International News

The Cabo Verde Tenth Island Project supports USA teams and 34 additional countries.  We are training international STEM and enhanced STEM  student backpack journalists and student backpack scientists.  Our goal is to use the uninhabited island of Santa Luzia, Cape Verde as our virtual science lab.  We welcome your comments.

Robots for the Cabo Verde Tenth Island Project
Our enhanced STEM team is exploring a new line of robots to help with experiments on the Cabo Verde Islands and the island of Catalina off the coast of Southern, California.

11 thoughts on “International News

  1. STEM Science Conversations: Cabo Verde Tenth Island Project: Island of Santa Luzia, Cape Verde

    Pavements and Stone Mantles : By Julie E. Laity

    In arid and semi-arid environments, soils commonly contain rock fragments, whose size cover affect a range of geomorphic processes, including wind and water erosion, infiltration, evaporation, runoff generation, and soil formation processes. A mosaic of soils and geomorphic surfaces develops, ranging in age from those only recently formed to relict features from the Pleistocene or even earlier.

    You may continue this conversation with one of your Cabo Verde STEM advisors. (Project 9 Santa Luzia Island WP 032412-9)

  2. The Data Sharing Challenge: The Cabo Verde Tenth Island Project Conversation

    The willingness to share data is a prerequisite to data portals. Advantages of sharing data are clear and numerous, and have prompted many organizations, including the International Council for Science (ICSU) and the Intergovernmental Oceanographic Commission (IOC), to adapt a policy of open access to data. The physical oceanographers have set an example with the World Ocean Database (WOD) and derived products such as World Ocean Atlas (WOA), published by the US National Ocean and Atmospheric Administration (NOAA) (Boyer et al. 206). Much of our understanding is based on these databases. The Cabo Verde Tenth Island Project International Team has created a series of new databases to keep track of the teachers and students and all scientific experiments involving the island of Santa Luzia, Cape Verde. For more information visit.

    You may continue this conversation with one of your Cabo Verde STEM advisors. (Project 9 Santa Luzia Island WP 032412-10)

  3. Public Statement from OBI Conference in Hamburg, Germany

    We note the increased availability of the sharing of data
    • is good scientific practice and necessary for advancement of science
    • enables greater understanding through more data being available from different places and times
    • improves quality control due to better data organizations, and discovery of errors during analysis
    • secures data from loss

    The advantages of free and open data sharing have been determining factors while developing the data exchange policy of the intergovernmental Oceanographic Commission of UNESCO.

    We call on scientists, politicians, funding agencies and the community to be proactive in recognizing data’s
    • overall cost/benefit
    • importance to science
    • long-term benefits to society and the environment
    increased value by being publicly available

    We also call upon employers of scientists, academic institutions and funding agencies and editors of scientific journals to
    • promote on-line availability of data used in published papers
    • promote comprehensive documentation of data, including metadata and information on the quality of the data
    • reward on-line publication of peer reviewed electronic publications and on-line databases in the same way conventional paper publications are rewarded in the hiring and promotion of scientists.
    • encourage and support scientists to share currently unavailable data by placing it in the public domain in accordance with publicly available standards,or in formats compatible with other users

    You may continue this conversation with or without one of your Cabo Verde STEM advisors. (Project 9 Santa Luzia Island WP 032412-12)

  4. Governors Urged to Tap Into ‘Informal’ Science Education
    By Erik Robelen on April 4, 2012 12:07 PM

    In a new issue brief, the National Governors Association identifies science learning outside the classroom—often called “informal science education”—as a frequently overlooked vehicle for helping states advance their STEM goals.

    The document urges governors to “explicitly” include informal science education on their action agenda to improve STEM learning among young people and have representatives from informal science institutions (such as museums and zoos) be a part of state STEM advisory councils.

    “Informal science education extends student learning beyond the classroom through hands-on activities that let youth discover and practice STEM concepts,” the NGA brief says.

    Opportunities for such “informal” learning come through a variety of venues and activities, such as science centers and museums, zoos, robotics and rocketry clubs, online games, and science competitions, to name a few.

    The NGA brief identifies some additional actions for states, including:

    • Continue to support quality informal science programs in the state, such as those offered by museums and science centers;

    • Encourage school districts to support more project-based STEM learning in after-school environments; and

    • Encourage the governor’s STEM council or state education agency to oversee the creation of an online catalog of informal science activities offered throughout the state and a compendium of program evaluations.

    Last year, EdWeek published a special report, Science Learning Outside the Classroom, in which we examined what informal science education looks like in practice, what we know about its impact, its potential, and the challenges it faces to have a broader reach. We found that the field is gaining broader recognition for its role in helping young people acquire scientific knowledge and skills. (One of the most notable examples is a major report from the National Research Council issued in 2009, which noted that “beyond the schoolhouse door, opportunities for science learning abound.”)

    (Our report on informal science education was supported in part by a grant from the Noyce Foundation, which also underwrote the new NGA brief.)

    The NGA issue brief suggests that “informal science offers states a powerful, low-cost way to help achieve the goals of an overall STEM strategy.” It notes that most quality programs “involve little if any direct state funding and do not compete with other state education dollars or classroom time.” (That said, many advocates for informal science education argue that additional funding is critical to help expand the influence and reach of their work. After all, somebody has to pay the bills for these programs and institutions.)

    The brief argues that a key challenge is that many states fail to recognize and promote the Role informal science learning activities can play in “buttressing” other state activities in STEM, or science, technology, engineering, and mathematics.

    “Thus, the state may be adopting more rigorous math and science standards, and providing more rigorous preparation for STEM students, while not taking full advantage of after-school programs or teacher professional-development opportunities provided through informal science institutions,” the report says. “As a result, school districts engage with the informal science community in a patchwork fashion, with robust activities in some areas and none in others.

  5. Suzie Boss (@suzieboss on Twitter) is a journalist and author of Reinventing Project-Based Learning: Your Field Guide to Real-World Projects in the Digital Age. She’s also a regular blogger on Edutopia.

    On April 22, a billion people around the world are expected to take part in Earth Day 2012 celebrations. Among the anticipated “billion acts of green” will be scores of events for students and schools, from gardening lessons to eco-fairs to solar cooking demonstrations. It could be an ideal set-up for young people to dive deeply into problem solving and creative thinking — but only if we trust students to figure out which problems they want to tackle.

    That’s advice from educator and entrepreneur Ewan McIntosh, who knows a thing or two about engaging students in project-based learning. Last fall, he facilitated an event that drew 10,000 students from five continents to tackle some of the world’s biggest problems. Students came together online for the ITU Telecom World Meta Conference. The youth event ran in parallel with a face-to-face gathering of global leaders from telecommunications and technology industries.

    Students were challenged to design solutions to tough issues, such as improving access to clean drinking water or extending education to reach all the world’s children. Their proposals had to meet a few basic criteria. “We set out success of an idea in terms of being tangible, pragmatic, make-able,” McIntosh explained.

    What did students dream up? Using the process of design thinking, they developed concepts such as wheelchairs with built-in cell phones to improve life for those with disabilities, a seed exchange to help villagers grow their way out of hunger, water purification built right into a riverbed, and smartphone apps to prevent food spoilage.

    Before students could arrive at these ingenious solutions, they first had to fully understand the problems they were attempting to solve. (Read a summary of the event here.)

    Equipping students to be better problem-finders is something McIntosh is passionate about. In a provocative talk last year at TedxLondon, he outlined the pitfalls of leaving it to adults to define which problems should be solved. “Currently, the world’s education systems are crazy about problem-based learning, but they’re obsessed with the wrong bit of it,” he insists. “While everyone looks at how we could help young people become better problem-solvers, we’re not thinking how we could create a generation of problem-finders.”

    Design thinking provides a better framework for learning that emphasizes defining the problem at the outset. Before diving into solutions, students might first conduct focus groups, do user interviews, or conduct other research to fully understand an issue. That means they develop empathy along with ingenuity as they work through the iterative process of generating ideas, prototyping, testing, getting user feedback, and refining solutions.

    Cultural Shift
    Through his consulting organization, No Tosh, McIntosh is introducing the Design Thinking School concept to schools across Europe, Asia, and the United States. He’s discovering that this way of thinking and learning requires a wholesale shift in education. “Design thinking is not a project that one does on a Wednesday afternoon once the ‘serious’ learning has taken place. It’s a change of culture throughout a school that leads to better learning,” he says.

    Before schools start making the shift to design thinking, McIntosh encourages them to conduct action research to fully understand the problems they want to address. Essentially, teachers and school leaders use design-thinking methods to figure out what’s working in their school and what isn’t. Then they’re ready to move ahead with generating ideas, prototyping solutions, gathering feedback, and improving on ideas to overcome challenges.

    Earth Day Resources
    How can you help your students become better problem-finders this Earth Day? For starters, bring them into project planning early so that they have a stake in whatever driving question they are attempting to answer. Help them think critically about the issues that most interest them. How can they make a real difference? How would they define “success”? And how might their efforts be sustained so that good ideas keep going well beyond Earth Day?

    Please use the comments to share ideas for the Earth Day projects that your students are helping to design. What problems are they most eager to solve?

    If you like this, you might also like
    How the Common Core Standards Tackle Problem Solving by Ben Johnson
    Project-Based Learning Workshop Activities by Edutopia Staff
    Fostering a Culture of Inquiry by Suzie Boss

  6. STEM JOBS: Getting ready for the world of work.

    The Cabo Verde Tenth Island Project can help you to get ready for the world of work through our backpack science and backpack journalist’s programs. Here is an example of a job that you will be able to do.

    Fellow – Safe Water Uganda

    Impact Carbon

    Impact Carbon is seeking a highly motivated Impact Fellow to work on Impact Carbon’s safe water program in East Africa.

    About Us:

    Impact Carbon’s mission is to improve health and the environment in the developing world through clean energy projects that reduce carbon emissions.

    Impact Carbon generates carbon emission reductions from household energy projects that improve living conditions in the less-developed communities we serve. We leverage the financial returns from these projects to benefit local partners and people.

    Typical Impact Carbon projects involve developing carbon offsets for projects that scale the sales and distribution of efficient appliances such as healthy cookstoves and water treatment devices. Impact Carbon works with carbon finance investors, carbon project developers, implementing partners, philanthropists and NGOs to quantify the carbon emissions reduced by our projects and to generate and verify carbon offsets, both CERs and VERs. With JP Morgan Climate Care, Impact Carbon issued the first Gold Standard VERs from a cookstove project in early 2010. Impact Carbon is currently validating and/or verifying 12 projects in 9 countries and has a deep pipeline of projects slated for rapid development.

    Impact Carbon is based in San Francisco, CA. Impact Carbon develops projects in Africa, Asia, and Latin America.

    The position requires strong organizational, project management, and business experience. The ideal candidate will also have a knowledge of the Water Sanitation and Hygiene (WASH) Field and strong project management experience.

    The position is a 1 year Fellowship based in Kampala, Uganda, with training in the San Francisco office.

    Roles and Responsibilities:

    Assess attractiveness, usability, and commercial viability of water treatment technologies
    Analyze technology feasibility based on costs, sourcing opportunities, and long term quality
    Build internal knowledge base and assessment tool for water treatment mechanisms
    Coordinate field surveys and new product testing
    Assist with design and testing of community level water treatment solutions
    Assist in the development and implementation of marketing and sales strategy for water products
    Analyze and interpret data from quantitative and qualitative studies
    Monitor and support on the ground operations of distribution and implementation partners
    Identify and investigate new local partnership opportunities

    Exceptional written, oral communication and presentation skills.
    Project management experience.
    Highly motivated individuals with ability to work in teams as well as independently.
    Experience working in Sub-Saharan Africa a plus.
    Fluency in written and spoken English; other languages a plus.

    Compensation for the fellowship will depend on ability and experience.

    How To Apply

    Applicants should send a short cover letter and resume to Mike Kisel: Please highlight carbon project development experience. Please use the subject “Impact Fellow-Water Uganda” in all e-mail correspondence. No phone calls please. Impact Carbon is an Equal Opportunity Employer. All persons regardless of race, color, creed, national origin, ancestry, sex, marital status, disability, religious or political affiliation, age or sexual orientation shall have equal access to positions, limited only by their ability to do the job.


    Online Media Editor

    Carbon Trust Beijing

    2 internship positions are available at the Carbon Trust Representative Office in Beijing, starting August 22, 2012 – July 31, 2013, for a minimum of 3 months.

    The positions are: Online Media Editor and Commercial Analyst.

    About the Carbon Trust

    Created in 2001 to accelerate the UK’s transition to a low carbon economy, we have developed into a global leader in low carbon issues and strategies, carbon footprinting and low carbon technology development and deployment.

    So far, our work has saved our clients USD 6 billion in energy costs and cut our customers’ carbon emissions by 38 million tons.

    The Carbon Trust helped create the world’s first product lifecycle carbon footprinting methodology with thePAS2050, makes early stage venture capital and seed investments in clean energy businesses in the UK, and has advised 75% of the FTSE100 companies on energy efficiency and emission reduction strategies.

    The UK has some of the world’s most advanced climate change legislation, with the Climate Change Act 2008 (the world’s first long-term legally binding framework to tackle the dangers of climate change) and Mandatory Greenhouse Gas Emissions Reporting (for companies listed on the main board of the London Stock Exchange, starting in April 2013).

    Its work in China includes work for the British Embassy’s Strategic Prosperity Fund, under the auspices of China’s National Development and Reform Commission and the Ministry of Industry and Information Technology, examining the applicability of low carbon standards for products and companies in China, as well as other projects involving the transfer of UK know-how in energy efficiency and emission reduction to China.

    Internship for an Online Media Editor

    Scope of Work:

    Build and maintain the Carbon Trust’s online presence in China, by creating and maintaining

    · a Chinese language section on the Carbon Trust main website , listing the main areas of expertise, and services available to Chinese clients

    · a presence in Chinese Social media (weibo), with translations of news releases from the Carbon Trust’s main website, and added context for Chinese audiences where appropriate, as well as local content highlighting the work of the Carbon Trust’s Beijing office in China and Asia

    Learning opportunities:

    · You will be intimately involved in the early stages of the Carbon Trust’s commercial strategy in China and Asia, and your work will contribute to executing or adjusting this strategy.

    · You will have the opportunity to participate in key discussions and events with private, academic and government stakeholders, as they occur.

    · You will gain an in-depth understanding in the issues surrounding media strategies of low carbon issues and foreign businesses in China, and play a leading role in identifying solutions and responses

    Qualifications & skills:

    · 4th year of bachelor’s degree or above

    · Native Chinese speaker, fluency in English

    · High degree of familiarity with the Chinese internet and social media (a successful and widely followed weibo account, or experience in online marketing via Chinese social media, is a plus)

    · You require a laptop or PC at home

    · Experience in the environmental/energy/low carbon industries a plus

    · Proven ability to deliver quality results on complex assignments, unsupervised and independently

    · A flexible schedule which allows delivering certain assignments under tight deadlines, while at other times having more time off

    Practical aspects

    · The internship itself is NOT remunerated, however all expenses, incl local travel if and when required, will be covered.

    · Once the internship completed, you will receive a certificate stating your responsibilities and contribution to fulfilling the Carbon Trust’s mission in China.

    · Your presence in the office is required 1 to 2 days per week, with the remainder working from home for an equivalent of 8 hours per day.

    How To Apply

    Please send cover letter and resume to

  8. Kids Talk Radio Science: This summer we are working on new STEM to STEAM projects working with electronic music, jazz operas, visual and performing arts and engineering. We hope to involve more USC Mission Science Students.

  9. Keeping the Visual and Performing Arts Alive in the Schools:

    National PTA Awards
    Arts Enhancement Grants to PTAs
    Stellar, innovative efforts by three local PTAs earn honors
    ALEXANDRIA, VA. (December 4, 2012) –The National Parent Teacher Association (PTA®) announced today the three recipients of the 2012-2013 Mary Lou Anderson Reflections Arts Enhancement Grants—a matching grant program for student-centered arts education programs.

    “Research continues to show that children who are able to express themselves artistically perform better academically. As schools are asked to do more with less every year, it is critical to keep the arts alive in our schools. That’s why National PTA is proud to support grassroots efforts to keep kids active in the arts,” said National PTA President Betsy Landers.

    The Mary Lou Anderson Reflections Arts Enhancement Grant is a matching grant provided by National PTA to local PTAs. The objective is to provide sustainable arts education learning opportunities representative of best practices, with a continued focus on service to at-risk students. The grant program is one component of National PTA’s Reflections Arts in Education program—a program that has engaged students in the arts for more than 40 years. Below are the 2012 grant recipients.

    D.A. Grout Elementary PTA in Portland, Ore., will reconnect students with their cultural roots through “The Culture of Drama Project.” The project will emphasize the diverse population of cultures represented both at the school and within the local community. For 45 minutes a day, students will attend a theatre residency at New Moon Theatre Productions for six weeks to learn about theatre, develop a script from a piece of world literature and engage in all aspects of creating a production. The classroom teacher and parents will work with the theatre teacher to develop scripts, culminating with two performances; one at the school and another at the Holgate Retirement Center. The program provides a unique and creative route for family engagement, asking students to include their own cultural background into the final folktale.
    Harvey Scott PTA in Portland, Ore., will launch a community building art project that will help bridge the diverse socio-economic, cultural and language barriers facing the school community. The program includes the Harvey Scott PTA, Portland State University (PSU) arts mentorship program and the Schools Uniting Neighborhoods (SUN) afterschool program. The new art program will pair PSU students with students from Harvey Scott who will each create small mural panels combined to create a 420 square foot mural in the school gymnasium/auditorium. ‘Character Counts’ will be the central theme for the mural in the school which currently lacks both an art and music teacher. Students will be asked to write a 300 word script to be orally recorded. All digital stories will be screened at the art exhibit opening.
    Madrona PTSA in Seattle, Wash., will implement a long-term, collaborative art program between local artists-in-residence and Madrona students and teachers. The PTSA will partner with ArtsCorps, a local non-profit, to engage local artists-in-residence to work with teachers to jointly develop a curriculum comprehensively infused with the arts. The artist will assist teachers in developing units/lessons which balance artistic and educational objectives equally and which will be guided by student interest. Though Madrona is a member of ArtsEd Washington and is a Principal Arts Leadership school, it does not have a dedicated art teacher. This overall effort will establish a school culture through systematic integration of the arts into the school day and after school curricula.
    The grant recipients were chosen based on creativity of the program, and the number of at-risk students who are reached, among other criteria. The grant program complements PTA’s long-standing commitment to quality arts education in public schools by providing funds to local PTAs to establish or enhance school arts programs in one or more areas: visual arts, photography, music, dance, literature and theater.

    About National PTA
    National PTA® comprises millions of families, students, teachers, administrators, and business and community leaders devoted to the educational success of children and the promotion of parent involvement in schools. PTA is a registered 501(c)(3) nonprofit association that prides itself on being a powerful voice for all children, a relevant resource for families and communities, and a strong advocate for public education. Membership in PTA is open to anyone who wants to be involved and make a difference for the education, health, and welfare of children and youth.

  10. The Kids Talk Radio Sound Effects Orchestra will be appearing at the Museum of Latin American Art on December 16, 2012. The concert will start at 1:00 PM. We will be performing a visual jazz opera called “Chaac the Rain God and Jaguar Boy.” This is all apart of the museums Mayan Festival. Admission is free.

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