How the National Research Council is Transforming the Future Discover the Amazing Ways This Council is Making a Difference
During the next ten years, colleges of agriculture will be challenged to transform their role in higher education and their relationship to the evolving global food and agricultural enterprise. If successful, agriculture colleges will emerge as an important venue for scholars and stakeholders to address some of the most complex and urgent problems facing society.
Such a transformation could reestablish and sustain the historical position of the college of agriculture as a cornerstone institution in academe, but for that to occur, a rapid and concerted effort by our higher education system is needed to shape their academic focus around the reality of issues that define the world's systems of food and agriculture and to refashion the way in which they foster knowledge of those complex systems in their students. Although there is no single approach to transforming agricultural education, a commitment to change is imperative.
Contributor(s): National Research Council; Division on Earth and Life Studies; Board on Agriculture and Natural Resources; Board on Life Sciences; Committee on a Leadership Summit to Effect Change in Teaching and Learning
Canada's Research Council Is Open
Appendix C: Shifts in the Production and Employment of Baccalaureate Degree Graduates from United States Colleges of Agriculture and Natural Resources, 1990-2005
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The Changing Transitions To Adulthood In Developing Countries: Selected Studies: National Research Council, Division Of Behavioral And Social Sciences And Education, Committee On Population, Panel On Transitions To Adulthood In Developing Countries,
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Nrc Strategic Plan 2019 2024
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National Research Council Canada
THE NATIONAL RESEARCH COUNCIL AS A MIRROR OF CHANGING GOVERNMEN TAL POLICY CONCERNS Because the charter of the National Academy of the shifts between these years-for example, the Sciences and the Executive Order establishing the increases in funding from the Department of De National Research Council link these institutions fense and the Department of Energy-reflect to the federal government, the agenda of the Na changing national emphases in both policy and tional Research Council and Institute of Medicine research and development priorities. Areas of civil can be seen as an indicator of priorities in national domestic activity-represented, for example, by policy and its underlying science and technology funding from the Department of Health and policy. These priorities may not be apparent at any Human Services and the Environmental Protec given moment, but on a decadal scale some of the tion Agency-show declines, reflecting the agenda changes in this agenda become more apparent. of the Reagan administration. The increase in To the extent that sources of support serve as a funding from the Agency for International Devel broad indicator of the focus of policy within the opment comes from the BOSTID grant program, federal government, one can observe significant which began in 1 98 1 . shifts in priorities from the mid- 1 970s into the Support for the program budget from founda 1 980s. The table below shows the percentages of tions, endowment income, and other private federal funding from federal agencies in fiscal years sources rose from 7 percent of the total in the early 1 9 76, 1 983, and 1 986. The federal government 1 980s to 1 5 percent in the late 1 980s. This funding currently accounts for about five-sixths of the total has allowed several critical studies to be initiated operating funds of the Academy complex, so these that would not have been supported by govern percentages are fairly representative of the overall ment agencies. division of effort within the institution. Several of Distribution of Academy Operating Funds from Federal Agencies Agency Percentage of Funding --- ----- 1 976 1 983 1 986 National Science Foundation 1 7.0 1 0.9 1 1 .5 Department of Energy 1 2.5 1 9.3 1 7.6 National Aeronautics and Space Administration 1 2.0 13.6 1 1 .6 Department of Transportation 1 1 .5 1 1.1 1 2.8 Department of Health and Human Services 1 1 .0 7.3 6.7 Veterans' Administration 1 0.0 0.3 1 .1 Department of Defense 8.5 1 7.2 1 2.9 Environmental Protection Agency 6.0 2.3 3.3 Department of Commerce 3 .0 3.5 2.7 Department of State 3 .0 1 .4 1 .2 Agency for International Development 1 .5 7. 1 8.7 14 Department of the Interior 1 .5 2.3 3.3 Other federal agencies 2.5 3. 7 6.6
The National Academy of Sciences and its associated organizations—the National Academy of Engineering, the Institute of Medicine, and the National Research Council—together constitute the most important advisory mechanism for science and technology policy in the United States, and perhaps in the world. No other government has created a private scientific organization with such a relationship to itself. For over a century the federal government has turned to the Academy for advice concerning some of the most compelling issues of the day. In recent decades, advice rendered by the Academies, largely through the National Research Council, and by the Institute of Medicine has also exerted increasing influence on universities, businesses, other nongovernmental entities, and consumers.
The organizations that make up the National Academy of Sciences complex have evolved to meet the changing needs of government and society. Today, issues of science and technology are crucial throughout a greatly expanded federal government. The National Academy of Sciences and its sister organizations have also greatly expanded, with the National Research Council and the Institute of Medicine conducting studies across the broad spectrum of science and technology. This essay discusses the history and structure of the Academy complex, describes its activities in functional terms, explores the political dynamics of the relationship between the institution and the government, and speculates about some elements of the science and technology policy agenda that are likely to assume increasing prominence in the future.Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for
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