Virginia Demonstration Project Encouraging Middle School Students in Pursuing STEM Careers

Encouraging students at all grade levels to consider pursuing a career in Science, Technology, Engineering, and Mathematics (STEM) fields i s a national focus. In 2005, the Naval Surface Warfare Center, Dahlgren Division (NSWCDD), a Department of Defense laboratory located in Da hlgren, Virginia, began work on the Virginia Demonstration Project (VDP) with the goal of increasing more student interest in STEM educatio n and pursuing STEM careers. This goal continues as the program enters its sixth year. This project has been successful through the partici pation of NSWCDD's scientists and engineers who are trained as mentor s to work in local middle school classrooms throughout the school year, As an extension of the in-class activities, several STEM summer aca demies have been conducted at NSWCDD, These academies are supported by the Navy through the VDP and the STEM Learning Module Project. These projects are part of more extensive outreach efforts offered by the National Defense Education Program (NDEP), sponsored by the Director, Defense Research and Engineering. The focus of this paper is on the types of activities conducted at the summer academy, an overview of the academy planning process, and recommendations to help support a nati onal plan of integrating modeling and simulation-based engineering and science into all grade levels. based upon the lessons learne

Assessing the Cost of Global Biodiversity and Conservation Knowledge

<div><p>Knowledge products comprise assessments of authoritative information supported by standards, governance, quality control, data, tools, and capacity building mechanisms. Considerable resources are dedicated to developing and maintaining knowledge products for biodiversity conservation, and they are widely used to inform policy and advise decision makers and practitioners. However, the financial cost of delivering this information is largely undocumented. We evaluated the costs and funding sources for developing and maintaining four global biodiversity and conservation knowledge products: The IUCN Red List of Threatened Species, the IUCN Red List of Ecosystems, Protected Planet, and the World Database of Key Biodiversity Areas. These are secondary data sets, built on primary data collected by extensive networks of expert contributors worldwide. We estimate that US$160 million (range: US$116–204 million), plus 293 person-years of volunteer time (range: 278–308 person-years) valued at US$14 million (range US$12–16 million), were invested in these four knowledge products between 1979 and 2013. More than half of this financing was provided through philanthropy, and nearly three-quarters was spent on personnel costs. The estimated annual cost of maintaining data and platforms for three of these knowledge products (excluding the IUCN Red List of Ecosystems for which annual costs were not possible to estimate for 2013) is US$6.5 million in total (range: US$6.2–6.7 million). We estimated that an additional US$114 million will be needed to reach pre-defined baselines of data coverage for all the four knowledge products, and that once achieved, annual maintenance costs will be approximately US$12 million. These costs are much lower than those to maintain many other, similarly important, global knowledge products. Ensuring that biodiversity and conservation knowledge products are sufficiently up to date, comprehensive and accurate is fundamental to inform decision-making for biodiversity conservation and sustainable development. Thus, the development and implementation of plans for sustainable long-term financing for them is critical.</p></div

Categories, subcategories and funding sources classification used to categorise costs.

<p>Categories, subcategories and funding sources classification used to categorise costs.</p

Sources of funding (midpoints of estimates) invested until 2013 for each knowledge product.

<p>Sources of funding (midpoints of estimates) invested until 2013 for each knowledge product.</p

Overall funds (midpoints) and volunteer days invested in the four knowledge products between 1979 and 2013, and annual cost in 2013.

<p>The mid-point is the equidistant point between the maximum and minimum values. Full details are available in <a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0160640#pone.0160640.s004" target="_blank">S4 Table</a>.</p

Summary of data collection for all four knowledge products.

<p>The table summarises which costs were collected for each of the four knowledge products and how much of the total number of assesments, available in December 2013, these represent. In cases where 100% of the costs were not collected, the total sum for each knowledge product was increased propotionally to reach 100%.</p

Development status of the four knowledge products included in this study.

<p>A brief description of each knowledge product is available in [<a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0160640#pone.0160640.ref007" target="_blank">7</a>].</p