Relevant bibliographies by topics / Maine. State Board of Education

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  2. Dissertations / Theses
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Academic literature on the topic 'Maine. State Board of Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Maine. State Board of Education"

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Kuriloff, Allison, and Jordan Payne. "Examining the Efficacy, Longevity, and Impact of the Kids First I-Cope Program." Undergraduate Journal of Service Learning & Community-Based Research 1 (November 22, 2012): 1–14. http://dx.doi.org/10.56421/ujslcbr.v1i0.63.

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This article presents a modestly edited final report presented to Kids First, a Portland, MEnon-profit that asked us to assess their Intensive Co-Parenting Education program (I-COPE). I-COPE is a unique nine-week court-mandated course for high-conflict, litigating parents. Wepresented this report orally and in writing in May 2012 to members of the staff and Board ofDirectors of Kids First. It was not our goal to make recommendations for change for the I-COPEprogram, but rather to explore and examine evidence about the effectiveness of the nine-weekcourse for parents and their ongoing relationships with each other, their children, and the courts.We were pleased to report that Kids First’s overall mission and its nine-week I-COPEcourse in particularare enormously helpful for the right families, at the right moment in theirdivorce/separation. Moreover, the methods that I-COPE employs to help co-parenting partnerscommunicate better and put their kids first and their own hurt second appear to be highly valued byco-parenting partners. Still, as our paper indicates, we were challenged to bring to the program’sattention problem areas where small changes might offer large improvements in the outcome of thecourse for future participants.As students ofsociology, government, and gender studies, we benefited enormously fromhaving been able to undertake field research and to work closely with an organization that has takenremarkable strides to affect real change in the adversarial process of divorce andseparation. KidsFirst gave us the unusual chance to work as research partners and consultants, as well as theopportunity to speak candidly with program participants, attorneys, judges, magistrates, and KidsFirst staff about challenging issues in the state of Maine and around the country. We will draw fromthe invaluable lessons that we have learned from the experience of applying our research skills in apolicy and practice setting as we pursue future careers as policy makers and legal advocates.
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Smith, Sharda Jackson. "Maine." Journal of Education Human Resources 41, S1 (September 1, 2023): 59–62. http://dx.doi.org/10.3138/jehr-2023-0031.

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This State of the States issue covers the education funding environment for Maine. Funding priorities for P–12 and higher education, changes to the funding formula for P–12 education, pressing state issues affecting P–12 and higher education funding, and topics exclusive to P–12 are assessed. State per pupil expenditures, allocation of state dollars, and the percentage of the state budget for P–12 and higher education are identified.
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Johnson, Larry J., and Susanne Hawkins. "The maine state patient education forum: Networking system for a rural area." Patient Education and Counseling 14, no. 3 (December 1989): 243–46. http://dx.doi.org/10.1016/0738-3991(89)90037-2.

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Wissmann, Jeanne L. "State Board Connection." Journal of Nursing Education 34, no. 2 (February 1995): 92. http://dx.doi.org/10.3928/0148-4834-19950201-13.

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Walsh, James Mackin. "A mainstream preschool program: Working model in rural Maine." Rural Special Education Quarterly 7, no. 4 (March 1987): 27–28. http://dx.doi.org/10.1177/875687058700700408.

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Recent permissive legislation in Maine now provides state subsidy for preschool special education programs in public schools. As a result, there has been heightened interest and incentive to develop preschool program models which can be integrated effectively and economically, into current public school systems. This article will describe the development and implementation process of a model preschool program in Richmond, a rural Maine community. There is particular emphasis on identifying practical considerations for those who may be interested in addressing similar service delivery concerns.
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Lehnhard, Holly R., Robert A. Lehnhard, Stephen A. Butterfield, Donna M. Beckwith, and Scott F. Marion. "Health-Related Physical Fitness Levels of Elementary School Children Ages 5–9." Perceptual and Motor Skills 75, no. 3 (December 1992): 819–26. http://dx.doi.org/10.2466/pms.1992.75.3.819.

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National health goals include an increase in the physical activity and physical fitness of school-age children by the year 2000. To assess current fitness levels in the state of Maine, more than 8,000 public school students, ages five through nine, were assessed using a nationally known (American Alliance for Health, Physical Education, Recreation and Dance) health-related physical fitness test. Maine students were then compared with a national norm group on (1) the one-mile walk/run (minutes:seconds), (2) skinfold thickness (centimeters), (3) one-minute timed sit-ups (number performed correctly), and (4) the sit and reach test for flexibility (centimeters). Generally, Maine boys and girls scored higher than the norms on the sit-up, sit and reach, and one-mile walk/run; however, they had significantly larger skinfold thicknesses. Implications for assessment of health-related fitness in this age group were discussed.
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Firestone, William A., David Mayrowetz, and Janet Fairman. "Performance-Based Assessment and Instructional Change: The Effects of Testing in Maine and Maryland." Educational Evaluation and Policy Analysis 20, no. 2 (June 1998): 95–113. http://dx.doi.org/10.3102/01623737020002095.

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To examine how performance-based assessment changed mathematics teaching under conditions of moderate and low stakes, we studied middle school teachers in five districts in Maine and Maryland. Our observations suggest that the effects of state testing on teaching may be overrated by both advocates and opponents of such policies. When combined with moderately high stakes and other conditions, such assessments generate considerable activity focused on the test itself. This activity can promote certain changes, like aligning subjects taught with the test. It appears to be less successful, however, in changing basic instructional strategies.
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Egan, Andrew, and Deryth Taggart. "Public Perceptions of the Logging Profession in Maine and Implications for Logger Recruitment." Northern Journal of Applied Forestry 26, no. 3 (September 1, 2009): 93–98. http://dx.doi.org/10.1093/njaf/26.3.93.

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Abstract Despite the importance of the forest products industry to Maine's economy, there have been persistent concerns about a shortage of qualified woodsworkers. Several studies have cited the low occupational prestige associated with the logging profession as central to the problems of recruiting new loggers and logging business owners. A phone survey was used to clarify the Maine public's perceptions of logging and the logging profession. Results were compared with perspectives from loggers in the state who were surveyed by mail the previous year. Although most Maine citizens surveyed agreed that logging was a skilled profession and acknowledged its importance to the state's economy, for example, analyses revealed stark gender differences among the state's public in their acceptance of logging as a profession. Respondent education and place of residence also helped to explain some responses, such as whether a survey participant would encourage a son or daughter to pursue logging as a career. At the same time, less than one-quarter of Maine loggers surveyed would recommend logging as a career to a son or daughter. Results may have implications for the recruitment of new workers into the logging workforce.
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Lehnhard, Robert A., Holly R. Lehnhard, Stephen A. Butterfield, Corey Parker, and Richard Young. "Selected Health-Fitness Rankings of Low-Income Youth." Perceptual and Motor Skills 81, no. 3_suppl (December 1995): 1187–91. http://dx.doi.org/10.2466/pms.1995.81.3f.1187.

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Two parameters, tricep skinfold and one-mile walk/run, from the American Alliance for Health, Physical Education, Recreation and Dance health-related fitness test were assessed in 226 low-income children, ages 10 through 14 years. Group means by age and sex were compared with state and national norms. As a whole, on both fitness parameters, this low-income sample fell in the bottom quartile for the state of Maine. The group's national ranking was even lower. Not only are low-income families burdened financially, it appears from this study that the children are also at health risk.
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Barry, Nancy H., Jack A. Taylor, and Harriet I. Hair. "A National Survey of State Music Education Board Members." Update: Applications of Research in Music Education 20, no. 1 (November 2001): 19–25. http://dx.doi.org/10.1177/875512330102000105.

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Dissertations / Theses on the topic "Maine. State Board of Education"

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Fridley, John Carl Monroe. "Study of the relationship between school board evaluation and Illinois State Board of Education indicators of effectiveness /." Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1196409871&sid=25&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Thesis (Ph.D.)--Southern Illinois University Carbondale, 2006.
"Department of Educational Administration and Higher Education." Includes bibliographical references (leaves 97-103). Also available online.
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Markham, James Jeffrey. "An exploration of community college state funding patterns in the southern regional education board states." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-06042008-150915.

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Flood, Pamela S. "Factors Affecting Implementation Probability of State-Mandated Reform Initiatives: A Study of 6th - 8th Grade Maine Teachers." Fogler Library, University of Maine, 2002. http://www.library.umaine.edu/theses/pdf/FloodPS2002.pdf.

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Jowle, Derek. "The General Board of Education in Western Australia 1847-1871: Its establishment and performance." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1385.

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This thesis is a history of the politics of education in nineteenth century Western Australia with a particular focus on educational administration. It traces the activities of the educational pioneers in Western Australia and in particular synthesises research material from a wide variety of sources to demonstrate and explain: •How and why these pioneers established an education system in Western Australia; •The difficulties faced by the pioneers and how they overcame those difficulties; •Why the General Board of Education ("the Board"), which was formed by the early pioneers, was established in 1847; •How and why the Board was terminated in 1871. To properly explain these issues it has been necessary to research the general conditions faced by the early settlers in Western Australia. Chapters one and two of the thesis provide an overview of the circumstances faced by the pioneers in Western Australia both generally and specifically with regard to education. Chapter three of the thesis is unique in that it dwells upon the major internal and external challenges posed by the Catholic Church's opposition to the Protestant makeup and ethos of the General Board that significantly affected church/state relations and the performance of the General Board in a politically and religiously turbulent era. Chapters four through to seven deal mainly with the development of educational administration in light of the General Board's overall performance. In order to adequately trace its establishment and performance during its twenty-four years of existence 1847-1871, the development of the General Board from a mediatory body of clergy and lawyers, to its incorporation in 1856, into the Colonial Secretary's Office, is imperative. This singular event was to eventually lead, to the gradual erosion of the decentralised structures of educational administration, and the translation of the Board into a civil service agency. This ‘developmental' theme coincides with its establishment and, along with its performance, traces the achievements and failures of the General Board from two perspectives : the level of success achieved by the Board in relation to its original intentions; and secondly; the influence that external factors, such as the Colony's extreme isolation and poverty and the secular and sectarian nature of society had on the eventual policy outcomes of the Board. An exposition of these extrinsic factors emerges from an analysis of the interactions of the General Board and its members with those of governors and prominent clergy, and moreover, from an assessment of its pragmatic and altruistic aims. This thesis will not only attempt to provide a history of the politics of education in nineteenth century Western Australia, but would also serve two other purposes. Firstly, the role and influence of the general Board in determining the fate of educational administration and education generally, is to be conveyed. And secondly, its chief purpose or utility would be to provide the background or precursory information to policy initiatives that acted as harbingers of centralised control. Awareness of the importance of the latter is significant, once it is understood, that the General Board, worked in an era when decentralised control, for both political and philanthropic reasons, was much in vogue. The General Board's avid quest to maintain a system of decentralisation, along with public style education, was examined in terms of the struggle to overcome the autocratic and populist excesses of governors and some clergy, who attempted the thwart, the altruistic aims of the original Committee. It is in the struggle that the dichotomy between public and elementary education, becomes synonymous, with that of a sectarian and secular system and hence society. Throughout the thesis a comparative approach was adopted with the educational systems and developments in Great Britain and the Colony of New South Wales with those of nineteenth century Western Australia. From the comparative analysis it was concluded that both the centralization of education and its compulsory status by law were global trends that lay beyond the power of the General Board to arrest. As a consequence this educational apparatus of the State could no longer function as intermediary between the competing and complementary interests of governors, clergy and the general populace. This was made poignantly clear with the abolition of the General Board upon the passing of the Elementary Education Act 187l (W.A). As an assessment of the formative years in Western Australia of State controlled education, the thesis attempts to fill the void left behind in past and present literature on educational history in Western Australia. In relation to the General Board, such literature fails to adequately examine its role and significance, in providing the impetus for the system of education in vogue today. The research is entirely feasible, easy to manage within the constraints of the word limit and time frame for submission. It is made all the more easier with the ready availability of primary and secondary material. It is hoped, that in filling the void, by way of providing a small history of the politics of education in nineteenth century Western Australia, an original contribution to the current stock of knowledge will be achieved.
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Larsen, Daniel P. "Justice Hugo L. Black and the "wall" between church and state reasons behind the Everson v. Board of Education (1947) decision /." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.

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Deeb, Bassam M. "Conceptions of Governing Boards Accountability in the State of Ohio: A Case Study." Kent State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=kent1206019159.

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Latta, Marcia Sloan. "CHARACTERISTICS AND MOTIVATIONAL FACTORS OF MAJOR DONORS TO BOWLING GREEN STATE UNIVERSITY." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1288019153.

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Ilse, Monica L. "A Case Study of the Significant Events and Legal Parameters Surrounding Charter School Movement at the State and Federal Level." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3659.

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All states have different perspectives and various statutes within broader constitutional law. Perception of public dissatisfaction with public schools has led to choice schooling options for parents. One of the fastest growing choice options in schooling is charter schools; schools privately run by organizations through public funds. This study analyzes the governance of charter schools and how charters operate under legal guidelines and Florida statutes, with significant legislative events cited. This study answers the following questions as they relate to evolution and legal parameters surrounding the charter movement using exploratory case study method: 1) What is the evolution of the charter school movement in the United States and specifically in Florida, and the legal precedence that comes from this reform effort? 2) What are legal parameters regarding the charter school movement nationally? (e.g. constitutional law, statutory law, administrative law, common or court/case law, and contract law) and 3) What present legal structures and parameters affect Florida’s charter school movement? The significance of this study lies in the need to understand significant legal parameters surrounding the current charter school movement and how policies and law related to charter schools impact stakeholders. All of the findings together signify the important role legislators and the judicial powers execute in the ongoing realization of the charter school movement. The legal support of the charter school movement fosters an opportunity for the development of charter schools. With charter school implementation, several issues arise in the process of the charter school practice. The study shows the following themes impacting the charter school movement: regulations, accountability, Special Education, facility concerns, innovations, and employee and legislative issues. Charter schools provide a niche for certain parents desiring a different approach from the local public school. Charter schools provide a niche to parents seeking alternatives to traditional public school education. Charter schools will continue to exist and cater to parents desiring school choice options.
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Paget, Christine Leigh. "An investigation into the representation of African Americans in grade eight United States history textbooks approved by the California State Board of Education in 2005." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/2321.

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As the connections between textbooks and schools, student self-esteem, and educational success are further articulated, and the ramifications of deficient textbook material are more clearly understood, textbooks become increasingly a source of concern and contention. The purpose of this study is to investigate the representation of African Americans in grade 8 American history textbooks approved by the California State Board of Education in 2005. This study develops a critical approach to identifying embedded power relationships in the text employing five evaluative criteria. These five criteria are ethnocentrism, over-simplification, voice, absence, and inclusiveness. The findings of this study are that, while particular sections of each textbook may be inclusive of African American perspectives and are satisfactory in their representation according to the criteria used in this study, the overarching narrative of American history remains ethnocentric. This study raises pressing concerns regarding the role of teachers and textbooks in delivering an equitable and inclusive curriculum.
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Loeb, Hilary. "National Board Certification as a support for work with historically underserved students : a case study of Washington State teachers /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7580.

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Books on the topic "Maine. State Board of Education"

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Maine. State Board of Education. Charter School Study Committee. Charter schools for Maine?: A report from the State Board of Education submitted to the Joint Standing Committee on Education and Cultural Affairs. [Augusta, Me?: The Board], 2004.

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Education, Utah State Office of. State Board of Education special education rules. Salt Lake City, Utah (250 E. 5th South, Salt Lake City 84111): Utah State Office of Education, 1988.

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Texas. State Board of Education. State Board of Education rules for curriculum. Austin, Tex: Texas Education Agency, 1987.

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Colorado State Board of Education. Rules of the Colorado State Board of Education. Denver: Colorado Dept. of Education, 1987.

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Montana. Office of Public Instruction. Special education annual report to the Board of Public Education. Helena, Mont: Montana Office of Public Instruction, 2000.

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Education, Texas State Board of. State Board of Education rules for special education services: Including federal regulations and state law. Austin, Tex: Division of Special Education Programs, 1989.

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Florida. Task Force on Drug Abuse and Dropout Prevention. A report to the State Board of Education, State of Florida. Tallahassee, Fla: State of Florida, Dept. of Education, 1987.

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Education, Missouri Board of. Board of Education policies and regulations. [Jefferson City]: Missouri School Boards Association, 1990.

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Ontario Public School Boards' Association. 1991 public school board budgets: Analysis & data. [Toronto, Ont.]: OPSBA, 1991.

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Connecticut. State Board of Education. The early childhood agenda in Connecticut: Role of the State Board of Education. [Hartford?]: The Board, 1996.

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Book chapters on the topic "Maine. State Board of Education"

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Martin, Waldo E. "Sweatt v. Painter (1950) and McLaurin v. Oklahoma State Regents (1950)." In Brown v. Board of Education, 87–120. New York: Palgrave Macmillan US, 1998. http://dx.doi.org/10.1007/978-1-137-07126-2_4.

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Flowers, Ronald B. "In Praise of Separationism: A Lamentation on the Demise of the Famous Paragraph in Everson v Board of Education." In The Palgrave Handbook of Religion and State Volume I, 285–306. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-35151-8_15.

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Supratno, Haris, Resdianto Permata Raharjo, Heny Subandiyah, and Aries Dwi Indriyanti. "Board of Trustees’ (MWA) Role and Functions at Universitas Negeri Surabaya as a State Higher Education Institution of Incorporated Legal Entity (PTNBH)." In Advances in Social Science, Education and Humanities Research, 875–83. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-152-4_84.

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Gunay, Erkan, and Serkan Gunay. "Impact of the COVID-19 Pandemic on an Emergency Medicine Residency Training Program in Istanbul." In Future Trends in Education Post COVID-19, 67–76. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-1927-7_6.

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AbstractThe first case of COVID-19 was reported in March 2020 in Turkey. Following the countrywide restrictions, residency lectures and meetings were suspended. Emergency medicine (EM) residency training was uniquely disturbed because the medical care provided by the hospitals during pandemics was restricted to only emergency admissions. Our hospital is a state-owned Training and Research Academic Centre. Regular scientific conferences and postgraduate training courses are organized by specialty societies and academic staff. We aimed to describe the challenges of residency training during COVID restrictions and reflect the opinions of the emergency medicine residents through an online survey study. Survey results revealed that WhatsApp Group announcements were preferred to email for rapid information distribution. A major challenge during the initial period was following the weekly scientific board meeting guidelines and distributing the updated documents within the department. Adaptation to the online lectures was also challenging. Practical sessions were found to be the most challenging and unattainable by the residents. One-on-one sessions were preferred especially for surgical procedures and ultrasound training. Online courses prepared by the specialty societies were useful for specialty-focused information sharing. WhatsApp is the preferred way for fast information sharing including educational materials and guidelines. Specialty societies are important stakeholders in improving up-to-date materials for distance learning within the EM residency training.
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Willetts, David. "The Student Academic Experience." In A University Education. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198767268.003.0014.

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I can still remember going to my first economics lecture when I arrived at Oxford to study Politics, Philosophy, and Economics. It was a rather plodding account of the main British industries of the 1970s—manufacturing, mining, etc. The only vivid moment came when we were breaking up at the end and a student sitting nearby turned to me with a question: ‘What’, he asked, ‘is coal?’ International students really do bring different perspectives. Looking back now I can see that the economics faculty could have done so much more with that first lecture. They should have fielded Oxford’s most eminent professor to give us a powerful account of the shape and significance of economics. That first lecture was always going to stick in the memory: it was a missed opportunity. Oxford subsequently reformed their lectures for new students and deploy their most prestigious academics. Other universities have done this too. One academic told me, with just a hint of cynicism, the first lecture to new students was like empty skips appearing in your street—you need to fill them with your rubbish before anyone else can put their rubbish in. The teaching of economics has been caught up in swirling controversy. It involves big arguments about the role of the state and how the global financial crisis should change the discipline. But it is also about what constitutes good teaching. Here is an account of how the subject was taught at one university: ‘Tutorials consist of copying problem sets off the board rather than discussing economic ideas, and 18 out of 48 modules have 50% or more marks given by multiple choice.’ Proper teaching involves keeping a subject fresh by endlessly updating it as some contested issues are resolved or just become moribund whilst new areas of exploration and dispute emerge. Einstein is supposed to have set students the same physics questions two years in succession, but when he was challenged he replied that although the question was the same the answer had changed. The quality of teaching is the biggest problem facing our universities.
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Collins, Richard B., Dale A. Oesterle, and Lawrence Friedman. "Education." In The Colorado State Constitution, 209–24. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190907723.003.0009.

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This chapter studies Article IX of the Colorado Constitution, on public schools. Sections 1 and 15 establish the basic structure for administration of the state’s schools. Section 1 provides for an elected State Board of Education. Section 15 authorizes the general assembly to create school districts “of convenient size” and provides for an elected board of education for each, which “have control of instruction in the public schools of their respective districts.” Section 16 forbids the legislature and the State Board of Education from prescribing public school textbooks. Section 2 requires free public schools open to all residents between ages six and twenty-one. Sections 3, 4, 5, 9, and 10 concern the state public school fund and trust lands. Section 17 sets minimum levels of financial support for schools. Section 8 bans the teaching of sectarian tenets or doctrines in public schools and the use of religious criteria in hiring teachers or admitting students. Section 11 empowers the general assembly to require school attendance or education by other means.
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Martos, Svitlana, Svitlana Klymovych, and Olena Karabuta. "AltspaceVR IN DISTANCE EDUCATION OF PHILOLOGY STUDENTS." In Development of scientific, technological and innovation space in Ukraine and EU countries. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-151-0-10.

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Today, virtual and augmented reality is being introduced into various professional fields, including the educational process. Virtual reality technology makes it possible to immerse people in a simulated virtual world and makes communication much easier, because it is a spatially entertaining form in which each user-visitor can create not only their own image, shape or choose the environment and so forth. The study demonstrates with concrete examples the possibilities of using the AltspaceVR platform in teaching educational disciplines, turning an ordinary educational process into a fascinating journey. The authors of the publication (Associate Professors of the Department of Ukrainian Philology and Journalism of Kherson State University) shared their experience in the pilot mentoring programme for teachers of higher education institutions «New Tool ‒ New Opportunities: AltspaceVR» initiated by the «Learn and Differentiate: Infomedia Literacy» project team, which is implemented by the International Research and Exchanges board (IREX) and supported by the US and UK Embassies in partnership with the Ukrainian Ministry of Education and Science and the Academy of Ukrainian Press. Using the example of the information zone «Gender Stereotypes» of the educational discipline «Gender Linguistics», presentation of the educational discipline «Language Self-Branding of Modern Specialist», announcement of the educational discipline «Language Portrait of the City», the teachers demonstrate the possibilities of using AltspaceVR platform as an informational and educational environment. The authors argumentally prove that in distance learning mode, working in a virtual reality game environment today becomes not only a reality but also a necessity. The use of AltspaceVR as one of the latest technologies in teaching is quite reasonable. The AltspaceVR platform allows participants of the educational process to realize the same opportunities and get the same impressions as when participating in a real (traditional) event without leaving home. The main advantage of using the AltspaceVR platform in distance learning is its interactivity, which prevents the learning process from becoming boring. In contrast to Zoom and other platforms, there is an opportunity to involve participants as much as possible, for instance through role playing, games, etc. The effective implementation of virtual reality technologies, in particular the use of the AltspaceVR platform in the educational process, has a powerful potential to form an individual with a high level of digital literacy, capable of learning, communication and collaboration. The academic freedom of the teacher allows to define the tool of digital learning and part of its implementation in the educational process. A relevant issue today is the teacher’s workload, since modelling the artificially created world on the AltspaceVR platform for classes is quite time-consuming. And, of course, mastering the latest information and communication technologies requires new competencies and a high level of teacher’s digital literacy. Consequently, the question of training teaching staff to realize distance learning, who would be able to support the full cycle of organizing the educational process, needs to be solved.
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Adkison, Danny M., and Lisa McNair Palmer. "Oklahoma State System of Higher Education." In The Oklahoma State Constitution, 265–68. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197514818.003.0020.

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This chapter describes Article XIII-A of the Oklahoma constitution, which concerns the Oklahoma State System of Higher Education. This article is probably one of the most important steps this state has taken to improve and better coordinate its public institutions of higher learning. Section 2 states that the Board of Regents of the University of Oklahoma is responsible for governing the university. The university’s president has only the authority given to him by the Board of Regents and their acts are subject to review by the board. Section 3 allows the Oklahoma State Regents for Higher Education to move money between funds and accounts as it sees fit. Lastly, under Section 4, a private denominational institution awarding academic and professional degrees may be subject to reasonable state regulation without violating the First, Fifth, Ninth, or Fourteenth Amendments. Thus, the secular-type activities of a religious school are subject to nonarbitrary governmental regulation exercised under the policy powers of the state.
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Adkison, Danny M., and Lisa McNair Palmer. "Education." In The Oklahoma State Constitution, 259–64. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197514818.003.0019.

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This chapter addresses Article XIII of the Oklahoma constitution, which concerns education. Section 1 mandates establishment and maintenance of a public school system but does not guarantee an equal educational opportunity in the sense of equal expenditures of money for each and every pupil in the state. Section 2 states that “the Legislature shall provide for the establishment and support of institutions for the care and education of persons within the state who are deaf, deaf and mute, or blind.” Meanwhile, Section 3—which was entitled “Separate Schools for White and Colored Children”—was repealed on May 3, 1966. Section 4 states that “the Legislature shall provide for the compulsory attendance at some public or other school, unless other means of education are provided.” Section 5 grants power to the State Board of Education to supervise the instruction in public schools. Section 6 provides for the establishment of a uniform system of textbooks to be used in the public schools, making it clear that the books must be free to students.
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Ariyo, Oluwunmi, and Ansa Reams-Johnson. "Destroying the Textbook Tower." In Enhancing Higher Education Accessibility Through Open Education and Prior Learning, 53–66. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7571-0.ch003.

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Textbooks are the cornerstone of higher education. College Board stated in a study that the national average for one text is $153 per course, and over the course of a year, the average college student spends more than $1,200 on books and materials. Endless debates have posed the question of how students enrolled in higher education institutions can afford the rising cost of textbooks without it interfering in their education. Open education resources have provided one answer to this debate. The following chapter will discuss three main benefits of OER which are free access, standardization, and equity concerns. Lastly, the chapter will address the challenges pertaining to OER.
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Conference papers on the topic "Maine. State Board of Education"

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Smyslova, Irina, and Olga Smirnova. "The State Rubricator of Scientific and Technical Information as the backbone classification of the national system of sci-tech information: The status, problems and tasks. SRSTI Version 2021." In Sixth World Professional Forum "The Book. Culture. Education. Innovations". Russian National Public Library for Science and Technology, 2021. http://dx.doi.org/10.33186/978-5-85638-236-4-2021-208-213.

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The current issues of subject systematization and indexing based on the backbone classification system, i. e. State Rubricator of Scientific and Technical Information (SRSTI), are examined. SRSTI main tasks and functions are defined. Comprehensive coverage of academic and technological knowledge, comparatively low structuring and cemental division into classes make its characteristic features. The structure of its subject vertices levels is analyzed. The main problems of upgrading SRSTI as the system of subject indexing of knowledge domains to reflect the status and priorities in science, technologies and engineering are formulated. Within the framework of designing SRSTI master version, the amendments for 2007–2020 approved by the Methodological Board for STI Classification Systems, are systematized. Both digital and printed version of current SRSTI version are produced.
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Belenko, V. E. "Science Communications and Communicators: Conceptualization and Basis for Professional Identity in Russia." In IV Международный научный форум "Наследие". SB RAS, 2023. http://dx.doi.org/10.25205/978-5-6049863-7-0-174-194.

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Considering several definitions of “science communication”, the article defines it, unlike academic communication, as deliberate actions intended to channel scientific knowledge and results of research to a broad audience, which is not limited to scientists and specialists in a specific topic. By 2019, the professional field in Russia as a concept and reality can be recognized as fully developed. Around this time, the expression “science communicator” became widely used in official speeches and informal communication as a collective term for activities in the field that existed at the intersection of science, PR, and journalism. Russian science communications are conceptualized under the influence of the international tradition. They adopted some ideological principles of the “diffusionist theory” of the main actors, channels, and processes in this activity and the ideology of the Public Understanding of Science. The article presents the main stages of the development of science communications in Russia for the last fifty years. The most significant of them is the period between 2013 and 2021, which the article considers in great detail. It characterizes the state of science communications at the beginning of this period and the successes achieved by 2020. At the current stage, started after 194 July 2022, science communicators, thanks to social media, retain a high involvement in professional communication and a sense of community. The article shows that this professional area, in the most significant way, began to crystallize around the events held by the Association of Communicators in Education and Science. The association’s founders and, at the same time, the most active members of it brought their vision, concepts, and values to this area of activity. Interviews with the founders and members of the association’s board reveal the supporting semantic structures and meanings that formed the basis of “science communication” in Russia and reasons why other concepts, perhaps more familiar to the native language (such as “popularization of science” and “science journalism”) were rejected for the name of a new professional field.
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Lunt, Barry, Joseph Ekstrom, Edith Lawson, Reza Kamali, Jacob Miller, Sandra Gorka, and Han Reichgelt. "Defining the IT Curriculum: The Results of the Past 3 Years." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2864.

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Efforts to define IT curriculum and accreditation standards began at the first Conference on Information Technology Curriculum (CITC-1) in December 2001, which included representatives from 15 Information Technology (IT) programs at four-year schools in the United States, and representatives from the Association for Computing Machinery (ACM), the Institute for Electrical and Electronic Engineers (IEEE), and the Accreditation Board for Engineering and Technology (ABET). Since this conference, this work has been ongoing at CITC-2 (April 2002), CITC-3 (September 2002), and CITC-4 (October 2003), and through committee work which has progressed between these conferences. The three main thrusts of this work have been to define standards for accreditation of IT programs, to define a model curriculum for IT programs, and to distinguish IT programs from the most closely-related academic programs, such as Information Systems and Computer Science. Membership in SIGITE (Special Interest Group on Information Technology Education) of the ACM is now over 300 members and represents most 4-year IT programs and several 2-year IT programs in the United States; the outcome of these three main thrusts should therefore be of wide interest to all those in related programs or at institutions considering forming a similar program. This paper gives some of the details of the results of the work on these three thrusts.
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Feingesicht, M., S. C. Olteanu, A. Aitouche, and L. Belkoura. "Hil validation of an embedded system acting as a nonlinear Takagi-Sugeno state observer on an Arduino board." In 2014 6th European Embedded Design in Education and Research Conference (EDERC). IEEE, 2014. http://dx.doi.org/10.1109/ederc.2014.6924398.

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Md Hashim, Azhari. "DEVELOPMENT OF A MOBILE APPLICATION FOR THE PERSONALITY ASSESSMENT OF STUDENTS UNDER THE MANAGEMENT OF THE KEDAH STATE ZAKAT BOARD (LZNK), MALAYSIA." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.1691.

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PARK, HYUNJU, and Qiong Zhu. "Public Higher Education Governing Boards Composition and Regional Difference in U.S." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5519.

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Using The Public Higher Education Boards Database designed by Association of Governing Boards of Universities and Colleges (AGB) in 2008, this paper reviewed prior studies of governing boards and investigated regional differences of boards' characteristics including board type, selection method, board composition, provision condition, term length, supervision, and meeting frequency. The results show tha: (1) highly centralized state university governance with more political control exist in West and Middle West; (2) governing boards in Northeast are more autonomous with high percentage of alumni and self-perpetuating members and less political affiliations; (3) more faculty participations appear in South and West, and most Middle West boards do not have removal process and longer length of term.
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Koohang, Alex, Liz Riley, Richard Spiers, Kevin Floyd, Julie Santiago, Alicia David, and Payton Glore. "Panel Discussion: Preparing for Undergraduate Information Technology Program Accreditation." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3193.

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This panel will inform the audience about an undergraduate IT program's preparation and process for ABET accreditation. The School of Information Technology at Macon State College is seeking accreditation from the Accreditation Board of Engineering and Technology (ABET). ABET accredits academic programs that prepare graduates for entry into the following professional disciplines: 1) applied science, 2) computing, 3) engineering, and 4) technology. (http://www.abet.org). Specifically, the panel will discuss three themes essential in preparing the IT program for ABET accreditation. They are: 1) program educational objectives, 2) program outcome, and 3) program continuous improvement.
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Mather, Nazarana. "BRINGING THE BOYS BACK ON BOARD: AN EXPLORATION OF PRIMARY SCHOOL BOYS’ PERCEPTIONS OF THE WRITING PROCESS." In Paris International Conference on Teaching, Education & Learning, 10-11 January 2024. Global Research & Development Services, 2024. http://dx.doi.org/10.20319/ictel.2024.0708.

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In the past, boys have performed better than girls academically, however, recent research conducted internationally indicates that girls are achieving better results than boys (1). A reason for this improvement could be the role that language plays in all learning areas and, according to scientific research girls outperform boys in language acquisition because the language area of the brain in girls develops before the areas used for spatial relations, whereas the opposite is true for boys (2). The link between all learning is language. To succeed in any learning, learners must have the ability to communicate effectively in the language of learning and teaching. A study conducted in Minnesota confirms this as it was found that students who performed better in language also achieved better results in other learning areas (3). Francis and Skelton (4) state that there is a significant gap which favours girls in language and learning internationally. Epstein, Elwood, Hey and Maw (5) contend that girls’ most marked area of success at school has been in languages. An area in research that remains relatively unchartered is boys’ experiences in the writing classroom, which could contribute to our understanding of the underachieving boys’ phenomenon. This study sought to explore how middle school boys perceive their experiences in the writing classroom, the writing curriculum and their teachers’ teaching approaches. For this exploratory case study, boys from 2 schools participated in this study. They completed an activity-based questionnaire, writing lessons were observed and a sample of their writing with their teachers’ feedback was analysed using document analysis. Lesson recordings were transcribed, and the transcriptions were analysed with the observation schedule using thematic analysis, as were the boys’ responses to the questionnaire. It was found that the participating boys did not view language learning negatively, and whilst some of them struggled in the writing classroom, they did not view writing negatively either. It was concluded that teachers should cater for boys’ different learning needs and styles when planning their lessons. Some ideas for doing this could be providing choice in topics, making their lessons more engaging and exciting for the boys by including competitions and movement, and selecting themes and topics that the boys in their classrooms find interesting and relevant.
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Biktimirov, Marat R. "Knowledge economy and digital bureaucracy. What do experts discuss?" In Twenty Fourth International Conference "Information technologies, computer systems and publications for libraries". Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-231-9-2020-14-18.

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The problems discussed at the sessions of the Expert Board for Knowledge Economy Management and the Expert Board for Debureaucratization in Education and Science of the State Duma Committee for Education and Science are reviewed. New challenges of swollen digital bureaucracy, distance work modes and need for verified expertize call for shaping appropriate national policy, are discussed. The focus is made on efficiency of administration in education and science at the stage of digital transformation.
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Froelich, Amy, Wolfgang Kliemann, and Heather Thompson. "Changing the statistics curriculum for future and current high school mathematics teachers: a case study." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08702.

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Through a larger initiative involving mathematical sciences faculty from the three State of Iowa Board of Regents’ institutions, faculty members from the Departments of Statistics and Mathematics at Iowa State University have started a collaboration in the area of statistics training for future and current mathematics teachers. In this paper, we begin by discussing the recent developments in high school mathematics education at both the state and national level that served as a focus for change in the statistics education of mathematics teachers in the state. We then describe our present efforts in changing curriculum in statistical content and pedagogy in the undergraduate and graduate programs at Iowa State for future and current mathematics teachers. Finally, we offer some direction for future work in these regards.
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Reports on the topic "Maine. State Board of Education"

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Lozynskyi, Maryan. Main Features of Publishing Activities of the Ivan Franko National University of Lviv (end of the 1990s – first two decades of the 21st c.). Ivan Franko National University of Lviv, February 2022. http://dx.doi.org/10.30970/vjo.2022.51.11392.

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The article desribes the main features of the publishing activity of the Ivan Franko National University of Lviv from the end of the 1990s and in the first two decades of the 21st century. The aim of the author was to show this activity with the help of stages of formation of the Publishing Centre at the University. For this purpose, he used historical method, the methods of analysis, synthesis, content analysis etc. One of the important landmarks of the end of the 20th century in the publishing activity of the Ivan Franko National University of Lviv which has its traditions in the past was the foundation of the mentioned Publishing Centre on the basis of Editing and Publishing Department, Machine Offset and Polygraphic Laboratories. This process was favoured by the administration of the University which supported the transfer of printing base to another building of the University. Professionals with respective qualification level and experience in the sphere of publishing and printing were gathered there. Another stage of the development of the Publishing Centre of the Ivan Franko National University of Lviv was the creation in 2006 of the Publishing Board within the University which became a generator of ideas on the development of scientific book publishing and actively cooperated with printing enterprises of Ukraine (the author of the article was a member of this board). The administration of the Ivan Franko National University of Lviv provided a substantial financial support for publication of educational and scientific literature of different genres and on different topics for educational needs both of the University itself and Ukrainian educational sphere in general. As a result of active publishing activity, the Publishing Centre of the Ivan Franko National University of Lviv since 1996 has published more than 4.5 million copies of publications whose authors are members of the academic community of the University. Among the significant publications of the Publication Centre of the last two decades the article notes Ivan Franko (10 volumes, authors – R. Horak and Ya. Hnativ), Encyclopedia. The Ivan Franko National University of Lviv (2 volumes), Social Geography (2 books, author – Prof. O. Shabliy) and others. The results of the activities of the Publication Centre of the Ivan Franko National University of Lviv were demonstrated during participation at Book Forums and other events in the publication and printing sphere. This article permits researchers in Humanities to analyze and evaluate the achievements and at the same time problems of the scientific publication activity of the Ivan Franko National University of Lviv.
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Hendricks, Kasey. Data for Alabama Taxation and Changing Discourse from Reconstruction to Redemption. University of Tennessee, Knoxville Libraries, 2021. http://dx.doi.org/10.7290/wdyvftwo4u.

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At their most basic level taxes carry, in the words of Schumpeter ([1918] 1991), “the thunder of history” (p. 101). They say something about the ever-changing structures of social, economic, and political life. Taxes offer a blueprint, in both symbolic and concrete terms, for uncovering the most fundamental arrangements in society – stratification included. The historical retellings captured within these data highlight the politics of taxation in Alabama from 1856 to 1901, including conflicts over whom money is expended upon as well as struggles over who carries their fair share of the tax burden. The selected timeline overlaps with the formation of five of six constitutions adopted in the State of Alabama, including 1861, 1865, 1868, 1875, and 1901. Having these years as the focal point makes for an especially meaningful case study, given how much these constitutional formations made the state a site for much political debate. These data contain 5,121 pages of periodicals from newspapers throughout the state, including: Alabama Sentinel, Alabama State Intelligencer, Alabama State Journal, Athens Herald, Daily Alabama Journal, Daily Confederation, Elyton Herald, Mobile Daily Tribune, Mobile Tribune, Mobile Weekly Tribune, Morning Herald, Nationalist, New Era, Observer, Tuscaloosa Observer, Tuskegee News, Universalist Herald, and Wilcox News and Pacificator. The contemporary relevance of these historical debates manifests in Alabama’s current constitution which was adopted in 1901. This constitution departs from well-established conventions of treating the document as a legal framework that specifies a general role of governance but is firm enough to protect the civil rights and liberties of the population. Instead, it stands more as a legislative document, or procedural straightjacket, that preempts through statutory material what regulatory action is possible by the state. These barriers included a refusal to establish a state board of education and enact a tax structure for local education in addition to debt and tax limitations that constrained government capacity more broadly. Prohibitive features like these are among the reasons that, by 2020, the 1901 Constitution has been amended nearly 1,000 times since its adoption. However, similar procedural barriers have been duplicated across the U.S. since (e.g., California’s Proposition 13 of 1978). Reference: Schumpeter, Joseph. [1918] 1991. “The Crisis of the Tax State.” Pp. 99-140 in The Economics and Sociology of Capitalism, edited by Richard Swedberg. Princeton University Press.
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Silberstein, Jason. Should Communities Be Managing, Governing or Supporting Schools? A Review Essay on the System Conditions under Which Different Forms of Community Voice Can Improve Student Learning. Research on Improving Systems of Education (RISE), March 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/141.

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There are many different potential roles that parents and communities can play within education systems. This essay reviews the different ways that parents and communities can exercise their individual and collective voice within local schools. It develops a typology to distinguish between three different forms of voice, and explores the enabling conditions in the wider system that each form of voice requires to improve student learning outcomes. The dominant form of voice in many current education systems is “school management”, which is commonly exercised through school management committees. The essay diagnoses how other parts of the system – the state, the bureaucracy, and teachers - have constrained school committees into playing a limited “school management” role. Because they are generally granted circumscribed responsibilities related to the day-to-day running of the school, school management committees have failed to make consistent, significant improvements to either school accountability or student learning. “School governance” is an alternative, stronger form of voice. “School governance” entails giving parents and community members greater latitude to determine the kind of education offered in local schools, somewhat analogous to how a board sets a vision and is owed justifications against results for major decisions made by an organization’s management. This would necessitate giving school governing bodies greater responsibility over setting the curriculum and choosing school leadership. Furthermore, since parents do not always or necessarily prioritize student learning from among other competing educational goals, focusing “school governance” on learning would also require strengthening the central state’s capacity to fulfill key responsibilities such as setting and measuring progress against learning standards. “School governance” would therefore face steep political and implementation challenges, and would have to be accompanied by parallel, government-led reform to other parts of the education system. The system conditions for parents and communities to play an effective “school governance” role are exacting. “School support” is a more modest but potentially more workable form of voice in many current systems. Where “school management” and “school governance” ask parents and communities to hold local schools accountable, the “school support” paradigm emphasizes actions that individual parents and community members can take in collaboration with teachers to directly support children’s learning. However, there are many cases where more parent and community involvement is not necessarily better. Parents and community members need specific, structured opportunities that complement good teaching in the classroom for “school support” to translate into improved learning outcomes.
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Pettis, Heather M., and Philip K. Hamilton. North Atlantic Right Whale Consortium 2012 Annual Report Card. North Atlantic Right Whale Consortium, November 2012. http://dx.doi.org/10.1575/1912/29601.

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The North Atlantic right whale (Eubalaena glacialis) remains one of the most endangered large whales in the world. Over the past two decades, there has been increasing interest in addressing the problems hampering the recovery of North Atlantic right whales by using innovative research techniques, new technologies, analyses of existing databases, and enhanced conservation and education strategies. This increased interest demanded better coordination and collaboration among all stakeholders to ensure that there was improved access to data, research efforts were not duplicative, and that findings were shared with all interested parties. The North Atlantic Right Whale Consortium, initially formed in 1986 by five research institutions to share data among themselves, was expanded in 1997 to address these greater needs. Currently, the Consortium membership is comprised of representatives from more than 100 entities including: research, academic, and conservation organizations; shipping and fishing industries; whale watching companies; technical experts; United States (U.S.) and Canadian Government agencies; and state authorities. North Atlantic Right Whale Consortium members agreed in 2004 that an annual “report card” on the status of right whales would be useful. This report card includes updates on the status of the cataloged population, mortalities and injury events, and a summary of management and research efforts that have occurred over the previous 12 months. The Board’s goal is to make public a summary of current research and management activities, as well as provide detailed recommendations for future activities. The Board views this report as a valuable asset in assessing the effects of research and management over time.
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Pettis, Heather M. North Atlantic Right Whale Consortium Annual Report Card (01 November 2007 - 30 April 2009). North Atlantic Right Whale Consortium, April 2009. http://dx.doi.org/10.1575/1912/29597.

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The North Atlantic right whale (Eubalaena glacialis) remains one of the most endangered large whales in the world. Over the past two decades, there has been increasing interest in addressing the problems hampering the recovery of North Atlantic right whales by using innovative research techniques, new technologies, analyses of existing databases, and enhanced conservation and education strategies. This increased interest demanded better coordination and collaboration among all stakeholders to ensure that there was improved access to data, research efforts were not duplicative, and that findings were shared with all interested parties. The North Atlantic Right Whale Consortium, initially formed in 1986 by five research institutions to share data among themselves, was expanded in 1997 to address these greater needs. Currently, the Consortium membership is comprised of representatives from more than 100 entities including: research, academic, and conservation organizations; shipping and fishing industries; whale watching companies; technical experts; United States (U.S.) and Canadian Government agencies; and state authorities. North Atlantic Right Whale Consortium members agreed in 2004 that an annual “report card” on the status of right whales would be useful. This report card includes updates on the status of the cataloged population, mortalities and injury events, and a summary of management and research efforts that have occurred over the previous 12 months. The Board’s goal is to make public a summary of current research and management activities, as well as provide detailed recommendations for future activities. The Board views this report as a valuable asset in assessing the effects of research and management over time.
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Pettis, Heather M., and Philip K. Hamilton. North Atlantic Right Whale Consortium 2010 Annual Report Card. North Atlantic Right Whale Consortium, November 2010. http://dx.doi.org/10.1575/1912/29599.

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The North Atlantic right whale (Eubalaena glacialis) remains one of the most endangered large whales in the world. Over the past two decades, there has been increasing interest in addressing the problems hampering the recovery of North Atlantic right whales by using innovative research techniques, new technologies, analyses of existing databases, and enhanced conservation and education strategies. This increased interest demanded better coordination and collaboration among all stakeholders to ensure that there was improved access to data, research efforts were not duplicative, and that findings were shared with all interested parties. The North Atlantic Right Whale Consortium, initially formed in 1986 by five research institutions to share data among themselves, was expanded in 1997 to address these greater needs. Currently, the Consortium membership is comprised of representatives from more than 100 entities including: research, academic, and conservation organizations; shipping and fishing industries; whale watching companies; technical experts; United States (U.S.) and Canadian Government agencies; and state authorities. North Atlantic Right Whale Consortium members agreed in 2004 that an annual “report card” on the status of right whales would be useful. This report card includes updates on the status of the cataloged population, mortalities and injury events, and a summary of management and research efforts that have occurred over the previous 12 months. The Board’s goal is to make public a summary of current research and management activities, as well as provide detailed recommendations for future activities. The Board views this report as a valuable asset in assessing the effects of research and management over time.
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Pettis, Heather M., and Philip K. Hamilton. North Atlantic Right Whale Consortium 2011 Annual Report Card. North Atlantic Right Whale Consortium, November 2011. http://dx.doi.org/10.1575/1912/29600.

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The North Atlantic right whale (Eubalaena glacialis) remains one of the most endangered large whales in the world. Over the past two decades, there has been increasing interest in addressing the problems hampering the recovery of North Atlantic right whales by using innovative research techniques, new technologies, analyses of existing databases, and enhanced conservation and education strategies. This increased interest demanded better coordination and collaboration among all stakeholders to ensure that there was improved access to data, research efforts were not duplicative, and that findings were shared with all interested parties. The North Atlantic Right Whale Consortium, initially formed in 1986 by five research institutions to share data among themselves, was expanded in 1997 to address these greater needs. Currently, the Consortium membership is comprised of representatives from more than 100 entities including: research, academic, and conservation organizations; shipping and fishing industries; whale watching companies; technical experts; United States (U.S.) and Canadian Government agencies; and state authorities. North Atlantic Right Whale Consortium members agreed in 2004 that an annual “report card” on the status of right whales would be useful. This report card includes updates on the status of the cataloged population, mortalities and injury events, and a summary of management and research efforts that have occurred over the previous 12 months. The Board’s goal is to make public a summary of current research and management activities, as well as provide detailed recommendations for future activities. The Board views this report as a valuable asset in assessing the effects of research and management over time.
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Pettis, Heather M., Richard M. Pace, III, Robert S. Schick, and Philip K. Hamilton. North Atlantic Right Whale Consortium 2020 Annual Report Card. North Atlantic Right Whale Consortium, November 2020. http://dx.doi.org/10.1575/1912/29594.

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The North Atlantic right whale (Eubalaena glacialis) remains one of the most endangered large whales in the world. Over the past two decades, there has been increasing interest in addressing the problems hampering the recovery of North Atlantic right whales by using innovative research techniques, new technologies, analyses of existing databases, and enhanced conservation and education strategies. This increased interest demanded better coordination and collaboration among all stakeholders to ensure that there was improved access to data, research efforts were not duplicative, and that findings were shared with all interested parties. The North Atlantic Right Whale Consortium, initially formed in 1986 by five research institutions to share data among themselves, was expanded in 1997 to address these greater needs. Currently, the Consortium membership is comprised of representatives from more than 100 entities including: research, academic, and conservation organizations; shipping and fishing industries; whale watching companies; technical experts; United States (U.S.) and Canadian Government agencies; and state authorities. North Atlantic Right Whale Consortium members agreed in 2004 that an annual “report card” on the status of right whales would be useful. This report card includes updates on the status of the cataloged population, mortalities and injury events, and a summary of management and research efforts that have occurred over the previous 12 months. The Board’s goal is to make public a summary of current research and management activities, as well as provide detailed recommendations for future activities. The Board views this report as a valuable asset in assessing the effects of research and management over time.
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Pettis, Heather M., Richard M. Pace, III, Robert S. Schick, and Philip K. Hamilton. North Atlantic Right Whale Consortium 2017 Annual Report Card. North Atlantic Right Whale Consortium, October 2017. http://dx.doi.org/10.1575/1912/29590.

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The North Atlantic right whale (Eubalaena glacialis) remains one of the most endangered large whales in the world. Over the past two decades, there has been increasing interest in addressing the problems hampering the recovery of North Atlantic right whales by using innovative research techniques, new technologies, analyses of existing databases, and enhanced conservation and education strategies. This increased interest demanded better coordination and collaboration among all stakeholders to ensure that there was improved access to data, research efforts were not duplicative, and that findings were shared with all interested parties. The North Atlantic Right Whale Consortium, initially formed in 1986 by five research institutions to share data among themselves, was expanded in 1997 to address these greater needs. Currently, the Consortium membership is comprised of representatives from more than 100 entities including: research, academic, and conservation organizations; shipping and fishing industries; whale watching companies; technical experts; United States (U.S.) and Canadian Government agencies; and state authorities. North Atlantic Right Whale Consortium members agreed in 2004 that an annual “report card” on the status of right whales would be useful. This report card includes updates on the status of the cataloged population, mortalities and injury events, and a summary of management and research efforts that have occurred over the previous 12 months. The Board’s goal is to make public a summary of current research and management activities, as well as provide detailed recommendations for future activities. The Board views this report as a valuable asset in assessing the effects of research and management over time.
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Pettis, Heather M., and Philip K. Hamilton. North Atlantic Right Whale Consortium 2009 Annual Report Card. North Atlantic Right Whale Consortium, November 2009. http://dx.doi.org/10.1575/1912/29598.

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The North Atlantic right whale (Eubalaena glacialis) remains one of the most endangered large whales in the world. Over the past two decades, there has been increasing interest in addressing the problems hampering the recovery of North Atlantic right whales by using innovative research techniques, new technologies, analyses of existing databases, and enhanced conservation and education strategies. This increased interest demanded better coordination and collaboration among all stakeholders to ensure that there was improved access to data, research efforts were not duplicative, and that findings were shared with all interested parties. The North Atlantic Right Whale Consortium, initially formed in 1986 by five research institutions to share data among themselves, was expanded in 1997 to address these greater needs. Currently, the Consortium membership is comprised of representatives from more than 100 entities including: research, academic, and conservation organizations; shipping and fishing industries; whale watching companies; technical experts; United States (U.S.) and Canadian Government agencies; and state authorities. North Atlantic Right Whale Consortium members agreed in 2004 that an annual “report card” on the status of right whales would be useful. This report card includes updates on the status of the cataloged population, mortalities and injury events, and a summary of management and research efforts that have occurred over the previous 12 months. The Board’s goal is to make public a summary of current research and management activities, as well as provide detailed recommendations for future activities. The Board views this report as a valuable asset in assessing the effects of research and management over time.
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