scholarly journals Commission 46: Astronomy Education and Development (Education Et Developpement En Astronomie)

2002 ◽  
Vol 25 (1) ◽  
pp. 420-430
Author(s):  
Syuzo Isobe ◽  
Jay Pasachoff ◽  
Julieta Fierro ◽  
Alan Batten ◽  
Don Wentzel ◽  
...  
Keyword(s):  
Development Education ◽  
Astronomy Education ◽  
Education And Development

scholarly journals A history of IAU Commission C1: a look from the Newsletters

2018 ◽  
Vol 13 (S349) ◽  
pp. 419-430
Author(s):  
Paulo S. Bretones
Keyword(s):  
International Schools ◽  
Vice Presidents ◽  
Astronomy Education ◽  
School Activities ◽  
Business Meetings ◽  
The World ◽  
History Of ◽  
Education And Development ◽  
Over 40 Years

AbstractThis work aims to present the partial results of a project to collect and analyze all the issues of the Newsletters of Commission C1 (Astronomy Education and Development), formerly named Commission 46. The sources and the (hard) work to obtain printed editions, digitalize and make them available on the Internet are shown. Over 40 years, 86 issues from 1977 until 2017 were published. The Newsletters list the structure of the Commission featuring the names of presidents, vice-presidents, organizing committee, editors, printing and distribution responsible with editorial and presidential letters in the cover. A preliminary analysis of contents of the published material is done. The results present the main subjects of stories that were related to papers, teaching materials, book reviews, courses and meetings. Many solar eclipses and other phenomena were reported. Reports of important projects of the commission were published, such as: International Schools for Young Astronomers (ISYAs), the travelling telescope among others WG projects. Stories of travels and triennial reports from many countries were continuously published presenting many actions and activities for all school levels, non-school activities such as planetariums and many other astronomy subjects. Reports of the education sessions and business meetings held during the IAU GAs and projects in developing countries complemented these publications. Occasionally, papers dealing with great questions and subjects can be found. There are many published contributions that show the participation of many members from many countries and the efforts to improve the astronomy education throughout the world. The surveyed material can be very useful for the next generations of astronomy education researchers, practitioners and teachers, not only as a repository of historical documents, but also as an inspiration for future projects.

scholarly journals Special Session 5 Astronomy for the developing world

2006 ◽  
Vol 2 (14) ◽  
pp. 639-671 ◽  
Author(s):  
John B. Hearnshaw ◽  
Peter Martinez
Keyword(s):  
Developing Countries ◽  
World Wide ◽  
Developing World ◽  
Special Session ◽  
International Astronomical Union ◽  
Astronomy Education ◽  
International Astronomical ◽  
The World ◽  
Strong Commitment ◽  
Education And Development

The International Astronomical Union has a strong commitment to the development of astronomical education and research throughout the world, especially in those countries developing economically. This commitment is in part through the work of IAU Commission 46 for astronomy education and development. Within that commission, the Program Group for the World-wide Development of Astronomy (PGWWDA) coordinates many of these activities, promoting the development of astronomy in developing countries.

scholarly journals EVALUASI PROGRAM PENDIDIKAN PENGEMBANGAN SPESIALISASI POLRI T.A. 2018 DI SEKOLAH PIMPINAN TINGKAT PERTAMA POLRI

2020 ◽  
Vol 11 (2) ◽  
pp. 416-426
Author(s):  
Hartini Hartini ◽  
Rugaiyah Rugaiyah ◽  
Abdul Kahar
Keyword(s):  
Education Program ◽  
Fiscal Year ◽  
Input Process ◽  
Development Education ◽  
Evaluation Approach ◽  
Resource Needs ◽  
Education And Development ◽  
National Police ◽  
Implementation Plans ◽  
Model Context

The purpose of this study was to comprehensively identify and describe the implementation and achievement of the educational objectives of the specialization development education program for the 2018 fiscal year at the National Police's First Level Leadership School. This research was conducted on the results of specialization Education and Development students (which we hereinafter called Dikbangspes) who are located at Jl. Ciputat Raya no.40 Kebayoran Lama, South Jakarta. Starting from January to July 2018. The methodology used is the evaluation approach, with the CIPP model (Context, Input, Process, and Product) developed by Daniel Leroy Stufflebeam. The findings of the research are that the program priorities and objectives have been matched with the human resource needs of the National Police, and the education program is expected to be sufficiently responsive to the assessed needs plan, namely quantity (number of Polri personnel) and quality (demand for professionalism) as challenges for human resources. Police. The process of implementing the Dikbangspes at the Sespimma Polri from stage I to stage III is in accordance with the predetermined activity and implementation plans. The results of the assessment on the academic aspect of all subjects carried out by the National Police Sespimma to their students, all of whom get a score above the minimum pass threshold so that they are declared to pass. Abstrak Tujuan dari penelitian ini adalah untuk mengetahui dan mendeskripsikan secara komprehensif pelaksanaan dan capaian tujuan pendidikan program pendidikan pengembangan spesialisasi tahun anggaran 2018 di Sekolah Pimpinan Tingkat Pertama Polri. Penelitian ini dilakukan pada hasil peserta didik Pendidikan dan Pengembangan Spesialisasi (yang selanjutnya kita sebut Dikbangspes) yang beralamat di Jl. Ciputat Raya no.40 Kebayoran Lama Jakarta Selatan. Dimulai pada bulan Januari sampai Juli 2018. Metodologi yang digunakan adalah pendekatan  yang digunakan  adalah evaluasi, dengan model CIPP (Context,  Input,  Process,  dan Product)  yang dikembangkan  oleh  Daniel  Leroy Stufflebeam. Temuan penelitin adalah prioritas dan tujuan program yang ditetapkan telah dimbangi dengan kebutuhan sumber daya manusia Polri, dan program pendidikan yang diharapkan cukup responsif terhadap rencana kebutuhan yang telah dinilai yaitu kuantitas (jumlah personel Polri) dan kualitas (tuntutan profesionalisme) sebagai tantangan bagi sumber daya manusia Polri. Proses pelaksanaan dikbangspes di Sespimma Polri dari tahap I hingga tahap III sesuai dengan rencana kegiatan dan pelaksanaan yang telah ditetapkan. Hasil penilaian pada aspek akademik terhadap semua mata pelajaran yang dilakukan oleh Sespimma Polri kepada peserta didiknya, semuanya mendapatkan nilai diatas batas minimal lulus sehingga dinyatakan lulus.

scholarly journals Hands-On Astrophysics: Variable Stars for Astronomy Education and Development

2001 ◽  
Vol 24 (3) ◽  
pp. 88-94
Author(s):  
Janet A. Mattei ◽  
John R. Percy
Keyword(s):  
Variable Stars ◽  
International Database ◽  
Astronomy Education ◽  
Wide Range ◽  
Hands On ◽  
Measurement And Analysis ◽  
Astronomical Research ◽  
University Level ◽  
Education And Development ◽  
Classroom Use

AbstractAmateur astronomers, and students, can contribute to astronomical research by measuring the brightness of variable stars. Hands-On Astrophysics (HOA) is a project which uses the unique methods and the International Database of the American Association of Variable Star Observers (AAVSO) to develop and integrate a wide range of science, mathematical and computer skills, through the measurement and analysis of variable stars. It is very flexible and can be used at many levels, in many contexts — for classroom use from high school to university level, or for individual projects. In this paper we describe HOA, and how it can be used to promote international astronomy education and development, through research-based science education.

scholarly journals Desenvolvimento, educação e sustentabilidade: questões emergentes e desafiadorasDevelopment, education and sustainability: emerging and challenging issuesDesarrollo, educación y sostenibilidad: cuestiones emergentes y desafiantes

2018 ◽  
Vol 35 (3) ◽  
pp. 4-22
Author(s):  
Marlene Barbosa De Freitas Reis ◽  
Daniela Da Costa Britto Pereira Lima ◽  
Mônica Desiderio
Keyword(s):  
World War Ii ◽  
Social Relations ◽  
Human Beings ◽  
World War ◽  
Development Education ◽  
Economic Growth Model ◽  
Social Environmental ◽  
Mode Of Development ◽  
Education And Development ◽  
The Relationship

O texto apresenta reflexões teóricas sobre a relação entre desenvolvimento, educação, sustentabilidade e o redimensionamento dos conceitos decorrentes das transformações ocorridas após a segunda guerra mundial, das quais modificaram o modo de pensamento em relação ao desenvolvimento e, por conseguinte, o modelo de crescimento econômico. Estes novos paradigmas incitaram mudanças em todos os campos da sociedade: econômico, político, social, ambiental e, principalmente, educacional. Finaliza-se as reflexões concluindo que é necessária a articulação entre meio ambiente, relações sociais, educação e desenvolvimento, reconhecendo a interdependência entre os seres e da complexa teia de relações entre eles. Requer pensar uma educação ancorada “na” e “para” a sustentabilidade. This paper presents theoretical reflections on the relationship between development, education, sustainability and resizing the concepts arising from transformations that occurred after World War II, which changed, substantially the mode of development and the economic growth model. These new paradigms urged changes in all fields of society: economic, political, social, environmental, and especially education. Ends up the reflections concluding that it is necessary the articulation between the environment, social relations, education and development, recognizing the interdependence between human beings and complex web of relationships between them. Requires thinking a docked education "in" and "to" sustainability. Este artículo presenta reflexiones teóricas sobre la relación entre el desarrollo, la educación, la sostenibilidad y el cambio de tamaño de los conceptos derivados de los cambios que se produjeron después de la Segunda Guerra Mundial, que cambió sustancialmente la forma de pensar en relación con el desarrollo. Estos nuevos paradigmas instaron a los cambios en todos los ámbitos de la sociedad: económicos, políticos, sociales, ambientales y de educación especial. Termina las reflexiones que concluyen que es necesario la articulación entre el medio ambiente, las relaciones sociales, la educación y el desarrollo, reconociendo la interdependencia entre los seres humanos y la compleja red de relaciones entre ellos. Requiere pensar una educación atracado "en" y "para" la sostenibilidad.

scholarly journals Commission 38 (Exchange of astronomers) and Commission 46 (Teaching of astronomy): two commissions that played a unique role in the history and development of the IAU

2018 ◽  
Vol 13 (S349) ◽  
pp. 374-387
Author(s):  
John B. Hearnshaw
Keyword(s):  
Social Change ◽  
Working Group ◽  
International School ◽  
Astronomy Education ◽  
Unique Role ◽  
Hands On ◽  
History Of ◽  
Education And Development ◽  
General Secretary ◽  
Active Change

AbstractThe founding and development of two commissions of the IAU that played a unique role in IAU history are traced. Commission 38 for the Exchange of astronomers was founded in 1946 with Frederick Stratton as first president, and it expended funds (initially granted by UNESCO) for astronomers to travel on exchange visits. Commission 46 for the Teaching of astronomy was founded in 1964 with Evry Schatzmann as first president. This was a time of rapidly growing interest in the IAU for teaching astronomy and in due course for promoting astronomy in developing countries. For a while, both commissions operated under the wing of the Executive Committee. Their role was unique as they were the only IAU commissions to have their own budget, as well as aspiring to bring about social change in the astronomical community. By 2000 both commissions merged into C46 (Astronomy education and development) and by that time various programmes such as the International School for Young Astronomers (ISYA), the working group World-wide Development of Astronomy (WWDA) and the working group Teaching Astronomy for Development (TAD), which grew out of the Visiting Lecturers’ Program (VLP), were all run by C46. When the IAU established the Office of Astronomy for Development in 2011, many of these functions were removed from the commission and in any case C46 ceased to exist in 2015 when all the old commissions were disestablished. In 2015 the Office for Young Astronomers took over the running of the ISYA. The history of C38 and C46 represents a time of active change in the way the IAU was engaging with people. It was more than just a union for scientific research, but in the world of scientific unions, it was remarkable for taking an active hands-on role in implementing social change. In the history of these two commissions, the Swiss astronomer Edith Müller played a leading dynamic role. She served as president of C46 (1967-73), of C38 (1985-88) as well as IAU General Secretary (1976-79).

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