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The five million workers employed in science and engineering (S&E) occupations, and the 20 million with S&E degrees, are considered keys to U.S. competitiveness in the 21st century. Most of those earning PhDs in engineering at U.S. universities are foreigners, as are many of those earning PhDs in science. Many U.S. employers assert that the U.S. Government impairs economic competitiveness with policies that force some foreigners who earn advanced degrees from U.S. Universities to leave and restrict admissions of H-1B temporary foreign workers and that employers want to hire.

In spatial science and urban applications, "space" is presented by multiple disciplines as a notion referencing our living environment. Space is used as a general term to help understand particular characteristics of the environment. However, the definition and perception of space varies and these variations have to be harmonised. For example, space may have diverse definitions and classification, the same environment may be abstracted/modelled by contradicting notions of space, which can lead to inconsistencies and misunderstandings. In this paper, we seek to investigate and document the state-of-the-art in the research of "space" regarding its definition, classification, modelling and utilization (2D/3D) in spatial sciences and urban applications. We focus on positioning, navigation, building micro-climate and thermal comfort, landscape, urban planning and design, urban heat island, interior design and planning, transportation and intelligent space. We review 147 research papers, technical reports and on-line resources. We compare the presented space concepts with respect to five criteria—classification, boundary, modelling components, use of standards and granularity. The review inventory is intended for both scientists and professionals in the spatial industry, such as companies, national mapping agencies and governments, and aim to provide a reference to better understand and employ the "space" while working across disciplines.

Intro -- Contents -- Preface -- 1 The Reshaping of an Agenda for Innovation Science, and Environment (ISE) -- 2 The Struggle over Canada's Role in the Post-Kyoto World -- 3 Canadian Innovation in a Changing World: Towards Better S&T Priority-Setting -- 4 Innovation and Natural Resources: Myths and Realities about the "Old" Economy versus the "New" Economy -- 5 The Path to Local Sustainable Development: Two Approaches -- 6 Canadian Internet Pharmacies and the USA: Technological and Regulatory Market Change -- 7 Promoting Partnerships in Biotechnology for Development -- 8 Biotechnology Regulatory Regime Shift in the Growing Bio-health Products Era -- 9 Renewable Energy Policies and the Provinces -- 10 The Human Nature Connection: Sustainable Development Policy Implications -- 11 Putting the Squeeze on Procurement: Procurement Policy as a Lever for Innovation, Science, and Environment -- 12 Transforming Health Sciences Research: From the Medical Research Council to the Canadian Institutes of Health Research -- 13 Intellectual Property Rights and Competition Policy in the Knowledge-based Economy: Compatible or Colliding Policy Regimes? -- 14 Harmful Distraction: The Commercialization of Knowledge at Canada's Public Universities -- Appendix I: Canadian and Comparative Science and Technology Data -- Appendix II: Selected Environmental Indicators -- Contributors.

The history of math education reform is fragmented and must be placed in conversation with the history of science education reform, as both are better understood when considered in parallel rather than historically conflated. The early coherency of the math education community permitted it to capitalize on post-Sputnik funds--mainly supplied by the National Science Foundation (NSF)--in a wholly different manner than that in science education. Over time, the NSF's role in education was curtailed by changing federal administrations, competing agency, rising internationalism, and unsettled questions of democracy. By directly comparing the histories of math and science education reform I question the general narrative of educational reform in modern American history and replace it with a more focused examination of their individual rhetorical strategies, thus providing a more suitable historical context for ongoing discussions of reform efforts.