Closing date for both prizes 20 August 2018
The United Nations High-Level Political Forum (HLPF) that monitors, guides, and accelerates action on the Sustainable Development Goals (SDGs) meets in New York July 9th to 20th (started this week!). For the purpose of highlighting the impact of social change, behaviour change, informed and engaged societies strategies, as well as to share the learning from all of our work, the Colombia Government Mission to the United Nations, UNICEF, and the Global Alliance for Social and Behaviour Change Communication - Informed and Engaged Societies have organised an event on Tuesday July 17th focused on Cities (SDG 11) and Water and Sanitation (SDG 6) - two of the SDGs that are the focus for this HLPF.
The concept note for the event is available from RAISED HANDS event outline and support materials - concept note and flyer.
The focus is on the demonstrated impact of ongoing work - for example, 86% reduction in poverty and 95% reduction in murders in Medellín; globally improved drinking water sources up from 76% to 91%; and use of improved sanitation facilities rising from 54% to 68%.
This event is also designed to support work through the engagement of government officials, funders, and senior staff in learning about and reviewing the impact and effectiveness of social change, behaviour change, and informed and engaged societies strategies and action. In order to ensure that it has impact with the extensive group of officials, policymakers, and funders who will be in New York for the HLPF, the organisers would like to ask us all to do the following by Friday 13th (today):
Earlier this year, the university-based program Scientific Animations Without Borders (SAWBO) finalized four new animations on Tuberculosis (TB):
Since then, SAWBO has been pursuing translations for these animations in order to spread this knowledge as far as possible. At the end of June they announced the availability of three additional languages:
In Portuguese (accent from Mozambique)
In Lomwe (accent from Mozambique)
SAWBO is already in the process of completing more language versions and we will alert you to the new versions as they become available.
to Drs. Lawrence Haddad and David Nabarro who have been announced as the
2018 World Food Prize Laureates.
The Prize rewards their individual but complementary global leadership in elevating maternal and child undernutrition within the food security and development dialogue at national and international levels with the result of reducing the world’s number of malnourished children by 10 million between 2012 and 2017.
MMFM brought together over 70 Makers from all over the Philippines, including Visayas and Mindanao. Projects like paper crafts, upcycled furniture, electronic beatboxes, and a lightweight car body made from abaca were showcased together with the usual favourites like robots, 3D printing, STEAM education, and many more.
This year’s MMMF also aimed to establish “a stronger maker community through networking and collaboration with makers from different parts of the country”. A special innovation tour, hosted by 3M Philippines, was held before the faire to help inspire makers to continue making. This was followed by a Maker’s Networking Night to give an opportunity for participants to interact with their fellow makers.
Workshops such as paper engineering, clay and pottery-making, 3D design were also available for everyone interested to learn new things.
The International StarT Award is organized by the LUMA Centre Finland, a collaborative organization that supports science, mathematics and technology education, and rewards the most distinguished STEM projects by young people, and the best educational practices by educators.
In 2017-2018 500 project teams and 100 best educational practices from 20 different countries participated.
The three winning projects by young persons were:
“Baret_Care”, students Halil Ataberk Bakırcı, Ahmet Efe Bakırcı and others, Turkey
“These students developed a smart helmet, that improves the security and quality of life of workers in special conditions, namely, it can be used to measure gas, temperature and humidity in the environment, to alert the worker when the measured values may threaten their health, to determine the geographical location, to send the location to the server of tracking system, to call a predetermined number in an emergency.”
“EcoChange”, Agrupamento de escolas de Alcanena, students Bárbara Correia, Catarina Naia, Guilherme Santos, José Coutinho and Maria Farinha, Portugal
“The objective of this project was to raise awareness about climate change and the importance of saving energy. Its hard to concretely measure the results of such project, but many inventive methods were used and the youths enthusiasm and their own ideas for advancing the project were present throughout the process. A lot of co-operation was done with groups of children. The exercise on thinking about different characters usage of energy deserves special credit; it was a great idea and definitely interesting and engaging for the children. The learning diary and video were both well-composed and compact and they gave a good impression of what the process was like.”
“Jump into the life at the Stone Age: Winter” (Hyppy kivikauden elämään: talvi), Day Care Center Piilometsä, Finland
Where a project diary was used by the students “ ….to approach learning about the nature and environment at the kindergarten level through prehistoric times.”
The three winning projects in educational practices by educators were
Innovation for Creativity Development Association, Suraaya Ayyad, Jordan
“A [nationwide] broad science fair programme for kids and youth.” “…… to create a culture of scientific and technological learning, research, and innovation amongst children and youth in primary and secondary level.
MEF Middle School, Simge Sohtorik, Turkey
“An excellent example of the integration of school mathematics and community and social responsibility. The project is entrepreneurial and easily replicated by schools around the world. The students appeared to find the project a motivational, creative and educational way to learn mathematics.“
Preschool group Puuhiset Satulaiva, Kirsi Rehunen, Finland
An “Excellent example, how storytelling, fairytales can be used in pre-primary education. This is also showing how the boundaries of different subjects can be faded out very natural way.”
The public’s favourite project was
“Waste Busters” with their project “Lemna grinder”, students Zeynep Sude Çetin, Bora Özkan, Zeynep Eyüpoğlu, Berfin Elçin, Kerim Berber, Umay Eskialp, Melike Damla Özdemir, Aslıhan Eşkin, Gizem İdil Tunçbilek and Bilgesu Gökçenur. Turkey.
The Public’s favourite best practice:
“StarT Day in S.O.S. Project Schools” S.O.S. Project Schools, Turkey.
StarT 2018–2019: registration is already open!
The authors Weightman, A., Farnell, D., Morris, D., Strange, H. and Hallam, G. (2017) have been named as winner of the Jesse H Shera Award 2018 for their open access paper A Systematic Review of Information Literacy Programs in Higher Education: Effects of Face-to-Face, Online, and Blended Formats on Student Skills and Views. Evidence Based Library and Information Practice, 12(3)
The Abstract reads:
"Objective – Evidence from systematic reviews a decade ago suggested that face-to-face and online methods to provide information literacy training in universities were equally effective in terms of skills learnt, but there was a lack of robust comparative research. The objectives of this review were (1) to update these findings with the inclusion of more recent primary research; (2) to further enhance the summary of existing evidence by including studies of blended formats (with components of both online and face-to-face teaching) compared to single format education; and (3) to explore student views on the various formats employed.
Methods – Authors searched seven databases along with a range of supplementary search methods to identify comparative research studies, dated January 1995 to October 2016, exploring skill outcomes for students enrolled in higher education programs. There were 33 studies included, of which 19 also contained comparative data on student views. Where feasible, meta-analyses were carried out to provide summary estimates of skills development and a thematic analysis was completed to identify student views across the different formats.
Results – A large majority of studies (27 of 33; 82%) found no statistically significant difference between formats in skills outcomes for students. Of 13 studies that could be included in a meta-analysis, the standardized mean difference (SMD) between skill test results for face-to-face versus online formats was -0.01 (95% confidence interval -0.28 to 0.26). Of ten studies comparing blended to single delivery format, seven (70%) found no statistically significant difference between formats, and the remaining studies had mixed outcomes. From the limited evidence available across all studies, there is a potential dichotomy between outcomes measured via skill test and assignment (course work) which is worthy of further investigation. The thematic analysis of student views found no preference in relation to format on a range of measures in 14 of 19 studies (74%). The remainder identified that students perceived advantages and disadvantages for each format but had no overall preference.
Conclusions – There is compelling evidence that information literacy training is effective and well received across a range of delivery formats. Further research looking at blended versus single format methods, and the time implications for each, as well as comparing assignment to skill test outcomes would be valuable. Future studies should adopt a methodologically robust design (such as the randomized controlled trial) with a large student population and validated outcome measures."
The latest issue of Science, 25 May 2018, includes an interesting article describing disparities across racial and ethnic groups in science literacy in the United States and attempts to explain the underlying drivers, concluding that “the science literacy disadvantage among black and Hispanic adults relative to whites is only partially explained by measures of broader, foundational literacies and socioeconomic status (SES)”. The authors suggest that “educational interventions need to measure, and target, not just the quantity of instruction and formal qualifications but also the quality”. The article closes with the conclusion that, “whatever the remedy, ignoring science literacy disparities among underserved groups does not serve science or society well”.
N. Allum et al ‘Disparities in science literacy’ Science Vol. 360, Issue 6391, pp. 861-862
Supplementary Materials, including Materials/Methods, Supplementary Text, Tables, Figures, and/or References are available from www.sciencemag.org
The 2018 Open Access Week Advisory Committee has announced that the theme for the 2018 International Open Access Week, to be held October 22-28, will be “designing equitable foundations for open knowledge”, reflecting a scholarly system in transition.
The event is celebrated by individuals, institutions and organizations across the world, and its organization is led by a global advisory committee. The official hashtag of Open Access Week is #OAweek. The Week, which is promoted globally through community-driven action to open up access to research will be represented through a wide number of workshops, presentations, seminars, discussions and open sessions.
For more information please visit www.openaccessweek.org
You can follow the conversation on Twitter at #OAWeek.
Also share your plans for OA Week:
Translations of this announcement are available in Chinese, Hindi, Portuguese, and Spanish. If you are interested in contributing a translation of the this year's theme or the full announcement in another language, you can find instructions for doing so here.
Hardie Wren Development Initiatives (HWDI) is soliciting applications for its second Innovation in Science Literacy Award (ISLA).
This year’s Award will reward a proposed and creative pilot project of no more than one-year duration, which addresses a local problem in a disadvantaged community with a measurable and sustainable increase in science literacy.
Applications from all disciplines are invited but preference will be given to those short-term projects which are focused on traditionally non-dominant members of society including women, minorities and the very poor.
The recipient of the Innovation in Science Literacy Award 2018 will receive £1000.
Details and application forms. Closing date: 31 July 2018