National Academy Of Science Sic Icebreaker Report Hearing

The National Academy of Science [sic] icebreaker report : hearing before the Subcommittee on Coast Guard and Maritime Transportation of the Committee on Transportation and Infrastructure, House of Representatives, One Hundred Ninth Congress, second session, September 26, 2006.

The National Academy of Science [sic] icebreaker report: hearing before the Subcommittee on Coast Guard and Maritime Transportation of the Committee on Transportation and Infrastructure, House of Representatives, One Hundred Ninth Congress, second session, September 26, 2006.

While researching Russia's historical efforts to protect nature, Douglas Weiner unearthed unexpected findings: a trail of documents that raised fundamental questions about the Soviet political system. These surprising documents attested to the unlikely survival of a critical-minded, scientist-led movement through the Stalin years and beyond. It appeared that, within scientific societies, alternative visions of land use, resrouce exploitation, habitat protection, and development were sustained and even publicly advocated. In sharp contrast to known Soviet practices, these scientific societies prided themselves on their traditions of free elections, foreign contacts, and a pre-revolutionary heritage. Weiner portrays nature protection activists not as do-or-die resisters to the system, nor as inoffensive do-gooders. Rather, they took advantage of an unpoliced realm of speech and activity and of the patronage by middle-level Soviet officials to struggle for a softer path to development. In the process, they defended independent social and professional identities in the face of a system that sought to impose official models of behavior, ethics, and identity for all. Written in a lively style, this absorbing story tells for the first time how organized participation in nature protection provided an arena for affirming and perpetuating self-generated social identities in the USSR and preserving a counterculture whose legacy survives today.

"This book provides a comprehensive, critical approach to meeting the new challenges of technology in the classroom. It gathers together research on technology methods, principles, and content, acting as a reference source for proven and innovative methods. It presents an introduction to teaching educational technology, design, and engineering and contains strategies for innovation in technology education"--Provided by publisher.

The United States has enduring national and strategic interests in the polar regions, including citizens living above the Arctic circle and three year-round scientific stations in the Antarctic. Polar icebreaking ships are needed to access both regions. Over the past several decades, the U.S. government has supported a fleet of four icebreakersâ€"three multi-mission U.S. Coast Guard ships (the POLAR SEA, POLAR STAR, and HEALY) and the National Science Foundation's PALMER, which is dedicated solely to scientific research. Today, the POLAR STAR and the POLAR SEA are at the end of their service lives, and a lack of funds and no plans for an extension of the program has put U.S. icebreaking capability at risk. This report concludes that the United States should continue to support its interests in the Arctic and Antarctic for multiple missions, including maintaining leadership in polar science. The report recommends that the United States immediately program, budget, design, and construct two new polar icebreakers to be operated by the U.S. Coast Guard. The POLAR SEA should remain mission capable and the POLAR STAR should remain available for reactivation until the new polar icebreakers enter service. The U.S. Coast Guard should be provided sufficient operations and maintenance budget to support an increased, regular, and influential presence in the Arctic, with support from other agencies. The report also calls for a Presidential Decision Directive to clearly align agency responsibilities and budgetary authorities.

The transition to adulthood is a complex process, and college is pivotal to this experience. The Science of College aids entering college students--and the people who support them--in navigating college successfully, with up-to-date recommendations based upon real student situations, sound social science research, and the collective experiences of faculty, lecturers, advisors, and student support staff. The stories captured in this book highlight how the challenges that college students encounter vary in important ways based on demographics and social backgrounds. Despite these varied backgrounds, all students are more likely to have successful college experiences if they invest in their communities. Universities have many resources available, but as this book will show, students need to learn when to access which resources and how best to engage with people serving students. This includes having a better awareness of the different roles held by university faculty and staff, and navigating who to go to for what, based upon understanding their distinct sets of expertise and approaches to support. There is no single template for student success. Yet, this book highlights common issues that many students face and provides science-based advice for how to navigate college. Each topic covered is geared towards the life stage that most college students are in: emerging adulthood. In addition to the student-focused chapters, the book includes appendixes with activities for students, tips for parents, and methods information for faculty. Supplemental website materials suggest classroom activities for instructors who adopt this book within first-year seminars and general education courses. This is an open access title available under the terms of a CC BY-NC-ND 4.0 International licence. It is free to read at Oxford Scholarship Online and offered as a free PDF download from OUP and selected open access locations.