing SAR data processing in order to measure ground deformation, and to incorporate an understanding of Earth sciences by analyzing interferometric SAR processing results. To draft the teaching guidance plan for the developed education program, this study considers both science and technology education. The education program was used in a Japanese junior high school. An educational SAR processor developed by the authors and the customized Delft object-oriented radar interferometric software package were employed. Earthquakes as diastrophism events were chosen as practical teaching materials. The selected events indicate clear ground deformation in differential interferograms with high coherence levels. The learners were able to investigate the ground deformations and disasters caused by the events. They interactively used computers and became skilled at recognizing the knowledge and techniques of information technology, and then they evaluated the technology. Based on the results of pre- and post-questionnaire surveys and self-evaluation by the learners, it was clarified that the proposed program was applicable for junior high school education, and the learners recognized the usefulness of Earth observation technology by using interferometric SAR. The usefulness of the teaching materials in the learning activities was also shown through the practical teaching experience.

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Berdahl, Loleen, and Jonathan Malloy. "Departmental Engagement in Doctoral Professional Development: Lessons from Political Science." Canadian Journal of Higher Education 49, no. 2 (September 11, 2019): 37–53. http://dx.doi.org/10.7202/1063778ar.

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There is widespread discussion about the need to develop and enhance the career prospects of PhD graduates, and many Canadian universities are seeking to provide professional development programs and mentorship specifically for doctoral students. This paper considers doctoral career preparation from the department level through an in-depth examination of how Canadian political science departments approach the issue, drawing on a survey of department chairs. We find that departments are supportive of professional development; while departments are not in the position to provide extensive programs and struggle to integrate efforts systematically, they are well-positioned to participate in collaborative approaches and welcome improved communication and coordination. We argue that graduate faculties should consult with departments and engage them in professional development program design, perhaps tailoring to specific disciplines as needed, and that departments should look for opportunities to work with graduate faculties before initiating their own programs.

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Berdahl, Loleen, and Jonathan Malloy. "Departmental Engagement in Doctoral Professional Development: Lessons from Political Science." Canadian Journal of Higher Education 49, no. 2 (August 23, 2019): 37–53. http://dx.doi.org/10.47678/cjhe.v49i2.188226.

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There is widespread discussion about the need to develop and enhance the career prospects of PhD graduates, and many Canadian universities are seeking to provide professional development programs and mentorship specifically for doctoral students. This paper considers doctoral career preparation from thedepartment level through an in-depth examination of how Canadian political science departments approach the issue, drawing on a survey of department chairs. We find that departments are supportive of professional development; while departments are not in the position to provide extensive programs andstruggle to integrate efforts systematically, they are well-positioned to participate in collaborative approaches and welcome improved communication and coordination. We argue that graduate faculties should consult with departments and engage them in professional development program design, perhapstailoring to specific disciplines as needed, and that departments should look for opportunities to work with graduate faculties before initiating their own programs.

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Zhang, Jilong, Anna Fu, Hao Wang, and Shenqing Yin. "The Development of Data Science Education in China from the LIS Perspective." International Journal of Librarianship 2, no. 2 (December 15, 2017): 3. http://dx.doi.org/10.23974/ijol.2017.vol2.2.29.

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The aim of this paper is to introduce the development of data science in higher education in China, including the policy and educational programs at various levels. We investigated the data science education of five LIS (Library and Information Studies) schools in China, using Fudan University’s Data Management and Application Master’s Program as an example for more specific information about the curriculum structure, course focus and teaching methods in data science education. The paper further describes the action of promoting data science and data science education in the field of LIS by the China Academic Library Research Data Management Implementation Group.

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Brown, Gregory. "Phasing Risk in Aircraft Development Programs." Risk In Business 29, no. 102 (October 1, 2022): 388–421. http://dx.doi.org/10.22594/dau.21-885.29.04.

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This article analyzes the timing of cumulative cost growth over the planned development schedule, with the goal of utilizing the pattern of historic cost growth to phase the risk dollars for new aircraft development programs. Using data from Selected Acquisition Reports for 21 completed programs, a polynomial regression model is fit to cost growth. The polynomial indicates that 85% of cost growth occurs in the second half of the planned development schedule, on average. These results suggest that risk dollars for new programs should be “backloaded,” or phased later in the program schedule. Backloading risk dollars could improve early program execution and provide greater budget flexibility in the event of schedule delays or schedule growth.

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Ramos-Rodríguez, Elisabeth, Elvira Fernández-Ahumada, and Astrid Morales-Soto. "Effective Teacher Professional Development Programs. A Case Study Focusing on the Development of Mathematical Modeling Skills." Education Sciences 12, no. 1 (December 21, 2021): 2. http://dx.doi.org/10.3390/educsci12010002.

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A concern in Mathematics Education is the professional development of the teacher and to promote effective training programs. The literature provides principles guiding the design of such programs, which were considered for an instruction intended to strengthen the teacher’s practice in relation to the development of mathematical skills. The objective of this work was to study if the designed program was effective, in relation to the impact on the teacher’s teaching. A case study on a group of in-service teachers focused on the ability of mathematical modeling (MM) and their perspectives of this skill was carried out. This was divided into three moments: before, during, and after the program. The findings show that, before the program, teachers conceived modeling from epistemological, pragmatic and conceptual perspectives; during the program, they focused on the pragmatic and educational perspectives; and at the end of the program, the group was stripped of the pragmatic, epistemological and conceptual perspectives to move towards the educational and socio-critical. They were also able to justify the choice or disassociation of one or more of them. The study advances towards the concretion of more specific and robust professional development programs for mathematics teachers.

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Veiga, Daniela Francescato, and Lydia Masako Ferreira. "METRICS DEVELOPMENT FOR PATENTS." Revista do Colégio Brasileiro de Cirurgiões 42, suppl 1 (2015): 34–36. http://dx.doi.org/10.1590/0100-69912015s01013.

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Objective: To develop a proposal for metrics for patents to be applied in assessing the postgraduate programs of Medicine III - Capes. Methods: From the reading and analysis of the 2013 area documents of all the 48 areas of Capes, a proposal for metrics for patents was developed to be applied in Medicine III programs. Results: Except for the areas Biotechnology, Food Science, Biological Sciences III, Physical Education, Engineering I, III and IV and Interdisciplinary, most areas do not adopt a scoring system for patents. The proposal developed was based on the criteria of Biotechnology, with adaptations. In general, it will be valued, in ascending order, the deposit, the granting and licensing/production. It will also be assigned higher scores to patents registered abroad and whenever there is a participation of students. Conclusion: This proposal can be applied to the item Intellectual Production of the evaluation form, in subsection Technical Production/Patents. The percentage of 10% for academic programs and 40% for Masters Professionals should be maintained. The program will be scored as Very Good when it reaches 400 points or over; Good, between 200 and 399 points; Regular, between 71 and 199 points; Weak up to 70 points; Insufficient, no punctuation.

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Amolins, Michael W., Cathy M. Ezrailson, David A. Pearce, Amy J. Elliott, and Peter F. Vitiello. "Evaluating the effectiveness of a laboratory-based professional development program for science educators." Advances in Physiology Education 39, no. 4 (December 2015): 341–51. http://dx.doi.org/10.1152/advan.00088.2015.

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The process of developing effective science educators has been a long-standing objective of the broader education community. Numerous studies have recommended not only depth in a teacher's subject area but also a breadth of professional development grounded in constructivist principles, allowing for successful student-centered and inquiry-based instruction. Few programs, however, have addressed the integration of the scientific research laboratory into the science classroom as a viable approach to professional development. Additionally, while occasional laboratory training programs have emerged in recent years, many lack a component for translating acquired skills into reformed classroom instruction. Given the rapid development and demand for knowledgeable employees and an informed population from the biotech and medical industries in recent years, it would appear to be particularly advantageous for the physiology and broader science education communities to consider this issue. The goal of this study was to examine the effectiveness of a laboratory-based professional development program focused on the integration of reformed teaching principles into the classrooms of secondary teachers. This was measured through the program's ability to instill in its participants elevated academic success while gaining fulfillment in the classroom. The findings demonstrated a significant improvement in the use of student-centered instruction and other reformed methods by program participants as well as improved self-efficacy, confidence, and job satisfaction. Also revealed was a reluctance to refashion established classroom protocols. The combination of these outcomes allowed for construction of an experiential framework for professional development in applied science education that supports an atmosphere of reformed teaching in the classroom.

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Arnold, Mary Elizabeth, and Ben Silliman. "From Theory to Practice: A Critical Review of Positive Youth Development Program Frameworks." Journal of Youth Development 12, no. 2 (June 27, 2017): 1–20. http://dx.doi.org/10.5195/jyd.2017.17.

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Many positive youth development (PYD) programs are based on a particular PYD framework as a method for describing the program’s intention and expected outcomes. This paper presents a critical review of eight select program frameworks that are commonly used to describe PYD programs. The review reveals considerable variation in the science supporting these frameworks, with corresponding variability in their programmatic application. To account for this variation, the frameworks were grouped into three categories based on the science and context in which they were developed. After a review of the historical and organizational context for the need and use of program frameworks, we present brief reviews of the frameworks, then close by discussing implications for practice, research, and policy.

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Hubball, Harry T., and Jorge Diaz-Cidoncha Garcia. "Strategic Program Development Practices to Enhance Grassroots 55-65+ Small-sided Football in Diverse International Contexts: The Art, Science and Politics of Implementation." Global Research in Higher Education 3, no. 2 (April 10, 2020): p34. http://dx.doi.org/10.22158/grhe.v3n2p34.

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A significant growth in grassroots 55-65+ seniors’ small-sided football (e.g., 3v3, 4v4, 5v5, 6v6/futsal and walking football) programs has emerged in diverse settings on a global scale. Given the ad hoc nature of many program offerings to meet the unique needs and circumstances of older players, very little research has examined strategic program development practices to enhance and sustain participation in seniors’ small-sided football. Strategic program development is a complex and multifaceted process that provides a critical foundation for both quality assurance and quality enhancement. Case study research using multiple-case design suggests that no one size fits all, and that strategic program development draws upon a wide range of iterative and responsive program context, program planning, program leadership/coaching, and program impact assessment strategies to enhance and sustain player participation. This paper provides a conceptual framework and practical examples for strategic program development practices in diverse grassroots 55-65+ small-sided football contexts.

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Arbic, Brian K., Osinachi Ajoku, Joseph K. Ansong, Marcia Creary Ford, Madeline Foster-Martinez, Winn Johnson, Edem Mahu, et al. "Global Ocean Corps and Conveyor: A Capacity Development Program." Marine Technology Society Journal 56, no. 3 (June 8, 2022): 102–3. http://dx.doi.org/10.4031/mtsj.56.3.17.

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Abstract Oceanography is by nature a global science, and thus requires a global trained workforce. Yet in many coastal nations, the number of trained professionals working in ocean science fields is lacking. Global Ocean Corps and Conveyor (GOCC), an endorsed capacity development programme of the UN Decade of Ocean Science for Sustainable Development, aims to increase the geographical and cultural diversity of the ocean science workforce through facilitating and building sustained long-term education and research collaborations between scientists around the globe. Based upon our collective experience with schools and workshops held in Ghana, Malaysia, University of Rhode Island Coastal Resources Center, and elsewhere, we are confident that a well-funded Ocean Corps would inspire large numbers of scientists, especially early-career scientists, into its ranks, thus molding many of them into champions for international capacity development for the remainder of their careers, and fostering truly global ocean science collaborations worldwide.

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Walker, Kathrin C. "The Multiple Roles That Youth Development Program Leaders Adopt With Youth." Youth & Society 43, no. 2 (December 6, 2010): 635–55. http://dx.doi.org/10.1177/0044118x10364346.

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The roles that program leaders establish in their relationships with youth structure how leaders are able to foster youth development. This article examines the complex roles program leaders create in youth programs and investigates how they balanced multiple roles to most effectively respond to the youth they serve. Analyses of qualitative data from 12 high quality programs for high school—aged youth suggest that program leaders take on different roles. In some cases, youth experienced their program leader as a trusted friend, caring parent figure, or influential mentor. In other instances they described him or her as having the knowledge and authority of a teacher or boss. Analyses further suggest that moving across multiple roles appeared to make the program leaders more effective.

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Janzwood, Scott, and Jinelle Piereder. "“Mainstreaming” foresight program development in the public sector." foresight 21, no. 5 (September 10, 2019): 605–24. http://dx.doi.org/10.1108/fs-11-2018-0093.

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Purpose This paper aims to develop a framework for benchmarking the maturity of public sector foresight programs and outlines strategies that program managers can use to overcome obstacles to foresight program development in government. Design/methodology/approach The public sector foresight benchmarking framework is informed by a bibliometric analysis and comprehensive review of the literature on public sector foresight, as well as three rounds of semi-structured interviews conducted over the course of a collaborative 18-month project with a relatively young department-level foresight program at the government of an Organisation for Economic Co-operation and Development (OECD) country. The paper frames public sector organizations as “complex adaptive systems” and draws from other government initiatives that require fundamental organizational change, namely, “gender mainstreaming”. Findings Nascent or less mature programs tend to be output-focused and disconnected from the policy cycle, while more mature programs balance outputs and participation as they intervene strategically in the policy cycle. Foresight program development requires that managers simultaneously pursue change at three levels: technical, structural and cultural. Therefore, successful strategies are multi-dimensional, incremental and iterative. Originality/value The paper addresses two important gaps in the literature on public sector foresight programs by comprehensively describing the key attributes of mature and immature public sector foresight programs, and providing flexible, practical strategies for program development. The paper also pushes the boundaries of thinking about foresight by integrating insights from complexity theory and complexity-informed organizational change theory.

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Vorobyeva, Irina, Evgeny Delver, and Anatol Belogurov. "Ways of technical science development in ophthalmology." E3S Web of Conferences 215 (2020): 05007. http://dx.doi.org/10.1051/e3sconf/202021505007.

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In recent years, in the study of diabetic retinopathy the methods of medical engineering and mathematical modeling with the forecast of the course of diseases and given pathogenetic biomarkers in the lacrimal fluid have been widely used. The theoretical aspects of the research are the developed mathematical criteria. The criteria are the mathematical formulas describing objective data of digital ophthalmological equipment and levels of pathogenetic biomarkers in lacrimal fluid and blood serum. The proposed approach allows to create a decision support sys-tem for predicting the development of diabetic retinopathy and diabetic macular edema. The practical application of the mathematical model is reflected in the developed computer program that enables the ophthalmologist to work with the patient’s data in automatic mode. The use of the program for the diagnosis and prognosis of a patient with diabetic retinopathy is demonstrated. The work on the proposed method gives the opportunity to reduce the time for assessing the patient’s condition and give a timely forecast of the course of the disease, which makes it possible to approach each patient in a personalized way.

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Tanrıkulu, Taşkın, Hüseyin Kınay, and O. Tolga Arıcak. "Sensibility Development Program against Cyberbullying." New Media & Society 17, no. 5 (November 21, 2013): 708–19. http://dx.doi.org/10.1177/1461444813511923.

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Voevodin, V. V. "Supercomputing technologies in the digital world: theory, practice, education." Вестник Российской академии наук 89, no. 4 (April 24, 2019): 351–54. http://dx.doi.org/10.31857/s0869-5873894351-354.

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Supercomputing technologies are used in almost all fields of science today, and determine the competitiveness of science and industry among national entities. USA, Europe, China, and Japan are investing billions in the development of supercomputing technologies, promoting national programs for the development of this field, and these programs will determine the success of future developments. The underestimation of the value of supercomputing technologies has led Russia to fall behind in global trends, and squanders the enormous potential of Russian specialists in computer science. Russia needs a comprehensive supercomputer program, and cannot delay its enactment.

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Gunawan, K. D. H., Liliasari, I. Kaniawati, and W. Setiawan. "The responses to artificial intelligence in teacher integrated science learning training program." Journal of Physics: Conference Series 2098, no. 1 (November 1, 2021): 012034. http://dx.doi.org/10.1088/1742-6596/2098/1/012034.

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Abstract Artificial intelligence (AI) in education is the current development that provides solutions to problems in various contexts and levels. The use of AI in science teacher training programs is something that rarely done, especially in integrated science learning. The purpose of this study was to mapping the competencies of science teachers after receive pedagogical suggestions based on AI. This activity was attended by 20 science teachers in West Java who are members of the teacher training program. The competency patterns of science teachers were analyzed descriptively qualitatively in order to see the combination of knowledge between AI and natural knowledge of science teachers. The results show some teachers made innovative integrated science learning and teachers were able to follow, modify, or ignore pedagogical suggestions. These results also provide a field evaluation of the development of an integrated science learning program assisted by AI.

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Journal articles on the topic 'Science program development'

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