Science Education & Policy
Writers, athletes and athletes can tell you that sometimes being too focused in a bad thing. You need to relax a little, especially if, as the old saying goes, being focused causes you to lose sight of the forest among all those trees.
The Australian federal government again failed in its attempt to allow universities to set their own prices for student fees. The key concern with the package was that student fees would rise sharply. However, this is not a necessary outcome of a deregulated university system.
Prices could be pressured to stay low if there were more competition.
In the 1980s, student loans were not unlimited, there was a cap on how much you could borrow without getting a regular loan from a bank. As a result, colleges and universities kept their costs down.
By the end of the decade, politicians saw a chart showing that people with a college degree made more money than people with a high school diploma. So the obvious solution for politicians was to give students unlimited student loans and secure loyal voters. It certainly worked. Universities now had unlimited funding and in thanks academic representation lurched wildly toward the party that made the political manna from heaven possible.
This is the first of a series of lessons about chemical bonds. The purpose of publishing this through Science 2.0 is to solicit comments and suggestions prior to a formal proposal for its use in the general chemistry classes, particularly in the junior high school science. I will appreciate if one can point out any oversimplification that may lead to misconceptions. Another purpose is for this to be used as a review material for non-chemistry major students enrolled in general chemistry.
Chemical bonds is one of the topics assigned to Grade 9 Science by the Philippine Department of Education (DepEd).
The big question in policy circles for the last month has been, would the Obama administration that has repeatedly said that putting solar panels on public land should be allowed side with science or with environmentalists when it came to natural gas?
The annual Rethink Media conference was held yesterday at Birmingham City University to address the future of the digital landscape and the challenges facing the sector and, predictably, there was plenty of blame to go around, and assurances that the answers were simple - but as usual when panels get together to lament the future, no one was doing anything.
Schools got the brunt of the cultural shame and blame.
“Schools need to fix the fact that technology is not being made aspirational for females”, urged Talk Talk’s Head of Digital, Rahul Chakkara. “Half of the talent is being lost at school level.”
Bans are all the rage in states like California and New York but the key question is whether or not they actually work; the entire developed world is facing an obesity crisis so if bans are the only thing that will prevent a strained health care system from collapsing, advocates for managing individual behavior say they should be used as needed.
Dr. Harold Roy-Macauley, new Director General of AfricaRice, doesn't want to just improve rice science for Africa, he wants to make the continent a world leader in it.
The rice sector in Africa is going to be “evidenced-based and therefore very solid and powerful,” he says. At a time when the developed world agonizes over the value of science, Africa sees an opportunity to grab a lot of market share by using science to improve their food production and become a next exporter, and then the rest of the world can play catch up.
When there’s a report in the news about the latest science on climate change, the source is very often the United Nations Intergovernmental Panel on Climate Change.
This body plays a very important role in global climate change policy around the world. Its reports, five of which have been published since 1990, enjoy a degree of credibility that renders them influential for public opinion. And more important, the reports are accepted as the definitive source by international negotiators working under the United Nations Framework Convention on Climate Change (UNFCCC).
It was mentioned in
part 4 that a self-study modular instruction on teaching inorganic nomenclature
was piloted and have been proven effective.
However, the use of the module was not implemented. Why was the modular instruction not
implemented? Nobody has actually told me formally the real reason that it left me
wondering. So to hypothesize, maybe it is more on the politics in the
school, or maybe an influential faculty member challenged the
modular instruction on the following reasoning: