diff --git a/_index.db b/_index.db index 14d28598b..79cf2b06a 100644 Binary files a/_index.db and b/_index.db differ diff --git a/data/en.wikipedia.org/wiki/NASA_360-0.md b/data/en.wikipedia.org/wiki/NASA_360-0.md new file mode 100644 index 000000000..cef6fa0e8 --- /dev/null +++ b/data/en.wikipedia.org/wiki/NASA_360-0.md @@ -0,0 +1,45 @@ +--- +title: "NASA 360" +chunk: 1/1 +source: "https://en.wikipedia.org/wiki/NASA_360" +category: "reference" +tags: "science, encyclopedia" +date_saved: "2026-05-05T04:20:35.414110+00:00" +instance: "kb-cron" +--- + +NASA 360 is a half-hour vodcast developed by NASA in partnership with the National Institute of Aerospace. The show premiered in August 2008. It has aired on more than 450 TV stations across the country, is available on air and cruise lines, and is consistently one of the top-downloaded programs on the NASA.gov website. It is currently in its tenth season. + + +== Description == +NASA 360 is one of four programs in NASA's award-winning eClips suite of web-based shows designed to encourage careers in science, technology, engineering, and mathematics. NASA 360 is written, produced, and edited by Timothy J. Allen, Tom Shortridge, and Scott Bednar; Rebecca Jaramillo is the Senior Educator and Project Coordinator for NASA 360, and Harla Sherwood the Principal Investigator - all of the National Institute of Aerospace. +NASA 360 shows how NASA has changed and continues to change life on Earth by examining how technologies developed by or for NASA are being used in everything from space exploration to everyday consumer products. These include lithium-ion batteries, medical innovations, sporting equipment, and automotive and aircraft safety and efficiency, among many more. +NASA 360 is shot on-location at NASA centers across the country, as well as at other relevant sites across the globe. The fifth season marked the revitalization of NASA 360 and features new hosts Caleb Kinchlow and Molly McKinney, B-roll, animations, and interviews conducted with NASA researchers, engineers, and astronauts, as well as with outside sources with expertise relevant to the topics being discussed. +The show is produced for a young adult audience, and stylistically this is accomplished through the use of hand-held cameras, quick edits, and numerous transitions, effects, and filters used in post-production. +NASA 360 was originally created in 2006 by producers Kevin Krigsvold and Michael Bibbo. It was hosted by Johnny Alonso and Jennifer Pulley through 2012. Twenty-three episodes were produced during this period. + + +== Online == +In addition to reaching millions of viewers of traditional broadcast on over 450 stations in the U.S., including every major market. It is also available from numerous outlets, including Hulu.com, iTunes, YouTube, Miro Guide, AOL Video, Red Orbit, and Truveo. +NASA 360 is also available on Hulu.com. Hulu along with Hulu Plus has 29 million unique viewers every month. +NASA 360 is an active member of the social networking communities with more than 5.5 million social media followers and fans on Facebook and 129.8k followers on Twitter as of August, 2020. +NASA 360's "Backstage" photo gallery averages about 5,000 views per week. +NASA 360 has also been mentioned in a Forbes article. The article titled, "NASA Flyby To Triton May Get Green Light Next Summer", was written by Bruce Dorminey. It discussed a possible flyby of the Voyager 2 around Neptune's moon of Triton in 2038. + + +== Awards and achievements == +NASA 360 won a Capital Chesapeake Bay Emmy Award on June 15, 2013, for the program, "NASA 360: Robots, Rocks & Rovers." The same episode, which highlights NASA's Sample Return Robot Centennial Challenge also garnered two 2013 Telly awards in the Government and Instructional/Public Outreach categories. +In June 2011, former Director/Editor Michael Bibbo was nominated in the single camera editing category for the National Daytime Emmy Awards., +NASA 360 has won numerous other awards, including four (4) Communicator Awards for overall program and editing, two (2) Omni Awards for overall program and editing, two (2) Davey Awards for overall program and editing, two Marcom Awards, and two Ava Awards, as well as two (2) Videographer awards, four additional (4) Telly awards (including the 30th Anniversary Telly Award for Overall Program and Editing), and two (2) EMPIXX awards. +In 2010, former Director and first camera operator Michael Bibbo and 2nd camera operator, now Producer, Tom Shortridge won the 2nd place award for NASA Videographer of the Year in the production category. +On June 6, 2009, NASA 360 won the Emmy for non-news program editing from the National Capital Chesapeake Bay Chapter of the National Academy of Television Arts and Sciences, which includes 29 media outlets in Washington D.C., Virginia and Maryland. +NASA 360 has partnered with AMP International to air programs on airlines and cruise lines around the globe. Singapore Airlines, US Air, and Philippines Airlines air NASA 360 as an on-board entertainment option. +As of May 2013, the program had been downloaded nearly 14 million times from the NASA portal. + + +== References == + + +== External links == +Official website +NASA 360 at IMDb \ No newline at end of file diff --git a/data/en.wikipedia.org/wiki/Nanotechnology_education-0.md b/data/en.wikipedia.org/wiki/Nanotechnology_education-0.md new file mode 100644 index 000000000..1f2b9e4a5 --- /dev/null +++ b/data/en.wikipedia.org/wiki/Nanotechnology_education-0.md @@ -0,0 +1,118 @@ +--- +title: "Nanotechnology education" +chunk: 1/5 +source: "https://en.wikipedia.org/wiki/Nanotechnology_education" +category: "reference" +tags: "science, encyclopedia" +date_saved: "2026-05-05T04:20:33.626583+00:00" +instance: "kb-cron" +--- + +Nanotechnology education involves a multidisciplinary natural science education with courses such as physics, chemistry, mathematics, and molecular biology. It is being offered by many universities around the world. The first program involving nanotechnology was offered by the University of Toronto's Engineering Science program, where nanotechnology could be taken as an option. +Here is a partial list of universities offering nanotechnology education, and the degrees offered (Bachelor of Science, Master of Science, or PhD in Nanotechnology). + +== Africa == + +=== Egypt === +Nile University - master's +The American University in Cairo - master's +Zewail City of Science and Technology - B.Sc +Cairo University - Faculty of Engineering - Masters of Science + +== Asia == + +=== Hong Kong === +Hong Kong University of Science and Technology - MPhil, PhD + +=== India === +VIT University, Vellore, Center for Nanotechnology Research, M.Tech. in Nanotechnology +Srinivas Institute of Technology, Mangaluru, Karnataka [Affiliated to VTU, Belagavi, Approved by AICTE] - B.E. Nano Technology +Desh Bhagat School of Engineering, Mandi Gobindgarh, Punjab Desh Bhagat University - B.Tech & M.Tech with Nanotechnology +Tezpur Central University, Napam, Tezpur (M.Sc & Ph.D in nanoscience and technology) +Indian Institute of Science, Bangalore +IITs - B.Tech & M.Tech with Nanotechnology +Delhi Technological University (formerly DCE), Delhi - M.Tech +NITs +Central University of Jharkhand - Integrated M.Tech Nanotechnology +Jamia Millia Islamia (a central university by an act of parliament), New Delhi - M.Tech (Nanotechnology) & Ph.D +Sikkim Manipal Institute of Technology - M.Tech (Material Science and Nanotechnology, 2-year regular programme), Ph.D, Equipments: AFM, STM, HWCVD, TCVD +Amity University, Noida, Uttar Pradesh B.Tech, M.Sc, M.Sc + M.Tech, M.Tech +Jawaharlal Nehru Technological University, Kukatpally, Hyderabad, Telangana - M.Sc (Nanoscience & Technology) M.Tech (Nanotechnology) & Ph.D (Nano Science & Technology) +Sam Higginbottom Institute of Agriculture, Technology and Sciences - Postgraduate diploma in nanotechnology. +Jawaharlal Nehru Technological University College of Engineering Sultanpur, B.Tech in (Mechanical and NanoTechnology) Engineering. +University of Madras, National Centre for Nanoscience and Nanotechnology, Chennai - M.Tech, M.Sc and PhD in Nanoscience and Nanotechnology +University of Petroleum and Energy Studies, DEHRADUN-Uttarakhand, B.Tech - Material Science specialization in Nanotechnology +Nanobeach, Delhi - Advanced Nanotechnology Programs +SASTRA University, Thanjavur Tamil Nadu -M.Tech integrated in medical nanotechnology +Nano Science and Technology Consortium, Delhi - Nanotechnology Programs +Vels university, Chennai - M.Sc nanoscience +Bhagwant University, ajmer Rajasthan - B.Tech - Nanotechnology engineering +Maharaja Sayajirao University of Baroda, M.Sc Materials Science (Nanotechnology) +National Institute of Technology Calicut - M.Tech and Ph.D +SRM Institute of Science and Technology, Kattankulathur - B.Tech, M.S. (coursework, research), M.Tech and Ph.D +Noorul Islam College of Engineering, Kumarakovil - M.Tech Nanotechnology +Karunya University, Coimbatore - master's and Ph.D +Anna University Chennai +Andhra University, Visakhapatnam - M.Sc., M.Tech +Sri Venkateswara University, Tirupathi - M.Sc, M.Tech +Bharathiar University, Coimbatore - M.Sc Nanoscience and Technology (Based on Physics or Chemistry or Biotechnology), M.Phil and Ph.D +Osmania University, Hyderabad - M.Sc., M.Tech +Anna University Tiruchirappalli, Tamil Nadu - M.Tech (Nanoscience and Technology) +Centre For Converging Technologies, University of Rajasthan, Jaipur - M.Tech (Nanotechnology And Nanomaterials) +KSR College of Technology, Tiruchengode - M.Tech NanoScience and Technology +Mepco-Schlenk Engineering College, Sivakasi - M.Tech Nanoscience and Technology +Sarah Tucker college for Women (Affiliated with MS University, Tirunelveli) B.Sc Nanoscience +Karunya University, Coimbatore-114 - Integrated M.Sc Nanoscience & Nanotechnology and M.Tech with Nanotechnology +Acharya Nagarjuna University, Guntur - Integrated M.Sc Nanotechnology +Indian Institute of Nano Science & TechnologyBangalore +Sri Guru Granth Sahib World University Fatehgarh Sahib, Punjab +Anna University, Coimbatore +Mount Carmel College, Autonomous, Bangalore - M.Sc in Nanoscience and Technology (2-year course) +Important: + +AICTE New Delhi has added B.Tech & M.Tech Nanotechnology courses in the list of approved courses in the academic year 2011 – 2012 +North Maharashtra University JALGAON M.Tech in Nanoscience and Nanotechnology +Department of Environmental Microbiology, Babasaheb Bhimrao Ambedkar Central University, Lucknow. M.Sc in Nanoscience and Nanotechnology, +Amity Institute of Nanotechnology, Amity University, Noida [bachelor's and master's in Nanotechnology] +School of Nanoscience and Technology, Shivaji University, Kolhapur-416004, Maharashtra State, India (B.Sc-M.Sc 5-year integrated Course) +Department of Nanotechnology offers two year M.Sc. course in Nanotechnology, Dr. Babasaheb Ambedkar Marathwada University, Aurangabad-431004, Maharashtra State, India. + +=== Iran === +Iran university of science & technology - master's +Sharif University of Technology - master's, Ph.D +Tarbiat Modares University - master's, Ph.D +University of Tehran - master's, Ph.D +Amirkabir University of Technology - master's +University of Isfahan - master's +Shiraz University Archived 2018-02-16 at the Wayback Machine - master's +University of Sistan and Baluchestan Archived 19 January 2010 at the Wayback Machine - master's +University of Kurdistan - master's +Islamic Azad University of Marvdasht Archived 2019-12-03 at the Wayback Machine - master's + +=== Israel === +Bar Ilan University Institute of Nanotechnology & Advanced Materials (BINA) Archived 2 May 2012 at the Wayback Machine- with research centers for materials, medicine, energy, magnetism, cleantech and photonics. M.Sc, Ph.D, youth programs. +The Hebrew University of Jerusalem Center for Nanoscience and Nanotechnology - with units for nanocharecerization and nanofabrication. M.Sc, Ph.D +Technion Russell Berrie Nanotechnology Institute (RBNI)- Over 110 faculty members from 14 departments. M.Sc, Ph.D +Tel Aviv University Center for Nanoscience and Nanotechnology Interdisciplinary graduate program, marked by a large participation of students from the industry. M.Sc +The Weizmann Institute of Science - has a research group in the Department of Science Teaching that build programs for introduction high school teachers and students to Nanotechnology. + +=== Japan === +Tohoku University - bachelor's, master's, Ph.D +Nagoya University - bachelor's, master's, Ph.D +Kyushu University - master's, Ph.D +Keio University - master's +University of Tokyo - master's, Ph.D +Tokyo Institute of Technology - master's, Ph.D +Kyoto University - master's, Ph.D +Waseda University - Ph.D +Osaka University - master's, Ph.D +University of Tsukuba -master's, Ph.D +University of Electro-Communications - master's, Ph.D on Micro-Electronic + +=== Kazakhstan === +Al-Farabi Kazakh National University - master's, Ph.D + +=== Malaysia === +University Putra Malaysia - M.Sc and Ph.D programs in Nanomaterials and Nanotechnology UPM-Nano +Malaysia Multimedia University - bachelor's degree in electronic engineering majoring in Nanotechnology (Nano-Engineering) +Malaysia University of Science & Technology - B.Sc in Nanoscience & Nanoengineering with Business Management \ No newline at end of file diff --git a/data/en.wikipedia.org/wiki/Nanotechnology_education-1.md b/data/en.wikipedia.org/wiki/Nanotechnology_education-1.md new file mode 100644 index 000000000..6b465c9c8 --- /dev/null +++ b/data/en.wikipedia.org/wiki/Nanotechnology_education-1.md @@ -0,0 +1,139 @@ +--- +title: "Nanotechnology education" +chunk: 2/5 +source: "https://en.wikipedia.org/wiki/Nanotechnology_education" +category: "reference" +tags: "science, encyclopedia" +date_saved: "2026-05-05T04:20:33.626583+00:00" +instance: "kb-cron" +--- + +=== Pakistan === +University of the Punjab, Lahore, Centre of Excellence in Solid State Physics, M.S./Ph.D Program in Nanotechnology +Preston Institute Of Nanoscience And Technology (PINSAT), Islamabad, B.S. Nanoscience and Technology +University of Engineering & Technology, Lahore, Introductory Short Courses +Quaid-e-Azam University, Islamabad, master's degree research projects +Pakistan Institute of Engineering and Applied Sciences (PIEAS), Islamabad, National Centre for Nanotechnology +COMSATS Institute of Information Technology (CIIT), Islamabad, Center for Micro and Nano Devices +National University of Science & Technology (NUST), Islamabad, M.S. and Ph.D Nanoscience & Engineering +National Institute of Bio Genetic Engineering (NIGBE), Faisalabad, Research Projects +Ghulam Ishaq Khan Institute of Engineering & Technology (GIKI), TOPI, KPK, master's/Ph.D degree program +Baha-ud-din Zakaria University, Multan +Government College University (GCU), Lahore +University of Sind, Karachi +Peshawar University, Peshawar +International Islamic University Bachelor & Master of Science in Nanotechnology + +=== Singapore === +National University of Singapore - B.Eng in Engineering Science with Nanoscience & Nanotechnology options, master's and PhD in Nanoscience and Nanotechnology Specialization + +=== Sri Lanka === +Sri Lanka Institute of Nanotechnology (SLINTEC) - Ph.D & M.Phil + +=== Thailand === +Chulalongkorn University - bachelor's degree in engineering (Nano-Engineering) +Mahidol University - Center of Nanoscience and Nanotechnology - Master Program +Kasetsart University - Center of Nanotechnology, Kasetsart University Research and Development Institute +Center of Excellence in Nanotechnology at AIT - Center of Excellence in Nanotechnology - master's and Ph.D programs +College of Nanotechnology at KMITL Archived 21 June 2020 at the Wayback Machine - bachelor's degree in engineering (Nanomaterials), M.Sc and Ph.D programa in Nanoscience and Nanotechnology + +=== Turkey === +UNAM-Ulusal Nanoteknoloji Araştırma Merkezi, Bilkent University - master's, Ph.D (Materials Science and Nanotechnology) +Hacettepe University - master's, Ph.D (Nanotechnology and Nanomedicine) +TOBB University of Economics and Technology - B.S. Materials Science and Nanotechnology Engineering, master's, Ph.D +Istanbul Technical University - master's, Ph.D (Nanoscience and Nanoengineering) +Middle East Technical University - master's, Ph.D +Anadolu University - master's +Atatürk University - master's, Ph.D (Nanoscience and Nanoengineering) + +== Europe == +A list of the master's programs is kept by the UK-based Institute of Nanotechnology in their Nano, Enabling, and Advanced Technologies (NEAT) Post-graduate Course Directory. + +=== Joint Programmes === +Chalmers.se, Frontiers Joint Curriculum - masters's +EMM-NANO.org Archived 12 April 2019 at the Wayback Machine, Erasmus Mundus Master Nanoscience and Nanotechnology - master's +Master-Nanotech.com, International Master in Nanotechnology - international master's + +=== Belgium === +Katholieke Universiteit Leuven - master's in Nanotechnology and Nanoscience +University of Antwerp - M.Sc in Nanophysics + +=== Czech Republic === +Technical University of Liberec - bachelor's, master's, Ph.D +Palacký University, Olomouc - bachelor's, master's +Technical University of Ostrava - bachelor's, master's +Technical University of Brno - bachelor's, master's +Cyprus +Near east university - bacherlor's + +=== Denmark === +University of Aalborg - bachelor's, master's, Ph.D +University of Aarhus - bachelor's, master's, Ph.D +University of Copenhagen - bachelor's, master's, Ph.D +Technical University of Denmark - bachelor's, master's, Ph.D +University of Southern Denmark - bachelor's, master's, Ph.D + +=== France === +Université Lille Nord de France & École Centrale de Lille, CARNOT Institut d'électronique de microélectronique et de nanotechnologie (Lille) - master's in microelectronics, nanotechnologies and telecom, doctorate (Ph.D in microelectronics, nanotechnologies, acoustics and telecommunications) +University of Grenoble & Grenoble Institute of Technology, CARNOT CEA-Leti: Laboratoire d'électronique des technologies de l'information (LETI) • Minatec (Grenoble) - master's, doctorate +University of Bordeaux, CARNOT Materials and systems Institute of Bordeaux (MIB) (Bordeaux) - master's, doctorate +Université de Bourgogne, CARNOT Institut FEMTO-ST (Besançon) - Nanotechnologies et Nanobiosciences - master's, doctorate +École Nationale Supérieure des Mines de Saint-Étienne, Centre de micro-électronique de Provence (Gardanne) - master's, doctorate +Paris-Sud 11 University, Institut d'électronique fondamentale (Orsay) - master's, doctorate +Paris-Pierre and Marie Curie University, Institut des nano-sciences (Paris) - master's, doctorate +University of Toulouse, Institut de nano-technologies (Toulouse) - master's, doctorate +University of Technology of Troyes - Nanotechnology (and Optics) - master's, doctorate +University of Lyon & École Centrale de Lyon, Université Claude Bernard Lyon 1 a two-year nanotechnology M.Sc program + +=== Germany === +Kaiserslautern University of Technology - master's, certificate short term courses (Distance Learning) +Bielefeld University - master's +Karlsruhe Institute of Technology, graduate degrees +University of Duisburg-Essen - bachelor's, master's +University of Erlangen–Nuremberg - bachelor's, master's +University of Hamburg - bachelor's, master's +University of Hannover - bachelor's +University of Kassel - bachelor's +Ludwig-Maximilians-Universität München - Ph.D +Munich University of Applied Sciences - master's +Saarland University - bachelor's +University of Ulm - master's +University of Würzburg - bachelor's + +=== Greece === +National Technical University of Athens - master's in Micro-systems and Nano-devices + +=== Ireland === +Trinity College, Dublin - bachelor's +Dublin Institute of Technology - bachelor's + +=== Italy === +IUSS Pavia - master's +Mediterranea University of Reggio Calabria - master's +Perugia University - master's +Polytechnic University of Turin - master's +Polytechnic University of Milan - bachelor's, master's +Sapienza University of Rome - master's +University of Padua - master's +University of Salento - master's +University of Trieste - Ph.D +University of Venice - bachelor's, master's +University of Verona - master's + +=== Netherlands === +Radboud University Nijmegen - master's, Ph.D +Leiden University - master's +Delft University of Technology - master's, Ph.D +University of Groningen - master's, Ph.D, including the Top Master Program in Nanoscience +University of Twente - master's + +=== Norway === +Vestfold University College - bachelor's, master's, Ph.D +Norwegian University of Science and Technology - master's +University of Bergen - bachelor's and master's +University of Oslo - bachelor's and master's + +=== Poland === +Gdańsk University of Technology - bachelor's, master's +Jagiellonian University - bachelor's, master's, Ph.D +University of Warsaw - bachelor's and master's in Nanostructure Engineering (http://nano.fuw.edu.pl/ - only in Polish) \ No newline at end of file diff --git a/data/en.wikipedia.org/wiki/Nanotechnology_education-2.md b/data/en.wikipedia.org/wiki/Nanotechnology_education-2.md new file mode 100644 index 000000000..e6da9988d --- /dev/null +++ b/data/en.wikipedia.org/wiki/Nanotechnology_education-2.md @@ -0,0 +1,92 @@ +--- +title: "Nanotechnology education" +chunk: 3/5 +source: "https://en.wikipedia.org/wiki/Nanotechnology_education" +category: "reference" +tags: "science, encyclopedia" +date_saved: "2026-05-05T04:20:33.626583+00:00" +instance: "kb-cron" +--- + +=== Russia === +Mendeleev Russian University of Chemistry and Technology - bachelor's +Moscow State University - bachelor's, master's +Moscow Institute of Physics and Technology (MIPT) +National Research University of Electronic Technology (MIET) - bachelor's, master's +Peoples' Friendship University of Russia (PFUR) - master's in engineering & technology: "Nanotechnology and Microsystem Technology" +National University of Science and Technology MISIS - bachelor's, master's +Samara State Aerospace University - bachelor's, master's +Tomsk State University of Control Systems and Radioelectronics (TUSUR) +Ural Federal University (UrFU) - bachelor's (master's) of Engineering & Technology: "Nanotechnology and Microsystem Technology", "Electronics and Nanoelectronics" (profiles: "Physical Electronics", "Functional Materials of micro-, opto-and nanoelectronics") + +=== Spain === +DFA.ua.es, Master en Nanociencia y Nanotecnologia Molecular - master's +Universitat Autònoma de Barcelona, bachelor's in nanoscience and nanotechnology +Universitat Autònoma de Barcelona, master's in nanotechnology +Rovira i Virgili at Tarragona, master's in nanoscience and nanotechnology + +=== Sweden === +KTH Royal Institute of Technology - master's +Linköping University - master's +Lund University - bachelor's, master's +Chalmers University of Technology - bachelor's, master's + +=== Switzerland === +Eidgenössische Technische Hochschule Zürich, Zurich - master's, Ph.D +University of Basel - bachelor's, master's, Ph.D + +=== United Kingdom === +Bangor University - master's +University of Birmingham - Ph.D +University of Cambridge - master's, Ph.D +Cranfield University - master's, Ph.D (Certificate/Degree Programs) +Heriot-Watt University - bachelor's, master's +Lancaster University - master's +Imperial College London - master's +University College London - master's +University of Leeds - bachelor's, master's +University of Liverpool - master's +University of Manchester- Ph.D +University of Nottingham - master's +University of Oxford - Postgraduate Certificate +University of Sheffield - master's, Ph.D +University of Surrey - master's +University of Sussex - bachelor's +University of Swansea- B.Eng, M.Eng, M.Sc, M.Res, M.Phil and Ph.D +University of Ulster - master's +University of York- bachelor's, master's + +== North America == + +=== Canada === +University of Alberta - B.Sc in Engineering Physics with Nanoengineering option +University of Toronto - B.A.Sc in Engineering Science with Nanoengineering option +University of Waterloo - B.A.Sc in Nanotechnology Engineering +Waterloo Institute for Nanotechnology -B.Sc, B.A.Sc, master's, Ph.D, Post Doctorate +McMaster University - B.Sc in Engineering Physics with Nanotechnology option +University of British Columbia - B.A.Sc in Electrical Engineering with Nanotechnology & Microsystems option +Carleton University - B.Sc in Chemistry with Concentration in Nanotechnology +University of Calgary - B.Sc Minor in Nanoscience, B.Sc Concentration in Nanoscience +University of Guelph - B.Sc in Nanoscience +Northern Alberta Institute of Technology - Technical Diploma in Nanotechnology Systems + +=== México === +Universidad tecnológica gral. Mariano Escobedo (UTE) - bachelor's in Nanotechnology +Instituto Nacional de Astrofisica, Optica y Electronica (INAOE) - M.Sc and Ph.D +Centro de Investigación en Materiales Avanzados (CIMAV) - M.Sc and PhD in Nanotechnology +Instituto Potosino de Investigación Científica y Tecnológica (IPICyT) - M.Sc and PhD in Nanotechnology +Centro de Investigación en Química Aplicada (CIQA) - M.Sc and PhD in Nanotechnology +Centro de Investigación y de Estudios Avanzados (CINVESTAV) - Ph.D in Nanoscience and Nanotechnology +Universidad Politécnica del Valle de México (UPVM) - bachelor's in Nanotechnology Engineering +Universidad de las Américas Puebla (UDLAP)- bachelor's (Nanotechnology and Molecular Engineering). This undergraduate program was the first one at Mexico and Latin America, specializing professionals in the field; it started in August 2006. An account on its historical development has recently been published. +Instituto Tecnológico y de Estudios Superiores de Occidente (ITESO)- bachelor's +Instituto Tecnológico Superior de Poza Rica (ITSPR)- bachelor's +Universidad de La Ciénega de Michoacán de Ocampo (UCMO)- bachelor's in Nanotechnology Engineering +Instituto Tecnologico de Tijuana (ITT) - bachelor's (Nanotechnology Engineering) +Universidad Autónoma de Querétaro (UAQ) - bachelor's in Nanotechnology Engineering +Universidad Autónoma de Baja California (UABC) - bachelor's in Nanotechnology Engineering +Universidad Veracruzana (UV) - Master of Science in Micro and Nanosystems +Instituto Mexicano del Petróleo (IMP) - M.Sc & Ph.D in Materials and Nanostructures +Universidad Nacional Autónoma de México (UNAM) at Mexico City, University City (UNAM) - M.Sc & Ph.D in Materials approach to nanoscience and nanotechnology +Universidad Nacional Autónoma de México (UNAM) at Ensenada, Baja California (UNAM) - Bachelor in Nanotechnology Engineering +Another Universities and Institutes in Mexico \ No newline at end of file diff --git a/data/en.wikipedia.org/wiki/Nanotechnology_education-3.md b/data/en.wikipedia.org/wiki/Nanotechnology_education-3.md new file mode 100644 index 000000000..f612daf13 --- /dev/null +++ b/data/en.wikipedia.org/wiki/Nanotechnology_education-3.md @@ -0,0 +1,99 @@ +--- +title: "Nanotechnology education" +chunk: 4/5 +source: "https://en.wikipedia.org/wiki/Nanotechnology_education" +category: "reference" +tags: "science, encyclopedia" +date_saved: "2026-05-05T04:20:33.626583+00:00" +instance: "kb-cron" +--- + +=== United States === +Arizona State University - Professional Science master's (PSM) in Nanoscience +Boston University - Concentration in Nanotechnology, Minor in Nanotechnology Engineering. [1] +Chippewa Valley Technical College - associate degree +Cinano.com, International Association of Nano and California Institute of Nano, (CNCP) Certified Nano and Clean technology Professional-Nanotechnology Experience for Engineers +College of Nanoscale Science and Engineering - B.S., M.S., Ph.D in Nanoscale Science, Nanoscale Engineering +Dakota County Technical College - associate degree +Danville Community College - A.A.S. in Nanotechnology +Forsyth Technical Community College - Associate of Science +George Mason University (Virginia) - Graduate certificate +Hudson Valley Community College - associate degree, Electrical Technology: Semiconductor Manufacturing Technology +Ivy Tech Community College of Indiana - Associate of Science in Nanotechnology. [2] +Johns Hopkins University - M.S. in Materials Science and Engineering with Nanotechnology Option +Louisiana Tech University - B.S. Nanosystems Engineering, M.S. Molecular Sciences & Nanotechnology, Ph.D (Micro/Nanotechnology and Micro/Nanoelectronics Emphasis) +North Dakota State College of Science - associate degree +Northern Illinois University - Certificate in Nanotechnology +Oklahoma State University–Okmulgee Institute of Technology - Associate of Technology +Penn State University - Minor in Nanotechnology, M.S. Nanotechnology +Portland State University - undergraduate/graduate course in support of a Ph.D program in Applied Physics +Radiological Technologies University - M.S. in Nanomedicine and dual MS in Nanomedicine and Medical Physics +Rice University - Public Outreach, K to 12 Summer Programs, Undergraduate and Graduate Programs/Degrees, Integrated Physics & Chemistry - Nanotechnology Experience for Teachers Program, Research Experience for Undergraduates Program +Richland College - associate degree +Rochester Institute of Technology, B.S., M.S. Microelectronic Engineering, Ph.D Microsystems Engineering +Stevens Institute of Technology - Five departments in engineering and science offer Master of Science, Master of Engineering, and Doctor of Philosophy degrees with Nanotechnology concentration +University at Albany, The State University of New York - B.S. Nanoscale Science, B.S. Nanoscale Engineering, master's and Ph.D +University of Arkansas, Fayetteville - M.S./Ph.D Several departments in Science and Engineering have excellent research in Nanotechnology +University of California, San Diego - B.S. Nanoengineering, M.S. Nanoengineering +University of California, San Diego - B.S. NanoEngineering, M.S. NanoEngineering, Ph.D NanoEngineering +University of Central Florida - B.S. Nanoscience and Nanotechnology track in Liberal Studies +University of Central Florida, Orlando, FL - B.S. in Nanoscience and Nanotechnology track in Liberal Studies +University of Maryland, College Park - Minor in Nanoscale Science and Technology NanoCenter.umd.edu +University of Nevada, Reno - Minor in Nanotechnology [3] +University of North Carolina at Charlotte - Ph.D +University of North Carolina at Greensboro and NC A&T State University Joint School of Nanoscience & Nanoengineering - M.S. and PhD in Nanoscience and Nanoengineering +University of Oklahoma Bachelor of Science in Engineering Physics - Nanotechnology +University of Pennsylvania- Master of Science in Engineering (M.S.E.)[4], Undergraduate Minor [5], Graduate Certificate [6] Archived 19 April 2012 at the Wayback Machine in Nanotechnology. +University of Pittsburgh - Bachelor in Engineering Science - Nanoengineering +University of Tulsa - B.S. with a specialization in nanotechnology +University of Utah - Nanomedicine and Nanobiosensors. [nano.Utah.edu] +University of Washington- Nanoscience and Molecular Engineering option under Materials Science and Engineering, Ph.D in Nanotechnology +University of Wisconsin - Platteville - Minor in Microsystems & Nanotechnology +University of Wisconsin - Stout - B.S. in Nanotechnology and Nanoscience +Virginia Commonwealth University - Ph.D in Nanoscience and Nanotechnology +Virginia Tech B.S. in Nanoscience +Wayne State University - Nanoengineering Certificate Program + +== Oceania == + +=== Australia === + +==== New South Wales ==== +University of New South Wales - bachelor's, Ph.D +University of Sydney - Bachelor of Science majoring in Nanoscience and Technology +University of Technology, Sydney - bachelor's +University of Western Sydney - bachelor's +University of Wollongong - bachelor's + +==== Queensland ==== +University of Queensland - bachelor's + +==== South Australia ==== +Flinders University - bachelor's, master's + +==== Victoria ==== +La Trobe University, Melbourne - Ph.D, master's in Nanotechnology Archived 21 August 2006 at the Wayback Machine (Graduate Entry), master's/bachelor's (double degree), bachelor's (double degree) website Archived 21 August 2006 at the Wayback Machine +RMIT University - bachelor's +The University of Melbourne - master's +St Helena Secondary College Melbourne - High School education + +==== Western Australia ==== +Curtin University - bachelor's +University of Western Australia - bachelor's +Murdoch University - bachelor's + +=== New Zealand === +Massey University, New Zealand - Bachelor of Science (Nanoscience) +Massey University, New Zealand - Bachelor of Engineering (Nanotechnology) + +== South America == + +=== Brazil === +Universidade Federal do Rio Grande do Sul, UFRGS - bachelor's +Federal University of Rio de Janeiro - bachelor's Archived 1 May 2012 at the Wayback Machine, master's, Ph.D +Universidade Federal do ABC - master's, Ph.D +Centro Universitário Franciscano - UNIFRA - master's +Pontifícia Universidade Católica do Rio de Janeiro - bachelor's, master's, Ph.D + +== Nanotechnology in schools == +In recent years, there has been a growing interest in introducing nanoscience and nanotechnology in grade schools, especially at the high school level. In the United States, although very few high schools officially offer a two-semester course in nanotechnology, “nano” concepts are bootstrapped and taught during traditional science classes using a number of educational resources and hands-on activities developed by dedicated non-profit organizations, such as: \ No newline at end of file diff --git a/data/en.wikipedia.org/wiki/Nanotechnology_education-4.md b/data/en.wikipedia.org/wiki/Nanotechnology_education-4.md new file mode 100644 index 000000000..8ade4dd94 --- /dev/null +++ b/data/en.wikipedia.org/wiki/Nanotechnology_education-4.md @@ -0,0 +1,24 @@ +--- +title: "Nanotechnology education" +chunk: 5/5 +source: "https://en.wikipedia.org/wiki/Nanotechnology_education" +category: "reference" +tags: "science, encyclopedia" +date_saved: "2026-05-05T04:20:33.626583+00:00" +instance: "kb-cron" +--- + +The National Science Teacher Association, which has published a number of textbooks for nanotechnology in K-12 education, including a teacher's guide and an activity manual for hands-on experiences. +Nano-Link, a notable program of the Dakota County Technical College, which has developed a variety of nanotech-related hands-on activities supported by toolkits to teach concepts in nanotechnology throughout direct lab experience. +Omni Nano, which is developing comprehensive educational resources specifically designed to support a two-semester high school course, both online and in classrooms. Omni Nano also discusses issues in nanotechnology education on its dedicated blog. +Nano4Me, which has a good amount of resources for K-12 education, although their program is intended for higher education. Their K-12 resources include introductory level modules and activities, interactive multimedia, and a collection of experiments and hands-on activities. +Nanoscale Informal Science Education Network (NISE Network), which has a website of educational products designed to engage the public in nano science, engineering, and technology. The NISE Network also organizes NanoDays, a nationwide festival of educational programs about nanoscale science and engineering and its potential impact on the future. +In Egypt, in2nano is a high school outreach program aiming to increase scientific literacy and prepare students for the sweeping changes of nanotechnology. + +== Nanotechnology education outside of school == +Nanoscale Informal Science Education Network (NISE Network) has a website of educational products designed to engage the public in nano science, engineering, and technology. The NISE Network also organizes NanoDays, a nationwide festival of educational programs about nanoscale science and engineering and its potential impact on the future. + +== References == + +== External links == +www.nisenet.org \ No newline at end of file diff --git a/data/en.wikipedia.org/wiki/National_Dinosaur_Museum-0.md b/data/en.wikipedia.org/wiki/National_Dinosaur_Museum-0.md new file mode 100644 index 000000000..012a691b1 --- /dev/null +++ b/data/en.wikipedia.org/wiki/National_Dinosaur_Museum-0.md @@ -0,0 +1,41 @@ +--- +title: "National Dinosaur Museum" +chunk: 1/1 +source: "https://en.wikipedia.org/wiki/National_Dinosaur_Museum" +category: "reference" +tags: "science, encyclopedia" +date_saved: "2026-05-05T04:20:36.623502+00:00" +instance: "kb-cron" +--- + +National Dinosaur Museum, located in Gold Creek Village, Nicholls, Canberra, is Australia's largest permanent display of prehistoric specimens. Established in 1993, the museum has grown into one of Canberra's premier tourist attractions. +The museum's exhibition takes visitors on a journey through the evolution of life, with a particular focus on dinosaurs. It features captivating indoor and outdoor exhibits with life-size replica dinosaur models, real and replica skeletons, bones, fossils, crystals, meteorites and more.The museum is believed to house the biggest fossil display in the southern hemisphere. The museum provides an engaging and educational experience for visitors of all ages, complemented by a gift shop, Dinosaur garden, and plenty of photo opportunities. +With an annual patronage of 100,000 visitors, the museum is one of the most popular attractions in the Australian Capital Territory. The museum is based around the school curriculum and caters for guided tours for school groups, focusing on an interactive "touch and feel" experience. National Dinosaur Museum additionally host birthday parties, dances with dinosaurs, events for young children, private parties, corporate functions and dinosaur sleep overs during school holiday periods. Events are regularly posted to the Museum Facebook page. +The National Dinosaur Museum offers an engaging and educational onsite experience for children, with additional online resources like the Kids Dino News Blog to keep young paleontologists informed and excited about dinosaurs. +In addition to being an educational tourist attraction, National Dinosaur Museum is a research institution with numerous scientific papers published. + + +== History == +Established in 1993, the museum has been steadily improved and updated since its conception. It offers earth science dinosaur oriented displays that keep up with most recent discoveries in the geological sciences. +In September 2011, Jeno Kapitany, Martin Rowe, Chris Michael, and Kathleen Michael were appointed as directors including local and international scientist and geologist Tom Kapitany. +Major upgrades have taken place in April and May 2012 with the addition of twelve animatronic dinosaurs as well as an extensive collection of life size models displayed both within and outside the museum. +New displays of Australian dinosaurs, earth sciences including meteorites, fluorescent mineral displays were added over 2012 and 2013. +In 2017, Director Tom Kapitany attended BRISMIS, an international Museum Conference based on museums along the Silk Road. The Geological Museum of China and the National Dinosaur Museum begin a new joint cooperation to share ideas and science. +In 2017, 3 replica Dinosaurs were beheaded at National Dinosaur Museum, vandals scaled a fence and used a hacksaw or angle grinder to remove the dinosaur heads. +In April 2023, National Dinosaur Museum turned 30 years old. Locals and visitors were invited to join the celebrations. + + +== Awards == +The National Dinosaur Museum won the Tourist Attractions category at the Canberra Region Tourism Awards in 2023 and 2024. +The National Dinosaur Museum was a finalist for the Australian Tourism Awards in 2023 and 2024. This recognition highlights their excellence in providing a top-notch visitor experience and contributing to the tourism industry in Australia. +In December 2023, Director Tom Kapitany and the National Dinosaur Museum were awarded tokens of appreciation for outstanding contributions to the International Symposium on the Development of Natural Science Museums under the Belt and Road Initiative (BRISMIS). + + +== Gallery == + + +== References == + + +== External links == +National Dinosaur Museum \ No newline at end of file diff --git a/data/en.wikipedia.org/wiki/Native_Scientists-0.md b/data/en.wikipedia.org/wiki/Native_Scientists-0.md new file mode 100644 index 000000000..f0ee597c4 --- /dev/null +++ b/data/en.wikipedia.org/wiki/Native_Scientists-0.md @@ -0,0 +1,48 @@ +--- +title: "Native Scientists" +chunk: 1/1 +source: "https://en.wikipedia.org/wiki/Native_Scientists" +category: "reference" +tags: "science, encyclopedia" +date_saved: "2026-05-05T04:20:37.869876+00:00" +instance: "kb-cron" +--- + +Native Scientists is a non-profit organisation operating in various European countries to broaden the horizons of underserved children (6 to 16 years). It develops and implements programs that establish meaningful connections between pupils and scientists to promote science and language literacy. Other aims include inspiring migrant young people to consider careers in STEM and training scientists to communicate their work to non-scientists. According to their latest internal report, the organization has managed to establish over 20,000 connections (i.e meaningful interactions) between children and scientists through its different programs. + + +== History == +Native Scientists was founded in 2013 by two Portuguese scientists, Joana Moscoso, a biologist, and Tatiana Correia, a physicist, who met while studying in the UK. The organization was created to reduce inequalities affecting underserved children in the access to higher education and STEM subjects. In a recent publication in the OECD “The Forum Network”, Joana Moscoso, one of the founders, revealed that this motivation was rooted in personal history: +“The odds for me to become a scientist were very slim. I was born a girl in the ‘80s, I grew up in a village far away from scientific or higher education institutions, my native language was not English, and no one in my family or around me had graduated with a Ph.D. or was enrolled in a science career. According to evidence, my family background, native language, birthplace and, to top it all, my gender, did not favour a scientific career.” +Native Scientists is mainly fueled by volunteer work from a wide network of international scientists. + + +== Activities and Workshop Format == +Native Scientists' projects share the philosophy that creating meaningful connections between pupils and scientists is critical to achieving the organization’s goals. Science outreach activities are therefore premised on establishing common ground, which can be found in a shared heritage language, culture, or upbringing. "Native Schools", which joins international STEM scientists and migrant pupils in schools to speak about science in their heritage language, is Native Scientists' oldest and most successful endeavor. During approximately 60 minutes workshops, groups of 4/5 children interact with different scientists in a carousel, speed dating, style, which promote active and critical participation through language integrated learning. +These workshops connect underserved children with role models of similar cultural background, aiming at increasing scientific literacy, encouraging scientific careers, and valuing multilingualism. Initially operating only in the UK for Portuguese-speaking communities, the project has now expanded to other international communities inside the UK and other European countries, including France, Norway, Germany, Sweden, Ireland and the Netherlands. +Native Scientists also runs the program “Cientista Regressa à Escola” which prompts Portuguese scientists to return to the schools where they originally studied to share their research and career path. One of the major Portuguese newspapers, “Público”, wrote a profile on this particular program. The piece covered a workshop which took place in Foros de Arão, a small rural village of Alentejo, and highlighted the view of one of the teachers of the elementary school: +“[she] notes that children of this age are not very aware of a scientist’s role. ‘ When we ask them [the children] what they want to be when they’re older, they usually answer firemen or policemen. Being a scientist is not something which feels close to them.’ The teacher also thinks that growing up in a rural setting makes science seem like a distant activity.” +Other programs include “Cartas com Ciência”, through which pupils and scientists from the CPLP exchange written letters, “Native Explorers", which hosts events for older children and teenagers in museums, universities and research centers, and “Native Training”. which trains scientists on science communication and outreach. The organization has also launched scientific podcasts for children, school educational resources authored by scientists, and a collection of interviews about the benefits and challenges of being multilingual + + +== Partnerships == +The organizations is formally associated with more than 30 other European institutions, including other scientific and international associations, language institutes and universities. Notable partners include the Calouste Gulbenkian Foundation, the Goethe Institute, Instituto Camões and the Elsevier Foundation. + + +== Awards == +2014: Microbiology Outreach Prize, Microbiology Society (awarded to director Joana Moscoso) +2015: Outreach and Engagement Award, Royal Society of Biology (awarded to director Joana Moscoso) +2016: President's Inspirational Partner Award, Imperial College London +2017: Director Joana Moscoso was selected among the MIT Innovators Under 35 +2017: Heriot-Watt Principal's Public Engagement Prize (awarded to Ana Catarino, Native Scientists Coordinator in Scotland) +2018: EU label for 2018 European Year of Cultural Heritage +2018: 'Highly Commended' distinction by STEM Inspiration Awards +2021: "Falling Walls Engage" Winner +Native Scientists created the Native Awards to recognise the creativity of pupils in the Native Schools project. Pupils are asked to draw what a scientist is for them, as well as to imagine and write a sentence of what they would do if they were a scientist. + + +== References == + + +== External links == +Native Scientists' Official Website \ No newline at end of file diff --git a/data/en.wikipedia.org/wiki/Nature_Exchange-0.md b/data/en.wikipedia.org/wiki/Nature_Exchange-0.md new file mode 100644 index 000000000..1c69cf435 --- /dev/null +++ b/data/en.wikipedia.org/wiki/Nature_Exchange-0.md @@ -0,0 +1,38 @@ +--- +title: "Nature Exchange" +chunk: 1/1 +source: "https://en.wikipedia.org/wiki/Nature_Exchange" +category: "reference" +tags: "science, encyclopedia" +date_saved: "2026-05-05T04:20:39.073620+00:00" +instance: "kb-cron" +--- + +The Nature Exchange is a specialized learning environment that encourages people to explore nature and actively observe, collect, study and share the world around them. It is a turn-key exhibit, now used in nature-based institutions around North America. Developed by Science North and AldrichPears Associates, the Nature Exchange is an interactive forum where visitors trade ethically collected natural objects and information about them to learn and engage with the natural world. Visitors earn points for each trade, based on criteria such as quality, rarity and their knowledge of the item. Science centers, nature centers and zoos use Nature Exchanges to raise awareness of key issues in the natural world, and, through personal interaction, changes attitudes and behavior. + + +== Locations == +Telus World of Science - Edmonton, Edmonton, Alberta +Canadian Bushplane Heritage Centre, Sault Ste. Marie, Ontario +Chattahoochee Nature Center, Roswell, Georgia +BC Wildlife Park, Kamloops, British Columbia +Las Vegas Springs Preserve, Nevada +Zoomazium, Woodland Park Zoo – Seattle, Washington - CLOSED +Tulsa Zoo, Tulsa, Oklahoma +Kidspace Children's Museum, Pasadena, California +Exploration Place – Prince George, British Columbia +Lacerte Family Children's Zoo, Dallas Zoo, Dallas, Texas +Science North, Sudbury, Ontario +Santa Barbara Museum of Natural History, Santa Barbara, California +John P. McGovern Children's Zoo, Houston Zoo, Houston, Texas +Dynamic Earth, Sudbury, Ontario +Roper Mountain Science Center, Greenville, South Carolina + + +== References == + + +== External links == +Science North +AldrichPears Associates +The Nature Exchange \ No newline at end of file diff --git a/data/en.wikipedia.org/wiki/Next_Generation_Science_Standards-0.md b/data/en.wikipedia.org/wiki/Next_Generation_Science_Standards-0.md new file mode 100644 index 000000000..dd9c3e04d --- /dev/null +++ b/data/en.wikipedia.org/wiki/Next_Generation_Science_Standards-0.md @@ -0,0 +1,55 @@ +--- +title: "Next Generation Science Standards" +chunk: 1/1 +source: "https://en.wikipedia.org/wiki/Next_Generation_Science_Standards" +category: "reference" +tags: "science, encyclopedia" +date_saved: "2026-05-05T04:20:40.274134+00:00" +instance: "kb-cron" +--- + +The Next Generation Science Standards is a multi-state effort in the United States to create new education standards that are "rich in content and practice, arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education." The standards were developed by a consortium of 26 states and by the National Science Teachers Association, the American Association for the Advancement of Science, the National Research Council, and Achieve, a nonprofit organization that was also involved in developing math and English standards. The public was also invited to review the standards, and organizations such as the California Science Teachers Association encouraged this feedback. The final draft of the standards was released in April 2013. + + +== Goal == +The purposes of the standards include; + +Improve the level of scientific literacy among citizens +Creating common standards for teaching in the U.S. +Making science and engineering relevant for and accessible to all students +Developing greater interest in science among students so that more of them choose to major in science and technology in college. +Overall, the guidelines are intended to; + +Help students deeply understand core scientific concepts, +Develop proficiency in the scientific process of developing and testing ideas, +Have a greater ability to evaluate scientific evidence. +Curricula based on the standards may cover fewer topics, but will go more deeply into specific topics, possibly using a case-study method and emphasizing critical thinking and primary investigation. Possible approaches to implementing the standards may even include replacing traditionally isolated high school courses such as biology and chemistry with a case-study approach that uses a more holistic method of teaching science to consider both (or more) topics within a single classroom structure. Many education supply companies have already started offering NGSS-aligned products and resources to help teachers implement these new principles. + + +== Standards == +The Next Generation Science Standards (NGSS) are based on the "Framework K–12 Science Education" that was created by the National Research Council. They have three dimensions that are integrated in instruction at all levels. The first dimension is the Disciplinary Core Ideas (the DCIs), which consists of content and concepts specific to four disciplines: Life Science, Earth and Space Science, Physical Science, and Engineering, Technology, and Applications of Science. The second dimension is the Science and Engineering Practices (the SEPs), which describe how scientists, engineers, and science students engage in their work of making sense of real-world phenomena and designing solutions to real-world problems. The specific elements of the science and engineering practices from the Framework are identified and described in Appendix F of the Next Generation Science Standards. These practices are asking questions and defining problems; developing and using models; planning and carrying out investigations; analyzing and interpreting data; using mathematics and computational thinking; constructing explanations and designing solutions; engaging in argument from evidence; and obtaining, evaluating, and communicating information. The third dimension is the Crosscutting Concepts, which are thinking tools and ideas that span disciplines and are used to bring disciplinary ideas together to explain a phenomenon or to design a solution to a problem. The NGSS give equal emphasis to engineering design and to scientific inquiry. In addition, they are aligned with the Common Core State Standards by grade and level of difficulty. The standards describe "performance expectations" for students in the areas of science and engineering. They define what students must be able to do in order to show competency. +An important facet of the standards is that learning of content is integrated with doing the practices of scientists and engineers. This is a change from traditional teaching, which typically either dealt with these topics separately or did not attempt to teach practices. According to the NGSS, it is through the integration of content and practice "that science begins to make sense and allows students to apply the material." + + +== Adoption == +Over 40 states have shown interest in the standards, and as of March 2023, 20 states, along with the District of Columbia (D.C.), have adopted the standards: Arkansas, California, Connecticut, Delaware, Hawaii, Illinois, Iowa, Kansas, Kentucky, Maine, Maryland, Michigan, Nevada, New Hampshire, New Jersey, New Mexico, Oregon, Rhode Island, Vermont, and Washington. These represent over 36% of the students in U.S. +Unlike the earlier roll-out of the Common Core (CC) mathematics and English language arts standards, states have no financial incentives from federal grants to adopt the Next Generation Science Standards. Previously, adoption of the CC standards was incentivized through states accepting federal grants during the 2009 TARP bailouts. Once states accepted the grant, they accepted the responsibility to adopt "college and career readiness" standards, which didn't have to be CC, but most states chose CC anyway. +The 26 states involved in developing the NGSS, called Lead State Partners, were Arizona, Arkansas, California, Delaware, Georgia, Illinois, Iowa, Kansas, Kentucky, Maine, Maryland, Massachusetts, Michigan, Minnesota, Montana, New Jersey, New York, North Carolina, Ohio, Oregon, Rhode Island, South Dakota, Tennessee, Vermont, Washington, and West Virginia. +When the standards were released in April 2013, many states were expected to adopt them within 1–2 years. However, according to the New York Times, it will take several more years to actually develop curricula based on the new guidelines, to train teachers in implementing them, and to revise standardized tests. In addition, the pace of adoption is expected to be slower than was seen with the Common Core State Standards because, unlike Common Core, in which the states had financial incentives to adopt, there are no similar incentives for the NGSS. Many education supply companies have started offering NGSS-aligned products and resources to help teachers adopt NGSS. +In 2018, Achieve partnered with Concentric Sky to offer digital badges for high-quality learning resources aligned to the NGSS. + + +== Reception == +News reports have suggested there will likely be resistance towards the Next Generations Science Standards from conservatives due to the inclusion of anthropogenic climate change and evolution. For example, the New Mexico Public Education Department initially attempted to make changes and deletions in the standards prior to adopting them. According to Skeptical Inquirer, the "proposed changes would have deleted key terms and concepts such as evolution and the 4.6-billion-year age of the Earth. Specifically, 'evolution' would be called 'biological diversity,' the specific age of the Earth would be changed to 'geologic history,' and a 'rise in global temperatures' would be changed to 'temperature fluctuations.'" Following significant protests by the New Mexico Academy of Science, New Mexicans for Science and Reason, the Coalition for Excellence in Science and Engineering as well as scientists, educators, and faith leaders, the department announced in October 2017 that it would adopt the standards in their entirety. + + +== See also == +Common Core State Standards Initiative + + +== References == + + +== External links == +Next Generation Science Standards website +California NGSS website \ No newline at end of file diff --git a/data/en.wikipedia.org/wiki/One_Two_Three..._Infinity-0.md b/data/en.wikipedia.org/wiki/One_Two_Three..._Infinity-0.md new file mode 100644 index 000000000..8988e3d43 --- /dev/null +++ b/data/en.wikipedia.org/wiki/One_Two_Three..._Infinity-0.md @@ -0,0 +1,24 @@ +--- +title: "One Two Three... Infinity" +chunk: 1/2 +source: "https://en.wikipedia.org/wiki/One_Two_Three..._Infinity" +category: "reference" +tags: "science, encyclopedia" +date_saved: "2026-05-05T04:20:41.547970+00:00" +instance: "kb-cron" +--- + +One Two Three... Infinity: Facts and Speculations of Science is a popular science book by theoretical physicist George Gamow, first published in 1947, but still (as of 2020) available in print and electronic formats. The book explores a wide range of fundamental concepts in mathematics and science, written at a level understandable by middle school students up through "intelligent layman" adults. The book includes many handmade illustrations by Gamow. + +== Synopsis == +The 340-page book has four parts (marked I, II, III, and IV) and eleven chapters. In the preface, the shortness of the last part is attributed to the prior coverage in Gamow's previous books The Birth and Death of the Sun and Biography of the Earth. There are 128 illustrations that Gamow drew, "topologically transformed" from works by "numerous artists and illustrators", thanked by Gamow in the preface. A four-page index is included. +In 1961 a new edition was published. In its preface, Gamow says that by luck the 1947 edition was "written just after a number of important scientific advances", so that "relatively few changes and additions were necessary". For example, Heinz Fraenkel-Conrat and Robley Williams separated tobacco mosaic virus into lifeless molecules and then recombined them into active virus. A 1965 edition speculated on assembly of a "man-made virus particle" (p. 267). + +=== Part I: Playing with Numbers === +Part I is mainly concerned with expressing large numbers, Georg Cantor and infinity, and the imaginary unit. After disparaging the Roman numeral system for being limited to thousands (M), The Sand Reckoner system of myriads and octades is described. In terms of one-to-one correspondences, in the world of infinity "a part may be equal to the whole". Aleph number zero is described, with aleph one related to points in a plane, and aleph two to curves. (These latter associations are not true unless the generalized continuum hypothesis holds, which Gamow fails to mention.) As for prime numbers, the sieve of Eratosthenes is shown. The Fermat numbers are given and related to primes. Goldbach's conjecture is stated: "Every even number can be written as the sum to two primes." It was an epithet of Gerolamo Cardano that stuck: square roots of negative numbers are imaginary. The Argand diagram is displayed, and multiplication by i rotates the diagram counter-clockwise by a right angle. The study of complex numbers then deviates into treasure hunting. + +=== Part II: Space, Time & Einstein === +Part II opens with "unusual properties of space" and touches on "transformation of coordinates" and polar coordinates before taking up topology. Euler's polyhedral formula for polyhedrons projected onto a sphere is illustrated and proven. Modification of the formula for the doughnut (torus) and other holed surfaces is mentioned. The four-color problem (solved 1976) is explained, and the fact that seven colors are necessary and sufficient on the doughnut. Sphere eversion is described in terms of two separate wormholes filling an apple. Reminding the reader of gastrulation in embryonic development, and interpreting a person as a doughnut, one of the illustrations depicts a person turned inside-out. The chirality property of three-dimensional space is missing on the Möbius strip and Klein bottle. +Turning to the temporal extension of space, there are worldlines and in the world-bars of beings "most of the fibers stay together as a group". Rømer's determination of the speed of light is recounted, leading to the lightyear and the light-foot (1.1×10−9 seconds) as space-time equivalents. Then space-time intervals are measured with the Pythagorean theorem modified with a negative term for the square of the temporal separation. A bus going down Fifth Avenue in New York City represents a moving point of reference, and requires a "rotation of the four-dimensional axis-cross", with the separation "invariant with respect to rotation". Considering the luminiferous ether, the failure of the Michelson–Morley experiment in 1887 is described as a blow to classical physics and absolute space and time. Speculating on future high-velocity travel, a trip after breakfast to Sirius to land on a planet for lunch and the return to Earth for dinner is described. Curvature of starlight beams was confirmed with photographs taken at Príncipe by a 1919 solar eclipse expedition. Given that the average curvature of the universe may be positive, negative or zero, the mass distribution may provide a resolution. + +=== Part III: Microcosmos === \ No newline at end of file diff --git a/data/en.wikipedia.org/wiki/One_Two_Three..._Infinity-1.md b/data/en.wikipedia.org/wiki/One_Two_Three..._Infinity-1.md new file mode 100644 index 000000000..01ce90b1a --- /dev/null +++ b/data/en.wikipedia.org/wiki/One_Two_Three..._Infinity-1.md @@ -0,0 +1,125 @@ +--- +title: "One Two Three... Infinity" +chunk: 2/2 +source: "https://en.wikipedia.org/wiki/One_Two_Three..._Infinity" +category: "reference" +tags: "science, encyclopedia" +date_saved: "2026-05-05T04:20:41.547970+00:00" +instance: "kb-cron" +--- + +Part III is the longest (150 pages) and begins with the "descending staircase" and the classical elements. "Plants take the largest part of the material used in the growth of their bodies ... from the air." Rust is oxidation of iron. The question "How large are the atoms?" calls for an experiment to obtain an oil film just one molecule thick. "1 cu mm of oil can cover 1 sq m of water." The law of definite proportions is stated in plain English (p. 123) as a "fundamental law of chemistry". The molecular structure of matter was uncovered with molecular beams by Otto Stern, and Lawrence Bragg invented "atomic photography" with X-rays. +The section "Dissecting the atom" begins by considering oxygen to be doughnut-shaped, fitting the atoms of hydrogen forming water. Dismissing the notion, Gamow asserts that atoms are "complex mechanisms with a large number of moving parts". Through ionization, and reference to J. J. Thomson, the electron is introduced, having mass 1/1840 of the mass of a hydrogen atom. The Rutherford model of the atom, an analogy to the Solar System, is supported with reference to the percentage of mass at the center: 99.87% for the Sun and 99.97% for the nucleus. Gamow's version of the periodic table of the elements uses flower petals with stems at the inert gasses. The "utmost precision" of celestial mechanics is contrasted with the quantum of action, which leads to the uncertainty principle. Diffraction phenomena not explicable with geometric optics necessitated the wave mechanics of Louis de Broglie and Erwin Schrödinger. +In the chapter "The Riddle of Life" the states of matter in an automobile body, engine, and radiator are also present in living systems, but homogeneity of biological tissue is of a different sort. A human is estimated to have more than hundreds of thousands of billions of cells. To eat, grow, and multiply are posited as life characteristics. Dismissed are crystal accretion in a super-saturated solution, and the molecular reaction + + + + + + 3 + + + H + + 2 + + + + + + O + + + 2 + + CO + + + + C + + 2 + + + + + + + H + + 5 + + + + + + OH + ⟶ + 2 + + + C + + 2 + + + + + + + H + + 5 + + + + + + OH + + + 3 + + + O + + 2 + + + + + + ⋅ + + + + {\displaystyle {\ce {3 H2O + 2 CO + C2H5OH -> 2 C2H5OH + 3 O2 .}}} + + +On the other hand, virus reproduction is the "missing link" between non-living and living organisms. The eight chromosomes of Drosophila melanogaster are acknowledged for their contribution to science. Growth by mitosis and reproduction by meiosis with gametes performing syngamy show the function of chromosomes. Growth and accretion are started with blastula and gastrula. + +=== Part IV: Macrocosmos === +Aristotle's On the Heavens founded cosmology. Earth's circumference was found by Eratosthenes, presuming Aswan is on the boundary of the Northern Tropic. Extra-terrestrial distances use stellar parallax, which Gamow relates to human binocular vision working to push the end of a thread through the eye a needle. A solar-pumpkin scale is introduced where the Sun is pumpkin-sized, Earth is pea-sized, and Moon poppy-sized. This scale proportions an astronomical unit to 200 feet. Friedrich Bessel measured the parallax of 61 Cygni, concluding a distance of 10 light years, making him "the first man who with a yardstick stepped into interstellar space". In the solar-pumpkin scale, 61 Cygni is 30,000 miles away. +Our own galaxy, the Milky Way, measures 100,000 light years in diameter with 5 to 10 light years thickness, totaling 4 × 1010 stars. Cepheid variables are pulsating stars that have a period-luminosity relation, exploited by Harlow Shapley to estimate distances to globular clusters. The interstellar dust in the direction of the Galactic Center obscures the view except through Baade's Window. + +=== Sources === +Instead of a bibliography as an appendix, Gamow cites a dozen titles in the course of his exposition: + +p. 9: Mathematical Recreations and Essays (1919) by W. W. Rouse Ball +p. 49: What Is Mathematics? (1941) by Richard Courant and Herbert Robbins +p. 146: Mr. Thompkins in Wonderland by himself +p. 156: Atomic Physics (1935) by Max Born +p. 156: Modern Physics (1940) by T. B. Brown +p. 187: Explaining the Atom (1947) by Selig Hecht +p. 216: "The Gold-Bug" by Edgar Allan Poe +p. 272: On the Heavens by Aristotle +p. 303: Exposition du Systeme du Monde by Laplace +p. 304: Birth and Death of the Sun (1940) by himself +p. 304: Biography of the Earth by himself +p. 315: A Planet Called Earth by himself + +== Reception == +Science writer Willy Ley praised Gamow's book, describing it as an "admittedly rare ... book which entertains by way of instruction". Kirkus Reviews declared it "a stimulating and provocative book for the science-minded layman". Theoretical physicist Sean M. Carroll credited One Two Three... Infinity with setting the trajectory of his professional life. Cognitive scientist Steven Pinker read the book as a child, and has cited it as contributing to his interest in popular science writing. Astrophysicist and science popularizer Neil deGrasse Tyson identified One Two Three... Infinity as one of two books which had the greatest impact on him, the other being Mathematics and the Imagination by Edward Kasner and James R. Newman. +In 1956, Gamow was awarded the Kalinga Prize by UNESCO for his work in popularizing science, including his book One, Two, Three... Infinity, as well as other works. + +== References == + +== External links == +One Two Three...Infinity via Internet Archive \ No newline at end of file diff --git a/data/en.wikipedia.org/wiki/Out_in_Science,_Technology,_Engineering,_and_Mathematics-0.md b/data/en.wikipedia.org/wiki/Out_in_Science,_Technology,_Engineering,_and_Mathematics-0.md new file mode 100644 index 000000000..bd8443c4c --- /dev/null +++ b/data/en.wikipedia.org/wiki/Out_in_Science,_Technology,_Engineering,_and_Mathematics-0.md @@ -0,0 +1,107 @@ +--- +title: "Out in Science, Technology, Engineering, and Mathematics" +chunk: 1/2 +source: "https://en.wikipedia.org/wiki/Out_in_Science,_Technology,_Engineering,_and_Mathematics" +category: "reference" +tags: "science, encyclopedia" +date_saved: "2026-05-05T04:20:42.712098+00:00" +instance: "kb-cron" +--- + +Out in Science, Technology, Engineering, and Mathematics, Inc., abbreviated oSTEM, is a 501(c)(3) non-profit professional society dedicated to LGBTQ+ individuals within the science, technology, engineering, and mathematics (STEM) community. + +== History == +In October of 2005. IBM sponsored a focus group where students from across the United States convened at the Human Rights Campaign headquarters in Washington, D.C. These students discussed topics relevant to LGBTQ+ communities at their colleges and universities. They debated how to structure an organization that serves students in science, technology, engineering, and mathematics. +Founded in 2009, the organization was granted 501(c)(3) status in 2010. oSTEM currently consists of more than 100 chapters across the United States and the United Kingdom. + +== Mission == +oSTEM strives to identify, address, and advocate for the needs of LGBTQ+ students and professionals within the STEM fields. oSTEM fulfills these needs by providing networking opportunities, mentorship connections, strategic collaborations, and professional/leadership development, as well as an annual global conference. + +== Activities == + +=== Conferences === +oSTEM hosts annual conferences that discuss LGBTQ+ topics in STEM as well as intelligence fields. Topics discussed include inclusion, outreach, and diversity within the workplace. The goal of workshops, talks, and networking events for LGBTQ+ people is to help them integrate and move up in their fields. The fourth annual conference was hosted jointly with the National Organization of Gay and Lesbian Scientists and Technical Professionals' Out to Innovate in Atlanta in 2014. + +=== LGBT STEM Day === +On July 5, 2018, oSTEM along with Pride in STEM, House of STEM, and InterEngineering created international awareness for LGBTQ+ people in science, technology, engineering, and mathematics. + +== Awards == +oSTEM presents a variety of awards annually to individuals and organizations that demonstrate a strong dedication to advancing and empowering LGBTQ+ in STEM fields. + +=== oSTEM Volunteer of the Year Award === +According to the oSTEM website, "This award recognizes volunteers who have gone above and beyond to bring oSTEM to new heights in the last year. The Executive Board recognizes volunteers who have demonstrated their drive to achieve great things and push our organization to grow. In the past, awardees have been recognized for creating our scholarship program, spearheading the pivot to an online format for our cornerstone event during COVID, cultivating and expanding institutional support for professional members and collegiate members, and stepping into leadership roles with grace and professionalism. oSTEM is powered by the hard work and commitment of our volunteers." +Previous awardees include: + +Janine van Niekerk (2017) +Lilian Martinez and Sindhu Sreedhar (2018) +Christian Alonso (2019) +AJ Bryant (2020) +Abby Ray (2021) +M Wittkop (2022) +Zia Bresnahan (2023) +Ace Harris (2024) +Erin Bryant-Ross (2025) + +=== oSTEM Global STEM Service Award === +This award is presented to an active member, alumnus/a, chapter mentor, or organization leader of oSTEM who has demonstrated a strong dedication to oSTEM, LGBTQ+ people in STEM, and STEM education. They are an outstanding role model for the future of our community. They are accomplished in their academic or professional lives and they regularly advocate for the full inclusion of people of all marginalized identities. They are committed to and continually strive to understand the most effective methods for reaching equality for all people. +Awardees are: + +Dr. Eric Patridge (2013) +Dr. Elena Long (2014) +Emily Li (2015) +Marjorie Willner (2016) +Elise Wantling (2017) +Aaron F. Mertz (2018) +Avery Cunningham (2019) +Cel Welsh (2020) +Lee Trent (2021) +Angie Gonzalez (2022) + +=== oSTEM Strategic Alliance Award === +This award is presented to a current sponsoring organization, community partner, or grant provider of oSTEM who has demonstrated a strong dedication to oSTEM, LGBTQ+ people in STEM, and STEM education. They are recognized leaders in LGBTQ+ workplace or institutional inclusion. They consistently support oSTEM, Inc. and regularly engage with and support oSTEM chapters. They are committed to and continually strive to understand the most effective methods for reaching equality for all people. +Awardees are: + +Alcoa (2015) +US Intelligence Community (IC Pride) (2016) +Accenture (2017) +Boeing (2018) +Ford Motor Company (2019) +Lockheed Martin (2020) +Raytheon (2021) +Ansys (2022) + +=== oSTEM Partner Excellence Award === +This award is presented to an individual representative of a current sponsoring organization, community partner, or grant provider of oSTEM that has demonstrated a strong dedication to oSTEM, LGBTQ+ people in STEM, and STEM education. They are an outstanding role model for the future of our community. They are accomplished in their academic or professional lives and they regularly advocate for the full inclusion of people of all marginalized identities. They are committed to and continually strive to understand the most effective methods for reaching equality for all people. +Awardees are: + +Gib Murray - Raytheon (2015) +Wolfgang Sigmund - University of Florida (2016) +Steve Riley - NASA (2017) +Lianna Newman - ConsenSys/Out in Tech (2018) +Beau Williams - Boeing (2019) +Stuart Duncan - University of Connecticut (2021) +Casady Wyckoff - Boeing (2022) + +=== Chapter of the Year === +This award recognizes the ongoing accomplishments of established oSTEM Chapters. The guiding purpose of the oSTEM organization is to empower LGBTQ+ people in STEM to succeed personally, academically, and professionally by cultivating environments and communities that nurture innovation, leadership, and advocacy. Past awardees include: + +oSTEM at University of Kansas (2016) +oSTEM at New York University (2017) +oSTEM at Colorado School of Mines (2018) +oSTEM at UC San Diego (2019) + +=== Rookie Chapter of the Year === +This award celebrates the achievements made by those chapters which are only just getting started. The first years of any student organization can be difficult and a test of true staying power. +Awardees are: + +oSTEM at University of Michigan (2016) +oSTEM at University of Minnesota (2017) +oSTEM at University of Arkansas (2018) +oSTEM at Howard University (2019) + +== Chapters == +There are over 100 chapters affiliated with the parent organization. Chapters are organized into six geographic regions (A–F) and a region that encompasses all chapters dedicated specifically to graduate students. + +=== Student Chapters === + +The six regions are: \ No newline at end of file diff --git a/data/en.wikipedia.org/wiki/Out_in_Science,_Technology,_Engineering,_and_Mathematics-1.md b/data/en.wikipedia.org/wiki/Out_in_Science,_Technology,_Engineering,_and_Mathematics-1.md new file mode 100644 index 000000000..b3c67b2bd --- /dev/null +++ b/data/en.wikipedia.org/wiki/Out_in_Science,_Technology,_Engineering,_and_Mathematics-1.md @@ -0,0 +1,46 @@ +--- +title: "Out in Science, Technology, Engineering, and Mathematics" +chunk: 2/2 +source: "https://en.wikipedia.org/wiki/Out_in_Science,_Technology,_Engineering,_and_Mathematics" +category: "reference" +tags: "science, encyclopedia" +date_saved: "2026-05-05T04:20:42.712098+00:00" +instance: "kb-cron" +--- + +Region A +New Jersey, New York (state), Pennsylvania +Region B +Delaware, Indiana, Kentucky, Maryland, Michigan, Ohio, Virginia, Washington, D.C., West Virginia +Region C +Alabama, Arkansas, Florida, Georgia (U.S. state), Louisiana, Mississippi, North Carolina, South Carolina, Tennessee +Region D +Illinois, Iowa, Kansas, Minnesota, Missouri, Nebraska, North Dakota, South Dakota, Wisconsin +Region E +Colorado, Montana, New Mexico, Oklahoma, Texas, Utah, Wyoming +Region F +Alaska, Arizona, California, Hawaii, Idaho, Nevada, Oregon, Washington (state) +Region G +Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, Vermont, Toronto, United Kingdom +Grad region +All graduate student chapters, regardless of geographic location + +=== Professional Chapters === +Professional chapters are currently being tested. Given that the organization was founded for students, it is not yet certain that professionals will find a "good fit" within oSTEM. + +== See also == + +List of LGBT-related organizations and conferences +List of LGBT events + +== References == + +== External links == +Shawn Wasserman, "National Conference Discusses Being Out in STEM" Archived 2017-09-23 at the Wayback Machine 11/10/2014 +Hal Marz, University Programs, "oSTEM 2013 at the Google NYC Office" 2/6/2014 +Camille Crittenden, Contributor, "Tech Pride: Celebrations and Challenges for LGBT Members of the Tech Community" 6/19/2017 +Sarah Scoles, Science, "HOW QUEER SCIENTISTS ARE SHAPING THEIR FUTURE WITH A SURVEY" 7/26/16 +Han Wang, Staff Writer, "For All the QT’s in Science" 4/17/2017 +Barbara Moran, "LGBTQ+ issues in STEM diversity" Archived 2018-03-10 at the Wayback Machine 6/15/2017 +Tatiana Zhelezniakova, "A Look at oSTEM: Out as LGBT+ in Science, Technology, Engineering and Mathematics" Archived 2017-06-17 at the Wayback Machine 12/10/2016 +oSTEM Official site Archived 2017-06-02 at the Wayback Machine \ No newline at end of file diff --git a/data/en.wikipedia.org/wiki/Out_to_Innovate-0.md b/data/en.wikipedia.org/wiki/Out_to_Innovate-0.md new file mode 100644 index 000000000..0aad80e6f --- /dev/null +++ b/data/en.wikipedia.org/wiki/Out_to_Innovate-0.md @@ -0,0 +1,40 @@ +--- +title: "Out to Innovate" +chunk: 1/1 +source: "https://en.wikipedia.org/wiki/Out_to_Innovate" +category: "reference" +tags: "science, encyclopedia" +date_saved: "2026-05-05T04:20:44.027624+00:00" +instance: "kb-cron" +--- + +Out to Innovate, previously known as the National Organization of Gay and Lesbian Scientists and Technical Professionals (NOGLSTP), is a professional society for professionals in science, technology, mathematics, and engineering. Each year, Out to Innovate gives the Walt Westman Award to members who helped make significant contributions to the association's mission. + + +== History == + +The organization was organized along the lines of earlier organizations of gay scientists in Los Angeles and the Research Triangle area of North Carolina, and arose out of a session at the 1980 American Association for the Advancement of Science (AAAS) meeting. It was formally organized in 1983 and incorporated in California in 1991. The foundation of the organization was in response to issues such as gay scientists not being able to get visas to immigrate to the United States or security clearances to work in government laboratories, the lack of research on LGBT health issues, and loss of productivity due to the stress of stigmatization. Much of the organization's early work related to increasing the visibility of LGBT scientists and opposing homophobia. In the 1990s, it focused on encouraging corporations to adopt nondiscrimination policies and assisted in a 1995 Government Accounting Office report that recommended that LGBT status should not be considered a vulnerability to blackmail in security clearance investigations. In the 2000s and 2010s, awards for LGBT scientists, engineers, and STEM educators were established. + + +== Programs and partnerships == +Out to Innovate supports regional groups and caucuses who choose to affiliate with Out to Innovate. Out to Innovate affiliates and partners with other national STEM organizations, including AAAS. Out to Innovate also organizes a mentoring network, a scholarship program for students, and a biannual career summit. + + +=== Out Astronaut Project === +In July 2019, Out to Innovate partnered with the Out Astronaut Project, a nonprofit initiative aimed at sending the first out LGBTQIA+ astronaut into space. The goal of the partnership, according to a press release from OAP, is to "provide opportunities for LGBTQ persons to become actively involved in space-related research." The goals of OAP, beyond sending the first LGBTQIA+ astronaut into space includes providing a robust presence in STEM fields for LGBTQIA+ individuals "by highlighting the contributions of LGBTQ members currently working in science and space while providing grants to promising LGBTQ students." On September 24, 2019, the OAP announced via Facebook that they had found the winner of the first phase of their project. + + +=== Other affiliations === +Out to Innovate has a number of other partnerships and affiliations. They include: The American Association for the Advancement of Science, the National Postdoctoral Association, and the American Chemical Society. + + +== LGBTQ+ Annual Recognition Awards == +Out to Innovate recognizes an LGBTQ+ Scientist, Engineer, and Educator each year "who has made outstanding contributions to their field". In addition, they give the Walt Westman Award to recognize Out to Innovate members who have significantly advanced Out to Innovate's mission. +Awardees are: + + +== References == + + +== External links == +Website \ No newline at end of file diff --git a/data/en.wikipedia.org/wiki/Project_Exploration-0.md b/data/en.wikipedia.org/wiki/Project_Exploration-0.md new file mode 100644 index 000000000..0c521ee0c --- /dev/null +++ b/data/en.wikipedia.org/wiki/Project_Exploration-0.md @@ -0,0 +1,36 @@ +--- +title: "Project Exploration" +chunk: 1/1 +source: "https://en.wikipedia.org/wiki/Project_Exploration" +category: "reference" +tags: "science, encyclopedia" +date_saved: "2026-05-05T04:20:45.378166+00:00" +instance: "kb-cron" +--- + +Project Exploration is a not-for-profit educational program whose goal is to "change the face of science" by encouraging interest in science among students—especially girls and minorities—who traditionally have not found effective career routes into scientific disciplines. Its primary method is to create intensive collaborative relationships between students and working field researchers through structured programs involving the University of Chicago and other institutions. In January 2010, it received a Presidential Award for Excellence in Science, Mathematics and Engineering Mentoring. The organization, founded in 1999, is based in Chicago, Illinois, USA. + + +== Activities == +Project Exploration currently serves nearly 1,000 students. It began as an after-school and summer program when Gabrielle Lyon, a teacher at Fiske Elementary School on the South Side of Chicago, decided that students underrepresented in the sciences, primarily girls and minorities, should be given opportunities to collaborate with actual scientists and participate in real-life scientific research. Students design research projects and test them in the field, or work summers at museums demonstrating science to young children. + +Sisters4Science +Sisters4Science is a year-round after-school and field program that combines science exploration with leadership development for approximately 100 minority middle school girls. Girls participate in hands-on science activities led by women scientists as well as participate in science-based field trips. + +Girls Health and Science Day +Project Exploration organizes a one-day symposium with workshops on the topics of sexuality and tolerance, healthy relationships, self-worth, the female body, and self-defense for female students across Chicago in grades 7-10. + +All Girls Expedition +The All Girls Expedition is an intensive two-week classroom and field work experience for twenty girls . It includes intensive classroom instruction in geology, biology, evaluation, and field skills followed by one week working in the field alongside scientists. A recent expedition was to Yellowstone National Park in Wyoming, to conduct fieldwork on the water chemistry of geysers, track coyotes and explore a cave with Project Exploration and Yellowstone researchers. + +The Science Teacher Field Institute +The Science Teacher Field Institute is an annual three-week professional development program for Chicago Public School teachers which includes both classroom and field experience with scientists in the disciplines of geology, paleontology, and astronomy. All costs are covered by private donations. This program includes field work at eastern Montana's Lost-in-Time Ranch under supervision of professional paleontologists from the University of Chicago and Project co-founder Gabrielle Lyon. + + +== Presidential Award == +The Presidential Award for Excellence in Science, Mathematics and Engineering Mentoring, awarded each year to individuals or organizations, recognizes the crucial role that mentoring plays in the academic and personal development of students studying science or engineering and who belong to minorities that are underrepresented in those fields. By offering their time, encouragement and expertise to these students, mentors help ensure that the next generation of scientists and engineers will better reflect the diversity of the United States. +Candidates for the Presidential Mentoring Award are nominated by colleagues, administrators, and students from their home institutions. The mentoring can involve students at any grade level from elementary through graduate school. In addition to being honored at the White House, recipients receive awards of $10,000 to advance their mentoring efforts. "There is no higher calling than furthering the educational advancement of our nation’s young people and encouraging and inspiring our next generation of leaders," President Obama said. "These awards represent a heartfelt salute of appreciation to a remarkable group of individuals who have devoted their lives and careers to helping others and in doing so have helped us all." +The award to Project Exploration was announced in July 2009. The award ceremony took place in January 2010 at The White House. + + +== References == \ No newline at end of file