This document describes the Resources for Scientists in Partnership with Education (ReSciPE) program, which provides professional development workshops to scientists engaged in education and outreach. The goal is to help scientists understand best practices in science education so they can more effectively communicate with students and the public. The introductory workshop focuses on inquiry-based learning and shows scientists how to teach scientific concepts through hands-on activities. Evaluations found the workshops increased scientists' willingness and ability to participate in education. The research also provides a framework to guide the professional development of scientist educators.
Faheem, shimaa mohamed understanding and using schiece process skills school...William Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Faheem, shimaa mohamed understanding and using schiece process skills school...William Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Faheem, shimaa mohamed understanding and using schiece process skills sc...William Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
CURRICULUM AND METHODS IN TEACHING SCIENCE
TOPIC: COMPETENCY BASED LESSON GUIDE
REPORTER: WELFREDO L. YU ,JR.
CEBU TECHNOLOGICAL UNIVERSITY-MAIN CAMPUS
GRADUATE SCHOOL
Henderson, C., Beach, A., & Dancy, M. Facilitating Change in Undergraduate Science Instruction: Making Progress by Improving Communication between Administrators, Educational Researchers, and Faculty Developers, contributed session, Association of American Colleges and Universities Engaging Science, Advancing Learning Conference, Providence, RI, Nov 7, 2008.
Addressing the falling interest in school science in rural and remote areas u...James Cook University
Anderson, N., Courtney,L., Zee, R., & Hajhashemi, K. (2014). Addressing the falling interest in school science in rural and remote areas using experiments and science fairs. World Applied Science Journal (WASJ). 30(12), 1839-1851.
Yager, robert the development of science teacher programs focus v8 n1 2014William Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
In undergraduate research, students learn and are assessed in ways that come as close as possible to the experience of academic staff carrying out their disciplinary research.
How current debates are influencing the science curriculum in the UKCobain Schofield
This essay seeks to understand how the current issues and debates relating to science education (both primary and secondary levels) are influencing the curriculum.
Grade: 77%
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
Faheem, shimaa mohamed understanding and using schiece process skills sc...William Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
CURRICULUM AND METHODS IN TEACHING SCIENCE
TOPIC: COMPETENCY BASED LESSON GUIDE
REPORTER: WELFREDO L. YU ,JR.
CEBU TECHNOLOGICAL UNIVERSITY-MAIN CAMPUS
GRADUATE SCHOOL
Henderson, C., Beach, A., & Dancy, M. Facilitating Change in Undergraduate Science Instruction: Making Progress by Improving Communication between Administrators, Educational Researchers, and Faculty Developers, contributed session, Association of American Colleges and Universities Engaging Science, Advancing Learning Conference, Providence, RI, Nov 7, 2008.
Addressing the falling interest in school science in rural and remote areas u...James Cook University
Anderson, N., Courtney,L., Zee, R., & Hajhashemi, K. (2014). Addressing the falling interest in school science in rural and remote areas using experiments and science fairs. World Applied Science Journal (WASJ). 30(12), 1839-1851.
Yager, robert the development of science teacher programs focus v8 n1 2014William Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
In undergraduate research, students learn and are assessed in ways that come as close as possible to the experience of academic staff carrying out their disciplinary research.
How current debates are influencing the science curriculum in the UKCobain Schofield
This essay seeks to understand how the current issues and debates relating to science education (both primary and secondary levels) are influencing the curriculum.
Grade: 77%
Gender Poverty and Environmental Indicators on African Countries 2014Dr Lendy Spires
This is the fifteenth volume of Gender, Poverty, and Environmental Indicators on African Countries published by the Statistics Department of the African Development Bank Group. The publication also provides some information on the broad development trends relating to gender, poverty and environmental issues in the 54 African countries.
Gender, Poverty and Environmental Indicators on African Countries 2014 is divided in three main parts: Part One presents a special feature article on “Green growth and poverty alleviation: Risks and opportunities for Africa”. Part Two presents comparative cross-country data on MDGs, Gender, Poverty and the Environment; and Part Three provides detailed country-specific data for each of the 54 countries.
The Organisation for Economic Cooperation and Development (OECD) has been driving the green growth agenda since 2008. In the Organisation’s view, “Governments that put green growth at the heart of development can achieve sustainable economic growth and social stability, safeguard the environment, and conserve resources for future generations”. Such reconciliation of economic development and environmental sustainability prevents natural capital degradation and climate change, and promotes social security, outcomes that are critical for Africa. OECD Green growth promotes a cost-effective and resource-efficient way of guiding sustainable production and consumption choices. When designed to reduce poverty and manage near‑term trade-offs, green growth can help developing countries achieve sustainable development.
Departure from the BAU (Business-as-usual) development model is a course that African leaders have accepted. In his keynote address during South Africa’s Green Growth Summit in 2010, President Zuma observed: “We have no option but to manage our natural resources in a sustainable way... We have no choice but to develop a green economy”. So important is divergence from the BAU approach that the AfDB’s Ten-Year Strategy (2013 to 2022) contains two objectives based on inclusiveness and green growth. Green growth offers an opportunity to design infrastructure and manage urban spaces and natural capital in a way that does not degrade the continent’s environment and economic base
MAINSTREAMING GREEN GROWTH INTO DEVELOPMENT PLANS
If the continent is to tackle poverty through green growth, it must be mainstreamed into development policy documents such as the African Union Agenda 2063, Regional Economic Community (REC) visions, national visions, poverty reduction strategies, and national development plans. Policies developed before the 2008 financial crisis contain virtually no green growth elements; but some policies formulated since then incorporate elements of green growth. The AfDB and OECD identified a number of enabling tools for mainstreaming green growth — national and international policy architecture, overseas development assistance (ODA), technology transfer, research, s
Agcapita December 2011 - Leverage is Dead, Long Live Value investingVeripath Partners
Financial leverage (at least as it has come to be used in the last 15 or so years) is the logical but abused investment tool of a great
30-year period of declining interest rates. I know this may seem
counter-intuitive in a negative real interest rate environment, but
I believe in the short to medium term most investments should
incorporate less leverage rather than more.
The study examines the effect of improvisation of teacher-made instructional media on students’ performance in some selected primary science concepts. Thus, a pre-test and post-test, non-randomized experimental design was adopted for the study. Three thousand, three hundred and sixty-eight (3,368) primary six pupils from 48 public primary schools in Akwa Ibom State formed the population while two hundred and nineteen primary six pupils from two schools formed the sample for the study. The two intact classes were exposed to standard and improvised science equipment. A Primary Science Performance Test (PSPT) instrument was used to collect data before and after each lesson. A t-test statistical analysis revealed that there is no significant difference of the post-test performance of intact classes exposed to improvised science equipment and those standard equipment indicating that pupils benefited equally from the standardized and improvised equipment with t-calculated score of 1.34 below the t-critical 2.92. It is recommended that the government should organize workshop on the use of improvised materials to change the orientation of the teacher centred instructional approach to teaching primary science.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
1. Eos, Vol. 90, No. 1, 6 January 2009
Helping Scientists Become Effective Partners [Bransford et al., 1999] and engage in hands-
on, minds- on activities that provide firsthand
in Education and Outreach experiences of inquiry-based science.
Drawing on the dual definitions of inquiry
Page 3 A ReSciPE for Success in the National Academy’s National Science
Education Standards [see Olson and Loucks-
Training in education and communication Horsley, 2000], the workshop shows scien-
How does a scientist find herself stand- is becoming more available to undergradu- tists how their own deep understanding of
ing before a group of lively third-graders? ate and graduate students in the sciences. investigation is a crucial resource to share
She may be personally motivated—seeking However, most working scientists today did with nonscientists. Through activities such as
to improve public understanding of scien- not have access to such training. Most have the “black box” [Delta Education, 2008] and
tific issues and the nature of science, or to little knowledge of school curricula, stan- the “Mystery of the Iceman” [Biological Sci-
see her own children receive a good science dards, and best practices in science edu- ences Curriculum Studies, 2006], workshop
education—or perhaps she simply enjoys cation, or of the issues that face teachers participants see examples that show science
this kind of work [Andrews et al., 2005; Kim and schools. They may not know how to as a process of developing knowledge that
and Fortner, 2008]. select age-appropriate topics or adjust pre- emphasizes gathering evidence and testing
In addition to internal motivating fac- sentation styles for nontechnical audiences. alternate explanations. According to inter-
tors, federal funding agencies have begun These gaps in understanding can inhibit views with scientists, the “inquiry wheel”
to encourage scientists to participate in edu- communication with students, teachers, and [Reiff et al., 2002; Harwood, 2004] (see Fig-
cation and outreach (E/O) related to their the public [Kim and Fortner, 2007; Tanner ure 1) graphically summarizes this process in
research, through NASA program require- et al., 2003], thus diminishing the impact of a more realistic manner than the traditional,
ments for such activities (see “Implementing the time and resources scientists invest in linear scientific method. In their E/O work,
the Office of Space Science Education/Public E/O. Conversely, feeling that their work has scientists can foster understanding of the
Outreach Strategy,” at http://spacescience a positive impact contributes to the likeli- nature of science by emphasizing the intellec-
.nasa.gov/admin/pubs/edu/imp_plan.htm) hood that scientists will persist in E/O work tual and social processes of science and by
and the U.S. National Science Foundation’s [Andrews et al., 2005]. engaging audiences in question posing and
increased emphasis on “broader impacts” ReSciPE seeks to address this issue by puzzle solving, rather than emphasizing only
in merit review of research proposals (see offering professional development opportu- the final answers obtained.
http://www.nsf.gov/pubs/2003/nsf032/ nities to working scientists who are engaged Also developed in the workshop is the
bicexamples.pdf). Universities, laboratories, in education. In the past 3 years, more than idea of inquiry as a teaching and learning
and large collaboratives have responded by 400 scientists and their education collabora- strategy for addressing the “big ideas” of
developing E/O programs that include inter- tors have attended 18 workshops given across the Earth, space, life, and physical sciences.
action between students, teachers, and the the United States at scientific laboratories and Through video clips from a master physics
public in schools; after- school and summer conferences. Our typical workshop partici- teacher’s classroom [WGBH, 2000], partici-
programs; and work through science centers, pant is a research scientist in a government pants see how students can develop a solid
planetaria, aquaria, and museums. lab or university who participates in E/O for understanding of difficult concepts in optics
The need is large: Most citizens are inter- a few hours each month. Many graduate stu- by engaging with a question, examining and
ested but ill informed about science. Mak- dents and postdocs also attend. evaluating evidence, and drawing and pre-
ing wise decisions about daunting soci- ReSciPE’s introductory workshop, “Sci- senting conclusions. Scientists can use simi-
etal and environmental problems requires entific Inquiry in the Classroom,” focuses lar approaches to teach scientific concepts
understanding both scientific concepts and on inquiry as a best practice in science in their classroom and outreach work.
the limits of scientific knowledge. Scientists education that scientists can both under-
can assist by offering expertise, data, equip- stand and enhance by drawing on their own A Framework for Professional Development
ment, and other resources; by advocating experience of investigation [Thiry et al.,
for strong science education in the schools; 2008]. Participants consider the educa- Evaluation results from surveys and inter-
and by sharing exciting and true stories tional research base that supports inquiry- views show that ReSciPE workshop partici-
of exploration, discovery, and persistence based approaches to teaching and learning pants leave with increased willingness to
[Bybee and Morrow, 1998]. Scientists who
are college instructors have additional roles
in encouraging talented students to pursue
science and engineering and in strengthen-
ing the science preparation of future teach-
ers. For these reasons, effective participation
in education and outreach is an increasingly
important professional expectation of sci-
entists, one that requires specialized skills
and knowledge but for which most scientists
have little preparation.
Many projects—a list too lengthy to
review here—have developed local exper-
tise and specific models for involving sci-
entists in education. A new program,
Resources for Scientists in Partnership with
Education (ReSciPE), has sought a more
general empirical understanding of how best
to engage and prepare scientists for such
work through a twofold strategy: offering
professional development opportunities to
working scientists who are engaged in edu-
cation, and then studying these scientists to Fig 1.The inquiry wheel, an alternative to the linear scientific method. Image from Harwood
learn how to better support their E/O work. [2004], redrawn from Reiff et al. [2002].
2. Eos, Vol. 90, No. 1, 6 January 2009
participate in education, better understand- collaborative opportunities, and pub- Kim, C., and R. W. Fortner (2008), Great Lakes sci-
ing of inquiry as an effective practice in sci- lic support from higher administrators to entists’ perspectives on K-12 education collabora-
ence education, and greater awareness encourage continued involvement in E/O. tion, J. Great Lakes Res., 34, 98–108.
of other learning that would benefit their Such a framework can be applied when Laursen, S. L., H. Thiry, and A.-B. Hunter (2008),
Professional development for education-engaged
E/O work. The workshop does not prepare E/O providers plan targeted professional
scientists: A research-based framework, in EPO
scientists to participate in a specific E/O development to support their own local and a Changing World: Creating Linkages and
program—rather, it offers inquiry as a frame- initiatives. Expanding Partnerships, ASP Conf. Ser., vol.
work for considering how scientists can sup- ReSciPE welcomes queries from projects 381, edited by C. D. Garmany et al., pp. 289–297,
port science education across a wide range interested in hosting a professional devel- Astron. Soc. of the Pac., San Francisco, Calif.
of venues, whether a schoolroom presen- opment workshop for their participating Olson, S., and S. Loucks- Horsley (Eds.) (2000),
tation, teacher institute, or public lecture. scientists. To learn more, visit http://cires Inquiry and the National Science Education Stan-
Follow-up interviews show that this approach .colorado.edu/education/k12/rescipe, or con- dards: A Guide for Teaching and Learning, Natl.
resonates with scientists, who draw on the tact us at rescipe@cires.colorado.edu. Res. Counc., Natl. Acad. Press, Washington, D. C.
Reiff, R., W. S. Harwood, and T. Phillipson (2002),
workshop material to reshape their own E/O
A scientific method based upon research scien-
work. References tists’ conceptions of scientific inquiry, in Proceed-
In addition to these positive outcomes ings of the 2002 Annual International Conference
for participants themselves, the study also Andrews, E., D. Hanley, J. Hovermill, A. Weaver, of the Association for the Education of Teachers
offers general knowledge that can assist and G. Melton (2005), Scientists and public in Science, edited by P. A. Rubba et al., Doc. ED
E/O providers in training scientist collab- outreach: Participation, motivations, and impedi- 465602, Educ. Resour. Inf. Cent., U.S. Dep. of
orators for E/O work. Using data from sur- ments, J. Geosci. Educ., 53(3), 281–293. Educ., Washington, D. C.
veys and interviews with workshop par- Biological Sciences Curriculum Studies (BSCS) Tanner, K. D., L. Chatman, and D. Allen (2003),
ticipants, the ReSciPE research team has (2006), Mystery of the Iceman, in BSCS Science: Approaches to biology teaching and learning:
An Inquiry Approach, Level 1, stud. ed., Kendall Science teaching and learning across the school-
developed a framework that organizes sci-
Hunt, Dubuque, Iowa. university divide—Cultivating conversations
entists’ professional development needs, Bransford, J. D., A. L. Brown, and R. R. Cocking through scientist-teacher partnerships, Cell Biol.
from initial recruitment into participation (Eds.) (1999), How People Learn: Brain, Mind, Educ., 2, 195–201, doi:10-1187/cbe.03-10-0044.
in education- related professional devel- Experience, and School, Natl. Res. Counc., Natl. Thiry, H., S. L. Laursen, and A.-B. Hunter (2008),
opment, to the professional development Acad. Press, Washington, D. C. Professional development needs and outcomes
activity itself, and finally, follow- up sup- Bybee, R. W., and C. A. Morrow (1998), Improving for education-engaged scientists: A research-
port [Thiry et al., 2008; Laursen et al., science education: The role of scientists, fall 1998 based framework and its application, J. Geosci.
2008]. To fully meet scientists’ profes- newsletter of the Forum on Education, Am. Phys. Educ., 56(3), 245–246.
sional development needs, recruitment Soc., College Park, Md. WGBH (2000), Teaching High School Science: The
Delta Education (2008), Models and Designs, Full Physics of Optics, Annenberg/ CPB video series,
should address scientists’ motivation and
Option Scientific System (FOSS), Berkeley, Calif. Boston, Mass.
access to training; the professional devel- Harwood, W. S. (2004), A new model for inquiry: Is
opment activity itself should provide use- the scientific method dead?, J. Coll. Sci. Teach., —Sandra L. LaurSen and LeSLey K. Smith,
ful knowledge and skills relevant to sci- 33, 29–33. Education and Outreach, Cooperative Institute
entists’ own E/O activities and engage Kim, C., and R. Fortner (2007), Educators’ views of for Research in Environmental Science (CIRES),
them with other perspectives on E/O; collaboration with scientists, Am. Second. Educ., University of Colorado, Boulder; E-mail: sandra
and follow-up should offer practical help, 35(3), 29–53. .laursen@colorado.edu
Seven AGU members were recipients of Vivoni, New Mexico Institute of Mining
GEOPHYSICISTS the 2007 Presidential Early Career Awards and Technology, Socorro. The awards are
for Scientists and Engineers, announced considered the U.S. government’s high-
Page 4
by the White House on 19 December. est honor for professionals at the outset
They are Kim M. Cobb, Georgia Institute of their independent scientific research
Honors of Technology, Atlanta; Charles Kankel- careers.
borg, Montana State University, Bozeman;
U.S. President-elect Barack Obama has Anna M. Michalak, University of Michi-
selected Jane Lubchenco as his choice to gan, Ann Arbor; Yi Ming, NOAA; Merav In Memoriam
be administrator of NOAA. Lubchenco cur- Opher, George Mason University, Fairfax,
rently is professor of marine biology and Va.; Purnima Ratilal, Northeastern Uni- Sidney Kaufman, 100, 23 October 2008,
zoology at Oregon State University, Corvallis. versity, Boston, Mass.; and Enrique R. Seismology, 1961