Analyze

European Ocean

Misria
Annotation of
In response to

(E)valuation processes often have unintended consequences. European ocean researchers find themselves caught in a tight bind between the pressure to produce cutting edge, scientifically excellent research and research critical for ocean futures amidst climate crisis. Changing funding landscapes, oriented increasingly towards short-term projects (Franssen & de Rijcke 2019), are both highly competitive and unable to provide sufficient resources for the forms of long-term observation and monitoring that could improve scientific understandings of the ocean. Although collaborating with industry has become increasingly contentious in recent years, especially in regards to the energy sector, ocean research has a long history of relying on industry and military resources (Oreskes 2021). While most – if not all – the researchers I work with feel uneasy about these connections, they see little alternative. If they can’t obtain resources from anywhere else, and they view the outcomes of their research as critical for the future of the ocean, then what? In their efforts to improve research, then, governance practices can perpetuate the very knowledge gaps they seek to address, weaving individual researchers into a precarious web of accountabilities in the process: to themselves, to their communities, and to the ocean itself. 

Source

Ashkin, Jacqueline. 2023. "Evaluating Science, Valuing the Ocean." In 4S Paraconference X EiJ: Building a Global Record, curated by Misria Shaik Ali, Kim Fortun, Phillip Baum and Prerna Srigyan. Annual Meeting of the Society of Social Studies of Science. Honolulu, Hawai'i, Nov 8-11.

European Ocean

Misria
Annotation of

(E)valuation processes often have unintended consequences. European ocean researchers find themselves caught in a tight bind between the pressure to produce cutting edge, scientifically excellent research and research critical for ocean futures amidst climate crisis. Changing funding landscapes, oriented increasingly towards short-term projects (Franssen & de Rijcke 2019), are both highly competitive and unable to provide sufficient resources for the forms of long-term observation and monitoring that could improve scientific understandings of the ocean. Although collaborating with industry has become increasingly contentious in recent years, especially in regards to the energy sector, ocean research has a long history of relying on industry and military resources (Oreskes 2021). While most – if not all – the researchers I work with feel uneasy about these connections, they see little alternative. If they can’t obtain resources from anywhere else, and they view the outcomes of their research as critical for the future of the ocean, then what? In their efforts to improve research, then, governance practices can perpetuate the very knowledge gaps they seek to address, weaving individual researchers into a precarious web of accountabilities in the process: to themselves, to their communities, and to the ocean itself. 

Ashkin, Jacqueline. 2023. "Evaluating Science, Valuing the Ocean." In 4S Paraconference X EiJ: Building a Global Record, curated by Misria Shaik Ali, Kim Fortun, Phillip Baum and Prerna Srigyan. Annual Meeting of the Society of Social Studies of Science. Honolulu, Hawai'i, Nov 8-11.

the psychological and material aspects of "home" and "being at home"

sharonku
Annotation of
In response to

What does "home" mean for the Amis? Do material infrastructures play a role in defining the meaning and perception of home? What is the role of Amis women in maintaining the household?

https://wcoh.nttu.edu.tw/var/file/31/1031/img/192/198393977.pdf

https://kjmu.org.tw/%E9%98%BF%E7%BE%8E%E6%97%8F%E5%82%B3%E7%B5%B1%E5%BB…

Responsive Curriculums

prerna_srigyan
Annotation of
In response to

  • The process of designing curriculum is quite useful as it details how different activities correspond to learning goals in science, mathematics, and technology. Fig. 3 describes the steps: selecting content through content specialists in the POAC team, making a curriculum outline, individual meetings with content specialists, and making the lesson plans. I really like the activities they designed, such as comparing different mask materials and how they protected against differently-sized viruses. They were also given time to research career pathways and present on epidemiology careers, a step that invites students to imagine career pathways. 

  • I realize the scope and audience of this paper is different, but I am so curious about how the Imhotep Academy created a setting that encouraged underrepresented students to participate and speak up, given that they cite evidence of how difficult that can be. How did they choose participants? 

  • Having read Freire’s Pedagogy of the Oppressed recently, I am thinking about his approach to curriculum design that is based on a feedback loop between would-be learners and would-be educators. The roles of learners and educators aren’t fixed. Content development is not done beforehand just by content specialists but in an iterative process with multiple feedback loops. Since very few research teams have the time or the resources to deploy Freire’s rigorous approach, I am not surprised that most curriculum development does not follow the route. And educators are working with former experiences anyway. So I am curious about how the authors’ previous experiences shaped their approach to curriculum design?

  • A context for this paper is the controversy on the proposed revisions to the California math curriculum that conservative media outlets argue “waters down” calculus–a cherry topping on the college admissions cake–to privilege data science in middle-school grades. Education researchers contend that apart from physics and engineering majors, not many colleges actually require calculus for admissions (many private institutions do), and that the relevance of advanced calculus for college preparation is overrated. 

  • National Commission on Excellence in Education ‘s 1983 report Nation At Risk: the need for a new STEM workforce specializing in computer science and technology 

  • National Council on Mathematics 2000 guidelines for preparing American students for college in Common Core Mathematics 

  • Stuck in the Shallow End: Virtual segregation; Inequality in learning computer science in American schools focusing on Black students