National Association of Broadcasters

If you are like me, you may not remember the way you viewed the world before you understood evolution. While I may not know exactly when that change occurred for me, as a biology teacher now, I find myself wondering how I can help my students gain this worldview. I started using the term “evolution goggles” to encourage my students to engage this unifying theme in biology whenever we look at new problems in my courses (Figure 1). But I would suggest that an evolutionary lens is helpful beyond biology and should become part of the liberal-arts education experience. We all ask different questions when we view issues in terms of evolutionary concepts and processes. An evolutionary viewpoint is an important and relevant way for many of our students interested in healthcare, agriculture, psychology, and engineering to understand their disciplines, but we need to make the connection clear to them. Figure 1. Evolution goggles. Take the issue of antibiotic resistance. We argue that future medical practitioners need an understanding of evolution to avoid overprescribing …

Research Article| September 01 2013 Add Your Voice to the Discussion about NGSS Mark D. Little Mark D. Little 1NABT President – 2013 Search for other works by this author on: This Site PubMed Google Scholar The American Biology Teacher (2013) 75 (7): 436–437. https://doi.org/10.1525/abt.2013.75.7.1 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Mark D. Little; Add Your Voice to the Discussion about NGSS. The American Biology Teacher 1 September 2013; 75 (7): 436–437. doi: https://doi.org/10.1525/abt.2013.75.7.1 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentThe American Biology Teacher Search Recently, there has been a call to improve science and engineering education and to strengthen the associated practices and skills to help ensure that the United States stays internationally competitive. There is another, equally important, reason to improve science and engineering education: to increase citizens’ fundamental understanding of science and engineering so that they are better able to understand public policies related to science, including medical and environmental issues. These pressures have led to the evaluation of how we teach and learn science. Common Core and Next Generation Science Standards (NGSS) are the result of these discussions. A “standard” is what a student should know (content) and be able to do (skills). When many people hear the word “standards,” they think about Common Core. The usual focus in Common Core is on Language Arts and Mathematics, but there is a science component to both of those. Scientific literacy is important... You do not currently have access to this content.

October is here, and most of us are probably thinking about the holiday season looming on the horizon. When I was a child, Thanksgiving marked the start of the holiday season that would stretch into the New Year. However, in recent years Halloween seems to have replaced Thanksgiving as the traditional start of this festive time. Stores sell a wide assortment of Halloween decorations and people buy them, turning their homes into eerily lit dioramas of monsters waiting to greet trick-or-treaters.While most students would agree that creatures like werewolves and vampires don't exist, television shows like Monster Quest use high-tech equipment and production techniques to suggest that there are multitudes of hidden animals whose existence has not yet been proven.The 21st century – with all its advanced technological magic, Facebook, Twitter, and Internet blogs – casts shadows of doubt upon what's real and what's imaginary. It's challenging for our students to distinguish between true science and technological pseudoscience. This is where we, as experienced biological educators, have a growing responsibility to teach and share topics with scientific accuracy and credibility.An example of this 21st-century educational confusion is in the field of cryptozoology. Cryptozoology is the study of and search for animals, especially legendary animals, usually in order to evaluate the possibility of their existence (http://www.merriam-webster.com/dictionary/cryptozoology). These creatures not only include Bigfoot, Nessie, and Chupacabra, but also many lesser-known mysterious creatures. While biologists believe that scores of undiscovered species (mostly invertebrates) exist and are awaiting discovery, cryptozoologists are not concerned with researching and cataloguing them (Dash, 2000). Instead they focus their efforts toward mysterious creatures that often appear in popular culture, but for whose existence there is little or no scientific support.Although some cryptozoologists strive for legitimacy, cryptozoology has never been fully accepted by the scientific community and is perceived as a pseudoscience by mainstream biologists. Cryptozoology relies on anecdotal information, stories, and alleged sightings and fails to follow the process of science (Shermer, 2003). Our students need to be informed of these pitfalls and scientific misconceptions.True science is a process by which answers to questions about the natural world are derived from evidence obtained through testing, observation, and the formulation of logical conclusions (Ellis & Blustein, 1991). These conclusions are then repeatedly tested until they are deemed to accurately describe the observed natural phenomenon. Even then, the conclusions are open to further testing.Cryptozoology appears to resemble the science of zoology. However, there is a key difference. Zoology focuses on the classification and characteristics of animals (http://www.merriam-webster.com/dictionary/zoology). Cryptozoology doesn't do this because it is still searching for these shadowy animals. Even if these mystery creatures were found (like the coelacanth or the okapi), the search would be over and they would quickly move into the realm of zoology where the real science would begin. Cryptozoology, therefore, is not valid science or even science at all. It is monster hunting.Our responsibility as biological educators is to help our students understand the difference between science and nonscience. Being a member of the NABT can provide support and assistance in helping you accomplish this goal. There are too many people who believe that our world is full of creatures such as Sasquatch, the Loch Ness Monster, or even aliens from other planets.Scientific misconceptions exist everywhere. Join your colleagues in NABT as together we teach true science to all our students. Help NABT educate tomorrow's adults, parents, leaders, and citizens.

The ATSC digital television standard describes a system designed to transmit high-quality video and audio, and ancillary data within a single 6-MHz terrestrial television broadcast channel. This paper outlines the overall architecture of the system and serves as an introduction to the papers that follow in this special issue of the Proceedings of the IEEE.

1. Introduction BROADCASTING BASICS 2. Types of Broadcasting 3. Sound and Vision 4. Analog Color Television 5. Digital Audio and Video 6. Information Technology 7. Radio Frequency Waves STUDIOS AND, PRODUCTION, AND PLAYOUT FACILITIES 8. Radio Studios 9. Television Studios and Playout Facilities 10. Remote Broadcasting 11. Links TRANSMISSION STANDARDS AND SYSTEMS 12. Analog Radio 13. IBOC Digital Radio 14. Alternate Radio Delivery Systems 15. NTSC Analog Television 16. ATSC Digital Television 17. Alternate Television Delivery Systems 18. Next-Generation Television Systems 19. Transmitter Site Facilities 20. Radio Wave Propagation and Broadcast Regulation 21. Conclusion

A National Data Broadcasting Committee (NDBC) has been formed in 1993 to develop a standard for broadcasting high speed digital data together with standard NTSC transmissions. These signals should not affect standard NTSC receivers but can be received and decoded by specially designed receivers. The NDBC received five proposals and two proponents submitted hardware for testing. The other proposals were withdrawn. The two systems which were tested were not similar in implementation and performance but generally demonstrated the capability of transmitting digital data together with the NTSC signal.