Sustainable Green Chemistry, the 1st volume of Green Chemical Processing, covers several key aspects of modern green processing. The scope of this volume goes beyond bio- and organic chemistry, highlighting the ecological and economic benefits of enhanced sustainability in such diverse fields as petrochemistry, metal production and wastewater treatment. The authors discuss recent progresses and challenges in the implementation of green chemical processes as well as their transfer from academia to industry and teaching at all levels. Selected successes in the greening of established processes and reactions are presented, including the use of switchable polarity solvents, actinide recovery using ionic liquids, and the removal of the ubiquitous bisphenol A molecule from effluent streams by phytodegradation.

Physicists talk about "the universe" as though they were the science masters of that domain. In the middle of the twentieth century physicists should have learned some humility from the discoveries made by genetic biologists, particularly their identification of the structure of DNA. These biologists explore a quite different universe from the one physicists explore. Physicists have studied just one kind of universe and its particular bag of tricks, and they have done so with very convincing success. In this book I address yet another universe: the universe of human existence in social space, and some of its bag of tricks

A cryptozoological classic from Ulwencreutz Media. This book was originally privately published in 1886 in Edinburgh. In this publication, Goldsmid brought together rare treatises written in the 1600's which discussed strange and mythical creatures. These fascinating works attempted to separate fact from fiction. While we may not today reach the same conclusions, they provide us with a rare glimpse into the minds of those early scholars who were struggling to understand the world around them. The treatises were written by George Caspard Kirchmayer (On the Basilisk; On the Unicorn; On the Phoenix; On the Behemoth; the Leviathan; On the Dragon; On the Spider), Hermann Grube (On the Sting of the Tarantula), and Isaac Schoockius (On Chameleons; On Bears licking their Offspring into perfect Shape; On Satyrs, Mermaids, Men with Tails, etc.).

Exploring the intersection of art, science and religion, "Seeking Truth: Living with Doubt" considers that all three are paths to the same end. Attacking not only the unyielding smugness of evolutionary biologists but also the uncompromising surety of Fundamentalist figureheads (in both the Christian and Islamic faiths), author Steven Fortney and Marshall Onellion take the reader on a path that disavows all such certainties and considers the thought-provoking question; What does it mean to live with doubt? Far from leaving questions unanswered, instead they tackle such questions as proof versus faith, the impossibility of absolute understanding, and how a combination of art, science and religion can lead to a transcendence of that which we cannot know. In so doing, they expose the dangers of "certainty," be it in religion, science or any other ideology that claims to offer absolute truth. "Seeking Truth: Living with Doubt" has been endorsed by theologians (Arthur Dewey, Professor of Theology, Xavier University a Jesuit University], Ohio, USA), biologists (Clark Lindgren, Grinnell College, Iowa, USA), and physicists (Narendra Kumar, Director of the Raman Research Institute, Bangalore, India), by Christians, Jews, Hindus and Buddhists. It will appeal to those interested in the two channels of truth seeking: transcencence (also called religion) and the physical world (also called science). The book interconnects many science topics, including cosmology, neurobiology and evolution, to religion and the arts. It also proposes some unorthodox ideas, including the equivalence of the Christian concept of Grace and the Buddhist concept of Emptiness, and that what a religious devout person does in prayer is identical to what a writer does during the creative process.

"A Handbook of Tricuspid And Pulmonary Valve Disease" contains a detailed description of the diseases of these two valves. A detailed description of Ebstein's Anomaly Of Tricuspid vale is highlight of this book. Etiology, pathogenesis and hemodynamics of diseases of both valves have been dealt in simple and comprehensible manner. Special effort has been made to explain the clinical features (Symptoms and signs) of disease. Probably the clinical features is the forgotten art in the newer text books. However, the author has taken a special interest to include a detailed description of clinical features. The treatment section includes description about the various interventions (catheter based as well as surgical) and it also includes the ACC / AHA guidelines. Like his previous two handbooks (A handbook of Rheumatic Fever and A Handbook of Aortic valve Disease), this book also has extensive description of all aspects of the disease. A small chapter about 'Straight Back Syndrome' has also been included in this book. All in all, the book promises to be a great reference book for Aortic Valve disease and is worth having it on shelf for easy reading. The point wise and concise writing has made this book specially useful for students and exam going students

In Things That Make Us Smart, Donald A. Norman explores the complex interaction between human thought and the technology it creates, arguing for the development of machines that fit our minds, rather than minds that must conform to the machine.Humans have always worked with objects to extend our cognitive powers, from counting on our fingers to designing massive supercomputers. But advanced technology does more than merely assist with thought and memory,the machines we create begin to shape how we think and, at times, even what we value. Norman, in exploring this complex relationship between humans and machines, gives us the first steps towards demanding a person-centreed redesign of the machines that surround our lives.

EMERGENT EVOLUTION- THE GIFFORD LECTURES DELIVERED IN THE UNIVERSITY OF ST. ANDREWS IN THE YEAR 1922 by C. LLOYD MORGAN. Originally published in 1923. PREFACE: HALF a century ago, as years run, a student was called on to take the chair at a dinner in connection with the Royal School of Mines. Members of the staff were present. And the fortunate youth was honoured by the support of Professor Huxley. Which of the lines of science you have followed has chiefly engaged your interest Following up the thread of my reply, he drew from me the confession that an interest in philosophy, and in the general scheme of things, lay deeper than my interest in the practical applications of science to what then purported to be my bread-and butter training. With sympathetic kindliness that soon dispelled my fear of him he led me to speak more freely, to tell him how this came about, what J had read, and so on. That such a man should care to know what Berkeley and Hume had done for me what I had got from Descartes Discourse how I was just then embrangled in difficulties over Spinoza filled me with glad surprise. His comments were so ripe and they were made to help me Whatever else you may do, he said, keep that light burning. But remember that biology has supplied a new and powerful illuminant. Then speeches began. His parting words were When you have reached the goal of your course, why not come and spend a year with us at South Kensington So when I had gained the diploma of which so little direct use was to be made, and when my need of the illuminant, and my lack of intimate acquaintance with the facts on which the new lamp shed light, had been duly impressed on me during a visit to North America andBrazil, I followed his advice, attended his lectures, and worked in his laboratory. On one of the memorable occasions when he beckoned me to come to his private room he spoke of St. George Mivart s Genesis of Species. I had asked him some questions thereon a few days before to which he was then too busy to reply and he gave me this opportunity of repeating them. Mivart had said If then such innate powers must be attributed to chemical atoms, to mineral species, to gemmules, and to physiological units, it is only reasonable to attribute such to each individual organism p. 260, I asked on what grounds this line of approach was unreasonable for even then there was lurking within me some touch of Pelagian heresy in matters evolutionary. Far from snub bing a youthful heretic he dealt kindly with him. The question, he said, was open to discussion but he thought Mivarts position was based on considerations other than scientific. Any analogy between the growth of a crystal and the development of an organism was of very doubtful validity. Yes, Sir 1 I said, save in this that both invite us to distinguish between an internal factor and the incidence of external conditions He then asked what I under stood by innate powers, saying that for Mivart they were the substantial forms of scholastic tradition. I ventured to suggest that the School men and their modern disciples were trying to explain what men of science must perhaps just accept on the evidence. And I asked whether for an innate power in the organism one might substitute what he had taught us to call an internal metamorphic tendency which must be as distinctly recognised as that of an internal conservative tendency H. E. ii. p. 116. Ofcourse you may so long as you regard this merely as an ex pression of certain facts at present unexplained. n I then asked whether it was in this sense one should accept his statement that nature does make leaps ii. pp. 77, 97 and, if this were so, whether the difference on which Mivart laid so much stress that between the mental capacities of animals and of men might not be regarded as a natural leap in evolutionary progress. This was the point to which I was leading up...

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Two inseparable in War against Terror. What life can bring apart the love will seal!

The need for a scientifically literate citizenry, one that is able to think critically and engage productively in the engineering design process, has never been greater. By raising engineering design to the same level as scientific inquiry the Next Generation Science Standards' (NGSS) have signaled their commitment to the integration of engineering design into the fabric of science education. This call has raised many critical questions...How well do these new standards represent what actually engineers do? Where do the deep connections among science and engineering practices lie? To what extent can (or even should) science and engineering practices co-exist in formal and informal educational spaces? Which of the core science concepts are best to leverage in the pursuit of coherent and compelling integration of engineering practices? What science important content may be pushed aside? This book, tackles many of these tough questions head on. All of the contributing authors consider the same core question: Given the rapidly changing landscape of science education, including the elevated status of engineering design, what are the best approaches to the effective integration of the science and engineering practices? They answered with rich descriptions of pioneering approaches, critical insights, and useful practical examples of how embodying a culture of interdisciplinarity and innovation can fuel the development of a scientifically literate citizenry . This collection of work builds traversable bridges across diverse research communities and begins to break down long standing disciplinary silos that have historically often hamstrung well-meaning efforts to bring research and practice from science and engineering together in meaningful and lasting ways.

This edited volume brings forth intriguing, novel and innovative research in the field of science education. The chapters in the book deal with a wide variety of topics and research approaches, conducted in various contexts and settings, all adding a strong contribution to knowledge on science teaching and learning. The book is comprised of selected high-quality studies that were presented at the 11th European Science Education Research Association (ESERA) Conference, held in Helsinki, Finland from 31 August to 4 September, 2015. The ESERA science education research community consists of professionals with diverse disciplinary backgrounds from natural sciences to social sciences. This diversity provides a rich understanding of cognitive and affective aspects of science teaching and learning in this volume. The studies in this book will invoke discussion and ignite further interest in finding new ways of doing and researching science education for the future and looking fo r international partners for both science education and science education research. The twenty-five chapters showcase current orientations of research in science education and are of interest to science teachers, teacher educators and science education researchers around the world with a commitment to evidence-based and forward-looking science teaching and learning.

EMBRYOS AND ANCESTORS by G. R. DE BEER. PREFACE: TEN years ago I published a book under the title Embryology and Evolution, in which I made an attempt to show that after rejecting the theory of recapitulation, a much better synthesis could be made of our knowledge of embryonic development and evolutionary descent, opening up new fields for observation and co-ordination of studies in embryology, genetics, and evolution. This work has for some little time been out of print, and I have yielded to the demands of my friends to produce it again. During the intervening years a great deal of new evidence has become available, and these fresh data have fitted into place in my scheme like pieces of a puzzle, for I have seen no reason to alter the plan of my former book in the slightest degree. The present book is my previous one brought up to date and enlarged. I have recently been engaged in a study of the bearings of embryology on homology, taxonomy, and other special aspects of zoology. My views on these matters have been published in Evolution Essays presented to Professor E. S. Goodrich, edited by myself, and in The New Systematics, edited by J. S. Huxley. I have therefore not felt called upon to repeat them here, except in so far as they bear directly on the problem of the relations between embryology and evolution. It has been very encouraging to me to note the lively interest in these problems shown in recent years. The first necessity in Biology will always be further observation and experiment but as Dr. Woodger aptly points out, progress in thought is necessary as well. Outworn theories are not only dull in them selves, but they are actually harmful in thwarting the framing of newworking hypotheses which take account of recent pro gress made in the various experimental branches of Biology. Such an outworn theory I believe Haeckels theory of recapitulation to be. I lay no claims to proficiency in metaphysics, and I have no doubt that many of my expressions will appear sinful to my philosophical friends. But I am aware of many of the dangers, and when I say that paedomorphosis does this, that, or the other I am merely saving time and space, and not endowing an abstract concept with the powers of a subject of a transitive verb. I should like to acknowledge my debt to M. Jean Rostand who translated my previous book into French. Few exercises are as helpful for testing the soundness of ones deductions and conclusions as the expression of them in another language. I wish likewise to record my indebtedness to Dr. J. S. Huxley, Professor W. Garstang, and Professor J. B. S. Haldane for their helpful criticism, and to Professor R. A. Fisher for very kindly reading the proofs. April 1940. G. R. DE B. Contents include: List of Illustrations . . . . ix I. Stages of Development and Stages of Evolution i II. Ontogeny . . . . . .10 III. Speeds of the Processes of Development . . 15 IV. Phylogeny . . . . . .22 V. Heterochrony and Phylogeny . . .27 VI. Caenogcnesis . . . . .32 VII. Deviation . . . . . .38 VIII. Neoteny . . . . . .46 IX. Vestigial Structures due to Reduction . . 58 X. Adult Variation . . . . .62 XI. Vestigial Structures due to Retardation . . 64 XM. Hypermorphosis . . . . .65 XIII. Acceleration . . . . .71 XIV. Paedomorphosis and Gerontomorphosis . . 78 XV. Repetition ...... 90 XVI. Conclusions . . . . . .96 XVII. Bibliography . . . . - 99 Index . . . . . .106

Is science typically for White men? Is science for 'people like us'? What are the barriers and opportunities? This book explores the science career aspirations of minority ethnic students. It investigates the views, experiences and identities of British Black Caribbean, Bangladeshi, Chinese, Indian and Pakistani youths in relation to science.