Reaching for the Stars: NASA Science for Girl Scouts” is a 5-year space science education program bringing Girl Scouts together with scientists, engineers, and educators at NASA and beyond. Through early, sustained exposure to the people and assets of NASA and the excitement of NASA’s mission, girls, volunteers and their families will explore space science content, discoveries, and careers. The SETI Institute and Co-Investigators including GSUSA, designed and tested Girl Scouts’ national web-based toolkit, which provides a platform to develop a fun and up-to-date badge program for girls in grades K-12, supported by volunteers. Additionally, Girl Scout Astronomy Clubs, volunteer training and Astronomy Destination Camp provide opportunities to foster curiosity and inspire girls and the volunteers who work with them to explore science.
Links: https://www.seti.org/girlscoutstars, https://www.seti.org/gsstars and https://www.seti.org/girl-scouts-usa-and-seti-institute-join-capitol-hill-panel-discuss-engaging-girls-space-science
Proof: https://twitter.com/SETIInstitute/status/1196888383580200960
Hi! I am seriously considering taking the data science diploma offered by the UofC. I would love to hear your thoughts/advice/feedback about your time there.
For those who have recently graduated or currently enrolled.
What was the experience like?
Knowing what you know would you still do it?
How were the instructors?
What was the work load like?
What was your background/experience before enrolling?
How are the opportunities after completing the diploma?
Anything you would do differently?
For those you are planning on going.
What area/industry are you currently working in?
What kind of experience/background in data science do you currently have?
A bit of my back ground. I am currently working as an engineer in the oil and industry. I have very little experience with data science and have been slowing trying to teach myself (online resources).
Thank you in advance for your time and help.
This research will describe policies and practices that were recently introduced by institutions in Nepal to promote diversity and inclusion in STEM higher education, determine if they address students' perceived barriers, and study their effects on recruitment and retention of women (versus men) and disadvantaged groups
As societies develop, education plays an increasingly important role in determining life's opportunities. However, educational credentials can also reinforce and legitimize traditional hierarchies, resulting in untapped intellect and creativity. This research considers science, technology, engineering, and math (STEM) higher education in Nepal, focusing on status hierarchies known to effect schooling: gender and ethnicity/caste (Stash and Hannum 2001). We also consider the effects of poverty – a prevalent and powerful force in South Asia. This research further explores intersectionality or the extent to which systems of discrimination by gender and ethnicity overlap.
We are looking funding for this project and if you know PhD students, or INGOs or Donor or individual who are interested to fund it, then please let us know.
