Two Case Studies of Collaborations Between Aquariums and Research Institutions in Exploration and Education

2001 ◽  
Vol 35 (1) ◽  
pp. 76-85
Author(s):  
Marcia McNutt ◽  
Robert D. Ballard
Keyword(s):  
Public Education ◽  
Basic Research ◽  
First Century ◽  
Educational Institutions ◽  
Monterey Bay ◽  
Blue Water ◽  
Public Outreach ◽  
The Public ◽  
The Past ◽  
New Institutions

Aquariums and "blue water" oceanographic institutions in America have traditionally had completely separate missions, with the former concentrating on public outreach and education and the latter undertaking basic research. Recently, two new institutions, the Monterey Bay Aquarium Research Institute (MBARI) and the Mystic Aquarium/Institute for Exploration (MA/IFE), were founded for the expressed purpose of bridging the gap between basic ocean discovery and public education. In both cases, the ability to bring the excitement of undersea exploration to the public has been enabled by sophisticated undersea vehicles that permit the aquarium audience to participate in the research enterprise via telepresence. The fact that the research is constantly in the public eye provides researchers with frequent opportunities to explain the importance and the relevancy of their work for the benefit of society. Despite the efforts over the past 50 years, over 95 percent of the oceans remain unknown and unexplored. This fact combined with the realization that all citizens of the twenty-first century must be well informed on the consequences of their actions on the health of this ocean planet makes it likely that such partnerships between research and educational institutions will proliferate.

A Cultural History of Archaeological Education

2016 ◽  
Vol 4 (4) ◽  
pp. 425-440 ◽  
Author(s):  
Carol J. Ellick
Keyword(s):  
Public Education ◽  
Cultural History ◽  
The United States ◽  
Public Outreach ◽  
Outreach Programs ◽  
The Public ◽  
The Past ◽  
History Of ◽  
Tv Shows ◽  
Federal Initiatives

AbstractTo know where we are going, we need to know where we have been, so it seems only fitting that, to produce a special issue on designing and assessing public education programs in archaeology, we need to look back to the establishment of public outreach and archaeological education in the United States and, specifically, within the Society for American Archaeology. Archaeological education, as a subfield of archaeology, can trace its roots to individual efforts at sharing archaeology with the public, but especially to the first Save the Past for the Future Conference in Taos, New Mexico. It was here that the idea took root that, to stem vandalism and looting, we need to educate people about archaeology. This meeting was the springboard for federal initiatives like Project Archaeology and Passport in Time, and it was also the birthplace for the SAA Public Education Committee. For more than 25 years, archaeologists have been creating public outreach programs, students have graduated college thinking of public outreach as a career path, and TV shows have sensationalized our profession, but what do we really know about what we’ve done, whether we’ve made a difference, and how it can propel ourselves and future generations of archaeological educators forward?

scholarly journals Teaching Science in Today’s Society: The Case of Particle Physics for Primary Schools

Universe ◽  
2021 ◽  
Vol 7 (6) ◽  
pp. 169
Author(s):  
Cristina Lazzeroni ◽  
Sandra Malvezzi ◽  
Andrea Quadri
Keyword(s):  
Particle Physics ◽  
Primary Schools ◽  
Scientific Information ◽  
Decision Makers ◽  
Educational Institutions ◽  
The Public ◽  
The Past ◽  
Rapid Changes ◽  
The Subject ◽  
Ongoing Project

The rapid changes in science and technology witnessed in recent decades have significantly contributed to the arousal of the awareness by decision-makers and the public as a whole of the need to strengthen the connection between outreach activities of universities and research institutes and the activities of educational institutions, with a central role played by schools. While the relevance of the problem is nowadays unquestioned, no unique and fully satisfactory solution has been identified. In the present paper we would like to contribute to the discussion on the subject by reporting on an ongoing project aimed to teach Particle Physics in primary schools. We will start from the past and currently planned activities in this project in order to establish a broader framework to describe the conditions for the fruitful interplay between researchers and teachers. We will also emphasize some aspects related to the dissemination of outreach materials by research institutions, in order to promote the access and distribution of scientific information in a way suited to the different age of the target students.

scholarly journals “We have never been public:” Continuity and change in the policy production of “the public” in education in England

2021 ◽  
pp. 147490412199047
Author(s):  
Matthew Clarke ◽  
Martin Mills
Keyword(s):  
Public Education ◽  
Progressive Education ◽  
Central Government ◽  
First Century ◽  
Government Control ◽  
The Public ◽  
Continuity And Change ◽  
The People ◽  
Future Potential ◽  
Education And Society

Recent educational reforms in England have sought to reshape public education by extending central government control of curriculum and assessment, while replacing local government control of schools with a quasi-private system of academies and multi academy trusts. In this paper, we resist reading this as the latest iteration of the debate between “traditional” and “progressive” education. Instead, we note how, despite the mobilisation of the rhetoric of the public and public education, schooling in England has never been public in any deeply meaningful sense. We develop a genealogical reading of public education in England, in which ideas of British universalism – “the public” – and inequality and exclusion in education and society have not been opposed but have gone hand-in-hand. This raises the question whether it is possible to envisage and enact another form of collective – one that is based on action rather than fantasy and that is co-authored by, comprising, and exists for, the people. The final part of this paper seeks to grapple with this challenge, in the context of past, present and future potential developments in education, and to consider possibilities for the imaginary reconstitution of public education in England in the twenty-first century.

scholarly journals Integrating Digital Datasets into Public Engagement through ArcGIS StoryMaps

2020 ◽  
Vol 8 (4) ◽  
pp. 351-360
Author(s):  
Matthew D. Howland ◽  
Brady Liss ◽  
Thomas E. Levy ◽  
Mohammad Najjar
Keyword(s):  
Iron Age ◽  
Public Engagement ◽  
Three Dimensional ◽  
First Century ◽  
Copper Production ◽  
The Public ◽  
The Past ◽  
Archaeological Methods ◽  
Three Dimensional Models

AbstractArchaeologists have a responsibility to use their research to engage people and provide opportunities for the public to interact with cultural heritage and interpret it on their own terms. This can be done through hypermedia and deep mapping as approaches to public archaeology. In twenty-first-century archaeology, scholars can rely on vastly improved technologies to aid them in these efforts toward public engagement, including digital photography, geographic information systems, and three-dimensional models. These technologies, even when collected for analysis or documentation, can be valuable tools for educating and involving the public with archaeological methods and how these methods help archaeologists learn about the past. Ultimately, academic storytelling can benefit from making archaeological results and methods accessible and engaging for stakeholders and the general public. ArcGIS StoryMaps is an effective tool for integrating digital datasets into an accessible framework that is suitable for interactive public engagement. This article describes the benefits of using ArcGIS StoryMaps for hypermedia and deep mapping–based public engagement using the story of copper production in Iron Age Faynan, Jordan, as a case study.

scholarly journals Statistical analysis of the structure and dynamics of material and human resources in public education over the past two academic years in Bacau

2010 ◽  
Author(s):  
Eugenia Harja
Keyword(s):  
Higher Education ◽  
Public Education ◽  
Public University ◽  
University Education ◽  
Public Higher Education ◽  
The Public ◽  
Material Resources ◽  
The Past ◽  
Structure And Dynamics ◽  
Material Basis

The public university education in Bacau, represented by “Vasile Alecsandri” University from Bacau has developed over the past two years not only in terms of student numbers, but as human and material resources available to them. After the number of students per teacher, public higher education from Bacau is situated on the second place after Iasi, the number of teachers representing 1% of the country. The structure by scientific degrees of teachers has improved in the last year, reaching over 36% professors and lecturers and 144 PhDs. Over 55% of the teachers are younger than 40 years. The material basis has improved both quantitatively and qualitatively by putting into use a new building, bringing an additional 27 classrooms and 11 seminar rooms and providing the conditions of modern higher education.

Strangers and Friends at the Welcome Table

2018 ◽  
Author(s):  
James Hudnut-Beumler
Keyword(s):  
Public Education ◽  
Urban Communities ◽  
Spanish Language ◽  
First Century ◽  
Black And White ◽  
The Past ◽  
Rural And Urban ◽  
Mass Shooting ◽  
Twenty First Century ◽  
Evangelical Protestant

In this fresh and fascinating chronicle of Christianity in the contemporary South, historian and minister James Hudnut-Beumler draws on extensive interviews and his own personal journeys throughout the region over the past decade to present a comprehensive portrait of the South’s long-dominant religion. Hudnut-Beumler traveled to both rural and urban communities, listening to the faithful talk about their lives and beliefs. What he heard pushes hard against prevailing notions of southern Christianity as an evangelical Protestant monolith so predominant as to be unremarkable. True, outside of a few spots, no non-Christian group forms more than six-tenths of one percent of a state’s population in what Hudnut-Beumler calls the Now South. Drilling deeper, however, he discovers an unexpected, blossoming diversity in theology, practice, and outlook among southern Christians. He finds, alongside traditional Baptists, black and white, growing numbers of Christians exemplifying changes that no one could have predicted even just forty years ago, from congregations of LGBT-supportive evangelicals and Spanish-language church services to a Christian homeschooling movement so robust in some places that it may rival public education in terms of acceptance. He also finds sharp struggles and political divisions among those trying to reconcile such Christian values as morality and forgiveness—the aftermath of the mass shooting at Charleston’s Emanuel A.M.E. Church in 2015 forming just one example. This book makes clear that understanding the twenty-first-century South means recognizing many kinds of southern Christianities.

scholarly journals El desafío educativo del siglo XXI: relevancia de la cooperación entre familia y escuela | The educational challenge of the twenty-first century: relevance of the cooperation between family and school

2019 ◽  
Vol 12 (24) ◽  
pp. 19 ◽  
Author(s):  
Lucía María Parody García ◽  
María Jesús Santos Villalba ◽  
María José Alcalá del Olmo Fernández ◽  
Estela Isequilla Alarcón
Keyword(s):  
First Century ◽  
Educational Institutions ◽  
Social Agents ◽  
The Past ◽  
Educational Challenge ◽  
The Family ◽  
Integral Development ◽  
Cultural Order ◽  
Change Of Perspective ◽  
Political Economic

En los últimos tiempos, estamos asistiendo a una transformación de orden social, político, económico y cultural que deja sentir sus influencias en las instituciones educativas. De ser un lugar limitado de forma exclusiva a la transmisión de contenidos, la escuela se ha convertido hoy día en un espacio que debe formar para la vida. Ante tal cambio de perspectiva, es preciso que tanto la familia como la escuela tengan que redefinir sus funciones. En coherencia con lo anterior, se hace necesario el establecer un diálogo entre los diversos agentes socializadores (escuela-familia-sociedad) con el fin de lograr un objetivo común: el desarrollo integral del alumnado. El principal propósito de esta investigación es analizar la colaboración e implicación de las familias en las escuelas. Para ello, nos hemos apoyado en un paradigma interpretativo de corte cuantitativo y cualitativo, contando con una muestra constituida por 268 familias y 18 docentes pertenecientes a dos centros educativos de la provincia de Málaga. Una de las conclusiones que se derivan de nuestro estudio es que la comunicación y cooperación entre los distintos agentes que constituyen la comunidad educativa es primordial para garantizar una educación de calidad.AbstractIn the past times, we have assisted to a transformation of social, political, economic and cultural order that let us feel their influence in the educational institutions. From being a limited place exclusively to the transmission of content, the school has become now a day in a place that must be part of our life’s. Before such a change of perspective, it is wonderful that such the family as the school have to redefine their functions. In coherence with the above, it makes it necessary to establish a dialog between the diverse social agents (school-family-society) in order to achieve a common goal: the integral development of the student. The main purpose of this investigation is to analyze the collaboration and implication of the families in the schools. Thus, we have supported in an interpretative paradigm of quantitative and qualitative cut, counting with a constituted sample by 268 families and 18 teachers belonging to two educational centers from the province of Málaga. One of the conclusions which are derived from our study is that the communication and cooperation between two different agents that they establish the educational community is overriding to guarantee a quality education.

scholarly journals Future of Rankings in Higher Education

2019 ◽  
Vol 8 (3) ◽  
pp. 8628-8635
Keyword(s):  
Higher Education ◽  
Technological Development ◽  
Higher Education Institutions ◽  
Scientific Progress ◽  
First Century ◽  
Educational Institutions ◽  
The Internet ◽  
The Past ◽  
Rapid Spread ◽  
The Future

In the late 1990s, some institutions started discussing the idea of comparing universities and educational institutions according to certain criteria. Since then, the rankings of universities have become widespread. With the rapid spread, extended and developed scientific progress and technological development every day as we have not seen before, and with the increasing spread of the Internet, these sites have become dependent on the Internet to obtain the data they rely on in the ranking of these universities. Because the ranking of universities, educational institutions, higher education institutions, colleges, and institutes is one of the main elements that have been used in the past two centuries, and because the ranking of universities has become one of the most important ways and means to measure the development or decline of universities, it was important to clarify the mechanisms of the ranking of universities in This period of the twenty-first century and the expected perception for tanking of university for the future period. The aim of this research paper is to present a study on the methods and methodologies that can be used to measure the ranking of universities, taking into account the technological development that has taken place over the past period and to determine what is the possibility of relying on the ranking in the future as a tool to measure the progress and development of universities and the possibility of relying on the Internet as a reliable means of ranking. Observations regarding the educational institutions' perception of ranking are also discussed. Keywords: Ranking, University Rankings, Higher Education Institutions Ranking, Future Ranking, Top Universities, Standards, Indicators, Future

scholarly journals The design of solar synoptic chart for space weather forecast

2015 ◽  
Vol 11 (S320) ◽  
pp. 324-329 ◽  
Author(s):  
Qiao Song ◽  
Jing-Song Wang ◽  
Xue-Shang Feng ◽  
Xiao-Xin Zhang
Keyword(s):  
Public Education ◽  
Space Weather ◽  
Coronal Holes ◽  
Active Regions ◽  
Weather Forecast ◽  
The Sun ◽  
The Public ◽  
The Past ◽  
The Earth ◽  
Synoptic Chart

AbstractThe Sun drives most events of space weather in the vicinity of the Earth. Because the activities of the Sun are complicated, a visualized chart with key objects of solar activities is needed for space weather forecast. This work investigates the key objects in research during the past forty years and surveys a variety of solar observational data. We design the solar synoptic chart (SSC) that covers the key objects of solar activities, i.e., active regions, coronal holes, filaments/prominences, flares and coronal mass ejections, and synthesizes images from different heights and temperatures of solar atmosphere. The SSC is used to analyze the condition of the Sun in March 2012 and October 2014 as examples. The result shows that the SSC is timely, comprehensive, concise and easy to understand. It has the potentiality for space weather forecast and can help in improving the public education.

La inclusión en las instituciones públicas del municipio de Valledupar

2020 ◽  
Vol 4 (1) ◽  
pp. 68-73
Author(s):  
Cesar Alberto Galindo Daza
Keyword(s):  
Public Education ◽  
Educational Institutions ◽  
The South ◽  
The Public ◽  
Educational Inclusion

El presente trabajo pretende analizar si las instituciones educativas públicas del municipio de Valledupar cuentan con los recursos básicos para hacerle frente a la inclusión educativa. Para este estudio se realizó una entrevista a doce coordinadores académicos de las instituciones públicas de educación de básica secundaria ubicadas en el sur de Valledupar para conocer si cuentan con programas de inclusión educativa. Abstract The present work intends to analyze if the public educational institutions of the municipality of Valledupar have the basic resources to face educational inclusion. For this study interview were conducted with twelve academic coordinators of the public education institutions of secondary located in the south of Valledupar, to know if they have programs of educational inclusion.

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