Current Topics In Polymer Science And Technology Pisa Italy September 22 25 2003

This volume contains some of the papers presented at the 16th Italian Meeting on Polymer Science and Technology of the Macromolecular Italian Association (AIM) which was held in Pisa, Italy, on September 22-25, 2003. The content is devoted to polymer synthesis and Modification, structure-property relationships, blending and processing, nanostructured and hybrid systems, functional and special polymers, environmental aspects and recycling. The book offers a significant insight into the latest achievements in polymer science and technology in modern areas of ongoing research activities in Italy and throughout the world through the intense international collaborations in which Italian groups are engaged. Therefore, the volume may be of help to enlarge the research perspectives of polymer chemists, engineers and physicists in both academia and industry.

This report presents the first internationally comparable results to OECD's 2003 Programme for International Student Assessment (PISA) Survey of the educational performance of 15-year-olds in reading, mathematics, and science in 25 OECD countries.

This book presents all the publicly available questions from the PISA surveys. Some of these questions were used in the PISA 2000, 2003 and 2006 surveys and others were used in developing and trying out the assessment.

The PISA 2003 Technical Report describes the complex methodology underlying PISA 2003, along with additional features related to the implementation of the project at a level of detail that allows researchers to understand and replicate its analyses.

Watson, Crawford, and Farley examine the ways in which science and technology (S & T) support poverty alleviation and economic development and how these themes have been given emphasis or short shrift in various areas of the World Bank's work. Central to their thesis is the now well-established argument that development will increasingly depend on a country's ability to understand, interpret, select, adapt, use, transmit, diffuse, produce, and commercialize scientific and technological knowledge in ways appropriate to its culture, aspirations, and level of development. The authors go beyond this tenet, analyzing the importance of S & T for development within specific sectors. They present policy options for enhancing the effectiveness of S & T systems in developing countries, review previous experience of the World Bank and other donors in supporting S & T, and suggest changes that the World Bank and its partners can adopt to increase the impact of the work currently undertaken in S & T. The authors' main messages are: * S & T has always been important for development, but the unprecedented pace of advancement of scientific knowledge is rapidly creating new opportunities for and threats to development. * Most developing countries are largely unprepared to deal with the changes that S & T advancement will bring. * The World Bank's numerous actions in various domains of S & T could be more effective in producing the needed capacity improvements in client countries. * The World Bank could have a greater impact if it paid increased attention to S & T in education, health, rural development, private sector development, and the environment. The strategy emphasizes four S & T policy areas: education and human resources development, the private sector, the public sector, and information communications technologies. The paper--a joint product of the Education Team, Human Development Network, and the Environmentally and Socially Sustainable Development Vice Presidency--is part of a larger effort in the Bank to engage client countries in an active science and technology dialogue while increasing awareness of the centrality of these issues to the Bank's work.

This report aims to 'crack the code' by deciphering the factors that hinder and facilitate girls' and women's participation, achievement and continuation in science, technology, engineering and mathematics (STEM) education and, in particular, what the education sector can do to promote girls' and women's interest in and engagement with STEM education and ultimately STEM careers.

This report extends the picture of literacy skills th PISA 2000 provides to additional countries that have recently joined the programme: Albania; Argentina; Bulgaria; Chile; Hong Kong-China; Indonesia; Israel; FYR Macedonia; Peru; Romania and Thailand.

This report presents the conceptual foundations of the OECD Programme for International Student Assessment (PISA), now in its seventh cycle of comprehensive and rigorous international surveys of student knowledge, skills and well-being. Like previous cycles, the 2018 assessment covered reading, mathematics and science, with the major focus this cycle on reading literacy, plus an evaluation of students’ global competence – their ability to understand and appreciate the perspectives and world views of others. Financial literacy was also offered as an optional assessment.