The UT Institute for Nuclear Security was established in 2012 to promote collaboration across disciplines relevant to nuclear security, including developing new education programs, fostering research, and solving real-world challenges. The Institute leverages partnerships with ORNL and Y-12 to provide hands-on learning opportunities for students and has expanded course offerings in nuclear engineering and political science related to nuclear security topics.
Per Peterson, chair of nuclear engineering at UC Berkeley, presents on the United States' nuclear waste policy and gives recommendations on future steps.
The NuClean Kick-Off workshop was held on Nov. 7, 2013 at the Handlery Union Square Hotel in San Francisco, CA, co-located with the AIChE 2013 Annual Meeting.
For more information on NuClean, visit: http://www.aiche.org/cei/conferences/nuclean-workshop/2013.
For more information on AIChE's Center for Energy Initiatives (CEI), visit: http://www.aiche.org/cei.
Steven Krahn, Professor of the Practice of Nuclear Environmental Engineering in the Department of Civil and Environmental Engineering at Vanderbilt University, presents on needs and work in R&D regarding nuclear and chemical engineering.
The NuClean Kick-Off workshop was held on Nov. 7, 2013 at the Handlery Union Square Hotel in San Francisco, CA, co-located with the AIChE 2013 Annual Meeting.
For more information on NuClean, visit: http://www.aiche.org/cei/conferences/nuclean-workshop/2013.
For more information on AIChE's Center for Energy Initiatives (CEI), visit: http://www.aiche.org/cei.
This document summarizes a report from the President's Council of Advisors on Science and Technology (PCAST) on U.S. preparations for the 2009 H1N1 influenza pandemic. The report reviews the U.S. response to the emerging pandemic and makes recommendations. It finds that while initial concerns about the virus's fatality rate have decreased, the expected resurgence in the fall poses a serious health threat. The report assesses the federal response plans, identifies remaining questions and gaps, and suggests further opportunities to mitigate the pandemic's impact.
Centre for Natural Disaster Science (CNDS) – a strategic Swedish initiative f...Global Risk Forum GRFDavos
Sven HALLDIN1,2, Fredrik BYNANDER1,3
1Centre for Natural Disaster Science, Sweden, Kingdom of; 2Department of Earth Sciences, Uppsala University, Sweden; 3Swedish National Defence College
The document describes the Department of Natural Sciences at the Turks & Caicos Islands Community College. It outlines the various degree programs offered, including Associate of Science degrees in Computer Science, Environmental Science, and General Studies with concentrations in subjects like Biology, Chemistry, and Physics. It also lists the individual course offerings within subjects like Biology, Chemistry, Computer Science, Environmental Science, Information Technology, Mathematics, and Physics. The document discusses how the department serves both science majors and other programs. It highlights some past graduates and their careers. Finally, it discusses career opportunities in the Turks & Caicos Islands that the programs prepare students for, such as environmental scientists, medical professionals, technology specialists, and science teachers.
Beth Beloff, Founder and Principal of Beth Beloff & Associates, introduces the NuClean initiative.
The NuClean Kick-Off workshop was held on Nov. 7, 2013 at the Handlery Union Square Hotel in San Francisco, CA, co-located with the AIChE 2013 Annual Meeting.
For more information on NuClean, visit: http://www.aiche.org/cei/conferences/nuclean-workshop/2013.
For more information on AIChE's Center for Energy Initiatives (CEI), visit: http://www.aiche.org/cei.
This document is a book of abstracts for the Eighth International Undergraduate Summer Research Symposium held at NJIT on July 30, 2015, which includes abstracts from 118 undergraduate students presenting their summer research projects. The symposium highlights research across various fields including STEM and features congratulatory messages from NJIT administration praising the impressive work of the student researchers and their faculty advisors.
The Partnerships for Enhanced Engagement in Research (PEER) Program is a joint program between USAID and the National Science Foundation (NSF) that supports developing country scientists conducting research in collaboration with NSF-funded scientists. Through competitive grants, the PEER Science program funds projects in areas like agriculture, water, biodiversity conservation, and disaster mitigation that build research capacity and address development challenges. Since 2011, PEER Science has awarded over 40 grants worth $5.5 million for collaborative research projects in over 25 countries.
Per Peterson, chair of nuclear engineering at UC Berkeley, presents on the United States' nuclear waste policy and gives recommendations on future steps.
The NuClean Kick-Off workshop was held on Nov. 7, 2013 at the Handlery Union Square Hotel in San Francisco, CA, co-located with the AIChE 2013 Annual Meeting.
For more information on NuClean, visit: http://www.aiche.org/cei/conferences/nuclean-workshop/2013.
For more information on AIChE's Center for Energy Initiatives (CEI), visit: http://www.aiche.org/cei.
Steven Krahn, Professor of the Practice of Nuclear Environmental Engineering in the Department of Civil and Environmental Engineering at Vanderbilt University, presents on needs and work in R&D regarding nuclear and chemical engineering.
The NuClean Kick-Off workshop was held on Nov. 7, 2013 at the Handlery Union Square Hotel in San Francisco, CA, co-located with the AIChE 2013 Annual Meeting.
For more information on NuClean, visit: http://www.aiche.org/cei/conferences/nuclean-workshop/2013.
For more information on AIChE's Center for Energy Initiatives (CEI), visit: http://www.aiche.org/cei.
This document summarizes a report from the President's Council of Advisors on Science and Technology (PCAST) on U.S. preparations for the 2009 H1N1 influenza pandemic. The report reviews the U.S. response to the emerging pandemic and makes recommendations. It finds that while initial concerns about the virus's fatality rate have decreased, the expected resurgence in the fall poses a serious health threat. The report assesses the federal response plans, identifies remaining questions and gaps, and suggests further opportunities to mitigate the pandemic's impact.
Centre for Natural Disaster Science (CNDS) – a strategic Swedish initiative f...Global Risk Forum GRFDavos
Sven HALLDIN1,2, Fredrik BYNANDER1,3
1Centre for Natural Disaster Science, Sweden, Kingdom of; 2Department of Earth Sciences, Uppsala University, Sweden; 3Swedish National Defence College
The document describes the Department of Natural Sciences at the Turks & Caicos Islands Community College. It outlines the various degree programs offered, including Associate of Science degrees in Computer Science, Environmental Science, and General Studies with concentrations in subjects like Biology, Chemistry, and Physics. It also lists the individual course offerings within subjects like Biology, Chemistry, Computer Science, Environmental Science, Information Technology, Mathematics, and Physics. The document discusses how the department serves both science majors and other programs. It highlights some past graduates and their careers. Finally, it discusses career opportunities in the Turks & Caicos Islands that the programs prepare students for, such as environmental scientists, medical professionals, technology specialists, and science teachers.
Beth Beloff, Founder and Principal of Beth Beloff & Associates, introduces the NuClean initiative.
The NuClean Kick-Off workshop was held on Nov. 7, 2013 at the Handlery Union Square Hotel in San Francisco, CA, co-located with the AIChE 2013 Annual Meeting.
For more information on NuClean, visit: http://www.aiche.org/cei/conferences/nuclean-workshop/2013.
For more information on AIChE's Center for Energy Initiatives (CEI), visit: http://www.aiche.org/cei.
This document is a book of abstracts for the Eighth International Undergraduate Summer Research Symposium held at NJIT on July 30, 2015, which includes abstracts from 118 undergraduate students presenting their summer research projects. The symposium highlights research across various fields including STEM and features congratulatory messages from NJIT administration praising the impressive work of the student researchers and their faculty advisors.
The Partnerships for Enhanced Engagement in Research (PEER) Program is a joint program between USAID and the National Science Foundation (NSF) that supports developing country scientists conducting research in collaboration with NSF-funded scientists. Through competitive grants, the PEER Science program funds projects in areas like agriculture, water, biodiversity conservation, and disaster mitigation that build research capacity and address development challenges. Since 2011, PEER Science has awarded over 40 grants worth $5.5 million for collaborative research projects in over 25 countries.
The document discusses the challenges of teaching physics to biology students and the NEXUS project's efforts to address these challenges. The NEXUS project aims to (1) create prototype physics materials tailored for biologists, (2) coordinate instruction across disciplines, and (3) teach scientific skills. Significant cultural differences between biology and physics initially posed barriers, but discussions helped the teams understand disciplinary perspectives and identify authentically valuable physics content for biologists. The project revised course content and framing to better suit biological ways of thinking.
Women At IAEA - On Screen Version 06 Sept 2010StentM
The document provides information about women working at the International Atomic Energy Agency (IAEA). It discusses the roles and backgrounds of several women professionals at the IAEA, including:
- Eliana Amaral, Director of the Division of Radiation, Transport and Waste Safety, who works to disseminate radiation safety knowledge worldwide.
- Taghrid Atieh, Leader of the Liaison and Capacity Building Group at INIS, who previously worked at the Syrian Atomic Energy Commission.
- Ana María Cetto, Deputy Director General of the Department of Technical Cooperation, who aims to strengthen ties between intergovernmental and non-governmental organizations.
- Jill Cooley, Director of
CLEAN's primary goal is to steward a broad collection of educational resources and foster a supporting community to help facilitate students, teachers, and citizens becoming climate literate and informed about "the climate's influence on you and society and your influence on climate."
The focus of CLEAN's efforts are to integrate the effective use of the resources across all educational levels – with a particular focus on the middle-school through undergraduate levels (grades 6-16) as well as to citizens through formal and informal education venues and communities. The activities of the CLEAN Pathway project have 3 major components.
The document discusses a program called "Growing Tall Poppies" developed by researchers at the University of Melbourne in partnership with Santa Maria College, a girls' school. The program aims to increase the number of girls studying physics in secondary school and continuing into Years 11 and 12. A longitudinal study found that the program significantly increased both the number of girls choosing Year 11 physics and retaining into Year 12 physics. The program is focused on engaging students with current research projects in an authentic science environment. It promotes science learning through relevance, cross-disciplinary links, and involvement in real research with scientists.
This document summarizes a webinar introducing the Geodesy Education through Scientific and Technological Innovation (GETSI) curriculum development model and guiding principles. The webinar provided an overview of the relationship between GETSI and the Interdisciplinary Teaching of Geoscience for a Sustainable Future (InTeGrate) project. It reviewed GETSI's guiding principles for curriculum design, which are to address grand challenges, apply geoscience to societal issues, teach the nature and methods of science using authentic geodesy data, and develop systems thinking. Examples of GETSI modules under development were given for introductory and majors-level courses focusing on topics like climate, hydrology, and natural hazards. Guiding
Here are some key types of metadata that datasets should contain to enable future use and sharing:
- Descriptive metadata: Information about the content and context of the data, such as title, description, date, authors, abstract, keywords, methodology, etc. This helps users understand what the data represents.
- Administrative metadata: Details on file formats, file names and locations, versioning, backup procedures, access restrictions, etc. This helps users find and work with the specific data files.
- Structural metadata: Information on the data structure and relationships between data elements. This helps users interpret and analyze the data properly.
- Preservation metadata: Specifications on hardware/software needed to access the data, file fix
The newsletter summarizes activities from MESTECH researchers over the past few months, including presenting research at several conferences on topics like environmental sensing, water quality monitoring, and nanomaterials. It also describes a successful collaborative conference between MESTECH and the University of Notre Dame on developing sensing technologies for environmental challenges.
Research is defined as the systematic process of collecting and analyzing information to increase understanding of a topic or issue. It is described as a logical process that involves defining problems, formulating hypotheses, collecting and evaluating data, and drawing conclusions. The key purposes of a literature review are to situate a research topic within existing knowledge and demonstrate familiarity with previous scholarly work. A research framework provides structure and guidance for a research project by defining concepts and principles that shape the research problem, objectives, questions, methodology, and interpretation of results. The main types of research are applied, basic, correlational, descriptive, ethnographic, and experimental.
York Natural Sciences A4 Brochure 2016 FINALAli Thompson
The document provides information about the Natural Sciences programs at the University of York. It discusses the interdisciplinary and specialization options available in the Natural Sciences. The interdisciplinary programs allow students to study multiple subjects throughout all years, while the specialization programs provide breadth in the first year before focusing on a specific subject in later years. The programs are designed to break down boundaries between disciplines and provide students with a broad understanding of science.
A Nanotechnology Summer Camp For High School Students Activities Design And ...Amy Cernava
The document describes a nanotechnology summer camp for high school students held at Lawrence Technological University for two years. Each day of the weeklong camp focused on a different topic related to nanotechnology, such as nanomaterials, instrumentation, fabrication, and energy. Students learned about nanoscale concepts, used nanotechnology characterization tools, and provided positive feedback on the camp. The camp aimed to stimulate interest in nanotechnology and attract students to the university's nanotechnology minor program.
Research Evaluation in an Open Science contextHilda Muchando
The Knowledge Exchange has published the report ‘𝙊𝙥𝙚𝙣𝙣𝙚𝙨𝙨 𝙋𝙧𝙤𝙛𝙞𝙡𝙚: 𝙈𝙤𝙙𝙚𝙡𝙡𝙞𝙣𝙜 𝙧𝙚𝙨𝙚𝙖𝙧𝙘𝙝 𝙚𝙫𝙖𝙡𝙪𝙖𝙩𝙞𝙤𝙣 𝙛𝙤𝙧 𝙤𝙥𝙚𝙣 𝙨𝙘𝙝𝙤𝙡𝙖𝙧𝙨𝙝𝙞𝙥’.
The report presents how the Openness Profile can help address existing gaps in the assessment of Open Science in relation to issues such as:
• The need to accelerate the transition to Open - operationalising and normalising open scholarship practices has proven challenging.
• Conflicting ambitions combined with strong network effects that punish those who deviate from sector norms around research assessment and practice.
• The economic nature of challenges, either financial or relating to actors’ incentives, associated with the transition to open scholarship.
• Distortion of researcher behaviour due to over-reliance on traditional metrics.
• Underfunded and underdeveloped funder grant information systems. Poor adoption of PIDs and little to no interoperability with downstream stakeholders.
• Key contributors to the academic knowledge ecosystem being under-recognised
• Research being organised with ‘well defined’ rules that do not include ‘open’-related criteria.
The potential to improve open research evaluation practice as well as the requirements to implement the Openness Profile are addressed, including recommendations for stakeholders.
The Department of Materials at Imperial College London has over 250 undergraduate students, 151 postgraduate research students, and 100 postdoctoral researchers and research staff. It also employs 32 academic staff, 16 administrative staff, and 8 technical staff. The Department is ranked among the top Materials Science departments in the world and has a diverse international community of staff and students conducting research across many areas of Materials Science.
This document outlines a project plan for a unit exploring nuclear physics and its impact on society. The unit aims to understand nuclear physics through studying its role in society and the world. It incorporates interdisciplinary subjects and connects with community experts. Students will learn about nuclear reactions, chain reactions, and how scientists developed an understanding of nuclear physics. They will explore how social standards influence science and consider ethics around the funding and applications of science. Assessments include labs, reflections, and a final project researching a historical figure involved in the Manhattan Project. The unit promotes critical thinking about the relationships between science, society, and social justice issues.
PROJECT EAGLE - Interaction and Communication with Society: An Underdeveloped...eaglecommunicates
Radiation Protection Society needs:
- to invest more in the R & D of interaction and
communication with society.
- to promote a trans-disciplinary approach in radiation
protection: natural science & social science & humanities.
The Singapore Science Curriculum (Primary)David Yeng
The Singapore Science Curriculum - One of the most advanced and holistic curriculum in the world. Our SIPYP curriculum content are based on this syllabus. Once again, this shows you why knowledge of cyclic process is equally important than knowing the cycle.
This document summarizes a presentation on challenges and solutions for research operations at Oak Ridge National Laboratory. It discusses defining an operations philosophy focused on directly supporting research. It also addresses developing a team approach with expertise at all levels, from subject matter experts to local support staff. Finally, it outlines taking a plan-based approach to focus areas to continuously improve operations while keeping research progressing efficiently.
Principles, key responsibilities, and their intersectionARDC
Dr Daniel Barr from RMIT University presented at the University of Technology Sydney's RIA Data Management Workshop on 21 June 2018. In partnership with the Australian Research Council, the National Health and Medical Research Council, the Australian Research Data Commons, and RMIT University, this is part of a national workshop series in data management for research integrity advisors.
Are you familiar with the concepts of academic integrity or research misconduct? Learn what a student’s ethical responsibilities are as an academic researcher in handling and managing data, working with human subjects, and contributing to a larger body of knowledge. This is a presentation developed through the Graduate Resource Center at the University of New Mexico.
Presentation given at the 2012 UNM Jump Start Institute on April 28, 2012.
Research and Academic Integrity
a. Facilitators:
i. William L. Gannon, Ph.D., Director, UNM Responsible and Ethical Conduct of Research, Office of the Vice President for Research (OVPR)
ii. Gary Harrison, Ph.D., Dean, Office of Graduate Studies (OGS).
1 Grade One Science Standards of Learning for Virginia PAbbyWhyte974
1
Grade One Science Standards of Learning for Virginia
Public Schools – January 2010
Introduction
The Science Standards of Learning for Virginia Public Schools identify academic content
for essential components of the science curriculum at different grade levels. Standards are
identified for kindergarten through grade five, for middle school, and for a core set of
high school courses — Earth Science, Biology, Chemistry, and Physics. Throughout a
student’s science schooling from kindergarten through grade six, content strands, or
topics are included. The Standards of Learning in each strand progress in complexity as
they are studied at various grade levels in grades K-6, and are represented indirectly
throughout the high school courses. These strands are
Scientific Investigation, Reasoning, and Logic;
Force, Motion, and Energy;
Matter;
Life Processes;
Living Systems;
Interrelationships in Earth/Space Systems;
Earth Patterns, Cycles, and Change; and
Earth Resources.
Five key components of the science standards that are critical to implementation and
necessary for student success in achieving science literacy are 1) Goals; 2) K-12 Safety;
3) Instructional Technology; 4) Investigate and Understand; and 5) Application. It is
imperative to science instruction that the local curriculum consider and address how these
components are incorporated in the design of the kindergarten through high school
science program.
Goals
The purposes of scientific investigation and discovery are to satisfy humankind’s quest
for knowledge and understanding and to preserve and enhance the quality of the human
experience. Therefore, as a result of science instruction, students will be able to achieve
the following objectives:
1. Develop and use an experimental design in scientific inquiry.
2. Use the language of science to communicate understanding.
3. Investigate phenomena using technology.
4. Apply scientific concepts, skills, and processes to everyday experiences.
2
5. Experience the richness and excitement of scientific discovery of the natural
world through the collaborative quest for knowledge and understanding.
6. Make informed decisions regarding contemporary issues, taking into account the
following:
public policy and legislation;
economic costs/benefits;
validation from scientific data and the use of scientific reasoning and logic;
respect for living things;
personal responsibility; and
history of scientific discovery.
7. Develop scientific dispositions and habits of mind including:
curiosity;
demand for verification;
respect for logic and rational thinking;
consideration of premises and consequences;
respect for historical contributions;
attention to accuracy and precision; and
patience and persistence.
8. Develop an understanding of the interrelationship of science with technology,
engineering and mathematics.
9. Exp ...
1
Grade One Science Standards of Learning for Virginia
Public Schools – January 2010
Introduction
The Science Standards of Learning for Virginia Public Schools identify academic content
for essential components of the science curriculum at different grade levels. Standards are
identified for kindergarten through grade five, for middle school, and for a core set of
high school courses — Earth Science, Biology, Chemistry, and Physics. Throughout a
student’s science schooling from kindergarten through grade six, content strands, or
topics are included. The Standards of Learning in each strand progress in complexity as
they are studied at various grade levels in grades K-6, and are represented indirectly
throughout the high school courses. These strands are
Scientific Investigation, Reasoning, and Logic;
Force, Motion, and Energy;
Matter;
Life Processes;
Living Systems;
Interrelationships in Earth/Space Systems;
Earth Patterns, Cycles, and Change; and
Earth Resources.
Five key components of the science standards that are critical to implementation and
necessary for student success in achieving science literacy are 1) Goals; 2) K-12 Safety;
3) Instructional Technology; 4) Investigate and Understand; and 5) Application. It is
imperative to science instruction that the local curriculum consider and address how these
components are incorporated in the design of the kindergarten through high school
science program.
Goals
The purposes of scientific investigation and discovery are to satisfy humankind’s quest
for knowledge and understanding and to preserve and enhance the quality of the human
experience. Therefore, as a result of science instruction, students will be able to achieve
the following objectives:
1. Develop and use an experimental design in scientific inquiry.
2. Use the language of science to communicate understanding.
3. Investigate phenomena using technology.
4. Apply scientific concepts, skills, and processes to everyday experiences.
2
5. Experience the richness and excitement of scientific discovery of the natural
world through the collaborative quest for knowledge and understanding.
6. Make informed decisions regarding contemporary issues, taking into account the
following:
public policy and legislation;
economic costs/benefits;
validation from scientific data and the use of scientific reasoning and logic;
respect for living things;
personal responsibility; and
history of scientific discovery.
7. Develop scientific dispositions and habits of mind including:
curiosity;
demand for verification;
respect for logic and rational thinking;
consideration of premises and consequences;
respect for historical contributions;
attention to accuracy and precision; and
patience and persistence.
8. Develop an understanding of the interrelationship of science with technology,
engineering and mathematics.
9. Exp ...
The document discusses the challenges of teaching physics to biology students and the NEXUS project's efforts to address these challenges. The NEXUS project aims to (1) create prototype physics materials tailored for biologists, (2) coordinate instruction across disciplines, and (3) teach scientific skills. Significant cultural differences between biology and physics initially posed barriers, but discussions helped the teams understand disciplinary perspectives and identify authentically valuable physics content for biologists. The project revised course content and framing to better suit biological ways of thinking.
Women At IAEA - On Screen Version 06 Sept 2010StentM
The document provides information about women working at the International Atomic Energy Agency (IAEA). It discusses the roles and backgrounds of several women professionals at the IAEA, including:
- Eliana Amaral, Director of the Division of Radiation, Transport and Waste Safety, who works to disseminate radiation safety knowledge worldwide.
- Taghrid Atieh, Leader of the Liaison and Capacity Building Group at INIS, who previously worked at the Syrian Atomic Energy Commission.
- Ana María Cetto, Deputy Director General of the Department of Technical Cooperation, who aims to strengthen ties between intergovernmental and non-governmental organizations.
- Jill Cooley, Director of
CLEAN's primary goal is to steward a broad collection of educational resources and foster a supporting community to help facilitate students, teachers, and citizens becoming climate literate and informed about "the climate's influence on you and society and your influence on climate."
The focus of CLEAN's efforts are to integrate the effective use of the resources across all educational levels – with a particular focus on the middle-school through undergraduate levels (grades 6-16) as well as to citizens through formal and informal education venues and communities. The activities of the CLEAN Pathway project have 3 major components.
The document discusses a program called "Growing Tall Poppies" developed by researchers at the University of Melbourne in partnership with Santa Maria College, a girls' school. The program aims to increase the number of girls studying physics in secondary school and continuing into Years 11 and 12. A longitudinal study found that the program significantly increased both the number of girls choosing Year 11 physics and retaining into Year 12 physics. The program is focused on engaging students with current research projects in an authentic science environment. It promotes science learning through relevance, cross-disciplinary links, and involvement in real research with scientists.
This document summarizes a webinar introducing the Geodesy Education through Scientific and Technological Innovation (GETSI) curriculum development model and guiding principles. The webinar provided an overview of the relationship between GETSI and the Interdisciplinary Teaching of Geoscience for a Sustainable Future (InTeGrate) project. It reviewed GETSI's guiding principles for curriculum design, which are to address grand challenges, apply geoscience to societal issues, teach the nature and methods of science using authentic geodesy data, and develop systems thinking. Examples of GETSI modules under development were given for introductory and majors-level courses focusing on topics like climate, hydrology, and natural hazards. Guiding
Here are some key types of metadata that datasets should contain to enable future use and sharing:
- Descriptive metadata: Information about the content and context of the data, such as title, description, date, authors, abstract, keywords, methodology, etc. This helps users understand what the data represents.
- Administrative metadata: Details on file formats, file names and locations, versioning, backup procedures, access restrictions, etc. This helps users find and work with the specific data files.
- Structural metadata: Information on the data structure and relationships between data elements. This helps users interpret and analyze the data properly.
- Preservation metadata: Specifications on hardware/software needed to access the data, file fix
The newsletter summarizes activities from MESTECH researchers over the past few months, including presenting research at several conferences on topics like environmental sensing, water quality monitoring, and nanomaterials. It also describes a successful collaborative conference between MESTECH and the University of Notre Dame on developing sensing technologies for environmental challenges.
Research is defined as the systematic process of collecting and analyzing information to increase understanding of a topic or issue. It is described as a logical process that involves defining problems, formulating hypotheses, collecting and evaluating data, and drawing conclusions. The key purposes of a literature review are to situate a research topic within existing knowledge and demonstrate familiarity with previous scholarly work. A research framework provides structure and guidance for a research project by defining concepts and principles that shape the research problem, objectives, questions, methodology, and interpretation of results. The main types of research are applied, basic, correlational, descriptive, ethnographic, and experimental.
York Natural Sciences A4 Brochure 2016 FINALAli Thompson
The document provides information about the Natural Sciences programs at the University of York. It discusses the interdisciplinary and specialization options available in the Natural Sciences. The interdisciplinary programs allow students to study multiple subjects throughout all years, while the specialization programs provide breadth in the first year before focusing on a specific subject in later years. The programs are designed to break down boundaries between disciplines and provide students with a broad understanding of science.
A Nanotechnology Summer Camp For High School Students Activities Design And ...Amy Cernava
The document describes a nanotechnology summer camp for high school students held at Lawrence Technological University for two years. Each day of the weeklong camp focused on a different topic related to nanotechnology, such as nanomaterials, instrumentation, fabrication, and energy. Students learned about nanoscale concepts, used nanotechnology characterization tools, and provided positive feedback on the camp. The camp aimed to stimulate interest in nanotechnology and attract students to the university's nanotechnology minor program.
Research Evaluation in an Open Science contextHilda Muchando
The Knowledge Exchange has published the report ‘𝙊𝙥𝙚𝙣𝙣𝙚𝙨𝙨 𝙋𝙧𝙤𝙛𝙞𝙡𝙚: 𝙈𝙤𝙙𝙚𝙡𝙡𝙞𝙣𝙜 𝙧𝙚𝙨𝙚𝙖𝙧𝙘𝙝 𝙚𝙫𝙖𝙡𝙪𝙖𝙩𝙞𝙤𝙣 𝙛𝙤𝙧 𝙤𝙥𝙚𝙣 𝙨𝙘𝙝𝙤𝙡𝙖𝙧𝙨𝙝𝙞𝙥’.
The report presents how the Openness Profile can help address existing gaps in the assessment of Open Science in relation to issues such as:
• The need to accelerate the transition to Open - operationalising and normalising open scholarship practices has proven challenging.
• Conflicting ambitions combined with strong network effects that punish those who deviate from sector norms around research assessment and practice.
• The economic nature of challenges, either financial or relating to actors’ incentives, associated with the transition to open scholarship.
• Distortion of researcher behaviour due to over-reliance on traditional metrics.
• Underfunded and underdeveloped funder grant information systems. Poor adoption of PIDs and little to no interoperability with downstream stakeholders.
• Key contributors to the academic knowledge ecosystem being under-recognised
• Research being organised with ‘well defined’ rules that do not include ‘open’-related criteria.
The potential to improve open research evaluation practice as well as the requirements to implement the Openness Profile are addressed, including recommendations for stakeholders.
The Department of Materials at Imperial College London has over 250 undergraduate students, 151 postgraduate research students, and 100 postdoctoral researchers and research staff. It also employs 32 academic staff, 16 administrative staff, and 8 technical staff. The Department is ranked among the top Materials Science departments in the world and has a diverse international community of staff and students conducting research across many areas of Materials Science.
This document outlines a project plan for a unit exploring nuclear physics and its impact on society. The unit aims to understand nuclear physics through studying its role in society and the world. It incorporates interdisciplinary subjects and connects with community experts. Students will learn about nuclear reactions, chain reactions, and how scientists developed an understanding of nuclear physics. They will explore how social standards influence science and consider ethics around the funding and applications of science. Assessments include labs, reflections, and a final project researching a historical figure involved in the Manhattan Project. The unit promotes critical thinking about the relationships between science, society, and social justice issues.
PROJECT EAGLE - Interaction and Communication with Society: An Underdeveloped...eaglecommunicates
Radiation Protection Society needs:
- to invest more in the R & D of interaction and
communication with society.
- to promote a trans-disciplinary approach in radiation
protection: natural science & social science & humanities.
The Singapore Science Curriculum (Primary)David Yeng
The Singapore Science Curriculum - One of the most advanced and holistic curriculum in the world. Our SIPYP curriculum content are based on this syllabus. Once again, this shows you why knowledge of cyclic process is equally important than knowing the cycle.
This document summarizes a presentation on challenges and solutions for research operations at Oak Ridge National Laboratory. It discusses defining an operations philosophy focused on directly supporting research. It also addresses developing a team approach with expertise at all levels, from subject matter experts to local support staff. Finally, it outlines taking a plan-based approach to focus areas to continuously improve operations while keeping research progressing efficiently.
Principles, key responsibilities, and their intersectionARDC
Dr Daniel Barr from RMIT University presented at the University of Technology Sydney's RIA Data Management Workshop on 21 June 2018. In partnership with the Australian Research Council, the National Health and Medical Research Council, the Australian Research Data Commons, and RMIT University, this is part of a national workshop series in data management for research integrity advisors.
Are you familiar with the concepts of academic integrity or research misconduct? Learn what a student’s ethical responsibilities are as an academic researcher in handling and managing data, working with human subjects, and contributing to a larger body of knowledge. This is a presentation developed through the Graduate Resource Center at the University of New Mexico.
Presentation given at the 2012 UNM Jump Start Institute on April 28, 2012.
Research and Academic Integrity
a. Facilitators:
i. William L. Gannon, Ph.D., Director, UNM Responsible and Ethical Conduct of Research, Office of the Vice President for Research (OVPR)
ii. Gary Harrison, Ph.D., Dean, Office of Graduate Studies (OGS).
1 Grade One Science Standards of Learning for Virginia PAbbyWhyte974
1
Grade One Science Standards of Learning for Virginia
Public Schools – January 2010
Introduction
The Science Standards of Learning for Virginia Public Schools identify academic content
for essential components of the science curriculum at different grade levels. Standards are
identified for kindergarten through grade five, for middle school, and for a core set of
high school courses — Earth Science, Biology, Chemistry, and Physics. Throughout a
student’s science schooling from kindergarten through grade six, content strands, or
topics are included. The Standards of Learning in each strand progress in complexity as
they are studied at various grade levels in grades K-6, and are represented indirectly
throughout the high school courses. These strands are
Scientific Investigation, Reasoning, and Logic;
Force, Motion, and Energy;
Matter;
Life Processes;
Living Systems;
Interrelationships in Earth/Space Systems;
Earth Patterns, Cycles, and Change; and
Earth Resources.
Five key components of the science standards that are critical to implementation and
necessary for student success in achieving science literacy are 1) Goals; 2) K-12 Safety;
3) Instructional Technology; 4) Investigate and Understand; and 5) Application. It is
imperative to science instruction that the local curriculum consider and address how these
components are incorporated in the design of the kindergarten through high school
science program.
Goals
The purposes of scientific investigation and discovery are to satisfy humankind’s quest
for knowledge and understanding and to preserve and enhance the quality of the human
experience. Therefore, as a result of science instruction, students will be able to achieve
the following objectives:
1. Develop and use an experimental design in scientific inquiry.
2. Use the language of science to communicate understanding.
3. Investigate phenomena using technology.
4. Apply scientific concepts, skills, and processes to everyday experiences.
2
5. Experience the richness and excitement of scientific discovery of the natural
world through the collaborative quest for knowledge and understanding.
6. Make informed decisions regarding contemporary issues, taking into account the
following:
public policy and legislation;
economic costs/benefits;
validation from scientific data and the use of scientific reasoning and logic;
respect for living things;
personal responsibility; and
history of scientific discovery.
7. Develop scientific dispositions and habits of mind including:
curiosity;
demand for verification;
respect for logic and rational thinking;
consideration of premises and consequences;
respect for historical contributions;
attention to accuracy and precision; and
patience and persistence.
8. Develop an understanding of the interrelationship of science with technology,
engineering and mathematics.
9. Exp ...
1
Grade One Science Standards of Learning for Virginia
Public Schools – January 2010
Introduction
The Science Standards of Learning for Virginia Public Schools identify academic content
for essential components of the science curriculum at different grade levels. Standards are
identified for kindergarten through grade five, for middle school, and for a core set of
high school courses — Earth Science, Biology, Chemistry, and Physics. Throughout a
student’s science schooling from kindergarten through grade six, content strands, or
topics are included. The Standards of Learning in each strand progress in complexity as
they are studied at various grade levels in grades K-6, and are represented indirectly
throughout the high school courses. These strands are
Scientific Investigation, Reasoning, and Logic;
Force, Motion, and Energy;
Matter;
Life Processes;
Living Systems;
Interrelationships in Earth/Space Systems;
Earth Patterns, Cycles, and Change; and
Earth Resources.
Five key components of the science standards that are critical to implementation and
necessary for student success in achieving science literacy are 1) Goals; 2) K-12 Safety;
3) Instructional Technology; 4) Investigate and Understand; and 5) Application. It is
imperative to science instruction that the local curriculum consider and address how these
components are incorporated in the design of the kindergarten through high school
science program.
Goals
The purposes of scientific investigation and discovery are to satisfy humankind’s quest
for knowledge and understanding and to preserve and enhance the quality of the human
experience. Therefore, as a result of science instruction, students will be able to achieve
the following objectives:
1. Develop and use an experimental design in scientific inquiry.
2. Use the language of science to communicate understanding.
3. Investigate phenomena using technology.
4. Apply scientific concepts, skills, and processes to everyday experiences.
2
5. Experience the richness and excitement of scientific discovery of the natural
world through the collaborative quest for knowledge and understanding.
6. Make informed decisions regarding contemporary issues, taking into account the
following:
public policy and legislation;
economic costs/benefits;
validation from scientific data and the use of scientific reasoning and logic;
respect for living things;
personal responsibility; and
history of scientific discovery.
7. Develop scientific dispositions and habits of mind including:
curiosity;
demand for verification;
respect for logic and rational thinking;
consideration of premises and consequences;
respect for historical contributions;
attention to accuracy and precision; and
patience and persistence.
8. Develop an understanding of the interrelationship of science with technology,
engineering and mathematics.
9. Exp ...
This document provides an overview and agenda for the Science Exchange conference. It discusses the PhD student workshop that will take place from Sunday to Tuesday, as well as the main conference program from Tuesday to Friday. Four PhD students who recently completed their thesis are congratulated. Details are provided about a thesis bootcamp and internship opportunities available through the Education and Training program. The main conference program is outlined over two days, covering topics like border biosecurity, diagnostics, and response to incursions. Plans are discussed to evaluate the impact of research on end-users. Feedback from the conference is solicited. Upcoming symposia and workshops are announced, and the abstract submission period for next year's conference is opened.
Innovation: managing risk, not avoiding it - evidence and case studiesbis_foresight
This document is a collection of evidence and case studies that form the basis for the UK Government Chief Scientific Adviser's 2014 annual report on innovation and risk. It contains chapters on perspectives on innovation and risk from social sciences, future trends in innovation, and a chronology of public risk management in the UK government. It also includes case studies on specific innovative technologies and contexts like synthetic biology, hydraulic fracturing, flooding, and financial crises. The collection aims to provide a wide range of expert views and perspectives to inform the Chief Scientific Adviser's examination of the links between risk and innovation.
Spie micro+nano materials, devices and applications 8 11 december 2013Engku Fahmi
The document announces a 4-day symposium on micro and nano materials, devices, and applications to be held from 8-11 December 2013 at RMIT University in Melbourne, Australia. The symposium will include oral and poster presentations covering topics such as biomaterials, microfluidics, photonics, fabrication, metrology, solar cell technologies, and nanomaterials. Abstracts are due by 10 June 2013. Accepted papers presented at the symposium will be considered for publication and included in the SPIE Digital Library. The event will take place on the campus of RMIT University and feature talks from leading experts and scholars in the field.
Mitigating the Potential Fire Hazards of Composite MaterialsERAUWebinars
This is from a webinar presented by Embry-Riddle Aeronautical University-Worldwide called “Mitigating the Potential Fire Hazards of Composite Materials.” The presenter is Dr. Heather Garten.
Similar to Ins Talk For 2012 Ans Summer Meeting (20)
Mitigating the Potential Fire Hazards of Composite Materials
Ins Talk For 2012 Ans Summer Meeting
1. The UT Institute for
Nuclear Security
Howard L. Hall
Panel on Bridging the Gap Between Technology and Policy in Education and Training
American Nuclear Society Summer Meeting
June 27, 2012 – Chicago, IL, USA
2. Nuclear security covers broad areas
Nuclear Security…
The totality of activities undertaken to ensure that:
The beneficial applications of nuclear/radiological
materials and devices are not diverted to illicit or
malicious purposes.
Arms control priorities can be achieved through
support and development of technologies for
declaratory policy verification. Nuclear weapons and
related technology are appropriately controlled and
monitored, and weapons-usable materials can be
accounted for and secured.
Advances are made toward meeting other goals and
objectives (such as for nuclear weapons safety, threat
interdiction, render safe, and forensics) that mitigate
threats, increase proliferation resistance, and support
deterrence.
Consequences of radiological or nuclear incidents,
including attacks, are mitigated or minimized.
5. The central questions
How do we assure that radiological material
and/or nuclear technology is where it is
supposed to be, being used for its intended
purpose, and properly protected?
How do we detect things outside the bounds
of appropriate use?
How do we effectively deal with bad events?
How do we objectively assess what we do
know and what we think we know?
6. Academia’s role in nuclear
security
Academia is a critical
underpinning needed to
sustain our abilities and meet
the needs of the future
An effective nuclear security
framework requires:
– Scientific and technical
disciplines
– Medical and health sciences,
social sciences, humanities,
and business
– Policy, law, and diplomacy
– Civilian, military, intelligence,
and NGO engagement
7. UT established the Institute for
Nuclear Security in 2012
The Institute for Nuclear
Security will promote
collaboration to conduct
multi-organizational,
multidisciplinary work
critical to national and
global needs in nuclear
security.
8. Objectives of the Institute
Develop new educational/training programs to
meet global needs in nuclear security
Shape the avenues of diplomacy, law, and public
policy for achieving global nuclear security
objectives
Foster interdisciplinary R&D for nuclear security
applications
Foster excellence in intelligence and operational
capabilities for global nuclear security
Solve real-world challenges in nuclear security
10. Affiliated UT faculty
Nuclear Engineering Physics and Astronomy
– Howard Hall – Robert Grzywacz
– Lee Dodds – Yuri Kamyshkov
– Martin Grossbeck – Tom Hamblin
– Jason Hayward Political Science
– Lawrence Heilbronn – Brandon Prins
– Ivan Maldonado
The Baker Center
– Laurence Miller – Carl Pierce
– Belle Upadhyaya
– Matt Murray
– Brian Wirth
– Steve Skutnik (starts
Materials Science and
8/1/2012) Engineering
– Kurt Sickafus
11. Overview of the UT program
Historical ties between UT and DOE/NNSA
facilities in Tennessee
UT-ORNL M&O relationship
UT nuclear security thrust began around
2008 in Nuclear Engineering
– Teaching, research, and service
– Internships and experiential opportunities
– Re-entry/career development education
– Leverage the Baker Center (Public Policy)
12. Teaching
Faculty expansion/ UG curriculum
engagement development
Graduate curriculum – Political Science
development – Nuclear Engineering
– Nuclear Engineering – Others
– Physics Graduate certificate
– Political Science programs
– Chemistry – Nuclear Engineering
– Political Science
13. Growing nuclear security education
Adjunct Faculty/ Access to unique
Lecturers federal capabilities in
– Dr. Brian Anderson the region
– Dr. Alan Icenhour – ORNL
– Dr. Graham V. Walford • Safeguards Lab
– Mr. Dyrk Greenhalgh • HFIR
• Portal Monitor Lab
New joint faculty
– Y-12
agreement with Y-12
• SNM testbed
starting up • Vulnerability Assessment
New NE faculty hire lab
(August 2012)
14. The UTNE Nuclear Security
Certificate in Nuclear Engineering
Established in 2009, currently part of our Master’s degree
track
Earned by taking 4 out of the following 6 courses:
• NE 530 (Nuclear Security Science and Analysis)
• NE 404 (Nuclear Fuel Cycle)
• NE 433 (Health physics) or NE 470 (Nuclear Reactor Theory I)
• NE 550 (Radiation Measurements Laboratory)
• NE 532 (Advanced Topics in Nuclear Security Science and Analysis)
• Political Science 688 (Seminar on Arms, Arms Control, and Nuclear
Non-proliferation)
Will be tweaked this year because of new courses available and
UT credit policy issues
15.
16. Internships and experiential
learning
Actively engaging Increased interaction
students with ORNL between student
and Y-12 research groups and
interests practitioners
Coordinating UG, Actively pursuing
Summer, and GRA extramural
experiences opportunities
– E.g., NGFP, NNIS, NFGF
fellowships
– Baker Fellows
17. Linkage with other major UT
thrusts
Bredersen Center for Baker Center
Interdisciplinary UT/Y-12 strategic
Graduate Research and partnership
Education (CIRE) Top 25 Initiative
– Embraced nuclear
security faculty
– 3 of 17 inaugural class
involved in nuclear
security
– Extraordinary leverage
18. Service
Baker Center Global International engagement
Security Program -- – Spreading the “3S” culture
Outreach through academe
– Distinguished lecturers – Supporting “new entrant”
– Topical public meetings nations developing
and panels academic programs
– Community engagement Outreach and engagement
– Preplanned spontaneity with the NGO community
for informal collaboration
opportunities
19. Collaborations are increasing
Partnerships forged Partnerships beyond
with regional ORNL and Y-12 too
universities – LANL
– Joint proposals/projects – ORAU
– UNC/NCSU/TISS – SafeSkies
colloquia – Roane State and Pellissippi
– NCSU nuclear State Technical CC’s
engineering class on – FBI Knoxville
nuclear security – Knox County Schools
20. Collaborations with ORNL and Y-12 are
getting broader and deeper
ORNL Y-12
– New nuclear – Physical security for
forensics facility and threat reduction
related work – Nuclear materials
– Numerous controls robustness
nonproliferation vis-à-vis radiological
projects materials
– Expanding joint
faculty assignments
and adjuncts
– Physical security
modeling and
simulation class
21. Selected highlights
The Baker Center has embraced global
security as one of its two principal
thrusts
• Nuclear security is the core
theme right now
• Expands our public
outreach
• Brings notable figures in
for engagement
• Serves as a trusted agent
for building collaborations
22. Hands-on learning at ORNL and
Y-12
Undergraduate and graduate radiation
measurements classes in the ORNL
Safeguards Lab
NE-530 Red/Blue exercise is table-
topped at Y-12 National Security
Complex
Collaborative education and graduate
research training with ORNL and Y-12
continues to grow
23. New Political Science Department
MPPA “Global Security” track
INS, Political
Science, and the
Baker Center are
collaborating on
this new academic
degree program
Available Fall
2012
24. New coursework
Spring 2012
– Arms control treaties and negotiation (3 SCH, Political Sciecne)
– Physical Security for Nuclear Facilities (3 SCH, Nuclear Engineering)
– Nuclear Security and Non-proliferation (3SCH, NCSU Nuclear Engineering)
Summer 2012
– Radiochemistry (3 SCH, Chemistry)
Fall 2012
– Freshman Seminar on Global Zero – Challenges and Opportunities (1 SCH, UT
Honors Program)
Spring 2013
– Vulnerability Assessment and Modeling (3SCH, Nuclear Engineering)
In planning phases
– Principals of Export Control for Nuclear Technology
– Human Reliability Issues in Nuclear Systems
– Nuclear Forensics
– Principals of Nuclear Emergency Response and Recovery
25. Next steps for the INS
Continue strategy of building our indigenous
capabilities while fostering strong partnerships
across the community of interest
– We need to engage TVA and others in commercial nuclear
Continue to build our academic programs
Address facilities needs as resources permit
Strengthen our international portfolio and student
opportunities
Increase efforts on developing collaborative projects
both nationally and internationally