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There is a national need to educate the public about the ocean, coastal resources, atmosphere and climate. The National Oceanic and Atmospheric Administration (NOAA), the agency responsible for understanding and predicting changes in the Earth's environment and conserving and managing coastal and marine resources to meet the nation's economic, social and environmental needs, has a broad mandate to engage and coordinate education initiatives on these topics. Since its creation in 1970, the NOAA has supported a variety of education projects that cover a range of topics related to the agency's scientific and stewardship mission. NOAA uses formal and informal learning environments to enhance understanding of science, technology, engineering and mathematics (STEM) and to advance environmental education. The work of this agency overlaps and compliments the missions of other federal agencies, institutions of higher education, private and nonprofit organizations. Coordination among these agencies and organizations has been challenging. Limited education resources and the inherently global nature of NOAA's mission make strategic partnerships critical in order for the agency to accomplish its goals. Additionally, clear education goals, planning, and strategic use of resources are critical aspects for effective partnerships. NOAA's Education Program: Review and Critique provides a summary of the national education context for NOAA's role in education which is twofold: first is to advance the environmental literacy of the nation, and second is to promote a diverse workforce in ocean, coastal, Great Lakes, atmospheric and climate sciences. The book also describes the strengths and weaknesses of the education strategic plan, the education evaluation approach of the agency and strategies for improving the evaluation process.
There is a national need to educate the public about the ocean, coastal resources, atmosphere and climate. The National Oceanic and Atmospheric Administration (NOAA), the agency responsible for understanding and predicting changes in the Earth's environment and conserving and managing coastal and marine resources to meet the nation's economic, social and environmental needs, has a broad mandate to engage and coordinate education initiatives on these topics. Since its creation in 1970, the NOAA has supported a variety of education projects that cover a range of topics related to the agency's scientific and stewardship mission. NOAA uses formal and informal learning environments to enhance understanding of science, technology, engineering and mathematics (STEM) and to advance environmental education. The work of this agency overlaps and compliments the missions of other federal agencies, institutions of higher education, private and nonprofit organizations. Coordination among these agencies and organizations has been challenging. Limited education resources and the inherently global nature of NOAA's mission make strategic partnerships critical in order for the agency to accomplish its goals. Additionally, clear education goals, planning, and strategic use of resources are critical aspects for effective partnerships. NOAA's Education Program: Review and Critique provides a summary of the national education context for NOAA's role in education which is twofold: first is to advance the environmental literacy of the nation, and second is to promote a diverse workforce in ocean, coastal, Great Lakes, atmospheric and climate sciences. The book also describes the strengths and weaknesses of the education strategic plan, the education evaluation approach of the agency and strategies for improving the evaluation process.
Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.
"The United States Code is the official codification of the general and permanent laws of the United States of America. The Code was first published in 1926, and a new edition of the code has been published every six years since 1934. The 2012 edition of the Code incorporates laws enacted through the One Hundred Twelfth Congress, Second Session, the last of which was signed by the President on January 15, 2013. It does not include laws of the One Hundred Thirteenth Congress, First Session, enacted between January 2, 2013, the date it convened, and January 15, 2013. By statutory authority this edition may be cited "U.S.C. 2012 ed." As adopted in 1926, the Code established prima facie the general and permanent laws of the United States. The underlying statutes reprinted in the Code remained in effect and controlled over the Code in case of any discrepancy. In 1947, Congress began enacting individual titles of the Code into positive law. When a title is enacted into positive law, the underlying statutes are repealed and the title then becomes legal evidence of the law. Currently, 26 of the 51 titles in the Code have been so enacted. These are identified in the table of titles near the beginning of each volume. The Law Revision Counsel of the House of Representatives continues to prepare legislation pursuant to 2 U.S.C. 285b to enact the remainder of the Code, on a title-by-title basis, into positive law. The 2012 edition of the Code was prepared and published under the supervision of Ralph V. Seep, Law Revision Counsel. Grateful acknowledgment is made of the contributions by all who helped in this work, particularly the staffs of the Office of the Law Revision Counsel and the Government Printing Office"--Preface.
Climate change is occurring, is very likely caused by human activities, and poses significant risks for a broad range of human and natural systems. Each additional ton of greenhouse gases emitted commits us to further change and greater risks. In the judgment of the Committee on America's Climate Choices, the environmental, economic, and humanitarian risks of climate change indicate a pressing need for substantial action to limit the magnitude of climate change and to prepare to adapt to its impacts. A principal message from the recent National Research Council report, America's Climate Choices, this brief summary of how climate change will shape many aspects of life in the foreseeable future emphasizes the vital importance of preparation for these changes. The report points to the importance of formal and informal education in supporting the public's understanding of those challenges climate change will bring, and in preparing current and future generations to act to limit the magnitude of climate change and respond to those challenges. Recognizing both the urgency and the difficulty of climate change education, the National Research Council, with support from the National Science Foundation, formed the Climate Change Education Roundtable. The roundtable brings together federal agency representatives with diverse experts and practitioners in the physical and natural sciences, social sciences, learning sciences, environmental education, education policy, extension education and outreach, resource management, and public policy to engage in discussion and explore educational strategies for addressing climate change. Two workshops were held to survey the landscape of climate change education. The first explored the goals for climate change education for various target audiences. The second workshop, which is the focus of this summary, was held on August 31 and September 1, 2011, and focused on the teaching and learning of climate change and climate science in formal education settings, from kindergarten through the first two years of college (K-14). This workshop, based on an already articulated need to teach climate change education, provided a forum for discussion of the evidence from research and practice. The goal of this workshop was to raise and explore complex questions around climate change education, and to address the current status of climate change education in grade K-14 of the formal education system by facilitating discussion between expert researchers and practitioners in complementary fields, such as education policy, teacher professional development, learning and cognitive science, K-12 and higher education administration, instructional design, curriculum development, and climate science. Climate Change Education in Formal Settings, K-14: A Workshop Summary summarizes the two workshops.