Visar resultat för..."Kenne"

Häng med på party med Ingvar Kenne som har besökt Bachelor & Spinster Balls i Australien! I ett brev till författare Tim Winton skriver han: ”B&S-balerna är unikt australiska, men för mig finns i botten något universellt. Ungdomar tar kontroll över sin resa in i vuxenlivet i behov av att bryta med auktoriteter i sina liv, och därmed överge den kontrollen. Fullständigt!” Tim Winton svarar: ”Är detta verkligen initiationsriter eller bara franchiseifierade och oändligt upprepade fyllefester där allt är i stort sett detsamma efteråt? Jag är inte säker, för att vara ärlig. Och kanske förväntar jag mig för mycket. Men om du ser problemet: när vi väl värdesätter någonting genom att kalla det en initiationsrit så är vi tvungna att förvänta oss något av den. Vi söker med rätta en viss större mening i den. Och med B&S-balerna kämpar jag lite, men jag är romanförfattare, inte sociolog eller antropolog.”

In 2002 Congress passed the Education Sciences Reform Act of 2002 (ESRA), authorizing the creation of the Institute of Education Sciences (IES) as the research, evaluation, statistics, and assessment arm of the Department of Education, and crystallizing the federal government's commitment to providing national leadership in expanding fundamental knowledge and understanding of education from early childhood through postsecondary study. IES shares information on the condition and progress of education in the United States, including early childhood education and special education; educational practices that support learning and improve academic achievement and access to educational opportunities for all students; and the effectiveness of federal and other education programs.In response to a request from the Institute of Education Sciences, this report provides guidance on the future of education research at the National Center for Education Research and the National Center for Special Education Research, two centers directed by IES. This report identifies critical problems and issues, new methods and approaches, and new and different kinds of research training investments.

Science is a way of knowing about the world. At once a process, a product, and an institution, science enables people to both engage in the construction of new knowledge as well as use information to achieve desired ends. Access to sciencea "whether using knowledge or creating ita "necessitates some level of familiarity with the enterprise and practice of science: we refer to this as science literacy. Science literacy is desirable not only for individuals, but also for the health and well- being of communities and society. More than just basic knowledge of science facts, contemporary definitions of science literacy have expanded to include understandings of scientific processes and practices, familiarity with how science and scientists work, a capacity to weigh and evaluate the products of science, and an ability to engage in civic decisions about the value of science. Although science literacy has traditionally been seen as the responsibility of individuals, individuals are nested within communities that are nested within societiesa "and, as a result, individual science literacy is limited or enhanced by the circumstances of that nesting.Science Literacy studies the role of science literacy in public support of science. This report synthesizes the available research literature on science literacy, makes recommendations on the need to improve the understanding of science and scientific research in the United States, and considers the relationship between scientific literacy and support for and use of science and research.

Science, technology, engineering and mathematics (STEM) professionals generate a stream of scientific discoveries and technological innovations that fuel job creation and national economic growth. Ensuring a robust supply of these professionals is critical for sustaining growth and creating jobs growth at a time of intense global competition. Undergraduate STEM education prepares the STEM professionals of today and those of tomorrow, while also helping all students develop knowledge and skills they can draw on in a variety of occupations and as individual citizens. However, many capable students intending to major in STEM later switch to another field or drop out of higher education altogether, partly because of documented weaknesses in STEM teaching, learning and student supports. Improving undergraduate STEM education to address these weaknesses is a national imperative. Many initiatives are now underway to improve the quality of undergraduate STEM teaching and learning. Some focus on the national level, others involve multi-institution collaborations, and others take place on individual campuses. At present, however, policymakers and the public do not know whether these various initiatives are accomplishing their goals and leading to nationwide improvement in undergraduate STEM education.Indicators for Monitoring Undergraduate STEM Education outlines a framework and a set of indicators that document the status and quality of undergraduate STEM education at the national level over multiple years. It also indicates areas where additional research is needed in order to develop appropriate measures. This publication will be valuable to government agencies that make investments in higher education, institutions of higher education, private funders of higher education programs, and industry stakeholders. It will also be of interest to researchers who study higher education.

In the last twenty years, citizen science has blossomed as a way to engage a broad range of individuals in doing science. Citizen science projects focus on, but are not limited to, nonscientists participating in the processes of scientific research, with the intended goal of advancing and using scientific knowledge. A rich range of projects extend this focus in myriad directions, and the boundaries of citizen science as a field are not clearly delineated. Citizen science involves a growing community of professional practitioners, participants, and stakeholders, and a thriving collection of projects. While citizen science is often recognized for its potential to engage the public in science, it is also uniquely positioned to support and extend participants' learning in science.Contemporary understandings of science learning continue to advance. Indeed, modern theories of learning recognize that science learning is complex and multifaceted. Learning is affected by factors that are individual, social, cultural, and institutional, and learning occurs in virtually any context and at every age. Current understandings of science learning also suggest that science learning extends well beyond content knowledge in a domain to include understanding of the nature and methods of science.Learning Through Citizen Science: Enhancing Opportunities by Design discusses the potential of citizen science to support science learning and identifies promising practices and programs that exemplify the promising practices. This report also lays out a research agenda that can fill gaps in the current understanding of how citizen science can support science learning and enhance science education.

The National Aeronautics and Space Administration (NASA) is one of the United States' leading federal science, technology, engineering, and mathematics (STEM) agencies and plays an important role in the landscape of STEM education. In 2015, NASA's Science Mission Directorate (SMD) created the Science Activation (SciAct) program to increase the overall coherence of SMD's education efforts, to support more effective, sustainable, and efficient use of SMD science discoveries for education, and to enable NASA scientists and engineers to engage more effectively and efficiently in the STEM learning environment with learners of all ages. SciAct is now transitioning into its second round of funding, and it is beneficial to review the program's portfolio and identify opportunities for improvement.NASA's Science Activation Program: Achievements and Opportunities assesses SciAct's efforts towards meeting its goals. The key objectives of SciAct are to enable STEM education, improve U.S. scientific literacy, advance national education goals, and leverage efforts through partnerships. This report describes and assesses the history, current status, and vision of the program and its projects. It also provides recommendations to enhance NASA's efforts through the SciAct program.

The COVID-19 pandemic has presented unprecedented challenges to the nation's K-12 education system. The rush to slow the spread of the virus led to closures of schools across the country, with little time to ensure continuity of instruction or to create a framework for deciding when and how to reopen schools. States, districts, and schools are now grappling with the complex and high-stakes questions of whether to reopen school buildings and how to operate them safely if they do reopen. These decisions need to be informed by the most up-to-date evidence about the SARS-CoV-2 virus that causes COVID-19; about the impacts of school closures on students and families; and about the complexities of operating school buildings as the pandemic persists.Reopening K-12 Schools During the COVID-19 Pandemic: Prioritizing Health, Equity, and Communities provides guidance on the reopening and operation of elementary and secondary schools for the 2020-2021 school year. The recommendations of this report are designed to help districts and schools successfully navigate the complex decisions around reopening school buildings, keeping them open, and operating them safely.

Science, technology, engineering, and mathematics (STEM) live in the American imagination as promising tools for solving pressing global challenges and enhancing quality of life. Despite the importance of the STEM disciplines in the landscape of U.S. political, economic, and social priorities, STEM learning opportunities are unevenly distributed, and the experiences an individual has in STEM education are likely to vary tremendously based on their race, ethnicity, socio-economic class, gender, and a myriad of other factors.Equity in K-12 STEM Education: Framing Decisions for the Future approaches equity in STEM education not as a singular goal but as an ongoing process that requires intentional decision-making and action toward addressing and disrupting existing inequities and envisioning a more just future. Stakeholders at all levels of the education system - including state, district, and school leaders and classroom teachers - have roles as decision-makers who can advance equity. This consensus study report provides five equity frames as a guide to help decision-makers articulate short- and long-term goals for equity and make decisions about policy and practice.

Since its inception, NASA's Science Activation program has demonstrated considerable success in leveraging the agency's strong public reputation and resources to engage a diversity of audiences in science education projects nationwide. As the program nears the end of this second five-year funding cycle, NASA tasked the National Academies with reviewing its progress and making strategic recommendations for its next round of funding. This consensus study report reflects on the successes of the past few years, addresses persistent challenges, and outlines a pathway forward for Science Activation.

This collection of documents presents an enlightening picture of the colonial government of the British Commonwealth during the Second British Empire. Using numerous original documents, with preference given to those not previously published or readily available, the editors have delineated the major themes of the period from 1763 to 1840.

As the previous volumes in this series have shown, Britain's system of unfederal government had, by 1840, passed a cultural crossroads. There had been a parting of the ways in which the old representative system that had provided rule for colonies (including those in America and the Caribbean) in earlier centuries was being superseded. In this fourth volume Madden and Fieldhouse focus on those colonies in North America, Australasia, and South Africa where British subjects had settled in considerable numbers, and where the restrictions of the old system had been outgrown and representative and responsible government was developing toward full self-government. This fourth volume illustrates the larger themes in the evolution of self-government in these colonies.The book examines the theme of self-government through four separate sections. Section I approaches the issue from the British viewpoint, surveying diverse concepts of the empire, the changes in imperial institutions, and attitudes toward trade, defense, and legal uniformity. Section II examines the evolution of, and later developments in, responsible government in these settled colonies, and Section III looks at the extension of self-government beyond the confines of internal domestic affairs. Finally, Section IV concentrates on the experiments in federal government among the contiguous groupings of colonies in North America, Australasia, and South Africa. The book also includes a preface with background and historical data, a note on primary and secondary sources, a listing of Secretaries of State from 1839 to 1903, and a comprehensive index. As with all the books in this series, this volume will be an important reference source for courses in British history as well as in the history of colonization. It will also be a valuable addition to university, research, and public libraries.

This volume--the fifth in a series providing key documents for the constitutional history of the British Empire and Commonwealth from the twelfth century to the twentieth--deals with those dependencies of the Crown where for various reasons it was considered premature to concede fully representative, let alone responsible, government, and also with Ireland where the union with Britain made in 1800 was coming under increasing strain. It covers the years from 1840 to 1900, in parallel with the companion volume IV which dealt with the four main settler colonies. The documents in this volume illustrate the ways in which Britain attempted to devise forms of government it was thought would be, at least in the short term, more suitable for dependencies which had few British settlers who might successfully operate a representative system--and where the majority of indigenous peoples needed protection against such a minority. There was, however, a desire that such colonies should be as self-governing and self-sufficient as possible, but a commitment to trusteeship operated against any rule-of-thumb concession of the sort of constitutions granted contemporaneously to settler colonies.The first section of this volume focuses on British imperial authority and the means whereby it attempted to exercise supervision over the scattered parts of the dependent empire (the so-called British settlements; protectorates under extra-territorial jurisdiction; the use of chartered companies). India is the subject of the second section: documents are here included illustrating the transfer of power from a chartered company back to the Crown and the hesitant moves toward quasi-representation on the Indian councils. A third section is concerned with the collapse of the old representative system in the West Indian colonies and the experiment with a responsive government in Jamaica. The fourth section shows what happened to the original Crown colonies and to new ones acquired in this period, together with adjacent spheres of influence and protectorates. There is then a section dealing with a group of special cases--the Ionian Islands, Cyprus, and Egypt, while the final section deals with the unique problems of Ireland and the attempts made to devolve a measure of internal self-government on John Bull's other Island to appease growing nationalist and inter-sectarian tensions.