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Standards and technical regulations are an increasingly prominent part of the international trade policy debate. In particular, there has been considerable discussion of whether standards and regulations affect trade costs and export prospects for developing countries. In this paper the authors examine how meeting foreign standards affects firms' export performance, reflected in export propensity and market diversification. The analysis draws on the World Bank Technical Barriers to Trade Survey database of 619 firms in 17 developing countries. The results indicate that technical regulations in industrial countries adversely affect firms' propensity to export in developing countries. In particular, testing procedures and lengthy inspection procedures reduce exports by 9 percent and 3 percent, respectively. Furthermore, in the model, the difference in standards across foreign countries causes diseconomy of scale for firms and affects decisions about whether to enter export markets. The empirical analysis presented here implies that standards impede exporters' market entry, reducing the likelihood of exporting to more than three markets by 7 percent. In addition, the authors find that firms that outsource components are more challenged by compliance with multiple standards.
The Committee for Standards in Public Life felt that the time was right to undertake a review of the key lessons that have been learnt since the Nolan Committee's first report (ISBN 9780101285025) was published in 1995 about how to improve ethical standards in public life - to stand back and reflect on what has been achieved and what still needs to be done. The report argues that much of the basic infrastructure to improve standards is now in place. Statements of key principles and codes of conduct have been adopted by most public bodies, new regulators have been created or had their existing remits clarified, and awareness of principles such as integrity, accountability and openness has increased considerably. The Committee believes standards of behaviour in many areas of public life have improved. But the Committee finds it disturbing that concerns continue to be raised about the integrity of so many of the country's key institutions or those within them; and the evidence of the last few years and months suggests that there is still much to do before the high standards in public life to which we all aspire are fully internalised in the cultures of all our public institutions. The report concludes that the need now is not for more principles, codes or regulators but rather for the existing arrangements to be more consistently and actively implemented.
While critics rail against Common Core State Standards for national school learning guides, few know exactly what these Standards are, and fewer can assess if these Standards are a positive step for education. Standards are simply the high-level literacy skills and understandings that have been traditionally taught, but only in some schools and for some students. Standards focus on careful close reading and critical analysis, help students develop ideas well in writing, boost research understandings, create skills to discern and write valid argument, spark creative writing, and release ability to learn on one's own, for continued success in life, and to help bring a brighter future to all students. Do these Standards "dumb down" learning? Do they stifle teachers' creativity and independence? Are they a low-ceiling straitjacket for teachers? Are "bubble tests" poor tests? Are Standards unfair for urban and traditionally underperforming students? In this brief volume, the author spells out each Reading and Writing Standard to show that the Common Core State Standards simply guide high-level achievement for all students, invite teacher innovation and creativity, and make school a more exciting place of learning. The national tests include extensive writing and evaluate the understanding of ideas. These Standards and tests ask students to investigate and learn to make their own decisions, as we all should, based on evidence. The evidence provided here sheds light on excellent guides to help each child succeed. Common Core State Standards are an opportunity to develop a common national base of high-quality learning. We must seize this chance to raise the bar in American education.
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.
Social and Administrative Aspects of Pharmacy in Low- and Middle-Income Countries: Present Challenges and Future Solutions examines the particularities of low- and middle-income countries and offers solutions based on their needs, culture and available resources. Drawing from the firsthand experience of researchers and practitioners working in these countries, this book addresses the socio-behavioral aspects of pharmacy and health, pharmacoeconomics, pharmaceutical policy, supply management and marketing, pharmacoepidemiology and public health pharmacy specific to low- and middle-income countries. While some practices may be applied appropriately in disparate places, too often pharmacy practice in low- and middle-income countries is directly copied from successes in developed countries, despite the unique needs and challenges low- and middle-income countries face. - Examines key issues and challenges of pharmacy practice and the pharmaceutical sector specific to low- and middle-income countries - Compares pharmacy practice in developed and developing countries to highlight the unique challenges and opportunities of each - Provides a blueprint for the future of pharmacy in low- and middle-income countries, including patient-centered care, evidence-based care and promoting the role of the pharmacist for primary health care in these settings
What exactly is an "assignment," and why does it matter? How can educators ensure that their teaching meets the rigorous demands of the Common Core State Standards, so that all students are well prepared for college or careers? Drawing from her extensive experience as a teacher coach, author Eleanor Dougherty answers these questions and many more, with two aims in mind: (1) to guide teachers and administrators in crafting high-quality assignments, and (2) to help educators understand the powerful impact that assignments can have on teaching and learning. The book explains the critical differences among "assignments," "activities," and "assessments" and thoroughly describes the key elements of an assignment: prompts, rubrics, products, and instructional plans. Readers will learn how to * Follow a seven-step process for crafting effective assignments; * Link assignments to units and courses; * Devise "Anchor" assignments for collaboration and consistency across grades; * Tap into instructional "touchstones" that can enrich any assignment; * Create classroom and school environments that support assignment-making; and * Use assignments as a source of data about teaching and learning. Equipped with the knowledge and expertise gained from Assignments Matter, readers will be able to create meaningful learning experiences for their students and come to appreciate the author's belief that "assignments may well be the missing link in school reform efforts to improve student achievement."
A Framework for K-12 Science Education and Next Generation Science Standards (NGSS) describe a new vision for science learning and teaching that is catalyzing improvements in science classrooms across the United States. Achieving this new vision will require time, resources, and ongoing commitment from state, district, and school leaders, as well as classroom teachers. Successful implementation of the NGSS will ensure that all K-12 students have high-quality opportunities to learn science. Guide to Implementing the Next Generation Science Standards provides guidance to district and school leaders and teachers charged with developing a plan and implementing the NGSS as they change their curriculum, instruction, professional learning, policies, and assessment to align with the new standards. For each of these elements, this report lays out recommendations for action around key issues and cautions about potential pitfalls. Coordinating changes in these aspects of the education system is challenging. As a foundation for that process, Guide to Implementing the Next Generation Science Standards identifies some overarching principles that should guide the planning and implementation process. The new standards present a vision of science and engineering learning designed to bring these subjects alive for all students, emphasizing the satisfaction of pursuing compelling questions and the joy of discovery and invention. Achieving this vision in all science classrooms will be a major undertaking and will require changes to many aspects of science education. Guide to Implementing the Next Generation Science Standards will be a valuable resource for states, districts, and schools charged with planning and implementing changes, to help them achieve the goal of teaching science for the 21st century.
Humans, especially children, are naturally curious. Yet, people often balk at the thought of learning scienceâ€"the "eyes glazed over" syndrome. Teachers may find teaching science a major challenge in an era when science ranges from the hardly imaginable quark to the distant, blazing quasar. Inquiry and the National Science Education Standards is the book that educators have been waiting forâ€"a practical guide to teaching inquiry and teaching through inquiry, as recommended by the National Science Education Standards. This will be an important resource for educators who must help school boards, parents, and teachers understand "why we can't teach the way we used to." "Inquiry" refers to the diverse ways in which scientists study the natural world and in which students grasp science knowledge and the methods by which that knowledge is produced. This book explains and illustrates how inquiry helps students learn science content, master how to do science, and understand the nature of science. This book explores the dimensions of teaching and learning science as inquiry for K-12 students across a range of science topics. Detailed examples help clarify when teachers should use the inquiry-based approach and how much structure, guidance, and coaching they should provide. The book dispels myths that may have discouraged educators from the inquiry-based approach and illuminates the subtle interplay between concepts, processes, and science as it is experienced in the classroom. Inquiry and the National Science Education Standards shows how to bring the standards to life, with features such as classroom vignettes exploring different kinds of inquiries for elementary, middle, and high school and Frequently Asked Questions for teachers, responding to common concerns such as obtaining teaching supplies. Turning to assessment, the committee discusses why assessment is important, looks at existing schemes and formats, and addresses how to involve students in assessing their own learning achievements. In addition, this book discusses administrative assistance, communication with parents, appropriate teacher evaluation, and other avenues to promoting and supporting this new teaching paradigm.
From TIFF files to TED talks, from book sizes to blues stations - the term "format" circulates in a staggering array of contexts and applies to entirely dissimilar objects and practices. How can such a pliable notion meaningfully function as an instrument of classification in so many industries and scientific communities? Comprising a wide range of case studies on the standards, practices, and politics of formats from scholars of photography, film, radio, television, and the Internet, Format Matters charts the many ways in which formats shape and are shaped by past and present media cultures. This volume represents the first sustained collaborative effort to advance the emerging field of format studies.
If ever a subject could benefit from a strong dose of perspective, it's evolution. This important new book supplies the necessary insights by bringing together the views of leading scientists, professors, and teachers. Working from the premise that only those students whose schools teach them about the nature of science will truly understand evolution, the collection gathers 12 influential articles first published in the NSTA journal, The Science Teacher. The articles fall into three categories. The Scientific Perspective explores the evidence supporting evolution. It looks at evolution's place in the National Science Education Standards and at the thorny problem of calling evolution a "theory". The Science Teacher's Perspective moves into the classroom, discussing lesson plans that allow students to explore evolution and draw their own conclusions. Also included is the recently revised NSTA Position Statement on Evolution. This collection comes from, and is developed for, the people on the front lines, educators who deal with the controversy over evolution every day. From a practical standpoint, the book can help you address the subject in the classroom without being dragged into endless, ultimately unproductive debate. From a substantial standpoint, it provides a remarkable overview of the state of teaching evolution in America.