Annual Meeting, January 4-8, 2000 PDF Download
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Author: Society for Integrative and Comparative Biology. Meeting
Publisher:
ISBN:
Category :
Languages : en
Pages : 168
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Book Description
Author: Society for Integrative and Comparative Biology. Meeting
Publisher:
ISBN:
Category :
Languages : en
Pages : 168
Get Book Here
Book Description
Author: Society for Integrative and Comparative Biology
Publisher:
ISBN:
Category :
Languages : en
Pages : 168
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Book Description
Author:
Publisher:
ISBN:
Category : Congregational churches
Languages : en
Pages : 882
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Book Description
Author:
Publisher: IOS Press
ISBN:
Category :
Languages : en
Pages : 4947
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Book Description
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309147085
Category : Technology & Engineering
Languages : en
Pages : 270
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Book Description
Since genetically engineered (GE) crops were introduced in 1996, their use in the United States has grown rapidly, accounting for 80-90 percent of soybean, corn, and cotton acreage in 2009. To date, crops with traits that provide resistance to some herbicides and to specific insect pests have benefited adopting farmers by reducing crop losses to insect damage, by increasing flexibility in time management, and by facilitating the use of more environmentally friendly pesticides and tillage practices. However, excessive reliance on a single technology combined with a lack of diverse farming practices could undermine the economic and environmental gains from these GE crops. Other challenges could hinder the application of the technology to a broader spectrum of crops and uses. Several reports from the National Research Council have addressed the effects of GE crops on the environment and on human health. However, The Impact of Genetically Engineered Crops on Farm Sustainability in the United States is the first comprehensive assessment of the environmental, economic, and social impacts of the GE-crop revolution on U.S. farms. It addresses how GE crops have affected U.S. farmers, both adopters and nonadopters of the technology, their incomes, agronomic practices, production decisions, environmental resources, and personal well-being. The book offers several new findings and four recommendations that could be useful to farmers, industry, science organizations, policy makers, and others in government agencies.
Author:
Publisher:
ISBN:
Category : Directories
Languages : en
Pages : 592
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Book Description
Author: National Education Association of the United States
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1112
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Book Description
Author: National Education Association of the United States. Meeting
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1100
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Book Description
Author: Society for Integrative and Comparative Biology. Meeting
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Author: Joseph C.L Tan
Publisher: Springer
ISBN: 9463007326
Category : Education
Languages : en
Pages : 157
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Book Description
This book explores the dynamic approach to student-centred learning known as project-based learning, or project work. It addresses both the concepts and practical application of project-based learning to enhance teaching and learning. It describes empirical case study research into the impact of research-based project work on independent learning for academically-able secondary school students at Hwa Chong Institution, a premier independent school in Singapore. The research investigated how students dealt with an innovative project-based learning curriculum built on a social constructivist approach designed to foster independent learning attitudes. The students had to research and initiate their own projects, and see through the entire process with guidance from their teacher mentors. The case study findings give rich insights into student perspectives and experiences as they engage in projects and respond to real-life challenges and problems. A new theory of project-based learning is presented in the form of theoretical propositions. The research has implications for the professional development of teachers as project work mentors to help prepare their students to be ‘future-proof’ in dealing with 21st century study, work and social challenges with confidence. The book highlights compelling reasons for schools to include some form of research-based project work within their curricula, thereby allowing students to engage in collaborative, authentic research.
