Our Mission to Planet Earth: A Guide to Teaching Earth System Science

This teaching guide provides hands-on activities and information related to studying the Earth system. Its primary goal is for children to become familiar with the concept of cycles and to learn that some human activities can cause changes in their environment. Educational levels: Primary elementary

Assembling and enriching digital library collections

People who create digital libraries need to gather together the raw material, add metadata as necessary, and design and build new collections. This paper sets out the requirements for these tasks and describes a new tool that supports them interactively, making it easy for users to create their own collections from electronic files of all types. The process involves selecting documents for inclusion, coming up with a suitable metadata set, assigning metadata to each document or group of documents, designing the form of the collection in terms of document formats, searchable indexes, and browsing facilities, building the necessary indexes and data structures, and putting the collection in place for others to use. Moreover, different situations require different workflows, and the system must be flexible enough to cope with these demands. Although the tool is specific to the Greenstone digital library software, the underlying ideas should prove useful in more general contexts

2018-19 OHIO Guide

The Guide provides you with essential information concerning available majors and minors and important academic policies and resources that will help you successfully navigate the complexities of college culture and academic life. From course selection tips to hints for communicating with faculty, The OHIO Guide is an invaluable resource and companion to the many supportive people who are available at the University, all committed to ensuring a successful start to your college career. Along with your Orientation Leader, Academic Advisor, Faculty members, Resident Advisor, and a host of others, this handy book will be able to answer many of your questions as you get your footing at the University

Guide to using Evidence in Higher Education

This Guide to Using Evidence has been designed to, to support and encourage students and students’ association and union staff to actively engage with data and evidence. It offers an accessible introduction to a range of key ideas and concepts and a range of activities which allow readers to develop their own thinking and confidence in key areas. The ambition of its authors, QAA Scotland and the students who reviewed early drafts, is that students and students’ association and union staff will reach for this resource as they prepare for committees, devise new campaigns, deliver services, and do all of the other things they do to enhance students’ experiences and outcomes. Underpinning all of this is a belief that students themselves, the institutions they are working with, and the sector as a whole, are better served when students are, and are seen to be, agents in the ‘data landscape’, not just subjects of it. Engaging with this Guide will help students and students’ association and union staff to develop that sense of agency in themselves and foster it in others. This Guide is a product of a student-led project coordinated by QAA Scotland as part of the Evidence for Enhancement Theme (2017-20)

Rethinking Research Partnerships: Discussion Guide and Toolkit

In recent years, there has been a drive towards research collaboration between academics and international non-governmental organisations (INGOs). These new partnerships offer exciting opportunities to improve learning and practice in international development, leading to innovation and deepened understandings of the world and, ultimately, a better impact on poverty eradication. However, they also present considerable challenges. How do organisations with different structures, goals and interests collaborate? Can they work together productively around these differences? What tensions exist and what is the impact of these? How is power distributed and which voices are amplified or lost in the process? This guide does not seek to answer these questions, but offers a way of exploring them. It is aimed at people and organisations that are considering embarking on a research collaboration, or are already working in partnership. It introduces some of the key issues that arise when working collaboratively, and suggests tools and activities to help you to critically reflect on them. The guide is aimed at those at the forefront of these partnerships – academics, INGO staff and their respective institutions. However, the content will also be of relevance to funders and others seeking to support or encourage collaborative research approaches. This guide is a toolkit for critical reflection, rooted in the idea that research partnerships must be entered into with care. Attention needs to be given to contexts, power relations and the different interests involved in order to successfully deliver truly collaborative knowledge generation that serves everyone’s interests. The risks are real – partnerships without serious considerations of the power dynamics risk reaffirming certain interests and voices and marginalising others, particularly those already experiencing structural disadvantage, undermining the real benefit that these partnerships can bring. In addition, they can end up placing unfunded and unsupported burdens on particular individuals or organisations, and reinforce existing structures that constrain the intended learning and growth

An Analytical Study of the Effects of Age and Experience on Flight Safety

The purpose of this study was to determine whether there are any significant decreases in the safety and effectiveness of pilots by age 60. The data for this study came from records of general aviation accidents (i.e., for private pilots, commercial pilots, and air transport pilots), and airline accidents (Part 121). These accident data were acquired from many specialized aviation data banks; these include: NTSB, AOPA, FAA, and the COMSIS Research Corporation. The data were organized into groups according to the ages of the pilots-in-command responsible for the accidents. Groupings progress in five-year increments starting at 20-24, and ending with 55-59. The data were analyzed in terms of both accidents per 1,000 pilots and accidents per 100,000 annual hours flown. The results indicate that age and experience both affect safety. The magnitude of these effects and their implications on flight safety are discussed