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Author: L. Salter
Publisher: Springer Science & Business Media
ISBN: 9400927118
Category : Philosophy
Languages : en
Pages : 232
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Book Description
For a long time I would not eat strawberries. In 1977, a scandal broke about a testing laboratory having falsified the data that was used to register a large number of pesticides. The Canadian government, along with several others, began the process of re-evaluating both the procedures for testing and these specific chemicals. One chemical proved particularly controversial, the commonly-used pesticide named captan. In light of the controversy, which was manifest in a conflict between two government departments, in 1981, the Canadian government chose to appoint a special panel of experts to advise them. I was a member of this expert committee. The experience on the captan committee did little to reassure me, either about captan or about the way that decisions had been made about many pesticides in widespread use. Although it could not be demonstrated that captan was dangerous to people in the amounts to which they would likely be exposed, the animal studies provided the basis for concern. Prudence required at the very least that consumers take the precaution of washing their fruit, for captan is widely used on apples, cherries and berry fruits. Captan residues wash off apples relatively easily; they are less easily removed from berry fruits, such as straw berries.
Author: L. Salter
Publisher: Springer Science & Business Media
ISBN: 9400927118
Category : Philosophy
Languages : en
Pages : 232
Get Book Here
Book Description
For a long time I would not eat strawberries. In 1977, a scandal broke about a testing laboratory having falsified the data that was used to register a large number of pesticides. The Canadian government, along with several others, began the process of re-evaluating both the procedures for testing and these specific chemicals. One chemical proved particularly controversial, the commonly-used pesticide named captan. In light of the controversy, which was manifest in a conflict between two government departments, in 1981, the Canadian government chose to appoint a special panel of experts to advise them. I was a member of this expert committee. The experience on the captan committee did little to reassure me, either about captan or about the way that decisions had been made about many pesticides in widespread use. Although it could not be demonstrated that captan was dangerous to people in the amounts to which they would likely be exposed, the animal studies provided the basis for concern. Prudence required at the very least that consumers take the precaution of washing their fruit, for captan is widely used on apples, cherries and berry fruits. Captan residues wash off apples relatively easily; they are less easily removed from berry fruits, such as straw berries.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309064767
Category : Education
Languages : en
Pages : 223
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Book Description
Humans, especially children, are naturally curious. Yet, people often balk at the thought of learning scienceâ€"the "eyes glazed over" syndrome. Teachers may find teaching science a major challenge in an era when science ranges from the hardly imaginable quark to the distant, blazing quasar. Inquiry and the National Science Education Standards is the book that educators have been waiting forâ€"a practical guide to teaching inquiry and teaching through inquiry, as recommended by the National Science Education Standards. This will be an important resource for educators who must help school boards, parents, and teachers understand "why we can't teach the way we used to." "Inquiry" refers to the diverse ways in which scientists study the natural world and in which students grasp science knowledge and the methods by which that knowledge is produced. This book explains and illustrates how inquiry helps students learn science content, master how to do science, and understand the nature of science. This book explores the dimensions of teaching and learning science as inquiry for K-12 students across a range of science topics. Detailed examples help clarify when teachers should use the inquiry-based approach and how much structure, guidance, and coaching they should provide. The book dispels myths that may have discouraged educators from the inquiry-based approach and illuminates the subtle interplay between concepts, processes, and science as it is experienced in the classroom. Inquiry and the National Science Education Standards shows how to bring the standards to life, with features such as classroom vignettes exploring different kinds of inquiries for elementary, middle, and high school and Frequently Asked Questions for teachers, responding to common concerns such as obtaining teaching supplies. Turning to assessment, the committee discusses why assessment is important, looks at existing schemes and formats, and addresses how to involve students in assessing their own learning achievements. In addition, this book discusses administrative assistance, communication with parents, appropriate teacher evaluation, and other avenues to promoting and supporting this new teaching paradigm.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309214459
Category : Education
Languages : en
Pages : 400
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Book Description
Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.
Author: Christopher Moore
Publisher: Routledge
ISBN: 1315298570
Category : Education
Languages : en
Pages : 176
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Book Description
Learn how to shift from teaching science content to teaching a more hands-on, inquiry-based approach, as required by the new Next Generation Science Standards. This practical book provides a clear, research verified framework for building lessons that teach scientific process and practice abilities, such as gathering and making sense of data, constructing explanations, designing experiments, and communicating information. Creating Scientists features reproducible, immediately deployable tools and handouts that you can use in the classroom to assess your students’ learning within the domains for the NGSS or any standards framework with focus on the integration of science practice with content. This book is an invaluable resource for educators seeking to build a "community of practice," where students discover ideas through well-taught, hands-on, authentic science experiences that foster an innate love for learning how the world works.
Author: Vladimír Šucha
Publisher:
ISBN: 0128226900
Category : Electronic books
Languages : en
Pages : 290
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Book Description
Author: Chidi Oguamanam
Publisher: University of Toronto Press
ISBN: 0802039022
Category : Law
Languages : en
Pages : 377
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Book Description
Discusses the suitability of mainstream forms of intellectual propety rights to indigenous knowledge and efforts to reconcile the Western concept of intellectual property with indigenous knowledge.
Author: P.T. Durbin
Publisher: Springer Science & Business Media
ISBN: 9400923031
Category : Philosophy
Languages : en
Pages : 205
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Book Description
The corps of philosophers who make up the Society for Philosophy & Technology has now been collaborating, in one fashion or another, for almost fifteen years. In addition, the number of philosophers, world-wide, who have begun to focus their analytical skills on technology and related social problems grows increasingly every year. {It would certainly swell the ranks if all of them joined the Society!) It seems more than ap propriate, in this context, to publish a miscellaneous volume that em phasizes the extraordinary range and diversity of contemporary contribu tions to the philosophical understanding of the exceedingly complex phenomenon that is modern technology. My thanks, once again, to the anonymous referees who do so much to maintain standards for the series. And thanks also to the secretaries - Mary Imperatore and Dorothy Milsom - in the Philosophy Department at the University of Delaware; their typing and retyping of the MSS, and especially notes and references, also contributes to keeping our standards high. PAUL T. DURBIN vii Paul T. Durbin (ed.), Philosophy ofT echnology, p. vii.
Author: Richard N. L. Andrews
Publisher: Yale University Press
ISBN: 030018669X
Category : Political Science
Languages : en
Pages : 539
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Book Description
In this book Richard N. L. Andrews looks at American environmental policy over the past four hundred years, shows how it affects environmental issues and public policy decisions today, and poses the central policy challenges for the future. This second edition brings the book up to date through President George W. Bush’s first term and gives the current state of American environmental politics and policy. “A guide to what every organizational decision maker, public and private, needs to know in an era in which environmental issues have become global.”—Lynton K. Caldwell, Public Administration Review "A wonderful text for students and scholars of environmental history and environmental policy.”—William L. Andreen, Environmental History
Author: Scira Menoni
Publisher: CRC Press
ISBN: 0203847830
Category : Technology & Engineering
Languages : en
Pages : 296
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Book Description
The contributions in Risks Challenging Publics, Scientists and Government looks at risks not just as a technical, social, political or economic matter, but as originating and challenging the various disciplines. Contextual aspects, usually defined by engineers as "margin conditions", are generally not looked at, but deserve much more atttention, pa
Author: Annabelle Littoz-Monnet
Publisher: Routledge
ISBN: 1134879784
Category : Political Science
Languages : en
Pages : 244
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Book Description
This edited volume advances existing research on the production and use of expert knowledge by international bureaucracies. Given the complexity, technicality and apparent apolitical character of the issues dealt with in global governance arenas, ‘evidence-based’ policy-making has imposed itself as the best way to evaluate the risks and consequences of political action in global arenas. In the absence of alternative, democratic modes of legitimation, international organizations have adopted this approach to policy-making. By treating international bureaucracies as strategic actors, this volume address novel questions: why and how do international bureaucrats deploy knowledge in policy-making? Where does the knowledge they use come from, and how can we retrace pathways between the origins of certain ideas and their adoption by international administrations? What kind of evidence do international bureaucrats resort to, and with what implications? Which types of knowledge are seen as authoritative, and why? This volume makes a crucial contribution to our understanding of the way global policy agendas are shaped and propagated. It will be of great interest to scholars, policy-makers and practitioners in the fields of public policy, international relations, global governance and international organizations.
