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The article offers information on the result of the Maclean's 19th annual rankings of universities in Canada. It mentions that the ranking evaluates various schools based on factors including the spending on student's services, faculty success in obtaining national research grants as well as scholarships and libraries. It presents a chart that depicts the ranking of universities with the top three consisting of McGill, University of Toronto and Queen's.

For classes in informatics it gets more and more important to develop a sustainable curriculum because computer technology and its related items are subject to frequent changes. This leads to the problem that the content of informatics courses suffers from fast decay time. And to make things worse: What we are teaching our pupils and students is far from sustainable knowledge. The scientific community has reacted on that by developing concepts like ″key skills″ and ″competencies″. But what does this mean for a teacher or lecturer? How can those skills be acquired by courses? In which way has the course to be constructed to meet these means? This paper discusses the relationship between educational standards in informatics and the development of teaching units to meet them. The concept of ″context″ will be introduced and used to show a way to plan courses by a context related approach on the one hand and to give an idea on how to find a different way to develop educational standards, how to improve and how to evaluate them on the other hand. [ABSTRACT FROM AUTHOR]

This article aims to outline the methodical proceeding within the project MoKoM funded by the German Research Foundation (DFG) to refine a theoretically derived competency model comprising competencies in the domain of informatics modelling and system comprehension. In this context the first part of this article deals with theoretical aspects of conducting expert interviews and outlines an exemplary analysis of three interview transcripts. It will be illustrated how to empirically refine one of the most important dimensions of the competency model by taking the results of a qualitative content analysis into account. Finally, the illustrated methodical proceeding is reflected and discussed. [ABSTRACT FROM AUTHOR]

Although there is an abundance of medical educational content available in individual EU academic institutions, this is not widely available or easy to discover and retrieve, due to lack of standardized content sharing mechanisms. The mEducator EU project will face this lack by implementing and experimenting between two different sharing mechanisms, namely, one based one mashup technologies, and one based on semantic web services. In addition, the mEducator best practice network will critically evaluate existing standards and reference models in the field of e-learning in order to enable specialized state-of-the-art medical educational content to be discovered, retrieved, shared, repurposed and re-used across European higher academic institutions. Educational content included in mEducator covers and represents the whole range of medical educational content, from traditional instructional teaching to active learning and experiential teaching/studying approaches. It spans the whole range of types, from text to exam sheets, algorithms, teaching files, computer programs (simulators or games) and interactive objects (like virtual patients and electronically traced anatomies), while it covers a variety of topics. In this paper, apart from introducing the relevant project concepts and strategies, emphasis is also placed on the notion of (dynamic) user-generated content, its advantages and peculiarities, as well as, gaps in current research and technology practice upon its embedding into existing standards. [ABSTRACT FROM AUTHOR]

Chapter 18 of the book "Everyday Science Mysteries: Stories for Inquiry-based Science Teaching," by Richard Konicek-Moran is presented. It features the short story "How Cold is Cold?" and discusses its background materials for science learning such as purpose, related concepts and content background. It explores the application of the story with Grades K-4 and Grades 5-8, in accordance with the National Science Education Standards and Benchmarks for Science Literacy.

Chapter 13 of the book "Everyday Science Mysteries: Stories for Inquiry-based Science Teaching," by Richard Konicek-Moran is presented. It features the short story "Trees From Helicopters," and discusses the background materials for using the story in science learning such as purpose, related concepts and content background. It explores the application of the story with Grades K-4 and Grades 5-8, in accordance with the National Science Education Standards and Benchmarks for Science Literacy.

Chapter 12 of the book "Everyday Science Mysteries: Stories for Inquiry-based Science Teaching," by Richard Konicek-Moran is presented. It features the short story "Seed Bargains," and discusses the background materials for using the story in science learning such as purpose, related concepts and content background. It explores the application of the story with Grades K-4 and Grades 5-8, in accordance with the National Science Education Standards and Benchmarks for Science Literacy.

Chapter 15 of the book "Everyday Science Mysteries: Stories for Inquiry-based Science Teaching," by Richard Konicek-Moran is presented. It features the short story "Bocce, Anyone?" and discusses the background materials for using the story in science learning such as purpose, related concepts and content background. It explores the application of the story with Grades K-4 and Grades 5-8, in accordance with the National Science Education Standards and Benchmarks for Science Literacy.

Chapter 17 of the book "Everyday Science Mysteries: Stories for Inquiry-based Science Teaching," by Richard Konicek-Moran is presented. It features the short story "The Neighborhood Telephone System," and discusses its background materials for science learning such as purpose, related concepts and content background. It explores the application of the story with Grades K-4 and Grades 5-8, in accordance with the National Science Education Standards and Benchmarks for Science Literacy.

Chapter 16 of the book "Everyday Science Mysteries: Stories for Inquiry-based Science Teaching," by Richard Konicek-Moran is presented. It features the short story "Grandfather's Clock," and discusses the background materials for using the story in science learning such as purpose, related concepts and content background. It explores the application of the story with Grades K-4 and Grades 5-8, in accordance with the National Science Education Standards and Benchmarks for Science Literacy.

Chapter 11 of the book "Everyday Science Mysteries: Stories for Inquiry-based Science Teaching," by Richard Konicek-Moran is presented. It features the short story "Dried Apples," and discusses the background materials for using the story in science learning such as purpose, related concepts and content background. It explores the application of the story with Grades K-4 and Grades 5-8, in accordance with the National Science Education Standards and Benchmarks for Science Literacy.

Chapter 14 of the book "Everyday Science Mysteries: Stories for Inquiry-based Science Teaching," by Richard Konicek-Moran is presented. It features the short story "The Magic Balloon," and discusses the background materials for using the story in science learning such as purpose, related concepts and content background. It explores the application of the story with Grades K-4 and Grades 5-8, in accordance with the National Science Education Standards and Benchmarks for Science Literacy.

Chapter 10 of the book "Everyday Science Mysteries: Stories for Inquiry-based Science Teaching," by Richard Konicek-Moran is presented. It features the short story "Oatmeal Bugs," and discusses the background materials for using the story in science learning such as purpose, related concepts and content background. It explores the application of the story with Grades K-4 and Grades 5-8, in accordance with the National Science Education Standards and Benchmarks for Science Literacy.

Chapter 9 of the book "Everyday Science Mysteries: Stories for Inquiry-based Science Teaching," by Richard Konicek-Moran is presented. It features the short story "About Me," and discusses the background materials for using the story in science learning such as purpose, related concepts and content background. It explores the application of the story with Grades K-4 and Grades 5-8, in accordance with the National Science Education Standards and Benchmarks for Science Literacy.

Chapter 7 of the book "Everyday Science Mysteries: Stories for Inquiry-based Science Teaching," by Richard Konicek-Moran is presented. It features the short story "Frosty Morning," and discusses the background materials for using the story in science learning such as purpose, related concepts and content background. It explores the application of the story with Grades K-4 and Grades 5-8, in accordance with the National Science Education Standards and Benchmarks for Science Literacy.

Chapter 5 of the book "Everyday Science Mysteries: Stories for Inquiry-based Science Teaching," by Richard Konicek-Moran is presented. It features the short story "Where Are the Acorns?" and discusses the background materials for using the story in science learning such as purpose, related concepts and content background. It explores the application of the story with Grades K-4 and Grades 5-8, in accordance with the National Science Education Standards and Benchmarks for Science Literacy.

Chapter 4 of the book "Everyday Science Mysteries: Stories for Inquiry-based Science Teaching," by Richard Konicek-Moran is presented. It features the short story "Moon Tricks," and discusses the background materials for using the story in science learning such as purpose, related concepts and content background. It explores the application of the story with Grades K-4 and Grades 5-8, in accordance with the National Science Education Standards and Benchmarks for Science Literacy.

Chapter 8 of the book "Everyday Science Mysteries: Stories for Inquiry-based Science Teaching," by Richard Konicek-Moran is presented. It features the short story "The Little Tent That Cried," and discusses the background materials for using the story in science learning such as purpose, related concepts and content background. It explores the application of the story with Grades K-4 and Grades 5-8, in accordance with the National Science Education Standards and Benchmarks for Science Literacy.

Chapter 6 of the book "Everyday Science Mysteries: Stories for Inquiry-based Science Teaching," by Richard Konicek-Moran is presented. It features the short story "Master Gardener," and discusses the background materials for using the story in science learning such as purpose, related concepts and content background. It explores the application of the story with Grades K-4 and Grades 5-8, in accordance with the National Science Education Standards and Benchmarks for Science Literacy.

An introduction to the book "Everyday Science Mysteries: Stories for Inquiry-based Science Teaching," by Richard Konicek-Moran is presented. It demonstrates how the story "Where Are the Acorns?" was used by two teachers, a second-grade teacher and a fifth grade teacher, to teach science in their classroom. It cites that both the teachers considered the National Science Education Standards (NSES) before deciding how they would use the story in their classroom.

Chapter 8 of the book "The Art of Critical Pedagogy: Possibilities of Moving From Theory to Practice in Urban Schools" is presented. It explores the results of the studies and the relationship between critical pedagogy and the standards of American education as well as the National Council of Teachers of English (NCTE) programs. It highlights the formulation of new standards in relation to critical pedagogy and the evaluation of the performance of students in urban schools.

Chapter 9 of the book "Partnering to Prepare Urban Teachers: A Call to Activism," edited by Francine P. Peterman is presented. It discusses the standards development method employed by a group of future urban teacher candidates which they incorporated into their curricula. It is noted that the lesson plans and curricula the future city teachers developed were based on the specific nature of the communities in which they will be teaching to make their tasks more responsive to the urban conditions of their students.

Chapter 5 of the book "Ethnic Chinese in Contemporary Indonesia" edited by Leo Suryadinata is presented. It discusses the many different situations experienced by the Chinese in Indonesia in their attempt to establish their own educational system. It mentions that the growth of Chinese schools and the increased nationalistic spirit among the Chinese community has alerted the Dutch authorities.

Chapter 10 of the book "Universities in the Marketplace: The Commercialization of Higher Education," by Derek Bok is presented. The chapter discusses the need of setting clear guidelines to protect academic values from excessive commercialization of universities and colleges. It discusses ways by which academic standards of universities could be maintained.

Chapter 9 of the book "Universities in the Marketplace: The Commercialization of Higher Education," by Derek Bok is presented. The chapter deals with growing involvement of private enterprises in universities and college. It also discusses how commercialization has affected all aspects of the higher education system. It also discusses the need of improving the quality of university programs and maintain educational standards.

Chapter 7 of the book "Universities in the Marketplace: The Commercialization of Higher Education," by Derek Bok is presented. The chapter discusses the state of intercollegiate athletics. It also discusses issues related to professionalization of intercollegiate athletics. The chapter also describes ways to reform intercollegiate athletics by knowing effects of intercollegiate athletics on academic standards.

Chapter 6 of the book "Universities in the Marketplace: The Commercialization of Higher Education," by Derek Bok is presented. The chapter discusses advantages and disadvantages of commercialization of universities and colleges. The chapter reveals that commercial ventures bring revenues to universities that could be used in ways to benefit the public. It also reports that commercialization threatens educational principle like maintaining the integrity of admissions and maintaining educational standards.

Chapter 2 of the book "Multicultural Science Education: Theory, Practice, and Promise," edited by S. Maxwell Hines is presented. It is criticized that the U.S. National Research Council's National Science Standards did not directly address the ethnic, socioeconomic, gender and pedagogical concerns of the science education. It is inferred that the structural and cultural changes among teachers must be established in the Standards document. An illustration of exemplary practice in the Standards document is provided.

A variety of information concerning the National Educational Technology Standards (NETS) for students, teachers and administrators that appeared in the 2007 issue of the book "Digital Citizenship in Schools" is presented.

Chapter 10 of the book "Teacher Research: Stories of Learning and Growing," edited by Deborah Roberts, Claire Bove and Emily van Zee is presented. It presents clarifications on the meaning of an inquiry-based science based on the National Science Education Standards (NRC 1996) in the U.S. Moreover, it describes a process that uses students' written responses to support or refute other students' ideas.

Chapter 9 of the book "19 Urban Questions: Teaching in the City" is presented. It explores U.S. urban education in the milieu of standardized and scripted schooling. Urban environments are so complex and diversified that students have to deal with extreme conditions such as socioeconomic and intellectual gaps, that imposing strict standards can seem irrelevant and ineffective. The use of arts and culture can help to transcend these limitations by providing students a venue for self-expression.

Chapter 1 of the book "19 Urban Questions: Teaching in the City" is presented. It explores the need to focus on the importance of urban schools in the American educational system because it embodies the emergent American culture. Teaching professionals are encouraged to upgrade the standards of these city schools so they can offer better potentials to fit the proper demographic structures.

Chapter 1 of the book "Neoliberalism and Education Reform," edited by E. Wayne Ross and Rich Gibson is presented. It provides overviews on the application of neoliberal educational policies in the U.S. and Great Britain. It outlines how these policies changed the educational systems replacing public schools with for-profit, private schools that undermine democracy and increase inequality. It describes how U.S. governments require school and student assessment through standardized exams.

Chapter 2 of the book "How Testing Came to Dominate American Schools: The History of Educational Assessment," by Gerard Giordano is presented. This chapter discusses the development of standardized tests by educators in the U.S. in the 19th century. The standardized tests are said to have been developed in order to address the problem of educational damage, which was a consequence of the practice by teachers of defining their own curricula. The development of discipline-specific tasks for students is explored.

Chapter 2 of the book "Digital-Age Literacy for Teachers: Applying Technology Standards to Everyday Practice" is presented. It explores the plan and design made by teachers for effective learning environments and experiences supported by technology. It outlines several performance indicators for teachers.

Chapter 1 of the book "Digital-Age Literacy for Teachers: Applying Technology Standards to Everyday Practice" is presented. It explores the demonstration made by teachers concerning the educational technology operations and concepts. It provides an overview of the six broad areas covered in the first standard in the National Educational Technology Standards for Teachers. It elucidates the performance indicators for teachers.

A variety of rubrics, evaluations and standards that relate to articles that appeared in the book "Foreign Language Units for All Proficiency Levels" are presented.

Chapter of 2 the book "Foreign Language Units for All Proficiency Levels" is presented. An overview of the Standards for Foreign Language Learning is given, including the significance of technology in improving several areas of study and focus. It highlights the integration of the five categories of standards such as communication, cultures, connections, comparisons, and communities.

Chapter 6 of the book "Digital-Age Literacy for Teachers: Applying Technology Standards to Everyday Practice" is presented. It explores the effort of teachers to comprehend the social, ethical, legal, as well as human issues surrounding the use of technology in PK-12 schools and apply those principles in practice. It outlines five performance indicators for teachers.

Chapter 5 of the book "Digital-Age Literacy for Teachers: Applying Technology Standards to Everyday Practice" is presented. It explores the teachers' application of technology resources to enhance their productivity as well as professional practice. It outlines four performance indicators for teachers.

Chapter 4 of the book "Digital-Age Literacy for Teachers: Applying Technology Standards to Everyday Practice" is presented. It explores the application of technology by teachers to facilitate various effective assessment and evaluation strategies. It outlines three performance indicators for teachers.

Chapter 3 of the book "Digital-Age Literacy for Teachers: Applying Technology Standards to Everyday Practice" is presented. It explores the teachers' implementation of curriculum plans such as methods and strategies for applying technology to maximize student learning. It outlines four performance indicators for teachers.

Chapter 8 of the book "Educational Technologies & Social Inequality in Brazilian Public Schools" is presented. It highlights various aspects related to educational technology. It has been obsorved that education technology is similar to various educational innovations as it also helps in improving the teaching standards and techniques.

Chapter 10 of the book "Equity & Excellence in American Higher Education" is presented. It offers some reflections on the system of higher education in the U.S. The author claims that the U.S. has succeeded in serving the goals of excellence and equity in higher education. The author further added that the nation has demonstrated its commitment to educate students at a high standard.

The article discusses the issue on educational standards for informal educators working within schools in a number of countries including Great Britain. The author pointed out the political pressures to raise educational standards which have led to narrowing the focus of classroom teachers. The author also discussed the implementation of a national curriculum, and an emphasis on ensuring that school life is marked by reasonable behavior and is attractive to potential students and their parents.

Chapter 19 of the book "Teaching Science in the 21st Century" is presented. It discusses ways to address the question of how students learn science. The National Science Education Standards (NSES) recommends that on top of understanding the nature of scientific inquiry, students should develop the abilities necessary to do scientific inquiry. NSES further describes that students should experience a coherent, accurate, and developmentally appropriate science curriculum for them to learn real science.

Chapter 11 of the book "Teaching Science in the 21st Century" is presented. It considers the school principal as the leader of change. It states that years after the establishment of the National Science Education Standards (NSES), the goals to achieve high-quality science for all students are still not achieved. It notes that the culture of isolation where teachers resist the interference of their peers into their teaching practice proves as a barrier in achieving systemic change. The shift in culture that will originate from the principal is suggested.

Chapter 8 of the book "Teaching Science in the 21st Century" is presented. It discusses the process of building ongoing and sustainable professional development program for science teachers. Focus on professional development was allegedly intensified with the release of the National Science Education Standards and the enactment of the U.S. No Child Left Behind Act of 2001. A professional development model by the East Tennessee State University Science Partnership (ETSUSP) is featured. The role of the school principal in science education is also cited.

Envisioned changes in the National Science Education Standards system including the standards for teaching, professional development and assessment that relate to chapters in the book "Exemplary Science in Grades 5-8: Standards-Based Success Stories" are presented.