Scrape wikipedia-science: 997 new, 953 updated, 2001 total (kb-cron)

data/en.wikipedia.org/wiki/I_Look_Like_an_Engineer-0.md

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+---
+title: "I Look Like an Engineer"
+chunk: 1/1
+source: "https://en.wikipedia.org/wiki/I_Look_Like_an_Engineer"
+category: "reference"
+tags: "science, encyclopedia"
+date_saved: "2026-05-05T04:19:59.367582+00:00"
+instance: "kb-cron"
+---
+
+The I Look Like an Engineer movement was created in August 2015 by software developer Isis Anchalee (formerly Isis Wenger) as a response to the backlash the OneLogin recruitment ad in which she was featured received. The movement aspired to break the stereotypes and promote diversity around underrepresented groups, particularly women, POC, and LGBTQ+ individuals in engineering fields. Its primary tactic is the use of the hashtag #ILookLikeAnEngineer on social media sites such as Twitter, Facebook, and Instagram, along with pictures of engineers or engineering students.
+The I Look Like an Engineer movement has sparked other similar movements that also seek to break stereotypes in their industry, such as I Look Like a Surgeon, I Look like a Professor and I Look Like a Civil Engineer.
+
+
+== OneLogin campaign ==
+In the summer of 2015 OneLogin, a software company, created a recruitment campaign aimed at attracting engineers to their home office in San Francisco, California. Four employees were invited to participate, including Anchalee. The ads were placed in the BART public transit stations and showed several OneLogin engineers sharing their experience working for the company. The ad featuring Anchalee went viral on several social media sites. A week after the launch of the campaign went viral, OneLogin posted an article on their blog that talked about the importance of diversity, inclusion, and innovation.
+
+
+== Movement beginnings ==
+The OneLogin recruitment ad featuring Isis Anchalee went viral as her particular ad received comments stating the belief that she was a model and not an actual engineer. Anchalee took to social media where she posted a picture of herself holding a piece of paper describing her job and a caption with the hashtag, #ILookLikeAnEngineer. In her post she stated her belief that it is important to raise awareness in tech diversity and break the stereotypes of what an engineer should look like.
+Her post started the hashtag trend and the hashtag was used 86,000 times by August 7, 2015. The hashtag has been used in approximately 50 countries. The hashtag is mainly used by women and LGBTQ engineers. Subsequently, Anchalee put up a now-defunct webpage to establish a safe platform for individuals to share their experiences related to diversity issues within tech fields.
+
+
+== Support ==
+In an effort to make a lasting impact, Michelle Glauser (the spouse of Anchalee's co-worker) began a fundraising campaign using Indiegogo to create billboards with pictures that people had shared on social media using the hashtag #ILookLikeAnEngineer. The proceeds were used to put up more billboards to further the #ILookLikeAnEngineer campaign and excess proceeds were used to fund organizations that teach programming to minorities. The fundraiser’s goal was to raise $3,500. The campaigned ended on September 5, 2015 with $47,285 raised.
+Concurrently, an #ILookLikeAnEngineer community gathering organized by Glauser through Eventbrite as part of efforts to continue further the movement was hosted on August 13, 2015, in San Francisco. During the gathering, photographers collected portraits of willing participants for the billboards and as an effort to document the event. The event was sponsored by Segment, Rackspace, OneLogin, and Hackbright Academy. The event included networking, discussions and a Q&A panel which included Anchalee, Alicia Morga, Wayne Sutton, Erica Baker, Leslie Miley, and Dom DeGuzman.
+
+
+== See also ==
+Girls Who Code
+Native Girls Code
+Black Girls Code
+Hashtag activism
+Slacktivism
+Online Social Movements
+Fourth-wave feminism
+Women in engineering
+Women in STEM fields
+
+
+== References ==

data/en.wikipedia.org/wiki/Information_deficit_model-0.md

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+---
+title: "Information deficit model"
+chunk: 1/2
+source: "https://en.wikipedia.org/wiki/Information_deficit_model"
+category: "reference"
+tags: "science, encyclopedia"
+date_saved: "2026-05-05T04:20:00.699900+00:00"
+instance: "kb-cron"
+---
+
+In studies of science communication, the information deficit model, also known as the deficit model or science literacy/knowledge deficit model, theorizes that scientific literacy can be improved with increased public engagement by the scientific community. As a result, the public may then be able to make more decisions that are science-informed. The model implies that communication should focus on improving the transfer of information from experts to non-experts.
+Currently, many studies challenge the information deficit model as it ignores the cognitive, social, and affective factors that influence one's formation of attitude and judgements toward science and technology.
+
+== Deficit model of science communication ==
+The original term 'deficit model' was believed to be coined in the 1930s, and sometimes attributed to the work of Jon D. Miller, though his widely cited work on scientific literacy does not employ the term. The deficit model sees the general population as the receiver of information and scientific knowledge. The information they receive, through whatever medium, has been prearranged according to what the distributors believe to be in the public's interest. Due to the recent growth of scientific research and subsequent discoveries, the deficit model suggests that this has led to a decrease in interest surrounding certain areas of science. This may be a result of the public feeling overwhelmed with information and disengaging, as it appears too much to take in.
+There are two aspects to the deficit model. The first is the idea that public uncertainty and skepticism towards modern science, including environmental issues and technology, is caused primarily by a lack of sufficient knowledge about science and related subjects. The second aspect relates to the idea that by providing adequate information to overcome this lack of knowledge, also known as a 'knowledge deficit', the general public opinion will change based on the information being reliable and accurate.
+Supporters of the deficit model in science communication argue that a better-informed public would increase their support for scientific exploration and technologies. In the deficit model, scientists assume that there is a knowledge deficit that can be 'fixed' by giving the public more information: scientists often assume that "given the facts (whatever they are), the public will happily support new technologies."
+
+=== Controversy of the deficit model ===
+The deficit model of scientific understanding perceives the public to be "blank slates" where their knowledge of scientific discourse and research is almost non-existent. The knowledge deficit is then informed by a reliable, knowledgeable, and hierarchical scientific community. But the increase in new information systems, such as the Internet and their ease of accessibility, has led to a greater cumulative knowledge of scientific research and the public's understanding.
+However, critics state that the deficit model can also produce an unintended cumulative advantage system: growing inequality between and within the knowledge-attitude-practice (KAP) gap of individuals and groups due to a wide variety of possible moderators. Over time, these effects can exacerbate gaps between individuals' and groups' levels of KAP. With this in mind, this can also be a good thing in terms of the members of the public that can actively increase their own knowledge base, decrease the knowledge deficit and assess the truth and validity of what mass media outlets and governments are telling them. This should enhance and increase the relationship between the passive "blank slates" of the public, with the minority of the population who hold the 'knowledge surplus'.
+The deficit model, however, has been discredited by a wealth of literature that shows that simply giving more information to people does not necessarily change their views. This is in part due to people wanting to feel that they have had their say (and have been heard) in any decision-making process and people making decisions based on a host of factors. These factors include ethical, political, and religious beliefs, in addition to culture, history, and personal experience.
+Put another way, people's sense of risk extends beyond the purely scientific considerations of conventional risk analysis, and the deficit model marginalizes these 'externalities'. It is now widely accepted that the best alternative to deficit model thinking is to genuinely engage with the public and take these externalities into account.
+
+=== Examples of externalities ===
+Externalities can influence one's views and behaviors towards science and technology. For example, a survey of US public in 2004 found that religiosity correlates with support of nanotechnology. Additionally, in climate communication, even though today the majority of people worldwide believe climate change is a global emergency, climate action has been impeded by other factors, such as political opposition, corruption and oil company interest.
+It has been also observed that sociodemographic factors such as education and age affect individuals' use of and access to communication channels; individuals' trust in and selection of health information from the program content and their changing health behaviors (as a result of the health information) are related to both their perception of the mass communication process and to sociodemographic factors but are more strongly related to the former.
+With the challenges to the deficit model in science communication in health, caution is advised with the increasing role of technology and social media, and how these may affect the legitimacy of healthcare information flows away from the healthcare professional.
+Furthermore, science communicators, particularly those seeking to address unsubstantiated beliefs, to look for alternative methods of persuasion. A 2019 study, for example, showed that exposure to the stories of an individual converted from opposing to supporting genetically modified organisms led to more positive attitudes toward GMOs.

data/en.wikipedia.org/wiki/Information_deficit_model-1.md

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+---
+title: "Information deficit model"
+chunk: 2/2
+source: "https://en.wikipedia.org/wiki/Information_deficit_model"
+category: "reference"
+tags: "science, encyclopedia"
+date_saved: "2026-05-05T04:20:00.699900+00:00"
+instance: "kb-cron"
+---
+
+=== Evidence for a deficit affecting opinion ===
+A 2008 meta-analysis of 193 studies sought to interpret the link between science knowledge and attitude towards science. The studies included were taken using nonuniform methods across the world between 1989 and 2004 to provide a cross-cultural analysis. Broad and specific science knowledge and attitude categories were correlated. General science and general biology knowledge was gauged using questions similar to those by the National Science Foundation used to capture "civil scientific literacy". Data on general science and biology knowledge was then compared with attitudes towards general science, nuclear power, genetic medicine, genetically modified food, and environmental science. From the raw data, it was found that a small positive correlation exists between general science knowledge and attitude towards science, indicating that increased scientific knowledge is related to a favorable attitude towards a science topic and that this was not related to the socioeconomic or technological status of a country, but rather the number of individuals enrolled in tertiary education. However, some studies have found that high levels of science knowledge may indicate highly positive and highly negative attitudes towards specific topics such as agriculture biotechnology. Thus knowledge may be a predictor of the attitude strength and not necessarily if the attitude is positive or negative.
+
+=== Evidence against the deficit model ===
+While knowledge may influence attitude strengths, other studies have shown that merely increasing knowledge does not effectively augment public trust in science. In addition to scientific knowledge, the public uses other values (e.g. religion) to form heuristics and make decisions about scientific technology. These same values may cloud responses to questions probing the public's scientific understanding, an example being evolution. On the National Science Foundation Indicators, less than half (~45%) of Americans agreed that humans evolved from other species. This is much lower than reports from other countries and was interpreted as a deficit in scientific literacy. However, when a qualifier was added ("according to the theory of evolution..."), 72% of Americans correctly answered that humans evolved from other species. Therefore, knowledge alone does not explain public opinions with regard to science. Scientists must take other values and heuristics into account when communicating with the public in order to maintain trust and deference. In fact, some have called for more democratic accountability for bioethicists and scientists, meaning public values would feedback onto the progression/acceptance of scientific technology. Emerging evidence suggests that this public/science collaboration may even be rewarding for researchers: 82% of faculty surveyed in a 2019 study agreed that getting "food for thought" from their public audiences was a positive outcome from public engagement activities. As attention among the academics starts shifting back towards an emphasis on public engagement, organizations like the American Association for the Advancement of Science (AAAS) have therefore called for "intentional, meaningful interactions that provide opportunities for mutual learning between scientists and members of the public".
+
+== The role of the media ==
+Mass media representations, ranging from news to entertainment, are critical links between the everyday realities of how people experience certain issues and the ways in which these are discussed at a distance between science, policy, and public actors. Numerous studies show that the public frequently learns about science and more specifically issues such as climate change from the mass media. Heuristics (see low-information rationality and cognitive miser) also play a role in decision-making where the way.
+The actual processes behind the communication and dissemination of information from experts to the public may be far more complex and deep-running than the deficit model suggests. In mass communication, the communicator (source) is always a part of an organized group and is most often a member of an institution that has functions other than communication. A receiver is always an individual; however, receivers are often seen by communicator organizations as members of a group that share some general characteristics. The channel includes large-scale technologically based distribution devices and systems.
+
+=== 'Spinning', Heuristics, and Framing ===
+There is perceived to be a trend within the world's media to commit to report the full facts, Factual reporting has given way to a more obvious, less reliable method to concentrate coverage on interpretations of the facts. This so-called 'spin' (see Frank Luntz) is reported by the world's press under a combination of commercial and political pressure. In other words, the media provides the public with cognitive shortcuts or heuristics to quickly digest new information. The way message is framed may influence one's attitudes. The subjects of anthropogenic global warming and climate change is repeatedly exemplified. However, in all cases it is becoming increasingly difficult to separate out the factual basis of what is being reported from the 'spin' that is exerted on the way a story is reported and presented.
+Framing can be used to reduce the complexity of an issue, or to persuade audiences, and can play into the underlying religious beliefs, moral values, prior knowledge, and even trust in scientists or political individuals. Further, the transmission of scientific ideas and technological adoption may be strongly linked to the passage of information between easily influenced individuals, versus the widely accepted "two-step flow" theory where a few opinion leaders acted as intermediaries between mass media and the general public. Decreasing the knowledge deficit is a complicated task, but if we know how the general public thinks, or how they go about learning and interpreting new information, we can better communicate our message to them in the most unbiased, objective way possible.
+
+== Alternative models ==
+A supported alternative to the knowledge deficit model, the low-information rationality model states humans minimize costs associated with making decisions and forming attitudes, thereby avoiding developing in-depth understandings.
+In food safety risk communication, the deficit model was widely followed by food safety authorities in the last decades, even after more developed risk communication models, such as the dialogue model and the partnership model appeared.
+
+== See also ==
+Cultural cognition
+Low-information rationality
+Thinking, Fast and Slow
+Heuristics
+
+== Notes and references ==

data/en.wikipedia.org/wiki/Innovative_Technology_Experiences_for_Students-0.md

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+---
+title: "Innovative Technology Experiences for Students"
+chunk: 1/1
+source: "https://en.wikipedia.org/wiki/Innovative_Technology_Experiences_for_Students"
+category: "reference"
+tags: "science, encyclopedia"
+date_saved: "2026-05-05T04:20:02.012303+00:00"
+instance: "kb-cron"
+---
+
+Funded by the National Science Foundation, the Innovative Technology Experiences for Students and Teachers (ITEST) program was established in 2003 to address the looming shortage of technology workers in the United States. ITEST engages students and teachers in authentic, hands-on learning experiences in science, technology, engineering, and mathematics (commonly referred to as 'STEM' or 'SET' [more common in the U.K.]).
+As of early 2012, the program is in its ninth year. Over 195 individual projects across 43 states have been funded. It has impacted:
+
+over 225,800 students, grades 6–12
+over 8,000 teachers
+over 3,000 parents and caregivers
+The ITEST Learning Resource Center (ITEST LRC) at Education Development Center assists the projects in building bridges between formal and informal learning by facilitating an inclusive community of practice. Findings and lessons learned are shared nationally to improve policy and practice. Visit the website with the link below, or view a 2-page overview (Snapshot).
+
+
+== External links ==
+https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5467
+http://itestlrc.edc.org/
+http://itestlrc.edc.org/sites/itestlrc.edc.org/files/Snapshot_2012_Final.pdf

data/en.wikipedia.org/wiki/International_Science_Festival_in_Gothenburg-0.md

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 source: "https://en.wikipedia.org/wiki/International_Science_Festival_in_Gothenburg"
 category: "reference"
 tags: "science, encyclopedia"
-date_saved: "2026-05-05T03:24:49.829764+00:00"
+date_saved: "2026-05-05T04:20:03.117968+00:00"
 instance: "kb-cron"
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data/en.wikipedia.org/wiki/Iron_Science_Teacher-0.md

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+---
+title: "Iron Science Teacher"
+chunk: 1/1
+source: "https://en.wikipedia.org/wiki/Iron_Science_Teacher"
+category: "reference"
+tags: "science, encyclopedia"
+date_saved: "2026-05-05T04:20:04.790977+00:00"
+instance: "kb-cron"
+---
+
+The Iron Science Teacher is a national competition that celebrates innovation and creativity in science teaching. The competition originated at the Exploratorium in San Francisco.  Parodying the cult Japanese TV program, “Iron Chef,” this competition showcases science teachers as they devise classroom activities using a particular ingredient — an everyday item such as a plastic bag, milk carton, or nail.  Contestants are currently or formally part of the Exploratorium's Teacher Institute and compete before a live audience for the title of "Iron Science Teacher."  Shows are also archived on the Exploratorium's site.
+Astrophysicist Linda Shore, Director of the Exploratorium Teacher Institute and original host of the competition, says one goal of the Iron Science Teacher is to "provide teachers with ideas about how to teach multimillion dollar state and national science teaching standards using, trash, recyclables, and inexpensive materials" as well as "to allow teachers to receive applause for great teaching."
+
+
+== History ==
+Back in 1997, the Exploratorium's Phyllis C. Wattis Webcast Studio was looking for new shows. During a staff brainstorming session, a fan of the popular Food Network television show, The Iron Chef, suggested naming a secret ingredient for science teachers to use in an experiment to present to the audience. "It was honestly and truly a joke," Shore says. "We thought we'd do one show."
+
+
+== Current Shows ==
+Now 10 to 12 shows are produced annually for the Exploratorium's website. "Secret" ingredients, which are revealed in advance to participants so they can practice, have included everything from ordinary baking soda and food coloring to Marshmallow Peeps and pantyhose.
+Shows are hosted by Jessica Parker, the Director of Teaching and Learning at the Exploratorium, and are broadcast live on Facebook.
+Iron Science Teacher episodes were not produced in 2020.
+
+
+== List of Previous Secret Ingredients ==
+Previous secret ingredients include: (2019) birthday party supplies, gold; (2018) string, bags, balloons, “2018 teaser”; (2017) packing materials, duct tape; (2016) plastic bottles, PVC pipe, compressed air; (2015) air, plastic bottles, light bulbs; (2014) breakfast foods; dinner ingredients, lunch ingredients; (2013) PVC pipe, sea water; (2012) natural elements, domes, things found around the lagoon, Exploratorium paper products; (2011) chalk (Members Night Edition), eggs, magnets; colors (2010) triangles, leaves, lightbulbs, oil redux; (2009) Frank Oppenheimer, batteries, ferrofluid, oil, nuts and bolts; (2008) bats, eye care, dental hygiene, hair care; (2007) wire, candles, paint, sugar, baseball equipment, plastic water bottles; (2006) iron; (2003) water; (2002) hot dogs; (2001) Celebrity bake-off; (2000) feminine hygiene products, soap, popsicle sticks, corks, marshmallow peeps; (1999) Chanukah candles, pumpkins, food coloring, compact discs.
+You can watch episodes through 2019 here.
+
+
+== Spin-offs ==
+The Canadian Iron Science Teacher also parodies the popular TV series Iron Chef and is hosted by Jay Ingram of Daily Planet on Discovery Channel.   Unlike the Exploratorium version, where championship comes with no tangible prize, in the Canadian version, five "finalist" teachers, with their support teams, are selected to compete in the Iron Science Teacher finals at the University of Calgary in order to win a variety of cash prizes.
+Colorado Springs, CO initiated their own CoOL Iron Science Teacher Competition as part of their What If: A Festival of Creativity & Innovation on September 11, 2010.
+
+
+== References ==
+
+
+== External links ==
+Sacrificing fruitcake for science - Exploratorium staffers use the dessert as basis for experiments
+Our Lady of Peace Science Teachers Win Iron Science Regional Championship
+Iron Science Teacher Pits East Against West

data/en.wikipedia.org/wiki/LEAP_Science_and_Maths_Schools-0.md

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+---
+title: "LEAP Science and Maths Schools"
+chunk: 1/1
+source: "https://en.wikipedia.org/wiki/LEAP_Science_and_Maths_Schools"
+category: "reference"
+tags: "science, encyclopedia"
+date_saved: "2026-05-05T04:20:10.367312+00:00"
+instance: "kb-cron"
+---
+
+LEAP Science and Mathematics Schools or LEAP Schools is a collection of eight low-fee secondary education schools in four provinces in South Africa. The first LEAP school opened in 2004 in rented premises in Observatory, Cape Town and mainly served the township of Langa. LEAP is an independent school mainly funded by small parent contributions, South African Corporates with limited subsidies from the Department of Basic Education.
+
+
+== History ==
+
+
+=== Langa Education Assistance Program (or LEAP) ===
+John Gilmour was a teacher at Pinelands High School in Cape Town in 1987 when he decided to respond to a call from the South African business community, to contribute to the redress of the devastation of the Bantu Education Act, a segregation law imposed in the education sector by the Apartheid system in 1953.
+“Africa Week" was then introduced by a team led by John Gilmour to bring black learners under the "Bantu Education" system to spend a week at Pinelands High School, which was then a whites-only school. The program became the precursor for the Langa Education Assistance Program (or LEAP) which aimed at providing one hundred black students from the Langa township with support tuition from Pinelands High teachers in English, Mathematics, and Science three afternoons a week.
+The prohibitive transport cost of bringing learners from the township schools to Pinelands High School forced the model to be revised. In 1996, it was then decided that instead of learners being bussed in to Pinelands High, teachers will be transported to meet learners in township schools.
+When John Gilmour realised that there was no increase in the proportion of black learners entering university, especially science-based disciplines, he sought for an alternative model. LEAP Science and Maths school was the alternative model.
+
+
+=== LEAP Science and Maths School ===
+LEAP Science and Maths school aims to increase the number of black learners who take science and maths-based modules at high school to increase the chance of being accepted at university, particularly in disciplines where these modules are a prerequisite. 
+Gilmour resigned as headmaster of Abbot's College in 2002, where he had been since he left Pinelands in 1997, to focus on LEAP Science and Maths School. In January 2004, the first LEAP Science and Maths School opened in Observatory, Cape Town, with seventy-two learners, seven teachers, and one administrative staff member. The school has replicated in 8 sites across South Africa.
+
+
+=== Expansion of the LEAP model ===
+
+
+==== LEAP 1 ====
+The LEAP Science and Maths School, which started in Observatory, later moved to Pinelands and became known as LEAP 1. It is now located in Langa itself, in the St Francis Centre. It serves Langa Township. It is the first and oldest LEAP Science and Maths school. The school is headed by its operation leader, Patricia Mudiayi.
+
+
+==== LEAP 2 ====
+LEAP 2 opened in 2007 in Pinelands. It is now located in Crossroads. It serves learners from Gugulethu, Delft, Philippi, and Crossroads townships. In 2013, the school opened satellite classes to serve grade 9 and 10 learners from the township of Delft. School learners are taught in English and isiXhosa. The head of the school is Nomveliso Qaqa, an alumnus of LEAP,  who also assumes the role of operations leader.
+
+
+==== LEAP 3 ====
+The school opened in 2008 to serve learners from the township of Alexandra in Johannesburg. It is situated in Linbro Park. Learners are taught in English, isiZulu, Sepedi, and Sesotho under the operations leader. In 2019 LEAP 3 received its first 100% matric pass rate after being stuck on 96% for a number of years. It followed further with its 100% pass rate in 2021, 2022 and 2023. The current school leader is Asanda Sigigaba who was also a LEAP learner when the organisation opened its first school in Cape Town in 2004.
+
+
+==== LEAP 4 ====
+This school is situated in the township of Diepsloot, just outside Johannesburg. The school opened in 2011 through a partnership with the South Africa corporate Aveng Group. LEAP 4 teaches learners in isiZulu and Sepedi as home languages, along with English. The school is led by Neo Motsepe
+
+
+==== LEAP 5 ====
+In 2012, LEAP 5 opened its doors in Jane Furse, Sekhukhune in Limpopo province. The school is led by Raphael Mukachi.
+
+
+==== LEAP 6 ====
+LEAP 6 is situated in Ga-Rankuwa near Pretoria. The school opened in 2012 at the request of the Anglican Diocese of Pretoria, which was concerned with the community's poor educational results and high unemployment rate among young people. It is led by its operations leader, Wilhemina Motileng.
+
+
+==== LEAP 7 ====
+LEAP 7 is situated in Paarl in the Western Cape. The school opened at the start of 2024, serving the community of Mbekweni and surrounding areas. A local Family Foundation funds the school, led by Alinane Phiri. In 2024, the school began with 90 students in grades 8 and 9. 
+
+
+==== LEAP 8 ====
+LEAP 8 is situated in Kuruman in the Northern Cape. It opened in 2024 and is funded by the Assore mines through 5he Boleng Trust. The school works from the Kuruman Moffat Mission Station site. The leader is Nosipho Qongo, an alumnus of LEAP. In 2024, the school began with 90 students in grades 8 and 9.
+
+
+== Focus ==
+LEAP schools focus on maths and science and emphasise the emotional development of learners. John Gilmour acknowledged the importance of the emotional development in a country where "eight million children come from single-parent households and a further 4.3 million reside with neither biological parent".
+
+
+== Partnerships ==
+LEAP's model is based on engagement with the broader community and building partnerships and collaboration with other organisations, particularly schools. It is a three-way collaboration approach where each LEAP school partners with a more privileged school as well as a less privileged school (a township school) in the community where it operates to promote a culture of shared resources and cultural exchange.
+LEAP is "Teach with Africa's" partner on the continent and together they have established the Teacher Institute which seeks to develop teachers and supports individuals wanting to enter the teaching profession
+
+
+== References ==
+
+
+== External links ==
+LEAP Science and Maths Schools on Facebook
+http://www.educationinnovations.org/program/leap-science-and-maths-schools
+http://dogreatthings.co.za/foundation/education/leap-science-and-maths-school/

data/en.wikipedia.org/wiki/Laboratory_Safety_Institute-0.md

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+---
+title: "Laboratory Safety Institute"
+chunk: 1/1
+source: "https://en.wikipedia.org/wiki/Laboratory_Safety_Institute"
+category: "reference"
+tags: "science, encyclopedia"
+date_saved: "2026-05-05T04:20:09.073961+00:00"
+instance: "kb-cron"
+---
+
+The Laboratory Safety Institute (LSI) is a 501(c)3 non-profit organization based in the United States that supports safety in science education. 
+Founded in 1978 by Dr. James Kaufman to provide safety training for secondary school science teachers, LSI has grown to become "An International Center for Health, Safety and Environmental Affairs."
+LSI members are science educators and administrators as well as corporate hygiene officers, directors of environmental affairs, chemical handling and storage and waste management personnel.
+LSI publishes articles and newsletters regarding best practices in laboratory safety as well as safety manuals and teaching tools for teachers and laboratory managers.

data/en.wikipedia.org/wiki/Laboratory_rotation-0.md

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+---
+title: "Laboratory rotation"
+chunk: 1/1
+source: "https://en.wikipedia.org/wiki/Laboratory_rotation"
+category: "reference"
+tags: "science, encyclopedia"
+date_saved: "2026-05-05T04:20:07.724592+00:00"
+instance: "kb-cron"
+---
+
+Laboratory rotations are typically a part of first year graduate school (Ph.D.-oriented) in American universities, especially in the research-oriented areas like biology and chemistry where an incoming student is expected to work in 4 to 6 different laboratories (each is called a "rotation") for durations of about 6 to 8 weeks, before making a final decision regarding which group he or she wishes to join.
+Laboratory rotations are uncommon in the British university system, where a Ph.D. candidate is accepted into a laboratory soon after joining, and that is partly responsible for shorter duration needed for graduating.
+
+
+== References ==

data/en.wikipedia.org/wiki/Learnscapes-0.md

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+---
+title: "Learnscapes"
+chunk: 1/1
+source: "https://en.wikipedia.org/wiki/Learnscapes"
+category: "reference"
+tags: "science, encyclopedia"
+date_saved: "2026-05-05T04:20:11.469787+00:00"
+instance: "kb-cron"
+---
+
+Learnscapes are defined as “places where a learning program has been designed to permit users to interact with the environment”. Their purpose is to promote and extend environmental awareness, by presenting biodiversity as the basis for environmental conservation and ecologically sustainable development. This is achieved through developing school based curricula that "engage students interactively with their surrounding environment". Ideally, learnscapes incorporate educational, environmental and social outcomes that reflect the character of the community as well as the school site.
+"A Learnscape feature, whether it be an outdoor classroom, worm farm, bush regeneration, recycling area, frog pond or herb garden, is not a Learnscape itself. It is the collaborative process within which the feature is created and plans for how it will be maintained and used for learning once it is created that make the feature a Learnscape".
+Learncape programs also have a “calming effect” on classes, by invoking deeper relationships between students and their teachers.
+
+
+== References ==

data/en.wikipedia.org/wiki/The_Joy_of_Science-0.md

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+---
+title: "The Joy of Science"
+chunk: 1/1
+source: "https://en.wikipedia.org/wiki/The_Joy_of_Science"
+category: "reference"
+tags: "science, encyclopedia"
+date_saved: "2026-05-05T04:20:06.453004+00:00"
+instance: "kb-cron"
+---
+
+The Joy of Science is a popular video and audio course series, consisting of 60 lectures, each 30 minutes long, presented by Robert Hazen of the George Mason University and the Carnegie Institution of Washington. The course, first introduced in 2001, is part of The Great Courses series, and is produced and distributed by The Teaching Company, located in Chantilly, Virginia, in the United States.
+
+
+== Background ==
+
+As the Clarence B. Robinson Professor at George Mason University, Robert Hazen developed innovative courses to promote scientific literacy in both scientists and non-scientists. In a collaboration with physicist James Trefil, he wrote three undergraduate textbooks: The Sciences: An Integrated Approach (1993), The Physical Sciences: An Integrated Approach (1995), and Physics Matters: An Introduction to Conceptual Physics (2004). Hazen used these as the basis for a 60-lecture video and audio course called The Joy of Science.
+
+
+== Description ==
+
+
+== See also ==
+
+
+== References ==
+
+
+== Further reading ==
+Akerlof, Karen (3 March 2008). "Professor Searches for the Genesis of Biological Systems in the Earth's Depths". The Mason Gazette. George Mason University. Archived from the original on 14 September 2017. Retrieved 9 May 2018.
+Bradley, D. C. (23 December 2014). "Mineral evolution and Earth history". American Mineralogist. 100 (1): 4–5. Bibcode:2015AmMin.100....4B. doi:10.2138/am-2015-5101.
+Fry, I. (26 May 2006). "Search for Life's Beginnings". Science. 312 (5777): 1140–1141. doi:10.1126/science.1127301.
+Linda Mathews (31 March 1996). "Adult Education; No Tests and You Can Hit Rewind". The New York Times.
+Kendra Nordin (28 January 2003). "From the college lecture hall to your headphones". The Christian Science Monitor.
+
+
+== External links ==
+The Joy of Science/GuideBook
+Dr. Robert Hazen (Carnegie Science Center; May 2018)
+Minerals and the Origins of Life (Robert Hazen; NASA; video; 60m; April 2014).
+Art of the Wikipedia Nature Timelines