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Sample records for genomics education partnership

  1. The Genomics Education Partnership: Successful Integration of Research into Laboratory Classes at a Diverse Group of Undergraduate Institutions

    Science.gov (United States)

    Shaffer, Christopher D.; Alvarez, Consuelo; Bailey, Cheryl; Barnard, Daron; Bhalla, Satish; Chandrasekaran, Chitra; Chandrasekaran, Vidya; Chung, Hui-Min; Dorer, Douglas R.; Du, Chunguang; Eckdahl, Todd T.; Poet, Jeff L.; Frohlich, Donald; Goodman, Anya L.; Gosser, Yuying; Hauser, Charles; Hoopes, Laura L.M.; Johnson, Diana; Jones, Christopher J.; Kaehler, Marian; Kokan, Nighat; Kopp, Olga R.; Kuleck, Gary A.; McNeil, Gerard; Moss, Robert; Myka, Jennifer L.; Nagengast, Alexis; Morris, Robert; Overvoorde, Paul J.; Shoop, Elizabeth; Parrish, Susan; Reed, Kelynne; Regisford, E. Gloria; Revie, Dennis; Rosenwald, Anne G.; Saville, Ken; Schroeder, Stephanie; Shaw, Mary; Skuse, Gary; Smith, Christopher; Smith, Mary; Spana, Eric P.; Spratt, Mary; Stamm, Joyce; Thompson, Jeff S.; Wawersik, Matthew; Wilson, Barbara A.; Youngblom, Jim; Leung, Wilson; Buhler, Jeremy; Mardis, Elaine R.; Lopatto, David

    2010-01-01

    Genomics is not only essential for students to understand biology but also provides unprecedented opportunities for undergraduate research. The goal of the Genomics Education Partnership (GEP), a collaboration between a growing number of colleges and universities around the country and the Department of Biology and Genome Center of Washington University in St. Louis, is to provide such research opportunities. Using a versatile curriculum that has been adapted to many different class settings, GEP undergraduates undertake projects to bring draft-quality genomic sequence up to high quality and/or participate in the annotation of these sequences. GEP undergraduates have improved more than 2 million bases of draft genomic sequence from several species of Drosophila and have produced hundreds of gene models using evidence-based manual annotation. Students appreciate their ability to make a contribution to ongoing research, and report increased independence and a more active learning approach after participation in GEP projects. They show knowledge gains on pre- and postcourse quizzes about genes and genomes and in bioinformatic analysis. Participating faculty also report professional gains, increased access to genomics-related technology, and an overall positive experience. We have found that using a genomics research project as the core of a laboratory course is rewarding for both faculty and students. PMID:20194808

  2. Partnership Education in the Forest

    Directory of Open Access Journals (Sweden)

    Heidi G Bruce

    2017-10-01

    Full Text Available Heidi Bruce is a founding board member of the Orcas Island Forest School, an outdoor early childhood education program located on Orcas Island, Washington State. In this article, she describes the interconnectedness of nature-based education and Partnership education, as outlined in Riane Eisler‘s book, Tomorrow’s Children: A Blueprint for Partnership Education in the 21st Century (2000. She also shares her experience in advocating for the first legislation in the country that creates a pilot program for licensing nature-based early childhood education programs.

  3. Partnership for Environmental Technology Education

    International Nuclear Information System (INIS)

    Dickinson, Paul R.; Fosse, Richard

    1992-01-01

    The need for broad cooperative effort directed toward the enhancement of science and mathematics education, including environmental science and technology has been recognized as a national priority by government, industry, and the academic community alike. In an effort to address this need, the Partnership for Environmental Technology Education (PETE) has been established in the five western states of Arizona, California, Hawaii, Nevada and Utah. PETE'S overall objectives are to link the technical resources of the DOE, ERA, and NASA Laboratories and private industry with participating community colleges to assist in the development and presentation of curricula for training environmental-Hazardous Materials Technicians and to encourage more transfer students to pursue studies in environmental science at four-year institutions. The program is co-sponsored by DOE and EPA. DoD participation is proposed. PETE is being evaluated by its sponsors as a regional pilot with potential for extension nationally. (author)

  4. Strategic Partnerships in Higher Education

    Science.gov (United States)

    Ortega, Janet L.

    2013-01-01

    The purpose of this study was to investigate the impacts of strategic partnerships between community colleges and key stakeholders; to specifically examine strategic partnerships; leadership decision-making; criteria to evaluate strategic partnerships that added value to the institution, value to the students, faculty, staff, and the local…

  5. Fight Bac! | Partnership for Food Safety Education

    Science.gov (United States)

    Fight Bac! Fight Bac! Fight Bac! Partnership for Food Safety Education Supporting consumers to & Symptoms Food Safety Glossary Food Safety Education Food Safety Education Month 2017 Don't Wing Spanish Resources Food Safety Education Food Safety Education Month 2017 Don't Wing It The Story of Your

  6. Implementing inclusive educational practices through partnerships ...

    African Journals Online (AJOL)

    This study reports on work in progress of a partnership between the University of Stellenbosch and three rural schools in a disadvantaged community, focused on the development of inclusive educational practices such as teaching, assessment and support in inclusive education. Recognizing the changing needs of the ...

  7. NOAA Education Partnerships 2013 Portfolio Review. Final Report

    Science.gov (United States)

    Payne, Diana L.; Baek, John Y.

    2014-01-01

    This Partnerships Working Group (PWG) study responds to recommendations from the National Research Council's (NRC) NOAA's Education Program: Review and Critique (2010) for NOAA to better understand how NOAA Education partnerships are formed, fostered, sustained, and evaluated. The NRC report noted that while partnerships were mentioned as a means…

  8. Partnership in Teacher Education--A Research Mapping

    Science.gov (United States)

    Lillejord, Sølvi; Børte, Kristin

    2016-01-01

    This mapping of research on partnership in teacher education provides an overview of themes and analyses problems identified in the studies that were included. The mapping gives a status of research in the field; identifies knowledge gaps and suggests improvements in partnership models. Studies included describe partnerships as complex and…

  9. Interprofessional education: Partnerships in the educational proc.

    Science.gov (United States)

    Bressler, Toby; Persico, Lori

    2016-01-01

    The curriculum for healthcare professionals is primarily dictated by the demands of the specific discipline. Detailed curricula are essential to develop professional healthcare providers such as nurses, physicians and pharmacists. Traditional educational methods created a system or process where professionals operate in isolation from each other. A siloed structure inhibits effective communication, patient-centered care and safety. Today the focus in healthcare has shifted towards a more patient-centeredness approach using interprofessional collaboration to achieve optimal patient outcomes. Nurses are at the forefront of patient care and play a key role in quality patient care and improved patient outcomes. Interprofessional education is one type of academic strategy that nursing educators can incorporate into educational curricula. Copyright © 2015 Elsevier Ltd. All rights reserved.

  10. On Social Partnership in the Sphere of Education

    Science.gov (United States)

    Osipov, A. M.; Karstanje, P.; Tumalev, V. V.; Zarubin, V. G.

    2009-01-01

    Social partnership is an important problem in the administration of education. It involves not only the practice of jointly formulating decisions but also a level of balance in mutual responsibility. The authors, drawing on international experience in social partnership in education, demonstrate the necessity for it, the prerequisites, parameters,…

  11. The Peace Corps and Higher Education: Finally the Envisioned Partnership?

    Science.gov (United States)

    Quigley, Kevin F. F.

    2013-01-01

    A number of structural and contextual changes underway suggests that now that the Peace Corps has begun its second half-century, it may be the opportune time for a broader and deeper strategic partnership with higher education along the lines that the Peace Corps founders' envisioned. That partnership would involve higher education playing an…

  12. The Opportunities and Challenges of Research Partnerships in Teacher Education

    Science.gov (United States)

    Schuck, Sandy

    2013-01-01

    Collaborative research partnerships are widely recognised as being of value. This paper examines the benefits, constraints and challenges of research partnerships between teacher education faculties in universities and teacher employing authorities or departments of education and schooling. A case study of a collaborative research partnership…

  13. Earth System Science Education Interdisciplinary Partnerships

    Science.gov (United States)

    Ruzek, M.; Johnson, D. R.

    2002-05-01

    Earth system science in the classroom is the fertile crucible linking science with societal needs for local, national and global sustainability. The interdisciplinary dimension requires fruitful cooperation among departments, schools and colleges within universities and among the universities and the nation's laboratories and agencies. Teaching and learning requires content which brings together the basic and applied sciences with mathematics and technology in addressing societal challenges of the coming decades. Over the past decade remarkable advances have emerged in information technology, from high bandwidth Internet connectivity to raw computing and visualization power. These advances which have wrought revolutionary capabilities and resources are transforming teaching and learning in the classroom. With the launching of NASA's Earth Observing System (EOS) the amount and type of geophysical data to monitor the Earth and its climate are increasing dramatically. The challenge remains, however, for skilled scientists and educators to interpret this information based upon sound scientific perspectives and utilize it in the classroom. With an increasing emphasis on the application of data gathered, and the use of the new technologies for practical benefit in the lives of ordinary citizens, there comes the even more basic need for understanding the fundamental state, dynamics, and complex interdependencies of the Earth system in mapping valid and relevant paths to sustainability. Technology and data in combination with the need to understand Earth system processes and phenomena offer opportunities for new and productive partnerships between researchers and educators to advance the fundamental science of the Earth system and in turn through discovery excite students at all levels in the classroom. This presentation will discuss interdisciplinary partnership opportunities for educators and researchers at the undergraduate and graduate levels.

  14. Strengthening STEM Education through Community Partnerships.

    Science.gov (United States)

    Lopez, Colleen A; Rocha, Jon; Chapman, Matthew; Rocha, Kathleen; Wallace, Stephanie; Baum, Steven; Lawler, Brian R; Mothé, Bianca R

    2016-01-01

    California State University San Marcos (CSUSM) and San Marcos Elementary Schools have established a partnership to offer a large-scale community service learning opportunity to enrich science curriculum for K-5 students. It provides an opportunity for science, technology, engineering, and math (STEM) majors to give back to the community, allowing them to experience teaching in an elementary classroom setting, in schools that lack the resources and science instructor specialization needed to instill consistent science curricula. CSUSM responded to this need for more STEM education by mobilizing its large STEM student body to design hands-on, interactive science lessons based on Next Generation Science Standards (NGSS). Since 2012, the program has reached out to over four thousand K-5 students, and assessment data have indicated an increase in STEM academic performance and interest.

  15. The partnership of parents, educators and principles in creating a ...

    African Journals Online (AJOL)

    We investigated the partnership of parents, educators, and principals in creating a culture of teaching and learning in schools. To this end, a Culture of Learning and Teaching Partnership Scale (COLTPS) and Factors Contributing to the Decline of a Culture of Learning and Teaching Scale (FCDCOLTS) were used.

  16. Using Partnerships to Promote Health and Physical Education

    Science.gov (United States)

    Hicks, Lisa; Hancher-Rauch, Heidi; Casselman, Katelin

    2012-01-01

    School and higher education partnerships are an excellent opportunity for all involved to receive mutually beneficial outcomes. This article describes the benefits of a P-12-university partnership, as well as specific examples of projects and assignments that can serve as advocacy resources, creative programming, program assessment, or to meet…

  17. Human Genome Education Program

    Energy Technology Data Exchange (ETDEWEB)

    Richard Myers; Lane Conn

    2000-05-01

    The funds from the DOE Human Genome Program, for the project period 2/1/96 through 1/31/98, have provided major support for the curriculum development and field testing efforts for two high school level instructional units: Unit 1, ''Exploring Genetic Conditions: Genes, Culture and Choices''; and Unit 2, ''DNA Snapshots: Peaking at Your DNA''. In the original proposal, they requested DOE support for the partial salary and benefits of a Field Test Coordinator position to: (1) complete the field testing and revision of two high school curriculum units, and (2) initiate the education of teachers using these units. During the project period of this two-year DOE grant, a part-time Field-Test Coordinator was hired (Ms. Geraldine Horsma) and significant progress has been made in both of the original proposal objectives. Field testing for Unit 1 has occurred in over 12 schools (local and non-local sites with diverse student populations). Field testing for Unit 2 has occurred in over 15 schools (local and non-local sites) and will continue in 12-15 schools during the 96-97 school year. For both curricula, field-test sites and site teachers were selected for their interest in genetics education and in hands-on science education. Many of the site teachers had no previous experience with HGEP or the unit under development. Both of these first-year biology curriculum units, which contain genetics, biotechnology, societal, ethical and cultural issues related to HGP, are being implemented in many local and non-local schools (SF Bay Area, Southern California, Nebraska, Hawaii, and Texas) and in programs for teachers. These units will reach over 10,000 students in the SF Bay Area and continues to receive support from local corporate and private philanthropic organizations. Although HGEP unit development is nearing completion for both units, data is still being gathered and analyzed on unit effectiveness and student learning. The final field

  18. Developing educational leaders: A partnership between two ...

    African Journals Online (AJOL)

    A distinctive feature of the LLP was that it was based on a partnership between two universities, a local one with understanding of the local context of schools, and an international institution, which brought international expertise, experience and repute/branding. Both universities had a shared vision to contribute to the ailing ...

  19. SOCIAL PARTNERSHIP IN PROFESSIONAL EDUCATION: INSTITUTIONAL AND ORGANIZATIONAL BASICS

    Directory of Open Access Journals (Sweden)

    Irina Aleksandrovnа Levitskaya

    2018-05-01

    Full Text Available Social partnership in the system of vocational education is presented as one of the most important aspects of state-public management of the system of education. Modernization of vocational education occurs in the context of upgrading the system of relations between actors on the labour market and educational services. The presence of functional relationships of the higher education system with industrial, commercial and public structures decides the strategic objectives of labour market regulation in the country. The article examines the role of the state in the development of a new system of relations between consumers and customers of educational services, taking into account the maximum harmonization of the interests of all subjects of the educational process. A systematic approach to analyzing the types of interaction between vocational educational institutions with the subjects and institutions of the labour market is the methodological basis of social partnership in vocational education. Methodology in article economic-mathematical, system-analytical and structural-retrospective methods, as well as statistical and factor analysis methods were used. Results: It is established that social partnership in the system of public relations is an important element in the formation of a modern approach to vocational education. The analysis of regional social partnership in Kuzbass is carried out with the purpose of revealing the general tendencies of development of the state support of social partnership in municipalities. Organization of social partnership in vocational education at the regional level reflects the need of modern society for highly qualified staff and is characterized by the integration of all responsible entities in the organization of professional education. Practical implications: The factors and conditions for the formation of the system of network interaction of higher education organizations and various subjects and labor

  20. Growing partnerships: leveraging the power of collaboration through the Medical Education Partnership Initiative.

    Science.gov (United States)

    Olapade-Olaopa, Emiola Oluwabunmi; Baird, Sarah; Kiguli-Malwadde, Elsie; Kolars, Joseph C

    2014-08-01

    A major goal of the Medical Education Partnership Initiative (MEPI) is to improve local health systems by strengthening medical education in Sub-Saharan Africa. A new approach to collaboration was intended to overcome the one-sided nature of many partnerships that often provide more rewards to institutions from wealthy countries than to their Sub-Saharan African counterparts. The benefits of this MEPI approach are reflected in at least five positive outcomes. First, effective partnerships have been developed across a diverse group of MEPI stakeholders. Second, a "community of practice" has been established to continue strengthening medical education in Sub-Saharan Africa. Third, links have been strengthened among MEPI health science schools in Sub-Saharan Africa, their communities, and ministries of both health and education. Fourth, respect among partners in the United States for a culture of ownership and self-determinism among their African counterparts committed to improving education has been enhanced. And finally, performance metrics for strengthening of health science education in Sub-Saharan Africa have been advanced. Meanwhile, partner medical schools in the United States have witnessed the benefits of collaborating across traditional disciplinary boundaries, such as physicians working within highly functioning community-based health care teams with many of the participating schools in Sub-Saharan Africa. MEPI demonstrates that North-South as well as South-South partnerships, with an explicit focus on improving local health systems through better education, can be designed to empower partners in the South with support from collaborators in the North.

  1. Exploring educational partnerships: a case study of client provider technology education partnerships in New Zealand primary schools

    Science.gov (United States)

    Weal, Brenda; Coll, Richard

    2007-04-01

    This paper explores the notion of educational partnerships and reports on research on client provider partnerships between full primary schools and external technology education providers for Year 7 and 8 New Zealand students (age range approx. 12 to 13 years). Educational reforms in New Zealand and the introduction of a more holistic technology education curriculum in 1995 changed the nature of the relationship between the technology education partners. The research sought to identify, from the perspective of the primary schools (clients), factors that contribute to successful partnerships between them and their technology education provider. A mixed methods approach consisting of a survey of client schools, in-depth interviews and a series of four in-depth case studies (drawing on issues derived from the survey) was employed. Issues relating to teacher subculture, leadership roles and inflexibility of official processes all surfaced. The research points to an absence of commitment, shared understanding, shared power, leadership, communication and accountability in many educational partnerships that were the focus of this work.

  2. DEVELOPMENT STRATEGY OF PARTNERSHIP OF HIGHER EDUCATION, SCIENCE AND BUSINESS

    Directory of Open Access Journals (Sweden)

    I. Mazur

    2014-12-01

    Full Text Available In the article the cooperation of higher education, science and business is analysed. A conflict of civilizations wave development in the confrontation of two forces: the "factory of Education" and force change is disclosed. European and Ukrainian higher education quality estimation is analysed. The effect of unsynchronization in time is educed between the necessities of business and possibilities of education and science. Reasons of bribery are exposed at higher school. The development strategy of partnership of higher education, science and business is proposed.

  3. Global partnerships: Expanding the frontiers of space exploration education

    Science.gov (United States)

    MacLeish, Marlene Y.; Akinyede, Joseph O.; Goswami, Nandu; Thomson, William A.

    2012-11-01

    Globalization is creating an interdependent space-faring world and new opportunities for international partnerships that strengthen space knowledge development and transfer. These opportunities have been codified in the Global Exploration Strategy, which endorses the "inspirational and educational value of space exploration" [1]. Also, during the 2010 Heads of Space Agencies Summit celebrating the International Academy of Astronautics' (IAA) 50th Anniversary, space-faring nations from across the globe issued a collective call in support of robust international partnerships to expand the frontiers of space exploration and generate knowledge for improving life on Earth [2]. Educators play a unique role in this mission, developing strategic partnerships and sharing best educational practices to (1) further global understanding of the benefits of space exploration for life on Earth and (2) prepare the next generation of scientists required for the 21st Century space workforce. Educational Outreach (EO) programs use evidence-based, measurable outcomes strategies and cutting edge information technologies to transfer space-based science, technology, engineering and mathematics (STEM) knowledge to new audiences; create indigenous materials with cultural resonance for emerging space societies; support teacher professional development; and contribute to workforce development initiatives that inspire and prepare new cohorts of students for space exploration careers. The National Space Biomedical Research Institute (NSBRI), the National Aeronautics and Space Administration (NASA) and Morehouse School of Medicine (MSM) have sustained a 13-year space science education partnership dedicated to these objectives. This paper briefly describes the design and achievements of NSBRI's educational programs, with special emphasis on those initiatives' involvement with IAA and the International Astronautical Congress (IAC). The IAA Commission 2 Draft Report, Space for Africa, is discussed

  4. Education in the Direction of Public-Private Partnership

    Directory of Open Access Journals (Sweden)

    Norma Suely Siqueira Eiras

    2008-07-01

    Full Text Available The process of the neoliberalism reveals, at its more intense moment, the submission of all the levels of the life human being the mercantile transactions, the capitalist inclination to the world-wide trading. In this manner, the neoliberal proposals objectify, over all, the creation of an only feeling to guarantee the success of its ideals of globalization, free-economy and State minimum, not inhibit the social politics, but partnership of the market. Amongst the artifices used for the neoliberal proposers, placed the Public-Private Partnerships (PPPs with which this article concerns. From the conceptualization and characterization of the instrument Public-Private Partnerships (PPPs, national and European projects, developed through the PPPs, had been analyzed. The subjects of these projects involve Technology of Computer science and Communication and eLearning (education + technology + in the distance. Reflections had evidenced that the partnerships between governments and multinationals companies can lead to a loss of control on the part of the State on the educational formation of the citizens and the loss of identity of its resumes. The explanation for this phenomenon happens of the trend to the globalization. On the other hand, these partnerships bring profits politicians to the governments and economic to the companies.

  5. Marketing Educational Improvements via International Partnerships under Brain Drain Constraints

    Science.gov (United States)

    Ashton, Weslynne; Wagman, Liad

    2015-01-01

    We study the dynamics in an educational partnership between a university and a developing region. We examine how the university achieves its goals to improve and advertise its offerings while recruiting a cohort of students from the developing region and maintaining a sustainable relationship with the region and its students. We show that mutually…

  6. Reciprocity: The Key Ingredient in Humane Education Partnerships.

    Science.gov (United States)

    Savesky, Kathy

    1985-01-01

    Central California Society for the Prevention of Cruelty to Animals (SPCA) and Fresno Unified School District cooperate to promote teacher education and use of SPCA materials in the classrooms. Timing, key persons, building/maintaining contact, teacher involvement, and mutual understanding, which have been important in this productive partnership,…

  7. Partnership for electrical generation technology education

    International Nuclear Information System (INIS)

    Rasmussen, R. S.; Beaty, L.; Holman, R.

    2006-01-01

    This Engineering Technician education effort adapts an existing two-year Instrumentation and Control (I and C) education program into a model that is focused on electrical-generation technologies. It will also locally implement a program developed elsewhere with National Science Foundation funding, aimed at public schools, and adapt it to stimulate pre-college interest in pursuing energy careers in general. (authors)

  8. Music Education and Medicine: A Renewed Partnership.

    Science.gov (United States)

    Pratt, Rosalie Rebollo

    1991-01-01

    Reviews the renewed alliance between music educators and medical researchers in researching the learning process. Focuses on how music is used as therapy for disabled children and the research that enables teachers to provide effective instruction to special education students. Emphasizes the interdisciplinary courses that relate music and…

  9. Building Ocean Learning Communities: A COSEE Science and Education Partnership

    Science.gov (United States)

    Robigou, V.; Bullerdick, S.; Anderson, A.

    2007-12-01

    The core mission of the Centers for Ocean Sciences Education Excellence (COSEE) is to promote partnerships between research scientists and educators through a national network of regional and thematic centers. In addition, the COSEEs also disseminate best practices in ocean sciences education, and promote ocean sciences as a charismatic interdisciplinary vehicle for creating a more scientifically literate workforce and citizenry. Although each center is mainly funded through a peer-reviewed grant process by the National Science Foundation (NSF), the centers form a national network that fosters collaborative efforts among the centers to design and implement initiatives for the benefit of the entire network and beyond. Among these initiatives the COSEE network has contributed to the definition, promotion, and dissemination of Ocean Literacy in formal and informal learning settings. Relevant to all research scientists, an Education and Public Outreach guide for scientists is now available at www.tos.org. This guide highlights strategies for engaging scientists in Ocean Sciences Education that are often applicable in other sciences. To address the challenging issue of ocean sciences education informed by scientific research, the COSEE approach supports centers that are partnerships between research institutions, formal and informal education venues, advocacy groups, industry, and others. The COSEE Ocean Learning Communities, is a partnership between the University of Washington College of Ocean and Fishery Sciences and College of Education, the Seattle Aquarium, and a not-for-profit educational organization. The main focus of the center is to foster and create Learning Communities that cultivate contributing, and ocean sciences-literate citizens aware of the ocean's impact on daily life. The center is currently working with volunteer groups around the Northwest region that are actively involved in projects in the marine environment and to empower these diverse groups

  10. Cross-Border Partnerships in Higher Education: Strategies and Issues. International Studies in Higher Education

    Science.gov (United States)

    Sakamoto, Robin, Ed.; Chapman, David, Ed.

    2012-01-01

    "Cross-border Partnerships in Higher Education" looks beyond student and faculty exchanges to examine the myriad ways international colleges and universities work together as institutions. These partnerships have involved the creation of branch campuses, joint research and technology initiatives, collaboration in strengthening…

  11. Global Partnerships in Jesuit Higher Education

    Science.gov (United States)

    O'Keefe, Joseph M.

    2011-01-01

    The Roman Catholic Church sponsors the largest worldwide family of educational institutions--135,000 elementary and secondary schools and 1,800 colleges and universities. Catholic identity provides a matchless opportunity for networking in an increasingly globalized world; it is sad "Ex corde Ecclesiae's" exhortation to collaborate is…

  12. Education - employment partnership for VET in the fashion sector

    Science.gov (United States)

    Ursache, M.; Avădanei, M. L.; Ionesi, D. S.; Loghin, E.

    2017-10-01

    The paper presents the objectives, the innovative aspects, the planned outputs and the current results of the project entitled “Education - Employment Partnership for VET in the fashion sector”. The project is co-financed by the European Commission under the Erasmus+ Programme, Key Action 2 - Strategic Partnerships in the Field of Education, Training, Youth and Sport. The project aims mainly the at developing a European teaching and training Toolkit for supporting the implementation of Work-Based Learning (WBL) in all stages of vocational education and training (VET) in the fashion sector. Moreover, the project will support the implementation of quality assurance mechanisms for WBL in VET in the fashion sector with a specific focus on feedback loops between iVET and cVET systems. The project consortium is composed by nine partners from four countries (Romania, Bulgaria, Italy and Netherlands) representing two iVET providers, a university a Chamber of Commerce, a Federation of SMEs connected with fashion industries, one research institution, one company in clothing and fashion sector, two consulting companies with experience in education and training policies. The actual research results presented in the paper are based on the survey oriented to the training needs and the impact and benefits of WBL implementation. The data were collected from educational organizations. Also, examples of good practices showing the different challenges and benefits of WBL implementation, were identified.

  13. CloudSat Education Network: Partnerships for Outreach

    Science.gov (United States)

    TeBockhorst, D.

    2014-12-01

    CloudSat Education Network (CEN): Partnerships to improve the understanding of clouds in formal and informal settings. Since The CloudSat satellite launched in 2006 the Formal and Informal education programs for the mission have been focused on bringing an understanding about the mission science and the importance of clouds, climate & weather science. This has been done by creating and strengthening partnership and collaboration within scientific and educational communities around the country and the world. Because CloudSat was formally recognized as a Earth System Science Pathfinder campaign with the GLOBE program, the CEN developed a set of field protocols for student observations that augmented the GLOBE atmosphere protocols when there was a satellite overpass. This shared process between GLOBE & CloudSat resulted in the training & creation of CEN schools that are both GLOBE schools and CloudSat schools, and also produced three GLOBE partnerships that specialize in cloud science education and outreach. In addition, the CEN has developed productive relationships with other NASA missions and EPO teams. Specifically, in collaboration with the NASA CERES mission projects S'Cool and MyNASAData, we have co-presented at NSTA conferences and with schools participating in a NASA EPOESS-funded formal education project. This collaborative work has been a very real benefit to a wide variety of audiences needing to strengthen their understanding of clouds and their roles in the earth system, and we hope will serve as a model to future missions looking to involve the public in mission science.

  14. Strengthening nurses' political identity through service learning partnerships in education.

    Science.gov (United States)

    Olsan, Tobie H; Forbes, Rebecca A; MacWilliams, Gail; Norwood, Wade S; Reifsteck, Mary A; Trosin, Brenda; Weber, Margaret M

    The extent to which nursing students are educationally prepared to lead health policy initiatives is inextricably linked to their political identity. Knowing and showing oneself to be a politic person in interactions with others is a dynamic social process that the authors propose can be facilitated by innovative, community-based service learning partnerships. A partnership between an elected city councilman and Registered Nurses in a baccalaureate-level professional issues course demonstrates how service learning can create a context for students' political socialization. In a pilot study, systematic qualitative research techniques were used to analyze the partners' reflections about their relationship. Findings suggest that students' political identities were developed through involvement in the community. Working on issues of mutual interest also raised policy makers' and nurses' consciousness of the value both groups contribute to addressing problems in urban communities.

  15. Community building of (student) teachers and a teacher educator in a school-university partnership

    NARCIS (Netherlands)

    Vandyck, I.J.J.; van Graaff, R.; Pilot, A.; Beishuizen, J.J.

    2012-01-01

    School-university partnerships (SUPs) are considered a way of improving teacher education. For the successful implementation of such partnerships, cooperation between the different stakeholders is of crucial importance. Therefore, most partnerships are organised in short- and long-term teams, which

  16. Student Perspectives on Intercultural Learning from an Online Teacher Education Partnership

    Science.gov (United States)

    Sauro, Shannon

    2016-01-01

    This study reports on intercultural learning during telecollaboration from the perspective of student participants in a five-country online teacher education partnership. The student perspectives reported here were drawn from one intact class in the partnership, five students who completed this partnership as part of a sociolinguistics course in a…

  17. Community Building of (Student) Teachers and a Teacher Educator in a School-University Partnership

    Science.gov (United States)

    Vandyck, Inne; de Graaff, Rick; Pilot, Albert; Beishuizen, Jos

    2012-01-01

    School-university partnerships (SUPs) are considered a way of improving teacher education. For the successful implementation of such partnerships, cooperation between the different stakeholders is of crucial importance. Therefore, most partnerships are organised in short- and long-term teams, which are usually composed of teachers, student…

  18. Building sustainable health and education partnerships: stories from local communities.

    Science.gov (United States)

    Blank, Martin J

    2015-11-01

    Growing health disparities have a negative impact on young people's educational achievement. Community schools that involve deep relationships with partners across multiple domains address these disparities by providing opportunities and services that promote healthy development of young people, and enable them to graduate from high school ready for college, technical school, on-the-job training, career, and citizenship. Results from Milwaukie High School, North Clackamas, OR; Oakland Unified School District, Oakland, CA; and Cincinnati Community Learning Centers, Cincinnati, OH were based on a review of local site documents, web-based information, interviews, and e-mail communication with key local actors. The schools and districts with strong health partnerships reflecting community schools strategy have shown improvements in attendance, academic performance, and increased access to mental, dental, vision, and health supports for their students. To build deep health-education partnerships and grow community schools, a working leadership and management infrastructure must be in place that uses quality data, focuses on results, and facilitates professional development across sectors. The leadership infrastructure of community school initiatives offers a prototype on which others can build. Moreover, as leaders build cross-sector relationships, a clear definition of what scaling up means is essential for subsequent long-term systemic change. © 2015 Institute for Educational Leadership. Journal of School Health published by Wiley Periodicals, Inc. on behalf of American School Health Association.

  19. Overview of Commercial Building Partnerships in Higher Education

    Energy Technology Data Exchange (ETDEWEB)

    Schatz, Glenn [Energy Efficiency and Renewable Energy (EERE), Washington, DC (United States)

    2013-03-01

    Higher education uses less energy per square foot than most commercial building sectors. However, higher education campuses house energy-intensive laboratories and data centers that may spend more than this average; laboratories, in particular, are disproportionately represented in the higher education sector. The Commercial Building Partnership (CBP), a public/private, cost-shared program sponsored by the U.S. Department of Energy (DOE), paired selected commercial building owners and operators with representatives of DOE, its national laboratories, and private-sector technical experts. These teams explored energy-saving measures across building systems–including some considered too costly or technologically challenging–and used advanced energy modeling to achieve peak whole-building performance. Modeling results were then included in new construction or retrofit designs to achieve significant energy reductions.

  20. Partnerships

    CERN Multimedia

    Staff Association

    2014-01-01

    Go Sport Free prize draw    Win Go Sport vouchers by participating in a prize draw of the Staff Association! Thanks to our partnership, 30 vouchers of 50 euros each have been offered to us. To reward you for your loyalty, the Staff Association, organizes a free prize draw for its members. The 30 people who will specify a number that comes closest to the total number of participants to this draw will win a voucher. Deadline for participation: Monday 14th July 2014 – 2 p.m. To participate: https://ap-vote.web.cern.ch/content/concours-de-lassociation-du-personnel-2014-competition-staff-association Upon presentation of the Staff Association membership card Go Sport Val Thoiry offers a 15 % discount on all purchases in the shop (excluding promotions, sale items and bargain corner, and excluding purchases using Go Sport and Kadéos gift cards. Only one discount can be applied to each purchase). The manager of Go Sport Val Thoiry hands the discount vouchers to the presid...

  1. Redefining Scientist-Educator Partnerships: Science in Service at Stanford

    Science.gov (United States)

    Beck, K.

    2005-05-01

    The Stanford Solar Observatories Group and Haas Center for Public Service have created an innovative model for scientist-educator partnerships in which science students are trained and mentored by public service education professionals to create outreach events for local communities. The program, Science in Service, is part of the EPO plan for the Solar Group's participation in NASA's Solar Dynamics Observatory mission. Based on the principles of service learning, the Science in Service Program mentors college science students in best practices for communicating science and engages these students in public service projects that center on teaching solar science. The program goals are to - Enhance and expand the learning experiences that pre-college students, from underserved and underrepresented groups in particular, have in science and technology. - Promote leadership in community service in the area of science and engineering among the next generation of scientists and engineers, today's undergraduate students. - Encourage science and engineering faculty to think creatively about their outreach requirements and to create a community of faculty committed to quality outreach programs. This talk will describe the unique advantages and challenges of a research-public service partnership, explain the structure of Stanford's Science in Service Program, and present the experiences of the undergraduates and the outreach communities that have been involved in the program.

  2. The mother-daughter health collaborative: a partnership development to promote cancer education.

    Science.gov (United States)

    Mosavel, Maghboeba; Thomas, Teleangé; Sanders, Kimberly; Hill, Lydia; Johnson, Marcia

    2010-03-01

    Creating meaningful partnerships with community partners to address cancer disparities remain challenging and a work in progress. This paper examines what started as the traditional formation of an academic-community partnership and evolved well beyond the initial research tasks. We evaluate the partnership process, which includes assessments by the members of the Mother-Daughter Health Collaborative, focusing on how partnership involvement in the data analysis process contributed to a sense of ownership and urgency about providing cancer education. The work of partnership is on-going, fluid, and challenging.

  3. Transnational Partnerships in Higher Education in China: The Diversity and Complexity of Elite Strategic Alliances

    Science.gov (United States)

    Montgomery, Catherine

    2016-01-01

    Transnational partnerships between universities can illustrate the changing political,social, and cultural terrain of global higher education. Drawing on secondary data analysis of government educational statistics, university web pages, and a comprehensive literature review, this article focuses on transnational partnerships with particular…

  4. 77 FR 55436 - Special Local Regulation; Partnership in Education, Dragon Boat Race; Maumee River, Toledo, OH

    Science.gov (United States)

    2012-09-10

    ...-AA08 Special Local Regulation; Partnership in Education, Dragon Boat Race; Maumee River, Toledo, OH.... Add Sec. 100.921 to read as follows: Sec. 100.921 Special Local Regulations, Partnership in Education... establishing a permanent Special Local Regulation on the Maumee River, Toledo, Ohio. This regulation is...

  5. Building Career and Educational Pathways through Partnerships and Education

    Science.gov (United States)

    Martinez, Sara; Savino, Ann; Tollefson, Susan

    2009-01-01

    The Texas Industry-Specific English as a Second Language (TIESL) Curricula Project was developed by the El Paso Community College under an initiative with Texas LEARNS (the management group for the Texas education agency's adult education programs across the state). It created a unique career-specific exploration curricula and opened new pathways…

  6. The World Nuclear University: New partnership in nuclear education

    International Nuclear Information System (INIS)

    2007-07-01

    The important role which the IAEA plays in assisting Member States in the preservation and enhancement of nuclear knowledge and in facilitating international collaboration in this area has been recognized by the General Conference of the International Atomic Energy Agency in resolutions GC(46)/RES/11B, GC(47)/RES/10B, GC(48)/RES/13 and GC(50)/RES/13. A continued focus of IAEA activities in managing nuclear knowledge is to support Member States to secure and sustain human resources for the nuclear sector, comprising both the replacement of retiring staff and building of new capacity. The IAEA assists Member States, particularly developing ones, in their efforts to sustain nuclear education and training in all areas of nuclear technology for peaceful purposes, which is a necessary prerequisite for succession planning, in particular through the networking of nuclear education and training, including activities of the World Nuclear University (WNU) and the Asian Network for Education in Nuclear Technology (ANENT). The report on the attached CD-ROM, The World Nuclear University: New Partnership in Nuclear Education, gives an overview of the history of the development of the World Nuclear University and related IAEA activities and contains an analysis and recommendations from the first WNU Summer Institute, held in 2005 in the USA

  7. Dual degree partnership in nursing: an innovative undergraduate educational model.

    Science.gov (United States)

    Bastable, Susan B; Markowitz, Marianne

    2012-10-01

    We report the success of a unique articulation Dual Degree Partnership in Nursing (DDPN) model. The process used to establish and implement this approach is described. Unlike typical 2+2 agreements between associate degree (AD) and bachelor degree (BS) nursing education programs, the DDPN is designed with a 1+2+1 sequence. Intended to attract high school students, this model provides the opportunity to earn two degrees (AD and BS) while experiencing a 4-year campus living and learning environment. This configuration was accomplished without compromising the integrity of either of the established programs. After collecting data over the past 6 years, this model demonstrates popularity with the traditional-aged student, as well as success from an academic perspective. Statistics on retention, graduation, and NCLEX® pass rates indicate the feasibility and success of the model. Based on the findings, the potential for replication is promising for other colleges interested in a similar collaboration. Copyright 2012, SLACK Incorporated.

  8. SOCIAL DIALOGUE AND PARTNERSHIP IN VOCATIONAL EDUCATION AND TRAINING

    Directory of Open Access Journals (Sweden)

    Zoran Velkovski

    2015-06-01

    Full Text Available Vocational education and training systems in the Republic of Macedonia have been put under strong pressure for modernisation in the last decades. In addition to economic and political globalisation, technological innovations brought rapid changes in the type of jobs and the content of labour in the national economies, which lead to change of the demand for qualifications and new skills on an on-going basis; the open market and migration expanded opportunities for work within and between countries, and the complexity of the demand for new skills on the labour market have dramatically begun affecting and shaping the structure, organisation and content of vocational education and training.This report is based on the experiences from the collaborative approach applied in the development of the Strategy for Vocational Education and Training in a Lifelong Learning Context for the Republic of Macedonia, implemented through a process of consultation with a broad stakeholder basis. It addresses the participants in the process, the steps undertaken to ensure involvement of stakeholders and ultimately ownership over the process (or its components, the obstacles encountered and steps undertaken to address them, the problems, their causes and proposals for preventing and/or eliminating them, as well as the lessons learned and recommendations for further development of the social dialogue and partnership.  

  9. Final Scientifc Report - Hydrogen Education State Partnership Project

    Energy Technology Data Exchange (ETDEWEB)

    Leon, Warren

    2012-02-03

    Under the leadership of the Department of Energy Hydrogen and Fuel Cells program, Clean Energy States Alliance (CESA) educated and worked with state leaders to encourage wider deployment of fuel cell and hydrogen technologies. Through outreach to state policymakers, legislative leaders, clean energy funds, energy agencies, and public utility commissions, CESA worked to accomplish the following objectives of this project: 1. Provide information and technical assistance to state policy leaders and state renewable energy programs in the development of effective hydrogen fuel cell programs. 2. Identify and foster hydrogen program best practices. 3. Identify and promote strategic opportunities for states and the Department of Energy (DOE) to advance hydrogen technology deployment through partnerships, collaboration, and targeted activities. Over the three years of this project, CESA, with our partner National Conference of State Legislatures (NCSL), was able to provide credible information on fuel cell policies, finance, and technical assistance to hundreds of state officials and other stakeholders. CESA worked with its membership network to effectively educate state clean energy policymakers, program managers, and decision makers about fuel cell and hydrogen technologies and the efforts by states to advance those technologies. With the assistance of NCSL, CESA gained access to an effective forum for outreach and communication with state legislators from all 50 states on hydrogen issues and policies. This project worked to educate policymakers and stakeholders with the potential to develop and deploy stationary and portable fuel cell technologies.

  10. Performance of educational interpreter: partnership with teachers and authorship

    Directory of Open Access Journals (Sweden)

    Lara Ferreira dos Santos

    2015-10-01

    Full Text Available This research aim to analyze and discuss the work of the Educational Interpreter (IE, which is a recent professional in our country in the field of deaf educacion, and the currently researches on their performance in the classroom are incipient. This article aimed to discuss in addition to the work of interpretation from one language to another (Brazilian Sign Language/Portuguese, their relationship of partnership with the teacher and how this may influence interpretation practices, and also the possibilities of creation and discursive authoring by professional IE. For this purpose, this research is based mostly on Bakhtinian theoretical frameworks (2009, 2010, and authors in the field of deafness, translation and interpretation. The data selected for this study was done in tape-recorder and subsequently transcribed, in a History classroom with the presence of interpreter, on the 6th year of elementary school that proposed be inclusive bilingual for the deaf. The analysis on the IE’s performance demonstrated that the work of Educational Interpreter is not restricted to the utterances translation and interpretations:  he is co-author of the discourses delivered by teachers in classroom, and your practices are connected with the teacher’s practice work development.

  11. Performance of educational interpreter: partnership with teachers and authorship

    Directory of Open Access Journals (Sweden)

    Lara Ferreira dos Santos

    2015-12-01

    Full Text Available This research aim to analyze and discuss the work of the Educational Interpreter (IE, which is a recent professional in our country in the field of deaf educacion, and the currently researches on their performance in the classroom are incipient. This article aimed to discuss in addition to the work of interpretation from one language to another (Brazilian Sign Language/Portuguese, their relationship of partnership with the teacher and how this may influence interpretation practices, and also the possibilities of creation and discursive authoring by professional IE. For this purpose, this research is based mostly on Bakhtinian theoretical frameworks (2009, 2010, and authors in the field of deafness, translation and interpretation. The data selected for this study was done in tape-recorder and subsequently transcribed, in a History classroom with the presence of interpreter, on the 6th year of elementary school that proposed be inclusive bilingual for the deaf. The analysis on the IE’s performance demonstrated that the work of Educational Interpreter is not restricted to the utterances translation and interpretations: he is co-author of the discourses delivered by teachers in classroom, and your practices are connected with the teacher’s practice work development.

  12. The Quest for Transformative Partnerships in STEM Education: A Comparison of Policies, Structures and Evaluation Practices

    Science.gov (United States)

    Kingsley, G.

    2004-12-01

    One of the frequent policy prescriptions offered by federal officials for improving science, technology, engineering and mathematics (STEM) education in the United States is to encourage the development of partnerships between higher education, elementary and secondary education, and informal education. This prescription is not unique to STEM education. Rather stimulating the creation and development of partnerships has become one of the preferred strategies for reforming governmental programs through several administrations. This research presents a comparison of several policies designed to stimulate partnerships across multiple organizations. In doing so we examine assumptions about the nature of partnerships embedded in policies and the consequences of these assumptions on the organization and the evaluation of the partnerships. A recurring theme we observe among policies is the quest for transformative partnerships where changing the strategies and behaviors of the participating partners is seen as a necessary, if not sufficient, condition for producing the desired policy outcomes (usually articulated as improving the performance of the school, teacher, student, and even all three). While the goal of policy makers is to achieve transformation, the goal of participating organizations seems to be more instrumental, anchored in their own institutional goals and missions. In this analysis define partnership as voluntary arrangements between organizations, anchored by agreements, to promote the exchange, sharing, or co-development of products and/or programs. The analysis first examines the degree to which policies produce such inter-organizational relationships. Six concepts are drawn for organizational and inter-organizational relations research as a framework for examining the influence of policy upon the pre-conditions for partnership, partnering activities, and the evaluation of partnership performance outcomes. We examine the degree to which policy addresses

  13. The Limits of Multistakeholder Governance: The Case of the Global Partnership for Education and Private Schooling

    Science.gov (United States)

    Menashy, Francine

    2017-01-01

    This study investigates collective decision making within a multistakeholder partnership through a case study of the Global Partnership for Education (GPE). Analyzed through the theoretical framework of sociological institutionalism, this study applies the issue of private schooling as a lens to understand policy-related decision making between…

  14. Corporate Universities and Corporation- University Partnerships in Thailand: Complimenting Education in Learning, Leadership and Change

    Directory of Open Access Journals (Sweden)

    Oliver S. Crocco

    2017-04-01

    Full Text Available With an estimated workforce of 285 million and the establishment of the Association of Southeast Asian Nations (ASEAN Economic Community in 2015, ASEAN faces vast challenges in human resource development (HRD and higher education. These challenges in Thailand have resulted in the rise of corporate universities and corporation-university partnerships. Corporate partnerships in education adapt quickly to industry needs and are increasingly popular and complimentary to traditional higher education. This research looks at one corporate university and one corporation-university partnership to investigate how, if at all, corporate universities and partnerships address HRD issues such as adult learning, leadership development, organisational change, corporate social responsibility (CSR, as well as ethical and global issues. This research finds initial evidence that corporate educational strategies address a variety of HRD issues and have the potential to revolutionise and compliment higher education in Thailand in a way that drives the nation toward a more sustainable future.

  15. The Human Genome Project and Biology Education.

    Science.gov (United States)

    McInerney, Joseph D.

    1996-01-01

    Highlights the importance of the Human Genome Project in educating the public about genetics. Discusses four challenges that science educators must address: teaching for conceptual understanding, the nature of science, the personal and social impact of science and technology, and the principles of technology. Contains 45 references. (JRH)

  16. Photonics outreach and education through partnerships in Puerto Rico

    Science.gov (United States)

    Friedman, Jonathan S.; Diaz, Andres; Saltares, Roger; Luciano, Sarah; Molina, Nerivette; Martinez, Smailyn; Hernandez, Alejandro; de Jesus, Johan; Rivera, Yesenia; Capeles, Antonio; Alvear, Felipe; Lopez, Jesus; Rivera, Miguel; Saurez, Rey; Trujillo, Elsa

    2015-10-01

    As the only photonics center in Puerto Rico, the Puerto Rico Photonics Institute (PRPI) has developed education and outreach projects, partnering with other institutions and private companies to optimize the use of available resources. We present our experience, challenges, rewards, and results for the following projects: - Tours: K-12 students visit our facilities in a science tour including a presentation on the Arecibo Observatory (AO) and the Digital Planet Geodome. We present optics demonstrations and other information. In the first three months we hosted fifteen schools impacting over 1,400 students. - Outreach: We have newly active outreach and recruiting activities for Puerto Rico (PR) schools. - Teachers: With the PR Math-Science Partnership (MSP) Program, we have given a full-day workshop on optics and photonics experiments for 5th-12th grade teachers, and a master class at the annual MSP Congress. We have impacted over 500 teachers through these initiatives. - Continuing Education: We have given continuing education courses in addition to the MSP workshops. - General Public: We partner with museums in PR, the University of Turabo, and the AO Visitor Center to build optics exhibits, many developed by students. - Video: PRPI is promoting the 2015 International Year of Light, creating: 1. A short video with students and faculty from the Universidad Metropolitana (UMET) Schools of Communication and Business Administration; 2. A longer video with the production company Geoambiente. - Apps: Our website will include ray tracing and wave propagation applications, developed by UMET Computer Science students. - Capstone: Engineering students at the School of Engineering at Universidad del Turabo are developing laser pattern generators.

  17. Special Issue: Partnerships and Collaborations in Higher Education

    Science.gov (United States)

    Eddy, Pamela L.

    2010-01-01

    This volume comprises three chapters. The first chapter reviews organizational partnerships. The rationale for organizations and individuals to participate in institutional collaborations sets the foundation for the development of the partnership, builds on preconceived ideas regarding roles in the group and the level of resources each contributes…

  18. Socio-Educational Partnership as a Factor in Increasing the Efficiency of Preparing the Teaching Staff

    Directory of Open Access Journals (Sweden)

    Natalia Vasilyevna Zelenko

    2017-09-01

    Full Text Available The article is devoted to actual problems of modernization of pedagogical education in view of educational priorities and demands from consumers of educational services. Based on the held experiment and generalized experience there were revealed the forms of the implementation of socio-educational partnership between the pedagogical institutions and the state and local governments, the educational establishments, the cultural and sports establishments, the public organizations. The most optimal forms of socio-educational partnership were considered the following: participation of employer’s representatives in correction of curriculum and teaching programs, direction of the course and diploma projects, final state attestation of graduates; running joint experimental researches; conducting joint scientific and entertaining activities; employment assistance. The study concludes that social-educational partnership facilitates the increase of quality of educational process and plays an important role in increasing the quality of training of the future teachers.

  19. Rural model dedicated education unit: partnership between college and hospital.

    Science.gov (United States)

    Harmon, Lisa M

    2013-02-01

    This article describes the pilot project development of a rural model Dedicated Education Unit (DEU) by a rural college nursing program and a rural hospital to increase student nurses' confidence and proficiency and improve recruitment of prepared rural staff nurses. Traditionally, for economies of scale, most student clinical rotations occurred in urban settings with the number of students per clinical instructor allowed by the state board of nursing. College budget constraints negated the placement of fewer than this mandated maximum number of students in a rural hospital with a clinical instructor; moreover, rural hospitals could not accommodate 10 students at one time. Rural nursing students were anxious in the urban settings, and this anxiety precluded learning in many instances. Rural hospitals face higher registered nurse vacancies than urban centers. Of the nurses applying for open positions, many were not prepared for the demands of rural nursing, resulting in increased turnover and high orientation costs. The rural model DEU addressed issues of both the nursing program and the hospital. The design and development of the rural model DEU and the advantages of the partnership for the college nursing program and the hospital are discussed. Initial outcomes and serendipitous findings from the pilot project are also discussed. Copyright 2013, SLACK Incorporated.

  20. The Woods Hole Partnership Education Program (PEP) (Invited)

    Science.gov (United States)

    Jearld, A.; Liles, G.; Gutierrez, B.

    2013-12-01

    In March 2009, the Woods Hole Diversity Initiative (WHDI) launched the Partnership Education Program (PEP), a multi-institutional effort to increase diversity in the student population (and ultimately the work force) in the Woods Hole science community. PEP, a summer research internship program, is open to students of all backgrounds but is designed especially to provide opportunities for individuals from populations under-represented in science, technology, engineering, and mathematics (STEM) and who otherwise would not have had the opportunity to come to Woods Hole to study or do research. A month-long course, 'Ocean and Environmental Sciences: Global Climate Change,' sets the stage for their summer research projects. The PEP model is emerging as an effective and sustainable approach to bringing students into the STEM research community. PEP is carefully structured to provide critical support for students as they complete their undergraduate experience and prepare for careers and/or graduate school. In its first five years, PEP has brought to the Woods Hole science community more than 75 students from over 50 colleges and universities, including many that do not typically send talent into marine and/or ecological research. PEP is unusual (perhaps even unique) in that it is a collaborative initiative involving seven partner institutions. Working together, the PEP collaborative has established a critical mass of under-represented students who are now in graduate school and/or working in STEM areas.

  1. Asthma Education and Intervention Program: Partnership for Asthma Trigger-Free Homes (PATH)

    National Research Council Canada - National Science Library

    Golden, Cheryl

    2008-01-01

    ...) are the co-Principal Investigators for the Partnership for Asthma Trigger-Free Homes. The PATH study's goal is reducing the asthma disease burden on low-income housing residents by means of a peer-based education program...

  2. Commercial Buildings Partnerships - Overview of Higher education projects

    Energy Technology Data Exchange (ETDEWEB)

    Parrish, Kristen [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Robinson, Alastair [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Regnier, Cindy [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States)

    2013-02-01

    The Commercial Building Partnership (CBP), a public/private, cost-shared program sponsored by the U.S. Department of Energy (DOE), paired selected commercial building owners and operators with representatives of DOE, its national laboratories, and private-sector technical experts. These teams explored energy-saving measures across building systems – including some considered too costly or technologically challenging – and used advanced energy modeling to achieve peak whole-building performance. Modeling results were then included in new construction or retrofit designs to achieve significant energy reductions. CBP design goals aimed to achieve 50 percent energy savings compared to ANSI/ASHRAE/IES Standard 90.1-2004 for new construction, while retrofits are designed to consume at least 30 percent less energy than either Standard 90.1-2004 or current consumption. After construction and commissioning of the project, laboratory staff continued to work with partners to collect and analyze data for verification of the actual energy reduction. CBP projects represent diverse building types in commercial real estate, including lodging, grocery, retail, higher education, office, and warehouse/storage facilities. Partners also commit to replicating low-energy technologies and strategies from their CBP projects throughout their building portfolios. As a result of CBP projects, five sector overviews (Lodging, Food Sales, General Merchandise, Higher Education, Offices) were created to capture successful strategies and recommended energy efficiency measures that could broadly be applied across these sectors. These overviews are supplemented with individual case studies providing specific details on the decision criteria, modeling results, and lessons learned on specific projects. Sector overviews and CBP case studies will also be updated to reflect verified data and replication strategies as they become available.

  3. Workforce and graduate school outcomes of NOAA's Educational Partnership Program

    Science.gov (United States)

    Christenson, T.; Kaplan, M.

    2017-12-01

    Underrepresented groups, including Black, Hispanic, Native American, Alaska Native, Native Hawaiian and Pacific Island professionals remain underrepresented in STEM fields generally, and in the ocean and atmospheric sciences specifically. NOAA has tried to address this disparity through a number of initiatives under the Educational Partnership Program with Minority Serving Institutions (EPP MSI) which currently has two components: four Cooperative Science Centers (CSCs) aligned with NOAA's mission areas; and an Undergraduate Scholarship Program (USP), both established in 2001. In order to determine the outcomes for the program participants and the impacts of these programs on degree completions and on the workforce, the EPP MSI undertook a multi-pronged effort to identify career and education achievements for 80% of the approximately 1750 EPP MSI alumni, 75% of whom are from underrepresented groups. This was accomplished through 1) searching online resources (e.g. professional web pages, LinkedIn, etc.), 2) personal communication with program-associated faculty, 3) National Student Clearinghouse, 4) a survey of former scholars conducted by Insight Policy Research, and 5) self-reporting though NOAA's Voluntary Alumni Update System. Results show that 60% of CSC alumni currently hold an advanced degree in a STEM field with another 8% currently working toward one. 66% of EPP Undergraduate Scholars go to graduate school. 72% of CSC and USP alumni are currently employed in or pursuing a graduate degree in a NOAA-related* field. More than 70 CSC graduates currently work for NOAA as contractors or federal employees while more than 240 work for other government agencies. More than 400 are employed in the private sector. Of more than 225 PhD graduates, 66 have completed or currently hold post-doctoral positions in NOAA mission fields; 71 have held faculty positions at major universities. However, one challenge is retaining diverse STEM talent within the Geosciences in light

  4. Integrating genomics into undergraduate nursing education.

    Science.gov (United States)

    Daack-Hirsch, Sandra; Dieter, Carla; Quinn Griffin, Mary T

    2011-09-01

    To prepare the next generation of nurses, faculty are now faced with the challenge of incorporating genomics into curricula. Here we discuss how to meet this challenge. Steps to initiate curricular changes to include genomics are presented along with a discussion on creating a genomic curriculum thread versus a standalone course. Ideas for use of print material and technology on genomic topics are also presented. Information is based on review of the literature and curriculum change efforts by the authors. In recognition of advances in genomics, the nursing profession is increasing an emphasis on the integration of genomics into professional practice and educational standards. Incorporating genomics into nurses' practices begins with changes in our undergraduate curricula. Information given in didactic courses should be reinforced in clinical practica, and Internet-based tools such as WebQuest, Second Life, and wikis offer attractive, up-to-date platforms to deliver this now crucial content. To provide information that may assist faculty to prepare the next generation of nurses to practice using genomics. © 2011 Sigma Theta Tau International.

  5. Third Way, Third Sector and the partnership IAS/public education system in Brazil

    Directory of Open Access Journals (Sweden)

    Vera Maria Vidal Peroni

    2009-06-01

    Full Text Available This paper aims to debate on the public-private partnerships in education and to bring elements from the third way and third sector as an important part of this topic. And to present some consequences of the partnerships for democratic management, that is, how the logic of market as a parameter of efficiency is incorporated by public administration, and the consequences of this fact on the educational policies.

  6. Transnational Capacity Building: An Australian-Danish Partnership Model for Higher Education and Research in Nursing

    DEFF Research Database (Denmark)

    Rasmussen, Bodil; Kolbæk, Raymond; Lorentzen, Vibeke

    2013-01-01

    Aim: The article describes how a three level nursing partnership program between Australia and Denmark evolved and how barriers can be diminished when built on guiding principles of: professional trust, mutual understanding and respect for each other’s social, educational and cultural conditions...... and expertise across international borders as an important vehicle for developing nursing practice and research. Conclusion: The Australian-Danish education and research partnership program demonstrates that exchanging experiences can create opportunities for nurses’ professional growth, to advance careers...

  7. Earth, Meet Pluto: The New Horizons Education and Communications Partnership

    Science.gov (United States)

    Buckley, M.

    2015-12-01

    The unique partnership between the NASA New Horizons education/communications and public affairs programs tapped into the excitement of visiting an unexplored planet in a new region of the solar system - resulting in unprecedented public participation in and coverage of a planetary mission. With a range of hands-on learning experiences, Web materials and online , the program provided opportunities for students, educators, museums, science centers, the media, Web surfers and other members of the public to ride along on the first mission to Pluto and the Kuiper Belt. The programs leveraged resources, materials and expertise to address a wide range of traditional and nontraditional audiences while providing consistent messages and information on this historic NASA endeavor. The E/C program included a variety of formal lesson plans and learning materials — based on New Horizons science and engineering goals, and aligned with National Research Council's National Science Education Standards — that continue to help students in grades K-12 learn more about science, technology, engineering and mathematics. College students designed and built an actual flight instrument on New Horizons and held internships with the spacecraft integration and test team. New Horizons E/C programs went well beyond the classroom, from a chance for people to send their names to Pluto on board the New Horizons spacecraft before launch, to opportunities for the public to access milestone events and the first-ever close-up views of Pluto in places such as museums, science centers and libraries, TV and the Web — as well as thousands who attended interactive "Plutopalooza" road shows across the country. Teamed with E/C was the public affairs strategy to communicate New Horizons news and messages to media, mission stakeholders, the scientific community and the public. These messages include various aspects of New Horizons, including the progress of the mission and key milestones and achievements

  8. Gerontology Education and Research in Kenya: Establishing a U.S.-African Partnership in Aging

    Science.gov (United States)

    King, Sharon V.; Gachuhi, Mugo; Ice, Gillian; Cattell, Maria; Whittington, Frank

    2005-01-01

    This article reprises four presentations on "Gerontology Education in Kenya," a seminar at the 2004 Annual Meeting of the Association of Gerontology in Higher Education. It describes the process by which the Gerontology Institute of Georgia State University established a 3-year gerontology education and research partnership with Kenyatta…

  9. Multi-Stakeholder Aid to Education: Power in the Context of Partnership

    Science.gov (United States)

    Menashy, Francine

    2018-01-01

    This study examines power asymmetries within the largest multi-stakeholder agency in the education sector: the Global Partnership for Education (GPE). Drawing from data collected through key informant interviews and document analyses, this research asks if the establishment of the GPE has altered power arrangements in educational aid. The study…

  10. Reaching American Indian Special/Elementary Educators through a Partnership with a Navajo Nation School District.

    Science.gov (United States)

    Heimbecker, Connie; Medina, Catherine; Peterson, Patricia; Redsteer, Denise; Prater, Greg

    2002-01-01

    This article describes the Reaching American Indian Special/Elementary Educators (RAISE) program, a community-based native teacher education program located on the Navajo reservation in Kayenta, Arizona. The preservice teacher preparation partnership program is designed for uncertified Navajo special and elementary education preservice students…

  11. The Canada-Guyana medical education partnership: using videoconferencing to supplement post-graduate medical education among internal medicine trainees

    Directory of Open Access Journals (Sweden)

    William Stokes

    2017-04-01

    Conclusion: The formation of a resident-led, videoconference teaching series is a mutually beneficial partnership for Canadian and Guyanese medical residents and fosters international collaboration in medical education.

  12. Partnership Studies: A New Methodological Approach to Literary Criticism in World Literatures, Languages and Education

    Directory of Open Access Journals (Sweden)

    Antonella Riem Natale

    2015-07-01

    Full Text Available This article briefly describes the innovative research undertaken by the Partnership Studies Group based at the University of Udine (Italy, which, since 1998, has been investigating the possible configurations of a partnership model within contemporary world literatures, language, and education. Partnership Studies draw upon non-binary and trans-disciplinary paradigms as propounded by Riane Eisler, and have been demonstrating their strength and potentialities as epistemological and methodological instruments of transcultural consciousness and awareness, capable of fostering harmonious understanding and relations of reciprocity rather than domination among different cultures.

  13. Who Gets Left Behind? The Fate of the Unrepresented in the Wake of US-India Higher Education Partnerships

    Science.gov (United States)

    Baily, Supriya

    2015-01-01

    The promotion of US-Indian higher education partnerships affects those students who are most marginalized. This article explores the development, implementation, and reception of such partnerships to meet the needs of students who remain on the borders of educational access in India. This article addresses the ways higher education policies…

  14. Partnerships for Educational Excellence and Research: HPT in the Townships of South Africa

    Science.gov (United States)

    Robbins, Joanne K.; Weisenburgh-Snyder, Amy B.; Damons, Bruce; Van Rooyen, Marie; Ismail, Camila

    2011-01-01

    Effective performance-based instruction is making a sustained and noticeable impact on township schools in the Eastern Cape of South Africa. We document the performance improvement effort made over the past 7 years by Partnerships for Educational Excellence and Research International (P.E.E.R), a team of educators, instructional system designers,…

  15. A Framework for Evaluating Implementation of Community College Workforce Education Partnerships and Programs

    Science.gov (United States)

    Yarnall, Louise; Tennant, Elizabeth; Stites, Regie

    2016-01-01

    Greater investments in community college workforce education are fostering large-scale partnerships between employers and educators. However, the evaluation work in this area has focused on outcome and productivity metrics, rather than addressing measures of implementation quality, which is critical to scaling any innovation. To deepen…

  16. Partner Positioning: Examining International Higher Education Partnerships through a Mutuality Lens

    Science.gov (United States)

    George Mwangi, Chrystal A.

    2017-01-01

    Scholarship on international higher education partnerships is often framed by strategic management and organization theories. These approaches are useful, but can minimize how power dynamics and positioning of partners impact engagement and outcomes. This study uses qualitative inquiry to examine 60 international higher education partnerships…

  17. A Guide to Building Education Partnerships: Navigating Diverse Cultural Contexts to Turn Challenge into Promise

    Science.gov (United States)

    Hora, Matthew T.; Millar, Susan B.

    2011-01-01

    Education partnerships are central to--and often a requirement of--most education reform initiatives promoted by state and local governments, by foundations, and by business funders. Many fail for failure to understand the dynamics of their complex relationships. This book provides insights and guidance to enable prospective and existing education…

  18. Innovative Public Engagement Practices and Partnerships: Lifting Stakeholder Voices in Education Accountability Policy

    Science.gov (United States)

    Wills, Monica; Brewer, Curtis; Knoeppel, Robert; Witte, James; Pargas, Roy; Lindle, Jane Clark

    2010-01-01

    In 2008, due to increasing stakeholder dissatisfaction with assessment results and school report cards, South Carolina revised its 1998 Educational Accountability Act and required public engagement with stakeholders including parents/guardians, educators, business and community leaders, and taxpayers. The legislation created partnerships between…

  19. Industry Perceptions of Industry-University Partnerships Related to Doctoral Education in South Africa

    Science.gov (United States)

    Herman, Chaya

    2013-01-01

    An assessment of the extent to which industry-university partnerships in doctoral education, which have become increasingly prevalent in the knowledge economy, have begun to penetrate the South African higher education milieu, is reported. The factors that motivate large industries in developing countries such as South Africa to invest in doctoral…

  20. An educational partnership in health promotion for pre-registration nurses and further education college students.

    Science.gov (United States)

    Abbott, Stephen; Thomas, Nicki; Apau, Daniel; Benato, Rosa; Hicks, Siobhan; MacKenzie, Karin

    2012-07-01

    This paper describes a partnership between a university and a college of further education, whereby first-year nursing students administered health checks to college students. Despite many challenges, the experience was positive for both sets of students and has been mainstreamed. Many lessons were learnt about how best to support nursing students to ensure a good quality experience for both student groups. Data gained from the health checks are also presented, and the programme is compared with the brief community placement that previous nursing students had undertaken at this stage of their training. Theoretical underpinnings for the programme are discussed.

  1. Reciprocal Learning between Canada and China in Teacher Education and School Education:Partnership Studies of Practice in Cultural Context

    Institute of Scientific and Technical Information of China (English)

    Shijing XU; F.Michael CONNELLY

    2017-01-01

    In this introduction we describe the purpose and structure of the Canada-China Reciprocal Learning in Teacher Education and School Education Partnership Grant Project sponsored by the Social Sciences and Humanities Council of Canada (SSHRC) in 2013-2020,and describe the project's practice-based methodology along with a discussion of selected preliminary results.The papers presented in this special issue of Frontiers of Education in China animate our discussion by bringing forward important school-based activities and results.The heart of this work is the collaborative activity and voices of Chinese and Canadian educators.We illustrate our concept of reciprocal learning and how we apply this concept in our Partnership Grant Project.We believe that we have heavily benefited from the productive work and impact that has been made in the field of comparative education and we have put our emphasis on Reciprocal Learning as Collaborative Partnership throughout our project.

  2. An Academic-Practice Partnership to Advance DNP Education and Practice.

    Science.gov (United States)

    Howard, Patricia B; Williams, Tracy E

    During the past decade, the growth of doctor of nursing practice (DNP) programs in the United States has been phenomenal, with most focusing on the preparation of advanced practice registered nurses. Simultaneously, academic-practice partnerships have been a frequent subject of discussion for nursing's leading academic, administrative, and practice organizations. Numerous reports about academic-practice partnerships concerning aspects of baccalaureate nursing education exist, but partnership accounts for DNP programs are essentially nonexistent. The purpose of this article is to describe the initial phase of an academic-practice partnership between a multisystem health care organization and a college of nursing in a public land-grant university in the southeastern United States. The 7-year partnership agreement between Norton Healthcare and the University of Kentucky College of Nursing was designed to prepare 5 cohorts of 20 to 30 baccalaureate-prepared staff nurses as DNP graduates for advanced practice registered nurse eligibility. The description of partnering institution characteristics frames an emphasis on elements of the partnership proposal, contractual agreement, and partner responsibilities along with the logic model evaluation plan. Lessons learned include the importance of proposals and contracts to sustain the partnership, frequent communication to build trust, and strategic analysis for rapid response to challenging situations. Copyright © 2016 Elsevier Inc. All rights reserved.

  3. Development of university-industry partnerships in railroad engineering education

    Science.gov (United States)

    Lautala, Pasi T.

    , such as willingness of partners to understand each others needs and motivations for the relationship should be alleviated by developing performance goals and measures of success. While it is impossible to evaluate all aspects of university level railroad engineering education in one study, this research suggests that there are opportunities for a partnership between the rail industry and universities. The purpose of this research was to identify those opportunities and increase the understanding of the forces that shape the demand for railroad engineers and engineering education. The findings can be used both by the rail industry and the universities as they initiate change in the current processes and thrive to develop railroad engineers to meet the demands of the 21 st century.

  4. Proceedings of the precollege-university partnerships for science and mathematics education conference

    Energy Technology Data Exchange (ETDEWEB)

    1992-08-01

    In April of 1992 in Atlanta, Georgia, nearly 50 elementary and secondary educators and about 100 postsecondary educators convened to explore their common interests in the conference on precollege-university partnerships. This report summarizes the remarks and conclusions of speakers, panelists, and of attendees gathered in regional work groups. During the course of the conference, attendees heard from federal agencies and foundations which fund education-related projects and learned of their enthusiastic support of partnerships. In our national need to manage education and training resources wisely, these funding agents see partnership benefits such as renewed excitement for teaching at all levels, effective and technologically up-to-date in-service training, more and better-prepared high school graduates entering colleges, and a general enhancement of understanding among educators at all levels of teaching. As an added benefit, the partnership concept promotes discussion and understanding in an atmosphere of respect, appreciation, and self-esteem. Several hours of the conference were devoted to panels addressing five questions important to education coalitions. The panelists represented a wide variety of teaching levels, geographic locations, educational experiences, and ethnic groups.

  5. Hands on Education Through Student-Industry Partnerships

    Science.gov (United States)

    Brown, J.; Wolfson, M.; Morris, K.

    2013-09-01

    Lockheed Martin Space Systems Company has invested in the future generation of engineers by partially funding and mentoring CubeSat projects around the country. One CubeSat in particular, ALL-STAR, has shown how this industry/university partnership benefits both the students and their mentors. Students gain valuable insight into aspects of spacecraft design that aren't taught in classes. They also start learning about industry processes for designing, building, and testing satellites before ever working in that environment. Because of this experience, industry is getting more qualified engineers starting fresh out of college. In addition Lockheed Martin's partnership with the university will allow them to use the students to help build affordable CubeSats for internal and customer's research and development projects. The mentoring also challenges the engineers to think differently about similar problems they face every day with their larger programs in order to make the solution simple and affordable.

  6. Partnerships between nursing education and faith communities: benefits and challenges.

    Science.gov (United States)

    Otterness, Nancy; Gehrke, Pamela; Sener, India M

    2007-01-01

    Partnerships between schools of nursing and faith communities can have positive outcomes for both groups. In this article, the authors describe the benefits and challenges experienced by faculty and senior nursing students during clinical experiences with parish nurses and faith communities during a 10-year period. Connecting students to parish nursing programs is one way to teach them about population-focused practice and help them see nursing as being wherever people live, work, play, and pray.

  7. Influencing governance of a public-private partnership in plant genomics: The societal interface group as a new instrument for public involvement

    NARCIS (Netherlands)

    Hanssen, L.; Gremmen, B.

    2013-01-01

    The Centre for BioSystems Genomics (CBSG) is a Dutch public-private partnership in plant genomics active in potato and tomato research and exploitation. Its Societal Interface Group (SIG) has been developed to inform its communication strategy and governance practice. This new instrument identifies

  8. Higher Education in Further Education Colleges: Indirectly Funded Partnerships: Codes of Practice for Franchise and Consortia Arrangements. Report.

    Science.gov (United States)

    Higher Education Funding Council for England, Bristol.

    This report provides codes of practice for two types of indirectly funded partnerships entered into by higher education institutions and further education sector colleges: franchises and consortia. The codes of practice set out guidance on the principles that should be reflected in the franchise and consortia agreements that underpin indirectly…

  9. A primer on the politics of partnership between education and regulation.

    Science.gov (United States)

    Burke, Karen; Moscato, Susan; Warner, Joanne

    2009-01-01

    Too often there is a separation between education and regulation, as functions appear different, yet are truly complementary. Described is an exemplar of a successful education-regulation partnership that advanced the development of an innovation, the dedicated education unit. The work of building relationships, communication, mutual need and goal setting, and trust building are described in the context of innovation within a regulatory environment that can lead to empowerment and change.

  10. Measuring Satisfaction with Family-Professional Partnership in Early Intervention and Early Childhood Special Education Programs in Qatar

    Science.gov (United States)

    Al-Hadad, Nawal Khalil

    2010-01-01

    Family-professional partnership has been considered a recommended practice in Early Intervention/Early Childhood Special Education (EI/ECSE) programs for young children with disabilities and their families for the past two decades. The importance of establishing successful partnerships between families and professionals in educational planning has…

  11. Lessons learned about coordinating academic partnerships from an international network for health education.

    Science.gov (United States)

    Luo, Airong; Omollo, Kathleen Ludewig

    2013-11-01

    There is a growing trend of academic partnerships between U.S., Canadian, and European health science institutions and academic health centers in low- and middle-income countries. These partnerships often encounter challenges such as resource disparities and power differentials, which affect the motivations, expectations, balance of benefits, and results of the joint projects. Little has been discussed in previous literature regarding the communication and project management processes that affect the success of such partnerships. To fill the gap in the literature, the authors present lessons learned from the African Health Open Educational Resources Network, a multicountry, multiorganizational partnership established in May 2008. The authors introduce the history of the network, then discuss actively engaging stakeholders throughout the project's life cycle (design, planning, execution, and closure) through professional development, relationship building, and assessment activities. They focus on communication and management practices used to identify mutually beneficial project goals, ensure timely completion of deliverables, and develop sustainable sociotechnical infrastructure for future collaborative projects. These activities yielded an interactive process of action, assessment, and reflection to ensure that project goals and values were aligned with implementation. The authors conclude with a discussion of lessons learned and how the partnership project may serve as a model for other universities and academic health centers in high-income countries and low- and middle-income countries that are interested in or currently pursuing international academic partnerships.

  12. Otolaryngology outreach to Komfo Anokye Teaching Hospital: a medical and educational partnership.

    Science.gov (United States)

    Waller, B; Larsen-Reindorf, R; Duah, M; Opoku-Buabeng, J; Edwards, B M; Brown, D; Moyer, J; Prince, M; Basura, G J

    2017-07-01

    Medical and educational partnerships between high- and low-resourced countries provide opportunities to have a long-term meaningful impact on medical training and healthcare delivery. An otolaryngology partnership between Komfo Anokye Teaching Hospital in Kumasi, Ghana, and the University of Michigan Department of Otolaryngology/Head and Neck Surgery has been undertaken to enhance healthcare delivery at both institutions. A temporal bone dissection laboratory, with the equipment to perform dedicated otological surgery, and academic platforms for clinical and medical education and residency training have been established. This article describes the details of this partnership in otological surgery and hearing health, with an emphasis on creating in-country surgical simulation, training on newly acquired medical equipment and planning regarding the formulation of objectified metrics to gauge progress going forward.

  13. The Challenges of Creating Climate Change Education Cross-Sector Partnerships

    Science.gov (United States)

    Ledley, T. S.

    2017-12-01

    Communities will have to address the impacts of climate change on their environment whether it is for adaptation - to build resilience and establish preparedness, or for mitigation - to migrate to cleaner energy sources and reduce energy use. To effectively address these impacts community leaders and professionals will need to develop an understanding of and solutions to the problems that result from climate change. The effort will need to be conducted with a cross-sector approach as all members of a community (individuals and organizations/businesses/ groups) will be impacted. Students should be involved in this effort to help them develop the critical thinking and data analysis skills they will need in the future to make responsible decisions for themselves, their community, and professionally. However, engaging businesses, organizations, and government in a coherent aligned partnership that addresses short and long term local impacts of climate change as well as the longer-term goal of preparing the future climate ready workforce has multiple challenges. Each business, organization and government agency has it own mission and goals, and metrics of achieving them. In creating an effective cross-sector partnership it is essential to determine for each partner where their mission, services, products, and activities can benefit the partnership and where the partnership can help them improve their multiple bottom lines (financial, social, envionmental) and show the value of their participation to their boards and leadership. Cross-sector partnerships have begun to form in many communities, however, financing them is difficult and most do not include education, a critical leverage element, for either the future workforce or to support current decision makers. In this presentation we will examine community partnerships that are working to address local climate issues and explore the obstacles to integrating education in these cross-sector climate change partnerships

  14. Analyzing the Watershed Dynamics project as an example of successful science and education partnerships

    Science.gov (United States)

    Buzby, C. K.; Jona, K.

    2009-12-01

    The Watershed Dynamics project is a partnership between Northwestern University, the Consortium of Universities for the Advancement of Hydrologic Science (CUAHSI), and the GLOBE Program (Global Learning and Observations to Benefit the Environment). The goal of the project is to develop inquiry-based educational materials that use authentic scientific data and analysis techniques to teach students about the watershed. The relationship between Northwestern, CUAHSI, and GLOBE allows each partner to contribute to the development of the project in the area of their expertise. Science researchers from CUAHSI share science content knowledge and data access through the development of their Hydrologic Information System (HIS). Curriculum developers at Northwestern write inquiry-based curriculum using GIS technology to access and analyze live data. The GLOBE Program is a worldwide hands-on, primary and secondary school-based science education program that provides teacher training opportunities to a network of teachers around the world. This partnership allows each partner to bring their area of expertise to the project and make the best use of one another's resources. The Watershed Dynamics project can serve as a model for future partnerships between the science and education communities. The Office of Science, Technology, Engineering, and Math Education Partnerships (OSEP) at Northwestern is a service organization that supports Northwestern researchers in developing proposals and implementing research projects that incorporate K-12 educational components, particularly in the fields of science, technology, engineering and mathematics (STEM). OSEP assists faculty with the development of sound plans for education and outreach that reflect current research on learning and educational reform and provides expertise in STEM education materials development, learning technologies, and professional development for K-12 teachers and facilitators in informal education institutions

  15. Creating an Educational Partnership Environment between Rural Retailers and Graduate Students

    Science.gov (United States)

    Jackson, Vanessa P.; Wesley, Scarlett C.

    2013-01-01

    The purpose of this paper is to describe an educational partnership experience between rural retailers and graduate students in a Merchandising, Apparel and Textiles program. Students were afforded an opportunity to work with small business owners in rural communities, giving them real world exposure to the actual challenges being faced by…

  16. United Nations Sustainable Development Goals: Promoting Health and Well-Being through Physical Education Partnerships

    Science.gov (United States)

    Lynch, Timothy

    2016-01-01

    This paper shares a health and wellbeing partnership, modelling implementation of physical education (PE) advocated by the United Nations (UN). The Sustainable Development Goals (SDGs) exemplifies global efforts towards equality, specifically Goal 3 and 4 address health and wellbeing. The purpose of this paper is to provide insights into cross…

  17. History matters...through partnerships that advance research, education, and public service

    Directory of Open Access Journals (Sweden)

    Jeffrey S. Reznick

    2017-07-01

    Full Text Available The article deals with the ongoing strategic partnership between the History of Medicine Division at the National Library of Medicine and Virginia Polytechnic Institute and State University (Virginia Tech to allow researchers, educators, and students access to new forms of cooperative work through a growing network of resources.

  18. Open Government Partnership as a Platform for Advancing Open Education Policy

    Science.gov (United States)

    Gondol, Jan; Allen, Nicole

    2015-01-01

    An exciting new avenue for establishing and expanding national commitments to open education has emerged through the Open Government Partnership (OGP), a multilateral initiative that aims to secure commitments from governments to make their governance more open, accountable and responsive to citizens. In the past, there has not been a strong link…

  19. Cross-Cultural Trust Networks and Advancing Education Equity in Place-Based Partnerships

    Science.gov (United States)

    Banks, Amber Joy

    2017-01-01

    Research suggests that trust can be a foundational element for the success and sustainability of multi-organizational partnerships focused on advancing education equity in a particular neighborhood or region. As these place-based strategies gain popularity in the U.S., collaborators are increasingly required to navigate relationships where racial…

  20. Clinical Education Partnership: A Model for School District and College of Nursing Collaboration

    Science.gov (United States)

    Kreulen, Grace J.; Bednarz, Patricia K.; Wehrwein, Teresa; Davis, James

    2008-01-01

    Collaboration between school districts and universities has potential to increase the level of health services available in schools while providing quality public health clinical nursing placements for universities. This article describes the development, implementation, and evaluation of the Clinical Education Partnership Model (CEPM), a dynamic…

  1. Innovation with Impact: Industry-Education Partnerships in Massachusetts. Publication #15311.

    Science.gov (United States)

    Freedman, Susan; Aschheim, Barbara

    This document describes six industry-education partnerships in Massachusetts selected as exemplary and 14 selected as outstanding. They represent innovative and collaborative ways to address dropout prevention, at-risk and special needs students, adult literacy, basic skill development, and enrichment needs of students. Each entry provides this…

  2. Extension through Partnerships: Research and Education Center Teams with County Extension to Deliver Programs

    Science.gov (United States)

    Mullahey, J. Jeffrey

    2011-01-01

    Budget reductions have severely affected resources available to deliver agriculture and natural resource Extension programs in Florida. University of Florida/Institute of Food and Agricultural Sciences delivers Extension programming through a unique partnership between research and education centers and county Extension. Science-based information…

  3. 77 FR 21067 - Funding Opportunity Title: Risk Management Education and Outreach Partnerships Program

    Science.gov (United States)

    2012-04-09

    ..., crop insurance, marketing contracts, and other existing and emerging risk management tools.'' For the... Management or other similar topics. Legal: Legal and Succession Planning or other similar topics; Marketing... Management Education and Outreach Partnerships Program Announcement Type: Announcement of Availability of...

  4. League Bilong Laif: Rugby, Education and Sport-for-Development Partnerships in Papua New Guinea

    Science.gov (United States)

    Sherry, Emma; Schulenkorf, Nico

    2016-01-01

    League Bilong Laif (LBL) is a sport-for-development (SFD) programme that was established in 2013 as a three-way partnership between the Australian Government, the Papua New Guinea (PNG) Government (Department of Education) and the Australian Rugby League Commission (National Rugby League). As a contribution to addressing low rates of school…

  5. 76 FR 27284 - Special Local Regulation; Partnership in Education, Dragon Boat Race; Maumee River, Toledo, OH

    Science.gov (United States)

    2011-05-11

    ...-AA08 Special Local Regulation; Partnership in Education, Dragon Boat Race; Maumee River, Toledo, OH... establishing a permanent Special Local Regulation on the Maumee River, Toledo, Ohio. This regulation is... place during the third or fourth weekend in July each year. This special local regulated area is...

  6. The Role of an International Higher Education Partnership to Improve Gender Equality and Empower Women

    Science.gov (United States)

    Morgan, Sandra Louise Clements

    2014-01-01

    This is a research case study of an International Higher Education Partnership (IHEP) between Vanguard University of Southern California (VUSC) and the University of Duhok (UoD) in the Kurdistan Region of northern Iraq funded by the British Council DelPHE-Iraq project targeting Millennial Development Goal (MDG) #3 to promote gender equality and…

  7. Public-Private Partnership in Higher Education: Central Queensland University Meets Campus Management Services

    Science.gov (United States)

    Rodan, Paul

    2016-01-01

    Massive growth in the numbers of fee-paying international students and an increasing private sector role are two of the most salient features of Australian higher education in the past quarter century. Both these trends were evident in a little known partnership, involving a public regional university and a private entrepreneur, which had its…

  8. Strategic Marketing of Further and Higher Educational Institutions: Partnership Arrangements and Centres of Entrepreneurship.

    Science.gov (United States)

    Trim, Peter R. J.

    2003-01-01

    This paper describes centers of entrepreneurship, which higher education academics and administrators can establish to facilitate the development of partnership arrangements. The centers can be viewed as catalysts for developing new products and services which can be turned into marketable products and services, leading to increased opportunities…

  9. Concordance of Interests in Dynamic Models of Social Partnership in the System of Continuing Professional Education

    Science.gov (United States)

    Tarasenko, Larissa V.; Ougolnitsky, Guennady A.; Usov, Anatoly B.; Vaskov, Maksim A.; Kirik, Vladimir A.; Astoyanz, Margarita S.; Angel, Olga Y.

    2016-01-01

    A dynamic game theoretic model of concordance of interests in the process of social partnership in the system of continuing professional education is proposed. Non-cooperative, cooperative, and hierarchical setups are examined. Analytical solution for a linear state version of the model is provided. Nash equilibrium algorithms (for non-cooperative…

  10. Partnerships for Parenting Education: Early-Childhood Consultation with Gymboree Play and Music

    Science.gov (United States)

    Lerner, Claire; Johnston, Jill

    2005-01-01

    The authors describe "Zero to Three"'s partnership with Gymboree Play and Music (GPM) to integrate more child development and parenting education into the company's parent-child art, music, and movement classes. It was "Zero to Three"'s first collaboration with a large, private-sector service provider to assist teachers in their efforts to help…

  11. PRIME Partnerships in International Medical Education - Restoring a Christian ethos to medical education worldwide

    Directory of Open Access Journals (Sweden)

    Huw Morgan

    2016-01-01

    Full Text Available Modern medicine has developed from an essentially Christian world-view and in Western countries has been greatly influenced by the Christian tradition of hospitality and caring for the sick. However, during the 20th century, medical education became increasingly secularised and focussed on the bio-physical model of disease, losing sight of a holistic view of the person that includes awareness of a spiritual dimension. Former Communist countries in particular have little recent tradition of caring, and medical education there tends to be characterised by poor role-models and out-dated didactic teaching. In the resource poor countries of the global South there are many Christian hospitals and clinics but often a lack of experienced medical teachers. Partnerships in International Medical Education (PRIME’s vision and mission is to support health-care education worldwide to restore a Christian-based holistic approach to patients, and act as a resource where needed, tailoring medical educational programmes to meet the needs of overseas partners (or colleagues in the NHS. Using interactive leaner-centred and problem-based educational methods, PRIME tutors (all experienced and qualified Christian medical educators seek to model patient-centred care by using learner-centred teaching, valuing each person as a bearer of the image of God. Most of PRIME’s teaching involves the doctor-patient relationship, communication skills, compassion, ethics and professionalism, often based around particular clinical scenarios to suit the learners. Small teams of voluntary tutors visiting partner institutions and colleagues for a few weeks a year can have a surprisingly large impact, as those grasping the vision become advocates for positive change in their own situations. Training of trainers and teachers in learner-centred, androgogic methodology to build capacity and sustainability is also a major part of the work.

  12. Genomics education for medical professionals - the current UK landscape.

    Science.gov (United States)

    Slade, Ingrid; Subramanian, Deepak N; Burton, Hilary

    2016-08-01

    Genomics education in the UK is at an early stage of development, and its pace of evolution has lagged behind that of the genomics research upon which it is based. As a result, knowledge of genomics and its applications remains limited among non-specialist clinicians. In this review article, we describe the complex landscape for genomics education within the UK, and highlight the large number and variety of organisations that can influence, direct and provide genomics training to medical professionals. Postgraduate genomics education is being shaped by the work of the Health Education England (HEE) Genomics Education Programme, working in conjunction with the Joint Committee on Genomics in Medicine. The success of their work will be greatly enhanced by the full cooperation and engagement of the many groups, societies and organisations involved with medical education and training (such as the royal colleges). Without this cooperation, there is a risk of poor coordination and unnecessary duplication of work. Leadership from an organisation such as the HEE Genomics Education Programme will have a key role in guiding the formulation and delivery of genomics education policy by various stakeholders among the different disciplines in medicine. © 2016 Royal College of Physicians.

  13. China’s Higher Education Engagement with Africa: A Different Partnership and Cooperation Model?

    Directory of Open Access Journals (Sweden)

    Kenneth King

    2014-11-01

    Full Text Available What is the nature of China’s educational partnerships with Africa? This chapter examines China’s investment in human resource development in Africa, especially in higher education, through several programmes including long- and short-term training of Africans in China, Confucius Institutes, stand-alone projects, and the 20+20 scheme for higher education cooperation between China and Africa. It investigates several apparent differences between China’s aid discourse and practice and those of traditional Organisation for Economic Co-operation and Development (OECD donors. It asks how the enduring continuity of China’s discourse on mutual benefit and common good in educational aid can be explained. Can what looks like a one-way partnership in terms of financing really, in fact, be symmetrical?

  14. Creating value-added linkages through creative programming: a partnership for nursing education.

    Science.gov (United States)

    Caldwell, Linda M; Luke, Gerri; Tenofsky, Linda M

    2007-01-01

    Academic and clinical institutions can effectively collaborate to deliver programs that enhance the educational level of the nursing staff. Creative programming, which offers flexibility and convenience, and a reasonable cost are key elements in the success of a program. Open communication and mutual recognition and respect of the talents, abilities, and values of all developers of the program are essential factors in effective collaborations leading to successful partnerships. Although clear expectations and clarity of functions are important once the partnership has developed, flexibility and a desire to "own" both the problems and the successes of a program are crucial to success.

  15. Geoscientist/Educator Partnerships at the University of Colorado: Strategies and Examples

    Science.gov (United States)

    Buhr, S. M.; Hare, J.; Healy, G.

    2005-05-01

    According to a study about the factors that engage and hinder scientists' involvement in education and outreach (Andrews et.al., 2005), the presence of a dedicated outreach coordinator who can provide a point of contact and lessen the burden on scientists is one of the keys to success. For the past nine years, research scientists at the Cooperative Institute for Research in Environmental Sciences (CIRES) have worked in partnership with just such a coordinating team, the CIRES Education and Outreach group. As funding agency emphasis on education and social impacts has increased, so have the opportunities to develop educational projects intrinsically linked to current geoscience research. One such effort is Ocean Interactions, a project which began as a ship-shore student communication opportunity at the initiation of the researcher. The roles of each contributor to the partnership will be described, along with the framework through which CIRES supports scientist/educator partnerships of this sort. Andrews, Elisabeth, Alexandra Weaver, Daniel Hanley, Jeff Hovermill, Ginger Melton. 2005. "Scientists and Public Outreach: Participation, Motivations and Impediments." Journal of Geoscience Education in press May 2005.

  16. Excellence in Teacher Education: Options for a Federal Partnership.

    Science.gov (United States)

    Florio, David H.

    An overview of options available for Federal cooperation in the improvement of teacher education considers possible areas in which government support may be effective. These include: (1) recruitment of talented students; (2) financial support for prospective teachers; (3) improvement grants to schools of education; (4) grants supporting…

  17. Marketing Education (ME)--Curriculum Development and Business Partnerships.

    Science.gov (United States)

    Wisconsin State Board of Vocational, Technical, and Adult Education, Madison.

    This publication contains 47 competitive events developed by 40 businesspeople who worked with 20 marketing education teachers. The events are intended for use at the Distributive Education Clubs of America State Career Development Conference. These events are divided into the following categories: advertising services; apparel and accessories;…

  18. The Need for Career and Technical Education (CTE) Partnerships

    Science.gov (United States)

    Pawlowski, Brett

    2012-01-01

    There is an interesting contrast to be found between President Barack Obama and Secretary of Education Arne Duncan: Whereas Obama regularly refers to the current economic situation as the "Great Recession," Duncan instead labels it as "The New Normal." Only one of these can be correct--and the implications for educators are profound. The author…

  19. OPI Special Education Endorsement Project: A State-University Partnership.

    Science.gov (United States)

    Burdge, Jolene A.; Fishbaugh, Mary Susan E.; Christensen, Linda

    2003-01-01

    An evaluation of Montana's alternative certification program for special education teachers surveyed 117 current students, graduates, mentors, and administrators. Results indicated appreciation for the program but perceived needs for more instruction in severe disabilities, behavior management, development of individualized education programs, and…

  20. Educational Partnership and the Dilemmas of School Reform.

    Science.gov (United States)

    Seeley, David

    Today's educational reform proposals are undermined by four dilemmas. First, the public may demand visible results before it will provide the funding needed to achieve them. Second, higher academic standards will increase failure rates, while more attainable standards will inadequately educate students. Third, the current focus on high schools may…

  1. Collaborating for Climate Education - A Look at Strategic Partnerships

    Science.gov (United States)

    Bozuwa, J.; Lewis, C.

    2015-12-01

    Collaborating for Climate Education WeekEarth Day Network (EDN) developed Climate Education Week toolkit, a turnkey online resource for grades K-12 that provided teachers with everything they needed to deliver lessons, activities, contests, and service learning projects that related to climate science during Climate Education Week (April 18-25). EDN assembled an Advisory Group to develop the survey, lesson plans and activities, and resources. The Advisory Group consisted of experts and partners in environmental education, including representatives from other government and non-governmental organizations working with the White House on Climate Education, as well as educators in our Educator's Network. EDN's Climate Education Week Advisory Board brought together top academics and major stakeholders in climate education throughout the development and outreach processes. The Advisory Board included representatives from the Alliance for Climate Education (ACE), The CLEAN Network, NOAA, The Department of Energy, and NASA. The representatives from the board helped to identify and streamline the most effective and necessary lesson plans, strategic themes to maintain throughout the toolkit, and avenues for increased outreach. EDN also partnered with Connect4Climate, PBS's Plum Landing, Young Voices of Climate Change, FEMA, and The Wild Center to develop content and to broaden the reach of the toolkit. Each of the seven days had a different theme that addressed a specific climate education topic, with highlighted activities and resources for elementary, middle and high school levels. The toolkit provided educators with a comprehensive view of climate change—beginning with the science, the anthropogenic causes, and societal impacts and then providing solutions, ways to take action, and the green economy transition. This online resource connected educators to a network of effective resources from our partners, all of which saw a significant uptick in their online viewership

  2. Healthcare organization-education partnerships and career ladder programs for health care workers.

    Science.gov (United States)

    Dill, Janette S; Chuang, Emmeline; Morgan, Jennifer C

    2014-12-01

    Increasing concerns about quality of care and workforce shortages have motivated health care organizations and educational institutions to partner to create career ladders for frontline health care workers. Career ladders reward workers for gains in skills and knowledge and may reduce the costs associated with turnover, improve patient care, and/or address projected shortages of certain nursing and allied health professions. This study examines partnerships between health care and educational organizations in the United States during the design and implementation of career ladder training programs for low-skill workers in health care settings, referred to as frontline health care workers. Mixed methods data from 291 frontline health care workers and 347 key informants (e.g., administrators, instructors, managers) collected between 2007 and 2010 were analyzed using both regression and fuzzy-set qualitative comparative analysis (QCA). Results suggest that different combinations of partner characteristics, including having an education leader, employer leader, frontline management support, partnership history, community need, and educational policies, were necessary for high worker career self-efficacy and program satisfaction. Whether a worker received a wage increase, however, was primarily dependent on leadership within the health care organization, including having an employer leader and employer implementation policies. Findings suggest that strong partnerships between health care and educational organizations can contribute to the successful implementation of career ladder programs, but workers' ability to earn monetary rewards for program participation depends on the strength of leadership support within the health care organization. Copyright © 2014 Elsevier Ltd. All rights reserved.

  3. Consumer Education: A Partnership between Schools and Families.

    Science.gov (United States)

    Pritchard, Mary E.; Myers, Barbara Kimes

    1992-01-01

    A survey of 16 adolescents, 11 mothers, and 11 fathers found remarkably similar economic value orientations, supporting consumer socialization theories. Inclusion of families as socializing agents and knowledge of adolescent development are recommended for consumer education. (SK)

  4. Understanding the Roles of Non-State Actors in Global Governance: Evidence from the Global Partnership for Education

    Science.gov (United States)

    Menashy, Francine

    2016-01-01

    The study detailed in this paper examines the growing role of non-state actors in the transnational policy-making landscape through a case study of the Global Partnership for Education (GPE)--a partnership of donor and developing country governments, multilateral organizations, civil society, private companies and foundations, dedicated to…

  5. Sharing Place, Learning Together: Perspectives and Reflections on an Educational Partnership Formation with a Remote Indigenous Community School

    Science.gov (United States)

    Godinho, Sally Caroline; Woolley, Marilyn; Webb, Jessie; Winkel, Kenneth Daniel

    2015-01-01

    Sustainable partnership formation in a remote Indigenous community involves social, cultural and political considerations. This article reports on the project, "Sharing Place, Learning Together: Supporting Sustainable Educational Partnerships to Advance Social Equity," funded by the Melbourne Social Equity Institute (MSEI) at the…

  6. Rudiments of recent fertility decline in Hungary: Postponement, educational differences, and outcomes of changing partnership forms

    Directory of Open Access Journals (Sweden)

    Zsolt Spéder

    2006-10-01

    Full Text Available Our study describes fundamental changes in childbearing behavior in Hungary. It documents current postponement of entry into motherhood (first birth and uncovers signs of delay in second birth. We place the behavioral modifications into historical time and reveal the basic role of the political, economic, and societal transformation of Hungary that started in 1989-1990 in these modifications. We document postponement as well as differentiation, and mothers' highest level of education will represent the structural position of individuals. We shed light on the different speed of postponement and support the assumption of behavioral differences according to the highest level of education. Particular attention will be paid to changing partnership relations: Fertility outcomes remain to be strongly associated with the type of partnership and its development; profound changes in partnership formation, namely the proliferation of cohabitation and the increasing separation rate of first partnerships, may therefore facilitate fertility decline in Hungary. The analysis is based on the first wave of the Hungarian panel survey "Turning points of the life course" carried out in 2001/2002.

  7. Partnerships between New Mexico Institutions for Nanoscience Education

    Science.gov (United States)

    Kiefer, Boris; Serrano, Elba; Lombrana, Vincent

    2010-03-01

    Societies in the 21^st century will most likely face severe scientific and technological challenges, such as the increasing energy and fresh water demands that will require interdisciplinary solutions. This raises the question how we as educators can provide our graduates with the skills they need to compete successfully in an increasingly global work force. The New Mexico Nanoscience Education Network (NMNEN) seeks to increase the number of students in New Mexico who have the knowledge and skills to participate in cutting-edge STEM research. NMNEN organizes professional development workshops and the network participants collaborate across departments, institutions, and organizations to identify nano(bio)science teaching themes that promote and emphasizes interdisciplinary education. The results of these efforts will show if it is possible to develop universal teaching modules that promote student learning in diverse college settings.

  8. Public preception on education partnership programs between Indonesia and australia in East Nusa Tenggara Province

    Science.gov (United States)

    Lobo, M.; Guntur, R. D.; Nalley, H. M.

    2018-05-01

    A research about partnership program in education between the government of Indonesia and Australia in East Nusa Tenggara Province (ENTP) has been conducted. The aim is to list the programs between the countries on the region in the last twenty years, together with their implementations to the community based on all the stakeholders’ perspectives. The samples taken by purposive sampling which targeted those who had direct involvement to the programs in the Districts of Sikka, Ende and Ngada. A literature review, questioners and a depth interview were employed in the data collection. The results show that the main partnership projects were NTT-PEP (Nusa Tenggara Timur-Primary Education Partnership), AIBEP (Australia Indonesia Building Education Project) and ProDEP (Professional Development for Education Personal). While the first and the third programs were targeting on human resources development, the second project was more focusing on the infrastructures. The analysis shows that in general, the majority of people think that the program implementation was good. Similar results were also reflected in the group of superintendent and the community. However, totally different feature was found in the group of government officials where all of them perceived that the program was good and need to be continued and sustained.

  9. Public/Private Partnerships: A Trojan Horse for Higher Education?

    Science.gov (United States)

    Baines, Lawrence; Chiarelott, Leigh

    2010-01-01

    Partnering with private industry is presented as a sensible solution to some faculties at institutions of higher education during the current economic downturn. The authors discuss the historic context for increased efficiencies and provide descriptions of how two institutions responded to the prospect of "collaborating" with a corporation. In one…

  10. Urban Teacher Education in Partnership: An Inquiry Stance Sustains Collaboration

    Science.gov (United States)

    Stairs, Andrea J.

    2010-01-01

    The relationship between Brighton High School (BHS) and Boston College (BC) spans several decades. Professors from multiple departments at the university--not only teacher educators but professors of psychology, measurement, and arts and sciences--have walked, as regular parts of the school community, the halls of the gothic-style high school…

  11. Working Partnerships: A Joint Venture in Vocational Education.

    Science.gov (United States)

    Campbell, Clifton P.

    Joint Ventures in Vocational Education projects link participating businesses with secondary vocational programs in a cooperative relationship. These are voluntary arrangements between vocational programs and a public or private sector agency that combine the energies and resources of the partners to enrich various aspects of the vocational…

  12. NGO Partnerships in Education: A Framework of Opportunities and Obstacles.

    Science.gov (United States)

    DeJaeghere, Joan

    With the move toward democracy in many countries and the changes of globalization, nongovernmental organizations (NGOs) play a greater role in providing social services. Organizations such as UNICEF, USAID, and the World Bank recognize the important role that NGOs could play in education development projects, particularly in the effort to achieve…

  13. Housing and Education Partnerships: A Case Study of Akron, Ohio

    Science.gov (United States)

    de Leon, Edwin; Saxena, Priya D.

    2015-01-01

    The housing and education sectors are being asked to do more with fewer resources. School districts often struggle to meet the needs of low-income students who deal with challenges outside of school and to connect them to resources that can strengthen their academic competencies. Public housing authorities and other assisted-housing providers…

  14. Housing and Education Partnerships: A Case Study of Vancouver, Washington

    Science.gov (United States)

    Galvez, Martha; Simington, Jasmine

    2015-01-01

    The housing and education sectors are being asked to do more with fewer resources. School districts often struggle to meet the needs of low-income students who deal with challenges outside of school and to connect them to resources that can strengthen their academic competencies. Public housing authorities and other assisted-housing providers…

  15. Building Sustainable Health and Education Partnerships: Stories from Local Communities

    Science.gov (United States)

    Blank, Martin J.

    2015-01-01

    Background: Growing health disparities have a negative impact on young people's educational achievement. Community schools that involve deep relationships with partners across multiple domains address these disparities by providing opportunities and services that promote healthy development of young people, and enable them to graduate from high…

  16. Brokering Knowledge Mobilization Networks: Policy Reforms, Partnerships, and Teacher Education

    Science.gov (United States)

    Ng-A-Fook, Nicholas; Kane, Ruth G.; Butler, Jesse K.; Glithero, Lisa; Forte, Rita

    2015-01-01

    Educational researchers and policy-makers are now expected by funding agencies and their institutions to innovate the multi-directional ways in which our production of knowledge can impact the classrooms of teachers (practitioners), while also integrating their experiential knowledge into the landscape of our research. In this article, we draw on…

  17. Transportation Electrification Education Partnership for Green Jobs and Sustainable Mobility

    Energy Technology Data Exchange (ETDEWEB)

    Peng, Huei [Univ. of Michigan, Ann Arbor, MI (United States); Mi, Chris [Univ. of Michigan, Ann Arbor, MI (United States); Gover, James [Univ. of Michigan, Ann Arbor, MI (United States)

    2013-06-28

    This collaborative educational project between the University of Michigan—Ann Arbor, University of Michigan—Dearborn and the Kettering University successfully executed almost all the elements we proposed to do. In the original proposal, we proposed to develop four graduate courses, six undergraduate courses, four professional short courses, a K-12 electric vehicle education kit, a Saturday morning seminar series, and a set of consumer education material to support the advancement of transportation electrification. The first four deliverables were all successfully developed and offered. When we held the kick-off meeting in NETL in Morgantown back in early 2010 with all the ten ARRA education teams, however, it quickly became clear that among the ten ARRA education grantee teams, our proposed “consume education” activities are not better or with the potential to create bigger impact than some of activities proposed in other teams. For example, the Odyssey 2010 event held by the West Virginia University team had planned and successfully reached to more than 230,000 attendees, which is way more than what our proposed 100k event could ever reach. It was under the suggestion of Joseph Quaranta, the ARRA education Program Director at that time, that we should coordinate and eliminate redundancy. The resources should then be focused on activities that have less overlap. Therefore, the originally proposed activities: Saturday morning seminar series, and a set of consumer education material were dropped from our scope. We expanded the scope of our “education kit” activity to include some educational materials, mainly in the form of videos. The target audience also changed from general public to K-12 students. The majority of the project cost (~70%) goes toward the establishment of three undergraduate laboratories, which provides critically needed hands-on learning experience for next-generation green mobility engineers. We are very proud that the ARRA money

  18. Work Integrated Learning in Higher Education: partnerships: a continuing evolution.

    Directory of Open Access Journals (Sweden)

    PH vd Westhuizen

    2014-01-01

    Full Text Available The aim of this paper is to examine the use of Work Integrated Learning (WIL in higher education and identify the role industry plays in the need for educated workers and citizens who can meet the challenges of a new world economy. WIL allows students to acquire essential practical skills through exposure to the real world. Industry has always been the strong link in this necessary and appropriate instructional component of higher education. A qualitative approach was used in this study on a sample of second level students who participated in a WIL programme at one specific service provider. WIL education in the context of this paper is defined as a unique form of education, which integrates classroom study with, planned, and supervised WIL in the private and public sector (Arnold and Nicholson, 1991; Andrisari and Nestle, 1976. This study was conducted by second year students, (n=37 finishing a 6 months WIL component in industry. The implications of these findings for career development are discussed. In recent years, there has been an increase in research that examines careers and career development in the hospitality industry (Guerrier, 1987; Riley and Turam, 1989; Baum, 1989; Williams and Hunter, 1992; Antil, 1984; Ross, 1995. Some of this research has focused on issues relating to career paths and career development (Riley and Ladkin, 1984; Ladkin and Riley, 1996. A key issue in this research has been to attempt to determine the various factors which influence length and development. This research aims to build on this and explore the student perceptions.

  19. Academic-industrial partnerships in drug discovery in the age of genomics.

    Science.gov (United States)

    Harris, Tim; Papadopoulos, Stelios; Goldstein, David B

    2015-06-01

    Many US FDA-approved drugs have been developed through productive interactions between the biotechnology industry and academia. Technological breakthroughs in genomics, in particular large-scale sequencing of human genomes, is creating new opportunities to understand the biology of disease and to identify high-value targets relevant to a broad range of disorders. However, the scale of the work required to appropriately analyze large genomic and clinical data sets is challenging industry to develop a broader view of what areas of work constitute precompetitive research. Copyright © 2015 Elsevier Ltd. All rights reserved.

  20. Dedicated Education Units: Partnerships for Building Leadership Competency.

    Science.gov (United States)

    Galuska, Lee A

    2015-07-01

    To enable nurses to lead in health care transformation, nursing education must include opportunities for developing leadership, as well as clinical competencies. Dedicated education units (DEUs) provide supportive environments for competency development in undergraduate students. This study's aim was to explore the effects of a DEU experience on the leadership development of baccalaureate nursing students. A mixed-methods design included a quantitative strand, using a quasi-experimental, pretest-posttest, multisite design with control groups and a qualitative strand using focus groups. Students in the DEUs demonstrated significant increases (p leadership behaviors, as measured by the Student Leadership Practice Inventory. Focus group themes illuminate how the experiences of the students contributed to their leadership growth. Findings suggest that the DEU experience may promote enhanced undergraduate leadership competency development. Copyright 2015, SLACK Incorporated.

  1. Education-industry partnership: the chemical industry experience

    International Nuclear Information System (INIS)

    Bricknell, D.J.

    1994-01-01

    The European Chemical Industry and the Nuclear Power Industry share similar problems and hopefully can share similar solutions to them. A recent survey of public opinion conducted on behalf of the chemical industry has shown that the general public knows little about the industry and does not trust it to behave responsibly. The industry is responding in two ways: firstly to demonstrate that it is a responsible member of the community by operating to the highest safety and environmental standards and by being open in its dealings with the public on such matters. Secondly the industry is working with the education system to ensure that the public has the opportunity to gain a good education in science, is able to make rational judgments about risks and benefits and is better able to understand and accept the role of the chemical industry in society

  2. Partnership in Innovative Preparation for Educators and Students (PIPES)

    Science.gov (United States)

    2013-12-23

    science educators’ academy: Benefits of inquiry- based teaching for educators and their students. Manuscript in preparation. Kuehler, C. P., Marle, P. D...Henry, R. M. (2012). CSI- chocolate science investigation and the case of the recipe rip-off: Using forensic science to engage students. Manuscript...Mountain Lion Research Day, Colorado Springs, CO. Pugh, J., Marle, P. D., Decker, L. L., & Khaliqi, D. H. (2012, April). Chocolate as science

  3. STEM Education and Leadership: A Mathematics and Science Partnership Approach

    OpenAIRE

    Twyford, John; Järvinen, Esa-Matti

    2010-01-01

    The issue of attracting more young people to choose careers in science, technology, engineering, and mathematics (STEM) has become critical for the United States. Recent studies by businesses, associations, and education have all agreed that the United States’ performance in the STEM disciplines have placed our nation in grave risk of relinquishing its competitive edge in the marketplace (e.g., Rising above the gathering storm, 2007). A Congressional Research Service (2006) report stated that...

  4. High Return on Investments in Scientist-Educator Partnerships: Broader Impact Strategies That Endure and Propagate

    Science.gov (United States)

    Peach, C. L.; Franks, S. E.

    2004-12-01

    Tackling the broader impact section of a research proposal need not be a dilemma that "rears its ugly head" with each proposal deadline. By investing in partnerships with informal science education (ISE) organizations, researchers can establish a foundation for efficient, high quality, research-based educational outreach (EO) that can help them fulfill their broader impact obligations for years to come. Just as an interdisciplinary research project requires collaboration among scientists from a variety of disciplines, a research project with exemplary EO requires partnerships with those who specialize in science education. By engaging in such partnerships scientists gain access to professionals who have expertise in translating research topics into concept-centered programs, exhibits and online resources, and to the diverse student, teacher and public audience reached through ISE. By leveraging the intellectual and material resources of researchers and educators, these potentially long-lived relationships provide an efficient and effective means for achieving broader impact. Ultimately, the efficacy of this investment strategy depends on relieving the researcher of the time consuming burden of seeking out appropriate partners, initiating partnerships and conferring with science educators on potential projects. Recognizing this barrier to scientists' participation, the California Center for Ocean Sciences Education Excellence (CACOSEE) has adopted a unique approach - one in which CACOSEE serves primarily as a catalyst and facilitator of researchers EO activities rather than as an EO provider. We have apprised ourselves of the programs, interests and needs of a carefully selected group of ISE organizations and used this information as the basis for creating a spectrum of EO opportunities for researchers. These options are flexible, scalable and easily customized to fit the research interests, time constraints and budgetary limitations of any researcher. Through e

  5. Building partnerships for healthy environments: research, leadership and education.

    Science.gov (United States)

    Thompson, Susan; Kent, Jennifer; Lyons, Claudine

    2014-12-01

    As populations across the globe face an increasing health burden from rising rates of obesity, diabetes and other lifestyle-related diseases, health professionals are collaborating with urban planners to influence city design that supports healthy ways of living. This paper details the establishment and operation of an innovative, interdisciplinary collaboration that brings together urban planning and health. Situated in a built environment faculty at one of Australia's most prestigious universities, the Healthy Built Environments Program (HBEP) partners planning academics, a health non-government organisation, local councils and private planning consultants in a state government health department funded consortium. The HBEP focuses on three strategic areas: research, workforce development and education, and leadership and advocacy. Interdisciplinary research includes a comprehensive literature review that establishes Australian-based evidence to support the development, prioritisation and implementation of healthy built environment policies and practices. Another ongoing study examines the design features, social interventions and locational qualities that positively benefit human health. Formal courses, workshops, public lectures and e-learning develop professional capacity, as well as skills in interdisciplinary practice to support productive collaborations between health professionals and planners. The third area involves working with government and non-government agencies, and the private sector and the community, to advocate closer links between health and the built environment. Our paper presents an overview of the HBEP's major achievements. We conclude with a critical review of the challenges, revealing lessons in bringing health and planning closer together to create health-supportive cities for the 21st century.

  6. A Radio Astronomy Science Education Partnership - GAVRT and Radio JOVE

    Science.gov (United States)

    Higgins, C. A.; Thieman, J. R.; Bunnell, K.; Soholt, G.

    2009-12-01

    The planet Jupiter provides an excellent subject to educate, engage, and inspire students and teachers to learn science. The Goldstone Apple-Valley Radio Telescope (GAVRT) program (http://www.lewiscenter.org/gavrt) and The Radio JOVE project (http://radiojove.gsfc.nasa.gov) each have a long history of allowing students and teachers to interact with scientists and real radio telescopes. The upcoming Juno mission to Jupiter (2011 launch) allows both GAVRT and Radio JOVE to combine efforts and engage with the NASA Juno mission, thus increasing the excitement and learning potential for teachers, students, and the general public. Teachers can attend workshops for training to operate a 34-meter radio telescope and/or build their own simple radio telescope, both of which can be used directly in the classroom. We will overview some classroom activities and highlight some teacher-student experiences. In addition, we will update our efforts on greater Web-based control of the radio telescopes, as well as highlight our upcoming workshops to allow better access for teachers in different parts of the Country.

  7. Building midwifery educator capacity using international partnerships: Findings from a qualitative study.

    Science.gov (United States)

    West, Florence; Dawson, Angela; Homer, Caroline S E

    2017-07-01

    Midwifery educators play a critical role in strengthening the midwifery workforce globally, including in low and lower-middle income countries (LMIC) to ensure that midwives are adequately prepared to deliver quality midwifery care. The most effective approach to building midwifery educator capacity is not always clear. The aim of this study was to determine how one capacity building approach in Papua New Guinea (PNG) used international partnerships to improve teaching and learning. A qualitative exploratory case study design was used to explore the perspectives of 26 midwifery educators working in midwifery education institutions in PNG. Seven themes were identified which provide insights into the factors that enable and constrain midwifery educator capacity building. The study provides insights into strategies which may aid institutions and individuals better plan and implement international midwifery partnerships to strengthen context-specific knowledge and skills in teaching. Further research is necessary to assess how these findings can be transferred to other contexts. Copyright © 2017 Elsevier Ltd. All rights reserved.

  8. Parent-professional partnerships in young children's care and education in the United States and Brazil

    Directory of Open Access Journals (Sweden)

    Lia B. L. Freitas

    2005-01-01

    Full Text Available There is increasing evidence that the most promising practices in intervening with young children at risk for adverse developmental outcomes include respectful partnerships between professionals and children’s families. Often referred to as the family-centered system of care, this approach has been incorporated into policy both in the United States and Brazil. This paper focuses on outlining historical changes in young children’s care and education in these two societies, changes in the views of child care and the importance of socio-emotional development, and the key elements of meaningful professionalfamily partnerships. It also presents a set of necessary conditions to translate the family-centered system’s principles and research findings into practice

  9. The outcomes of partnerships with mental health service users in interprofessional education: a case study.

    Science.gov (United States)

    Barnes, Di; Carpenter, John; Dickinson, Claire

    2006-09-01

    This paper reports findings from a 5-year evaluation (1998-2003) of a postqualifying programme in community mental health in England which made a sustained attempt to develop partnerships with service users. Users were involved in the commissioning of the programme and its evaluation, as trainers and as course members. The evaluation employed mixed methods to assess: learners' reactions to user-trainers and users as course members; changes in knowledge, attitudes and skills; and changes in individual and organisational practice. Data were collected from participant observation of training, 23 individual and 18 group interviews with students and their managers (n=13), and student ratings of knowledge and skills at the beginning and end of the programme (n=49). The quality of care provided by students was rated by service users (n=120) with whom they worked, using a user-defined questionnaire. The quality of care, and mental health and quality of life outcomes were compared to those for two comparison groups (n=44) in areas where no training had taken place. In general, the students reported positive learning outcomes associated with the partnership orientation of the programme, and learning directly from and with service users. A higher proportion of programme users reported good user-centred assessment and care planning, and showed greater improvement in life skills compared to the comparators. This case study provides evidence of the value of partnership working with service users in interprofessional postqualifying education in mental health. The success is attributed to the design of the programme and the responsiveness of the programme board, which included service users. It may provide a useful model for programmes elsewhere and for other user groups. The case study itself provides a possible model for the systematic evaluation of partnerships with users in education and training.

  10. Influencing governance of a public-private partnership in plant genomics: The societal interface group as a new instrument for public involvement.

    Science.gov (United States)

    Hanssen, Lucien; Gremmen, Bart

    2013-08-01

    The Centre for BioSystems Genomics (CBSG) is a Dutch public-private partnership in plant genomics active in potato and tomato research and exploitation. Its Societal Interface Group (SIG) has been developed to inform its communication strategy and governance practice. This new instrument identifies and discusses early signals from society by bringing together people from different societal backgrounds with members of CBSG management. This interactive learning process facilitates the inclusion of public concerns and needs in scientific developments in the field of plant genomics, and simultaneously enables genomics scientists to search for more societal aims, meanings, and starting points for their research agenda. Analysis of the SIG sessions revealed that the input of public expertise is not threatening or irrational, but provides the opportunity to harness the creative potential of future users highly relevant for the development of societal practices in which plant genomics plays a role.

  11. International educational partnerships for doctors in training: a collaborative framework with the RCP.

    Science.gov (United States)

    Thomson, George A; Foster, Matthew; Sheriff, Rezvi; Mendis, Lalitha; Fernando, Devaka J S; Blundell, Caroline; Worrall, Jeffrey; Black, Carol

    2005-01-01

    The UK offers excellent postgraduate medical education, and overseas doctors in training often covet a period of training in the UK. Some overseas training authorities make UK training mandatory prior to appointment as a consultant. Unfortunately, the organisation of such training often proves to be ad hoc, and may lack educational value. UK training faces challenges as a result of reduced hours of work, more structured and intensive educational needs, and pressures of increasing clinical demand. A plethora of new 'trust' posts have developed, often with limited educational value, creating a risk that training quality for overseas doctors is reduced. Against this background, such posts can be used to create international training partnerships such as that at Sherwood Forest Hospitals NHS Trust (SFHT), providing high-quality general and specialty training. Given the success of this strategy, it would be desirable for other UK trusts to provide similar schemes offering specialties not covered at SFHT.

  12. Educational pipelines of nurses in Texas: promoting academic mobility through partnerships.

    Science.gov (United States)

    Darnall, Emily D; Kishi, Aileen; Wiebusch, Pamela

    2011-01-01

    Texas, like many states across the nation, is struggling to position itself to achieve the Institute of Medicine (IOM) recommendations on the future of nursing. This article provides insights into the hurdles faced by Texas in achieving some of the IOM goals, particularly those related to a better educated nursing workforce. Only 9% of actively licensed nurses have pursued higher degrees, putting Texas below the national average. Currently, there is a gap between actual academic mobility and national recommendations to increase the numbers of baccalaureate- and doctorate-prepared nurses by 2020. The purpose of this study was to evaluate the educational pipeline in the state of Texas while suggesting partnerships as a solution to promote academic mobility. This cross-sectional study evaluated the academic mobility of four selected cohorts of nurses who have been in practice for 5 to 20 years. The findings revealed limited academic mobility compared with national benchmarks among all cohorts, regardless of basic degree and length in the profession. Educational pipelines for nurses need to be more dynamic in Texas than current trends reflect. Collaboration and partnerships between academics, clinicians, administrators, employers, and policy makers should be developed to address barriers that are deterring nurses from continuing their education. Copyright © 2011 Elsevier Inc. All rights reserved.

  13. Swift Creek Landslide Observatory: a university public - private partnership for education and public safety

    Science.gov (United States)

    Linneman, S. R.

    2017-12-01

    Community - Scientist partnerships take many forms. In the northwest corner of Washington state a large, active, serpentinitic earthflow has, for decades, shed >25,000 m^3/yr of asbestos-rich sediment into a small agricultural stream system. While the landslide, which moves 3 m/yr, and its unusual sediment have much attracted scientific interest, the situation also presents a great opportunity for community - scientist partnerships. The Swift Creek Landslide Observatory (SCLO) (http://landslide.geol.wwu.edu) is a partnership between scientists and technical staff at Western Washington University + local landowners + the state Department of Ecology + Whatcom County Public Works + a local video security firm. SCLO maintains two remote webcams from which current images are posted to the SCLO website hourly. Users can also view archived images from the cameras, create image-compare visualizations, and create time-lapse movies from the eight-year image archive. SCLO is used by local emergency managers and residents to evaluate the threat of debris flows and floods. It is also used by educators to dramatically illustrate hillslope evolution at a variety of time scales.

  14. Partnering with parents in interprofessional leadership graduate education to promote family-professional partnerships.

    Science.gov (United States)

    Margolis, Lewis H; Fahje Steber, Kathryn; Rosenberg, Angela; Palmer, Ann; Rounds, Kathleen; Wells, Marlyn

    2017-07-01

    Evidence supports the benefits to families of relationships with professionals that build on the concept of partnership, but there are few studies in the literature of strategies involving joint education for parents and professionals to enhance the capacity of parents of children with special healthcare needs to be effective interprofessional partners. Since 2007, parents of children with special healthcare needs have participated alongside graduate students from five different profession-based training programmes in a structured interprofessional leadership programme. The aims of this summative evaluation study were to elicit the influences of this training model on parents' capacity to partner with both health professionals and other parents and explore features of the training that facilitated these partnership skills. Using qualitative analysis, a semi-structured interview, guided by sensitising concepts informing leadership development, was conducted with 17 of the 23 parents who participated in the training. Transcriptions of the interviews were used for creating codes and categories for analysis. Parents described how the programme enhanced abilities to see other points of view, skills in communicating across professions, skills in conflict management, and feelings of confidence and equality with providers that influenced their relationships with their own providers and their capacity to assist other parents in addressing challenges in the care of their children. Parents reported that building concrete skills, organised opportunities to hear other viewpoints, structured time for learning and self-reflection, and learning in the context of a trusting relationship facilitated the development of partnership skills. These findings suggest that the leaders of interprofessional training programmes should involve parents and graduate students as equal partners to enhance partnership skills.

  15. Partnership model of vocational education with the business sector in civil engineering expertise program of Vocational Secondary Schools

    Directory of Open Access Journals (Sweden)

    I Kadek Budi Sandika

    2018-01-01

    Full Text Available This study aims to: (1 develop a partnership model of vocational education with business sectors in civil engineering expertise program of vocational secondary schools in Bali and (2testing the effectiveness and efficiency of partnership model developed. The study used the design and development model of Richey & Klein (2009, which consists of three main phases, namely the phase of model development, model validation, and model testing. The phase of model development used the qualitative approach, through literature review, observation and interview. Expert review techniques were used in the model validation phase. The model testing used pre-experimental design with one-shot case study. The study found that the partnership model of vocational education with the business sector in civil engineering expertise program of vocational secondary schools in Bali involves several components, such as key stakeholders, the underlying principle of partnership, orientation/common goal, the management of educational resources (teachers and facilities, curriculum development, implementation of learning/training and work practices, competency test of graduates, distribution of learning outcomes/output, as well as monitoring, evaluation and feedback of partnership program. Experimental results show that the partnership model developed has met all of the criteria (effective, practical and efficient.

  16. An alternative approach for teacher education framed by a collaborative partnership setting

    DEFF Research Database (Denmark)

    Pontoppidan, Birgitte Schou

    The study presents an alternative didactical approach to teacher education linking practice and theory through a collaborative partnership setting. Using a ―small scale teaching design in which students alternate between schools and college it was possible to show someevidence that, by following...... this approach, first year student teachers in a science & technology class developed teacher knowledge (as aspects of PCK). The study identifies an example using Co-Re and PaPeR as a Resource Folio to show where evidence of developing teacher knowledge is seen. This didactical approach turns the traditional...... teacher education on its head and begins with a focus on practice so students alternate between school–based and college–based teaching in a cyclical fashion, and are encouraged to link theory with practice. This kind of college teaching demands a new teacher educational paradigm for which collaboration...

  17. AN ALTERNATIVE APPROACH FOR TEACHER EDUCATION COURSES FRAMED BY A COLLABORATE PARTNERSHIP

    DEFF Research Database (Denmark)

    Pontoppidan, Birgitte

    2010-01-01

    The study presents an alternative didactical approach to teacher education linking practice and theory through a collaborative partnership setting. Using a “small scale” teaching design in which students alternate between schools and college it was possible to show some evidence that, by following...... this approach, first year student teachers in a science & technology class developed teacher knowledge (as aspects of PCK). The study identifies an example using Co-Re and PaPeR as a Resource Folio to show where evidence of developing teacher knowledge is seen. This didactical approach turns the traditional...... teacher education on its head and begins with a focus on practice so students alternate between school–based and college–based teaching in a cyclical fashion, and are encouraged to link theory with practice. This kind of college teaching demands a new teacher educational paradigm for which collaboration...

  18. Social Foundations of Public-Private Partnerships in Education: The Historical Cases of Post-War Singapore and Hong Kong

    Science.gov (United States)

    Wong, Ting-Hong

    2015-01-01

    This paper compares public-private partnerships (PPPs) in education in post-war Singapore and Hong Kong. After the Second World War the Singapore government shied away from PPPs, while the state in Hong Kong collaborated extensively with the non-state sector in education. Singapore was a small city-state flanked by two Muslim nations, and its…

  19. Distance Education: A University's Pioneering Master of Social Work Program Partnership with the U.S. Army

    Science.gov (United States)

    Brown, Terri Moore; Freeman, Dexter

    2010-01-01

    This article describes the relevance of an army-university partnership in view of the cultures of both public higher education and the military graduate education system. The article also outlines the planning model used to navigate through the various issues that should be considered when a university partners with a federal or military agency to…

  20. Reconciling Means and Ends in Equity and Access through Further and Higher Education Sector Partnerships: An Australian Case

    Science.gov (United States)

    Broughton, Sharon

    2005-01-01

    This paper examines the educational implications of pursuing equity and access for adult learners across further and higher education sectors. It contextualizes some advantages and disadvantages in cross-sectoral arrangements by reference to a specific access and equity partnership program in Australia and analyses the impact on the equity aims of…

  1. A BRIDGE partnership model for health management education in the Slovak Republic.

    Science.gov (United States)

    West, D J; Krcmery, V; Rusnakova, V; Murgas, M

    1998-01-01

    An innovative Health Management Education Partnership (HMEP) was initiated to develop management education initiatives through the exchange of information and ideas. Health education efforts, projects and activities exist between the University of Scranton and three strategic partners in the Slovak Republic: Trnava University, the Health Management School and the University of Matej Bel. The BRIDGE model (Building Relationships in Developing and Growing Economies) utilizes several innovative educational initiatives and strategic projects including a professional journal, faculty development, professional development, curriculum development, certification and accreditation, faculty-students exchange and development of educational materials and modules. The BRIDGE organizational structure is reviewed as well as specific workplan objectives to operationalize the HMEP encouraging mutual cooperation, collaboration and sustainability of efforts. The model stresses implementation, monitoring, and evaluation of all initiatives through a strong community effort, focus on research, deployment of educational resources, curriculum modification, development of interpartnership activities, conferences, workshops, fieldwork experiences and study tours. Applied management practices enhance market-oriented solutions to health care delivery problems emphasizing a focus on privatization and entrepreneurship through education.

  2. Postgraduate Emergency Medicine Training in India: An Educational Partnership with the Private Sector.

    Science.gov (United States)

    Douglass, Katherine; Pousson, Amelia; Gidwani, Shweta; Smith, Jeffrey

    2015-11-01

    Emergency medicine (EM) is a recently recognized specialty in India, still in its infancy. Local training programs are developing, but remain very limited. Private, for-profit hospitals are an important provider of graduate medical education (GME) in India, and are partnering with United States (US) universities in EM to expand training opportunities. Our aim was to describe current private-sector programs affiliated with a US university providing postgraduate EM training in India, the evolution and structure of these programs, and successes and challenges of program implementation. Programs have been established in seven cities in India in partnership with a US academic institution. Full-time trainees have required didactics, clinical rotations, research, and annual examinations. Faculty members affiliated with the US institution visit each program monthly. Regular evaluations have informed program modifications, and a local faculty development program has been implemented. Currently, 240 trainees are enrolled in the EM postgraduate program, and 141 physicians have graduated. A pilot survey conducted in 2012 revealed that 93% of graduates are currently practicing EM, 82% of those in India; 71% are involved in teaching, and 32% in research. Further investigation into programmatic impacts is necessary. Challenges include issues of formal program recognition both in India and abroad. This unique partnership is playing a major early role in EM GME in India. Future steps include official program recognition, expanded numbers of training sites, and a gradual transition of training and education to local faculty. Similar partnership programs may be effective in other settings outside of India. Copyright © 2015 Elsevier Inc. All rights reserved.

  3. Wisconsin Partnerships to Educate and Engage Public Audiences on Climate Change Topics

    Science.gov (United States)

    Mooney, M. E.; Ackerman, S.; Rowley, P.; Crowley Conn, K.

    2011-12-01

    The complexity and scale of climate change-related challenges requires more than one strategy to share meaningful information with public audiences. This presentation will discuss a few initiatives to engage the public originating from the University of Wisconsin-Madison. First, a local partnership between the Cooperative Institute for Meteorological Satellite Studies (CIMSS) and the Aldo Leopold Nature Center (ALNC), an informal learning center with a new climate change "classroom" which recently acquired a Science on a Sphere (SOS) exhibit. Second, an informal education project funded by the NOAA Office of Education coordinated by CIMSS in partnership with the national SOS Network with the goal of helping museum docents share meaningful interpretation of real-time weather and climate data. CIMSS staff has been conducting weather and climate discussions on a Magic Planet display for several years. This "mini-SOS" is powered by a solar panel on the roof, modeling the essential Sun-Earth connection and the first principle of climate literacy. However, the convenient proximity of CIMSS and ALNC provides a perfect opportunity to test "SOS-scale" talking points posted on a weekly docent blog to the benefit of the entire SOS Network. Two other Wisconsin projects of note include the Wisconsin Initiative on Climate Change Impacts, a partnership between the University and the Wisconsin Department of Natural Resources, and a pilot project between CIMSS and NOAA's National Weather Service to engage storm spotters in climate mitigation and stewardship. Ideally, the synergistic benefits and lessons learned from these collaborations can inform similar efforts in order to galvanize meaningful responses to climate change.

  4. Linking Research, Education and Public Engagement in Geoscience: Leadership and Strategic Partnerships

    Science.gov (United States)

    Spellman, K.

    2017-12-01

    A changing climate has impacted Alaska communities at unprecedented rates, and the need for efficient and effective climate change learning in the Boreal and Arctic regions is urgent. Learning programs that can both increase personal understanding and connection to climate change science and also inform large scale scientific research about climate change are an attractive option for building community adaptive capacity at multiple scales. Citizen science has emerged as a powerful tool for facilitating learning across scales, and for building partnerships across natural sciences research, education, and outreach disciplines. As an early career scientist and interdisciplinary researcher, citizen science has become the centerpiece of my work and has provided some of the most rewarding moments of my career. I will discuss my early career journey building a research and leadership portfolio integrating climate change research, learning research, and public outreach through citizen science. I will share key experiences from graduate student to early career PI that cultivated my leadership skills and ability to build partnerships necessary to create citizen science programs that emphasize synergy between climate change research and education.

  5. North-South Partnership in Training and Education in Space Research and Application

    Science.gov (United States)

    Balogun, E.

    Partnership between developed and developing countries in matters of space research and application must perforce be lopsided at the outset for a variety of reasons. In such developing countries, universities are weak, there are few centers of applied sciences, communities of scientists are sub-critical and isolated, institutional framework is inadequate, and because of shifting political climate, societies are not as well-ordered as in developed countries. Initially therefore, flow of ideas and facilities, both tangible and intangible, will be unidirectional. For this initial stage to be as short as possible, new approaches to hasten the process have to be developed. Classical approaches to collaborative effort by developed countries to assist these developing countries to the level at which meaningful partnership can evolve has to be reassessed. A few decades ago, one could speak of developing countries as a coherent whole, but now, the situation has changed. The collaborative effort between such countries as India, Korea, etc. and the developed world, which enabled those countries to take off technologically, cannot be adequately applied to the developing countries in Africa. New approaches have to be devised. New recipes have to be concocted. Even with countries in Africa, different approaches have to be taken. Each country in Africa faces unique circumstances, situations, and problems. While a country like Nigeria has a large trainable labour force and an enormous human capital which gives the country a comparative advantage, many countries have less than 10% of the young people between the ages of 1 11 years; 12-19 years; 20-24 years in- educational institutions. In establishing partnership between African countries and the developed countries, specific approaches need to be taken. For example, problems such as cultivating the right attitude in young people to the learning of science are common to both developed and developing countries. The problem could be

  6. Astronomy in the early years of elementary education: a partnership between university and school

    Science.gov (United States)

    Barai, A.; Carvalho Neto, J. T.; Garrido, D.; Ityanagui, G.; Navi, M.

    2016-12-01

    This paper describes the interaction and partnership experience between a school and one of the Federal University of São Carlos (UFSCar)campi, both located in Araras, SP, aiming to teach and promote astronomy and astronautics knowledge among students of the first five years of Elementary Education. This initiative made use of Brazilian Olympiad of Astronomy and Astronautics as a motivating event for the theme exploration. The actions were divided into two fronts: an improvement course for the school teachers conducted by university professors and lectures for students by UFSCar students under the guidance of university teachers and the school coordinators. By the observed results, we noticed the importance of narrowing the distance school-university, promoting learning for both institutions and helping to raise the level of education from elementary school to college.

  7. Disconnects Between Audiences, Resources, and Initiatives: Key Findings of the Coastal Areas Climate Change Education Partnership

    Science.gov (United States)

    Muller-Karger, F. E.; Ryan, J. G.; Feldman, A.; Gilbes, F.; Trotz, M.; McKayle, C.; Stone, D.; Plank, L.; Meisels, G.; Peterson, M.; Reynolds, C. J.

    2012-12-01

    The Coastal Areas Climate Change Education (CACCE) Partnership focused on defining a plan for effective education on climate change and its salient issues in coastal communities Florida and the US Caribbean territories. The approach included assessing perceptions and needs of stakeholders, evaluating the nature of available educational and information resources, and establishing a partnership that includes the public and professional organizations most relevant in planning and in addressing the resiliency of coastal communities. Information gathering activities included surveys among K-12 educators and students on climate change perceptions and current classroom activities in both Florida and the Caribbean territories; surveys of professional urban and land-use planners across Florida regarding their understanding of related in their professional practice; and conducting an inventory of relevant educational materials and information resources. Survey results showed a range of misperceptions about climate change, its causes and its likely impacts. At present, students and teachers in high and middle schools show poor understanding of climate science, and minimal time is spent in instruction on climate change in science courses in Florida and Puerto Rico schools. Also, there has to be professional development efforts and access to rich instructional content in a continuum spanning schools and professional communities including planners (which we surveyed). Architects and engineers are communities that also need to be surveyed and included in future efforts. A major obstacle to efforts at providing continuing education for planners and municipal officials is the lack of consensus on and access to regionally-specific scientific data regarding climate impacts and the relevant instructional content. It is difficult for professionals to prepare for climate change if they cannot define impacts in the Florida-Caribbean region and its coastal urban areas. Across over 1000

  8. Human genome education model project. Ethical, legal, and social implications of the human genome project: Education of interdisciplinary professionals

    Energy Technology Data Exchange (ETDEWEB)

    Weiss, J.O. [Alliance of Genetic Support Groups, Chevy Chase, MD (United States); Lapham, E.V. [Georgetown Univ., Washington, DC (United States). Child Development Center

    1996-12-31

    This meeting was held June 10, 1996 at Georgetown University. The purpose of this meeting was to provide a multidisciplinary forum for exchange of state-of-the-art information on the human genome education model. Topics of discussion include the following: psychosocial issues; ethical issues for professionals; legislative issues and update; and education issues.

  9. Crossing Borders: A Qualitative Study of How Occupational Therapy Educators and Scholars Develop and Sustain Global Partnerships.

    Science.gov (United States)

    Witchger Hansen, Anne Marie

    2015-09-01

    The World Federation of Occupational Therapists (WFOT) and the American Occupational Therapy Association promote a globally connected profession that responds to the needs of our diverse societies. Global partnerships are grounded on the principle that cross-cultural experiences are enriching and provide mutual benefits. The purpose of this study was to uncover how occupational therapy educators and scholars perceive and experience (1) developing and sustaining global partnerships and (2) lessons learned. In this qualitative study, 30 occupational therapy educators and researchers completed an online survey. Eight participated in an interview. Results found major themes that help develop and sustain partnerships: building relationship of trust and respect, communicating effectively, cultivating cultural competence, sharing power and resources with collaborators and creating a context for reciprocal learning. Lessons learned include a call to walking humbly, building relationships of trust and respect, establishing open and honest communication, supporting local solutions to local problems, ensuring equality of resources and learning from their global partners. The findings suggest that global partnerships have the potential to transform both partners if the partners engage with mutual understanding and respect. Limitations of this study include a small sample size and participant's pool limited to occupational therapists from United States. Recommendations for future research include qualitative studies to identify model occupational therapy programmes that sustain global partnerships using a diverse sample of international occupational therapy educators and researchers. © 2015 John Wiley & Sons, Ltd.

  10. Strengthening public health education in population and reproductive health through an innovative academic partnership in Africa: the Gates partners experience.

    Science.gov (United States)

    Oni, Gbolahan; Fatusi, Adesegun; Tsui, Amy; Enquselassie, Fikre; Ojengbede, Oladosu; Agbenyega, Tsiri; Ojofeitimi, Ebenezer; Taulo, Frank; Quakyi, Isabella

    2011-01-01

    Poor reproductive health constitutes one of the leading public health problems in the world, particularly in sub-Saharan Africa (SSA). We report here an academic partnership that commenced in 2003 between a US institution and six universities in SSA. The partnership addresses the human resources development challenge in Africa by strengthening public health education and research capacity to improve population and reproductive health (PRH) outcomes in low-resource settings. The partnership's core activities focused on increasing access to quality education, strengthening health research capacity and translating scholarship and science into policy and practices. Partnership programmes focused on the educational dimension of the human resources equation provide students with improved learning facilities and enhanced work environments and also provide faculty with opportunities for professional development and an enhanced capacity for curriculum delivery. By 2007, 48 faculty members from the six universities in SSA attended PRH courses at Johns Hopkins University, 93 PRH courses were offered across the six universities, 625 of their master's students elected PRH concentrations and 158 had graduated. With the graduation of these and future student cohorts, the universities in SSA will systematically be expanding the number of public health practitioners and strengthening programme effectiveness to resolve reproductive health needs. Some challenges facing the partnership are described in this article.

  11. Identifying Effective Strategies for Climate Change Education: The Coastal Areas Climate Change Education (CACCE) Partnership Audiences and Activities

    Science.gov (United States)

    Ryan, J. G.; Feldman, A.; Muller-Karger, F. E.; Gilbes, F.; Stone, D.; Plank, L.; Reynolds, C. J.

    2011-12-01

    Many past educational initiatives focused on global climate change have foundered on public skepticism and disbelief. Some key reasons for these past failures can be drawn directly from recognized best practices in STEM education - specifically, the necessity to help learners connect new knowledge with their own experiences and perspectives, and the need to create linkages with issues or concerns that are both important for and relevant to the audiences to be educated. The Coastal Areas Climate Change Education (CACCE) partnership has sought to follow these tenets as guiding principles in identifying critical audiences and developing new strategies for educating the public living in the low-lying coastal areas of Florida and the Caribbean on the realities, risks, and adaptation and mitigation strategies for dealing with the regional impacts of global climate change. CACCE is currently focused on three key learner audiences: a) The formal education spectrum, targeting K-12 curricula through middle school marine science courses, and student and educator audiences through coursework and participatory research strategies engaging participants in a range of climate-related investigations. b) Informal science educators and outlets, in particular aquaria and nature centers, as an avenue toward K-12 teacher professional development as well as for public education. c) Regional planning, regulatory and business professionals focused on the built environment along the coasts, many of whom require continuing education to maintain licensing and/or other professional certifications. Our current activities are focused on bringing together an effective set of educational, public- and private-sector partners to target the varied needs of these audiences in Florida and the U.S. Caribbean, and tailoring an educational plan aimed at these stakeholder audiences that starts with the regionally and topically relevant impacts of climate change, and strategies for effective adaptation and

  12. Dialectical dividends: fostering hybridity of new pedagogical practices and partnerships in science education and outreach

    Science.gov (United States)

    Martins Gomes, Diogo; McCauley, Veronica

    2016-09-01

    Science literacy has become socially and economically very important. European countries stress that science graduates are fundamental for economic growth. Nevertheless, there is a declining student participation in science. In response, there has been a call to change the way science is taught in schools, which focuses on inquiry methods rooted in constructivism. Universities and other organisations have responded by developing outreach programmes to improve student engagement in science. Given this context, there is a necessity for research to ascertain if this new relationship between outreach and education is worthwhile. This study examines and compares primary teachers and outreach practitioners understanding and perceptions of constructivist science pedagogy, in an effort to understand the potential of a teacher-outreach partnership. For this, qualitative and quantitative methods were employed, taking a dialectic pragmatic stance. Contradicting the recurrent view, teachers and outreach providers revealed favourable views in relation to constructivism, despite recognising barriers to its implementation. These results support a partnership between teachers and outreach practitioners and the realisation of the hybrid role of each participant. The results also reveal an important dynamic in outreach access to schools. Specifically, the outreach connected teachers acted as gatekeepers by negotiating access into their colleagues classrooms.

  13. Linking research, education and public engagement in geoscience: Leadership and strategic partnerships

    Science.gov (United States)

    Chambers, L. H.

    2017-12-01

    Cloud and aerosol feedbacks remain the largest source of uncertainty in understanding and predicting Earth's climate (IPCC, 2013), and are the focus of multiple ongoing research studies. Clouds are a challenge because of their extreme variability and diversity. This is also what makes them interesting to people. Clouds may be the only essential climate variable with an Appreciation Society (https://cloudappreciationsociety.org/). As a result, clouds led me into a multi-decade effort to engage a wider public in observing and understanding our planet. A series of experiences in the mid-1990's led to a meeting with educators that resulted in the creation of the Students' Cloud Observations On-Line Project (S'COOL), which I directed for about 2 decades, and which engaged students around the world in ground truth observation and data analysis for the Clouds and the Earth's Radiant Energy System (CERES) satellite instruments. Beginning around 2003, I developed a contrail observation protocol for the GLOBE Program to serve a similar function for additional audiences. Starting in 2004, I worked with an interdisciplinary team to launch the MY NASA DATA Project, an effort to make the vast trove of NASA Earth Science data actually usable in K-12 classrooms and student projects. Later I gained key experiences around strategic partnerships as I worked from 2008 onward with tri-agency partners at NOAA and NSF to integrate activities around climate change education. Currently I serve as Program Scientist for Education & Communication in the Earth Science Division at NASA, where I have the privilege to oversee and guide these and related activities in education and public engagement around Earth system science. As someone who completed advanced degrees in aerospace engineering without ever taking an Earth science class, this ongoing engagement is very important to me. Understanding Earth processes should be integral to how all people choose to live on our planet. In my experience

  14. Project WANT - Women's Access to Nuclear Technology, a successful industry/education partnership

    International Nuclear Information System (INIS)

    Widen, W.C.; Roth, G.L.; NIU)

    1987-01-01

    In 1984, the U.S. Congress issued the Carl D. Perkins Act, which charges vocational educators to increase their focus on two broad themes: (a) the elimination of sexual bias and sexual stereotyping in vocational education and (b) the provision of marketable skills to the economically deprived of the nation's work force. In response to this charter, an industry/education partnership was established among the Illinois State Board of Education, Norther Illinois University, and the Westinbghouse Nuclear Training Center. In essence, these partners established Project WANT - Women's Access to Nuclear Technology - with two premier goals: (a) to increase women's awareness regarding nuclear career opportunities and (b) to train and place women in technical professions within the nuclear industry. Feedback from the U.S. Department of Energy (DOE), the Atomic Industrial Forum, and the Bureau of Labor Statistics identifies that <2% of all technical positions within the nuclear power industry are held by women. Hence, one may conclude that there is a definite need to promote sexual equity in the nuclear industry and that Illinois represents a unique environment of opportunity to accomplish this

  15. An educational international partnership responding to local needs: process evaluation of the Brazil FAIMER Regional Institute.

    Science.gov (United States)

    Amaral, E; Campos, H H; Friedman, S; Morahan, P S; Araujo, M N T; Carvalho, P M; Bollela, V; Ribeiro, M G F; Mennin, S; Haddad, A E; Campos, F

    2012-11-01

    The Brazilian public health system requires competent professionals sensitive to the needs of the population. The Foundation for Advancement of International Medical Education and Research (FAIMER) provides a two-year faculty development programme for health professions educators, aiming to build leadership in education to improve health. A partnership with governmental initiatives and FAIMER was established for meeting these needs. This paper describes the initial process evaluation results of the Brazilian FAIMER Institute Fellowship (FAIMER BR). Data were analysed for the classes 2007-2010 regarding: application processes; innovation project themes; retrospective post-pre self-ratings of knowledge acquisition; and professional development portfolios. Seventeen of 26 Brazilian states were represented among 98 Fellows, predominantly from public medical schools (75.5%) and schools awarded Ministry of Health grants to align education with public health services (89.8%). One-third (n = 32) of Fellows' innovation projects were related to these grants. Significant increases occurred in all topic subscales on self-report of knowledge acquisition (effect sizes, 1.21-2.77). In the follow up questionnaire, 63% of Fellows reported that their projects were incorporated into the curriculum or institutional policies. The majority reported that the programme deepened their knowledge (98%), provided new ideas about medical education (90%) and provided skills for conflict management (63%). One-half of the Fellows reported sustained benefits from the programme listserv and other communications, including breadth of expertise, establishment of research collaboration and receiving emotional support. Contributors to initial programme success included alignment of curriculum with governmental initiatives, curriculum design merging educational technology, leadership and management skills and central role of an innovation educational project responding to local needs.

  16. TRUST: A Successful Formal-Informal Teacher Education Partnership Designed to Improve and Promote Urban Earth Science Education

    Science.gov (United States)

    Sloan, H.; Drantch, K.; Steenhuis, J.

    2006-12-01

    We present an NSF-funded collaborative formal-informal partnership for urban Earth science teacher preparation and professional development. This model brings together The American Museum of Natural History (AMNH) and Brooklyn and Lehman College of the City University of New York (CUNY) to address science-impoverished classrooms that lack highly qualified teachers by focusing on Earth science teacher certification. Project design was based on identified needs in the local communities and schools, careful analysis of content knowledge mastery required for Earth science teacher certification, and existing impediments to certification. The problem-based approach required partners to push policy envelopes and to invent new ways of articulating content and pedagogy at both intra- and inter-institutional levels. One key element of the project is involvement of the local board of education, teachers, and administrators in initial design and ongoing assessment. Project components include formal Earth systems science courses, a summer institute primarily led and delivered by AMNH scientists through an informal series of lectures coupled to workshops led by AMNH educators, a mechanism for assigning course credit for informal experiences, development of new teaching approaches that include teacher action plans and an external program of evaluation. The principal research strand of this project focuses on the resulting model for formal-informal teacher education partnership, the project's impact on participating teachers, policy issues surrounding the model and the changes required for its development and implementation, and its potential for Earth science education reform. As the grant funded portion of the project draws to a close we begin to analyze data collected over the past 3 years. Third-year findings of the project's external evaluation indicate that the problem-based approach has been highly successful, particularly its impact on participating teachers. In addition

  17. Teens, Power Tools, and Green Schools: Education for Sustainability through a University Environmental Design Program and Middle School Partnership

    Science.gov (United States)

    Derr, Victoria

    2017-01-01

    This article explores the role of green schools in promoting education for sustainability by reflecting on a university-middle school partnership focused on sustainable design. Undergraduates and middle school students met weekly for a semester to learn about sustainability through simple design projects and activities that focused on…

  18. Transnational Higher Education: The Importance of Institutional Reputation, Trust and Student-University Identification in International Partnerships

    Science.gov (United States)

    Heffernan, Troy; Wilkins, Stephen; Butt, Muhammad Mohsin

    2018-01-01

    Purpose: The purpose of this paper is to assess the extent to which the critical relational variables of university reputation, student trust and student-university identification influence student behaviour towards transnational education partnerships. Design/methodology/approach: Students undertaking British degrees at two transnational…

  19. In Search of Signature Pedagogy for PDS Teacher Education: A Review of Articles Published in "School-University Partnerships"

    Science.gov (United States)

    Yendol-Hoppey, Diane; Franco, Yvonne

    2014-01-01

    ''In Search of Signature Pedagogy for PDS Teacher Education'' is a review of articles published in "School-University Partnerships" which emerged in response to Shulman's critique that we do not possess powerful, consistent models of practice that we can define and have deeply studied. To these ends, we searched for Signature Pedagogy…

  20. iPads and Teacher Education: Exploring a 1:1 Initiative in a Professional Development School Partnership

    Science.gov (United States)

    Mourlam, Daniel J.; Montgomery, Sarah E.

    2015-01-01

    This study explores the experiences of elementary education teacher candidates in a Professional Development School Partnership that included a 1:1 iPad initiative. The teacher candidates in the year-long cohort were each given their own iPad to use in their coursework and field experience. Observation, survey, and interview data were collected to…

  1. The Challenges of Managing Transnational Education Partnerships: The Views of "Home-Based" Managers vs "In-Country" Managers

    Science.gov (United States)

    Healey, Nigel Martin

    2018-01-01

    Purpose: The purpose of this paper is to investigate the challenges of managing transnational education (TNE) partnerships from the perspective of the home university managers. Design/methodology/approach: The study adopts a qualitative, "insider researcher" methodology. It uses a sample set of eight mangers who operate from the home…

  2. Solving Interoperability in Translational Health. Perspectives of Students from the International Partnership in Health Informatics Education (IPHIE) 2016 Master Class

    NARCIS (Netherlands)

    Turner, Anne M.; Facelli, Julio C.; Jaspers, Monique; Wetter, Thomas; Pfeifer, Daniel; Gatewood, Laël Cranmer; Adam, Terry; Li, Yu-Chuan; Lin, Ming-Chin; Evans, R. Scott; Beukenhorst, Anna; van Mens, Hugo Johan Theodoore; Tensen, Esmee; Bock, Christian; Fendrich, Laura; Seitz, Peter; Suleder, Julian; Aldelkhyyel, Ranyah; Bridgeman, Kent; Hu, Zhen; Sattler, Aaron; Guo, Shin-Yi; Mohaimenul, Islam Md Mohaimenul; Anggraini Ningrum, Dina Nur; Tung, Hsin-Ru; Bian, Jiantano; Plasek, Joseph M.; Rommel, Casey; Burke, Juandalyn; Sohih, Harkirat

    2017-01-01

    In the summer of 2016 an international group of biomedical and health informatics faculty and graduate students gathered for the 16th meeting of the International Partnership in Health Informatics Education (IPHIE) masterclass at the University of Utah campus in Salt Lake City, Utah. This

  3. Creating and Sustaining University-Community Partnerships in Science Education (Invited)

    Science.gov (United States)

    Finkelstein, N.

    2009-12-01

    Despite years of research and investment, we have yet to see the widespread implementation of a myriad research-proven instructional strategies in STEM education[1]. To address this challenge, we present and analyze one such strategy, a theoretically-grounded model of university-community partnership [2] that engages university students and children in a collective enterprise that has the potential to improve the participation and education of all. We document the impact of this effort on: university participants who learn about education, the community and science; children in the community who learn about science, the nature of science and develop their identities and attitudes towards science; and, shifts in institutional structures which may allow these programs to be part of standard practice. This project is designed to be sustained and scaled, and is analyzed through the application of a new framework [3] which brings together theories of STEM change that come from studies in higher education, faculty development and disciplinary-based education research in STEM. [1] National Research Council. (2003). Improving Undergraduate Instruction in Science, Technology, Engineering, and Mathematics: Report of A Workshop. Washington, D.C.: The National Academies Press. [2] Finkelstein, N. and Mayhew, L. (2008). Acting in Our Own Self-Interest: Blending University and Community. Proceedings of the 2008 Physics Education Research Conf, AIP Press. Melville NY, 1064, 19-22. [3] Henderson, C., Finkelstein, N. & Beach A. (to appear). Beyond Dissemination in College science teaching: An Introduction to Four Core Change Strategies. Accepted May 2009 in Journal of College Science Teaching.

  4. Creating Science Education Specialists and Scientific Literacy in Students through a Successful Partnership among Scientists, Science Teachers, and Education Researchers

    Science.gov (United States)

    Metoyer, S.; Prouhet, T.; Radencic, S.

    2007-12-01

    The nature of science and the nature of learning are often assumed to have little practical relationship to each other. Scientists conduct research and science teachers teach. Rarely do the scientist and the science teacher have an opportunity to learn from each other. Here we describe results from a program funded by NSF, the Information Technology in Science (ITS) Center for Teaching and Learning. The ITS Center provided the support and structure necessary for successful long-term collaboration among scientists, science teachers, and education researchers that has resulted in the creation of new science education specialists. These specialists are not only among the science teachers, but also include avid recruits to science education from the scientists themselves. Science teachers returned to their classrooms armed with new knowledge of content, inquiry, and ideas for technology tools that could support and enhance students' scientific literacy. Teachers developed and implemented action research plans as a means of exploring educational outcomes of their use and understanding of new technologies and inquiry applied to the classroom. In other words, they tried something different in the class related to authentic inquiry and technology. They then assessed the students' to determine if there was an impact to the students in some way. Many of the scientists, on the other hand, report that they have modified their instructional practices for undergraduate courses based on their experiences with the teachers and the ITS Center. Some joined other collaborative projects pairing scientists and educators. And, many of the scientists continue on-going communication with the science teachers serving as mentors, collaborators, and as an "expert" source for the students to ask questions to. In order to convey the success of this partnership, we illustrate and discuss four interdependent components. First, costs and benefits to the science teacher are discussed through case

  5. A partnership-based model for embedding employability in urban planning education

    Directory of Open Access Journals (Sweden)

    Neale Blair

    2016-01-01

    Full Text Available This paper proposes a partnership-based model for embedding employability in urban planning education. The model is based on the author’s experiences of implementing an international project which supported the development of employability skills in urban and regional planning education in Malawi. Since independence, urban planners have typically trained outside the country, attending university in the UK and other Commonwealth countries. More recently, the paradigm has shifted towards in-country education delivered by academic staff cognisant with the opportunities and challenges of development in Malawi. There remains, though, a gap between graduate knowledge of the subject and the skills necessary to pursue a professional career in the sector. Although there is no consensus yet on the meaning of employability in the literature, lessons from the project indicate that academic–public–private collaboration helps incorporate in curriculum skills that employers anticipate. Applicability of these principles is however context dependent, particularly in the emerging economy context where institutional capacity may be less developed compared to elsewhere.

  6. Role Clarity: The Interplay of Entities Funding Higher Education. State-Federal Partnerships in Postsecondary Education.

    Science.gov (United States)

    Mullin, Christopher M.

    2016-01-01

    Decades of research reinforce the power of postsecondary education to improve the lives of students and society. To this end, the establishment of an educated citizenry built to sustain and mold the principles governing an ever-dynamic America is increasingly a responsibility incumbent upon institutions of higher education. Just how to fund this…

  7. Program for educating nuclear engineers in Japan. Partnership with industry, government and academe begins

    International Nuclear Information System (INIS)

    Meshii, Toshiyuki

    2007-01-01

    Since the beginning of the 21st century, educating the next generation of nuclear engineers has been of interest to groups who are concerned with the recent decline in the number of nuclear engineers in universities and industries. Discussions and proposals have been summarized in independent reports by industry (JAIF; Japan Atomic Industrial Forum), government (Science Council of Japan) and the academe (AESJ; Atomic Energy Society of Japan). In June 2005 a Committee on Education (CE) was established within AESJ with the intention of coordinating the groups interested in nuclear education in Japan. The birth of CE was timely, because the importance of nuclear education was emphasized in 'Framework for Nuclear Energy Policy (Oct., 2005)' which was adopted by the Atomic Energy Commission. The Nuclear Energy Subcommittee of the METI (Ministry of Economy, Trade and Industry) Advisory Committee deliberated concrete actions for achieving the basic goals of the Framework for Nuclear Energy Policy and their recommendations were drawn up as a 'Nuclear Energy National Plan'. This was the MEXT (Ministry of Education, Culture, Sports, Science and Technology) and METI action plan to create nuclear energy training programs for universities, etc. A task group, consisting of members from industry, government and academe was organized within JAIF to give advice to these training programs. The author of this paper (and chairman of CE) participated in and made proposals to the task group as a representative of the academe. In this paper, the proposal made by CE and the outline of the final program will be reported. Furthermore, the importance of the partnership between industry, government and academe will be emphasized. (author)

  8. Impact of VANA academic-practice partnership participation on educational mobility decisions and teaching aspirations of nurses.

    Science.gov (United States)

    Wyte-Lake, Tamar; Bowman, Candice; Needleman, Jack; Dougherty, Mary; Scarrott, Diana N; Dobalian, Aram

    2014-01-01

    This study reports findings assessing the influence of the Department of Veterans Affairs Nursing Academy (VANA) academic-practice partnership program on nurse decision making regarding educational mobility and teaching aspirations. We conducted national surveys with nursing faculty from VANA partnership sites in 2011 (N = 133) and 2012 (N = 74). Faculty who spent more hours per week in the VANA role and who reported an increase in satisfaction with their participation in VANA were more likely to have been influenced by their VANA experience in choosing to pursue a higher degree (p academic-practice partnerships grows and their list of benefits is further enumerated, motivating nurses to pursue both higher degrees and faculty roles should be listed among them based on results reported here. Published by Elsevier Inc.

  9. Exploring the mycobacteriophage metaproteome: phage genomics as an educational platform.

    Directory of Open Access Journals (Sweden)

    Graham F Hatfull

    2006-06-01

    Full Text Available Bacteriophages are the most abundant forms of life in the biosphere and carry genomes characterized by high genetic diversity and mosaic architectures. The complete sequences of 30 mycobacteriophage genomes show them collectively to encode 101 tRNAs, three tmRNAs, and 3,357 proteins belonging to 1,536 "phamilies" of related sequences, and a statistical analysis predicts that these represent approximately 50% of the total number of phamilies in the mycobacteriophage population. These phamilies contain 2.19 proteins on average; more than half (774 of them contain just a single protein sequence. Only six phamilies have representatives in more than half of the 30 genomes, and only three-encoding tape-measure proteins, lysins, and minor tail proteins-are present in all 30 phages, although these phamilies are themselves highly modular, such that no single amino acid sequence element is present in all 30 mycobacteriophage genomes. Of the 1,536 phamilies, only 230 (15% have amino acid sequence similarity to previously reported proteins, reflecting the enormous genetic diversity of the entire phage population. The abundance and diversity of phages, the simplicity of phage isolation, and the relatively small size of phage genomes support bacteriophage isolation and comparative genomic analysis as a highly suitable platform for discovery-based education.

  10. NASA IceBridge and PolarTREC - Education and Outreach Partnership

    Science.gov (United States)

    Bartholow, S.; Warburton, J.; Beck, J.; Woods, J. E.

    2015-12-01

    PolarTREC-Teachers and Researchers Exploring and Collaborating, a teacher professional development program, began with the International Polar Year in 2004 and continues today in the United States. PolarTREC has worked specifically with OIB for 3 years and looking forward to ongoing collaboration. PolarTREC brings U.S. K­12 educators and polar researchers together through an innovative teacher research experience model. Participating teachers spend 3-6 weeks in the field with research teams conducting surveys and collecting data on various aspects of polar science. During their experience, teachers become research team members filling a variety of roles on the team. They also fulfill a unique role of public outreach officer, conducting live presentations about their field site and research as well as journaling, answering questions, and posting photos. Working with OIB has opened up the nature of science for the participating teachers. In developing the long-term relationship with OIB teams, teachers can now share (1) the diversity of training, backgrounds, and interests of OIB scientists, (2) identify the linkages between Greenlandic culture and community and cryospheric science and evidence of climate change, (3) network with Danish and Greenlandic educators on the mission (4) gain access to the full spectrum of a science project - development, implementation, analysis, networking, and dissemination of information. All aspects help these teachers become champions of NASA science and educational leaders in their communities. Evaluation data shows that PolarTREC has clearly achieved it goals with the OIB partnership and suggests that linking teachers and researchers can have the potential to transform the nature of science education. By giving teachers the content knowledge, pedagogical tools, confidence, understanding of science in the broader society, and experiences with scientific inquiry, participating teachers are using authentic scientific research in their

  11. Forging successful academic-community partnerships with community health centers: the California statewide Area Health Education Center (AHEC) experience.

    Science.gov (United States)

    Fowkes, Virginia; Blossom, H John; Mitchell, Brenda; Herrera-Mata, Lydia

    2014-01-01

    Increased access to insurance under the Affordable Care Act will increase demands for clinical services in community health centers (CHCs). CHCs also have an increasingly important educational role to train clinicians who will remain to practice in community clinics. CHCs and Area Health Education Centers (AHECs) are logical partners to prepare the health workforce for the future. Both are sponsored by the Health Resources and Services Administration, and they share a mission to improve quality of care in medically underserved communities. AHECs emphasize the educational side of the mission, and CHCs the service side. Building stronger partnerships between them can facilitate a balance between education and service needs.From 2004 to 2011, the California Statewide AHEC program and its 12 community AHECs (centers) reorganized to align training with CHC workforce priorities. Eight centers merged into CHC consortia; others established close partnerships with CHCs in their respective regions. The authors discuss issues considered and approaches taken to make these changes. Collaborative innovative processes with program leadership, staff, and center directors revised the program mission, developed common training objectives with an evaluation plan, and defined organizational, functional, and impact characteristics for successful AHECs in California. During this planning, centers gained confidence as educational arms for the safety net and began collaborations with statewide programs as well as among themselves. The AHEC reorganization and the processes used to develop, strengthen, and identify standards for centers forged the development of new partnerships and established academic-community trust in planning and implementing programs with CHCs.

  12. Building Pipelines for Information: Developing Partnerships Between Scientists, Educators, and Community Groups to Learn More About Hydraulic Fracturing in Colorado

    Science.gov (United States)

    Hafich, K. A.; Hannigan, M.; Martens, W.; McDonald, J. E.; Knight, D.; Gardiner, L. S.; Collier, A. M.; Fletcher, H.; Polmear, M.

    2015-12-01

    Hydraulic fracturing is a highly contentious issue, and trusted sources of information about the impacts and benefits are difficult to find. Scientific research is making strides to catch up with rapidly expanding unconventional oil and gas development, in part, to meet the need for information for policy, regulation, and public interest. A leader in hydraulic fracturing research, the AirWaterGas Sustainability Research Network is a multi-institution, multi-disciplinary team of researchers working to understand the environmental, economic, and social tradeoffs of oil and gas development. AirWaterGas recently restructured and implemented our education and outreach program around a partnership with the CU-Boulder Office for Outreach and Engagement that leverages existing campus infrastructure, networks, and expertise to disseminate research results and engage the public. The education and outreach team is working with formal and informal K-12 educators through several programs: a yearlong teacher professional development program, a rural classroom air quality monitoring program, and a community partnership grant program. Each program brings together scientists and educators in different environments such as the classroom, online learning, in-person workshops, and community lectures. We will present best practices for developing and implementing a viable outreach and education program through building and fostering mutually beneficial partnerships that bridge the gap between scientists and the public.

  13. The PRIDE (Partnership to Improve Diabetes Education) Toolkit: Development and Evaluation of Novel Literacy and Culturally Sensitive Diabetes Education Materials.

    Science.gov (United States)

    Wolff, Kathleen; Chambers, Laura; Bumol, Stefan; White, Richard O; Gregory, Becky Pratt; Davis, Dianne; Rothman, Russell L

    2016-02-01

    Patients with low literacy, low numeracy, and/or linguistic needs can experience challenges understanding diabetes information and applying concepts to their self-management. The authors designed a toolkit of education materials that are sensitive to patients' literacy and numeracy levels, language preferences, and cultural norms and that encourage shared goal setting to improve diabetes self-management and health outcomes. The Partnership to Improve Diabetes Education (PRIDE) toolkit was developed to facilitate diabetes self-management education and support. The PRIDE toolkit includes a comprehensive set of 30 interactive education modules in English and Spanish to support diabetes self-management activities. The toolkit builds upon the authors' previously validated Diabetes Literacy and Numeracy Education Toolkit (DLNET) by adding a focus on shared goal setting, addressing the needs of Spanish-speaking patients, and including a broader range of diabetes management topics. Each PRIDE module was evaluated using the Suitability Assessment of Materials (SAM) instrument to determine the material's cultural appropriateness and its sensitivity to the needs of patients with low literacy and low numeracy. Reading grade level was also assessed using the Automated Readability Index (ARI), Coleman-Liau, Flesch-Kincaid, Fry, and SMOG formulas. The average reading grade level of the materials was 5.3 (SD 1.0), with a mean SAM of 91.2 (SD 5.4). All of the 30 modules received a "superior" score (SAM >70%) when evaluated by 2 independent raters. The PRIDE toolkit modules can be used by all members of a multidisciplinary team to assist patients with low literacy and low numeracy in managing their diabetes. © 2015 The Author(s).

  14. SongMakers: An Industry-Led Approach to Arts Partnerships in Education

    Science.gov (United States)

    Hunter, Mary Ann; Broad, Tina; Jeanneret, Neryl

    2018-01-01

    Reported benefits of arts partnerships with schools range from improvements in students' motivation and engagement in learning to teachers' increased confidence in teaching the arts, and strengthened school and community relationships. Yet, in the scholarship on arts partnerships to date, limited critical attention has been given to the impact of…

  15. Social Capital and Educational Partnerships: Reciprocity, Altruism, and Self-Interest

    Science.gov (United States)

    Moquett, Kerry Davis

    2012-01-01

    Over the past few decades, partnerships between school districts and post-secondary institutions have increased. The primary purpose has been to create and deliver dual enrollment programs for high school students. This case study focused on one partnership between a large school district in California and a private four-year non-profit college.…

  16. School-University-Community Pathways to Higher Education: Teacher Perceptions, School Culture and Partnership Building

    Science.gov (United States)

    Alemán, Enrique, Jr.; Freire, Juan A.; McKinney, Ashley; Delgado Bernal, Dolores

    2017-01-01

    This article provides a snapshot in time of teacher perceptions, school culture, and partnership building. We delineate how teachers perceive our partnership's purpose and its role in transforming school culture. Second, we describe how teachers express the life expectations they have and the possibilities they hope for their students and the…

  17. The development of Sonic Pi and its use in educational partnerships: Co-creating pedagogies for learning computer programming

    OpenAIRE

    Aaron, S; Blackwell, Alan Frank; Burnard, Pamela Anne

    2017-01-01

    Sonic Pi is a new open source software tool and platform originally developed for the Raspberry Pi computer, designed to enable school children to learn programming by creating music. In this article we share insights from a scoping study on the development of Sonic Pi and its use in educational partnerships. Our findings draw attention to the importance of collaborative relationships between teacher and computer scientist and the value of creative pedagogies for learning computer programming...

  18. Parks, Place and Pedagogy - Education Partnerships with the National Park Service

    Science.gov (United States)

    Vye, E. C.; Rose, W. I.; Nash, B.; Klawiter, M.; Huntoon, J. E.; Engelmann, C. A.; Gochis, E. E.; MiTEP

    2011-12-01

    The Michigan Teaching Excellence Program (MITEP) is a multi-year program of teacher leadership development that empowers science teachers in Grand Rapids, Kalamazoo, and Jackson to lead their schools and districts through the process of improving science teaching and learning. A component of this program is facilitated through partnership between academia, K-12 educators, and the National Park Service (NPS) that aims to develop place-based education strategies that improve diversity and Earth Science literacy. This tangible education method draws upon both the sense of place that National Parks offer and the art of interpretation employed by the park service. Combined, these deepen cognitive process and provide a more diverse reflection of what place means and the processes behind shaping what we see. Our partnerships present participants the opportunity to intern in a Midwest national park for 3-8 weeks during their third year in the program. In summer 2011, eleven teachers from the Grand Rapids school district participated in this innovative way of learning and teaching Earth Science. One goal was to develop geological interpretive materials desired and needed for the parks. Secondly, and important to place-based educational methodologies, these deliverables will be used as a way of bringing the parks to urban classrooms. Participants lived in the parks and worked directly with both national park and Michigan Tech staff to create lesson plans, podcasts, media clips, video, and photographic documentation of their experiences. These lesson plans will be hosted in the Views of the National Park website in an effort to provide innovative teaching resources nationally for teachers or free-choice learners wishing to access information on Midwest national parks. To the benefit of park staff, working with teachers from urban areas offered an opportunity for park staff to access diverse learners in urban settings unable to visit the park. The foundation has been laid for

  19. `INCLUDING' Partnerships to Build Authentic Research Into K-12 Science Education

    Science.gov (United States)

    Turrin, M.; Lev, E.; Newton, R.; Xu, C.

    2017-12-01

    Opportunities for authentic research experiences have been shown effective for recruiting and retaining students in STEM fields. Meaningful research experiences entail significant time in project design, modeling ethical practice, providing training, instruction, and ongoing guidance. We propose that in order to be sustainable, a new instructional paradigm is needed, one that shifts from being top-weighted in instruction to a distributed weight model. This model relies on partnerships where everyone has buy-in and reaps rewards, establishing broadened networks for support, and adjusting the mentoring model. We use our successful Secondary School Field Research Program as a model for this new paradigm. For over a decade this program has provided authentic geoscience field research for an expanding group of predominantly inner city high school youth from communities underrepresented in the sciences. The program has shifted the balance with returning participants now serving as undergraduate mentors for the high school student `researchers', providing much of the ongoing training, instruction, guidance and feedback needed. But in order to be sustainable and impactful we need to broaden our base. A recent NSF-INCLUDES pilot project has allowed us to expand this model, linking schools, informal education non-profits, other academic institutions, community partners and private funding agencies into geographically organized `clusters'. Starting with a tiered mentoring model with scientists as consultants, teachers as team members, undergraduates as team leaders and high school students as researchers, each cluster will customize its program to reflect the needs and strengths of the team. To be successful each organization must identify how the program fits their organizational goals, the resources they can contribute and what they need back. Widening the partnership base spreads institutional commitments for research scientists, research locations and lab space

  20. Enhancing Pediatric Asthma Care and Nursing Education Through an Academic Practice Partnership.

    Science.gov (United States)

    McClure, Natasha; Lutenbacher, Melanie; O'Kelley, Ellen; Dietrich, Mary S

    Home environmental assessments and interventions delivered via academic practice partnerships (APP) between clinics and schools of nursing may be a low or no cost delivery model of pediatric asthma care and professional education. Patients receive enhanced clinical resources that can improve self-management and healthcare utilization. Additionally, students can practice chronic disease management skills in actual patient encounters. To describe outcomes of the implementation of an APP between a school of nursing and a pediatric asthma specialty clinic (PASC) to deliver a home visit program (HVP). The HVP was designed to reduce emergency department visits and asthma related hospitalizations in PASC patients and provide clinical experiences for nursing students. PASC referred patients to the HVP based on their level of asthma control. Students provided an individualized number of home visits to 17 participants over a nine month period. A 12-month pre- and post-HVP comparison of emergency department visits and asthma related hospitalizations was conducted. Additional information was gathered from stakeholders via an online survey, and interviews with APP partners and HVP families. Children had fewer asthma related hospitalizations post HVP. Findings suggest a reduction in exposure to environmental triggers, improved patient and family management of asthma, and increased PASC knowledge of asthma triggers in the home and increased student knowledge and skills related to asthma management. Multiple clinical and educational benefits may be realized through the development of APPs as an infrastructure supporting targeted interventions in home visits to pediatric asthma patients and their families. Copyright © 2017 Elsevier Inc. All rights reserved.

  1. Partnership of Environmental Education and Research-A compilation of student research, 1999-2008

    Science.gov (United States)

    Bradley, Michael W.; Armstrong, Patrice; Byl, Thomas D.

    2011-01-01

    The U.S. Geological Survey (USGS) Tennessee Water Science Center and the College of Engineering and Technology at Tennessee State University developed a Partnership in Environmental Education and Research (PEER) to support environmental research at TSU and to expand the environmental research capabilities of the USGS in Tennessee. The PEER program is driven by the research needs to better define the occurrence, fate, and transport of contaminants in groundwater and surface water. Research in the PEER program has primarily focused on the transport and remediation of organic contamination in karst settings. Research conducted through the program has also expanded to a variety of media and settings. Research areas include contaminant occurrence and transport, natural and enhanced bioremediation, geochemical conditions in karst aquifers, mathematical modeling for contaminant transport and degradation, new methods to evaluate groundwater contamination, the resuspension of bacteria from sediment in streams, the use of bioluminescence and chemiluminescence to identify the presence of contaminants, and contaminant remediation in wetlands. The PEER program has increased research and education opportunities for students in the College of Engineering, Technology, and Computer Science and has provided students with experience in presenting the results of their research. Students in the program have participated in state, regional, national and international conferences with more than 140 presentations since 1998 and more than 40 student awards. The PEER program also supports TSU outreach activities and efforts to increase minority participation in environmental and earth science programs at the undergraduate and graduate levels. TSU students and USGS staff participate in the TSU summer programs for elementary and high school students to promote earth sciences. The 2007 summer camps included more than 130 students from 20 different States and Washington DC.

  2. Learning about the Human Genome. Part 2: Resources for Science Educators. ERIC Digest.

    Science.gov (United States)

    Haury, David L.

    This ERIC Digest identifies how the human genome project fits into the "National Science Education Standards" and lists Human Genome Project Web sites found on the World Wide Web. It is a resource companion to "Learning about the Human Genome. Part 1: Challenge to Science Educators" (Haury 2001). The Web resources and…

  3. Genomics education for decision making : proceedings of the second invitational workshop on genomics education, 2–3 December 2010, Utrecht, The Netherlands

    NARCIS (Netherlands)

    Boerwinkel, D.J.; Waarlo, A.J.

    2011-01-01

    Advances in genomics research and technology generate new personal and societal choices. As science education has the task of preparing students for decision-making on socio-scientific issues, research is needed to develop genomics education aimed at empowering students in the decision-making

  4. Developing Partnerships between Higher Education Faculty, K-12 Science Teachers, and School Administrators via MSP initiatives: The RITES Model

    Science.gov (United States)

    Caulkins, J. L.; Kortz, K. M.; Murray, D. P.

    2011-12-01

    The Rhode Island Technology Enhanced Science Project (RITES) is a NSF-funded Math and Science Partnership (MSP) project that seeks to improve science education. RITES is, at its core, a unique partnership that fosters relationships between middle and high school science teachers, district and school administrators, higher education (HE) faculty members, and science education researchers. Their common goal is to enhance scientific inquiry, increase classroom technology usage, and improve state level science test scores. In one of the more visible examples of this partnership, middle and high school science teachers work closely with HE science faculty partners to design and teach professional development (PD) workshops. The PD sessions focus on technology-enhanced scientific investigations (e.g. use of probes, online simulations, etc.), exemplify inquiry-based instruction, and relate expert content knowledge. Teachers from these sessions express substantial satisfaction in the program, report increased comfort levels in teaching the presented materials (both via post-workshop surveys), and show significant gains in content knowledge (via pre-post assessments). Other benefits to this kind of partnership, in which K-12 and HE teachers are considered equals, include: 1) K-12 teachers are empowered through interactions with HE faculty and other science teachers in the state; 2) HE instructors become more informed not only about good pedagogical practices, but also practical aspects of teaching science such as engaging students; and 3) the PD sessions tend to be much stronger than ones designed and presented solely by HE scientists, for while HE instructors provide content expertise, K-12 teachers provide expertise in K-12 classroom practice and implementation. Lastly, the partnership is mutually beneficial for the partners involved because both sides learn practical ways to teach science and inquiry at different levels. In addition to HE faculty and K-12 science teacher

  5. Education and industry partnership: a case study of co-delivery - 16065

    International Nuclear Information System (INIS)

    Mercer, Tim; Francis, Jonathan

    2009-01-01

    One of the essential elements for safe operation of a nuclear licensed site is the availability to the licensee in sufficient numbers of suitably qualified and experienced people to carry out and manage the operations and associated design work. In the last few years, there have been a number of reports to illustrate the recent and current problems of recruiting such people to work in the traditional locations for nuclear personnel in the North-West of England. Concern for the immediate future is exacerbated by a peculiar demographic of the people currently employed in positions demanding higher level skills. In response to the growing realization that there is an impending skills gap that needs to be filled, Sellafield Limited's Talent Management team (and latterly with support of the NDA) have been working with a number of education and training providers to put in place bespoke courses aimed at overcoming this shortage. In the absence of a steady stream of willing graduates from technical and management courses, the primary strategy has been to encourage life-long learning and up-skilling amongst its employees, targeting those who, for whatever reason upon leaving school, missed their opportunity to study and progress to train at a high level, but who possess that potential and have now developed a keenness to proceed with that study in later life. One Foundation Degree has been selected for development of a unique approach to higher education. The work of University of Central Lancashire and its West-Cumbrian education and training partners has featured as a case study in other media, but this paper reports on a fresh development within that work: co-delivery. Co-delivery relates to a partnership of educationalists and industrialists, with an emphasis on industrial numbers on the course development steering group. The means by which a significant proportion of the course is strongly workplace related are presented and the benefits and problems that this

  6. Northern New Jersey Nursing Education Consortium: a partnership for graduate nursing education.

    Science.gov (United States)

    Quinless, F W; Levin, R F

    1998-01-01

    The purpose of this article is to describe the evolution and implementation of the Northern New Jersey Nursing Education consortium--a consortium of seven member institutions established in 1992. Details regarding the specific functions of the consortium relative to cross-registration of students in graduate courses, financial disbursement of revenue, faculty development activities, student services, library privileges, and institutional research review board mechanisms are described. The authors also review the administrative organizational structure through which the work conducted by the consortium occurs. Both the advantages and disadvantages of such a graduate consortium are explored, and specific examples of recent potential and real conflicts are fully discussed. The authors detail governance and structure of the consortium as a potential model for replication in other environments.

  7. HMO innovations. Video-enhanced medical advice; senior zoo walkers; Group Health Resource Line; enhancing health education programs through desktop publishing; home health beat; innovative school health partnership.

    Science.gov (United States)

    Paperny, D M; Maeser, J D; Artz, K; Stroh, M J; Jackson, L; Cohen, K; Lancaster, M S; Heyer, A L; Clevenson, D S

    1991-01-01

    The editors of HMO PRACTICE asked clinicians and health educators in HMOs across the country to submit reports on their unique, successful patient education programs. The following HMO Innovations testify to the wide range of new technologies, enterprising partnerships, and creative ideas that are shaping health education in HMOs today.

  8. The InterCon network: a program for education partnerships at the University of Texas-Houston Health Science Center.

    Science.gov (United States)

    Castro, G A; Bouldin, P A; Farver, D W; Maugans, L A; Sanders, L C; Booker, J

    1999-04-01

    The University of Texas-Houston Health Science Center (UT-Houston) has created programs and activities to address the state's pressing needs in minority education. Through InterCon, a network of universities and K-12 schools, UT-Houston works with its partners to identify competitive candidates in the current pool of minority graduates with bachelor's degrees and to help them--along with their non-minority counterparts--progress in their education. Another objective is to expand the pool of minorities underrepresented in medicine who complete high school and go to college. In 1994 UT-Houston and Prairie View A&M University created a collaborative venture to provide new educational opportunities at UT-Houston for Prairie View's predominantly African American students. A three-track summer internship program--a result of that collaboration--has since been expanded to partnerships with other minority and majority universities throughout Texas. In 1998, for example, 108 undergraduate students from these universities (and 40 other universities nationwide) participated in research, professional, and administrative summer internships at UT-Houston. The InterCon network also has partnerships with K-12 schools. UT-Houston works with inner-city, suburban, and rural school districts to develop education models that can be transferred throughout the state. The partnerships deal with helping to teach basic academic skills and computer literacy, improve science-related instruction, meet demands for health promotion materials and information for school-initiated health and wellness programs, and develop distance-learning paradigms. UT-Houston views InterCon as a program helping Texas institutions to engage and adapt to the socioeconomic factors, demographic changes, and technology explosion that currently challenge public education.

  9. The Woods Hole Partnership Education Program (PEP): Broadening Participation in the Geosciences

    Science.gov (United States)

    Scott, O.; Jearld, A., Jr.; Liles, G.; Gutierrez, B.

    2015-12-01

    In March 2009, the Woods Hole Diversity Initiative launched the Partnership Education Program (PEP), a multi-institutional effort to increase diversity in the student population (and ultimately the work force) in the Woods Hole science community. PEP, a summer research internship program, is open to students of all backgrounds but is designed especially to provide opportunities for URM in science, technology, engineering, and mathematics (STEM). PEP is a 10-week program which provides intensive mentored research, a credit-bearing course and supplemental career and professional development activities. Students have opportunities to work in various research areas of geosciences. PEP is emerging as an effective and sustainable approach to bringing students into the STEM research community. PEP is carefully structured to provide critical support for students as they complete their undergraduate experience and prepare for geosciences careers and/or graduate school. The PEP experience is intended to provide students with an entry into the Woods Hole science community, one of the most vibrant marine and environmental research communities in the world. The program aims to provide a first-hand introduction to emerging issues and real-world training in the research skills that students need to advance in science, either as graduate students or bachelors-level working scientists. This is a long-recognized need and efforts are being made to ensure that the students begin to acquire skills and aptitudes that position them to take advantage of a wide range of opportunities. Of note is that the PEP is transitioning into a two year program where students are participating in a second year as a research intern or employee. Since 2013, at least four partner institutions have invited PEP alumni to participate in their respective programs as research assistants and/or full-time technicians.

  10. Geoscience Education Opportunities: Partnerships to Advance TeacHing and Scholarship (GEOPATHS): A Kansas City Minority Student Recruitment Initiative

    Science.gov (United States)

    Adegoke, J. O.; Niemi, T. M.

    2009-12-01

    Geoscience Education Opportunities: Partnerships to Advance TeacHing and Scholarship (GEOPATHS) is a multi-year project funded by the National Science Foundation to address gaps in teacher preparation, improve teacher content in geosciences and help raise enrollment in the Geosciences, especially among populations that are traditionally underrepresented in the discipline. The project is a partnership between the University of Missouri Kansas City (UMKC) and the Kansas City Missouri School District (KCMSD). In this presentation we discuss strategies that we have successfully used to provide credible pathways into the discipline for minorities that have led to a significant increase in the number of underrepresented minority students who are interested in and majoring in geoscience fields at the University of Missouri-Kansas City.

  11. Education, Outreach, and Diversity Partnerships and Science Education Resources From the Center for Multi-scale Modeling of Atmospheric Processes

    Science.gov (United States)

    Foster, S. Q.; Randall, D.; Denning, S.; Jones, B.; Russell, R.; Gardiner, L.; Hatheway, B.; Johnson, R. M.; Drossman, H.; Pandya, R.; Swartz, D.; Lanting, J.; Pitot, L.

    2007-12-01

    The need for improving the representation of cloud processes in climate models has been one of the most important limitations of the reliability of climate-change simulations. The new National Science Foundation- funded Center for Multi-scale Modeling of Atmospheric Processes (CMMAP) at Colorado State University (CSU) is a major research program addressing this problem over the next five years through a revolutionary new approach to representing cloud processes on their native scales, including the cloud-scale interactions among the many physical and chemical processes that are active in cloud systems. At the end of its first year, CMMAP has established effective partnerships between scientists, students, and teachers to meet its goals to: (1) provide first-rate graduate education in atmospheric science; (2) recruit diverse undergraduates into graduate education and careers in climate science; and (3) develop, evaluate, and disseminate educational resources designed to inform K-12 students, teachers, and the general public about the nature of the climate system, global climate change, and career opportunities in climate science. This presentation will describe the partners, our challenges and successes, and measures of achievement involved in the integrated suite of programs launched in the first year. They include: (1) a new high school Colorado Climate Conference drawing prestigious climate scientists to speak to students, (2) a summer Weather and Climate Workshop at CSU and the National Center for Atmospheric Research introducing K-12 teachers to Earth system science and a rich toolkit of teaching materials, (3) a program from CSU's Little Shop of Physics reaching 50 schools and 20,000 K-12 students through the new "It's Up In the Air" program, (4) expanded content, imagery, and interactives on clouds, weather, climate, and modeling for students, teachers, and the public on The Windows to the Universe web site at University Corporation for Atmospheric Research

  12. Public-Private Partnerships in Education and the Pursuit of Gender Equality: A View from South Asia

    Directory of Open Access Journals (Sweden)

    Shailaja Fennell

    2014-12-01

    Full Text Available The introduction of public-private partnerships (PPPs into the educational sphere has opened up the sector to a wide range of new private providers in India and Pakistan. The global literature has indicated that the growth in partnerships that provide targeted programmes for girls, in locations where parents prefer to enrol their daughters in these new private schools rather than state schools, will further reduce any existing gender gap. A specific focus on gender equality considerations within PPP programmes is necessary to analyse new evidence on gender equality. A review of national documents on education for India and Pakistan indicates that the concept of gender equality was not included in the original education policy documents, and gender concerns were introduced through a particular institutional history of engagement between international and national policy interventions.District and village data show that there was very little gendered difference in how parental generations studied viewed the educational pathways of their sons and daughters. The younger generation studied are not confident that they will be able to enter gainful employment, which raises policy concerns that the lack of employment for this younger generation could undo any reduction in the gender gap as increased poverty pushes girls out of school in the next two decades.

  13. Integrating local environmental research into K-12 science classrooms and the value of graduate student-educator partnerships

    Science.gov (United States)

    Ward, N. D.; Petrik-Finley, R.

    2015-12-01

    Collaboration between researchers and K-12 educators enables an invaluable exchange of teaching philosophies and educational tools. Programs that partner graduate students with K-12 educators serve the dual purpose of training future educators and providing K-12 students with unique opportunities and perspectives. The benefits of this type of partnership include providing students with enhanced educational experiences and positive student-mentor relationships, training STEM graduate students in effective teaching strategies, and providing teachers with a firsthand resource for scientific information and novel educational materials. Many high school students have had little exposure to science beyond the classroom. Frequent interactions with "real-life" scientists can help make science more approachable and is an effective strategy for promoting science as a career. Here I describe my experiences and several lessons designed as a NSK GK-12 fellow. For example, a month-long unit on biogeochemical principles was framed as a crime scene investigation of a fish kill event in Hood Canal, Washington, in which students were given additional pieces of evidence to solve the mystery as they satisfied checkpoints in their understanding of key concepts. The evidence pieces included scientific plots, maps, datasets, and laboratory exercises. A clear benefit of this investigation-style unit is that students were able to learn the material at their individual pace. This structure allowed for a streamlined integration of differentiated materials such as simplified background readings or visual learning aids for struggling students or more detailed news articles and primary literature for more advanced students. Although the NSF GK-12 program has been archived, educators and researchers should pursue new partnerships, leveraging local and state-level STEM outreach programs with the goal of increasing national exposure of the societal benefits of such synergistic activities.

  14. Engineering Capabilities and Partnerships

    Science.gov (United States)

    Poulos, Steve

    2010-01-01

    This slide presentation reviews the engineering capabilities at Johnson Space Center, The presentation also reviews the partnerships that have resulted in successfully designed and developed projects that involved commercial and educational institutions.

  15. Coastal Climate Change Education, Mitigation, and Adaptation in the Natural and Built Environments: Progress of the Coastal Areas Climate Change Education Partnership

    Science.gov (United States)

    Feldman, A.; Herman, B.; Vernaza-Hernández, V.; Ryan, J. G.; Muller-Karger, F. E.; Gilbes, F.

    2011-12-01

    The Coastal Area Climate Change Education (CACCE) Partnership, funded by the National Science Foundation, seeks to develop new ways to educate citizens about global climate change. The core themes are sea level rise and impacts of climate change in the southeastern United States and the Caribbean Sea. CACCE focuses on helping partners, educators, students, and the general public gain a fundamental and working understanding of the interrelation among the natural environment, built environment, and social aspects in the context of climate change in coastal regions. To this end, CACCE's objectives reported here include: 1) defining the current state of awareness, perceptions, and literacy about the impacts of climate change; and 2) testing a model of transdisciplinary research and learning as a means of training a new generation of climate professionals. Objective one is met in part by CACCE survey efforts that reveal Florida and Puerto Rico secondary science teachers hold many non-scientific views about climate change and climate change science and provide inadequate instruction about climate change. Associated with objective two are five Multiple Outcome Interdisciplinary Research and Learning (MOIRL) pilot projects underway in schools in Florida and Puerto Rico. In the CACCE Partnership the stakeholders include: students (K-16 and graduate); teachers and education researchers; informal science educators; scientists and engineers; business and industry; policy makers; and community members. CACCE combines interdisciplinary research with action research and community-based participatory research in a way that is best described as "transdisciplinary". Learning occurs in all spheres of interactions among stakeholders as they engage in scientific, educational, community and business activities through their legitimate peripheral participation in research communities of practice. We will describe the process of seeking and building partnerships, and call for a dialogue

  16. A Canadian model for building university and community partnerships: centre for research & education on violence against women and children.

    Science.gov (United States)

    Jaffe, Peter G; Berman, Helene; MacQuarrie, Barb

    2011-09-01

    The importance of Canadian research on violence against women became a national focus after the 1989 murder of 14 women at École Polytechnique in Montreal. This tragedy led to several federal government studies that identified a need to develop centers for applied research and community-university alliances on violence against women. One such center is the Centre for Research & Education on Violence against Women and Children. The Centre was founded in London, Canada in 1992 out of a partnership of a university, a community college, and community services. The centre's history and current activities are summarized as a model for the development and sustainability of similar centers.

  17. Community-Academic Partnership to Implement a Breast and Cervical Cancer Screening Education Program in Puerto Rico.

    Science.gov (United States)

    Colón-López, Vivian; González, Daisy; Vélez, Camille; Fernández-Espada, Natalie; Feldman-Soler, Alana; Ayala-Escobar, Kelly; Ayala-Marín, Alelí M; Soto-Salgado, Marievelisse; Calo, William A; Pattatucci-Aragón, Angela; Rivera-Díaz, Marinilda; Fernández, María E

    2017-12-01

    To describe how a community-academic partnership between Taller Salud Inc., a community-based organization, and the Puerto Rico Community Cancer Control Outreach Program of the University of Puerto Rico was crucial in the adaptation and implementation of Cultivando La Salud (CLS), an evidencebased educational outreach program designed to increase breast and cervical cancer screening among Hispanic women living in Puerto Rico. This collaboration facilitated the review and adaptation of the CLS intervention to improve cultural appropriateness, relevance, and acceptability for Puerto Rican women. A total of 25 interviewers and 12 Lay Health Workers (LHWs) were recruited and trained to deliver the program. The interviewers recruited women who were non-adherent to recommended screening guidelines for both breast and cervical cancer. LHWs then provided one-on-one education using the adapted CLS materials. A total of 444 women were recruited and 48% of them were educated through this collaborative effort. Our main accomplishment was establishing the academic-community partnership to implement the CLS program. Nevertheless, in order to promote better collaborations with our community partners, it is important to carefully delineate and establish clear roles and shared responsibilities for each partner for the successful execution of research activities, taking into consideration the community's needs.

  18. Community-Academic Partnership to implement a Breast and Cervical Cancer screening education program in Puerto Rico

    Science.gov (United States)

    Colón-López, Vivian; González, Daisy; Vélez, Camille; Fernández-Espada, Natalie; Soler, Alana Feldman; Escobar, Kelly Ayala; Ayala-Marín, Alelí M.; Soto-Salgado, Marievelisse; Calo, William A.; Aragón, Angela Pattatucci; Rivera-Díaz, Marinilda; Fernández, María E.

    2018-01-01

    Objective To describe how a community-academic partnership between Taller Salud Inc., a community-based organization, and the Puerto Rico Community Cancer Control Outreach Program of the University of Puerto Rico was crucial in the adaptation and implementation of Cultivando La Salud (CLS), an evidence-based educational outreach program designed to increase breast and cervical cancer screening among Hispanic women living in Puerto Rico. This collaboration facilitated the review and adaptation of the CLS intervention to improve cultural appropriateness, relevance, and acceptability for Puerto Rican women. Methods A total of 25 interviewers and 12 Lay Health Workers (LHWs) were recruited and trained to deliver the program. The interviewers recruited women who were non-adherent to recommended screening guidelines for both breast and cervical cancer. LHWs then provided one-on-one education using the adapted CLS materials. Results A total of 444 women were recruited and 48% of them were educated through this collaborative effort. Conclusions Our main accomplishment was establishing the academic-community partnership to implement the CLS program. Nevertheless, in order to promote better collaborations with our community partners, it is important to carefully delineate and establish clear roles and shared responsibilities for each partner for the successful execution of research activities, taking into consideration the community’s needs. PMID:29220062

  19. THE ROLE OF EDUCATIONAL COMPLEXES IN THE IMPLEMENTATION OF THE PARTNERSHIP MODEL FORMATION OF THE NATIONAL QUALIFICATIONS FRAMEWORK

    Directory of Open Access Journals (Sweden)

    Kristina V. Gileva

    2015-01-01

    Full Text Available The aim of the study is to define potential of modern educational complexes in the field of formation of national system of qualifications on the basis of interpretation of procedures changes in regulation of social and labour relations. Methods. The methods involve analysis, generalisation, ordering and a technique of modelling of processes.Results. The authors describe key positions of the theory of the continuous education that provides rapprochement of requirements of employers with quality of vocational training and the content of educational process in the branch educational institutions. The possible contribution of educational complexes to creation of national system of qualifications and professional standards is considered. In this connection various forms of partnership of the given complexes with public authorities, public structures, and also employers are described.Scientific novelty. The concept of business competence characterising ability of system of vocational training is offered to satisfy the requirement of a labour market by means of active integration of educational, innovative and labour processes.Practical significance. The presented model of interaction of educational complexes and subjects of a labour market can be realised by working out of professional standards, creation of the expert centers and the innovative platforms intended to realisation of advisory activity on the basis of high schools; and also organizational-methodical support of processes of professional certification system formation. According to authors, this model will help to co-ordinate the content of professional and Federal State Educational Standards (FSES. 

  20. Civic Education Partnerships: Civil Society Organisations, Donors and the State in Fiji

    Science.gov (United States)

    Baleinakorodawa, Paolo; Spence, Rebecca; O'Loughlin, Micheal

    2011-01-01

    This article reflects on some of the challenges and opportunities presented when working in partnership in the highly politicised and contested Fijian Civil Society environment over the past five years. The authors are practitioners who specialise in working with communities which experience conflict. The paper discusses and analyses the genesis…

  1. Partnership for Change: Promoting Effective Leadership Practices for Indigenous Educational Success in Aotearoa New Zealand

    Science.gov (United States)

    Santamaría, Andrés P.; Webber, Melinda; Santamaría, Lorri J.; Dam, Lincoln I.

    2015-01-01

    In early 2014, a team of researchers was invited into partnership with the Maori Success Initiative (MSI), a national, indigenous led network of Maori and non-Maori principals committed to working collaboratively to raise Maori student achievement. Working with over sixty principals across six regional clusters throughout Aotearoa New Zealand,…

  2. A Smart Partnership: Integrating Educational Technology for Underserved Children in India

    Science.gov (United States)

    Charania, Amina; Davis, Niki

    2016-01-01

    This paper explores the evolution of a large multi-stakeholder partnership that has grown since 2011 to scale deep engagement with learning through technology and decrease the digital divide for thousands of underserved school children in India. Using as its basis a case study of an initiative called integrated approach to technology in education…

  3. The Development and Implementation of Successful School-Community Partnerships in Public Elementary Education

    Science.gov (United States)

    Record, Vincent N.

    2012-01-01

    Purpose: The study aimed to define common characteristics of successful school-community partnerships supporting the improvement of academic achievement in public elementary schools. Based on the perceptions of elementary school administrators, this study identified important factors of, barriers to, and benefits of successful school-community…

  4. Manufacturing Educational Change: Impact Evaluation of the Lansing Area Manufacturing Partnership Pilot Program. Executive Summary.

    Science.gov (United States)

    MacAllum, Keith; Taylor, Susan Hubbard; Johnson, Amy Bell

    The Lansing Area Manufacturing Partnership (LAMP) is an academically rigorous, business/labor-driven school-to-career program in Lansing, Michigan, that includes business, union, school, and parent partners and provides participating students with work-based learning experiences for 2.5 hours every day throughout their senior year. LAMP's…

  5. The Ford Partnership for Advanced Studies: A New Case for Curriculum Integration in Technology Education

    Science.gov (United States)

    Zinser, Richard; Poledink, Paul

    2005-01-01

    The Ford Motor Company launched a new pre-engineering curriculum for high schools in the Fall of 2004. Building on an earlier manufacturing program, the development process for the Ford Partnership for Advanced Studies took approximately three years. Ford and the course designers wanted the new program to incorporate the best principles and…

  6. Promoting synergistic research and education in genomics and bioinformatics.

    Science.gov (United States)

    Yang, Jack Y; Yang, Mary Qu; Zhu, Mengxia Michelle; Arabnia, Hamid R; Deng, Youping

    2008-01-01

    Bioinformatics and Genomics are closely related disciplines that hold great promises for the advancement of research and development in complex biomedical systems, as well as public health, drug design, comparative genomics, personalized medicine and so on. Research and development in these two important areas are impacting the science and technology.High throughput sequencing and molecular imaging technologies marked the beginning of a new era for modern translational medicine and personalized healthcare. The impact of having the human sequence and personalized digital images in hand has also created tremendous demands of developing powerful supercomputing, statistical learning and artificial intelligence approaches to handle the massive bioinformatics and personalized healthcare data, which will obviously have a profound effect on how biomedical research will be conducted toward the improvement of human health and prolonging of human life in the future. The International Society of Intelligent Biological Medicine (http://www.isibm.org) and its official journals, the International Journal of Functional Informatics and Personalized Medicine (http://www.inderscience.com/ijfipm) and the International Journal of Computational Biology and Drug Design (http://www.inderscience.com/ijcbdd) in collaboration with International Conference on Bioinformatics and Computational Biology (Biocomp), touch tomorrow's bioinformatics and personalized medicine throughout today's efforts in promoting the research, education and awareness of the upcoming integrated inter/multidisciplinary field. The 2007 international conference on Bioinformatics and Computational Biology (BIOCOMP07) was held in Las Vegas, the United States of American on June 25-28, 2007. The conference attracted over 400 papers, covering broad research areas in the genomics, biomedicine and bioinformatics. The Biocomp 2007 provides a common platform for the cross fertilization of ideas, and to help shape knowledge and

  7. Expanding Earth and Space Science through the Initiating New Science Partnerships In Rural Education (INSPIRE)

    Science.gov (United States)

    Radencic, S.; McNeal, K. S.; Pierce, D.; Hare, D.

    2010-12-01

    The INSPIRE program at Mississippi State University (MSU), funded by the NSF Graduate STEM Fellows in K-12 Education (GK12) program, focuses on Earth and Space science education and has partnered ten graduate students from MSU with five teachers from local, rural school districts. For the next five years the project will serve to increase inquiry and technology experiences in science and math while enhancing graduate student’s communication skills. Graduate students, from the disciplines of Geosciences, Physics, and Engineering are partnered with Chemistry, Physical Science, Physics, Geometry and Middle school science classrooms and will create engaging inquiry activities that incorporate elements of their research, and integrate various forms of technology. The generated lesson plans that are implemented in the classroom are published on the INSPIRE home page (www.gk12.msstate.edu) so that other classroom instructors can utilize this free resource. Local 7th -12th grade students will attend GIS day later this fall at MSU to increase their understanding and interest in Earth and Space sciences. Selected graduate students and teachers will visit one of four international university partners located in Poland, Australia, England, or The Bahamas to engage research abroad. Upon return they will incorporate their global experiences into their local classrooms. Planning for the project included many factors important to the success of the partnerships. The need for the program was evident in Mississippi K-12 schools based on low performance on high stakes assessments and lack of curriculum in the Earth and Space sciences. Meeting with administrators to determine what needs they would like addressed by the project and recognizing the individual differences among the schools were integral components to tailoring project goals and to meet the unique needs of each school partner. Time for training and team building of INSPIRE teachers and graduate students before the

  8. Climate Change Education in Protected Areas: Highlights from the Earth to Sky NASA-NPS-USFWS Partnership

    Science.gov (United States)

    Davis, A.; Morris, J.; Paglierani, R.

    2009-12-01

    National Parks, Hatcheries, Refuges, and other protected lands provide ideal settings for communicating the immediate and obvious effects of climate change, from rapidly melting glaciers, increased intensity and length of fire seasons, to flooding of archeological and historical treasures. Our nation's protected areas demonstrate clearly that climate change is happening now, and the impacts are affecting us all. Highlights of interpretive, educational and informational products presented in these sites, and developed through the Earth to Sky (ETS) partnership are described. The visiting public in our nation's parks, refuges, cultural sites and other protected lands wants to learn more about climate change, and is asking questions—often, complex questions. A broad array of educational programs and media are delivered in these unique settings, to diverse audiences. To be good "honest brokers" of the best information, staff needs access to accurate, up-to-date data, descriptions, analysis, and imagery that make the issues understandable. Pairing real world experiences of climate effects such as glacial retreat or beetle infestations, with NASA’s unique planetary perspective provides opportunities to link local, regional, and global effects in the minds and hearts of the public and students. The perspective afforded by such linkages can create powerful and long lasting impressions, and will likely provoke further learning about this topic. About Earth to Sky Earth to Sky is a partnership between NASA's Space and Earth Science disciplines, the US Fish and Wildlife Service (USFWS), and the National Park Service (NPS). The partnership actively fosters collaborative work between the science and interpretation/education communities of NPS, USFWS, and NASA, centering around a series of professional development workshops aimed at informal educators. The workshops weave NASA content with NPS and USFWS interpretation and environmental education methodology, and use best

  9. Addressing Breast Cancer Health Disparities in the Mississippi Delta Through an Innovative Partnership for Education, Detection, and Screening.

    Science.gov (United States)

    Mayfield-Johnson, Susan; Fastring, Danielle; Fortune, Melody; White-Johnson, Freddie

    2016-06-01

    Projects to reduce disparities in cancer treatment and research include collaborative partnerships and multiple strategies to promote community awareness, education, and engagement. This is especially needed in underserved areas such as the Mississippi Delta where more women are diagnosed at regional and distant stages of breast cancer. The purpose for this project was to increase the relatively low screening rate for African American women in the Mississippi Delta through a partnership between the Mississippi Network for Cancer Control and Prevention at The University of Southern Mississippi, The Fannie Lou Hamer Cancer Foundation and the Mississippi State Department of Health to decrease health disparities in breast cancer through increased awareness on self-early detection methods, leveraging resources to provide mammography screenings, and adequate follow-up with services and treatment for abnormal findings. Through this collaborative effort, over 500 women in three rural Mississippi Delta counties were identified, provided community education on early self-detection, and given appointments for mammography screenings within one fiscal year.

  10. Development of an educational partnership for enhancement of a computer risk assessment model

    International Nuclear Information System (INIS)

    Topper, K.

    1995-02-01

    The Multimedia Environmental Pollutant Assessment System (MEPAS) is a computer program which evaluates exposure pathways for chemical and radioactive releases according to their potential human health impacts. MEPAS simulates the exposure pathways through standard source-to-receptor transport principles using, a multimedia approach (air, groundwater, overland flow, soil, surface water) in conjunction with specific chemical exposure considerations. This model was originally developed by Pacific Northwest Laboratory (PNL) to prioritize environmental concerns at potentially contaminated US Department of Energy (DOE) sites. Currently MEPAS is being used to evaluate a range of environmental problems which are not restricted to DOE sites. A partnership was developed between PNL and Mesa State College during 1991. This partnership involves the use of undergraduate students, faculty, and PNL personnel to complete enhancements to MEPAS. This has led to major refinements to the original MEPAS shell for DOE in a very cost-effective manner. PNL was awarded a 1993 Federal Laboratory Consortium Award and Mesa State College was awarded an Environmental Restoration and Waste Management Distinguished Faculty Award from DOE in 1993 as a result of this collaboration. The college has benefited through the use of MEPAS within laboratories and through the applied experience gained by the students. Development of this partnership will be presented with the goal of allowing other DOE facilities to replicate this program. It is specifically recommended that DOE establish funded programs which support this type of a relationship on an ongoing basis. Additionally, specific enhancements to MEPAS will be presented through computer display of the program

  11. Hospital nursing leadership-led interventions increased genomic awareness and educational intent in Magnet settings.

    Science.gov (United States)

    Calzone, Kathleen A; Jenkins, Jean; Culp, Stacey; Badzek, Laurie

    2017-11-13

    The Precision Medicine Initiative will accelerate genomic discoveries that improve health care, necessitating a genomic competent workforce. This study assessed leadership team (administrator/educator) year-long interventions to improve registered nurses' (RNs) capacity to integrate genomics into practice. We examined genomic competency outcomes in 8,150 RNs. Awareness and intention to learn more increased compared with controls. Findings suggest achieving genomic competency requires a longer intervention and support strategies such as infrastructure and policies. Leadership played a role in mobilizing staff, resources, and supporting infrastructure to sustain a large-scale competency effort on an institutional basis. Results demonstrate genomic workforce competency can be attained with leadership support and sufficient time. Our study provides evidence of the critical role health-care leaders play in facilitating genomic integration into health care to improve patient outcomes. Genomics' impact on quality, safety, and cost indicate a leader-initiated national competency effort is achievable and warranted. Published by Elsevier Inc.

  12. Social Media in Adult Education: Insights Gained from Grundtvig Learning Partnership Project “Institutional Strategies Targeting the Uptake of Social Networking in Adult Education (ISTUS”

    Directory of Open Access Journals (Sweden)

    Vilhelmina Vaičiūnienė

    2013-02-01

    Full Text Available Purpose—the focus of this article is the role of social media in adult education and their impact on adult students in regards to their educational needs and specific personal situations within the frame of the learning partnership project. The Grundtvig learning partnership project “Institutional Strategies Targeting the Uptake of Social Networking in Adult Education (ISTUS is an international partnership that includes partners from 7 EU countries. The aim of the research presented in this paper is to define cases of the uptake of technologies and applications by MRU students; thus, the objectives of the research are 1 to review literature pertaining to the field of social media in adult education context and 2 to analyse the respondents’ insights as regards learning/teaching practices, resources, and facilities that affect their learning in relation to social networking and media use (taking into consideration both personal and educational perspectives. Design/methodology/approach—the research paper adopts qualitative research approach. Findings—students perceive SM mainly as online communication means (usually informal communication is implied. SM is firstly associated by learners with pastime venue, not educational resource. Thus, methods of teaching/learning in SM and with the help of SM have to be developed and improved. They have to be considered in line with the necessity to develop critical and reflexive thinking skills and media and information literacy skills. The respondents have pointed out both positive and negative aspects of social media use for learning/teaching. Creation of an inner institutional SM type involving qualified people with expertise in SM use for education has been suggested. Research limitations/implications—this article is focused only on the attitudes of MRU students though 105 interviews in total have been conducted within the framework of the project and not only students, but also teachers and

  13. Social Media in Adult Education: Insights Gained from Grundtvig Learning Partnership Project “Institutional Strategies Targeting the Uptake of Social Networking in Adult Education (ISTUS”

    Directory of Open Access Journals (Sweden)

    Vilhelmina Vaičiūnienė

    2012-12-01

    Full Text Available Purpose—the focus of this article is the role of social media in adult education and their impact on adult students in regards to their educational needs and specific personal situations within the frame of the learning partnership project. The Grundtvig learning partnership project “Institutional Strategies Targeting the Uptake of Social Networking in Adult Education (ISTUS is an international partnership that includes partners from 7 EU countries. The aim of the research presented in this paper is to define cases of the uptake of technologies and applications by MRU students; thus, the objectives of the research are 1 to review literature pertaining to the field of social media in adult education context and 2 to analyse the respondents’ insights as regards learning/teaching practices, resources, and facilities that affect their learning in relation to social networking and media use (taking into consideration both personal and educational perspectives.Design/methodology/approach—the research paper adopts qualitative research approach.Findings—students perceive SM mainly as online communication means (usually informal communication is implied. SM is firstly associated by learners with pastime venue, not educational resource. Thus, methods of teaching/learning in SM and with the help of SM have to be developed and improved. They have to be considered in line with the necessity to develop critical and reflexive thinking skills and media and information literacy skills. The respondents have pointed out both positive and negative aspects of social media use for learning/teaching. Creation of an inner institutional SM type involving qualified people with expertise in SM use for education has been suggested.Research limitations/implications—this article is focused only on the attitudes of MRU students though 105 interviews in total have been conducted within the framework of the project and not only students, but also teachers and

  14. A collection of research reporting, theoretical analysis, and practical applications in science education: Examining qualitative research methods, action research, educator-researcher partnerships, and constructivist learning theory

    Science.gov (United States)

    Hartle, R. Todd

    2007-12-01

    Educator-researcher partnerships are increasingly being used to improve the teaching of science. Chapter 1 provides a summary of the literature concerning partnerships, and examines the justification of qualitative methods in studying these relationships. It also justifies the use of Participatory Action Research (PAR). Empirically-based studies of educator-researcher partnership relationships are rare despite investments in their implementation by the National Science Foundation (NSF) and others. Chapter 2 describes a qualitative research project in which participants in an NSF GK-12 fellowship program were studied using informal observations, focus groups, personal interviews, and journals to identify and characterize the cultural factors that influenced the relationships between the educators and researchers. These factors were organized into ten critical axes encompassing a range of attitudes, behaviors, or values defined by two stereotypical extremes. These axes were: (1) Task Dictates Context vs. Context Dictates Task; (2) Introspection vs. Extroversion; (3) Internal vs. External Source of Success; (4) Prior Planning vs. Implementation Flexibility; (5) Flexible vs. Rigid Time Sense; (6) Focused Time vs. Multi-tasking; (7) Specific Details vs. General Ideas; (8) Critical Feedback vs. Encouragement; (9) Short Procedural vs. Long Content Repetition; and (10) Methods vs. Outcomes are Well Defined. Another ten important stereotypical characteristics, which did not fit the structure of an axis, were identified and characterized. The educator stereotypes were: (1) Rapport/Empathy; (2) Like Kids; (3) People Management; (4) Communication Skills; and (5) Entertaining. The researcher stereotypes were: (1) Community Collaboration; (2) Focus Intensity; (3) Persistent; (4) Pattern Seekers; and (5) Curiosity/Skeptical. Chapter 3 summarizes the research presented in chapter 2 into a practical guide for participants and administrators of educator-researcher partnerships

  15. Creating an Ideal State-Federal Data Partnership to Improve Policymaking Related to College Affordability. State-Federal Partnerships in Postsecondary Education

    Science.gov (United States)

    Prescott, Brian; Michelau, Demaree; Lane, Patrick

    2016-01-01

    College affordability, like many other postsecondary policy areas, requires coordinated federal and state policies built on coordinated information. While the potential for partnerships between states and the federal government is endless and often includes missed opportunities, this paper reimagines one form of federalism in higher education…

  16. The California-Arizona Minority Partnership for Astronomy Research and Education (CAMPARE): an Educational Experience for Undergraduates at the University of Arizona Alumni Association's Astronomy Camp.

    Science.gov (United States)

    Lemon, Courtney; McCarthy, D.; Rudolph, A.

    2011-01-01

    The California-Arizona Minority Partnership for Astronomy Research and Education (CAMPARE) is an NSF-funded partnership between the Astronomy Program at Cal Poly Pomona (CPP) and the University of Arizona Steward Observatory designed to promote participation of underrepresented minorities (including women) in astronomy research and education. As part of the education component of the program, CPP undergraduate physics majors and minors are eligible to work as a counselor at the University of Arizona's Astronomy Camp, one of the premier astronomy outreach opportunities in the world. CAMPARE students have the opportunity to work in this learn-by-doing environment with a wide range of students to gain first hand experience of teaching astronomy to students of a wide variety of ages in highly structured educational setting. Cal Poly Pomona students who are interested in education, both formal and informal, work in a variety of camps, from Girl Scout camps to camps for advanced high school students, to further their understanding of what it means to be a professional in the field of education. The CAMPARE student who participated in this program during summer 2010 had the opportunity to work under Dr. Don McCarthy, camp director of University of Arizona's Astronomy Camps for 20 years, and observe the interpersonal relations between campers and staff that is so vital to the learning the students receive. Through these observations, the CAMPARE student was able to learn to gauge students' interest in the material, and experience real life teaching and learning scenarios in the informal education realm.

  17. SLICEIT and TAHMO Partnerships: Students Local and International Collaboration for Climate and Environmental Monitoring, Technology Development, Education, Adaptation and Mitigation

    Science.gov (United States)

    Aishlin, P. S.; Selker, J. S.

    2015-12-01

    Climate change understanding and impacts vary by community, yet the global nature of climate change requires international collaboration to address education, monitoring, adaptation and mitigation needs. We propose that effective climate change monitoring and education can be accomplished via student-led local and international community partnerships. By empowering students as community leaders in climate-environmental monitoring and education, as well as exploration of adaptation/mitigation needs, well-informed communities and young leadership are developed to support climate change science moving forward. Piloted 2013-2015, the SLICEIT1 program partnered with TAHMO2 to connect student leaders in North America, Europe and Africa. At the international level, schools in the U.S.A and Netherlands were partnered with schools in Ghana, Kenya, and Uganda for science and cultural exchange. Each school was equipped with a climate or other environmental sensing system, real-time data publication and curricula for both formal and informal science, technology, engineering and math education and skill development. African counterparts in TAHMO's School-2-School program collect critically important data for enhanced on-the-ground monitoring of weather conditions in data-scarce regions of Africa. In Idaho, student designed, constructed and installed weather stations provide real time data for classroom and community use. Student-designed formal educational activities are disseminated to project partners, increasing hands-on technology education and peer-based learning. At the local level, schools are partnered with a local agency, research institute, nonprofit organization, industry and/or community partner that supplies a climate science expert mentor to SLICEIT program leaders and teachers. Mentor engagement is facilitated and secured by program components that directly benefit the mentor's organization and local community via climate/environment monitoring, student workforce

  18. Problems Solved, Problems Created: A Critical-Case Analysis of a Public-Private Partnership in Alternative Education for At-Risk Students

    Science.gov (United States)

    Callet, Valerie

    2010-01-01

    The purpose of the present study was to determine what problems are solved and created when two school districts and one charter school partnered with a private company to provide alternative education to at-risk students. The research also aimed to address lessons learned as well as principal advantages and disadvantages of the partnership. Data…

  19. School-Parent-Community Partnerships: The Experience of Teachers Who Received the Queen Rania Award for Excellence in Education in the Hashemite Kingdom of Jordan

    Science.gov (United States)

    Obeidat, Osamha M.; Al-Hassan, Suha M.

    2009-01-01

    The purpose of this study is to examine and understand the school-parents-community partnerships created by teachers who received the Queen Rania Award for Excellence in Education. This study analyzes the applications of the 28 teachers who received the Award in 2007 and addresses three questions: How do teachers who received the Queen Rania Award…

  20. The Impact of Condom Use Negotiation Self-Efficacy and Partnership Patterns on Consistent Condom Use among College-Educated Women

    Science.gov (United States)

    Nesoff, Elizabeth D.; Dunkle, Kristin; Lang, Delia

    2016-01-01

    This study sought to explore the impact of condom negotiation self-efficacy, interpersonal factors, and sensational factors on condom use behavior among a population of college-educated women with different patterns and types of sexual partner. We administered an online questionnaire capturing sexual behavior, partnership patterns, perceived…

  1. A New Frontier for LIS Programs: E-Government Education, Library/Government Partnerships, and the Preparation of Future Information Professionals

    Science.gov (United States)

    Jaeger, Paul T.; Bertot, John Carlo; Shuler, John A.; McGilvray, Jessica

    2012-01-01

    This paper examines the implications of the continued growth of e-government information, communication, and services for Library and Information Science programs in the United States in light of the development of e-government educational programs and library/government partnerships. The implementation of e-government raises several important…

  2. Educating our Children Together: A Sourcebook for Effective Family- School- Community Partnerships

    Science.gov (United States)

    Carter, Susanne

    2003-01-01

    Because schools, communities, and families play interconnected roles in the crucial mission of educating children, they must find ways to work together as educational partners. Providing parents with information and resources to support their children's education is a cornerstone of the No Child Left Behind Act (NCLB). This sourcebook is based on…

  3. Over-Education and Assortative Matching in Partnerships: A Theoretical Analysis

    Science.gov (United States)

    Tampieri, Alessandro

    2016-01-01

    This paper argues that assortative matching may explain over-education. Education determines individuals' income and, due to the presence of assortative matching, the quality of partners in personal, social and working life. Thus, an individual acquires education to improve the expected partners' quality. However, since every individual of the…

  4. Collaboration, Partnerships and Alliances: Perspectives on Erasmus Mundus MA/Magistr in Special Education Needs

    Science.gov (United States)

    Armstrong, Ann Cheryl

    2013-01-01

    It has been argued that higher education has irreversibly changed over the past 15-20 years. University education has moved from an elite system to a mass system. The frontiers of higher education have expanded more rapidly than they have ever done before by extensively moving across geographical boundaries and accommodating different forms of…

  5. Project ALERT: Forging New Partnerships to Improve Earth System Science Education for Pre-Service and In-Service Teachers

    Science.gov (United States)

    Metzger, E. P.; Ambos, E. L.; Ng, E. W.; Skiles, J.; Simila, G.; Garfield, N.

    2002-05-01

    workshops have been enriched by the incorporation of earth and space science information and curricular materials from NASA. In addition, visits to Ames Research Center have given BAESI participants an opportunity to explore the Educator Resource Center, learn about NASA's programs for teachers and students, and experience presentations by NASA scientists engaged in cutting edge research about the earth system. Project ALERT demonstrates the power of a state-based partnership that unites scientists and educators with diverse perspectives and strengths in a synergistic effort to improve science education.

  6. Unequal Partnerships in Higher Education: Pedagogic Innovations in an Electronics within Physics Degree Course

    Directory of Open Access Journals (Sweden)

    Maddalena Taras

    2014-02-01

    Full Text Available This cross-European research partnership reports on supporting pro-active learning and teaching. The two-part project firstly explored student beliefs about electronics within a physics degree and secondly, the use of peer assessment of a Mathematica notebook to develop understandings of standards and quality. Student beliefs were explored because of the negative perceptions tutors thought students brought to the Engineering course within the Physics degree. The results showed that tutors’ fears were unfounded and that the students were highly motivated. Secondly, through peer assessment of a notebook, students developed critical understandings of standards and quality. Generally, students valued the content support and appreciated both the work of their peer and how this helped their own understanding.

  7. Linking research, education and public engagement in geoscience: Leadership and strategic partnerships (invited)

    Science.gov (United States)

    Harcourt, P.

    2017-12-01

    Addressing the urgent issue of climate change requires mitigation and adaptation actions on individual to global scales, and appropriate action must be based upon geoscience literacy across population sectors. The NSF-funded MADE CLEAR (Maryland and Delaware Climate Change Education, Assessment, and Research) project provides a coordinated approach to embed climate change into education programs at the university level, in formal K12 classrooms, and among informal educators. We have worked with state agencies, university systems, non-profit organizations, and community groups to establish and support research-based education about climate change. In this panel I will describe how MADE CLEAR approached the task of infusing climate change education across sectors in the highly diverse states of Delaware and Maryland. I will share the characteristics of our strongest alliances, an analysis of significant barriers to climate change education, and our perspective on the outlook for the future of climate change education.

  8. Education through fiction: acquiring opinion-forming skills in the context of genomics

    NARCIS (Netherlands)

    Knippels, M.C.P.J.; Severiens, S.E.; Klop, T.

    2009-01-01

    The present study examined the outcomes of a newly designed four-lesson science module on opinion-forming in the context of genomics in upper secondary education. The lesson plan aims to foster 16-year-old students’ opinion-forming skills in the context of genomics and to test the effect of the use

  9. Characteristics of health professions schools, public school systems, and community-based organizations in successful partnerships to increase the numbers of underrepresented minority students entering health professions education.

    Science.gov (United States)

    Carline, Jan D; Patterson, Davis G

    2003-05-01

    To identify characteristics of health professions schools, public schools, and community-based organizations in successful partnerships to increase the number of underrepresented minority students entering health professions. The Robert Wood Johnson Foundation and the W. K. Kellogg Foundation funded the Health Professions Partnership Initiative program developed from Project 3000 by 2000 of the Association of American Medical Colleges. Semi-structured interviews were completed with awardees and representatives of the funding agencies, the national program office, and the national advisory committee between the fall of 2000 and the summer of 2002. Site visits were conducted at ten sites, with representatives of partner institutions, teachers, parents, and children. Characteristics that supported and hindered development of successful partnerships were identified using an iterative qualitative approach. Successful partnerships included professional schools that had a commitment to community service. Successful leaders could work in both cultures of the professional and public schools. Attitudes of respect and listening to the needs of partners were essential. Public school governance supported innovation. Happenstance and convergence of interests played significant roles in partnership development. The most telling statement was "We did it, together." This study identifies characteristics associated with smoothly working partnerships, and barriers to successful program development. Successful partnerships can form the basis on which educational interventions are built. The study is limited by the definition of success used, and its focus on one funded program. The authors were unable to identify outcomes in terms of numbers of children influenced by programs or instances in which lasting changes in health professions schools had occurred.

  10. Developing Partnerships in the Provision of Youth Mental Health Services and Clinical Education: A School-Based Cognitive Behavioral Intervention Targeting Anxiety Symptoms in Children.

    Science.gov (United States)

    Waters, Allison M; Groth, Trisha A; Sanders, Mary; O'Brien, Rosanne; Zimmer-Gembeck, Melanie J

    2015-11-01

    Clinical scientists are calling for strong partnerships in the provision of evidence-based treatments for child mental health problems in real-world contexts. In the present study, we describe the implementation of a cognitive-behavioral intervention (CBI) to address grade 5 children's anxiety symptoms. The CBI arose from a long-standing partnership between University and Education Department stakeholders. The partnership integrates school-based, evidence-informed treatment delivery with clinical education, and also supports a school-based psychology clinic to provide assessment and treatment services to children attending schools within the catchment area and clinical training for university graduate students. Children in the active condition (N=74) completed the CBI during regular class time, while children in the control condition (N=77) received the standard classroom curriculum. Children's anxiety and depressive symptoms, threat interpretation biases (perceived danger and coping ability), and perceptions of their social skills were assessed before and after condition. Children in the active condition reported significant improvements in self-reported anxiety symptoms, and perceptions of their social skills and coping ability, whereas no significant differences were observed for children in the control condition from pre- to post-assessment. For a subset of children assessed 12 months after the CBI (n=76), symptom improvement remained stable over time and estimates of danger and coping ability showed even greater improvement. Results demonstrate the value of strong stakeholder partnerships in innovative youth mental health services, positive child outcomes, and clinical education. Copyright © 2015. Published by Elsevier Ltd.

  11. Sino-U.S. partnerships in research, education, and patient care: The experience of the University of Pittsburgh and UPMC.

    Science.gov (United States)

    Levine, Arthur S; McDonald, Margaret C; Bogosta, Charles E

    2017-10-01

    In 2011, the University of Pittsburgh School of Medicine (UPSOM) and Tsinghua University formed a partnership to further the education of Tsinghua medical students. These students come to UPSOM as visiting research scholars for two years of their eight-year MD curriculum. During this time, the students, who have completed four years at Tsinghua, work full-time in medical school laboratories and research programs of their choice, essentially functioning as graduate students. In their first two months in Pittsburgh, the scholars have a one-week orientation to biomedical research, followed by two-week rotations in four labs selected on the basis of the scholars' scientific interests, after which they choose one of these labs for the remainder of the two years. Selected labs may be in basic science departments, basic science divisions of clinical departments, or specialized centers that focus on approaches like simulation and modeling. The Tsinghua students also have a brief exposure to clinical medicine. UPSOM has also formed a similar partnership with Central South University Xiangya School of Medicine in Changsha, Hunan Province. The Xiangya students come to UPSOM for two years of research training after their sixth year and, thus, unlike the Tsinghua students, have already completed their clinical rotations. UPSOM faculty members have also paved the way for UPMC (University of Pittsburgh Medical Center), UPSOM's clinical partner, to engage with clinical centers in China. Major relationships involving advisory, training, managerial, and/or equity roles exist with Xiangya International Medical Center, KingMED Diagnostics, First Chengmei Medical Industry Group, and Macare Women's Hospital. Both UPSOM and UPMC are actively exploring other clinical and academic opportunities in China.

  12. Towards Building Direct Educational Partnership: The Foundation of Shanxi University in 1902

    Science.gov (United States)

    Li, Aisi

    2014-01-01

    The foundation of Shanxi University is a prime example of the collaborative efforts in higher education between the Chinese and British in late Qing China (1842-1912). Both sides made compromises, with the Chinese adapting their ideas of educational sovereignty, and the British agreeing to work under the supervision of the local government. Such a…

  13. School-University Partnerships: A Means for the Inclusion of Policy Studies in Music Teacher Education

    Science.gov (United States)

    Hunter, Lisa R.

    2011-01-01

    The need for music educators to become more actively involved in policy issues, including analysis, design, implementation, and research, is critical to the future of music education. Bridging the gap between policy and practice requires a collaborative effort among music professionals. This article explores the inclusive use of policy studies in…

  14. The U.S. Partnership for Education for Sustainable Development: Progress and Challenges Ahead

    Science.gov (United States)

    Rowe, Debra; Gentile, Susan Jane; Clevey, Lilah

    2015-01-01

    There has been substantial growth in Education for Sustainability (EfS) in the United States over the past 10 years. Efforts within higher education have created thousands of new programs, majors, minors, specializations, certificates, and across-the-curricula integrations of sustainability learning with an emphasis on real-world problem-solving…

  15. Making the Difference with Active Parenting; Forming Educational Partnerships between Parents and Schools

    Science.gov (United States)

    Oostdam, Ron; Hooge, Edith

    2013-01-01

    Although parental involvement is often a priority on the quality agenda of schools for primary and secondary education, it is still not usual to involve parents as an educational partner in the actual learning process of their child. Rather than adopting an open approach, teachers tend to tell parents what they should do or keep them at a safe…

  16. Pathways into childlessness: the impact of education, work history and partnership history on remaining childless

    NARCIS (Netherlands)

    Keizer, R.

    2008-01-01

    Childlessness has received a great deal of media attention in recent years.Most attention has been paid to the relationship between education,work and having children.Other dimensions have been largely neglected.This study focuses on relationship histories alongside issues such as education and

  17. Perfecting the Partnership: Revitalising the Maori Language in New Zealand Education and Society 1987-2014

    Science.gov (United States)

    Benton, Richard A.

    2015-01-01

    This paper looks at aspects of Maori language revitalisation since the passage of the Maori Language Act, 1987 which gave official status to the language. It is a sequel to an article on Maori language in education published in this journal the following year [Benton, R. A. (1988). "The Maori language in New Zealand education."…

  18. Exploring Partnerships in Early Childhood Teacher Education through Scenario-Based Learning

    Science.gov (United States)

    Sorin, Reesa

    2013-01-01

    Belonging to "a family, a cultural group, a neighbourhood and a wider community" (Department of Education, Employment and Workplace Relations [DEEWR], 2009, p. 7) is integral to children's early development and learning. Acknowledging families as "children's first and most influential educators" (DEEWR, 2009, p. 7), DEEWR notes…

  19. Cultural Brokers and Student Teachers: A Partnership We Need for Teacher Education in Urban Schools

    Science.gov (United States)

    Lane, Paula J.

    2017-01-01

    Paula Lane, who has supervised student teachers at a university in the suburban wine country of northern California for the past 12 years, describes a field experience with a group of new student teachers in an urban school. Like the majority of teacher candidates in education programs, the pre-service teacher education students were White and…

  20. Genetics/genomics education for nongenetic health professionals: a systematic literature review.

    Science.gov (United States)

    Talwar, Divya; Tseng, Tung-Sung; Foster, Margaret; Xu, Lei; Chen, Lei-Shih

    2017-07-01

    The completion of the Human Genome Project has enhanced avenues for disease prevention, diagnosis, and management. Owing to the shortage of genetic professionals, genetics/genomics training has been provided to nongenetic health professionals for years to establish their genomic competencies. We conducted a systematic literature review to summarize and evaluate the existing genetics/genomics education programs for nongenetic health professionals. Five electronic databases were searched from January 1990 to June 2016. Forty-four studies met our inclusion criteria. There was a growing publication trend. Program participants were mainly physicians and nurses. The curricula, which were most commonly provided face to face, included basic genetics; applied genetics/genomics; ethical, legal, and social implications of genetics/genomics; and/or genomic competencies/recommendations in particular professional fields. Only one-third of the curricula were theory-based. The majority of studies adopted a pre-/post-test design and lacked follow-up data collection. Nearly all studies reported participants' improvements in one or more of the following areas: knowledge, attitudes, skills, intention, self-efficacy, comfort level, and practice. However, most studies did not report participants' age, ethnicity, years of clinical practice, data validity, and data reliability. Many genetics/genomics education programs for nongenetic health professionals exist. Nevertheless, enhancement in methodological quality is needed to strengthen education initiatives.Genet Med advance online publication 20 October 2016.

  1. Academe-Industry Partnership: Basis for Enhanced Learning Guide in the New Science General Education Course

    Directory of Open Access Journals (Sweden)

    Alma D. Agero

    2016-11-01

    Full Text Available This study explores the academe-industry partnership of Cebu Technological University Bachelor of Science in Hospitality Management and Bachelor of Science in Industrial Technology major in Food Preparation and Services courses, SY 2014-2015 to improve the quality of course offering. It takes on the feedback received from supervisors of 50 different hotels and restaurants of Cebu province, as well as the self-rating of 185 OJTs of the two courses as regard to OJTs' level of functional and science-based core competencies. This descriptive research utilizes Likert-type research-made survey questionnaire which was previously tested for validity and reliability. The findings revealed that industry supervisors evaluated the trainees as Competent in core competencies (Bartending, Bread and pastry products, Cookery, Customer services, Front office services, food and beverages as well as functional skills (Problem solving, Leadership, Communication, Independent work, Creativity, Negotiation, Teamwork, Time management and Initiative. However, they found the students need of strengthening their problem solving and communication skills. The researchers therefore developed an enhanced learning guide for the New Science GE course to address the gaps based on the industry feedback.

  2. Developing educational leaders: A partnership between two universities to bring about system-wide change

    Directory of Open Access Journals (Sweden)

    Suraiya R Naicker

    2015-05-01

    Full Text Available This study investigated a system-wide change strategy in a South African school district, which sought to build the leadership capacity of principals and district officials to improve instruction. The three-year venture was called the Leadership for Learning Programme (LLP. A distinctive feature of the LLP was that it was based on a partnership between two universities, a local one with understanding of the local context of schools, and an international institution, which brought international expertise, experience and repute/branding. Both universities had a shared vision to contribute to the ailing South African school landscape by using leadership development to leverage change. The LLP was implemented in a single school district, where the overall learner performance was unsatisfactory. A qualitative approach was used to research this change intervention. One of the main findings was that collaboration between principals collectively and district officials, as well as among principals, was lacking. It is recommended that collaborative structures such as professional learning communities, networks and teams are established to reduce isolation and fragmented work practices in the school district. This may speed up system-wide change towards improved learner performance.

  3. [Nutrition education in schools: potential resources for a teacher/nurse partnership].

    Science.gov (United States)

    Arboix-Calas, France; Lemonnier, Geneviève

    2016-01-01

    Nutrition education in schools must be based on a collaborative approach between teachers and school nurses. The objective of this study was to compare the nutrition education representations and practices of primary school teachers and school nurses in the Languedoc-Roussillon region in the South of France. We used the theoretical framework of complexity, which is particularly suited to multifactorial phenomena such as nutrition education. We interviewed 112 primary school teachers and 33 school nurses about three aspects of their nutrition education representations and practices: actors, content and place of nutrition education at school. Nurses had a more comprehensive and complex approach to nutrition education, including a collaborative approach. However, teachers had a fairly simplistic view of nutrition education and their practice took little account of the psychosocial dimensions of nutrition and a collaborative approach. Nurses could be resources for teachers to help them change their approach to health by transforming a purely biomedical approach to health and nutrition into a more comprehensive approach, particularly taking into account in its psychological and social dimensions, which would be more appropriate to address the growing prevalence of diet-related chronic diseases in France today.

  4. A Science-Faith Partnership to Provide Education and Facilitate Action on Climate Change and Energy Use

    Science.gov (United States)

    Cervenec, J. M.; Hitzhusen, G.; Ward, S.; Foster, C.

    2014-12-01

    In 2009, the Byrd Polar Research Center (BPRC) and Ohio Interfaith Power and Light (OhIPL) collaborated on a climate change education summit for scientists and clergy. Since that first program, a robust partnership has been nurtured where researchers at the center regularly contribute to events within the faith community. In 2014 alone, BPRC supported OhIPL in hosting a Teach-In event on climate change before a live audience that was simultaneously broadcast to three remote sites across Ohio; a State of the Climate event at the Ohio Statehouse that featured presentations by a scientist, a policymaker, and a member of the faith community; and an Earthkeeping Summit to bring together members of the faith community from across Ohio. OhIPL has helped BPRC fulfill one of our mission objectives of communicating science to a broad community. OhIPL engages houses of worship of all denominations through faith and education with a goal of moving them towards actions that reduce energy consumption. Houses of worship take actions for various reasons - including creation care, concerns of social justice related to climate change, or a desire to save money through building efficiency.

  5. The Woods Hole Partnership Education Program: Increasing Diversity in the Ocean and Environmental Sciences in One Influential Science Community

    Science.gov (United States)

    Jearld, A.

    2011-12-01

    To increase diversity in one influential science community, a consortium of public and private institutions created the Woods Hole Partnership Education Program, or PEP, in 2008. Participating institutions are the Marine Biological Laboratory, Northeast Fisheries Science Center of NOAA's Fisheries Service, Sea Education Association, U.S. Geological Survey, Woods Hole Oceanographic Institution, the Woods Hole Research Center, and University of Maryland Eastern Shore. Aimed at college juniors and seniors with some course work in marine and/or environmental sciences, PEP is a four-week course and a six-to-eight-week individual research project under the guidance of a research mentor. Forty-six students have participated to date. Investigators from the science institutions serve as course faculty and research mentors. We listened to experts regarding critical mass, mentoring, adequate support, network recruitment, and then built a program based on those features. Three years in we have a program that works and that has its own model for choosing applicants and for matching with mentors. We continue fine-tuning our match process, enhancing mentoring skills, preparing our students for a variety of lab cultures, and setting expectations high while remaining supportive. Our challenges now are to keep at it, using leverage instead of capacity to make a difference. Collaboration, not competition, is key since a rising tide floats all boats.

  6. Solving Interoperability in Translational Health. Perspectives of Students from the International Partnership in Health Informatics Education (IPHIE) 2016 Master Class.

    Science.gov (United States)

    Turner, Anne M; Facelli, Julio C; Jaspers, Monique; Wetter, Thomas; Pfeifer, Daniel; Gatewood, Laël Cranmer; Adam, Terry; Li, Yu-Chuan; Lin, Ming-Chin; Evans, R Scott; Beukenhorst, Anna; van Mens, Hugo Johan Theodoore; Tensen, Esmee; Bock, Christian; Fendrich, Laura; Seitz, Peter; Suleder, Julian; Aldelkhyyel, Ranyah; Bridgeman, Kent; Hu, Zhen; Sattler, Aaron; Guo, Shin-Yi; Mohaimenul, Islam Md Mohaimenul; Anggraini Ningrum, Dina Nur; Tung, Hsin-Ru; Bian, Jiantano; Plasek, Joseph M; Rommel, Casey; Burke, Juandalyn; Sohih, Harkirat

    2017-06-20

    In the summer of 2016 an international group of biomedical and health informatics faculty and graduate students gathered for the 16th meeting of the International Partnership in Health Informatics Education (IPHIE) masterclass at the University of Utah campus in Salt Lake City, Utah. This international biomedical and health informatics workshop was created to share knowledge and explore issues in biomedical health informatics (BHI). The goal of this paper is to summarize the discussions of biomedical and health informatics graduate students who were asked to define interoperability, and make critical observations to gather insight on how to improve biomedical education. Students were assigned to one of four groups and asked to define interoperability and explore potential solutions to current problems of interoperability in health care. We summarize here the student reports on the importance and possible solutions to the "interoperability problem" in biomedical informatics. Reports are provided from each of the four groups of highly qualified graduate students from leading BHI programs in the US, Europe and Asia. International workshops such as IPHIE provide a unique opportunity for graduate student learning and knowledge sharing. BHI faculty are encouraged to incorporate into their curriculum opportunities to exercise and strengthen student critical thinking to prepare our students for solving health informatics problems in the future.

  7. The Discourse of Partnership and the Reality of Reform: Interrogating the Recent Reform Agenda at Initial Teacher Education and Induction Levels in Ireland

    Directory of Open Access Journals (Sweden)

    Judith Harford

    2016-09-01

    Full Text Available Over the last decade, teacher education in Ireland has experienced radical reconceptualization and restructuring at both initial teacher education [ITE] and induction levels, with reform of continuous professional development now in the planning phase. The establishment of the Teaching Council (2006 as a statutory, regulatory body, with a role in the review and accreditation of teacher education, increased the visibility of and policy focus on teacher education. Significant reform of initial teacher education was announced in 2011 that included both an extension of the duration of programmes and, most notably, the period the student teachers were to be engaged in school-based professional development. This increased period has been accompanied by a shift in the understanding of what is involved in practicum and implies a redefinition of the respective roles of the university and the school, and the development of a new form of partnership between both agencies. The period of induction and probation has also become an area of reform with an emphasis on school-based coaching and the evaluation of newly qualified teachers, which devolves decisions on teachers’ full recognition and membership of the profession, to principals and colleagues. This shift, which changes the established approach to induction for primary level teachers, has resulted in the withdrawal of cooperation with this policy by the main teacher union and to the implementation process being stymied. Both policy developments bring the concept of partnership within Irish education into sharp focus: a partnership between schools and universities in ITE, but also partnership in policy development and implementation in the case of induction.

  8. Genetic link between family socioeconomic status and children's educational achievement estimated from genome-wide SNPs.

    Science.gov (United States)

    Krapohl, E; Plomin, R

    2016-03-01

    One of the best predictors of children's educational achievement is their family's socioeconomic status (SES), but the degree to which this association is genetically mediated remains unclear. For 3000 UK-representative unrelated children we found that genome-wide single-nucleotide polymorphisms could explain a third of the variance of scores on an age-16 UK national examination of educational achievement and half of the correlation between their scores and family SES. Moreover, genome-wide polygenic scores based on a previously published genome-wide association meta-analysis of total number of years in education accounted for ~3.0% variance in educational achievement and ~2.5% in family SES. This study provides the first molecular evidence for substantial genetic influence on differences in children's educational achievement and its association with family SES.

  9. The Global People landscaping study: intercultural effectiveness in global education partnerships

    OpenAIRE

    Reid, S.; Stadler, Stefanie; Spencer-Oatey, Helen

    2009-01-01

    The Context\\ud The Higher Education sector in the UK is experiencing a period of rapid and competitive internationalisation. The market for higher education, at undergraduate and post graduate levels, is now truly global: many potential students can make choices about study destinations between an enormous range of institutions in any of the five continents. The audience for research is also global, with a proliferation of domestic and international journals, a multitude of international conf...

  10. Articulaciones público-privada para la oferta educativa: encantamientos, sospechas, tensiones Public-private partnerships for provision of education: enchantments, suspicions, tensions

    Directory of Open Access Journals (Sweden)

    Alfredo Astorga

    2009-10-01

    Full Text Available El tema de articulaciones público-privadas se ha extendido, especialmente en educación, con más discurso que prácticas. Entre los actores los desacuerdos superan todavía a las convergencias. La visión de lo público, como lo colectivo y no solo estatal, facilita las articulaciones al colocar a todos los actores como responsables, con roles particulares, insustituibles. En educación, bien público por excelencia, se abren caminos para una nueva cultura de diálogo entre actores del Estado, sector empresarial y sociedad civil. Es preciso disolver encantamientos y sospechas para afrontar las articulaciones, transparentando su dimensión política. La defensa de los derechos constituye el corazón de las articulaciones y la exigibilidad - que implica participación integral y permanente - su línea maestra. Este enfoque confiere a las articulaciones un carácter estratégico y posibilita encarnar los derechos en las grandes y cotidianas conquistas por la calidad-equidad en la educación.The theme of public-private partnerships, especially in education, has been disseminated much more through speeches than practice. Among players, disagreements far outnumber convergences. Seeing public as collective, not only state-owned, facilitates partnerships, since all players thus become responsible and are given particular, irreplaceable roles. In education, the common good par excellence, paths have been developed that allow for a new dialog culture among the State, entrepreneurs and the civil society. Enchantments and suspicions must be allayed to deal with these partnerships and reveal their political dimension. Defending rights is at the heart of such partnerships and enforceability - which implies total and permanent participation - is their master line. Such focus endows these partnerships with a strategic feature and allows to insert rights among the important, daily conquests towards quality-equity in education.

  11. Value-Added Clinical Systems Learning Roles for Medical Students That Transform Education and Health: A Guide for Building Partnerships Between Medical Schools and Health Systems.

    Science.gov (United States)

    Gonzalo, Jed D; Lucey, Catherine; Wolpaw, Terry; Chang, Anna

    2017-05-01

    To ensure physician readiness for practice and leadership in changing health systems, an emerging three-pillar framework for undergraduate medical education integrates the biomedical and clinical sciences with health systems science, which includes population health, health care policy, and interprofessional teamwork. However, the partnerships between medical schools and health systems that are commonplace today use health systems as a substrate for learning. Educators need to transform the relationship between medical schools and health systems. One opportunity is the design of authentic workplace roles for medical students to add relevance to medical education and patient care. Based on the experiences at two U.S. medical schools, the authors describe principles and strategies for meaningful medical school-health system partnerships to engage students in value-added clinical systems learning roles. In 2013, the schools began large-scale efforts to develop novel required longitudinal, authentic health systems science curricula in classrooms and workplaces for all first-year students. In designing the new medical school-health system partnerships, the authors combined two models in an intersecting manner-Kotter's change management and Kern's curriculum development steps. Mapped to this framework, they recommend strategies for building mutually beneficial medical school-health system partnerships, including developing a shared vision and strategy and identifying learning goals and objectives; empowering broad-based action and overcoming barriers in implementation; and generating short-term wins in implementation. Applying this framework can lead to value-added clinical systems learning roles for students, meaningful medical school-health system partnerships, and a generation of future physicians prepared to lead health systems change.

  12. Increasing the Presence of Underrepresented Minorities in the Geosciences: The Woods Hole Partnership Education Program Model and Outcomes

    Science.gov (United States)

    George, A.; Gutierrez, B.; Jearld, A.; Liles, G.; Scott, O.; Harden, B.

    2017-12-01

    Launched in 2009, the Partnership Education Program (PEP) is supported by six scientific institutions in Woods Hole, Massachusetts through the Woods Hole Diversity Initiative. PEP, which was shaped by experience with other diversity programs as well as input from scientists in Woods Hole, is designed to promote a diverse scientific community by recruiting talent from minority groups that are under-represented in marine and environmental sciences. Focused on college juniors and seniors with course work in marine and/or environmental sciences, PEP is comprised of a four-week course, "Ocean and Environmental Sciences: Global Climate Change," and a six to eight week individual research project under the guidance of a research mentor. Investigators from the six science institutions serve as course faculty and research mentors. Course credit is through PEP's academic partner, the University of Maryland Eastern Shore. PEP students also participate in seminars, workshops, field trips, at-sea experiences, career development activities, and attend lectures at participating science institutions throughout the summer. Students present their research results at the end of the summer with a 15-minute public presentation. A number of PEP participants then presented their work at professional and scientific meetings, such as AGU, using the program as a gateway to graduate education and career opportunities in the marine and environmental sciences. From 2009 through 2017, 138 students from 86 colleges and universities, including many that previously had sent few or no students or faculty to Woods Hole, have participated in the program. Participating organizations are: Northeast Fisheries Science Center (NOAA Fisheries), Marine Biological Laboratory (MBL), Sea Education Association (SEA), U.S. Geological Survey (USGS), Woods Hole Oceanographic Institution (WHOI), Woods Hole Research Center (WHRC), and University of Maryland Eastern Shore (UMES) - academic partner.

  13. Linking Research, Education and Public Engagement in Geoscience: Leadership and Strategic Partnerships.

    Science.gov (United States)

    Moosavi, S. C.

    2017-12-01

    By their very nature, the geosciences address societal challenges requiring a complex interplay between the research community, geoscience educators and public engagement with the general population to build their knowledge base and convince them to act appropriately to implement policies guided by scientific understanding. The most effective responses to geoscience challenges arise when strong collaborative structures connecting research, education and the public are in place to afford rapid communication and trust at all stages of the investigative and policy implementation processes. Educational programs that involve students and scientists via service learning exploring high profile issues of community interest and outreach to teachers through professional development build the network of relationships with geoscientists to respond rapidly to solve societal problems. These pre-existing personal connections simultaneously hold wider credibility with the public than unfamiliar scientific experts less accustomed to speaking to general audiences. The Geological Society of America is leveraging the research and educational experience of its members to build a self-sustaining state/regional network of K-12 professional development workshops designed to link the academic, research, governmental and industrial communities. The goal is not only to improve the content knowledge and pedagogical skills which teachers bring to their students, but also to build a diverse community of trust capable of responding to geoscience challenges in a fashion relevant to local communities. Dr. Moosavi is building this program by drawing on his background as a biogeochemistry researcher with 20 years experience focused on use of place-based approaches in general education and pre- and in-service teacher preparation in Research 1 and comprehensive universities, liberal arts and community colleges and high school. Experience with K-12 professional development working with the Minnesota

  14. Genomes

    National Research Council Canada - National Science Library

    Brown, T. A. (Terence A.)

    2002-01-01

    ... of genome expression and replication processes, and transcriptomics and proteomics. This text is richly illustrated with clear, easy-to-follow, full color diagrams, which are downloadable from the book's website...

  15. Genome-wide association study identifies 74 loci associated with educational attainment

    NARCIS (Netherlands)

    A. Okbay (Aysu); J.P. Beauchamp (Jonathan); Fontana, M.A. (Mark Alan); J.J. Lee (James J.); T.H. Pers (Tune); Rietveld, C.A. (Cornelius A.); P. Turley (Patrick); Chen, G.-B. (Guo-Bo); V. Emilsson (Valur); Meddens, S.F.W. (S. Fleur W.); Oskarsson, S. (Sven); Pickrell, J.K. (Joseph K.); Thom, K. (Kevin); Timshel, P. (Pascal); R. de Vlaming (Ronald); A. Abdellaoui (Abdel); T.S. Ahluwalia (Tarunveer Singh); J. Bacelis (Jonas); C. Baumbach (Clemens); Bjornsdottir, G. (Gyda); J.H. Brandsma (Johan); Pina Concas, M. (Maria); J. Derringer; Furlotte, N.A. (Nicholas A.); T.E. Galesloot (Tessel); S. Girotto; Gupta, R. (Richa); L.M. Hall (Leanne M.); S.E. Harris (Sarah); E. Hofer; Horikoshi, M. (Momoko); J.E. Huffman (Jennifer E.); Kaasik, K. (Kadri); I.-P. Kalafati (Ioanna-Panagiota); R. Karlsson (Robert); A. Kong (Augustine); J. Lahti (Jari); S.J. van der Lee (Sven); Deleeuw, C. (Christiaan); P.A. Lind (Penelope); Lindgren, K.-O. (Karl-Oskar); Liu, T. (Tian); M. Mangino (Massimo); J. Marten (Jonathan); E. Mihailov (Evelin); M. Miller (Mike); P.J. van der Most (Peter); C. Oldmeadow (Christopher); A. Payton (Antony); N. Pervjakova (Natalia); W.J. Peyrot (Wouter ); Qian, Y. (Yong); O. Raitakari (Olli); Rueedi, R. (Rico); Salvi, E. (Erika); Schmidt, B. (Börge); Schraut, K.E. (Katharina E.); Shi, J. (Jianxin); A.V. Smith (Albert Vernon); R.A. Poot (Raymond); B. St Pourcain (Beate); A. Teumer (Alexander); G. Thorleifsson (Gudmar); N. Verweij (Niek); D. Vuckovic (Dragana); Wellmann, J. (Juergen); H.J. Westra (Harm-Jan); Yang, J. (Jingyun); Zhao, W. (Wei); Zhu, Z. (Zhihong); B.Z. Alizadeh (Behrooz); N. Amin (Najaf); Bakshi, A. (Andrew); S.E. Baumeister (Sebastian); G. Biino (Ginevra); K. Bønnelykke (Klaus); P.A. Boyle (Patricia); H. Campbell (Harry); Cappuccio, F.P. (Francesco P.); G. Davies (Gail); J.E. de Neve (Jan-Emmanuel); P. Deloukas (Panagiotis); I. Demuth (Ilja); Ding, J. (Jun); Eibich, P. (Peter); Eisele, L. (Lewin); N. Eklund (Niina); D.M. Evans (David); J.D. Faul (Jessica D.); M.F. Feitosa (Mary Furlan); A.J. Forstner (Andreas); I. Gandin (Ilaria); Gunnarsson, B. (Bjarni); B.V. Halldorsson (Bjarni); T.B. Harris (Tamara); E.G. Holliday (Elizabeth); A.C. Heath (Andrew C.); L.J. Hocking; G. Homuth (Georg); M. Horan (Mike); J.J. Hottenga (Jouke Jan); P.L. de Jager (Philip); P.K. Joshi (Peter); A. Juqessur (Astanand); M. Kaakinen (Marika); M. Kähönen (Mika); S. Kanoni (Stavroula); Keltigangas-Järvinen, L. (Liisa); L.A.L.M. Kiemeney (Bart); I. Kolcic (Ivana); Koskinen, S. (Seppo); A. Kraja (Aldi); Kroh, M. (Martin); Z. Kutalik (Zoltán); A. Latvala (Antti); L.J. Launer (Lenore); Lebreton, M.P. (Maël P.); D.F. Levinson (Douglas F.); P. Lichtenstein (Paul); P. Lichtner (Peter); D.C. Liewald (David C.); A. Loukola (Anu); P.A. Madden (Pamela); R. Mägi (Reedik); Mäki-Opas, T. (Tomi); R.E. Marioni (Riccardo); P. Marques-Vidal; Meddens, G.A. (Gerardus A.); G. Mcmahon (George); C. Meisinger (Christa); T. Meitinger (Thomas); Milaneschi, Y. (Yusplitri); L. Milani (Lili); G.W. Montgomery (Grant); R. Myhre (Ronny); C.P. Nelson (Christopher P.); D.R. Nyholt (Dale); W.E.R. Ollier (William); A. Palotie (Aarno); L. Paternoster (Lavinia); N.L. Pedersen (Nancy); K. Petrovic (Katja); D.J. Porteous (David J.); K. Räikkönen (Katri); Ring, S.M. (Susan M.); A. Robino (Antonietta); O. Rostapshova (Olga); I. Rudan (Igor); A. Rustichini (Aldo); V. Salomaa (Veikko); Sanders, A.R. (Alan R.); A.-P. Sarin; R. Schmidt (Reinhold); R.J. Scott (Rodney); B.H. Smith (Blair); J.A. Smith (Jennifer A); J.A. Staessen (Jan); E. Steinhagen-Thiessen (Elisabeth); K. Strauch (Konstantin); A. Terracciano; M.D. Tobin (Martin); S. Ulivi (Shelia); S. Vaccargiu (Simona); L. Quaye (Lydia); F.J.A. van Rooij (Frank); C. Venturini (Cristina); A.A.E. Vinkhuyzen (Anna A.); U. Völker (Uwe); Völzke, H. (Henry); J.M. Vonk (Judith); D. Vozzi (Diego); J. Waage (Johannes); E.B. Ware (Erin B.); G.A.H.M. Willemsen (Gonneke); J. Attia (John); D.A. Bennett (David A.); Berger, K. (Klaus); L. Bertram (Lars); H. Bisgaard (Hans); D.I. Boomsma (Dorret); I.B. Borecki (Ingrid); U. Bültmann (Ute); C.F. Chabris (Christopher F.); F. Cucca (Francesco); D. Cusi (Daniele); I.J. Deary (Ian J.); G.V. Dedoussis (George); C.M. van Duijn (Cornelia); K. Hagen (Knut); B. Franke (Barbara); L. Franke (Lude); P. Gasparini (Paolo); P.V. Gejman (Pablo); C. Gieger (Christian); H.J. Grabe (Hans Jörgen); J. Gratten (Jacob); P.J.F. Groenen (Patrick); V. Gudnason (Vilmundur); P. van der Harst (Pim); C. Hayward (Caroline); D.A. Hinds (David A.); W. Hoffmann (Wolfgang); E. Hypponen (Elina); W.G. Iacono (William); B. Jacobsson (Bo); M.-R. Jarvelin (Marjo-Riitta); K.-H. JöCkel (Karl-Heinz); J. Kaprio (Jaakko); S.L.R. Kardia (Sharon); T. Lehtimäki (Terho); Lehrer, S.F. (Steven F.); P.K. Magnusson (Patrik); N.G. Martin (Nicholas); M. McGue (Matt); A. Metspalu (Andres); N. Pendleton (Neil); B.W.J.H. Penninx (Brenda); M. Perola (Markus); N. Pirastu (Nicola); M. Pirastu (Mario); O. Polasek (Ozren); D. Posthuma (Danielle); C. Power (Christopher); M.A. Province (Mike); N.J. Samani (Nilesh); Schlessinger, D. (David); R. Schmidt (Reinhold); T.I.A. Sørensen (Thorkild); T.D. Spector (Timothy); J-A. Zwart (John-Anker); U. Thorsteinsdottir (Unnur); A.R. Thurik (Roy); Timpson, N.J. (Nicholas J.); H.W. Tiemeier (Henning); J.Y. Tung (Joyce Y.); A.G. Uitterlinden (André); Vitart, V. (Veronique); P. Vollenweider (Peter); D.R. Weir (David); J.F. Wilson (James F.); A.F. Wright (Alan); Conley, D.C. (Dalton C.); R.F. Krueger; G.D. Smith; Hofman, A. (Albert); D. Laibson (David); S.E. Medland (Sarah Elizabeth); M.N. Meyer (Michelle N.); J. Yang (Joanna); M. Johannesson (Magnus); P.M. Visscher (Peter); T. Esko (Tõnu); Ph.D. Koellinger (Philipp); D. Cesarini (David); D.J. Benjamin (Daniel J.)

    2016-01-01

    textabstractEducational attainment is strongly influenced by social and other environmental factors, but genetic factors are estimated to account for at least 20% of the variation across individuals. Here we report the results of a genome-wide association study (GWAS) for educational attainment that

  16. Genome-wide association study identifies 74 loci associated with educational attainment

    NARCIS (Netherlands)

    Okbay, A.; Beauchamp, J.; Fontana, M.A.; Lee, J.J.; Pers, T.H.; Rietveld, C.A.; Turley, P.; Chen, G.B.; Emilsson, V.; Meddens, S.F.W.; de Vlaming, R.; Abdellaoui, A.; Peyrot, W.; Vinkhuyzen, A.A.E.; Hottenga, J.J.; Willemsen, G.; Boomsma, D.I.; Penninx, B.W.J.H.; Laibson, D.; Medland, S.E.; Meyer, M.N.; Yang, J.; Johannesson, M.; Visscher, P.M.; Esko, T.; Koellinger, P.D.; Cesarini, D.; Benjamin, D.J.

    2016-01-01

    Educational attainment is strongly influenced by social and other environmental factors, but genetic factors are estimated to account for at least 20% of the variation across individuals. Here we report the results of a genome-wide association study (GWAS) for educational attainment that extends our

  17. Genome-wide association study identifies 74 loci associated with educational attainment

    NARCIS (Netherlands)

    Okbay, Aysu; Beauchamp, Jonathan P.; Fontana, Mark Alan; Lee, James J.; Pers, Tune H.; Rietveld, Cornelius A.; Turley, Patrick; Chen, Guo-Bo; Emilsson, Valur; Meddens, S. Fleur W.; Oskarsson, Sven; Pickrell, Joseph K.; Thom, Kevin; Timshel, Pascal; de Vlaming, Ronald; Abdellaoui, Abdel; Ahluwalia, Tarunveer S.; Bacelis, Jonas; Baumbach, Clemens; Bjornsdottir, Gyda; Brandsma, Johannes H.; Concas, Maria Pina; Derringer, Jaime; Furlotte, Nicholas A.; Galesloot, Tessel E.; Girotto, Giorgia; Gupta, Richa; Hall, Leanne M.; Harris, Sarah E.; Hofer, Edith; Horikoshi, Momoko; Huffman, Jennifer E.; Kaasik, Kadri; Kalafati, Ioanna P.; Karlsson, Robert; Kong, Augustine; Lahti, Jari; van der Lee, Sven J.; de Leeuw, Christiaan; Lind, Penelope A.; Lindgren, Karl-Oskar; Liu, Tian; van der Most, Peter J.; Verweij, Niek; Alizadeh, Behrooz Z.; Vonk, Judith M.; Bultmann, Ute; Franke, Lude; van der Harst, Pim; Penninx, Brenda W. J. H.

    2016-01-01

    Educational attainment is strongly influenced by social and other environmental factors, but genetic factors are estimated to account for at least 20% of the variation across individuals(1). Here we report the results of a genome-wide association study (GWAS) for educational attainment that extends

  18. Culturally appropriate environmental education: an example of a partnership with the Hmong American community

    Science.gov (United States)

    David N. Bengston; Michele A. Schermann; Foung Hawj; MaiKia. Moua

    2012-01-01

    Society's increasing diversity poses many challenges to environmental educators. Numerous barriers and constraints to ethnic minority communities' environmental literacy and engagement in nature-based activities have been identified, including lack of outreach, discrimination or the perceived potential for discrimination, cultural differences, economic...

  19. The Art Association/Higher Education Partnership: Implementing Residential Professional Development

    Science.gov (United States)

    Charland, William

    2006-01-01

    In-service professional development in education began informally in the early nineteenth-century as a means of disseminating classroom management techniques, specifically addressing ways in which corporal punishment could be delivered to a child without inflicting serious injury. This initial effort paralleled a concern regarding children's…

  20. Chameleons in the Classroom: Meeting Students' Needs through Academic and Continuing Education Partnerships.

    Science.gov (United States)

    Dolezal, Pamala; Franks, Megan

    In concurrent enrollment (CE) classes, academic and continuing education students enroll in courses that are held simultaneously, using the same classroom and instructors and having the same requirements and learning expectations. At North Harris College (NHC), in Texas, the introduction of CE was aided by a new strategic plan developed for the…

  1. Internet Links for Science Education: Student-Scientist Partnerships (edited by Karen Cohen)

    Science.gov (United States)

    Barden, Linda M.

    1998-10-01

    Plenum: New York, 1997. xx + 260 pp. Figs., tables, photos. 15 x 22.8 cm. ISBN 0-306-45558-7. $27.50. Science education is undergoing an upheaval more fundamental than the one that occurred in the aftermath of Sputnik. Research during the past 40 years has led to a radical change in the way we view children's learning of science. The National Science Education Standards (NSES) suggest a new model for teaching science based upon these research findings. Societal changes, particularly changes in business, have put pressure on schools to alter the emphasis of curricula from rote memory and individual competition to problem solving using a variety of technological skills and teamwork/team competition. This timely book addresses all these issues by describing projects that K-12 teachers can use to achieve the goals set forth by both NSES and business. It also provides scientists with examples of how they and their coworkers might better interact with K-12 science education to encourage a more scientifically literate society. Finally, it includes suggestions for future research in science education.

  2. A Dialogue between Partnership and Feminism: Deconstructing Power and Exclusion in Higher Education

    Science.gov (United States)

    Mercer-Mapstone, Lucy; Mercer, Gina

    2018-01-01

    Students as partners (SaP) has seen an increase in focus as an area of active student engagement in higher education. Many complexities and challenges have been shared in this evolving field regarding inclusivity and power. We discuss, in this dialogue, insights that can be uncovered by exploring SaP through a feminist lens--illuminating the fact…

  3. Lost in Translation: Partnerships for Authentic Education in Papua New Guinea

    Science.gov (United States)

    McLaughlin, Juliana Mohok

    2011-01-01

    Pacific Island countries are recipients of considerable education reform projects, many of which are sponsored by various global donor agencies. These agencies have become partners for development in the region. Research cautions that development projects may have detrimental influences as their designs and delivery often ignore the economic,…

  4. Nurture thru Nature: Creating Natural Science Identities in Populations of Disadvantaged Children through Community Education Partnership

    Science.gov (United States)

    Camasso, Michael J.; Jagannathan, Radha

    2018-01-01

    In this article we describe the development, implementation, and some of the early impacts of Nurture thru Nature (NtN), an American after-school and summer program designed to introduce elementary school students in disadvantaged, urban public schools to natural science and environmental education. The program, which began operations in 2010 as a…

  5. 75 FR 26944 - Federal Student Aid; Leveraging Educational Assistance Partnership, Special Leveraging...

    Science.gov (United States)

    2010-05-13

    ..., SLEAP, or GAP programs for Award Year 2010-2011, a State must meet the applicable deadline date... Education. ACTION: Notice of the deadline dates for receipt of State applications for Award Year 2010-2011 funds. SUMMARY: This notice provides the deadline dates for receipt of State applications for Award Year...

  6. (Congressional Add) Partnership in Innovative Preparation for Educators and Students (PIPES)

    Science.gov (United States)

    2011-12-30

    developing STEM education programs that increased student engagement , performance, and retention in STEM subjects from 6th through 12th grades...prior work of these organizations the PIPES program model was formulated that encompassed inquiry learning, longitudinal student engagement , and

  7. Early Childhood Intervention Partnerships on the Navajo Reservation with an Emphasis on Special Education.

    Science.gov (United States)

    Sealander, Karen; Medina, Catherine; Gamble, Armanda; Pettigrew, Bobbie; Snyder, Maria; White, Sherri; Begay, Mary Helen; Bradley, Brian; Bradley-Wilkinson, Evangeline; Heimbecker, Connie; McCarty, Nellie; Nelson, Bernita; Nelson, Jacob; Smith, Jody; Whitehair, Marsha; Redsteer, Denise; Prater, Greg

    Kayenta Unified School District (KUSD) is located in the Navajo Reservation in Arizona. In addition to serving over 2,600 K-12 students, KUSD collaborates with the Navajo Nation and the Kayenta community to provide three early childhood education programs: Acceptance Belonging Caring (ABC) preschool, Navajo Nation Head Start, and Child Care…

  8. The "Nature" of Leadership Philosophy in Outdoor and Adventure Education: Partnership or Predation

    Science.gov (United States)

    Uhlik, Kim S.

    2006-01-01

    Nature continually impresses humans in its role as an omnipresent, if not ultimate, source of power. One hallmark of outdoor and adventure education (OAE) has been its presumption that humans' interaction with aspects of Nature's "power" promotes the antecedents of leadership: measurable, persistent psychological effects and behavioral…

  9. Developing Housing and Education Partnerships: Lessons from the Field. Research Report

    Science.gov (United States)

    Gallagher, Megan

    2015-01-01

    Schools and youth-serving organizations often struggle to better meet the needs of low-income students and to connect them to resources that can stabilize their lives and strengthen their academic competencies. Assisted-housing providers, including housing authorities, are in a unique position to support educators, low-income students, and their…

  10. Housing and Education Partnerships: A Case Study of New Haven, Connecticut

    Science.gov (United States)

    Leopold, Josh; Simington, Jasmine

    2015-01-01

    The housing and education sectors are being asked to do more with fewer resources. School districts often struggle to meet the needs of low-income students who deal with challenges outside of school and to connect them to resources that can strengthen their academic competencies. Public housing authorities and other assisted-housing providers…

  11. Exploring Industry Perceptions of the Development and Sustainability of Academia-Industry Advanced Technological Education Partnerships

    Science.gov (United States)

    Kile, Joanna

    2012-01-01

    The increasing demands on community colleges to broaden access and provide for the community's economic welfare, while maintaining its traditional educational role, have served as a powerful impetus for institutional change. Concurrently, institutions have been forced to explore non-traditional avenues to counteract resource scarcity.…

  12. Public-Private Partnership in Education: A Ray of Hope for Pakistan

    Science.gov (United States)

    Mahmood, Sehba

    2013-01-01

    Pakistani children and education face continuous challenges as a result of human callousness and natural forces. These ordeals are more extreme than in many other parts of the world; however, the disadvantages do not end there. An additional, less explored, issue is the effect of class distinction in the Pakistan school system. The majority of…

  13. Mixed parents, mixed results : Testing the effects of cross-nativity partnership on children's educational attainment

    NARCIS (Netherlands)

    Emonds, Viktor; van Tubergen, F.A.

    2015-01-01

    In this article, we have used panel data from the Children of Immigrants Longitudinal Survey (N = 3,337) to test several mechanisms (English proficiency, friends with native parents, parental socioeconomic status [SES], educational attitudes, bilingualism, and family stability) by which mixed

  14. 30,000 Degrees: Steps toward the Formation of a Staten Island Higher Education Partnership

    Science.gov (United States)

    Fanuzzi, Robert; Gold, Kenneth; Seigel, Samantha; Cuccia, Christopher; Kress, Michael; Sanchez, Sandy

    2015-01-01

    In order to confront lower than average completion rates in New York City and to provide a strong economic and civic foundation for Staten Island, the borough's three institutions of higher education, College of Staten Island/City University of New York, St. John's University, and Wagner College, have brought together their high school and…

  15. Managing Movement as Partnership

    Science.gov (United States)

    Kimbrell, Sinead

    2011-01-01

    The associate director of education at Hubbard Street Dance Chicago recounts her learning and teaching through managing the Movement as Partnership program. Included are detailed descriptions of encounters with teachers and students as they create choreography reflective of their inquiry into integrating dance and literacy arts curriculum in the…

  16. Some partnership

    International Nuclear Information System (INIS)

    Stein, Graham.

    1994-01-01

    The nuclear industry claims that it wants a partnership with renewable energy as part of a balanced energy programme. The author looks at information on renewables supplied by the nuclear industry and finds it economical with the truth. (author)

  17. Collaborative Research Partnerships for Knowledge Mobilisation

    Science.gov (United States)

    Edelstein, Hilary

    2016-01-01

    This study examines elements of collaborative research partnerships (CRPs) between university researchers and organisations who engage in knowledge mobilisation activities in education. The study uses key informant interviews and document analysis from one type of partnership, and a survey of university-community partnerships across Canada to…

  18. Social partnership: a new form of relationship in the system of lifelong learning or methods of negotiating disadvantages in the education system

    OpenAIRE

    Raguzina Larisa Anatolyevna; Zhukoven Elizaveta Evgenyevna

    2015-01-01

    In this article, we have decided to pay attention to the organization of the social partnership in the establishment and development of intra-regional, inter-regional and international educational and cultural cooperation; to show how a school can cooperate with the State Duma of the Russian Federation, the UN Information Centre in Moscow, and the Interparliamentary Assembly of Member Nations of the Commonwealth of Independent States.

  19. Fostering Minerals Workforce Skills of Tomorrow through Education and Training Partnerships

    Science.gov (United States)

    Lind, Gavin

    The Minerals Council of Australia (MCA), through its Minerals Tertiary Education Council (MTEC), builds capacity in higher education in the core disciplines of mining engineering, metallurgy and minerals geoscience. Over the past fourteen years, this all-of-industry approach in securing the long-term supply of these critical skills (which remain a chronic skills shortage for the Australian minerals industry) through nationally collaborative programs across sixteen Australian universities delivers spectacular and sustainable results for the industry. These unique, world-first programs are built on a healthy platform of dedicated industry funding and in-kind support and forms part of the MCA's broader uninterrupted, sustainable education and training pathway to increase workforce participation, workforce diversity and workforce skills, regardless of the business cycle in the industry. This paper will highlight the origins, iterations and current successful programs of MTEC, including its future vision, and presents a mechanism for industry and academia to collaborate to address future professional skills needs in the minerals industry globally.

  20. Developing Elementary Science PCK for Teacher Education: Lessons Learned from a Second Grade Partnership

    Science.gov (United States)

    Bradbury, Leslie U.; Wilson, Rachel E.; Brookshire, Laura E.

    2017-06-01

    In this self-study, two science educators partnered with two elementary teachers to plan, implement, and reflect on a unit taught in second grade classrooms that integrated science and language arts. The researchers hoped to increase their pedagogical content knowledge (PCK) for elementary science teaching so that they might use their experiences working in an elementary context to modify their practices in their elementary science method instruction. The research question guiding the study was: What aspects of our PCK for elementary science teaching do we as science educators develop by co-planning, co-teaching, and reflecting with second grade teachers? Data include transcripts of planning meetings, oral reflections about the experience, and videos of the unit being enacted. Findings indicate that managing resources for science teaching, organizing students for science learning, and reflecting on science teaching were themes prevalent in the data. These themes were linked to the model of PCK developed by Park and Oliver (Research in Science Education, 38, 261-284, 2008) and demonstrate that we developed PCK for elementary science teaching in several areas. In our discussion, we include several proposed changes for our elementary science methods course based on the outcomes of the study.

  1. The educational activities of atomic partnership in Tohoku University since 2005

    International Nuclear Information System (INIS)

    Fujiwara, Mitsuhiro; Mogami, Tadao; Niibori, Yuichi; Hasegawa, Akira; Ishii, Keizo; Yamazaki, Hiromichi

    2008-01-01

    Tohoku University is a leading national university, located in the northeastern area of the Japanese main-island, where many nuclear power plants, the Japan's first commercial reprocessing plant, and the low-level waste repository are located. Department of Quantum Science and Energy Engineering at Tohoku University has been developing programs for providing objective and forefront information about nuclear energy with general public for better societal discussions to think what is the hopeful way to use the atomic power. The first local stronghold to do above programs was arranged in Onagawa located three atomic power plants, and which is the nearest nuclear site from Tohoku University. At this stronghold, many activities for atomic educations have been conducted on as collaboration works with the Onagawa board of education since 2005. For example, experimental classes of science concerned with atomic technology for elementary school and junior high school students, open school of Tohoku Univ. for senior citizens, campus tour at Tohoku Univ. for general public living in Onagawa and so on. These activities were gradually accepted to Onagawa citizens. During these activities, the following knowledge is obtained. Educative activities for public. It is necessary to devise the various aspects for many kinds of people. (Generation, Occupation, etc.) For students (elementary, junior high school). It is very important that students can see and touch the things, and then they feel the phenomena. If the same contents are given to various grades of students, changing the viewpoint is effective for them to learn. For graduate coarse student, participation in these activities is effective to understand their studies. (author)

  2. Teacher-parent partnership as a precondition for inclusion in education

    Directory of Open Access Journals (Sweden)

    Stanković-Đorđević Mirjana M.

    2013-01-01

    Full Text Available Inclusion in education implies openness and readiness of all social elements to provide every child with the best possible education either within a school environment or in a class which a child would attend at any rate. By approaching each child individually teachers should organise the activities for their students bearing in mind the onward changes of the entire personality of a child. Modern educational practice is based on humanist and constructivist standpoints - a child is in the centre of interest and it should build and construct its own knowledge on its own, while the exchange of information should go both from professionals and parents towards a child and vice versa. Global changes on a family level caused by a birth of a child with developmental disability represent the changes in a family identity as well as the changes in integration processes within the family. The role of a teacher is extremely significant in the process of the family adjustment as well as in the process of a continuous support which is necessary for all families with children with developmental disabilities throughout their lives. The basis of the relationship between a school and parents should be the perception of parents as partners - the interests, priorities and concerns of a family should be in the focus of both theory and practice in schools. The common problem of parents and teachers is the problem of allocating attention from children's limitations and difficulties to their potentials and possibilities, from academic achievements to social and affective outcomes and life skills development.

  3. Linking research, education and public engagement in geoscience: Leadership and strategic partnerships

    Science.gov (United States)

    Laj, C. E.

    2017-12-01

    As a research scientist I have always been interested in sharing whatever I knew with the general public and with teachers, who have the responsibility of forming young people, our ambassadors to the future. The turning point in my educational activities was in 2002, when the European Geosciences Union (EGU) welcomed my proposition to develop a Committee on Education. One of the committee's main activities is the organisation of GIFT (Geosciences Information for Teachers) workshops, held annually during the EGU General Assembly. Typically, these workshops bring together about 80 teachers from 20-25 different countries around a general theme that changes every year. Teachers are offered a mixture of keynote presentations by renowned scientists, and participate to classroom hands-on activities led by high-class educators. They also participate to a poster session, open to every participant to the GA, in which they can show to everyone the activities they have developed in their classroom. Therefore, EGU GIFT workshops spread first-hand scientific information to science teachers, and also offer teachers an exceptional way to networking with fellow teachers worldwide. Speakers are chosen from the academic world, national geosciences organisations such as BGS (UK), BRGM (France), INGV (Italy), the European Space Agency (ESA), CEA (France), from private companies (Total), or from International Organizations for policy makers such as the International Energy Agency (IEA), and IPCC. Since 2010, EGU GIFT workshops have been organized beyond Europe, in connection with EGU Alexander von Humboldt Conferences and other major International Conferences, or in collaboration with local or international organisations. A `Teachers at Sea' program has also been developed for teachers to be able to take part in an Oceanographic cruise. Also, in collaboration with the media manager of EGU the Committee has participated in "Planet Press", a program of geoscience press releases for

  4. Climate Change Community Outreach Initiative (CCCOI)--A Gulf of Mexico Education Partnership

    Science.gov (United States)

    Walker, S. H.; Stone, D.; Schultz, T.; LeBlanc, T.; Miller-Way, T.; Estrada, P.

    2012-12-01

    This five-year, Gulf of Mexico regional collaborative is funded by the National Oceanic and Atmospheric Administration (NOAA)-Office of Education and represents a successful grant submitted by the FL Aquarium as a member of the Association of Zoos and Aquariums (AZA). This climate change effort focuses on enhanced content knowledge and the manner in which personal actions and behaviors contribute to sustainability and stewardship. Diverse audiences—represented by visitors at the informal centers listed above—have been and are involved in the following activities: social networking via responses to climate change surveys; an "ocean and climate change defender" computer game, specifically designed for this project; an average of 10 annual outreach events implemented by these facilities at community festivals; climate change lectures provided to family audiences; and professional development workshops for informal and formal educators. This presentation will provide opportunities and challenges encountered during the first two years of implementation. This regional effort is also aligned with both the Ocean Literacy: Essential Principles and the Climate Literacy: Essential Principles. Additional partners include: Normandeau Associates, Conservation Enterprises, Unlimited, and Mindclay Creative.

  5. Online Genome Analysis Resources for Educators, a Comparative Review

    OpenAIRE

    Sarah Grace Prescott

    2012-01-01

    A comparative review of several companies that offer similar kits or services that allow students to isolate DNA (human and others), amplify it by PCR, and in some cases sequence the resulting sample.  The companies include:  Carolina® Biological Supply Company, Bio-Rad®, Edvotek® Inc., Hiram Genomics Store, and 23andMe.

  6. PolarTREC-Celebrating the Legacy of the IPY Through Researcher-Educator Partnerships

    Science.gov (United States)

    Timm, K.; Warburton, J.; Larson, A. M.

    2009-12-01

    Polar TREC-Teachers and Researchers Exploring and Collaborating, a three-year (2007-2009) NSF-funded program, has matched over 40 teachers with polar researchers working in multiple scientific disciplines for 2-8 week Teacher Research Experiences (TRE) in the Arctic and Antarctica during the IPY. PolarTREC contributes to the legacy of the IPY through the creation and dissemination of polar education resources, prolonged teacher-researcher relationships, and contributions to scholarly knowledge on the impacts of TRE's. Products developed during PolarTREC are helping to sustain the widespread interest and enthusiasm in the polar regions generated during the IPY. During their expeditions, participating teachers brought science and information about profound changes at the poles to school, community, and professional audiences through web-based communications, journals, discussion forums, multimedia, and live events. PolarTREC teachers constructed nearly 100 classroom lesson plans and activities as products of their experiences. Live events from the field attracted over 11,000 participants, primarily K-12 students. Although the field experience is central to the PolarTREC TRE Model, many participants cite the relationship they built with their teacher/researcher as one of the best outcomes. Through personal communications, presentations at professional conferences, and continued support of each other’s work through classroom visits or joint proposal development, teachers and researchers have maintained the mutually beneficial relationships established during the IPY. Participating scientists gained access to professional educators with expertise in translating research approaches and results into programs. The need for researchers to explain their research and “boil it down to the raw essence” helped many see how their work fits into a bigger picture, often helping them communicate outside their scientific discipline and to diverse public audiences. Teachers, on

  7. A Partnership Approach to Promoting Information Literacy for Higher Education Researchers

    Directory of Open Access Journals (Sweden)

    Stéphane Goldstein

    2012-01-01

    Full Text Available The promotion of information literacy in the UK higher education research sector has traditionally been the preserve of academic libraries. However, other professional groups have obvious interests in this area, and there is a strong case for providing a framework which enables different parties with a stake in information literacy to work together in order to reach practical objectives. In the UK, a coalition of partners has been set up to provide this collective framework and to provide synergy. This paper sets out the rationale for this approach, sets out the sort of activities that the coalition has fostered since its inception in late 2009 and reflects on whether it might serve as an example for other parts of Europe or for transnational collaborations.

  8. A University-Community Partnership in Teacher Education from the Perspectives of Community-Based Teacher Educators

    Science.gov (United States)

    Guillen, Lorena; Zeichner, Ken

    2018-01-01

    This article examines the experiences of a group of nine community-based mentors of teacher candidates who partnered for several years through a local, community-based organization with the graduate elementary and secondary teacher education programs at a research university in the Pacific Northwest. Following a brief discussion of the history of…

  9. A Novel Partnership Disrupts the Norm in Early Childhood Education and Pediatric Health Care.

    Science.gov (United States)

    Dowd, M Denise; Lantos, John D

    2017-09-01

    Children living in poverty in the United States in 2016 face a devastating combination of psychological problems. Their neighborhoods are often violent. They have no place to get healthy food. It is not safe to play outside, even on playgrounds. The children who grow up in this environment, not surprisingly, have many adverse childhood experiences (ACEs). ACEs cause toxic stress. Toxic stress leads to long-term physical and psychological problems. For many pediatricians, children's hospitals, civic leaders, and public health officials, it is difficult to know how to intervene. While the science on causation is indisputable, there are fewer data about treatment. We know that intervention should start early, but the types of interventions that are being proposed require extensive collaboration between social services, health care, and education. Such collaborations require a new sort of cooperation among professionals in disciplines that have not traditionally worked closely together. But they need to start. No one group will be able to solve this problem. This issue of Current Problems in Pediatric and Adolescent Health Care essentially provides a case study of one community's attempt to develop such a collaboration. Copyright © 2017 Mosby, Inc. All rights reserved.

  10. The art of observation: impact of a family medicine and art museum partnership on student education.

    Science.gov (United States)

    Elder, Nancy C; Tobias, Barbara; Lucero-Criswell, Amber; Goldenhar, Linda

    2006-06-01

    Compared to verbal communication, teaching the skill of observation is often shortchanged in medical education. Through a family medicine-art museum collaboration, we developed an elective course for second-year medical students titled the "Art of Observation" (AOO). To evaluate the course's effect on clinical skills, we performed a qualitative evaluation of former students during their clinical rotations. In the spring of 2005, all students who had completed the AOO course in 2003 or 2004 were invited to take part in an online evaluation consisting of eight journaling survey questions. Students were instructed to answer the survey questions with specific examples. Question areas included the most memorable experience, the course's influence on the doctor-patient relationship, usefulness during clinical years of medical school, and skills unique to AOO. The anonymous data were analyzed qualitatively, coding the responses to categories derived from the data, leading to the formation of themes. Of the 19 students eligible, 17 participated. We found three important themes: (1) the AOO positively influenced clinical skills, (2) both art museum exercises and a clinical preceptorship were necessary to achieve those skills, and (3) the AOO led to a sense of personal development as a physician. In addition, students told us that the training in observation and description skills they learned were unique to the AOO. This collaboration between a department of family medicine and an art museum produced a course that facilitated observational skills used in successful doctor-patient relationships.

  11. Online Genome Analysis Resources for Educators, a Comparative Review

    Directory of Open Access Journals (Sweden)

    Sarah Grace Prescott

    2012-08-01

    Full Text Available A comparative review of several companies that offer similar kits or services that allow students to isolate DNA (human and others, amplify it by PCR, and in some cases sequence the resulting sample.  The companies include:  Carolina® Biological Supply Company, Bio-Rad®, Edvotek® Inc., Hiram Genomics Store, and 23andMe.

  12. Pedagogies of Partnership: What Works. A Report on the Findings of the Higher Education Academy Funded Project Examining How Partnership-Based Pedagogies Impact on Student Learning at the University of Lincoln

    Science.gov (United States)

    Crawford, Karin; Horsley, Reece; Hagyard, Andy; Derricott, Dan

    2015-01-01

    "Pedagogies of partnership: What works?" seeks to identify whether the student learning experience is enhanced or in any way made different through the implementation of teaching and learning that is explicitly intended to foster partnership. The value of student-staff partnerships and student engagement is recognised nationally and in…

  13. Framework for development of physician competencies in genomic medicine: report of the Competencies Working Group of the Inter-Society Coordinating Committee for Physician Education in Genomics.

    Science.gov (United States)

    Korf, Bruce R; Berry, Anna B; Limson, Melvin; Marian, Ali J; Murray, Michael F; O'Rourke, P Pearl; Passamani, Eugene R; Relling, Mary V; Tooker, John; Tsongalis, Gregory J; Rodriguez, Laura L

    2014-11-01

    Completion of the Human Genome Project, in conjunction with dramatic reductions in the cost of DNA sequencing and advances in translational research, is gradually ushering genomic discoveries and technologies into the practice of medicine. The rapid pace of these advances is opening up a gap between the knowledge available about the clinical relevance of genomic information and the ability of clinicians to include such information in their medical practices. This educational gap threatens to be rate limiting to the clinical adoption of genomics in medicine. Solutions will require not only a better understanding of the clinical implications of genetic discoveries but also training in genomics at all levels of professional development, including for individuals in formal training and others who long ago completed such training. The National Human Genome Research Institute has convened the Inter-Society Coordinating Committee for Physician Education in Genomics (ISCC) to develop and share best practices in the use of genomics in medicine. The ISCC has developed a framework for development of genomics practice competencies that may serve as a starting point for formulation of competencies for physicians in various medical disciplines.

  14. Cataclysms and Catastrophes: A Case Study of Improving K-12 Science Education Through a University Partnership

    Science.gov (United States)

    Fennell, T.; Ellins, K. K.; Morris, M.; Christeson, G.

    2003-12-01

    The K-12 science teacher is always seeking ways of improving and updating their curriculum by integrating the latest research into their most effective classroom activities. However, the daily demands of delivering instruction to large numbers of students coupled with the rapid advances in some fields of science can often overwhelm this effort. The NSF-sponsored Cataclysms and Catastrophes curriculum, developed by scientists from the The University of Texas at Austin Institute for Geophysics (UTIG) and Bureau of Economic Geology (BEG), middle and high school teachers, and UT graduate students (NSF GK-12 fellows) working together through the GK-12 program, is a textbook example of how universities can facilitate this quest, benefiting education at both K-12 and university levels. In 1992, "The Great K-T Extinction Debate" was developed as an activity in the Planet Earth class at the Liberal Arts and Science Academy of Austin as an interdisciplinary approach to science. Taking advantage of the media attention generated by the impact scenario for the K-T extinction, the activity consists of students participating in a simulated senate hearing on the potential causes of the K-T extinction and their implications for society today. This activity not only exposes students to the wide range of science involved in understanding mass extinctions, but also to the social, political and economic implications when this science is brought into the public arena and the corresponding use of data in decision making and disaster preparedness. While "The Great K-T Extinction Debate" was always a popular and effective activity with students, it was in desperate need of updating to keep pace with the evolving scientific debate over the cause of the K-T extinction and the growing body of impact evidence discovered over the past decade. By adding two inquiry-based learning activities that use real geophysical data collected by scientists studying the buried Chicxulub feature as a

  15. Genome-wide association study identifies 74 loci associated with educational attainment

    DEFF Research Database (Denmark)

    Okbay, Aysu; P. Beauchamp, Jonathan; Alan Fontana, Mark

    2016-01-01

    -nucleotide polymorphisms associated with educational attainment are disproportionately found in genomic regions regulating gene expression in the fetal brain. Candidate genes are preferentially expressed in neural tissue, especially during the prenatal period, and enriched for biological pathways involved in neural......Educational attainment is strongly influenced by social and other environmental factors, but genetic factors are estimated to account for at least 20% of the variation across individuals1. Here we report the results of a genome-wide association study (GWAS) for educational attainment that extends...... development. Our findings demonstrate that, even for a behavioural phenotype that is mostly environmentally determined, a well-powered GWAS identifies replicable associated genetic variants that suggest biologically relevant pathways. Because educational attainment is measured in large numbers of individuals...

  16. Multicultural Learning Partnerships in The Cafe: Integrating ICT into Transnational Tertiary Education in Australia Using the Collaborative Application for Education

    Directory of Open Access Journals (Sweden)

    Josh Mccarthy

    2014-10-01

    Full Text Available This paper reports on using the Cafe: the Collaborative Application for Education as an online learning environment within the Facebook framework, for integrating international students into first year university in Australia. The Cafe, a new e-learning application, has been designed and developed not only to take advantage of Facebook's popularity and social qualities,but also to provide institutions with a dedicated e-learning environment that meets the needs of modern-day tertiary students and teaching staff. During two courses in 2013, 91 first year design students, including 24 international students participated within the e-learning environment in combination with traditional face-to-face classes. Students submitted work-in-progress imagery related to assignments, and provided critiques to their peers. The evaluation process of the e-learning application involved pre and post semester surveys providing participating students with the opportunity to critically reflect on the experience during the year. The findings of the study are discussed in light of the growing use of social media within learning and teaching in tertiary education, and the importance of providing first year students, particularly international students, with multiple means of communication with staff and peers.

  17. Partnerships for Global Child Health.

    Science.gov (United States)

    Steenhoff, Andrew P; Crouse, Heather L; Lukolyo, Heather; Larson, Charles P; Howard, Cynthia; Mazhani, Loeto; Pak-Gorstein, Suzinne; Niescierenko, Michelle L; Musoke, Philippa; Marshall, Roseda; Soto, Miguel A; Butteris, Sabrina M; Batra, Maneesh

    2017-10-01

    Child mortality remains a global health challenge and has resulted in demand for expanding the global child health (GCH) workforce over the last 3 decades. Institutional partnerships are the cornerstone of sustainable education, research, clinical service, and advocacy for GCH. When successful, partnerships can become self-sustaining and support development of much-needed training programs in resource-constrained settings. Conversely, poorly conceptualized, constructed, or maintained partnerships may inadvertently contribute to the deterioration of health systems. In this comprehensive, literature-based, expert consensus review we present a definition of partnerships for GCH, review their genesis, evolution, and scope, describe participating organizations, and highlight benefits and challenges associated with GCH partnerships. Additionally, we suggest a framework for applying sound ethical and public health principles for GCH that includes 7 guiding principles and 4 core practices along with a structure for evaluating GCH partnerships. Finally, we highlight current knowledge gaps to stimulate further work in these areas. With awareness of the potential benefits and challenges of GCH partnerships, as well as shared dedication to guiding principles and core practices, GCH partnerships hold vast potential to positively impact child health. Copyright © 2017 by the American Academy of Pediatrics.

  18. Genome-wide association study identifies 74 loci associated with educational attainment

    OpenAIRE

    Okbay, Aysu; Beauchamp, Jonathan; Fontana, M.A. (Mark Alan); Lee, James J.; Pers, Tune; Rietveld, C.A. (Cornelius A.); Turley, Patrick; Chen, G.-B. (Guo-Bo); Emilsson, Valur; Meddens, S.F.W. (S. Fleur W.); Oskarsson, S. (Sven); Pickrell, J.K. (Joseph K.); Thom, K. (Kevin); Timshel, P. (Pascal); Vlaming, Ronald

    2016-01-01

    textabstractEducational attainment is strongly influenced by social and other environmental factors, but genetic factors are estimated to account for at least 20% of the variation across individuals. Here we report the results of a genome-wide association study (GWAS) for educational attainment that extends our earlier discovery sample of 101,069 individuals to 293,723 individuals, and a replication study in an independent sample of 111,349 individuals from the UK Biobank. We identify 74 geno...

  19. A Critical Analysis of Assessment Quality in Genomics and Bioinformatics Education Research

    Science.gov (United States)

    Campbell, Chad E.; Nehm, Ross H.

    2013-01-01

    The growing importance of genomics and bioinformatics methods and paradigms in biology has been accompanied by an explosion of new curricula and pedagogies. An important question to ask about these educational innovations is whether they are having a meaningful impact on students' knowledge, attitudes, or skills. Although assessments are…

  20. Learning about the Human Genome. Part 1: Challenge to Science Educators. ERIC Digest.

    Science.gov (United States)

    Haury, David L.

    This digest explains how to inform high school students and their parents about the human genome project (HGP) and how the information from this milestone finding will affect future biological and medical research and challenge science educators. The sections include: (1) "The Emerging Legacy of the HGP"; (2) "Transforming How…

  1. Inclusive Partnership: Enhancing Student Engagement in Geography

    Science.gov (United States)

    Moore-Cherry, Niamh; Healey, Ruth; Nicholson, Dawn T.; Andrews, Will

    2016-01-01

    Partnership is currently the focus of much work within higher education and advocated as an important process to address a range of higher education goals. In this paper, we propose the term "inclusive partnership" to conceptualise a non-selective staff-student relationship. While recognising the challenges of inclusive partnership…

  2. Hong Kong's Cross-System University Partnerships

    Science.gov (United States)

    Postiglione, Gerard A.; Yunyun, Qin; Te, Alice Y. C.

    2016-01-01

    The authors examine the special case of Hong Kong higher education's institutional partnerships in the Chinese mainland. After noting the rise of cross-system university partnership in Asia, it provides a neoinstitutional perspective on the differences between the two China higher education systems. Finally, a case study of the experience of the…

  3. The California-Arizona Minority Partnership for Astronomy Research and Education (CAMPARE): A New Model for Promoting Minority Participation in Astronomy Research and Education

    Science.gov (United States)

    Rudolph, Alexander L.; Impey, C. D.; Bieging, J. H.; Phillips, C. B.; Tieu, J.; Prather, E. E.; Povich, M. S.

    2013-01-01

    The California-Arizona Minority Partnership for Astronomy Research and Education (CAMPARE) program represents a new and innovative kind of research program for undergraduates: one that can effectively carry out the goal of recruiting qualified minority and female students to participate in Astronomy and Planetary Science research opportunities, while mentoring them in a way to maximize the chance that these students will persist in obtaining their undergraduate degrees in STEM fields, and potentially go on to obtain their PhDs or pursue careers in those fields. The members of CAMPARE comprise a network of comprehensive universities and community colleges in Southern California and Arizona (most of which are minority serving institutions), and four major research institutions (University of Arizona Steward Observatory, the SETI Institute, and JPL/Caltech). Most undergraduate research programs focus on a single research institution. By having multiple institutions, we significantly broaden the opportunities for students, both in terms of breadth of research topics and geographical location. In its first three years, the CAMPARE program has had 20 undergraduates from two CSU campuses, both Hispanic Serving Institutions, take part in research and educational activities at four research institutions, the University of Arizona Steward Observatory, the SETI Institute, and JPL/Caltech. Of the 20 participants, 9 are women and 11 are men, a much more even split than is typical in Astronomy research programs; 10 are Hispanic, 2 are African American, and 1 is part Native American, including 2 female Hispanic and 2 female African-American participants, an exceptionally high participation rate (65%) for students from underrepresented minority groups. Of the five participants who have graduated since the program began, two are in graduate programs in Physics or Astronomy, two are pursuing a K-12 teaching credential, and one has enlisted in the Nuclear Propulsion Officer Candidate

  4. Partnership Opportunities In Earth System Science Education Between Historically Black and Historically White Universities: Elizabeth City State University and the University of New Hampshire

    Science.gov (United States)

    Williams, J. E.; Hayden, L. B.; Wake, C. P.; Varner, R. K.; Graham, K.; Rock, B. N.; Hale, S.; Hurtt, G. C.; Porter, W.; Blackmon, R.; Bryce, J. G.; Branch, B. D.; Johnson, J. E.

    2009-12-01

    Federal efforts to promote the participation of underrepresented students in the science, technology, engineering and mathematics disciplines (STEM) in higher education have been in effect over several decades. The Science and Engineering Equal Opportunities Act of 1980 aimed to create equal opportunity in the STEM disciplines by promoting and broadening the participation of underrepresented talent in science and engineering. Since that time, federal agencies such as the National Science Foundation, NOAA and NASA, scientific organizations such as the American Geophysical Union, and other organizations such as the Educational Testing Service have created programs, diversity plans and cutting edge reports designed to further explicate the need to broaden the participation of underrepresented student talent in these disciplines. Despite increases in the degrees awarded to underrepresented students in the STEM disciplines, enhancing diversity in these disciplines continues to remain a significant challenge. This paper describes a strategic approach to this challenge via the development of a collaborative partnership model between two universities: the historically black Elizabeth City State University (ESCU) and the historically white University of New Hampshire (UNH). The alliance, built on a mutually-agreed upon set of partnership principles, strives to enhance opportunities for underrepresented students to pursue careers in STEM disciplines, specifically those in Earth system science and remote sensing. In examining the partnership, six promising practices that help advance its success come to the forefront. These practices include institutional commitment and faculty engagement, mutual respect and shared time commitment, identifying engaged leadership, engaging critical change agents, initiating difficult dialogues, and preparing for growth and evolution. Outcomes of the partnership to date include the successful submission and funding of four collaborative

  5. Educational attainment: A genome wide association study in 9538 Australians

    NARCIS (Netherlands)

    Martin, N.W.; Medland, S.E.; Verweij, K.J.H.; Lee, S.H.; Nyholt, D.R.; Madden, P.A.F.; Heath, A.C.; Montgomery, G.W.; Wright, M.J.; Martin, N.G.

    2011-01-01

    Background: Correlations between Educational Attainment (EA) and measures of cognitive performance are as high as 0.8. This makes EA an attractive alternative phenotype for studies wishing to map genes affecting cognition due to the ease of collecting EA data compared to other cognitive phenotypes

  6. Genomic ancestry and education level independently influence abdominal fat distributions in a Brazilian admixed population.

    Science.gov (United States)

    França, Giovanny Vinícius Araújo de; De Lucia Rolfe, Emanuella; Horta, Bernardo Lessa; Gigante, Denise Petrucci; Yudkin, John S; Ong, Ken K; Victora, Cesar Gomes

    2017-01-01

    We aimed to identify the independent associations of genomic ancestry and education level with abdominal fat distributions in the 1982 Pelotas birth cohort study, Brazil. In 2,890 participants (1,409 men and 1,481 women), genomic ancestry was assessed using genotype data on 370,539 genome-wide variants to quantify ancestral proportions in each individual. Years of completed education was used to indicate socio-economic position. Visceral fat depth and subcutaneous abdominal fat thickness were measured by ultrasound at age 29-31y; these measures were adjusted for BMI to indicate abdominal fat distributions. Linear regression models were performed, separately by sex. Admixture was observed between European (median proportion 85.3), African (6.6), and Native American (6.3) ancestries, with a strong inverse correlation between the African and European ancestry scores (ρ = -0.93; pabdominal fat distributions in men (both P = 0.001), and inversely associated with subcutaneous abdominal fat distribution in women (p = 0.009). Independent of genomic ancestry, higher education level was associated with lower visceral fat, but higher subcutaneous fat, in both men and women (all pabdominal fat distribution in adults. African ancestry appeared to lower abdominal fat distributions, particularly in men.

  7. Perfect Partners or Uneasy Bedfellows? Competing Understandings of the Place of Business Management within Contemporary Education Partnerships

    Science.gov (United States)

    Woods, Charlotte; Armstrong, Paul; Bragg, Joanna; Pearson, Diana

    2013-01-01

    This article examines illustrative cases of partnerships from a government-funded programme of experimental projects in England designed to test out the potential of senior business managers to provide leadership across a group of schools. The article places the programme within the context of international public service reforms and, more…

  8. Faculties of Education in Traditional Universities and Universities of the Third Age: A Partnership Model in Gerontagogy

    Science.gov (United States)

    Lemieux, Andre; Boutin, Gerald; Riendeau, Jean

    2007-01-01

    This article discusses "Universities of the Third Age", whose function is quite distinct from established universities' traditional role in teaching, research, and community services. Consequently, there is an urgent need to develop a model of partnership between traditional universities and Universities of the Third Age, ensuring better…

  9. Parents' Perceptions of E-Learning in School Education: Implications for the Partnership between Schools and Parents

    Science.gov (United States)

    Kong, Siu-Cheung

    2018-01-01

    This study aimed to investigate parents' understanding of, support for and concerns about e-learning and proposed a school-parent partnership distributing responsibilities to parents and schools based on the results of the study. A total of 61 parents from 21 schools in an e-learning pilot scheme in Hong Kong responded to a questionnaire survey…

  10. School-Community Partnership Models: Implications for Leadership

    Science.gov (United States)

    Valli, Linda; Stefanski, Amanda; Jacobson, Reuben

    2018-01-01

    School-community partnerships have shown promise as an educational reform effort. In these partnerships, schools expand their traditional educational mission to include health and social services for children and families and to involve the broader community. Such partnerships have been found to enhance student learning, strengthen schools and…

  11. Multilevel Boundary Crossing in a Professional Development School Partnership

    NARCIS (Netherlands)

    Akkerman, Sanne|info:eu-repo/dai/nl/217379788; Bruining, Ton

    2016-01-01

    This study aims to understand the recurrent challenges of professional development school (PDS) partnerships experienced by many countries. It does so by conceptualizing PDS partnerships as endeavors to cross institutionally and epistemologically developed boundaries between teacher education,

  12. Technology Partnership Agreements | NREL

    Science.gov (United States)

    Partnership Agreements Technology Partnership Agreements Looking for Funding? We do not fund any projects under a technology partnership agreement. The partner provides the necessary resources and, in using technology partnership agreements. See a summary of our Fiscal Year 2017 technology partnership

  13. Industry, university and government partnership to address research, education and human resource challenges for nuclear industry in Canada

    International Nuclear Information System (INIS)

    Mathur, R.M.

    2004-01-01

    Technology. Each of the above six NSERC-UNENE Industrial Research Chairs are tenured positions, funded at 2.0 M dollars or more for first five years. The Chairs may be subsequently renewed. A large number of graduate students are already enrolled with Professors Holt, Jiang and Pandey. In anticipation of receiving Ontario Council of Graduate Studies accreditation for the course-based M. Eng. Degree in Nuclear Engineering, the following courses have already been offered to a typical class of 20 students: Reactor Physics; Nuclear Plant Systems and Operations; Nuclear Reactor Safety Design; Thermal Hydraulics. In addition to these, courses to be offered in near future include: Engineering Risk Analysis; Reactor Chemistry and Corrosion; Nuclear Materials; Control, Instrumentation and Electrical Power Systems; Nuclear Waste Management; Fuel Management; Health Physics/Radiation Protection; Power Plant Thermodynamics; Codes, Standards and Jurisdictions; and Business Management. M.Eng. Courses are delivered in flexible format to suit distant faculty and part-time students. UNENE, an industry driven partnership of nuclear industry, universities and governments, created to address the future challenge of research, education and human resources in Canada, has made an impressive start. (author)

  14. Initiating New Science Partnerships in Rural Education (INSPIRE): Enhancing Scientific Communication by Bringing STEM Research into the Classroom

    Science.gov (United States)

    Pierce, D.; Radencic, S.; Funderburk, W. K.; Walker, R. M.; Jackson, B. S.; Dawkins, K. S.; Schmitz, D.; Bruce, L. M.; McNeal, K.

    2014-12-01

    INSPIRE, a five-year partnership between Mississippi State University and three local school districts, is designed to strengthen the communication skills of graduate Fellows in geosciences, physics, astronomy, chemistry, and engineering as they incorporate their research into inquiry-based lessons in 7th - 12th grade science and math classrooms. All lesson plans designed and taught by the graduate Fellows must include one or more connections to their research, and these connections must be demonstrated to the students during the lessons. International research partnerships with Australia, the Bahamas, England, and Poland provide valuable opportunities for graduate Fellows to conduct field work abroad and allow our partner teachers to have authentic research experiences that they can bring back to their classrooms. Program effectiveness has been examined using pre- and post-year attitudinal surveys, formal lesson plan documents, Fellow and teacher journals, focus group meetings with a project evaluator, and direct observation of Fellow-led classroom activities. Analyses of data gathered during the past four years of the partnership will be presented that examine the diversity in approaches taken by Fellows to communicate big ideas, changes in the ability of Fellows to find connections between their research and classroom lessons while keeping them aligned with state and national standards, and the quality of the mentorship provided to the Fellows by our partner teachers. INSPIRE is funded by the Graduate K-12 (GK-12) STEM Fellowship Program of the National Science Foundation (Award No. DGE-0947419).

  15. Some considerations on the legal regulation of the process for public licitation, contracts and agreements on the establishment of educational partnerships between the government and the private sector

    Directory of Open Access Journals (Sweden)

    Adriana A. Dragone Silveira

    2009-06-01

    Full Text Available Currently the joint between the public administration and the private sector assumes new contours in function of the of the Brazilian State reform, configuring itself as a trend that if it has accented in the educational area, in the São Paulo’s cities, from the municipalization (municipal ownership of elementary school education, with the consolidation of partnerships and agreements involving the purchase of educational private system’s for municipal education net’s, the vacant subvention in private entities and the hiring of private institutions, aiming at the elaboration of educational politics for the management municipal. (ADRIÃO, BORGHI, 2008. Thus being, this article to look for introduce and to analyze, from the national legislation, the procedures for the establishment of these different partnership’s modalities between the municipal government and private institutions, physical or corporation body, discussing the rules for the licitation process for the services and works hiring, property and consumer goods acquisition, for the contracts celebration and the accords establishment with social organizations to transfer it of public resources, to look for understand the legal possibilities for the introduction of the privatizations mechanisms in the education.

  16. Addressing the dynamics of science in curricular reform for scientific literacy: Towards authentic science education in the case of genomics.

    NARCIS (Netherlands)

    Eijck, van M.W.

    2010-01-01

    Science education reform must anticipate the scientific literacy required by the next generation of citizens. Particularly, this counts for rapidly emerging and evolving scientific disciplines such as genomics. Taking this discipline as a case, such anticipation is becoming increasingly problematic

  17. How the Pacific Islands Climate Education Partnership (PCEP) Has Collaboratively Increased Regional Collective Impacts on Climate Literacy Via Networks of Diverse Stakeholders Engaging in Multiple Reinforcing Activities

    Science.gov (United States)

    Sussman, A.

    2016-12-01

    The Pacific Islands Climate Education Partnership (PCEP) serves the U.S. Affiliated Pacific Island (USAPI) Region. The international entities served by PCEP are the state of Hawai`i (USA); three Freely Associated States (the Federated States of Micronesia, the Republic of the Marshall Islands, and the Republic of Palau), and three Territories (Guam, Commonwealth of Northern Mariana Islands, and American Samoa). Funded by NSF, the PCEP aims to educate the region's students and citizens in ways that exemplify modern science and indigenous environmental knowledge, address the urgency of climate change impacts, and focus on adaptation strategies that can increase resiliency with respect to climate change impacts. PCEP partners include universities, education nonprofits, state or country offices/ministries of education, local ecological nonprofits, and a variety of community organizations. Partners contribute and share expertise in climate science, local ecological knowledge, K-12 education in the Pacific island region, science and environmental education, community college education, learning science, indigenous navigation, and oceanography. Over the past six years, PCEP has engaged with regional school systems and communities in a wide variety of ways that complement and reinforce each other. Highlighted activities include improving country and state climate science education standards; focusing on place-based local ecological knowledge and skills in working with schools and communities; developing and disseminating formal education resources such as books and web resources that focus on local contexts and skills rather than contextually inappropriate mainland the textbooks; developing and implementing professional development for teachers; and supporting local ways of knowing by gathering and sharing local stories of climate change; and promoting an emphasis on climate adaptation strategies that increase resilience of natural environments and community systems.

  18. [Overview of patents on targeted genome editing technologies and their implications for innovation and entrepreneurship education in universities].

    Science.gov (United States)

    Fan, Xiang-yu; Lin, Yan-ping; Liao, Guo-jian; Xie, Jian-ping

    2015-12-01

    Zinc finger nuclease, transcription activator-like effector nuclease, and clustered regularly interspaced short palindromic repeats/Cas9 nuclease are important targeted genome editing technologies. They have great significance in scientific research and applications on aspects of functional genomics research, species improvement, disease prevention and gene therapy. There are past or ongoing disputes over ownership of the intellectual property behind every technology. In this review, we summarize the patents on these three targeted genome editing technologies in order to provide some reference for developing genome editing technologies with self-owned intellectual property rights and some implications for current innovation and entrepreneurship education in universities.

  19. Registered partnerships

    CERN Multimedia

    Staff Association

    2015-01-01

    In recent decades, family patterns have changed significantly. National laws have taken these changes into account, recognizing new forms of unions, different to heterosexual marriage. Indeed, recently some countries have given the possibility to same-sex couples to enter into various forms of unions. Staff regulations of international organizations are not directly affected by national laws, but in the context of diversity policies, the lack of recognition of these new forms of unions, may appear to discriminate based on sexual orientation and to limit the freedom of choosing marital status. A study by the International Service for Remunerations and Pensions (iSRP) of the OECD in January 2015 (PROS Report (1015) 04) shows that in comparison with other international organizations, CERN offers the least favorable social conditions for its Staff with in a registered partnership. As part of the Five-year review in 2015, it is important that CERN aligns itself with the practice of these other organizations...

  20. Spread of endemic disease and global change in an educational project: proposition of relationships developed in a twin partnership

    Directory of Open Access Journals (Sweden)

    Michela Viale

    2012-07-01

    Full Text Available The sudden event of the spread of dengue fever (or break-bone fever that appeared for the first time in Cape Verde in 2009 revealed that inappropriate management of waste can be considered a major cause of the spread of this disease. Dengue fever is a tropical infectious disease that is caused by the dengue virus. Its vector, the mosquito Aedes aegypti, found an optimal environment for its life cycle in the context of Cape Verde, with the persistence of water in abandoned waste objects. The connection between the topics of Earth sciences and the spread of this disease is not obvious, but it was explored and illustrated in a school partnership. Activities with pupils and students provided an opportunity to investigate how some global phenomena, like climate change (with an increase in local rainfall and higher temperatures, are related to local events, such as the spread of dengue fever. Preventive strategies are conditioned by the geomorphology of the territory and by the complex relationships that connect the geosphere and the biosphere. For this reason, it is important to be aware of the risk of breaking these delicate balances, and hence activating unexpected consequences. The roles played by both partners linked knowledge about the natural dynamics of our planet with the development of appropriate behavior, thus contributing to the formation of responsible citizenship, to preserve and protect the environment. The partnership encouraged students to develop sustainable management strategies against dengue fever, and consequently against waste, actively involving them at school, at home, and in their community. In this study, we present a case study of the role of a school partnership in a complex problem, such as the spread of dengue fever and environmental pollution.

  1. The Federation of Earth Science Information Partners (ESIP Federation): Facilitating Partnerships that Work to Bring Earth Science Data into Educational Settings

    Science.gov (United States)

    Freuder, R.; Ledley, T. S.; Dahlman, L.

    2004-12-01

    The Federation of Earth Science Information Partners (ESIP Federation, http://www.esipfed.org) formed seven years ago and now with 77 member organizations is working to "increase the quality and value of Earth science products and services .for the benefit of the ESIP Federation's stakeholder communities." Education (both formal and informal) is a huge audience that we serve. Partnerships formed by members within the ESIP Federation have created bridges that close the gap between Earth science data collection and research and the effective use of that Earth science data to explore concepts in Earth system science by the educational community. The Earth Exploration Toolbook is one of those successful collaborations. The Earth Exploration Toolbook (EET, http://serc.carleton.edu/eet) grew out of a need of the educational community (articulated by the Digital Library for Earth System Education (DLESE) community) to have better access to Earth science data and data analysis tools and help in effectively using them with students. It is a collection of web-accessible chapters, each featuring step-by-step instructions on how to use an Earth science dataset and data analysis tool to investigate an issue or concept in Earth system science. Each chapter also provides the teacher information on the outcome of the activity, grade level, standards addressed, learning goals, time required, and ideas for exploring further. The individual ESIP Federation partners alone could not create the EET. However, the ESIP Federation facilitated the partnering of members, drawing from data providers, researchers and education tool developers, to create the EET. Interest in the EET has grown since it went live with five chapters in July 2003. There are currently seven chapters with another six soon to be released. Monthly online seminars in which over a hundred educators have participated have given very positive feedback. Post workshop surveys from our telecon-online workshops indicate that

  2. University/Science Center Collaborations (A Science Center Perspective): Developing an Infrastructure of Partnerships with Science Centers to Support the Engagement of Scientists and Engineers in Education and Outreach for Broad Impact

    Science.gov (United States)

    Marshall, Eric

    2009-03-01

    Science centers, professional associations, corporations and university research centers share the same mission of education and outreach, yet come from ``different worlds.'' This gap may be bridged by working together to leverage unique strengths in partnership. Front-end evaluation results for the development of new resources to support these (mostly volunteer-based) partnerships elucidate the factors which lead to a successful relationship. Maintaining a science museum-scientific community partnership requires that all partners devote adequate resources (time, money, etc.). In general, scientists/engineers and science museum professionals often approach relationships with different assumptions and expectations. The culture of science centers is distinctly different from the culture of science. Scientists/engineers prefer to select how they will ultimately share their expertise from an array of choices. Successful partnerships stem from clearly defined roles and responsibilities. Scientists/engineers are somewhat resistant to the idea of traditional, formal training. Instead of developing new expertise, many prefer to offer their existing strengths and expertise. Maintaining a healthy relationship requires the routine recognition of the contributions of scientists/engineers. As professional societies, university research centers and corporations increasingly engage in education and outreach, a need for a supportive infrastructure becomes evident. Work of TryScience.org/VolTS (Volunteers TryScience), the MRS NISE Net (Nanoscale Informal Science Education Network) subcommittee, NRCEN (NSF Research Center Education Network), the IBM On Demand Community, and IEEE Educational Activities exemplify some of the pieces of this evolving infrastructure.

  3. Utilizing Local Partnerships to Enhance Workforce Development

    Science.gov (United States)

    Whikehart, John

    2009-01-01

    The Indiana Center for the Life Sciences, an award-winning partnership between education, government, and the private sector, houses state-of-the-art science labs, classrooms, and industry training space for community college students and local employers. This innovative partnership prepares both the current and future workforce for careers in the…

  4. School-Business Partnerships: Understanding Business Perspectives

    Science.gov (United States)

    Badgett, Kevin

    2016-01-01

    School-business partnerships have been shown to enhance educational experiences for students. There has, however, been limited research demonstrating the priorities and perspectives of for-profit business leaders on those partnerships. In order to address that gap, the researcher interviewed business leaders in two different areas of Texas. After…

  5. PEER Business and Industry Partnership (BIP)

    Science.gov (United States)

    products laboratories publications nisee b.i.p. members education FAQs links bip members PEER Business and Industry Partnership (BIP) Current BIP members Joining the BIP Program Site Map Search PEER Business and PEER. For an annual donation, the PEER Business and Industry Partnership (BIP) involves members in PEER

  6. 34 CFR 694.7 - What are the matching requirements for a GEAR UP Partnership?

    Science.gov (United States)

    2010-07-01

    ... Partnership? 694.7 Section 694.7 Education Regulations of the Offices of the Department of Education... Partnership? (a) In general. A Partnership must— (1) State in its application the percentage of the cost of the GEAR UP project the Partnership will provide for each year from non-Federal funds, subject to the...

  7. Training future physicians in the era of genomic medicine: trends in undergraduate medical genetics education.

    Science.gov (United States)

    Plunkett-Rondeau, Jevon; Hyland, Katherine; Dasgupta, Shoumita

    2015-11-01

    Advances in genomic technologies are transforming medical practice, necessitating the expertise of genomically-literate physicians. This study examined 2013-2014 trends in genetics curricula in US and Canadian medical schools to ascertain whether and how curricula are keeping pace with this rapid evolution. Medical genetics course directors received a 60-item electronic questionnaire covering curriculum design, assessment, remediation of failing grades, and inclusion of specific topics. The response rate was 74%. Most schools teach the majority of genetics during the first 2 years, with an increase in the number of integrated curricula. Only 26% reported formal genetics teaching during years 3 and 4, and most respondents felt the amount of time spent on genetics was insufficient preparation for clinical practice. Most participants are using the Association of Professors of Human and Medical Genetics Core Curriculum(1) as a guide. Topics recently added include personalized medicine (21%) and direct-to-consumer testing (18%), whereas eugenics (17%), linkage analysis (16%), and evolutionary genetics (15%) have been recently eliminated. Remediation strategies were heterogeneous across institutions. These findings provide an important update on how genetics and genomics is taught at US and Canadian medical schools. Continuous improvement of educational initiatives will aid in producing genomically-literate physicians.

  8. An investigation into international business collaboration in higher education organisations: a case study of international partnerships in four UK leading universities

    OpenAIRE

    Ayoubi, R; Al-Habaibeh, A

    2006-01-01

    Purpose - The purpose of this paper is to develop a comparative analysis of the main objectives of international institutional partnerships in four UK leading universities. Based on the presented case studies, the paper outlines a model for objectives and implementation of international partnership. Design/methodology/approach - Using a multiple case study approach, the paper employs three sources of data: templates of international partnerships, actual agreements of international partnership...

  9. Genome-wide association study identifies 74 loci associated with educational attainment

    Science.gov (United States)

    Okbay, Aysu; Beauchamp, Jonathan P.; Fontana, Mark A.; Lee, James J.; Pers, Tune H.; Rietveld, Cornelius A.; Turley, Patrick; Chen, Guo-Bo; Emilsson, Valur; Meddens, S. Fleur W.; Oskarsson, Sven; Pickrell, Joseph K.; Thom, Kevin; Timshel, Pascal; de Vlaming, Ronald; Abdellaoui, Abdel; Ahluwalia, Tarunveer S.; Bacelis, Jonas; Baumbach, Clemens; Bjornsdottir, Gyda; Brandsma, Johannes H.; Concas, Maria Pina; Derringer, Jaime; Furlotte, Nicholas A.; Galesloot, Tessel E.; Girotto, Giorgia; Gupta, Richa; Hall, Leanne M.; Harris, Sarah E.; Hofer, Edith; Horikoshi, Momoko; Huffman, Jennifer E.; Kaasik, Kadri; Kalafati, Ioanna P.; Karlsson, Robert; Kong, Augustine; Lahti, Jari; van der Lee, Sven J.; de Leeuw, Christiaan; Lind, Penelope A.; Lindgren, Karl-Oskar; Liu, Tian; Mangino, Massimo; Marten, Jonathan; Mihailov, Evelin; Miller, Michael B.; van der Most, Peter J.; Oldmeadow, Christopher; Payton, Antony; Pervjakova, Natalia; Peyrot, Wouter J.; Qian, Yong; Raitakari, Olli; Rueedi, Rico; Salvi, Erika; Schmidt, Börge; Schraut, Katharina E.; Shi, Jianxin; Smith, Albert V.; Poot, Raymond A.; Pourcain, Beate; Teumer, Alexander; Thorleifsson, Gudmar; Verweij, Niek; Vuckovic, Dragana; Wellmann, Juergen; Westra, Harm-Jan; Yang, Jingyun; Zhao, Wei; Zhu, Zhihong; Alizadeh, Behrooz Z.; Amin, Najaf; Bakshi, Andrew; Baumeister, Sebastian E.; Biino, Ginevra; Bønnelykke, Klaus; Boyle, Patricia A.; Campbell, Harry; Cappuccio, Francesco P.; Davies, Gail; De Neve, Jan-Emmanuel; Deloukas, Panos; Demuth, Ilja; Ding, Jun; Eibich, Peter; Eisele, Lewin; Eklund, Niina; Evans68, David M.; Faul, Jessica D.; Feitosa, Mary F.; Forstner, Andreas J.; Gandin, Ilaria; Gunnarsson, Bjarni; Halldórsson, Bjarni V.; Harris, Tamara B.; Heath, Andrew C.; Hocking, Lynne J.; Holliday, Elizabeth G.; Homuth, Georg; Horan, Michael A.; Hottenga, Jouke-Jan; de Jager, Philip L.; Joshi, Peter K.; Jugessur, Astanand; Kaakinen, Marika A.; Kähönen, Mika; Kanoni, Stavroula; Keltigangas-Järvinen, Liisa; Kiemeney, Lambertus A.L.M.; Kolcic, Ivana; Koskinen, Seppo; Kraja, Aldi T.; Kroh, Martin; Kutalik, Zoltan; Latvala, Antti; Launer, Lenore J.; Lebreton, Maël P.; Levinson, Douglas F.; Lichtenstein, Paul; Lichtner, Peter; Liewald, David C.M.; Loukola, Anu; Madden, Pamela A.; Mägi, Reedik; Mäki-Opas, Tomi; Marioni, Riccardo E.; Marques-Vidal, Pedro; Meddens, Gerardus A.; McMahon, George; Meisinger, Christa; Meitinger, Thomas; Milaneschi, Yusplitri; Milani, Lili; Montgomery, Grant W.; Myhre, Ronny; Nelson, Christopher P.; Nyholt, Dale R.; Ollier, William E.R.; Palotie, Aarno; Paternoster, Lavinia; Pedersen, Nancy L.; Petrovic, Katja E.; Porteous, David J.; Räikkönen, Katri; Ring, Susan M.; Robino, Antonietta; Rostapshova, Olga; Rudan, Igor; Rustichini, Aldo; Salomaa, Veikko; Sanders, Alan R.; Sarin, Antti-Pekka; Schmidt, Helena; Scott, Rodney J.; Smith, Blair H.; Smith, Jennifer A.; Staessen, Jan A.; Steinhagen-Thiessen, Elisabeth; Strauch, Konstantin; Terracciano, Antonio; Tobin, Martin D.; Ulivi, Sheila; Vaccargiu, Simona; Quaye, Lydia; van Rooij, Frank J.A.; Venturini, Cristina; Vinkhuyzen, Anna A.E.; Völker, Uwe; Völzke, Henry; Vonk, Judith M.; Vozzi, Diego; Waage, Johannes; Ware, Erin B.; Willemsen, Gonneke; Attia, John R.; Bennett, David A.; Berger, Klaus; Bertram, Lars; Bisgaard, Hans; Boomsma, Dorret I.; Borecki, Ingrid B.; Bultmann, Ute; Chabris, Christopher F.; Cucca, Francesco; Cusi, Daniele; Deary, Ian J.; Dedoussis, George V.; van Duijn, Cornelia M.; Eriksson, Johan G.; Franke, Barbara; Franke, Lude; Gasparini, Paolo; Gejman, Pablo V.; Gieger, Christian; Grabe, Hans-Jörgen; Gratten, Jacob; Groenen, Patrick J.F.; Gudnason, Vilmundur; van der Harst, Pim; Hayward, Caroline; Hinds, David A.; Hoffmann, Wolfgang; Hyppönen, Elina; Iacono, William G.; Jacobsson, Bo; Järvelin, Marjo-Riitta; Jöckel, Karl-Heinz; Kaprio, Jaakko; Kardia, Sharon L.R.; Lehtimäki, Terho; Lehrer, Steven F.; Magnusson, Patrik K.E.; Martin, Nicholas G.; McGue, Matt; Metspalu, Andres; Pendleton, Neil; Penninx, Brenda W.J.H.; Perola, Markus; Pirastu, Nicola; Pirastu, Mario; Polasek, Ozren; Posthuma, Danielle; Power, Christine; Province, Michael A.; Samani, Nilesh J.; Schlessinger, David; Schmidt, Reinhold; Sørensen, Thorkild I.A.; Spector, Tim D.; Stefansson, Kari; Thorsteinsdottir, Unnur; Thurik, A. Roy; Timpson, Nicholas J.; Tiemeier, Henning; Tung, Joyce Y.; Uitterlinden, André G.; Vitart, Veronique; Vollenweider, Peter; Weir, David R.; Wilson, James F.; Wright, Alan F.; Conley, Dalton C.; Krueger, Robert F.; Smith, George Davey; Hofman, Albert; Laibson, David I.; Medland, Sarah E.; Meyer, Michelle N.; Yang, Jian; Johannesson, Magnus; Visscher, Peter M.; Esko, Tõnu; Koellinger, Philipp D.; Cesarini, David; Benjamin, Daniel J.

    2016-01-01

    Summary Educational attainment (EA) is strongly influenced by social and other environmental factors, but genetic factors are also estimated to account for at least 20% of the variation across individuals1. We report the results of a genome-wide association study (GWAS) for EA that extends our earlier discovery sample1,2 of 101,069 individuals to 293,723 individuals, and a replication in an independent sample of 111,349 individuals from the UK Biobank. We now identify 74 genome-wide significant loci associated with number of years of schooling completed. Single-nucleotide polymorphisms (SNPs) associated with educational attainment are disproportionately found in genomic regions regulating gene expression in the fetal brain. Candidate genes are preferentially expressed in neural tissue, especially during the prenatal period, and enriched for biological pathways involved in neural development. Our findings demonstrate that, even for a behavioral phenotype that is mostly environmentally determined, a well-powered GWAS identifies replicable associated genetic variants that suggest biologically relevant pathways. Because EA is measured in large numbers of individuals, it will continue to be useful as a proxy phenotype in efforts to characterize the genetic influences of related phenotypes, including cognition and neuropsychiatric disease. PMID:27225129

  10. Noise-induced hearing loss in agriculture: Creating partnerships to overcome barriers and educate the community on prevention

    Directory of Open Access Journals (Sweden)

    Janet J Ehlers

    2011-01-01

    Full Text Available Noise-induced hearing loss (NIHL is a common and preventable injury for farmers. Farmers are frequently exposed to excessive noise, ranking among the top three occupations and industries with the highest risk for hearing loss. Use of hearing protection among farmers is not common. Although the age when NIHL begins among farmers is unknown, its prevalence is higher among male adolescents who live and work on farms. The purpose of this paper is to describe how NIOSH created partnerships to promote hearing conservation for this hard-to-reach population. Partnerships included organizations and individuals who were trusted sources of information for the target population, young farmers 14-35 years of age and their families, and those who had linkages in rural communities. NIOSH engaged partners through exhibits and train-the-trainer workshops at state or national conventions. NIOSH workshops included basic information on NIHL as well as information on free or low-lost resources that participants could use in training others at schools and community events. People with hearing conservation expertise have an important role and many opportunities to improve the knowledge and implementation of hearing conservation among those in agriculture.

  11. Next Generation Science Partnerships

    Science.gov (United States)

    Magnusson, J.

    2016-02-01

    I will provide an overview of the Next Generation Science Standards (NGSS) and demonstrate how scientists and educators can use these standards to strengthen and enhance their collaborations. The NGSS are rich in content and practice and provide all students with an internationally-benchmarked science education. Using these state-led standards to guide outreach efforts can help develop and sustain effective and mutually beneficial teacher-researcher partnerships. Aligning outreach with the three dimensions of the standards can help make research relevant for target audiences by intentionally addressing the science practices, cross-cutting concepts, and disciplinary core ideas of the K-12 science curriculum that drives instruction and assessment. Collaborations between researchers and educators that are based on this science framework are more sustainable because they address the needs of both scientists and educators. Educators are better able to utilize science content that aligns with their curriculum. Scientists who learn about the NGSS can better understand the frameworks under which educators work, which can lead to more extensive and focused outreach with teachers as partners. Based on this model, the International Ocean Discovery Program (IODP) develops its education materials in conjunction with scientists and educators to produce accurate, standards-aligned activities and curriculum-based interactions with researchers. I will highlight examples of IODP's current, successful teacher-researcher collaborations that are intentionally aligned with the NGSS.

  12. Development and implementation of FRESH--a post-secondary nutrition education program incorporating population strategies, experiential learning and intersectoral partnerships.

    Science.gov (United States)

    Matthews, June I; Zok, Anne V; Quenneville, Emily P M; Dworatzek, Paula D N

    2014-07-11

    The FRESH (Food Resources and Education for Student Health) peer nutrition education program engages undergraduate and graduate students in experiential learning to improve the campus food and nutrition environment and promote healthy behaviours among university students. University students in general, and graduate and undergraduate food and nutrition students as program designers and peer educators, respectively. Large university campus in southwestern Ontario. A peer nutrition education program, utilizing multiple population strategies and intersectoral partnerships, was created by and for university students with faculty and food service personnel as mentors. The population health strategies employed were building awareness and program branding; developing personal skills through peer nutrition education and hands-on cooking demonstrations; and creating supportive environments through incentive programs for fruit and dairy as well as point-of-purchase menu labelling. The program has reached students, staff and faculty through over 60 interactive FRESH displays and education sessions. Website and social media have also had a significant reach with over 4,000 website visits and 277 Facebook "likes". FRESH has also improved the food environment for over 5,000 students in residence, e.g., 1,931 FRESH Fruit/Dairy Cards have been returned for free fruit/milk cartons. Graduate students in Foods and Nutrition continue to participate every year (cumulative n=60) in ongoing program development. Peer educators have developed enhanced leadership, public speaking and group facilitation skills, and the ability to creatively apply what they have learned in the classroom to new contexts. Increased nutrition knowledge and an improved food environment could, over the long term, support improved university student health.

  13. Disaster Risk Education of Final Year High School Students Requires a Partnership with Families and Charity Organizations: An International Cross-sectional Survey.

    Science.gov (United States)

    Codreanu, Tudor A; Celenza, Antonio; Ngo, Hanh

    2016-06-01

    , Celenza A , Ngo H . Disaster risk education of final year high school students requires a partnership with families and charity organizations: an international cross-sectional survey. Prehosp Disaster Med. 2016;31(3):242-254.

  14. Ingredients for successful partnerships

    NARCIS (Netherlands)

    S.M. Pfisterer (Stella)

    2011-01-01

    textabstractFor the development of new cross-sector partnerships it is required to know what the essence of successful partnership projects is. Which factors influence success or failure of partnerships is highly related to the specific context where partnerships operate. The literature on critical

  15. Annual Partnership Report, 2016

    Science.gov (United States)

    Wyoming Community College Commission, 2016

    2016-01-01

    The "Annual Partnership Report" catalogs partnerships that Wyoming community colleges established and maintained for each fiscal year. This partnership report fulfills statutory reporting requirement W.S. 21-18-202(e)(iv) which mandates the development of annual reports to the legislature on the outcomes of partnerships between colleges…

  16. The Public-Private Partnership in ECEC Provision in Norway

    Science.gov (United States)

    Haug, Peder

    2014-01-01

    This article seeks to answer three central questions pertaining to public-private partnership in early childhood education and care (ECEC provision) in Norway: How has public-private partnership developed during the last four decades? How is public-private partnership understood in Norwegian ECEC policy? What seem to be the future challenges in…

  17. What Has Been Learned from School-University Partnerships

    Science.gov (United States)

    Parker, Melissa; Templin, Thomas; Setiawan, Caly

    2012-01-01

    Sustained school-university partnerships are recognized as a means by which school physical education can move forward and sustain itself. Yet, these partnerships have been more the exception than the rule. There is little public knowledge about the benefits of sustained partnerships or of the process to achieve them. This article summarizes the…

  18. The Role of Social Capital in Sustaining Partnership

    Science.gov (United States)

    Dhillon, Jaswinder K.

    2009-01-01

    Partnership is a dominant theme in education policy and practice in England and in other western countries but remains relatively under-researched, especially with respect to what sustains a partnership. This article draws on a study of partnership working in the field of post-16 learning that revealed the role of dimensions of social capital in…

  19. 34 CFR 692.101 - What requirements must be met by a State partnership?

    Science.gov (United States)

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false What requirements must be met by a State partnership...) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION LEVERAGING EDUCATIONAL ASSISTANCE PARTNERSHIP... What requirements must be met by a State partnership? (a) State. A State that is receiving an allotment...

  20. Wiping the Slate Clean: A New Federalism for the 21st Century Student. State-Federal Partnerships in Postsecondary Education

    Science.gov (United States)

    Applegate, James L.; Fulton, Mary

    2016-01-01

    Substantial increases in federal support for higher education over the last decade or more have made the federal government the largest direct investor in U.S. higher education. That increase however, has not produced the expected level of increase in college educated people in the workforce. This is largely for two reasons. First the investment…

  1. From Franchise Network to Consortium: The Evolution and Operation of a New Kind of Further and Higher Education Partnership

    Science.gov (United States)

    Bridge, Freda; Fisher, Roy; Webb, Keith

    2003-01-01

    The Consortium for Post-Compulsory Education and Training (CPCET) is a single subject consortium of further education and higher education providers of professional development relating to in-service teacher training for the whole of the post-compulsory sector. Involving more than 30 partners spread across the North of England, CPCET evolved from…

  2. Advancing Graduate Limnology Education through Active Learning and Community Partnerships: A Pilot Program at the Large Lakes Observatory

    Science.gov (United States)

    Schreiner, K. M.; Katsev, S.; Steinman, B. A.; Sterner, R.; Williams, J.; Zak, K.

    2017-12-01

    At the Large Lakes Observatory at the University of Minnesota Duluth, we designed a flipped-classroom, interdisciplinary limnology course sequence that incorporates partnerships with industry, meaningful field and analytical work, and integrated skills learning for our graduate students. This new curriculum is co-taught by four instructors with different research backgrounds and is meant to teach incoming graduate students with a wide range of undergraduate preparation. The courses we developed include lecture and practice classes each semester in the graduate students' first year and are built around a course website, www.studywater.org, which will go public in fall of 2018 and contains new, interdisciplinary limnology curriculum applicable to both upper level undergraduate and graduate students. Because the lecture and practice sections were co-taught by the same instructor group, we had the opportunity to fully integrate meaningful skills training directly into the course, including laboratory and analytical training, sample collection in the field and ship work, and professional skills like working in teams, oral and written communication, and project management. Another important component of this project was the cultivation of community partnerships in order to teach our graduate students applicable skills for a variety of careers. In our first year of implementation we partnered with two environmental consulting companies who have local ongoing projects, and they designed and led capstone projects for the students, including advising them on the production of project deliverables and helping them to relay their results to the consulting companies' clients. While this pilot project was designed specifically for graduate limnology students, the principles we employed would be applicable to any interdisciplinary graduate program that attracts students from a variety of undergraduate majors who still must all be taught in the same classroom.

  3. Using Biology Education Research and Qualitative Inquiry to Inform Genomic Nursing Education.

    Science.gov (United States)

    Ward, Linda D

    Decades of research in biology education show that learning genetics is difficult and reveals specific sources of learning difficulty. Little is known about how nursing students learn in this domain, although they likely encounter similar difficulties as nonnursing students. Using qualitative approaches, this study investigated challenges to learning genetics among nursing students. Findings indicate that nursing students face learning difficulties already identified among biology students, suggesting that nurse educators might benefit from biology education research.

  4. Partnership in Opportunities for Employment through Technologies ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    Partnership in Opportunities for Employment through Technologies in the ... POETA will work with designated local partners to provide training for youth at risk. ... of the program; a Web-based civic education module for use in POETA centres; ...

  5. The Human Genome Project and Mental Retardation: An Educational Program. Final Progress Report

    Energy Technology Data Exchange (ETDEWEB)

    Davis, Sharon

    1999-05-03

    The Arc, a national organization on mental retardation, conducted an educational program for members, many of whom have a family member with a genetic condition causing mental retardation. The project informed members about the Human Genome scientific efforts, conducted training regarding ethical, legal and social implications and involved members in issue discussions. Short reports and fact sheets on genetic and ELSI topics were disseminated to 2,200 of the Arc's leaders across the country and to other interested individuals. Materials produced by the project can e found on the Arc's web site, TheArc.org.

  6. Neuroscience and education: an ideal partnership for producing evidence-based solutions to Guide 21(st) Century Learning.

    Science.gov (United States)

    Carew, Thomas J; Magsamen, Susan H

    2010-09-09

    Neuro-Education is a nascent discipline that seeks to blend the collective fields of neuroscience, psychology, cognitive science, and education to create a better understanding of how we learn and how this information can be used to create more effective teaching methods, curricula, and educational policy. Though still in its infancy as a research discipline, this initiative is already opening critical new dialog between teachers, administrators, parents, and brain scientists. 2010 Elsevier Inc. All rights reserved.

  7. Partnership as Cultural Practice in the Face of Neoliberal Reform

    Science.gov (United States)

    Smith, Rob; O'Leary, Matt

    2015-01-01

    This article examines the nature of an on-going educational partnership between a Higher Education institution and a number of Further Education (FE) colleges in the West Midlands region of England, forged against the backdrop of sectoral marketisation and neoliberal reform. The partnership originates in the organisation and administration of…

  8. Initiating New Science Partnerships in Rural Education: STEM Graduate Students Bring Current Research into 7th-12th Grade Science Classrooms

    Science.gov (United States)

    Radencic, S.; Dawkins, K. S.; Jackson, B. S.; Walker, R. M.; Schmitz, D.; Pierce, D.; Funderburk, W. K.; McNeal, K.

    2014-12-01

    Initiating New Science Partnerships in Rural Education (INSPIRE), a NSF Graduate K-12 (GK-12) program at Mississippi State University, pairs STEM graduate students with local K-12 teachers to bring new inquiry and technology experiences to the classroom (www.gk12.msstate.edu). The graduate fellows prepare lessons for the students incorporating different facets of their research. The lessons vary in degree of difficulty according to the content covered in the classroom and the grade level of the students. The focus of each lesson is directed toward the individual research of the STEM graduate student using inquiry based designed activities. Scientific instruments that are used in STEM research (e.g. SkyMaster weather stations, GPS, portable SEM, Inclinometer, Soil Moisture Probe, Google Earth, ArcGIS Explorer) are also utilized by K-12 students in the activities developed by the graduate students. Creativity and problem solving skills are sparked by curiosity which leads to the discovery of new information. The graduate students work to enhance their ability to effectively communicate their research to members of society through the creation of research linked classroom activities, enabling the 7-12th grade students to connect basic processes used in STEM research with the required state and national science standards. The graduate students become respected role models for the high school students because of their STEM knowledge base and their passion for their research. Sharing enthusiasm for their chosen STEM field, as well as the application techniques to discover new ideas, the graduate students stimulate the interests of the classroom students and model authentic science process skills while highlighting the relevance of STEM research to K-12 student lives. The measurement of the student attitudes about science is gathered from pre and post interest surveys for the past four years. This partnership allows students, teachers, graduate students, and the public to

  9. Global Connections to Global Partnerships: Navigating the Changing Landscape of Internationalism and Cross-Border Higher Education

    Science.gov (United States)

    Olcott, Don, Jr.

    2009-01-01

    The purpose of this article is to provide continuing higher education leaders with a comprehensive overview of the major considerations for doing business in the global market. Included is an analysis of the driving forces in global higher education and current trends in cross-border programs and a brief review of activities that may be part of a…

  10. Partnerships Enhancing Practice: A Preliminary Model of Technology-Based Peer-to-Peer Evaluations of Teaching in Higher Education

    Science.gov (United States)

    Servilio, Kathryn L.; Hollingshead, Aleksandra; Hott, Brittany L.

    2017-01-01

    In higher education, current teaching evaluation models typically involve senior faculty evaluating junior faculty. However, there is evidence that peer-to-peer junior faculty observations and feedback may be just as effective. This descriptive case study utilized an inductive analysis to examine experiences of six special education early career…

  11. Latina Mothers' Cultural Beliefs about Their Children, Parental Roles, and Education: Implications for Effective and Empowering Home-School Partnerships

    Science.gov (United States)

    Durand, Tina M.

    2011-01-01

    Parents' cultural beliefs about children, education, and their caregiving roles can influence both the parent-child and parent-school relationships. Given the centrality of the mother-child relationship in Mexican families, mothers were situated as experts in their children's development and education in the present investigation. Specifically,…

  12. Toward Understanding the Nature of a Partnership between an Elementary Classroom Teacher and an Informal Science Educator

    Science.gov (United States)

    Weiland, Ingrid S.; Akerson, Valarie L.

    2013-01-01

    This study explored the nature of the relationship between a fifth-grade teacher and an informal science educator as they planned and implemented a life science unit in the classroom, and sought to define this relationship in order to gain insight into the roles of each educator. In addition, student learning as a result of instruction was…

  13. A Critical Analysis of Assessment Quality in Genomics and Bioinformatics Education Research

    Science.gov (United States)

    Campbell, Chad E.; Nehm, Ross H.

    2013-01-01

    The growing importance of genomics and bioinformatics methods and paradigms in biology has been accompanied by an explosion of new curricula and pedagogies. An important question to ask about these educational innovations is whether they are having a meaningful impact on students’ knowledge, attitudes, or skills. Although assessments are necessary tools for answering this question, their outputs are dependent on their quality. Our study 1) reviews the central importance of reliability and construct validity evidence in the development and evaluation of science assessments and 2) examines the extent to which published assessments in genomics and bioinformatics education (GBE) have been developed using such evidence. We identified 95 GBE articles (out of 226) that contained claims of knowledge increases, affective changes, or skill acquisition. We found that 1) the purpose of most of these studies was to assess summative learning gains associated with curricular change at the undergraduate level, and 2) a minority (<10%) of studies provided any reliability or validity evidence, and only one study out of the 95 sampled mentioned both validity and reliability. Our findings raise concerns about the quality of evidence derived from these instruments. We end with recommendations for improving assessment quality in GBE. PMID:24006400

  14. Creative Partnerships

    Science.gov (United States)

    Bamborough, Mary

    2009-01-01

    School design has developed into a specialized area in the interior design field. When considering candidates for a school or university project, education institutions should move beyond a prospective designer's resume of experience and accomplishments in order to get a better handle on what to expect when working together. This article offers…

  15. Lucrative Partnerships

    Science.gov (United States)

    Halliday, Stephen

    2009-01-01

    The economic debacle of September 2008 left in its wake major economic losses at both corporate and personal finance levels. Equally disturbing, a looming economic uncertainty ensures this: fund-raisers will need to work even harder and smarter to capture dollars. Although higher-education institutions have a track record of weathering these…

  16. Geoscience Education Opportunities: Partnerships to Advance TeacHing and Scholarship (GEOPATHS) in the Kansas City Metropolitan Area

    Science.gov (United States)

    Niemi, T. M.; Adegoke, J.; Stoddard, E.; Odom, L.; Ketchum, D.

    2007-12-01

    The GEOPATHS project is a partnership between the University of Missouri Kansas City (UMKC) and the Kansas City Missouri School District (KCMSD). The goal of GEOPATHS is to raise enrollment in the Geosciences, especially among populations that are traditionally underrepresented in the discipline. We are addressing this goal by expanding dual-credit and Advanced Placement (AP) opportunities for high school students and also by serving teachers through enhancing their understanding of geoscience content and inquiry teaching methods using GLOBE resources and protocols. Our focus in the first two years of the project is to increase the number of teachers that are certified to teach AP Environmental Science by offering specially designed professional development workshops for high school teachers in the Kansas City Metropolitan Area. The structure of the workshop for each year is divided into two weeks of content knowledge exploration using the learning cycle and concept mapping, and one week of inquiry-based experiments, field projects, and exercises. We are also supporting teachers in their use of these best-practice methods by providing materials and supplies along with lesson plans for inquiry investigations for their classes. The lesson plans include activities and experiments that are inquiry-based. The last two years of the project will include direct engagement/recruiting of promising minority high school students via paid summer research internships and scholarship offers.

  17. Evaluating the Impact of the Medical Education Partnership Initiative at the University of Zimbabwe College of Health Sciences Using the Most Significant Change Technique.

    Science.gov (United States)

    Connors, Susan C; Nyaude, Shemiah; Challender, Amelia; Aagaard, Eva; Velez, Christine; Hakim, James

    2017-09-01

    In medical education, evaluating outcomes from programs intended to transform attitudes or influence career trajectories using conventional methods of monitoring is often difficult. To address this problem, the authors adapted the most significant change (MSC) technique to gain a more comprehensive understanding of the impact of the Medical Education Partnership Initiative (MEPI) program at the University of Zimbabwe College of Health Sciences. In 2014-2015, the authors applied the MSC to systematically examine the personal significance and level of positive transformation that individuals attributed to their MEPI participation. Interviews were conducted with 28 participants nominated by program leaders. The authors coded results inductively for prevalent themes in participants' stories and prepared profiles with representative quotes to place the stories in context. Stakeholders selected 9 themes and 18 stories to illustrate the most significant changes. Six themes (or outcomes) were expected, as they aligned with MEPI goals-becoming a better teacher, becoming a better clinician, increased interest in teaching, increased interest in research, new career pathways (including commitment to practice in Zimbabwe), and improved research skills. Three themes were unexpected-increased confidence, expanded interprofessional networks, and improved interpersonal interactions. The authors found the MSC to be a useful and systematic evaluation approach for large, complex, and transformative initiatives like MEPI. The MSC seemed to encourage participant reflection, support values inquiry by program leaders, and provide insights into the personal and cultural impacts of MEPI. Additional trial applications of the MSC technique in academic medicine are warranted.

  18. Promoting Climate Literacy within the 21CCLC Afterschool Community through the Development of a GLOBE Atmosphere Investigation: A Partnership between the United States Department of Education and NASA

    Science.gov (United States)

    Harte, T.; Taylor, J.

    2017-12-01

    NASA Langley Research Center, in partnership with the United States Department of Education, developed and supported implementation of a GLOBE Atmosphere Investigation project designed for the US Department of Education's afterschool program, 21st Century Community Learning Centers (21CCLC). This project was developed for the middle school audience with the informal educator in mind, with guided activities to ensure successful completion of the investigation. Through an integration of GLOBE Program data collection protocols and NASA learning activities the content unfolded within a set of sequential learning outcomes resulting in a product suited to a variety of informal education settings. To further ensure the success of the project, 21CCLC facilitators attended an in-person GLOBE training during which they received a step-by-step pacing guide for implementing each of the learning activities. As part of the in-person training facilitators participated in each of the learning activities, increasing their confidence and ability to implement them successfully with their students. In the spring, facilitators implementing the investigation with students participated in bi-weekly phone calls with the project lead as a means of monitoring the status of the investigation and providing support. During the investigation, students conducted "real science" through authentic data collection that focused on relationships between clouds, surface temperature and our Earth's energy budget. Each student received a science research journal in which they conducted their investigation and recorded their data, with the option of entering their data into the GLOBE database, providing them an opportunity to compare their data with that of other locations around the world. Data entry was simplified by using the GLOBE Observer App, making this option much more feasible for the afterschool audience. Students presented the results of their project to their peers, community, and state

  19. Developing a university-workforce partnership to address rural and frontier MCH training needs: the Rocky Mountain Public Health Education Consortium (RMPHEC).

    Science.gov (United States)

    Taren, Douglas L; Varela, Frances; Dotson, Jo Ann W; Eden, Joan; Egger, Marlene; Harper, John; Johnson, Rhonda; Kennedy, Kathy; Kent, Helene; Muramoto, Myra; Peacock, Jane C; Roberts, Richard; Sjolander, Sheila; Streeter, Nan; Velarde, Lily; Hill, Anne

    2011-10-01

    The objective of the article is to provide the socio-cultural, political, economic, and geographic conditions that justified a regional effort for training maternal and child health (MCH) professionals in the Rocky Mountain region, describe a historical account of factors that led to the development of the Rocky Mountain Public Health Education Consortium (RMPHEC), and present RMPHEC as a replicable model developed to enhance practice/academic partnerships among state, tribal, and public health agencies and universities to enhance public health capacity and MCH outcomes. This article provides a description of the development of the RMPHEC, the impetus that drove the Consortium's development, the process used to create it, and its management and programs. Beginning in 1997, local, regional, and federal efforts encouraged stronger MCH training and continuing education in the Rocky Mountain Region. By 1998, the RMPHEC was established to respond to the growing needs of MCH professionals in the region by enhancing workforce development through various programs, including the MCH Certificate Program, MCH Institutes, and distance learning products as well as establishing a place for professionals and MCH agencies to discuss new ideas and opportunities for the region. Finally over the last decade local, state, regional, and federal efforts have encouraged a synergy of MCH resources, opportunities, and training within the region because of the health disparities among MCH populations in the region. The RMPHEC was founded to provide training and continuing education to MCH professionals in the region and as a venue to bring regional MCH organizations together to discuss current opportunities and challenges. RMPHEC is a consortium model that can be replicated in other underserved regions, looking to strengthen MCH training and continuing education.

  20. Understanding collaborative management in higher education, the possibilities and parameters of partnership: A case study of CADISE.

    OpenAIRE

    O'Neil, Bethan.

    2007-01-01

    This thesis examines the emergent area of collaborative management practised in the higher education context by reflecting on a three year case study of seven specialist performing and creative arts higher education institutions at the start of the twenty first century. The members were part of a formal consortium (CADISE) engaged in a HEFCE funded project on 'Developing Collaborative Management Skills for Senior Executives'. The principal research question of 'how do we understand collaborat...

  1. Partnership for Prescription Assistance

    Science.gov (United States)

    ... may use our name without our permission. The Partnership for Prescription Assistance will help you find the ... Events Blog Facebook Twitter Start living better. The Partnership for Prescription Assistance helps qualifying patients without prescription ...

  2. Partnerships panel: natural, resource partnerships: literature synthesis and research agenda

    Science.gov (United States)

    Steve Selin; Nancy Myers

    1995-01-01

    This paper presents a summary of an annotated bibliography on natural resource partnerships. Resource areas and management functions addressed in the partnership literature are examined. Partnership research is summarized and broken into categories including: Partnership outcomes, assessing the potential for partnerships, characteristics of successful partnerships,...

  3. Partnerships as Interpellation

    DEFF Research Database (Denmark)

    Andersen, Sigrid Bjerre; Jensen, Steffen

    2017-01-01

    of the political partnership between Liberia and the European Union, and the partnership between a South African and a Danish NGO. Both illustrate how neither donor nor recipient, as it is otherwise often assumed, can univocally announce a partnership. Rather, representatives of the institutions involved mutually...

  4. Partnerships – Limited partnerships and limited liability limited partnerships

    OpenAIRE

    Henning, Johan J.

    2000-01-01

    Consideration of the Limited Liability Partnership Act 2000 which introduced a new corporate entity, carrying the designations “partnership” and “limited” which allow members to limit their liability whilst organising themselves internally as a partnership. Article by Professor Johan Henning (Director of the Centre for Corporate Law and Practice, IALS and Dean of the Faculty of Law, University of the Free State, South Africa). Published in Amicus Curiae - Journal of the Institute of Advanced ...

  5. Knowledge Banking in Global Education Policy: A Bibliometric Analysis of World Bank Publications on Public-Private Partnerships

    Science.gov (United States)

    Menashy, Francine; Read, Robyn

    2016-01-01

    As a leading mobilizer of international development and educational knowledge, the World Bank has been critiqued in two key areas: (1) the dominance of economic thinking in its policies, and (2) its Northern-generated knowledge which informs its work in the Global South. In this paper, we investigate the disciplinary foundation of Bank knowledge,…

  6. Investing Money to Spur Intellectual Capital? The Role of Public-Private Partnerships in African Higher Education

    Science.gov (United States)

    Observatory on Borderless Higher Education, 2010

    2010-01-01

    The Association of Universities and Colleges of Canada (AUCC), an organisation representing 95 Canadian higher education institutions, is partnering with the Association of African Universities (AAU), to strengthen African universities' relationships with regional industry. Under a new project financially supported by the Canadian International…

  7. Fixing Affordability: An Approach for Advancing Federalism in the Modern Era. State-Federal Partnerships in Postsecondary Education

    Science.gov (United States)

    Cooper, Michelle Asha

    2016-01-01

    There is a constant push and pull between state and the federal governments to find the right balance of federalism. By applying this "push-pull" framework to higher education, this brief looks at past policy interventions and how this framework can help to understand the free college movement.

  8. Choreographing Partnerships within an Organizational Structure of Accountability: Maryland State Department of Education's Shift from Compliance Monitor to Breakthrough Partner

    Science.gov (United States)

    Strickling, Laura Rutter; Doneker, Karen Lee

    2014-01-01

    Drawing upon data from twenty-five interviews, this paper examines how the Maryland State Department of Education's Cross-functional Team navigates its changing role from compliance monitor to breakthrough partner in terms of discourse, time, and flexibility, as it carries out the work of the Breakthrough Center. It also examines how the role of…

  9. Transnational Higher Education Partnerships and the Role of Operational Faculty Members: Developing an Alternative Theoretical Approach for Empirical Research

    Science.gov (United States)

    Bordogna, Claudia M.

    2018-01-01

    For too long, transnational higher education (TNE) has been linked to discourse predominately focused upon strategic implementation, quality assurance, and pedagogy. While these aspects are important when designing and managing overseas provisions, there is a lack of research focusing on the social interactions that influence the pace and…

  10. Inclusive Financial Literacy Education for Inspiring a Critical Financial Consciousness: An Experiment in Partnership with Marginalised Youth

    Science.gov (United States)

    Visano, Brenda Spotton; Ek-Udofia, Imo

    2017-01-01

    In the absence of critical inquiry, traditional financial literacy education risks socialising economically marginalised groups into an acceptance of the very power structures that created their marginalisation in the first place. The instructor-facilitator seeking to confront the challenge of promoting critical thinking about a subject widely…

  11. Industry, university and government partnership to address research, education and human resource challenges for nuclear industry in Canada

    International Nuclear Information System (INIS)

    Mathur, R.M.

    2004-01-01

    This paper describes the outcome of an important recent initiative of the Canadian nuclear industry to reinvigorate interest in education and collaborative research in prominent Canadian universities. This initiative has led to the formation of the University Network of Excellence in Nuclear Engineering (UNENE), incorporated in 2002. (author)

  12. Towards New Learning Partnerships in Bilingual Educational Contexts--Raising "Learner Awareness" and Creating Conditions for "Reciprocity" and "Pedagogic Attention"

    Science.gov (United States)

    Ruiz de Zarobe, Yolanda; Coyle, Do

    2015-01-01

    This article addresses the need to develop new pedagogic approaches which promote learner independence in contexts where learning takes place through the medium of more than one language. The challenges of responding to a rapidly changing educational landscape to ensure that our learners become pluriliterate global citizens are presented through…

  13. Partnership for Equity in Education through Research (PEER): Findings from the First Year of Research on AANAPISIs

    Science.gov (United States)

    National Commission on Asian American and Pacific Islander Research in Education, 2013

    2013-01-01

    Through generous support from the Kresge Foundation, Lumina Foundation, USA Funds, and Walmart Foundation, the National Commission on Asian American and Pacific Islander Research on Education (CARE) teamed up with the Asian & Pacific Islander American Scholarship Fund (APIASF) and three AANAPISI campus partners--City College of San Francisco,…

  14. Benefit Incidence Analysis of Government Spending on Public-Private Partnership Schooling under Universal Secondary Education Policy in Uganda

    Science.gov (United States)

    Wokadala, J.; Barungi, M.

    2015-01-01

    The study establishes whether government spending on private universal secondary education (USE) schools is equitable across quintiles disaggregated by gender and by region in Uganda. The study employs benefit incidence analysis tool on the Uganda National Panel Survey (UNPS 2009/10) data to establish the welfare impact of public subsidy on…

  15. The AMTEX Partnership

    Energy Technology Data Exchange (ETDEWEB)

    Lemon, D.K.

    1993-03-01

    The American Textile Partnership, as its name implies, is a collaborative effort between the DOE national labs and industry-related R&D/educational institutions. The purpose of AMTEX is to promote R&D that enhance the competitiveness of the integrated textile industry (i.e., fibers, textiles, sewn/fabricated products). The industry-related organizations bring a vital perspective of industry needs in addition to their own R&D capabilities. The DOE labs bring broad R&D capabilities and perspectives from other areas of research application. The strong synergy between industry and DOE will enable this collaboration to significantly impact industry competitiveness while focusing and strengthening, the labs` capabilities consistent with DOE`s mission. There are three main components in AMTEX: DOE/ER oversight; the Operating Committee, which is composed a Laboratory Board and an Industry Board; and five Technology Area Coordination Teams (TACTs).

  16. The AMTEX Partnership

    Energy Technology Data Exchange (ETDEWEB)

    Lemon, D.K.

    1993-01-01

    The American Textile Partnership, as its name implies, is a collaborative effort between the DOE national labs and industry-related R D/educational institutions. The purpose of AMTEX is to promote R D that enhance the competitiveness of the integrated textile industry (i.e., fibers, textiles, sewn/fabricated products). The industry-related organizations bring a vital perspective of industry needs in addition to their own R D capabilities. The DOE labs bring broad R D capabilities and perspectives from other areas of research application. The strong synergy between industry and DOE will enable this collaboration to significantly impact industry competitiveness while focusing and strengthening, the labs' capabilities consistent with DOE's mission. There are three main components in AMTEX: DOE/ER oversight; the Operating Committee, which is composed a Laboratory Board and an Industry Board; and five Technology Area Coordination Teams (TACTs).

  17. The New Jersey Coastal Communiversity: Access through Partnerships

    Science.gov (United States)

    Voogt, Anita

    2009-01-01

    The New Jersey Coastal Communiversity, led by Brookdale Community College, is a partnership of colleges and universities that provides local access to postassociate degree education. In operation for six years, the partnership exemplifies the strength of a collaborative model of higher education institutions to address statewide needs. Alan…

  18. Twenty-first Century Space Science in The Urban High School Setting: The NASA/John Dewey High School Educational Outreach Partnership

    Science.gov (United States)

    Fried, B.; Levy, M.; Reyes, C.; Austin, S.

    2003-05-01

    A unique and innovative partnership has recently developed between NASA and John Dewey High School, infusing Space Science into the curriculum. This partnership builds on an existing relationship with MUSPIN/NASA and their regional center at the City University of New York based at Medgar Evers College. As an outgrowth of the success and popularity of our Remote Sensing Research Program, sponsored by the New York State Committee for the Advancement of Technology Education (NYSCATE), and the National Science Foundation and stimulated by MUSPIN-based faculty development workshops, our science department has branched out in a new direction - the establishment of a Space Science Academy. John Dewey High School, located in Brooklyn, New York, is an innovative inner city public school with students of a diverse multi-ethnic population and a variety of economic backgrounds. Students were recruited from this broad spectrum, which covers the range of learning styles and academic achievement. This collaboration includes students of high, average, and below average academic levels, emphasizing participation of students with learning disabilities. In this classroom without walls, students apply the strategies and methodologies of problem-based learning in solving complicated tasks. The cooperative learning approach simulates the NASA method of problem solving, as students work in teams, share research and results. Students learn to recognize the complexity of certain tasks as they apply Earth Science, Mathematics, Physics, Technology and Engineering to design solutions. Their path very much follows the NASA model as they design and build various devices. Our Space Science curriculum presently consists of a one-year sequence of elective classes taken in conjunction with Regents-level science classes. This sequence consists of Remote Sensing, Planetology, Mission to Mars (NASA sponsored research program), and Microbiology, where future projects will be astronomy related. This

  19. How transformational learning promotes caring, consultation and creativity, and ultimately contributes to sustainable development: Lessons from the Partnership for Education and Research about Responsible Living (PERL) network

    Science.gov (United States)

    Thoresen, Victoria Wyszynski

    2017-12-01

    Oases of learning which are transformative and lead to significant behavioural change can be found around the globe. Transformational learning has helped learners not only to understand what they have been taught but also to re-conceptualise and re-apply this understanding to their daily lives. Unfortunately, as many global reports indicate, inspirational transformational learning approaches for sustainable development are rare and have yet to become the norm - despite calls for such approaches by several outstanding educators and organisations. This article examines three learning approaches developed by the network of the Partnership for Education and Research about Responsible Living (PERL). These approaches are structured around core elements of transformative learning for sustainable development, yet focus particularly on the ability to care, consult with others and be creative. They seem to depend on the learners' ability to articulate their perceptions of sustainable development in relation to their own values and to identify how these are actualised in their daily life. Together with other core elements of transformative learning, an almost magical (not precisely measurable) synergy then emerges. The intensity of this synergy appears to be directly related to the individual learner's understanding of the contradictions, interlinkages and interdependencies of modern society. The impact of this synergy seems to be concurrent with the extent to which the learner engages in a continual learning process with those with whom he/she has contact. The findings of this study suggest that mainstreaming transformational learning for sustainable development in ways that release the "magic synergy of creative caring" can result in the emergence of individuals who are willing and able to move from "business as usual" towards more socially just, economically equitable, and environmentally sensitive behaviour.

  20. Western Hemisphere Knowledge Partnerships

    Science.gov (United States)

    Malone, T. F.

    2001-05-01

    , and application of knowledge concerning the nature of -- and interaction among -- matter, living organisms, energy, information, and human behavior. This strategy calls for innovative partnerships among the physical, biological, health, and social sciences, engineering, and the humanities. New kinds of partnership must also be forged among academia, business and industry, governments, and nongovernmental organizations. Geophysicists can play an important role in these partnerships. A focus for these partnerships is to manage the individual economic productivity that drives both human development and global change. As world population approaches stability during the twenty-first century, individual economic productivity will be the critical link between the human and the natural systems on planet Earth. AGU is among a core group of individuals and institutions proposing Western Hemisphere Knowledge Partnerships (WHKP) to test the hypothesis that knowledge, broadly construed, is an important organizing principle in choosing a path into the future. The WHKP agenda includes: (1) life-long learning, (2) the health and resilience of natural ecosystems, (3) eco-efficiency in economic production and consumption, (4) extension of national income accounts, (5) environmentally benign sources of energy, (6) delivery of health care, (7) intellectual property rights, and (8) networks for action by local communities.Collaboratories and distance education technologies will be major tools. A panel of experts will explore this proposal.

  1. Building Sustainable Capacity with University Partnerships

    Science.gov (United States)

    Harris, J. M.

    2013-05-01

    Universities can play an important role in building scientific and technical capacity by providing educational opportunities for local and regional populations in developing countries. These opportunities may be short term or long term through for example faculty exchanges, student exchanges, and collaborative teaching and research activities. As the demand for talented graduates expands in developing countries, local universities face competition for students, lecturers, and professors from the same industries and communities they serve. This competition is in many ways counterproductive to building the sustainable human resource that is needed to support local development, management, and governance. Such competition is particularly evident for top science and engineering students in energy rich countries. University partnerships, e.g., in particular those between universities in OECD countries and universities in developing countries, have an important role to play in bridging the gap between today's lack of capacity and a sustainable human resource for the future. Such university partnerships, however, face many challenges, some of which can be traced to organizational and cultural differences In this presentation, I will discuss how university partnerships are formed, some of the benefits to partners, and some pitfalls to avoid during implementation of university partnerships. The examples are taken from Stanford partnerships that involve geoscience and engineering, and will include representative goals and content of the example partnerships. These partnerships I'll describe are actually trilateral, with partners from two or more universities and a private company or government agency. I conclude the presentation with a brief discussion on multiculturalism, perhaps the most important consideration when planning a partnership between diverse organizations. Organizers of partnerships must recognize the fact that multiculturalism and diversity are assets that

  2. PLAINS CO2 REDUCTION (PCOR) PARTNERSHIP

    Energy Technology Data Exchange (ETDEWEB)

    Edward N. Steadman; Daniel J. Daly; Lynette L. de Silva; John A. Harju; Melanie D. Jensen; Erin M. O' Leary; Wesley D. Peck; Steven A. Smith; James A. Sorensen

    2006-01-01

    During the period of October 1, 2003, through September 30, 2005, the Plains CO2 Reduction (PCOR) Partnership, identified geologic and terrestrial candidates for near-term practical and environmentally sound carbon dioxide (CO2) sequestration demonstrations in the heartland of North America. The PCOR Partnership region covered nine states and three Canadian provinces. The validation test candidates were further vetted to ensure that they represented projects with (1) commercial potential and (2) a mix that would support future projects both dependent and independent of CO2 monetization. This report uses the findings contained in the PCOR Partnership's two dozen topical reports and half-dozen fact sheets as well as the capabilities of its geographic information system-based Decision Support System to provide a concise picture of the sequestration potential for both terrestrial and geologic sequestration in the PCOR Partnership region based on assessments of sources, sinks, regulations, deployment issues, transportation, and capture and separation. The report also includes concise action plans for deployment and public education and outreach as well as a brief overview of the structure, development, and capabilities of the PCOR Partnership. The PCOR Partnership is one of seven regional partnerships under Phase I of the U.S. Department of Energy National Energy Technology Laboratory's Regional Carbon Sequestration Partnership program. The PCOR Partnership, comprising 49 public and private sector members, is led by the Energy & Environmental Research Center at the University of North Dakota. The international PCOR Partnership region includes the Canadian provinces of Alberta, Saskatchewan, and Manitoba and the states of Montana (part), Wyoming (part), North Dakota, South Dakota, Nebraska, Missouri, Iowa, Minnesota, and Wisconsin.

  3. NASA Partnership with JSU and MSU to Promote Remote Sensing Applications and Global Climate Change Education: 2013 Summer Course/Workshop

    Science.gov (United States)

    Reddy, S. R.

    2014-12-01

    NASA Innovations in Climate Education (NICE) is a competitive project to promote climate and Earth system science literacy and seeks to increase the access of underrepresented minority groups to science careers and educational opportunities. A three year funding was received from NASA to partnership with JSU and MSU under cooperative agreement "Strengthening Global Climate Change education through Remote Sensing Application in Coastal Environment using NASA Satellite Data and Models". The goal is to increase the number of undergraduate students at Jackson State University, a Historically Black University, who are prepared to pursue higher academic degrees and careers in the fields relevant to earth system science global climate change, marine and environmental sciences. A two week summer course/workshop was held during May 20-31, 2013 at JSU, focusing on historical and technical concepts of remote sensing technology and applications to climate and global climate change. Nine students from meteorology, biology, industrial technology and computer science/engineering of JSU participated in the course/workshop. The lecture topics include: introduction to remote sensing and GIS, introduction to atmospheric science and climate, introduction to NASA innovations in climate education, introduction to remote sensing technology for bio-geosphere, introduction to earth system science, principles of paleoclimatology and global change, daily weather briefing, satellite image interpretation and so on. In addition to lectures, lab sessions were held for hand-on experiences for remote sensing applications to atmosphere, biosphere, earth system science and climate change using ERDAS/ENVI GIS software and satellite tools. Field trip to Barnett reservoir and National weather Service (NWS) was part of the workshop. Some of the activities of the sessions will be presented. Basics of Earth System Science is a non-mathematical introductory course designed for high school seniors, high

  4. Sharing our successes II: Changing the face of science and mathematics education through teacher-focused partnerships

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1995-07-01

    Industry Initiatives for Science and Math Education (IISME) in the San Francisco Bay Area planned and convened the second national conference for representatives of scientific work experience programs for K-12 teachers (SWEPs) at Lawrence Hall of Science, University of California at Berkeley October 13-14, 1994. The goal of this conference was to further strengthen the growing community of SWEP managers and teacher participants by providing an opportunity for sharing expertise and strategies about the following: (1) How SWEPs can complement and stimulate systemic education reform efforts; (2) Assessment strategies piloted by the ambitious multi-site evaluation project funded by the U.S. Department of Energy (DOE) as well as smaller evaluation projects piloted by other SWEPs; (3) Expanding and strengthening the base of teachers served by SWEPs; (4) Ensuring that SWEPs adequately support teachers in affecting classroom transfer and offer {open_quotes}more than just a summerjob{close_quotes}; (5) Sustaining and expanding new programs. A special teacher strand focused on leadership development supporting teachers to become effective change agents in their classrooms and schools, and developing strong teacher communities.

  5. Quality partnerships: The community stakeholders' view

    Directory of Open Access Journals (Sweden)

    Vhonani Netshandama

    2010-11-01

    Full Text Available Since 1997 universities in South Africa have been encouraged to be responsive to the needs of communities, to encourage broader participation and to address issues of access in higher education (Department of Education 1997. This transformative agenda was found to be especially compelling in the case of rural-based South African universities, which often serve historically disadvantaged black populations in areas that are both under-resourced and underdeveloped (Nkomo & Sehoole 2007, pp. 235–36. In 2006 the traditional leadership of a local community approached the University of Venda to propose a partnership. This prompted the researcher to conduct a qualitative study, which sought to explore and describe community members’ views of what they understood to be a quality partnership. Thirty-seven community representatives were engaged in individual as well as focus group interviews. These representatives were identified first through a stakeholder analysis procedure that sought to determine who in the community would have valuable input for the university-community partnership. As a point of departure, the following two questions were asked consecutively: What are your needs and expectations of a partnership with the university and what would you regard as a quality partnership between the HEI and the community? The sample selection was purposive, utilising the snowball technique. Data was transcribed and analysed using Tesch’s eight-step method (Tesch 1990, in Creswell 1994, p. 155. Interview data and field notes were co-coded, crosschecked and triangulated. Feedback workshops were conducted with the community to confirm the findings. A consensus was reached that four main requirements emerged from the data: —Balance the partnership objectives of both parties —Ensure an unexploitative partnership —Share power and control in the partnership —Maintain and monitor the partnership. This article provides a brief overview of the national

  6. Climate change communication through networks and partnerships: A successful model of engaging and educating non-specialist audience in India

    Science.gov (United States)

    Choudhary, S.; Nayak, R.; Gore, A.

    2013-12-01

    There is an overwhelming international scientific consensus on climate change; however, the global community still lacks the resolve to implement meaningful solutions. No meaningful solutions can be found without educating and engaging non-scientific community in addressing the climate change. With more than 41 percent of world's population falling under 10-34 years age group, the future citizens, inspiring them is a great challenge for the climate scientists. In order to educate the youth and students in India, a model program named 'Climeducate' was created with the help of scientists in Indian Polar Research Network (IPRN), trained climate leaders in ';The Climate Reality Project', and a local organization (Planature Consultancy Services). This model was developed keeping in mind the obstacles that may be faced in reaching out to non-specialist audiences in different parts of India. The identified obstacles were 1- making such a presentation that could reveal the truth about the climate crisis in a way that ignites the moral courage in non-specialist audience 2- lack of funding for travel and boarding expenses of a climate communicator, 3- language barrier in educating local audiences, 4- logistical arrangements at the venue. In this presentation we will share how all the four obstacles were overcome. Audiences were also given short questionnaires before and after the presentation. Remarkable changes in the pattern of answers, data would be shared in the presentation, were observed between the two questionnaires. More importantly, a significant difference in audience engagement was observed comparing a presentation that integrated scientific data with audiovisuals prepared by The Climate Reality Project Chairman, Al Gore (also Former US Vice President) and the other using simple PowerPoint slides. With the success of this program which was implemented among 500 audiences in the eastern India, we aim to replicate this program soon in other parts of India. This

  7. Creating a culture of innovation in nursing education through shared vision, leadership, interdisciplinary partnerships, and positive deviance.

    Science.gov (United States)

    Melnyk, Bernadette Mazurek; Davidson, Sandra

    2009-01-01

    Although innovation is typically viewed by healthcare and academic institutions, business leaders, entrepreneurs, and private corporations as necessary for continuous improvement, high-quality care, and scientific advancement, barriers in creating and sustaining innovative academic environments abound and require effective leadership to overcome them. Therefore, the purpose of this article is to describe the major barriers and facilitators to innovation in colleges of nursing and healthcare professions along with recommendations for creating a culture of innovation in these academic environments. In addition, key strategies for educational innovation are discussed. Innovations launched by the Arizona State University College of Nursing & Healthcare Innovation are highlighted to provide examples of how a college that established innovation as a top priority in 2005 in its strategic plan created an innovative culture that has led to several successful outcomes.

  8. Expanding Public/Private Partnerships For Improving Basic Education through School Sponsorship in the Dominican Republic. Final Report. Basic Education and Policy Support Activity.

    Science.gov (United States)

    Craig, Patricia; Kane, Michael

    The Basic Education and Policy Support Activity (BEPS), a new five-year initiative sponsored by United States Agency for International Development's (USAID) Center for Human Capacity Development, is designed to improve the quality, effectiveness, and access to formal and nonformal basic education. BEPS operates through both core funds and buy-ins…

  9. Forming a Collaborative Action Research Partnership

    Science.gov (United States)

    Platteel, Tamara; Hulshof, Hans; Ponte, Petra; van Driel, Jan; Verloop, Nico

    2010-01-01

    This article describes the complex nature of collaborative relationships, the difficulties of conducting research with others, and the complications of partnerships in educational research. To create and sustain a communicative space in which participants can collaborate to innovate education and curriculum, time and opportunity to develop trust…

  10. SED/Apple Computer, Inc., Partnership Program.

    Science.gov (United States)

    Stoll, Peter F.

    1991-01-01

    In 1990, the New York State Education Department (SED), Apple Computer, Inc., Boards of Cooperative Educational Services (BOCES), and school districts formed a partnership to explore the contribution technology can make to schools based on Apple Computer's Learning Society and SED's Long-Range Plan for Technology in Elementary and Secondary…

  11. Fonoaudiologia e educação infantil: uma parceria necessária Speech therapy and infantile education: a necessary partnership

    Directory of Open Access Journals (Sweden)

    Poliana Carla Santos Maranhão

    2009-03-01

    Full Text Available OBJETIVO: investigar as informações que os professores de educação infantil possuem em relação a Fonoaudiologia na escola, bem como sobre temas ligados à área de linguagem. MÉTODOS: foi aplicado um questionário, contendo 17 questões objetivas em uma amostra com 73 professores de educação infantil da rede municipal de ensino da cidade de Maceió-AL. RESULTADOS: os participantes relacionaram a atuação fonoaudiológica na escola à presença de alterações no desenvolvimento da criança. O índice de professores da amostra que obtiveram contato com o fonoaudiólogo na escola é de 4,1%. Estes educadores relatam que apenas 57,5% receberam informações sobre a aquisição de linguagem e o desenvolvimento da escrita. CONCLUSãO: com a realização da presente pesquisa foi possível confirmar a necessidade de reforçar as ações fonoaudiológicas na escola, bem como a parceria entre fonoaudiólogos e professores.PURPOSE: to investigate the knowledge of infantile education teachers about the speech therapy at school, as well as on subjects regarding language area. METHODS: 73 infantile education teachers in public schools of Maceió-AL answered a questionnaire containing 17 objective questions. RESULTS: the participants related the performance of speech therapy staff at schools to the presence of alterations in children development. Only 4.1% of the teachers have had contact with some speech therapist at school. These educators report that only 57.5% received information about language acquisition and development of writing. CONCLUSION: upon accomplishing this research it was possible to confirm the necessity for reinforcing speech therapy related actions in school, as well as the partnership among speech therapists and teachers.

  12. BIG SKY CARBON SEQUESTRATION PARTNERSHIP

    Energy Technology Data Exchange (ETDEWEB)

    Susan M. Capalbo

    2005-01-31

    The Big Sky Carbon Sequestration Partnership, led by Montana State University, is comprised of research institutions, public entities and private sectors organizations, and the Confederated Salish and Kootenai Tribes and the Nez Perce Tribe. Efforts under this Partnership in Phase I fall into four areas: evaluation of sources and carbon sequestration sinks that will be used to determine the location of pilot demonstrations in Phase II; development of GIS-based reporting framework that links with national networks; designing an integrated suite of monitoring, measuring, and verification technologies and assessment frameworks; and initiating a comprehensive education and outreach program. The groundwork is in place to provide an assessment of storage capabilities for CO{sub 2} utilizing the resources found in the Partnership region (both geological and terrestrial sinks), that would complement the ongoing DOE research. Efforts are underway to showcase the architecture of the GIS framework and initial results for sources and sinks. The region has a diverse array of geological formations that could provide storage options for carbon in one or more of its three states. Likewise, initial estimates of terrestrial sinks indicate a vast potential for increasing and maintaining soil C on forested, agricultural, and reclaimed lands. Both options include the potential for offsetting economic benefits to industry and society. Steps have been taken to assure that the GIS-based framework is consistent among types of sinks within the Big Sky Partnership area and with the efforts of other western DOE partnerships. The Partnership recognizes the critical importance of measurement, monitoring, and verification technologies to support not only carbon trading but all policies and programs that DOE and other agencies may want to pursue in support of GHG mitigation. The efforts in developing and implementing MMV technologies for geological sequestration reflect this concern. Research is

  13. Launching partnership in optics and photonics education between University of Rochester and Moscow Engineering Physics Institute NRNU MEPhI

    Science.gov (United States)

    Lukishova, Svetlana G.; Zavestovskaya, Irina N.; Zhang, Xi-Cheng; Aleshchenko, Yury A.; Konov, Vitaly I.

    2017-08-01

    A collaboration in education between the oldest and one of the most comprehensive Optics schools in U.S., the Institute of Optics (IO), University of Rochester (UR), and one of the most recognized Russian university, National Research Nuclear University MEPhI (Moscow Engineering Physics Institute) was started in 2015 by signing an agreement on a double-Master's degree program in optics. It was based on earlier collaboration between research groups in both universities. In summer of 2016, nine UR Optics undergraduate students participated with MEPhI students at the International School on Optics and Laser Physics in MEPhI. During five days they were immersed into the world of cutting edge research, technologies and ideas that Russian, European and U.S. scientists offered them. This School also included tours of MEPhI Nanotechnologies and Lasers Centers and Nano-bioengineering Laboratory as well as of scientific laboratories of the leading institutes in optics, photonics and laser physics of the Russian Academy of Sciences. In December of 2015, one MEPhI Master student visited IO UR for one month for a research project with results presented later at a MEPhI conference. Samples prepared by MEPhI researchers are used in IO students teaching laboratories. One Master student from MEPhI is working now towards the Master's degree at the IO UR. In this paper benefits and pitfalls of a cross-border collaboration are discussed as well as different directions of such a collaboration to provide a high-quality specialization for the students of the 21 century which includes international cooperation.

  14. Strategic Partnership: Potential for Ensuring the University Sustainable Development

    Directory of Open Access Journals (Sweden)

    Tatiana Salimova

    2014-07-01

    Full Text Available The purpose of the article is to research the theoretical approaches to strategic partnerships of universities, analyse the current trends of partnership development of universities in the context of sustainable development, discuss the experience of the National Research Ogarev Mordovia State University in terms of strategic partnerships creation and define the new opportunities of developing the strategic partnerships. The methodology of the paper is based on comprehensive literature review in the sphere of university partnerships. The authors use a comparative method, analysis and summarizing aimed on defining the current trends and issues related to strategic partnership. There has been developed the partnership commitment chart of key stakeholders of universities to show current points and target points. The research findings are generalization of the strategic partnership theory with the focus on university activities in reference to sustainable development, clarification of current trends and issues of university strategic partnership, definition of further opportunities and methods in the area under consideration. Under modern conditions it is extremely important to develop a strategic partnership in the sphere of higher education. Universities are open institutions and they need to be involved into different processes of economy and society development. Article’s significance is in a new view on strategic partnership in the context of sustainable development of universities.

  15. Successful partnerships with third sector organisations to enhance the healthcare student experience: a partnership evaluation.

    Science.gov (United States)

    Bell, Katie; Tanner, Judith; Rutty, Jane; Astley-Pepper, Maxine; Hall, Richard

    2015-03-01

    There is limited research surrounding academic partnerships and more research is needed to educate universities, and the private, public and third sectors about the benefits and limitations of such partnerships. The aim of this study was to outline the unique partnership between Macmillan Cancer Support and De Montfort University and to evaluate the progress of this partnership. A qualitative approach was employed which involved interviews with nine members of the partnership's steering group. Interviews were transcribed and analysed using thematic analysis. The results showed that a partnership between a university and a third sector charity can have mutual benefits for all those involved, particularly for students and those affected by cancer. Furthermore, the module to develop volunteering among families affected cancer, created through this partnership is now being considered by other universities as a way of providing holistic and non-traditional lecture based learning experiences. Recommendations are made for future partnerships between third sector charities and universities. Copyright © 2014 Elsevier Ltd. All rights reserved.

  16. Systematic review of knowledge, confidence and education in nutritional genomics for students and professionals in nutrition and dietetics.

    Science.gov (United States)

    Wright, O R L

    2014-06-01

    This review examines knowledge and confidence of nutrition and dietetics professionals in nutritional genomics and evaluates the teaching strategies in this field within nutrition and dietetics university programmes and professional development courses internationally. A systematic search of 10 literature databases was conducted from January 2000 to December 2012 to identify original research. Any studies of either nutrition and/or dietetics students or dietitians/nutritionists investigating current levels of knowledge or confidence in nutritional genomics, or strategies to improve learning and/or confidence in this area, were eligible. Eighteen articles (15 separate studies) met the inclusion criteria. Three articles were assessed as negative, eight as neutral and seven as positive according to the American Dietetics Association Quality Criteria Checklist. The overall ranking of evidence was low. Dietitians have low involvement, knowledge and confidence in nutritional genomics, and evidence for educational strategies is limited and methodologically weak. There is a need to develop training pathways and material to up-skill nutrition and/or dietetics students and nutrition and/or dietetics professionals in nutritional genomics through multidisciplinary collaboration with content area experts. There is a paucity of high quality evidence on optimum teaching strategies; however, methods promoting repetitive exposure to nutritional genomics material, problem-solving, collaborative and case-based learning are most promising for university and professional development programmes. © 2013 The British Dietetic Association Ltd.

  17. Changes in chemistry and biochemistry education: creative responses to medical college admissions test revisions in the age of the genome.

    Science.gov (United States)

    Brenner, Charles

    2013-01-01

    Approximately two million students matriculate into American colleges and universities per year. Almost 20% of these students begin taking a series of courses specified by advisers of health preprofessionals. The single most important influence on health profession advisers and on course selection for this huge population of learners is the Medical College Admissions Test (MCAT), which was last revised in 1991, 10 years before publication of the first draft human genome sequence. In preparation for the 2015 MCAT, there is a broad discussion among stakeholders of how best to revise undergraduate and medical education in the molecular sciences to prepare researchers and doctors to acquire, analyze and use individual genomic and metabolomic data in the coming decades. Getting these changes right is among the most important educational problems of our era. Copyright © 2012 International Union of Biochemistry and Molecular Biology, Inc.

  18. Cogema's transatlantic partnership

    International Nuclear Information System (INIS)

    McMurphy, M.; Ihde, R.

    1991-01-01

    Cogema's transatlantic partnership, the B+W Fuel Company, is a natural evolution of Cogema's US fuel cycle activities. The partnership in which important elements of the French nuclear industry teamed with a long-established, well-respected US industrial partner to build a company for the future is explained. 1 fig

  19. Genome-wide association study of cognitive functions and educational attainment in UK Biobank (N=112 151)

    Science.gov (United States)

    Davies, G; Marioni, R E; Liewald, D C; Hill, W D; Hagenaars, S P; Harris, S E; Ritchie, S J; Luciano, M; Fawns-Ritchie, C; Lyall, D; Cullen, B; Cox, S R; Hayward, C; Porteous, D J; Evans, J; McIntosh, A M; Gallacher, J; Craddock, N; Pell, J P; Smith, D J; Gale, C R; Deary, I J

    2016-01-01

    People's differences in cognitive functions are partly heritable and are associated with important life outcomes. Previous genome-wide association (GWA) studies of cognitive functions have found evidence for polygenic effects yet, to date, there are few replicated genetic associations. Here we use data from the UK Biobank sample to investigate the genetic contributions to variation in tests of three cognitive functions and in educational attainment. GWA analyses were performed for verbal–numerical reasoning (N=36 035), memory (N=112 067), reaction time (N=111 483) and for the attainment of a college or a university degree (N=111 114). We report genome-wide significant single-nucleotide polymorphism (SNP)-based associations in 20 genomic regions, and significant gene-based findings in 46 regions. These include findings in the ATXN2, CYP2DG, APBA1 and CADM2 genes. We report replication of these hits in published GWA studies of cognitive function, educational attainment and childhood intelligence. There is also replication, in UK Biobank, of SNP hits reported previously in GWA studies of educational attainment and cognitive function. GCTA-GREML analyses, using common SNPs (minor allele frequency>0.01), indicated significant SNP-based heritabilities of 31% (s.e.m.=1.8%) for verbal–numerical reasoning, 5% (s.e.m.=0.6%) for memory, 11% (s.e.m.=0.6%) for reaction time and 21% (s.e.m.=0.6%) for educational attainment. Polygenic score analyses indicate that up to 5% of the variance in cognitive test scores can be predicted in an independent cohort. The genomic regions identified include several novel loci, some of which have been associated with intracranial volume, neurodegeneration, Alzheimer's disease and schizophrenia. PMID:27046643

  20. Features partnership in auditing

    Directory of Open Access Journals (Sweden)

    V.P. Bondar

    2015-06-01

    Full Text Available The notion of «institution partnerships in the audit» and its importance in Ukraine. Done overview of international experience in the Institute of partnerships in the audit business. Determined the nature of the audit, rights, duties and powers of the partnership during the audit. Done distribution of functions between the partner and the engagement partner in the synthesis of these blocks: taking on a new customer service or continued cooperation with existing customers (clients; familiarization with activities of customer audits, including an understanding of its internal control system; identification and assessment of risks of material misstatement of accounting; audit process and the audit and the formation of the final judgment. On the basis of the distribution of functions between the partner and the engagement partner, defined the overall structure of management system auditing firm. These conditions for implementation of partnerships in the audit business, and identified a number of advantages and disadvantages of partnerships for auditing.

  1. Initiating New Science Partnerships in Rural Education (INSPIRE) Brining STEM Research to 7th-12th Grade Science and Math Classrooms

    Science.gov (United States)

    Radencic, S.; McNeal, K. S.; Pierce, D.

    2012-12-01

    The Initiating New Science Partnerships in Rural Education (INSPIRE) program at Mississippi State University (MSU), funded by the NSF Graduate STEM Fellows in K-12 Education (GK12) program, focuses on the advancement of Earth and Space science education in K-12 classrooms. INSPIRE currently in its third year of partnering ten graduate students each year from the STEM fields of Geosciences, Engineering, Physics and Chemistry at MSU with five teachers from local, rural school districts. The five year project serves to enhance graduate student's communication skills as they create interactive lessons linking their STEM research focus to the state and national standards covered in science and math classrooms for grades 7-12 through inquiry experiences. Each graduate student is responsible for the development of two lessons each month of the school year that include an aspect of their STEM research, including the technologies that they may utilize to conduct their STEM research. The plans are then published on the INSPIRE project webpage, www.gk12.msstate.edu, where they are a free resource for any K-12 classroom teacher seeking innovative activities for their classrooms and total over 300 lesson activities to date. Many of the participating teachers and graduate students share activities developed with non-participating teachers, expanding INSPIRE's outreach of incorporating STEM research into activities for K-12 students throughout the local community. Examples of STEM research connections to classroom topics related to earth and ocean science include activities using GPS with GIS for triangulation and measurement of area in geometry; biogeochemical response to oil spills compared to organism digestive system; hydrogeology water quality monitoring and GIS images used as a determinant for habitat suitability in area water; interactions of acids and bases in the Earth's environments and surfaces; and the importance of electrical circuitry in an electrode used in

  2. More than Money Matters: Establishing Effective School-Corporate Partnerships

    Science.gov (United States)

    Flynn, Nancy

    2007-01-01

    Given the financial constraints facing U.S. schools and the expense of cutting-edge technology, partnerships between schools and corporations that specialize in technology are becoming more vital in the quest to remain competitive in today's educational market. Schools can benefit from these partnerships by receiving the latest hardware and…

  3. The Family-Centre Partnership Disconnect: Creating Reciprocity

    Science.gov (United States)

    Hadley, Fay; Rouse, Elizabeth

    2018-01-01

    The purpose of this article is to examine the disconnect happening in relation to family-centre partnerships. Developing partnerships with families is hotly debated and provides challenges for educators teaching in the early childhood sector. Using a comparative case study analysis, several research studies conducted in the states of New South…

  4. Genetic education and the challenge of genomic medicine: development of core competences to support preparation of health professionals in Europe

    DEFF Research Database (Denmark)

    Skirton, Heather; Lewis, Celine; Kent, Alastair

    2010-01-01

    in professional education and regulation between European countries, setting curricula may not be practical. Core competences are used as a basis for health professional education in many fields and settings. An Expert Group working under the auspices of the EuroGentest project and European Society of Human...... Genetics Education Committee agreed that a pragmatic solution to the need to establish common standards for education and practice in genetic health care was to agree to a set of core competences that could apply across Europe. These were agreed through an exhaustive process of consultation with relevant......The use of genetics and genomics within a wide range of health-care settings requires health professionals to develop expertise to practise appropriately. There is a need for a common minimum standard of competence in genetics for health professionals in Europe but because of differences...

  5. Big Sky Carbon Sequestration Partnership

    Energy Technology Data Exchange (ETDEWEB)

    Susan M. Capalbo

    2005-11-01

    The Big Sky Carbon Sequestration Partnership, led by Montana State University, is comprised of research institutions, public entities and private sectors organizations, and the Confederated Salish and Kootenai Tribes and the Nez Perce Tribe. Efforts under this Partnership in Phase I fall into four areas: evaluation of sources and carbon sequestration sinks that will be used to determine the location of pilot demonstrations in Phase II; development of GIS-based reporting framework that links with national networks; designing an integrated suite of monitoring, measuring, and verification technologies and assessment frameworks; and initiating a comprehensive education and outreach program. The groundwork is in place to provide an assessment of storage capabilities for CO2 utilizing the resources found in the Partnership region (both geological and terrestrial sinks), that would complement the ongoing DOE research agenda in Carbon Sequestration. The region has a diverse array of geological formations that could provide storage options for carbon in one or more of its three states. Likewise, initial estimates of terrestrial sinks indicate a vast potential for increasing and maintaining soil C on forested, agricultural, and reclaimed lands. Both options include the potential for offsetting economic benefits to industry and society. Steps have been taken to assure that the GIS-based framework is consistent among types of sinks within the Big Sky Partnership area and with the efforts of other DOE regional partnerships. The Partnership recognizes the critical importance of measurement, monitoring, and verification technologies to support not only carbon trading but all policies and programs that DOE and other agencies may want to pursue in support of GHG mitigation. The efforts in developing and implementing MMV technologies for geological sequestration reflect this concern. Research is also underway to identify and validate best management practices for soil C in the

  6. By Design: Professional Development School Partnerships at the Gladys W. and David H. Patton College of Education, Ohio University and Athens City Schools

    Science.gov (United States)

    Weade, Ginger; Kennedy, Marcy Keifer; Armstrong, Jennifer; Douglas, Maria; Hoisington, Liz; More, Stephanie; Mullins, Heidi; West, Lindsey; Helfrich, Sara; Kennedy, Chris; Miles, Tracy; Payne, Sue; Camara, Kristin; Lemanski, Laura; Henning, John; Martin, Carl

    2014-01-01

    Outreach and engagement that connects the Patton College at Ohio University with P-12 schools has been a strong tradition in the Southeastern Ohio/Appalachian region. In the mid-1980s, a partnership aligned with the Coalition of Essential Schools and 9 "Common Principles"' was one of the first. Alignment with 19 "Postulates" of…

  7. US utility partnerships

    International Nuclear Information System (INIS)

    Worthington, B.

    1995-01-01

    Activities of the United States Energy Association were reviewed, as well as the manner in which its members are benefitting from the Association's programs. The principal cooperative program set up is the Utility Partnership Program, which was described. Through this program the Association is matching US companies, both electric utilities and gas utilities, with counterparts in Eastern Europe or the former Soviet Union. So far, about 25 partnerships were signed, e.g. in the Czech Republic, in Kazakhstan, in Poland, and in Slovakia. It was estimated that the return to the United States from the investments made by the American government in these Utility Partnership Programs has been well over 100-fold

  8. Science communication in transition: genomics hype, public engagement, education and commercialization pressures.

    Science.gov (United States)

    Bubela, T

    2006-11-01

    This essay reports on the final session of a 2-day workshop entitled 'Genetic Diversity and Science Communication', hosted by the CIHR Institute of Genetics in Toronto, April 2006. The first speaker, Timothy Caulfield, introduced the intersecting communities that promulgate a 'cycle of hype' of the timelines and expected outcomes of the Human Genome Project (HGP): scientists, the media and the public. Other actors also contribute to the overall hype, the social science and humanities communities, industry and politicians. There currently appears to be an abatement of the overblown rhetoric of the HGP. As pointed out by the second speaker, Sharon Kardia, there is broad recognition that most phenotypic traits, including disease susceptibility are multi-factorial. That said, George Davey-Smith reminded us that some direct genotype-phenotype associations may be useful for public health issues. The Mendelian randomization approach hopes to revitalize the discipline of epidemiology by strengthening causal influences about environmentally modifiable risk factors. A more realistic informational environment paves the way for greater public engagement in science policy. Two such initiatives were presented by Kardia and Jason Robert, and Peter Finegold emphasized that science education and professional development for science teachers are important components of later public engagement in science issues. However, pressures on public research institutions to commercialize and seek industry funding may have negative impacts in both encouraging scientists to inappropriately hype research and on diminishing public trust in the scientific enterprise. The latter may have a significant effect on public engagement processes, such as those proposed by Robert and Kardia.

  9. Partnerships in Assessment: Auspicing in Action.

    Science.gov (United States)

    Bateman, Andrea; Clayton, Berwyn

    Auspicing in Australia's vocational education and training (VET) sector involves organizations entering into partnerships with registered training organizations (RTOs) to have the training and assessment they undertake recognized under the National Training Framework. RTOs bear responsibility for assuring the quality of the assessments conducted…

  10. Regional Partnerships. At a Glance. Revised

    Science.gov (United States)

    Griffin, Tabatha; Curtin, Penelope

    2007-01-01

    Vocational education and training (VET) has a key role in facilitating regional economic development. One way that VET can do this is by forming partnerships with other organisations, such as other training providers, business/industry, schools and local government. This "At a Glance" publication gives an overview of recent research…

  11. From partnership to the learning community

    International Nuclear Information System (INIS)

    Skinner, P.

    1997-01-01

    In this short paper the author proposes a future agenda for partnerships between education and business. An example is the Teacher Internship Program, through which teachers are put in workplaces in business, industry, service agencies etc. for up to five days, so that they can bring the workaday world into the classroom

  12. Ford Partnership for Advanced Studies (Ford PAS)

    Science.gov (United States)

    Carrier, Cheryl

    2006-01-01

    This article features the Ford Partnership for Advanced Studies (Ford PAS) program that helps students gain knowledge about real-life business issues. Ford PAS is an educational program that combines college-prep academics with the critical 21st century skills students will need to succeed in college and in the workplace. The Ford PAS program uses…

  13. CHP Partnership Partners

    Science.gov (United States)

    Partners of EPA's Combined Heat and Power Partnership include federal, state, and local government agencies and private organizations such as energy users, energy service companies, CHP project developers and consultants, and equipment manufacturers.

  14. Partnership for Peace

    National Research Council Canada - National Science Library

    Penner, Vernon

    1996-01-01

    Partnership for Peace (PFP) has gotten off to a highly successful start over the past two years with an accelerated growth in membership encompassing the Euro-Atlantic community, the rapid development of its own military...

  15. Urban Waters Partnership

    Science.gov (United States)

    Includes information on 14 Federal member agencies for the Urban Waters Federal Partnership and 19 designated urban waters locations and the local stakeholder groups and activities. Content was formerly at www.epa.gov/urbanwaters/

  16. Revisiting Public School/University Partnerships for Formal Leadership Development: A Brief 30-Year Retrospective

    Science.gov (United States)

    Thompson, David C.

    2016-01-01

    In this article, the Kansas State University Chair of the Department of Educational Leadership reviews the strong history of his department's university and public school partnerships and the impact these partnerships have had on leadership preparation programs. Almost 30 years ago, Kansas State University foresaw the power of partnerships with…

  17. Partnership with the customer

    Science.gov (United States)

    Trachta, Gregory S.

    This discussion will recount some historical observations about establishing partnerships with the customer. It suggests that such partnerships are established as the natural evolutionary product of a continuous improvement culture. Those are warm, ethereal terms about a topic that some people think already suffers from an excess of hot air. We will focus on some real-world activities and workplace artifacts to show there are substantive concepts behind the TQM buzzwords.

  18. Genetic education and the challenge of genomic medicine: development of core competences to support preparation of health professionals in Europe

    DEFF Research Database (Denmark)

    Skirton, Heather; Lewis, Celine; Kent, Alastair

    2010-01-01

    in professional education and regulation between European countries, setting curricula may not be practical. Core competences are used as a basis for health professional education in many fields and settings. An Expert Group working under the auspices of the EuroGentest project and European Society of Human...... and professions has resulted in an adaptable framework for both pre-registration and continuing professional education. This competence framework has the potential to improve the quality of genetic health care for patients globally.......The use of genetics and genomics within a wide range of health-care settings requires health professionals to develop expertise to practise appropriately. There is a need for a common minimum standard of competence in genetics for health professionals in Europe but because of differences...

  19. Personal genome testing in medical education: student experiences with genotyping in the classroom.

    Science.gov (United States)

    Vernez, Simone Lucia; Salari, Keyan; Ormond, Kelly E; Lee, Sandra Soo-Jin

    2013-01-01

    Direct-to-consumer (DTC) personal genotyping services are beginning to be adopted by educational institutions as pedagogical tools for learning about human genetics. However, there is little known about student reactions to such testing. This study investigated student experiences and attitudes towards DTC personal genome testing. Individual interviews were conducted with students who chose to undergo personal genotyping in the context of an elective genetics course. Ten medical and graduate students were interviewed before genotyping occurred, and at 2 weeks and 6 months after receiving their genotype results. Qualitative analysis of interview transcripts assessed the expectations and experiences of students who underwent personal genotyping, how they interpreted and applied their results; how the testing affected the quality of their learning during the course, and what were their perceived needs for support. Students stated that personal genotyping enhanced their engagement with the course content. Although students expressed skepticism over the clinical utility of some test results, they expressed significant enthusiasm immediately after receiving their personal genetic analysis, and were particularly interested in results such as drug response and carrier testing. However, few reported making behavioral changes or following up on specific results through a healthcare provider. Students did not report utilizing genetic counseling, despite feeling strongly that the 'general public' would need these services. In follow-up interviews, students exhibited poor recall on details of the consent and biobanking agreements, but expressed little regret over their decision to undergo genotyping. Students reported mining their raw genetic data, and conveyed a need for further consultation support in their exploration of genetic variants. Personal genotyping may improve students' self-reported motivation and engagement with course material. However, consultative support that

  20. National Human Genome Research Institute

    Science.gov (United States)

    ... Care Genomic Medicine Working Group New Horizons and Research Patient Management Policy and Ethics Issues Quick Links for Patient Care Education All About the Human Genome Project Fact Sheets Genetic Education Resources for ...

  1. Positioning genomics in biology education: content mapping of undergraduate biology textbooks.

    Science.gov (United States)

    Wernick, Naomi L B; Ndung'u, Eric; Haughton, Dominique; Ledley, Fred D

    2014-12-01

    Biological thought increasingly recognizes the centrality of the genome in constituting and regulating processes ranging from cellular systems to ecology and evolution. In this paper, we ask whether genomics is similarly positioned as a core concept in the instructional sequence for undergraduate biology. Using quantitative methods, we analyzed the order in which core biological concepts were introduced in textbooks for first-year general and human biology. Statistical analysis was performed using self-organizing map algorithms and conventional methods to identify clusters of terms and their relative position in the books. General biology textbooks for both majors and nonmajors introduced genome-related content after text related to cell biology and biological chemistry, but before content describing higher-order biological processes. However, human biology textbooks most often introduced genomic content near the end of the books. These results suggest that genomics is not yet positioned as a core concept in commonly used textbooks for first-year biology and raises questions about whether such textbooks, or courses based on the outline of these textbooks, provide an appropriate foundation for understanding contemporary biological science.

  2. The clinical partnership as strategic alliance.

    Science.gov (United States)

    Novotny, Jeanne M; Donahue, Moreen; Bhalla, Bharat B

    2004-01-01

    The purpose of this article is to describe a renewed partnership between a collegiate school of nursing and a community hospital. Universities and hospitals are searching for creative solutions to increase the number of registered nurses available to meet the demand for nursing care. An affiliation agreement had been in existence for many years, but health care system imperatives made it necessary to redesign the partnership between nursing education and nursing service. The model used to develop this new partnership is based on the work done in the field of management and is in the form of a strategic alliance. The success of a strategic alliance depends on two key factors: the relationship between partners and partnership performance. Identified outcomes show that this partnership is helping to meet the increasing demand for nursing care by building student capacity, satisfying mutual needs of faculty and clinical staff, and removing economic barriers. This article describes the development of the strategic alliance, its current status, and strategies for the future.

  3. BIG SKY CARBON SEQUESTRATION PARTNERSHIP

    Energy Technology Data Exchange (ETDEWEB)

    Susan M. Capalbo

    2004-10-31

    The Big Sky Carbon Sequestration Partnership, led by Montana State University, is comprised of research institutions, public entities and private sectors organizations, and the Confederated Salish and Kootenai Tribes and the Nez Perce Tribe. Efforts under this Partnership fall into four areas: evaluation of sources and carbon sequestration sinks; development of GIS-based reporting framework; designing an integrated suite of monitoring, measuring, and verification technologies; and initiating a comprehensive education and outreach program. At the first two Partnership meetings the groundwork was put in place to provide an assessment of capture and storage capabilities for CO{sub 2} utilizing the resources found in the Partnership region (both geological and terrestrial sinks), that would complement the ongoing DOE research. During the third quarter, planning efforts are underway for the next Partnership meeting which will showcase the architecture of the GIS framework and initial results for sources and sinks, discuss the methods and analysis underway for assessing geological and terrestrial sequestration potentials. The meeting will conclude with an ASME workshop. The region has a diverse array of geological formations that could provide storage options for carbon in one or more of its three states. Likewise, initial estimates of terrestrial sinks indicate a vast potential for increasing and maintaining soil C on forested, agricultural, and reclaimed lands. Both options include the potential for offsetting economic benefits to industry and society. Steps have been taken to assure that the GIS-based framework is consistent among types of sinks within the Big Sky Partnership area and with the efforts of other western DOE partnerships. Efforts are also being made to find funding to include Wyoming in the coverage areas for both geological and terrestrial sinks and sources. The Partnership recognizes the critical importance of measurement, monitoring, and verification

  4. [Genomics innovative teaching pattern based upon amalgamation between modern educational technology and constructivism studying theory].

    Science.gov (United States)

    Liang, Xu-Fang; Peng, Jing; Zhou, Tian-Hong

    2007-04-01

    In order to overcome various malpractices in the traditional teaching methods, and also as part of the Guangdong province molecular biology perfect course project, some reforms were carried out to the teaching pattern of genomics. The reforms include using the foreign original teaching materials, bilingual teaching, as well as taking the constructivism-directed discussion teaching method and the multimedia computer-assisted instruction. To improve the scoring way and the laboratory course of the subject, we carried on a multiplex inspection systems and a self-designing experiments. Through the teaching reform on Genomics, we have gradually consummated the construction of molecular biology curriculum system.

  5. 7 CFR 1400.204 - Limited partnerships, limited liability partnerships, limited liability companies, corporations...

    Science.gov (United States)

    2010-01-01

    ... 7 Agriculture 10 2010-01-01 2010-01-01 false Limited partnerships, limited liability partnerships..., limited liability partnerships, limited liability companies, corporations, and other similar legal entities. (a) A limited partnership, limited liability partnership, limited liability company, corporation...

  6. Partnership for the future

    International Nuclear Information System (INIS)

    Wilson, R.I.

    1993-01-01

    The benefits of partnerships in the profitable exploration, development, and management of the world's hydrocarbon resources are discussed. A unique period in history is being experienced in the oil and gas industry. Over the next decade, all of the participants will be faced with a number of opportunities and challenges. No longer will having technical expertise or control of vast resources alone create wealth for a company or country. Long-term profitability will result from decisions and policies made by the owners of these assets. Prudent, efficient, and profitable management of resources through partnership will benefit both parties and enrich the standard of living for future generations

  7. Filling the knowledge gap: Integrating quantitative genetics and genomics in graduate education and outreach

    Science.gov (United States)

    The genomics revolution provides vital tools to address global food security. Yet to be incorporated into livestock breeding, molecular techniques need to be integrated into a quantitative genetics framework. Within the U.S., with shrinking faculty numbers with the requisite skills, the capacity to ...

  8. Democratizing Human Genome Project Information: A Model Program for Education, Information and Debate in Public Libraries.

    Science.gov (United States)

    Pollack, Miriam

    The "Mapping the Human Genome" project demonstrated that librarians can help whomever they serve in accessing information resources in the areas of biological and health information, whether it is the scientists who are developing the information or a member of the public who is using the information. Public libraries can guide library…

  9. From Mendel to the Human Genome Project: The Implications for Nurse Education.

    Science.gov (United States)

    Burton, Hilary; Stewart, Alison

    2003-01-01

    The Human Genome Project is brining new opportunities to predict and prevent diseases. Although pediatric nurses are the closest to these developments, most nurses will encounter genetic aspects of practice and must understand the basic science and its ethical, legal, and social dimensions. (Includes commentary by Peter Birchenall.) (SK)

  10. Comparative Genomics

    Indian Academy of Sciences (India)

    Home; Journals; Resonance – Journal of Science Education; Volume 11; Issue 8. Comparative Genomics - A Powerful New Tool in Biology. Anand K Bachhawat. General Article Volume 11 Issue 8 August 2006 pp 22-40. Fulltext. Click here to view fulltext PDF. Permanent link:

  11. Green Power Partnership Eligible Organizations

    Science.gov (United States)

    The U.S. EPA's Green Power Partnership is a voluntary partnership program designed to reduce the environmental impact of electricity generation by promoting renewable energy. Many different types of organizations are eligible to become Partners.

  12. New Partnerships for Sustainability (NEPSUS)

    DEFF Research Database (Denmark)

    Ponte, Stefano; Noe, Christine; Kweka, Opportuna

    New and more complex partnerships are emerging to address the sustainability of natural resource use in developing countries. These partnerships variously link donors, governments, community-based organizations, non-governmental organizations (NGOs), business, certification agencies and other...

  13. Benefits of Green Power Partnership

    Science.gov (United States)

    The U.S. EPA's Green Power Partnership is a voluntary partnership program designed to reduce the environmental impact of electricity generation by promoting renewable energy. Learn about the benefits of becoming a Green Power Partner.

  14. BIG SKY CARBON SEQUESTRATION PARTNERSHIP

    Energy Technology Data Exchange (ETDEWEB)

    Susan M. Capalbo

    2004-06-01

    The Big Sky Partnership, led by Montana State University, is comprised of research institutions, public entities and private sectors organizations, and the Confederated Salish and Kootenai Tribes and the Nez Perce Tribe. Efforts during the second performance period fall into four areas: evaluation of sources and carbon sequestration sinks; development of GIS-based reporting framework; designing an integrated suite of monitoring, measuring, and verification technologies; and initiating a comprehensive education and outreach program. At the first two Partnership meetings the groundwork was put in place to provide an assessment of capture and storage capabilities for CO{sub 2} utilizing the resources found in the Partnership region (both geological and terrestrial sinks), that would complement the ongoing DOE research. The region has a diverse array of geological formations that could provide storage options for carbon in one or more of its three states. Likewise, initial estimates of terrestrial sinks indicate a vast potential for increasing and maintaining soil C on forested, agricultural, and reclaimed lands. Both options include the potential for offsetting economic benefits to industry and society. Steps have been taken to assure that the GIS-based framework is consistent among types of sinks within the Big Sky Partnership area and with the efforts of other western DOE partnerships. Efforts are also being made to find funding to include Wyoming in the coverage areas for both geological and terrestrial sinks and sources. The Partnership recognizes the critical importance of measurement, monitoring, and verification technologies to support not only carbon trading but all policies and programs that DOE and other agencies may want to pursue in support of GHG mitigation. The efforts begun in developing and implementing MMV technologies for geological sequestration reflect this concern. Research is also underway to identify and validate best management practices for

  15. Regulatory competition in partnership law.

    OpenAIRE

    Siems, Mathias

    2009-01-01

    Regulatory competition in company law has been extensively debated in the last few decades, but it has rarely been discussed whether there could also be regulatory competition in partnership law. This article fills this gap. It addresses the partnership law of the US, the UK, Germany, and France, and presents empirical data on the different types of partnerships and companies established in these jurisdictions. The main focus is on the use of a limited liability partnership (LLP) outside its ...

  16. University-School Partnerships: Student Teachers' Evaluations across Nine Partnerships in Israel

    Science.gov (United States)

    Maskit, Ditza; Orland-Barak, Lily

    2015-01-01

    This article presents and discusses the findings of a study which focused on student teachers' evaluation of their practice teaching in the context of a university-school partnership model integrated for the first time into the academic programme of a university teacher education department in Israel. A questionnaire was developed to examine the…

  17. Small public private partnerships

    DEFF Research Database (Denmark)

    Koch, Christian; Jensen, Jesper Ole

    2009-01-01

    Public Private Partnerships (PPP) are frequently mobilized as a purchasing form suitable for large infrastructure projects. And it is commonly assumed that transaction costs linked to the establishment of PPP make them prohibitive in small sizes. In a Danish context this has been safeguarded by t...

  18. Public private partnerships

    NARCIS (Netherlands)

    Miranda Sarmento, J.J.

    2014-01-01

    Public-private partnerships (PPPs) are increasing in number worldwide and are used to build and manage large public infrastructure projects. In PPPs, the private sector plays a role in developing and maintaining public infrastructure and services, which is usually a public sector responsibility.

  19. An Investigation of the Dayton Regional STEM School Public-Private Partnerships

    Science.gov (United States)

    Poole, Kimberly S.

    This dissertation study documents in-depth the exploration of the Public Private Partnerships (PPPs) between the Dayton Regional STEM School (DRSS) and their industry partners as well as the establishment of a framework for evaluating and assessing PPPs. The public-private partnership agreements were studied in order to answer the over-arching research question: How is an effective public-private partnership established, assessed, and evaluated in education? A descriptive case study methodology was used to study DRSS' public-private partnership agreements to determine if goals and objectives were established and whether or not the partnerships met those goals and objectives. This case study also included the development and testing of a proposed evaluation framework that will allow for consistent, systematic inquiry that can produce defensible assertions regarding the assessment and evaluation of public-private partnerships in education. Results of the case study support the findings that utilization of an evaluation framework can serve to make public-private partnerships more successful. Results also indicated that establishment of goals and objectives enable effective evaluation for informal partnerships but could not be definitively stated for formal partnerships due to the lack of data points. The data from this case study revealed many emergent themes that should be considered in the development of future public-private partnerships. Overall this study contributes to the growing body of knowledge for public-private partnerships in education.

  20. Partnerships for optimizing organizational flexibility

    Science.gov (United States)

    Louis Poliquin

    1999-01-01

    For the purpose of this conference, I was asked to discuss partnerships in general. We will first review the reasons that bring organizations to enter into a collaborative agreement, then provide examples of different types of partnerships, discuss some factors that seem to explain the success of partnerships, and review important points to consider before preparing...

  1. Leadership in community partnerships: South African study and experience.

    Science.gov (United States)

    El Ansari, Walid

    2012-09-01

    This study examined the influence of leadership in multi-stakeholder partnerships. Four W. K. Kellogg-funded community partnerships in South Africa were evaluated. Participants included community, academic and health service partners. The partnerships aimed to achieve interprofessional community-sensitive health professions education. We undertook: (1) quantitative assessment (survey, N=529) of whether leadership skills were systematically associated with three partnership factors (satisfaction, sense of ownership and commitment); and the individual contributions of these factors to the partnerships' outcomes; and (2) qualitative assessment (semi structured interviews, N=46) of the extent of coalition members' ratings of their leadership, the likelihood of concerns about their leaders; and the nature of these concerns. Quantitatively, partner's positive ratings of their leadership were consistently and significantly attended by better sense of ownership, commitment to and satisfaction with the partnerships. Variance in partnership outcomes was accounted for by leadership skills (26%), ownership (21%), commitment (20%) and satisfaction (11%). Partnership members who rated their leadership highly expressed fewer concerns (qualitatively) about their leaders. These concerns were: leadership visibility, openness and legitimacy; leadership features, styles and characteristics; the consequences of lack of appropriate leadership; and management procedures that were lacking. Coalition efforts would benefit from focusing on factors that are conducive to effective leadership.

  2. Forging partnerships between rural women with chronic conditions and their health care providers.

    Science.gov (United States)

    Cudney, Shirley; Weinert, Clarann; Kinion, Elizabeth

    2011-03-01

    Successful adaptation to chronic illness is enhanced by active client-health care provider partnerships. The purposes of this article are to (a) examine the health care partnership needs of western rural women with chronic illness who participated in a computer-based support and education project, (b) describe how the role of the women in the partnership can be maximized by the use of a personal health record and improving health literacy, and (c) discuss ways health care providers can enhance their role in the partnership by careful listening and creating environments conducive to forging productive client-provider partnerships.

  3. Assessing the Impact and Effectiveness of the Advanced Technological Education (ATE) Program. Survey Results 2004. Volume III: Status of ATE Projects and Articulation Partnerships

    Science.gov (United States)

    Coryn, Chris L.; Gullickson, Arlen R.; Hanssen, Carl E.

    2004-01-01

    The Advanced Technological Education (ATE) program is a federally funded program designed to educate technicians for the high-technology disciplines that drive the United State's economy. As stated in the ATE program guidelines, this program promotes improvement in technological education at the undergraduate and secondary school levels by…

  4. The Role of OER Localisation in Building a Knowledge Partnership for Development: Insights from the TESSA and TESS-India Teacher Education Projects

    Science.gov (United States)

    Buckler, Alison; Perryman, Leigh-Anne; Seal, Tim

    2014-01-01

    Open educational resources (OER) continue to support the needs of educators and learners globally. However, it is clear that to maximise their potential more focus is needed on reuse and repurposing. Accordingly, adapting OER for local contexts remains one of the greatest challenges of the open education movement, with little written about how to…

  5. Improving refueling outages through partnership

    International Nuclear Information System (INIS)

    Mercado, Angelo L.

    2004-01-01

    This paper describes an approach to reduce nuclear plant outage duration and cost through partnership. Partnership is defined as a long-term commitment between the utility and the vendor with the objective of achieving shared business goals by maximizing the effectiveness of each party's resources. The elements of an effective partnership are described. Specific examples are given as to how partnership has worked in the effective performance of refueling outages. To gain the full benefits of a partnership, both parties must agree to share information, define the scope early, communicate goals and expectations, and identify boundaries for technical ownership. (author)

  6. A Network for the Future: Forming a Partnership beyond Institutional Walls.

    Science.gov (United States)

    Leslie, Judith W.; Wright, Bill

    The feasibility of a partnership between educational institutions and data processing companies is explored. The purpose of a partnership would be to advance institutions technologically by utilizing the best resources of business and education. Attention is directed to a framework based upon a succession of paradigms for explaining stages of data…

  7. Patterns of partnership formation among lone mothers in Russia

    OpenAIRE

    Cordula Zabel

    2008-01-01

    This study examines the determinants of partnership formation among lone mothers in Russia, using data from the Russian Generations and Gender Survey (GGS) and the Education and Employment Survey (EES). The central research question is whether difficult economic circumstances pressure lone mothers to enter new partnerships sooner than they would under other circumstances, limiting their freedom of choice of type of living arrangement. The empirical results show that while occupation influence...

  8. Industrial Partnership Prosperity Game{trademark}

    Energy Technology Data Exchange (ETDEWEB)

    Boyak, K.; Berman, M.; Beck, D.

    1998-02-01

    Prosperity Games TM are an outgrowth and adaptation move/countermove and seminar War Games. Prosperity Games TM are simulations that explore complex issues in a variety of areas including economics, politics, sociology, environment, education, and research. These issues can be examined from a variety of perspectives ranging from a global, macroeconomic and geopolitical viewpoint down to the details of customer/supplier/market interactions in specific industries. All Prosperity Games TM are unique in that both the game format and the player contributions vary from game to game. This report documents the Industry Partnership Prosperity Game sponsored by the Technology Partnerships and Commercialization Center at Sandia National Laboratories. Players came from the Sandia line organizations, the Sandia business development and technology partnerships organizations, the US Department of Energy, academia, and industry The primary objectives of this game were to: explore ways to increase industry partnerships to meet long-term Sandia goals; improve Sandia business development and marketing strategies and tactics; improve the process by which Sandia develops long-term strategic alliances. The game actions and recommendations of these players provided valuable insights as to what Sandia can do to meet these objectives.

  9. School-community learning partnerships for sustainability: Recommended best practice and reality

    Science.gov (United States)

    Wheeler, Leone; Guevara, Jose Roberto; Smith, Jodi-Anne

    2018-05-01

    Effective partnerships across different stakeholders are essential to the collaboration required for learning cities to contribute to sustainable development. Through partnerships, formal educational institutions, such as schools and universities, play a vital role in establishing and sustaining learning cities, often by facilitating the meaningful participation of different local community members. The research presented in this article examines the characteristics of effective school-community partnerships in the literature and compares it to the results of a three-year research study which examined 16 case studies of school-community partnerships in the state of Victoria in Australia. Using participatory action research, the researchers identified four approaches to implementing partnerships for sustainability, explored challenges to achieving an idealised partnership, and made recommendations for establishing successful partnership networks. The researchers propose that partnerships be viewed as a dynamic resource rather than merely a transactional arrangement that addresses the identified challenges of time, funding, skills and personnel. Furthermore, the use of "partnership brokers", such as local government or non-government organisations, is recommended to expand the current school-centred approach to partnerships. These insights aim to contribute to providing quality education and lifelong learning through partnerships - outcomes crucial for establishing and sustaining learning cities.

  10. Euro-Mediterranean Partnership

    DEFF Research Database (Denmark)

    Brach, Juliane

    2007-01-01

    The EU and 12 countries of the Middle East and North Africa (MENA) engaged in 1995 in the Euro-Mediterranean Partnership (EMP) in political, economic and cultural matters with the aim to foster cooperation, stability and prosperity around the Mediterranean Basin. The Economic and Financial...... and the past performance of the EFP. It analyses the association agreements, economic cooperation and financial assistance, discusses the major obstacles, and outlines the potential of the EFP to shape the European Neighborhood Policy....

  11. Partnership in Computational Science

    Energy Technology Data Exchange (ETDEWEB)

    Huray, Paul G.

    1999-02-24

    This is the final report for the "Partnership in Computational Science" (PICS) award in an amount of $500,000 for the period January 1, 1993 through December 31, 1993. A copy of the proposal with its budget is attached as Appendix A. This report first describes the consequent significance of the DOE award in building infrastructure of high performance computing in the Southeast and then describes the work accomplished under this grant and a list of publications resulting from it.

  12. Public-Private Partnerships

    DEFF Research Database (Denmark)

    Lehmann, Martin; Jeppesen, S.

    2006-01-01

    Public-private partnerships in the environmental field have emerged as one option in the pursuit of sustainable development. So-called ‘Green Networks’, ‘Cleaner Production Centres’, ‘Waste Minimisation Clubs’ are among others highlighted as alternatives to governmental regulation. While being...... these initiatives in an institutional framework and suggest how the experiences can be understood in their own rights....

  13. The Global Soil Partnership

    Science.gov (United States)

    Montanarella, Luca

    2015-07-01

    The Global Soil Partnership (GSP) has been established, following an intensive preparatory work of the Food and Agriculture Organization of the United Nations (FAO) in collaboration with the European Commission (EC), as a voluntary partnership coordinated by the FAO in September 2011 [1]. The GSP is open to all interested stakeholders: Governments (FAO Member States), Universities, Research Organizations, Civil Society Organizations, Industry and private companies. It is a voluntary partnership aiming towards providing a platform for active engagement in sustainable soil management and soil protection at all scales: local, national, regional and global. As a “coalition of the willing” towards soil protection, it attempts to make progress in reversing soil degradation with those partners that have a genuine will of protecting soils for our future generations. It openly aims towards creating an enabling environment, despite the resistance of a minority of national governments, for effective soil protection in the large majority of the countries that are genuinely concerned about the rapid depletion of their limited soil resources.

  14. Critical friends and collaborative partnership

    Directory of Open Access Journals (Sweden)

    Katarina Jandér

    2013-12-01

    Full Text Available Critical friends: a method for peer feedback The Critical Friend-method has been used in various educational settings to facilitate the process of continuous improvement in teaching. The aim of this study was to implement Critical Friends, and to find out if this method could be used for feedback on teaching as part of a librarians' professional development. The project was carried out within the Library Unit of the Faculty of Medicine at Lund University, Sweden, in collaboration with the faculty's Centre for Teaching and Learning. Seven librarians and an educational consultant from the Centre for Teaching and Learning participated; the educational consultant played an essential role in supervising and structuring the project and the evaluation process, preparing readings as well as being an active participant. The participants worked in pairs; the performance of one teacher and the associated classroom activities were observed by the critical friend, and then evaluated and discussed. Evaluation and results After two preparatory group meetings, a final meeting was held where all pairs reported what they had done and how they perceived the critical friend process. The experiences of the participating librarians were explored using a questionnaire. The questionnaire was analyzed using content analysis by one librarian and the educational consultant independently. The results suggested that use of the critical friend method could have a positive impact by achieving the following: strengthening shared values concerning teaching issues; promoting self-reflection on teaching; facilitating communication with colleagues; and reducing the sense of 'loneliness‘ in teaching. The difficulties in the implementation were lack of time and competing duties. It was perceived as an advantage to work in close partnership with the faculty's educational consultants, who were familiar with the organization.

  15. Balancing power: A grounded theory study on partnership of academic service institutes.

    Science.gov (United States)

    Heshmati Nabavi, Fatemeh; Vanaki, Zohreh; Mohammadi, Eesa; Yazdani, Shahram

    2017-07-01

    Governments and professional organizations have called for new partnerships between health care providers and academics to improve clinical education for the benefit of both students and patients. To develop a substantive grounded theory on the process of forming academic-service partnerships in implementing clinical education, from the perspective of academic and clinical nursing staff members and managers working in Iranian settings. The participants included 15 hospital nurses, nurse managers, nurse educators, and educational managers from two central universities and clinical settings from 2009 to 2012. Data were collected through 30 in-depth, semi-structure interviews with the individual participants and then analyzed using the methodology of Strauss and Corbin's grounded theory. Utilizing "balancing power" as the core variable enabled us to integrate the concepts concerning the partnership processes between clinical and educational institutes. Three distinct and significant categories emerged to explain the process of partnership: 1) divergence, 2) conflict between educational and caring functions, and 3) creation of balance between educational and caring functions. In implementing clinical education, partnerships have been formed within a challenging context in Iran. Conflict between clinical and educational functions was the main concern of both sides of the partnership in forming a collaborative relationship, with our findings emphasizing the importance of nursing educators' role in the establishment of partnership programs.

  16. Innovation Partnerships to Enhance Student Learning and Development

    Science.gov (United States)

    Roberts, Dennis C.; Komives, Susan R.

    2016-01-01

    Following chapters that have offered examples and tools relevant to higher education institutions that wish to enhance student learning and development, this chapter summarizes and extends the conversation of how true partnerships in international higher education can be cultivated to achieve the deepest impact.

  17. Fostering Family-Teacher Partnerships: Principles in Practice

    Science.gov (United States)

    Knight-McKenna, Mary; Hollingsworth, Heidi L.

    2016-01-01

    Twenty-first century educators of young children need skills and dispositions for building partnerships with the families of all their students. Educators worldwide frequently teach children from families whose backgrounds, including socioeconomic status and home language, are different from their own. This article introduces 12 principles for…

  18. Pre-Employment Course: A Partnership for Success?

    Science.gov (United States)

    Pepper, Ian K.; McGrath, Ruth

    2010-01-01

    Purpose: The purpose of this paper is to examine the benefits of pre-employment education and training and its impact on the students' choice of career paths. It focuses on a programme delivered in partnership between Teesside University and a North East Police Force, and provides a model for future pre-employment education and training.…

  19. Academic-Service Partnerships in Nursing: An Integrative Review

    Directory of Open Access Journals (Sweden)

    Judy A. Beal

    2012-01-01

    Full Text Available This integrative review summarizes currently available evidence on academic-service partnerships in the profession of nursing. More than 300 articles, published primarily in refereed journals, were accessed. Articles (110 were included in this review as they presented detailed and substantive information about any aspect of a nursing academic-service partnership. The majority were anecdotal in nature. Topics clustered around the following categories: pre-requisites for successful partnerships, benefits of partnerships, types of partnerships, and workforce development with its themes of academic-practice progression and educational re-design. Many examples of partnerships between academic and service settings were thoroughly described and best practices suggested, most often, however, without formal evaluation of outcomes. Nursing leaders in both settings have a long tradition of partnering with very little replicable evidence to support their efforts. It is critical that future initiatives evaluate the effectiveness of these partnerships, not only to ensure quality of patient outcomes but also to maximize efforts at building capacity for tomorrow's workforce.

  20. Academic-service partnerships in nursing: an integrative review.

    Science.gov (United States)

    Beal, Judy A

    2012-01-01

    This integrative review summarizes currently available evidence on academic-service partnerships in the profession of nursing. More than 300 articles, published primarily in refereed journals, were accessed. Articles (110) were included in this review as they presented detailed and substantive information about any aspect of a nursing academic-service partnership. The majority were anecdotal in nature. Topics clustered around the following categories: pre-requisites for successful partnerships, benefits of partnerships, types of partnerships, and workforce development with its themes of academic-practice progression and educational re-design. Many examples of partnerships between academic and service settings were thoroughly described and best practices suggested, most often, however, without formal evaluation of outcomes. Nursing leaders in both settings have a long tradition of partnering with very little replicable evidence to support their efforts. It is critical that future initiatives evaluate the effectiveness of these partnerships, not only to ensure quality of patient outcomes but also to maximize efforts at building capacity for tomorrow's workforce.

  1. Balancing power: A grounded theory study on partnership of academic service institutes

    Directory of Open Access Journals (Sweden)

    FATEMEH HESHMATI NABAVI

    2017-07-01

    Full Text Available Introduction: Governments and professional organizations have called for new partnerships between health care providers and academics to improve clinical education for the benefit of both students and patients. To develop a substantive grounded theory on the process of forming academic-service partnerships in implementing clinical education, from the perspective of academic and clinical nursing staff members and managers working in Iranian settings. Methods: The participants included 15 hospital nurses, nurse managers, nurse educators, and educational managers from two central universities and clinical settings from 2009 to 2012. Data were collected through 30 in-depth, semi-structure interviews with the individual participants and then analyzed using the methodology of Strauss and Corbin’s grounded theory. Results: Utilizing “balancing power” as the core variable enabled us to integrate the concepts concerning the partnership processes between clinical and educational institutes. Three distinct and significant categories emerged to explain the process of partnership: 1 divergence, 2 conflict between educational and caring functions, and 3 creation of balance between educational and caring functions. Conclusions: In implementing clinical education, partnerships have been formed within a challenging context in Iran. Conflict between clinical and educational functions was the main concern of both sides of the partnership in forming a collaborative relationship, with our findings emphasizing the importance of nursing educators’ role in the establishment of partnership programs.

  2. Civil partnerships five years on.

    Science.gov (United States)

    Ross, Helen; Gask, Karen; Berrington, Ann

    2011-01-01

    The Civil Partnership Act 2004, which came into force in December 2005 allowing same-sex couples in the UK to register their relationship for the first time, celebrated its fifth anniversary in December 2010. This article examines civil partnership in England and Wales, five years on from its introduction. The characteristics of those forming civil partnerships between 2005 and 2010 including age, sex and previous marital/civil partnership status are examined. These are then compared with the characteristics of those marrying over the same period. Further comparisons are also made between civil partnership dissolutions and divorce. The article presents estimates of the number of people currently in civil partnerships and children of civil partners. Finally the article examines attitudes towards same-sex and civil partner couples both in the UK and in other countries across Europe.

  3. A Competitive Partnership Formation Process

    OpenAIRE

    Andersson, Tommy; Gudmundsson, Jens; Talman, Adolphus; Yang, Zaifu

    2013-01-01

    A group of heterogeneous agents may form partnerships in pairs. All single agents as well as all partnerships generate values. If two agents choose to cooperate, they need to specify how to split their joint value among one another. In equilibrium, which may or may not exist, no agents have incentives to break up or form new partnerships. This paper proposes a dynamic competitive adjustment process that always either finds an equilibrium or exclusively disproves the existence of any equilibri...

  4. Public-private Partnerships

    DEFF Research Database (Denmark)

    Hodge, Graeme A.; Greve, Carsten; Boardman, Anthony E.

    2017-01-01

    more to seeking economic growth and political success rather than demonstrating ‘one-best-way’ to deliver efficient infrastructure. This article traces where the infrastructure PPP idea has come from and what it is now becoming. It takes a global perspective and places Australian and international...... experience in this context, particularly through the global financial crisis. It concludes that PPP can become an integrated part of infrastructure development around the world, assuming learning occurs from past experience. It presents several lessons on deepening partnerships; on the multiplicity...

  5. The Eastern Partnership

    DEFF Research Database (Denmark)

    Nielsen, Kristian L.; Vilson, Maili

    2014-01-01

    When the EU launched the Eastern Partnership (EaP) in 2009, it did so with much rhetoric about projecting its soft power into Eastern Europe. Yet today, the EU's soft power project seems to have stalled, with developments in the region being less than favourable. This article argues that the EaP...... essentially replicated the main weaknesses of the European Neighbourhood Policy, by offering too little incentive and support to the partners, rendering both conditionality and soft power ineffective as tools for milieu shaping. In promoting the EaP as a policy of soft power, the EU has once again forgotten...

  6. Public-Private Partnerships and Sustainable Regional Innovation Systems

    DEFF Research Database (Denmark)

    Lehmann, Martin; Christensen, Per; Johnson, Bjørn

    -private partnerships. The role of universities if and when actively participating in ‘life outside the ivory tower’ is addressed. These partnerships are also discussed in a regional context. With point of departure in innovation theory, we combine ‘sustainable development’ with the Regional System of Innovation...... approach to propose a new concept – Sustainable Regional Innovation System – in which regional initiatives such as Public-Private(-Academic) Partnerships play an integrated role, not least in the context of ‘learning and innovation for sustainable development’. Two cases are presented to underline...... be playing in public-private partnerships for sustainable development, and the links and benefits this may provide towards universities fulfilling their first (science) and second (education) missions. In this paper, the first part is dedicated to the discussion and clarification of the concept of public...

  7. Methods for open innovation on a genome-design platform associating scientific, commercial, and educational communities in synthetic biology.

    Science.gov (United States)

    Toyoda, Tetsuro

    2011-01-01

    Synthetic biology requires both engineering efficiency and compliance with safety guidelines and ethics. Focusing on the rational construction of biological systems based on engineering principles, synthetic biology depends on a genome-design platform to explore the combinations of multiple biological components or BIO bricks for quickly producing innovative devices. This chapter explains the differences among various platform models and details a methodology for promoting open innovation within the scope of the statutory exemption of patent laws. The detailed platform adopts a centralized evaluation model (CEM), computer-aided design (CAD) bricks, and a freemium model. It is also important for the platform to support the legal aspects of copyrights as well as patent and safety guidelines because intellectual work including DNA sequences designed rationally by human intelligence is basically copyrightable. An informational platform with high traceability, transparency, auditability, and security is required for copyright proof, safety compliance, and incentive management for open innovation in synthetic biology. GenoCon, which we have organized and explained here, is a competition-styled, open-innovation method involving worldwide participants from scientific, commercial, and educational communities that aims to improve the designs of genomic sequences that confer a desired function on an organism. Using only a Web browser, a participating contributor proposes a design expressed with CAD bricks that generate a relevant DNA sequence, which is then experimentally and intensively evaluated by the GenoCon organizers. The CAD bricks that comprise programs and databases as a Semantic Web are developed, executed, shared, reused, and well stocked on the secure Semantic Web platform called the Scientists' Networking System or SciNetS/SciNeS, based on which a CEM research center for synthetic biology and open innovation should be established. Copyright © 2011 Elsevier Inc

  8. Mutual benefits in academic-service partnership: An integrative review.

    Science.gov (United States)

    Sadeghnezhad, Maliheh; Heshmati Nabavi, Fatemeh; Najafi, Fereshteh; Kareshki, Hossein; Esmaily, Habibollah

    2018-05-30

    Academic and service institutions involve with many challenges. Partnership programs are a golden opportunity to achieve mutual benefits to overcome these challenges. Identifying mutual benefits is the cornerstone of forming a successful partnership and guarantee to its continuity. There are definitions and instances of mutual benefits in the literature related to partnership programs, but there is no coherent evidence and clear picture of these benefits. This study is conducted to identify mutual benefits in academic-service partnership by analyzing the definitions and instances of it in the literature. An integrative review of key papers regarding mutual benefits in academic-service partnership was undertaken. This review was guided by the framework described by Whittemore and Knafl. Search of the following databases was conducted: MEDLINE, ERIC, Google Scholar, Emerald Insight and Science Direct. The search terms were mutual benefits, mutual gains, mutual interest, mutual expectations, mutual goals, mutual demand, partnership, collaboration, academic-service partnership and academic service collaboration. Cooper's five-stage integrative review method was used. Quality evaluation of articles was conducted. Data were abstracted from included articles. The analysis was conducted based on the qualitative content analysis of the literature suggested by Zhang and Wildemuth. 28 articles were included in this review. Mutual benefits are described in four categories include: synergy in training and empowerment of human resources, education improvement, access to shared resources, facilitate production and application of beneficial knowledge into practice. Mutual benefits in the academic-service partnership include a range of goals, interests, expectations, and needs of partner organizations that is achievable and measurable through joint planning and collaboration. We suggest academic and service policymakers to consider these benefits in the planning and evaluating

  9. 31 CFR 306.87 - Partnerships (including nominee partnerships).

    Science.gov (United States)

    2010-07-01

    ... (including nominee partnerships). An assignment of a security registered in the name of or assigned to a... appropriate for winding up partnership affairs. In those cases where assignments by or in behalf of all... dissolution. Upon voluntary dissolution, for any jurisdiction where a general partner may not act in winding...

  10. Canada's Global Partnership Program

    International Nuclear Information System (INIS)

    Ellis, M.

    2007-01-01

    Curbing the proliferation of biological weapons (BW) is an essential element of the Global Partnership Against the Spread of Weapons and Materials of Mass Destruction. At the Kananaskis Summit in June 2002, G8 Leaders committed to prevent terrorists, or those that harbour them, from acquiring or developing biological weapons and related materials, equipment and technology. To this end, Canada's Global Partnership Program is investing heavily in biological non-proliferation activities in countries of the former Soviet Union. A comprehensive strategy has been developed to help improve biological safety (biosafety) and biological security (biosecurity) with provision for addressing dual-use concerns. Raising awareness and creating a self-sustaining culture of biosecurity is a key driver of the program. Through this strategy, Canada is assisting various FSU countries to: develop and implement effective and practical biosafety/biosecurity standards and guidelines; establish national and/or regional biosafety associations; develop and deliver effective biosafety and biosecurity training; put in place enhanced physical security measures and equipment. In addition to biosafety and biosecurity, the GPP supports a broad range of Biological Non-Proliferation projects and initiatives, including dozens of projects aimed at redirecting former biological weapons scientists. To date, most of these activities have been supported through Canada's contribution to the International Science and Technology Center (ISTC) and the Science and Technology Centre Ukraine (STCU).(author)

  11. Institutions, Partnerships and Institutional Change

    NARCIS (Netherlands)

    J.C.A.C. van Wijk (Jeroen); S.R. Vellema (Sietze); J. van Wijk (Jakomijn)

    2011-01-01

    markdownabstractOne of the goals of the Partnership Resource Centre (PRC) is to execute evidence-based research and further develop a theoretical framework on the linkages between partnerships and value chain development (ECSAD 2009). Within the PRC Trajectory on Global Value Chains, this goal was

  12. Strategic Partnerships in International Development

    Science.gov (United States)

    Treat, Tod; Hartenstine, Mary Beth

    2013-01-01

    This chapter provides a framework and recommendations for development of strategic partnerships in a variety of cultural contexts. Additionally, this study elucidates barriers and possibilities in interagency collaborations. Without careful consideration regarding strategic partnerships' approaches, functions, and goals, the ability to…

  13. Partnership for Wave Power - Roadmaps

    DEFF Research Database (Denmark)

    Nielsen, Kim; Krogh, Jan; Brodersen, Hans Jørgen

    This Wave Energy Technology Roadmap is developed by the Partnership for Wave Power including nine Danish wave energy developers. It builds on to the strategy [1] published by the Partnership in 2012, a document that describes the long term vision of the Danish Wave Energy sector: “By 2030...

  14. A competitive partnership formation process

    NARCIS (Netherlands)

    Andersson, T.; Gudmundsson, J.; Talman, A.J.J.

    A group of heterogeneous agents may form partnerships in pairs. All single agents as well as all partnerships generate values. If two agents choose to cooperate, they need to specify how to split their joint value among one another. In equilibrium, which may or may not exist, no agents have

  15. Cross-Sector Partnership Formation

    NARCIS (Netherlands)

    I. Stöteler (Ismaela); S. Reeder (Sabine); R.J.M. van Tulder (Rob)

    2012-01-01

    textabstractA cross-sector partnership is a collaborative effort in which parties from different societal sectors pool resources to provide solutions to (perceived) common problems. These partnerships are often rather complex because of a number of reasons: (1) they address complex issues, (2) they

  16. A Competitive Partnership Formation Process

    NARCIS (Netherlands)

    Andersson, T.; Gudmundsson, J.; Talman, A.J.J.; Yang, Z.

    2013-01-01

    A group of heterogenous agents may form partnerships in pairs. All single agents as well as all partnerships generate values. If two agents choose to cooperate, they need to specify how to split their joint value among one another. In equilibrium, which may or may not exist, no agents have

  17. Working to Educate Global Citizens and Create Neighborly Communities Locally and Globally: Penn's Partnerships in West Philadelphia as a Democratic Experiment in Progress

    Science.gov (United States)

    Harkavy, Ira; Hartley, Matthew; Hodges, Rita Axelroth; Weeks, Joann

    2016-01-01

    In the rapidly accelerating global era in which we now live, human beings must solve a vast array of unprecedently complex problems. Given their proclaimed dedication to critical intelligence, and their unique constellation of formidable resources to develop it, institutions of higher education have a unique responsibility to help solve these…

  18. Die Bedeutung Subjektiver Elternschaftskonzepte fur Erziehungsverhalten und elterliche Partnerschaft. Ein Uberblick uber neuere Forschungsergebnisse (The Significance of Subjective Concepts of Parenthood for Educational Behavior and Parental Partnership).

    Science.gov (United States)

    Kalicki, Bernhard

    2003-01-01

    Outlines the subjective concept of parenthood as the personal interpretation of parental responsibility, distinguishing it from related theoretical concepts. Discusses, against the background of theoretical models and empirical findings, the relationship of the parenthood concept with the parents' actual educational behavior. Suggests ways to…

  19. Big Sky Carbon Sequestration Partnership

    Energy Technology Data Exchange (ETDEWEB)

    Susan Capalbo

    2005-12-31

    The Big Sky Carbon Sequestration Partnership, led by Montana State University, is comprised of research institutions, public entities and private sectors organizations, and the Confederated Salish and Kootenai Tribes and the Nez Perce Tribe. Efforts under this Partnership in Phase I are organized into four areas: (1) Evaluation of sources and carbon sequestration sinks that will be used to determine the location of pilot demonstrations in Phase II; (2) Development of GIS-based reporting framework that links with national networks; (3) Design of an integrated suite of monitoring, measuring, and verification technologies, market-based opportunities for carbon management, and an economic/risk assessment framework; (referred to below as the Advanced Concepts component of the Phase I efforts) and (4) Initiation of a comprehensive education and outreach program. As a result of the Phase I activities, the groundwork is in place to provide an assessment of storage capabilities for CO{sub 2} utilizing the resources found in the Partnership region (both geological and terrestrial sinks), that complements the ongoing DOE research agenda in Carbon Sequestration. The geology of the Big Sky Carbon Sequestration Partnership Region is favorable for the potential sequestration of enormous volume of CO{sub 2}. The United States Geological Survey (USGS 1995) identified 10 geologic provinces and 111 plays in the region. These provinces and plays include both sedimentary rock types characteristic of oil, gas, and coal productions as well as large areas of mafic volcanic rocks. Of the 10 provinces and 111 plays, 1 province and 4 plays are located within Idaho. The remaining 9 provinces and 107 plays are dominated by sedimentary rocks and located in the states of Montana and Wyoming. The potential sequestration capacity of the 9 sedimentary provinces within the region ranges from 25,000 to almost 900,000 million metric tons of CO{sub 2}. Overall every sedimentary formation investigated

  20. Getting into the GROOVE: How Building Effective Education Partnerships and Promoting Authentic Student Research through the Girls' Remotely Operated Ocean Vehicle Exploration (GROOVE) Workshop.

    Science.gov (United States)

    Pelz, M.; Heesemann, M.; Hoeberechts, M.

    2017-12-01

    This presentation outlines the pilot year of Girls' Remotely Operated Ocean Vehicle Exploration or GROOVE, a hands-on learning program created collaboratively with education partners Ocean Networks Canada and St. Margaret's School (Victoria, BC, Canada). The program features student-led activities, authentic student experiences, clearly outlined learning outcomes, teacher and student self-assessment tools, and curriculum-aligned content. Presented through the lens of STEM, students build a modified Seaperch ROV and explore and research thematic scientific concepts such as buoyancy, electronic circuitry, and deep-sea exploration. Further, students learn engineering skills such as isotropic scaling, soldering, and assembly as they build their ROV. Ocean Networks Canada (ONC), an initiative of the University of Victoria, develops, operates, and maintains cabled ocean observatory systems. These include technologies developed on the world-leading NEPTUNE and VENUS observatories and the ever-expanding network of community observatories in the Arctic and coastal British Columbia. These observatories, large and small, enable communities, users, scientists, teachers, and students to monitor real-time and historical data from the local marine environment from anywhere on the globe. GROOVE, Girls' Remotely Operated Ocean Vehicle Exploration, is ONC's newest educational program and is related to their foundational program K-12 Ocean Sense educational program. This presentation will share our experiences developing, refining, and assessing our efforts to implement GROOVE using a train-the-trainer model aimed at formal and informal K-12 educators. We will highlight lessons learned from multiple perspectives (students, participants, developers, and mentors) with the intent of informing future education and outreach initiatives.