Relevant bibliographies by topics / Earth school program

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Earth school program'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "Earth school program"

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Shiwaku, Koichi. "Comparative study on teacher training for school disaster management in Armenia and Japan." Disaster Prevention and Management 23, no. 2 (April 1, 2014): 197–211. http://dx.doi.org/10.1108/dpm-12-2012-0144.

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Purpose – Teacher training is significant for effective school disaster management. The purposes of this paper are: first, to set items for analysis of teacher training program of Armenia through identification of teacher training program of Emergency And Rescue Team by school staff in Hyogo (EARTH) to understand the characteristics of teacher training program of Armenia; second, to identify common points and different points of school disaster management and teacher training between EARTH and Armenia to understand the characteristics of one of training program of Japan; and third, to propose improvement of teacher training of Armenia through identification of problems to give suggestions to improve teacher training program of Armenia. Design/methodology/approach – One of teacher training program for school disaster management in Japan can be considered as a good practice. The objectives are achieved through the comparison of teacher training program between Armenia and Japan. Findings – In Armenia, there are three training targets. Training contents should be developed after the clear concept development of training for each target. This paper proposed the concept based on EARTH training program. Normalization of school including psychological care is the main contents for school directors and deputy directors. Disaster management system and disaster management drill are the contents for military science teachers. Disaster education is the main contents for general teachers. Originality/value – This paper considered mainstreaming school disaster management from the aspect of teacher training and application of training program to other countries.
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Darlington, Pat, and Rosemary Black. "Helping to Protect the Earth—the Kosciusko National Park Education Program." Australian Journal of Environmental Education 12 (1996): 3–8. http://dx.doi.org/10.1017/s0814062600004134.

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ABSTRACTAn exciting and successful environmental education program has been implemented at Kosciusko National Park in south-eastern NSW. It is based on programs developed by the Institute of Earth Education, a non-profit volunteer organisation made up of an international network of individuals and member organisations. The major work of the Institute is to design and develop educational programs.The two most popular programs offered at Kosciusko National Park are EarthkeepersTM and Earth CaretakersTM which are focused, sequential and cumulative nature education programs intended for upper primary children, that is, ten to twelve year olds. The aim of these programs is to help students enjoy, understand and live in harmony with the Earth. The activities integrate three components-understanding, feelings and processing—mirroring the interpretation philosophy of understanding, appreciation and protection. Evaluation has shown that the programs successfully enhance school curricula subjects and motivate students to change the way they and their families live.
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Smith, Rebecca L. "Denver Museum of Natural History Prehistoric JourneySm: Teacher Resources and School Programs." Paleontological Society Papers 2 (October 1996): 183–88. http://dx.doi.org/10.1017/s1089332600003259.

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Prehistoric Journey, the museum's newest permanent exhibition, offers students and teachers the opportunity to explore the history of life on Earth through spectacular fossil specimens, interactive exhibits, and re-created environments depicting crucial points in life's history. A rich array of educational resources and programs are offered in conjunction with this exhibition. Opportunities for K-12 students include guided and unguided visits for school groups, Classroom Adventures on prehistoric subjects, an outreach assembly program, and the Prehistoric Universe show in Gates Planetarium. Teacher resources include teacher workshops, the comprehensive Prehistoric Journey Educators' Sourcebook, the Prehistoric Journey Previsit Video for Teachers (including portions for students in Spanish), and the Prehistoric Journey: A History of Life on Earth exhibit book. Prehistoric Journey educational materials and programs are correlated with the Colorado Standards for Science Teaching. All of these resources and programs, ordering information, and registration procedures are described in the museum school brochure which is mailed to Colorado schools and teachers in August (with an update in January). If you are not currently receiving this brochure, please call (303) 370-6314 to be placed on the mailing list.
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Riuttanen, Laura, and Taina Ruuskanen. "Multidisciplinary GLOBE environmental learning program." Lumat: International Journal of Math, Science and Technology Education 1, no. 4 (December 30, 2013): 367–70. http://dx.doi.org/10.31129/lumat.v1i4.1095.

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GLOBE is a hands-on environmental science and education program in which students, teachers, and researchers from around the world study the environment on local and global level. The aim of GLOBE program is to raise environmental awareness everywhere in the world, contribute to the dissemination of scientific knowledge on Earth and improve the standard of science and mathematics education. GLOBE is suitable for levels of education from primary to secondary school.
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Dixit, Amod Mani, Ryuichi Yatabe, Ranjan Kumar Dahal, and Netra Prakash Bhandary. "Public School Earthquake Safety Program in Nepal." Geomatics, Natural Hazards and Risk 5, no. 4 (June 25, 2013): 293–319. http://dx.doi.org/10.1080/19475705.2013.806363.

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Marpa, Eliseo P., and Ma Hiyas R. Juele. "Environmental Awareness and Practices among High School Students: Basis for Disaster Preparedness Program." Applied Mechanics and Materials 848 (July 2016): 240–43. http://dx.doi.org/10.4028/www.scientific.net/amm.848.240.

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Inhabitants of Mother Earth are now experiencing the effects of climate change, global warming, ozone depletion, pollution, species extinction, desertification and improper waste management. This phenomenon is global and the Philippines is not exempted from these environmental threats and challenges. Thus, this study on environmental awareness and practices among high school students was conducted. To address this problem, the researchers used descriptive-correlational method utilizing the developed research instrument administered to the 935 participants. Findings of the study revealed that high school students’ extent of awareness and practices was great while moderate in the greening of the environment. Likewise, the same results were obtained when participants were grouped according to the selected variables. However, when grouped according to topography, the extent of awareness and practices of those living in the coastal areas was moderate. Furtheremore, signficnat differences among high school students environmental awareness and practices were observed on the greening of the environment, elimination of pollutants, and maintaning ecological balance. Significant correlation was also noted between high school students awareness and practices. This means that high school students environmental awareness is related to their practices. Thus, it is about time that schools should advocate and integrate environmental education with emphasis on the greening of the environment.
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Kraft, Matthew A., and Grace T. Falken. "A Blueprint for Scaling Tutoring and Mentoring Across Public Schools." AERA Open 7 (January 2021): 233285842110428. http://dx.doi.org/10.1177/23328584211042858.

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In this thought experiment, we explore how to make access to individualized instruction and academic mentoring more equitable by taking tutoring to scale as a permanent feature of the U.S. public education system. We first synthesize the tutoring and mentoring literature and characterize the landscape of existing tutoring programs. We then outline a blueprint for integrating federally funded and locally delivered tutoring into the school day. High school students would serve as tutors/mentors in elementary schools via an elective class, college students in middle schools via federal work-study, and 2- and 4-year college graduates in high schools via AmeriCorps. We envision an incremental, demand-driven expansion process with priority given to high-needs schools. Our blueprint highlights a range of design tradeoffs, implementation challenges, and program costs. We estimate that targeted approaches to scaling school-wide tutoring nationally, such as focusing on K–8 Title I schools, would cost between $5 and $16 billion annually.
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Chisholm Hanham, Alison, Scott Loveridge, and Bill Richardson. "A National School-Based Entrepreneurship Program Offers Promise." Community Development Society. Journal 30, no. 2 (September 1999): 115–30. http://dx.doi.org/10.1080/15575339909489717.

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Asami, A., D. J. Asher, T. Hashimoto, S. Isobe, S. Nishiyama, Y. Ohshima, J. Terazono, T. Urata, and M. Yoshikawa. "An Education Program Using Tera-Byte NEA Observation Data." International Astronomical Union Colloquium 183 (2001): 245–50. http://dx.doi.org/10.1017/s0252921100078970.

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AbstractThere are three wide-field telescopes at the Bisei Spaceguard Center operated by the Japan Spaceguard Association. These telescopes are dedicated to detect near-earth asteroids and produce several tera-byte data per month. Since these data contain many main-belt asteroids, we will use them for an education program that will allow school pupils and the general public to find new main-belt asteroids. We are now developing a new software for its purpose.
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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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Dissertations / Theses on the topic "Earth school program"

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Schofield, Diane. "A program of Hudson Middle School's eighth grade earth science chemistry curriculum." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007schofieldd.pdf.

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Fleischauer, Melissa A. "A peer mediation program piloted in the fourth grade at Black Earth Elementary School." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000fleischauerm.pdf.

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Lewis, Samuel. "Cultivating Youth Earth Connections Summer Internship Program (YEC): A Hands-on Environmental Justice Focused Farming Program at the High School Level." Scholarship @ Claremont, 2011. http://scholarship.claremont.edu/pomona_theses/115.

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YEC’s main goal was to open dialogue with high school students from under resourced communities about environmental injustices and to create and explore positive alternatives. The summer program, which was funded by the 2010 Davis Projects for Peace and the Pomona College Summer Undergraduate Research Project Award, included a group of 11 high school students from Pomona, Montclair, La Puente, and Chino Hills, CA. The students were paid to participate in the program for 6 weeks in the summer of 2010, five days a week, for 30 hours each week. The program was designed to consistently connect movements for food and environmental justice with the farming work that we did. Priscilla Bassett and I led this program in partnership. Priscilla is a student at Scripps College, where she pursues a major in Environmental Analysis with a focus on race, class, and gender. This paper includes many sections. First, it briefly outlines and defines environmental injustice, food injustice, the industrial food system, the Inland Empire, and systems of domination and oppression as issues which motivated the creation of YEC. I then discuss my positionality as a white, class privileged, educated, man working with Priscilla, a black woman, and predominantly first generation low-income high school students of color. After this, I discuss how and why the work of bell hooks, Pablo Freire, and the Food Project was influential as Priscilla and I formed a teaching style. Then, I briefly I talk about the grant writing process for YEC and I outline the process by which Priscilla and I recruited and selected the interns we worked with. I summarize the program’s activities day by and then include responses to surveys which the YEC interns completed on a weekly basis. I use the results of these surveys to suggest that experiential urban farming programs at the high school level can connect high school students with issues of environmentalism and social justice and can motivate them to take action against the industrial food system and the environmental injustices they see and experience around them.
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Menezes, Jeffrey Louis. "Use of isoperformance, constraint programming, and mixed integer linear programing for architecture tradespace exploration of passive Optical Earth Observation Systems." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/119313.

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Thesis: S.M., Massachusetts Institute of Technology, Department of Aeronautics and Astronautics, In conjunction with the Leaders for Global Operations Program at MIT, 2018.
Thesis: M.B.A., Massachusetts Institute of Technology, Sloan School of Management 2018 In conjunction with the Leaders for Global Operations Program at MIT
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 147-150).
This thesis presents work performed during the course of an internship at An Aerospace Company (AAC) and research performed at Massachusetts Institute of Technology (MIT) Lincoln Laboratory as part of a fellowship. Both efforts entailed the development of architecture tradespace exploration models for space systems. The tradespace exploration model developed at AAC, called the Earth Observation Architecture Isoperformance Model (EO-AIM), uses automation techniques, isoperformance, and constraint programming to rapidly construct potential space-based passive optical EO sensor architecture concepts which meet a given set of customer requirements. Cost estimates are also generated for each sensor concept via integration with stakeholder-trusted cost modeling software allowing for cost to be treated as both an independent variable and consequence when evaluating various architecture solutions. The EO-AIM then uses simple algorithms to identify potential satellite bus options for hosting each sensor architecture in orbit. The total cost of populating an entire constellation based on the sensor architecture is finally estimated using cost estimates for the sensor, satellite bus, and the best launch vehicle option capable of lifting the satellite(s) to orbit. In general, the EO-AIM seeks to bolster's AAC's capabilities for conducting architecture trade space exploration and initial proposal development given advancements in satellite bus, launch vehicle, and sensing technologies. The tradespace exploration model developed at MIT Lincoln Laboratory is a satellite network mixed integer linear program (MILP) which is used for making system architecture decisions and estimating final architecture cost. The satellite network MILP is formulated as both an assignment problem and a network maximum flow problem which must send sensor generated data to a ground user. Results of the MILP vary with the selected objective function and provide insights on the potential benefits of architecture decisions such as sensor disaggregation and the utility of introducing additional communication nodes into existing networks. The satellite network MILP is also capable of verifying network data volume throughput capacity and providing an optimized link schedule for the duration of the simulation. Overall, the satellite network MILP model explores the general problem of optimizing use of limited resources for a given space-based sensor while ensuring mission data needs are met. It is a higher fidelity alternative to the simple satellite bus and launch vehicle compatibility algorithm used in EO-AIM. Both models are shown to improve architecture tradespace exploration of space-based passive-optical EO systems. With a simple demonstration, it is exhibited that using the EO-AIM can increase sensor architecture concepts generated by a factor of ten or more by creating all feasible sensor architecture concepts given user inputs and settings. Furthermore, the use of the satellite network MILP to examine alternative network architecture options for NASA's HyspIRI mission resulted in a system architecture with 20% higher data throughput for marginally less cost.
by Jeffrey Louis Menezes.
S.M.
M.B.A.
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Ferreira, Silmar da Silva. "Programa escola da terra no estado do Amazonas: possibilidades e desafios da formação docente." Universidade Federal de Juiz de Fora (UFJF), 2016. https://repositorio.ufjf.br/jspui/handle/ufjf/3115.

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A presente dissertação é desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). O caso de gestão a ser estudado apresenta como problema social o fato de que as políticas públicas educacionais são pensadas para a cidade e para os meios de produção urbana e, o que se recomenda ao campo é “adaptar” as propostas, a escola, os currículos, os calendários às situações que diferenciam as escolas do campo das demais escolas. O presente trabalho busca analisar a formação continuada de professores e professoras que atuam nas classes multisseriadas (caracterizadas por concentrarem, em uma mesma sala de aula, alunos de diferentes idades e séries, sob a regência de um/a único/a docente) do 1º ao 5º ano nas escolas da educação do campo, no estado do Amazonas, no ano de 2014, desenvolvida pelo Programa Escola da Terra. Tal programa consiste em uma política pública educacional permanente, que nasce sob o guarda-chuva do Pronacampo, para formação dos/das professores/as que atuam em classes multisseriadas de séries iniciais do ensino fundamental nas escolas localizadas na zona rural e oferecer recursos didáticos e pedagógicos que atendam às especificidades formativas das populações do campo e quilombolas. Os objetivos definidos para este estudo foram descrever a forma como a política de formação docente proposta pelo Programa Escola da Terra foi desenvolvida no estado do Amazonas no ano de 2014; analisar as articulações entre a política de formação docente oferecida pelo programa associada ao seu comprometimento com a questão da sustentabilidade e com as concepções que historicamente foram construídas para a Educação do Campo em meio às lutas sociais pela garantia dos direitos dos povos do campo; e propor ações a serem desenvolvidas durante a execução do Plano de Ação Educacional – PAE. Para tanto, utilizou-se como metodologia a pesquisa de caráter qualitativo e como instrumentos a pesquisa que contempla o levantamento do processo histórico na definição de marcos legais, além dos documentos pertinentes ao Programa Escola da Terra cedidos pela coordenação estadual e pela Universidade Federal do Amazonas. Durante a pesquisa o que se percebeu é que o Escola da Terra se constitui em uma conquista no que se refere à oferta de formação continuada às escolas do campo, contudo não se basta. É preciso expandir o alcance de suas ações a partir de uma reflexão quanto ao que se pretende enquanto mudança para um futuro mais promissor para os povos do campo.
This thesis is developed in the Professional Master in Management and Federal University of Education Evaluation of Juiz de Fora (CAEd / UFJF). The case management to be studied presents a social problem the fact that educational policies are designed for the city and the means of urban production, which is recommended to the field is "adapt" the proposed school, curricula, timetables to situations that distinguish schools field of other schools. This study seeks to analyze the ongoing training of teachers who work in multigrade classes (characterized by focusing, in the same classroom, students of different ages and grades, under the direction of a / the single / teaching) of 1 to 5th grade in schools of rural education in the state of Amazonas, in 2014, developed by Earth School Program. This program consists of a permanent educational public policy, which comes under the umbrella Pronacampo for training / the teachers / those working in multigrade classes in the early grades of elementary education in schools located in rural areas and provide educational resources and pedagogical training that meet the specific characteristics of the populations of the field and maroon. The objectives defined for this study were to describe how the teacher training policy proposed by the Earth School Program was developed in Amazonas state in 2014; analyze the links between teacher education policy offered by the program associated with its commitment to the issue of sustainability and the concepts that were historically built for Rural Education in the midst of social struggles by ensuring the rights of the peoples of the field; and propose actions to be developed during the implementation of the Education Action Plan - PAE. Therefore, it was used as methodology the qualitative research and as tools to research that includes the lifting of the historical process in the definition of legal frameworks, in addition to the relevant documents to the Earth School Program granted by the State Coordination and the Federal University of Amazonas . During the research which was realized it is that the School of Earth constitutes an achievement in relation to the provision of continuing education to schools in the field, but not enough. It is necessary to expand the scope of their actions from a reflection on what is intended as a shift to a more promising future for the peoples of the field.
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CHLOUPKOVÁ, Magda. "Motivace žáků na 1. stupni ZŠ k environmentálnímu myšlení a chování." Master's thesis, 2007. http://www.nusl.cz/ntk/nusl-86131.

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The contents of the Thesis feature a survey of contemporary international attitude to environmental development and its effect on the educational trends in the Czech republic. Also, the short-term eco-educational project intended for primary school children is included here in the Thesis. The aim of the project is to arouse environmental awareness of children and excite their interest in this matter, which is considered to be the first essential step towards the sustainable development.
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Books on the topic "Earth school program"

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Galko, Francine. Earth friends at school. Chicago, Ill: Heinemann Library, 2004.

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E, Yasso Warren, ed. Earth science activities: A guide to effective elementary school science teaching. Boston: Allyn and Bacon, 1996.

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Kraft, Marty. Earth day in your school and community: With emphasis on the theme Working with the earth, the economy, and the environment. Kansas City, MO: Heartland All Species Project, 1993.

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Gregory, Gayle. Activities for the differentiated classroom. Thousand Oaks, Calif: Corwin Press Classroom, 2008.

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Gregory, Gayle. Activities for the differentiated classroom. Thousand Oaks, Calif: Corwin Press Classroom, 2008.

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Gregory, Gayle. Activities for the differentiated classroom. Thousand Oaks, Calif: Corwin Press Classroom, 2008.

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Gregory, Gayle. Activities for the differentiated classroom. Thousand Oaks, Calif: Corwin Press Classroom, 2008.

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Ticotsky, Alan. Science giants: Life science : 25 activities exploring the world's greatest scientific discoveries. Tuscon, Ariz: Good Year Books, 2007.

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Steven, Munzenrider, ed. Little Earth School: Education, discovery, celebration. New York: Schocken Books, 1986.

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Earth Sciences: Curriculum Resources and Activities for School Librarians and Teachers. Teacher Ideas Press, 2001.

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Book chapters on the topic "Earth school program"

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Meggers, Helge, Matthias Buschmann, Klaus Grosfeld, and Stefanie Klebe. "The Educational Program of the Earth System Science Research School (ESSReS)." In Towards an Interdisciplinary Approach in Earth System Science, 9–17. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-13865-7_2.

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John, Kristen St, R. Mark Leckie, Scott Slough, Leslie Peart, Matthew Niemitz, and Ann Klaus. "The Integrated Ocean Drilling Program “School of Rock”: Lessons learned from an ocean-going research expedition for earth and ocean science educators." In Field Geology Education: Historical Perspectives and Modern Approaches. Geological Society of America, 2009. http://dx.doi.org/10.1130/2009.2461(21).

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Waller, Robert. "Benefits Derived from the Green School Movement." In Marketing the Green School, 309–18. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6312-1.ch024.

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The Green Movement is an important feature of the 21st century landscape spanning peer-reviewed research by scholars and practitioners to current practices of many universities, businesses, countries, and communities. The chapter begins with a major historical event of the global Green Movement, the Kyoto Protocol held in 1972 in Stockholm, Sweden, attended by representatives from many countries attempting to reach a consensus on how to protect Mother Earth (sustainability) for present and future generations. Using university research and industrial programs to investigate the applicability of sustainable and green construction practices within public education and reported Return on Investment (ROI) measures within the corporate and education Green Movement, this chapter explains the benefits of the Green School Movement.
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Bonura, Sandra E. "Up and Away in the New Century." In Light in the Queen's Garden. University of Hawai'i Press, 2017. http://dx.doi.org/10.21313/hawaii/9780824866440.003.0015.

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By the time the twentieth century rolled around, few places on earth had changed so completely as the Hawaiian Islands. In the midst of educating her pupils for the radical pace of modernization that was rushing Honolulu forward, Pope had a startling revelation. As time-honored Hawaiian traditions were subjugated under the transformations, she realized her pupils had been deprived of their culture and that she had, unwittingly, been a participant in this. Almost as an apology, Pope went into the new century at full steam, making sure Hawaiian girls knew they had a distinct cultural identity, one that must be acknowledged, respected, and enabled to flourish in the midst of the Americanization of the islands. At Kamehameha, Pope was an activist, complaining to the trustees that not enough was being done, but abroad, she acted as an ambassador for the school and the success of its programs. The more Pope wrote, traveled throughout America, and visited educational intuitions, the more people heard about the Kamehameha School for Girls. She was proud that influential people began to look to her school as a prototype. Pope was invited to join an organized tour group of American educators in the spring of 1906 on a grand European tour.
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Dumas, J. Ann. "Gender ICT and Millennium Development Goals." In Information Communication Technologies, 504–11. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-949-6.ch035.

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Gender equality and information and communication technology are important in the achievement of the Millennium Development Goals (MDGs) in policy, planning, and practice. The 2000 Millennium Declaration of the United Nations (UN) formed an international agreement among member states to work toward the reduction of poverty and its effects by 2015 through eight Millennium Development Goals: 1. Eradicate extreme poverty and hunger 2. Achieve universal primary education 3. Promote gender equality and the empowerment of women 4. Reduce child and maternal mortality 5. Improve maternal health care 6. Combat HIV and AIDS, malaria, and other major diseases 7. Ensure environmental sustainability 8. Develop global partnership for development Progress toward gender equality and the empowerment of women is one goal that is important to achieving the others. Poverty, hunger, illiteracy, environmental threats, HIV and AIDS, and other health threats disproportionately affect the lives of women and their dependent children. Gender-sensitive ICT applications to education, health care, and local economies have helped communities progress toward the MDGs. ICT applications facilitate rural health-care workers’ access to medical expertise through phones and the Internet. Teachers expand learning resources through the Internet and satellite services, providing a greater knowledge base for learners. Small entrepreneurs with ICT access and training move their local business into world markets. ICT diffusion into world communication systems has been pervasive. Even some of the poorest economies in Africa show the fastest cell-phone growth, though Internet access and landline numbers are still low (International Telecommunications Union [ITU], 2003b). ICT access or a lack of it impacts participation, voice, and decision making in local, regional, and international communities. ICTs impact the systems that move or inhibit MDG progress. UN secretary general Kofi Annan explained the role of the MDGs in global affairs: Millennium Development Goals are too important to fail. For the international political system, they are the fulcrum on which development policy is based. For the billion-plus people living in extreme poverty, they represent the means to a productive life. For everyone on Earth, they are a linchpin to the quest for a more secure and peaceful world. (UN, 2005, p. 28) Annan also stressed the critical need for partnerships to facilitate technology training to enable information exchange and analysis (UN, 2005). ICT facilitates sharing lessons of success and failure, and progress evaluation of work in all the MDG target areas. Targets and indicators measuring progress were selected for all the MDGs. Gender equality and women’s empowerment are critical to the achievement of each other goal. Inadequate access to the basic human needs of clean water, food, education, health services, and environmental sustainability and the support of global partnership impacts great numbers of women. Therefore, the targets and indicators for Goal 3 address females in education, employment, and political participation. Progress toward the Goal 3 target to eliminate gender disparity in primary and secondary education, preferably by 2005, and in all levels of education no later than 2015, will be measured by the following indicators. • Ratio of girls to boys in primary, secondary, and tertiary education • Ratio of literate females to males who are 15- to 24-year-olds • Share of women in wage employment in the nonagricultural sector • Proportion of seats held by women in national parliaments (World Bank, 2003) Education is positively related to improved maternal and infant health, economic empowerment, and political participation (United Nations Development Program [UNDP], 2004; World Bank, 2003). Education systems in developing countries are beginning to offer or seek ways to provide ICT training as a basic skill and knowledge base. Proactive policy for gender equality in ICT access has not always accompanied the unprecedented ICT growth trend. Many civil-society representatives to the World Summit on the Information Society (WSIS) argue for ICT access to be considered a basic human right (Girard & Ó Soichrú, 2004; UN, 1948). ICT capability is considered a basic skill for education curriculum at tertiary, secondary, and even primary levels in developed regions. In developing regions, ICT access and capability are more limited but are still tightly woven into economic communication systems. ICTs minimize time and geography barriers. Two thirds of the world’s poor and illiterate are women (World Bank, 2003). Infant and maternal health are in chronic crisis for poor women. Where poverty is highest, HIV and AIDS are the largest and fastest growing health threat. Ninety-five percent of people living with HIV and AIDS are in developing countries, partly because of poor dissemination of information and medical treatment. Women are more vulnerable to infection than men. Culturally reinforced sexual practices have led to higher rates of HIV infection for women. Gender equality and the empowerment of women, starting with education, can help fight the spread of HIV, AIDS, and other major diseases. ICT can enhance health education through schools (World Bank). Some ICT developers, practitioners, and distributors have identified ways to incorporate gender inclusiveness into their policies and practice for problem-solving ICT applications toward each MDG target area. Yet ICT research, development, education, training, applications, and businesses remain male-dominated fields, with only the lesser skilled and salaried ICT labor force approaching gender equality. Successful integration of gender equality and ICT development policy has contributed to MDG progress through several projects in the developing regions. Notable examples are the South-African-based SchoolNet Africa and Bangladesh-based Grameen Bank Village Pay Phone. Both projects benefit from international public-private partnerships. These and similar models suggest the value and importance of linking gender equality and empowerment with global partnership for development, particularly in ICT. This article reports on developing efforts to coordinate the achievement of the MDGs with policy, plans, and practice for gender equality beyond the universal educational target, and with the expansion of ICT access and participation for women and men. The article examines the background and trends of MDG 3, to promote gender equality and the empowerment of women, with particular consideration of MDG 8, to develop global partnership for development, in ICT access and participation.
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"The Americans are probably the most parochial people on earth. (Fowler 1991) Needless to say, they didn’t like it over there [in the USA]. (Harvey 1991) Thus Grundy’s account of the failure in the US of its most successful soap, as voiced respectively by the company’s Senior vice-president of marketing in Los Angeles, its senior vice president of business affairs in Sydney, and its Sydney publicity manager. This tale of failure contrasts starkly with that of Neighbours’s British success. Grundy’s tried out the US market by syndicating the program in a thirteen-week batch, episodes one to sixty-five, to two independent stations, KCOP/13 in Los Angeles and WWOR/9 in New York. In Los Angeles it screened Monday–Friday at 5:30 p.m. from June 3–28, 1991 before being rescheduled at 9:30 a.m. Monday–Friday from July 1–August 30, 1991. In its first and third weeks Neighbours rated 4 per cent of TV sets in the Los Angeles area, which has forty-one channels; in its fifth week, the first at 9:30 a.m. the figure dropped to 1 per cent, and thereafter it never picked up (Inouye 1992). The program was also stripped by WWOR in New York. There it ran at 5: p.m. from June 17 to September 17, 1991, with its audience averaging 228,000 – a poor figure – in its best month, July (Stefko 1992). Plans to extend its screenings to Chicago, Philadelphia, Washington, Atlanta, and Phoenix appear to have foundered. Unlike the British case, explanations of Neighbours’s failure in the US market are drawn more from its seller, Grundy, and its buyers, KCOP and WWOR, than from the press, which in Britain sought to account for the program’s colossal success. Press coverage heralded the opening of Neighbours in the US, and subsequently ignored it (the commentaries come from seven dailies and weeklies and Variety in Alexander 1991; Goodspeed 1991; “Gray.” 1991; Kelleher 1991; Kitman 1991; Mann 1991; Rabinowitz 1991; Roush 1991). Belonging mostly to the journalistic genre of announcing a likely new popular cultural success arriving with a remarkable foreign track- record, these commentaries were closer to advertorial than to the customarily more “objective” genre of film reviewing. But since they were not advertisements as such, they did give indicative prognostications of the acceptability of a program such as Neighbours in the US market. The commentaries’ treatment of the ten textual factors contributing to Neighbours’s global successes yield important insights. The last eight categories gave these commentators no pause: women as doers, teen sex appeal, unrebellious youth, wholesome neighborliness, “feelgood” characters, resolution of differences, depoliticized middle-class citizenship, and writing skills. Indeed, all eight are clearly instanced in the highly successful Beverley Hills 90210 with the marginal modifications that their neighborliness is more school- than home-based, “middle class” is defined upwards from petit bourgeois, and writing skills are devoted." In To Be Continued..., 118. Routledge, 2002. http://dx.doi.org/10.4324/9780203131855-20.

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Conference papers on the topic "Earth school program"

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Hutson, Kelda N. "A CAREER SHAPED BY THE EARTH SCIENCE LITERACY PRINCIPLES: BUILDING A THRIVING HIGH SCHOOL EARTH SCIENCE PROGRAM." In GSA Annual Meeting in Indianapolis, Indiana, USA - 2018. Geological Society of America, 2018. http://dx.doi.org/10.1130/abs/2018am-319608.

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Birney, Lauren Beth, and George Diamantakos. "Researcher, PI and CEO - Managing a Large Scale Environmental Restoration Project in New York City; Creating Expectations, Establishing Structure, Protocols and Realistic Outcomes." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5252.

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Abstract Research consistently shows that children who have opportunities to actively investigate natural settings and engage in problem-based learning greatly benefit from the experiences? This project developed a model of curriculum and community enterprise to address that issue within the nation's largest urban school system. Middle school students will study New York Harbor and the extensive watershed that empties into it, as they conducted field research in support of restoring native oyster habitats. The project builds on the existing Billion Oyster Project, and was implemented by a broad partnership of institutions and community resources, including Pace University, the New York City Department of Education, the Columbia University Lamont-Doherty Earth Observatory, the New York Academy of Sciences, the New York Harbor Foundation, the New York Aquarium, and others. The project model includes five interrelated components: A teacher education curriculum, a digital platform for project resources, museum exhibits, and an afterschool STEM mentoring program. It targets middle-school students in low-income neighborhoods with high populations of English language learners and students from groups underrepresented in STEM fields and education pathways. This paper explores the management of this large-scale project and provides insight with regard to the governance of the various project components. Key words (project-based learning, environmental restoration, educational technology)
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Mavuru, Lydia, and Oniccah Koketso Pila. "PRE-SERVICE TEACHERS’ PREPAREDNESS AND CONFIDENCE IN TEACHING LIFE SCIENCES TOPICS: WHAT DO THEY LACK?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end023.

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Pre-service teachers’ preparedness and confidence levels to teach is a topical subject in higher education. Previous studies have commented on the role of teacher in-service training in preparing teachers for provision of meaningful classroom experiences to their learners, but many researchers regard pre-service teacher development as the cornerstone. Whilst teacher competence can be measured in terms of different variables e.g. pedagogy, knowledge of the curriculum, technological knowledge etc., the present study focused on teacher competency in terms of Life Sciences subject matter knowledge (SMK). The study was framed by pedagogical content knowledge (PCK). The study sought to answer the research question: How do preservice teachers perceive their levels of preparedness and confidence in teaching high school Life Sciences topics at the end of their four years of professional development? In a qualitative study, a total of 77 pre-service teachers enrolled for the Methodology and Practicum Life Sciences course at a university in South Africa participated in the study. Each participant was tasked to identify topic(s)/concept(s) in Life Sciences they felt challenged to teach, provide a critical analysis of the reasons for that and map the way forward to overcome the challenges. This task was meant to provide the pre-service teachers with an opportunity to reflect and at the same time evaluate the goals of the learning programme they had gone through. Pre-service teachers’ perspectives show their attitudes, values and beliefs based on their personal experiences which therefore help them to interpret their teaching practices. The qualitative data was analysed using content analysis. The findings showed that whilst pre-service teachers were competent to teach other topics, the majority felt that they were not fully prepared and hence lacked confidence to teach the history of life on earth and plant and animal tissues in grade 10; excretion in animals particularly the functions of the nephron in grade 11; and evolution and genetics in grade 12. Different reasons were proffered for the lack of preparedness to teach these topics. The participants regarded some of these topics as difficult and complex e.g. genetics. Evolution was considered to be antagonistic to the participants’ and learners’ cultural and religious belief systems. Hence the participants had negative attitudes towards them. Some of the pre-service teachers indicated that they lacked interest in some of the topics particularly the history of life on earth which they considered to be more aligned to Geography, a subject they did not like. As remedies for their shortcomings in the content, the pre-service teachers planned to co-teach these topics with colleagues, and others planned to enrol for content enrichment programmes. These findings have implications for teacher professional development programmes.
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