Passionate, succinct, chilling, closely argued, sometimes hilarious, touchingly well-intentioned, and essential.” —Margaret Atwood, The New York Review of Books

Nearly fifteen years ago, in The End of Nature, Bill McKibben demonstrated that humanity had begun to irrevocably alter and endanger our environment on a global scale. Now he turns his eye to an array of technologies that could change our relationship not with the rest of nature but with ourselves. He explores the frontiers of genetic engineering, robotics, and nanotechnology—all of which we are approaching with astonishing speed—and shows that each threatens to take us past a point of no return. We now stand, in Michael Pollan’s words, “on a moral and existential threshold,” poised between the human past and a post-human future. McKibben offers a celebration of what it means to be human, and a warning that we risk the loss of all meaning if we step across the threshold. Instantly acclaimed for its passion and insight, this wise and eloquent book argues that we cannot forever grow in reach and power—that we must at last learn how to say, “Enough.”

This monograph systematically presents the fundamentals of theoretical and experimental research into the most important physical characteristics of porous structures. Non-standard behavior of certain physical parameters, such as the breakdown of the electric field of porous substances, is described. The method of calculation of the thermal conductivity coefficient of porous dielectrics, based on the non-equilibrium principle, is illustrated in detail. The present approach may be applied to the investigation of the properties of "disparate" substances such as cellulose matrices, composites, and fibrous structures. The book is intended for physicists, physical chemists and materials scientists at research and postgraduate and undergraduate levels. It may also be helpful for engineers and technical workers in the applied sciences.

A goal of mine ever since becoming an educational researcher has been to help construct a sound theory to guide instructional practice. For far too long, educational practice has suffered because we have lacked firm instructional guidelines, which in my view should be based on sound psychological theory, which in turn should be based on sound neurological theory. In other words, teachers need to know how to teach and that "how-to-teach" should be based solidly on how people learn and how their brains function. As you will see in this book, my answer to the question of how people learn is that we all learn by spontaneously generating and testing ideas. Idea generating involves analogies and testing requires comparing predicted consequences with actual consequences. We learn this way because the brain is essentially an idea generating and testing machine. But there is more to it than this. The very process ofgenerating and testing ideas results not only in the construction of ideas that work (i. e. , the learning of useful declarative knowledge), but also in improved skill in learning (i. e. , the development of improved procedural knowledge).

This comprehensive survey shows you how to conceive, manage, implement, and evaluate all types of digital reference services, emphasizing quality standards and evaluation. The book is divided into six parts. Part One identifies the need for digital reference services; Part Two covers the management of digital reference; Part Three describes real-time digital reference services; Part Four discusses collaborative reference initiatives; Part Five reviews research in digital reference; and Part Six explains methods for evaluating digital reference. Using actual library experiences, the roadblocks to implementing digital services are tackled, including rethinking privacy for the virtual library; providing chat reference service; real-time digital reference pilot projects; moving from virtual to cooperative reference service models; understanding the information needs of adult learners; and adapting to differing information-seeking behavior of online users. Here's the best current thinking regarding what the state-of-the-art in digital reference work is--its possible futures, and effective strategies for getting from here to there.

During the 20th century, two revolutions swept rural Mexico: the Mexican Revolution and the Green Revolution. In both, "revolutionaries" promised to address the problems of rural poverty and underdevelopment. The Mexican Revolution led to a significant agrarian reform and created the State and elite that governed Mexico since the 1920s. The Green Revolution helped increase Mexican agricultural production substantially, and in 1970 it won a Nobel Peace Prize for Norman Borlaug, who bred dwarf hybrid wheat. Mexican agronomists played significant roles in both revolutions, but neither revolution brought prosperity to peasant farmers. This book examines the history of Mexican agronomy and agronomists to shed new light on the role of science in the Mexican Revolution, the origins of the worldwide Green Revolution, and general issues about the nature of the professions, the impact of professionals' ties to politics and the state, and discourses between members of Mexico's urban middle class and peasantry. Cotter also analyzes the impact of foreign models of science in Mexico, the history of U.S.-Mexican cooperation in the agricultural sciences, and the factors that led Mexico to seek scientific assistance from the United States. In a broad way, he reveals new aspects of the ongoing struggle for the right to define "modernity" and "progress" in rural Mexico, and offers new explanations for the failure of many of the State's efforts to assist peasant farmers.

Western Medicine as seen today has a strong scientific basis in its development. The pathogenesis of most diseases and their symptomatology and physical signs are well studied and understood. The management of patients is based on firm understanding of these disease processes. In contrast, Traditional Chinese Medicine came about through the experience of many generations of practitioners over thousands of years. Undoubtedly, many of these treatments have proved to be effective in their own way, however, firm scientific basis is still lacking.

While most Western Medicine advocates control of disease by eradication of pathogens and surgical removal of diseased organs as in the case of cancer, Traditional Chinese Medicine seeks to improve resistance against disease. There is probably a great wealth of therapeutic value in Traditional Chinese Medicine, which has not been discovered or explored fully. By combining the knowledge of both Western and Traditional Chinese Medicine, one might be able to improve the results of efficacy of treatments and the survival of patients. The integration of Medicine from East and West will take time to evolve and will need interested physicians from different parts of the world to work closely together to realize such a possibility.

This book is an attempt to bridge the medical world of two great and ancient civilizations in their approach to the treatment of disease. It is informative with a detailed account of the history of medical development. It is highly recommended for those medical practitioners from both East and West who are interested to explore alternative medicine and research new areas of the medical frontier.

This book seeks to narrow the current gap between educational research and classroom practice in the teaching of physics. It makes a detailed analysis of research findings derived from experiments involving pupils, students and teachers in the field. Clear guidelines are laid down for the development and evaluation of sequences, drawing attention to "critical details" of the practice of teaching that may spell success or failure for the project. It is intended for researchers in science teaching, teacher trainers and teachers of physics.

Many of the early issues in the field of telE-learning are now not only recognised but are being addressed, through professional and staff development routes, through innovative technological solutions, and through approaches and concepts that are better suited to particular educational contexts. TelE-LEARNING: The Challenge for the Third Millennium provides details of the most recent advances in this area, and covers issues concerned with:
-the position of on-line learning in the development of the information society;
-developments in virtual organisations, virtual institutes and virtual laboratories;
-creation and development of interactive and adaptive context-aware learning environments using intelligent agents and cognitive style match;
-integrating collaborative learning and collective competencies into on-line learning practices;
-creation and development of e-learning portals, and concerns with inter-operability;
-uses of on-line learning environments in diverse subjects, such as environmental education, mathematics and ICT;
-changes with educational organisation and the impact of culture and culturation;
-the role of case studies and models in teacher development of practice;
-educational uses of broadcasting and web-based technology;
-creation and development of assessment and computerised examination systems in on-line learning environments;
-the role of team work, team learning and team teaching in on-line learning environments used for work-based purposes;
-the role of on-line learning environments in parent-child relationships and rehabilitation situations;
-a focus on shifts in female enrolment in computer science courses;
-theories and concepts of telE-learning (including the application of activity theory and situated learning theory to on-line delivery and learning);
-developments in appropriate research methodologies for on-line learning environments.

TelE-LEARNING: The Challenge for the Third Millennium contains the edited proceedings of Stream 3 of the 17th World Computer Congress, which was sponsored by the International Federation for Information Processing (IFIP) and held in Montreal, Quebec, Canada in August 2002. "

For a meaningful understanding of physics, it is necessary to realise that this corpus of knowledge operates in a register different from natural thought. This book aims at situating the main trends of common reasoning in physics with respect to some essential aspects of accepted theory. It analyses a great many research results based on studies of pupils and students at various academic levels, involving a range of physical situations. It shows the impressive generality of the trends of common thought, as well as their resistance to teaching. The book's main focus is to underline to what extent natural thought is organised. As a result of this mapping out of trends of reasoning, some suggestions for teaching are presented; these have already influenced recent curricula in France. This book is intended for teachers and teacher trainers principally, but students can also benefit from it to improve their understanding of physics and of their own ways of reasoning.

Mapping Biology Knowledge addresses two key topics in the context of biology, promoting meaningful learning and knowledge mapping as a strategy for achieving this goal. Meaning-making and meaning-building are examined from multiple perspectives throughout the book. In many biology courses, students become so mired in detail that they fail to grasp the big picture. Various strategies are proposed for helping instructors focus on the big picture, using the `need to know' principle to decide the level of detail students must have in a given situation. The metacognitive tools described here serve as support systems for the mind, creating an arena in which learners can operate on ideas. They include concept maps, cluster maps, webs, semantic networks, and conceptual graphs. These tools, compared and contrasted in this book, are also useful for building and assessing students' content and cognitive skills. The expanding role of computers in mapping biology knowledge is also explored.

Boiled-down essentials of the top-selling Schaums Outline series for the student with limited time

What could be better than the bestselling Schaums Outline series? For students looking for a quick nuts-and-bolts overview, it would have to be Schaums Easy Outline series. Every book in this series is a pared-down, simplified, and tightly focused version of its predecessor. With an emphasis on clarity and brevity, each new title features a streamlined and updated format and the absolute essence of the subject, presented in a concise and readily understandable form.

Graphic elements such as sidebars, reader-alert icons, and boxed highlights stress selected points from the text, illuminate keys to learning, and give students quick pointers to the essentials.

• Designed to appeal to underprepared students and readers turned off by dense text
  
• Cartoons, sidebars, icons, and other graphic pointers get the material across fast
  
• Concise text focuses on the essence of the subject
  
• Delivers expert help from teachers who are authorities in their fields
  
• Perfect for last-minute test preparation
  
• So small and light that they fit in a backpack!
  

This anthology contains selected papers from the 'Science as Culture' conference held at Lake Como, and Pavia University Italy, 15-19 September 1999. The conference, attended by about 220 individuals from thirty countries, was a joint venture of the International History, Philosophy and Science Teaching Group (its fifth conference) and the History of Physics and Physics Teaching Division of the European Physical Society (its eighth conference). The magnificient Villa Olmo, on the lakeshore, provided a memorable location for the presentors of the 160 papers and the audience that discussed them. The conference was part of local celebrations of the bicentenary of Alessandro Volta's creation of the battery in 1799. Volta was born in Como in 1745, and for forty years from 1778 he was professor of experimental physics at Pavia University. The conference was fortunate to have had the generous financial support of the Italian government's Volta Bicentenary Fund, Lombardy region, Pavia University, Italian Research Council, and Kluwer Academic Publishers. The papers included here, have or will be, published in the journal Science & Education, the inaugural volume (1992) of which was a landmark in the history of science education publication, because it was the first journal in the field devoted to contributions from historical, philosophical and sociological scholarship. Clearly these 'foundational' disciplines inform numerous theoretical, curricular and pedagogical debates in science education. Contemporary Concerns The reseach promoted by the International and European Groups, and by the journal, is central to science education programmes in most areas of the world.

This anthology contains selected papers from the 'Science as Culture' conference held at Lake Como, and Pavia University Italy, 15-19 September 1999. The conference, attended by about 220 individuals from thirty countries, was a joint venture of the International History, Philosophy and Science Teaching Group (its fifth conference) and the History of Physics and Physics Teaching Division of the European Physical Society (its eighth conference). The magnificient Villa Olmo, on the lakeshore, provided a memorable location for the presentors of the 160 papers and the audience that discussed them. The conference was part of local celebrations of the bicentenary of Alessandro Volta's creation of the battery in 1799. Volta was born in Como in 1745, and for forty years from 1778 he was professor of experimental physics at Pavia University. The conference was fortunate to have had the generous financial support of the Italian government's Volta Bicentenary Fund, Lombardy region, Pavia University, Italian Research Council, and Kluwer Academic Publishers. The papers included here, have or will be, published in the journal Science & Education, the inaugural volume (1992) of which was a landmark in the history of science education publication, because it was the first journal in the field devoted to contributions from historical, philosophical and sociological scholarship. Clearly these 'foundational' disciplines inform numerous theoretical, curricular and pedagogical debates in science education. Contemporary Concerns The reseach promoted by the International and European Groups, and by the journal, is central to science education programmes in most areas of the world.

The HACCP Training Resource Pack is a ready-made training program aimed at food companies who wish to run their own in-house HACCP training programs. Created by the authors of HACCP: A Practical Approach, Second Edition, the Pack includes both print and electronic material addressing every element of running a successful training program. A full-length Trainer's Manual comes both in a three-ring binder and on CD-ROM. The CD-ROM also includes slides and a full set of course notes for the trainees. In addition, a copy of HACCP: A Practical Approach, second edition, is included in every Pack. Covering both introductory and advanced levels of HACCP training, this Pack is an extremely flexible and useful program, allowing continual customization for content, depth of coverage, and time. Both the International HACCP Alliance and the Royal Institute of Public Health and Hygiene have approved the Pack.

This book provides an overview of the theory and practice of science communication. It deals with modes of informal communication such as science centres, television programs, and journalism and the research that informs practitioners about the effectiveness of their programs. It aims to meet the needs of those studying science communication and will form a readily accessible source of expertise for communicators.

[An] absorbing survey of oceanography . . . [this] elegant study is an excellent resource.­­Publishers Weekly

A fascinating examination of the earths oceans

This exhaustive overview of oceanography captures the excitement of discovery in the making. The Oceans opens up the world of ocean science to the general reader and raises significant questions about the future of the ancient, nurturing ocean itself.

The oceans cover more than 70 percent of the globe, yet less than 5 percent of that expanse has been explored. But, as Drs. Prager and Earle show in this vivid survey of ocean research, our knowledge is suddenly accelerating: various dives, soundings, computer analyses, and other probes are uncovering amazing facts about the 142 million square miles beneath the seas.

The third edition of this well-known textbook, first published in 1980, has been completely revised in order to adequately reflect the drastic changes which occured in the field of geodesy in the last twenty years. Reference systems are now well established by space techniques, which dominate positioning and gravity field determination. Terrestrial techniques still play an important role at local and regional applications, whereby remarkable progress has been made with respect to automatic data aquisition. Evaluation methods are now three-dimensional in principle, and have to take the gravity field into account. Geodetic control networks follow these developments, with far-reaching consequences for geodetic practice. Finally, the increased accuracy of geodetic products and high data rates have significantly increased the contributions of geodesy to geodynamics research, thus strengthening the role of geodesy within the geosciences. The present state of geodesy is illustrated by recent examples of instruments and results. An extensive reference list supports further studies.

Dr. Olcbee Lee SchoolofEducation, UniversityofMiami Coral Gables, Florida 33124 I remember my excitement and appreciation several years ago when I first read World View Theory and Science Education Research by Bill Cobern (1991). It was a comprehensive, theoretical discussion ofworldview theory in science education. I am delighted to see that Cobern has taken the next step to provide empirical accountsofworldview in Everyday Thoughts about Nature. . The primary goal of the book is to understand how typical- ninth grade students and their science teachers think about Nature or the natural world, and how their thoughts are related to science. In pursuing this goal, the book raises a basicquestion about the purpose ofscienceeducationfor the public: Should science education seek to educate "scientific thinkers" in the pattern of the science teachers? Or, should science education seek to foster sound science learning within the matrices ofvari- ous cultural perspectives? (p. 3) The answer to this question becomes clear, thanks to Cobern's excellent research and persuasivearguments. First, this research takes a humanistic approach in understanding what students and teachers think about Nature "through the language and ideas voluntarily expressed" (p. I). The research used multi- directional prompts and encouraged students and teachers to speak freely and at length in any directions they wished. This humanistic approach is stated clearly: "[T]he research seeks to illuminate some of the various ways in which students think aboutNature withoutjudging eventhe most unorthodox perspectives" (p. 14).

Teachers' Learning: Stories of Science Education is aimed at science educators who wish for a deeper understanding of how teachers learn to teach science and the role of stories in reporting science education research. It is a fascinating look at the knowledge teachers have and use, how context influences teachers' work, and the role of reflection and collaboration in teachers' learning. At the core of each chapter is a story or group of stories written by or about teachers. These stories serve as a form of data to build a set of arguments about how science teachers grow and the possibilities for change in teaching. This book is designed for all those involved in the science teaching enterprise. Pre-service teachers, graduate students and science education researchers are invited to utilise both the findings about teachers' learning and the research processes employed to develop those findings.

Dr. Olcbee Lee SchoolofEducation, UniversityofMiami Coral Gables, Florida 33124 I remember my excitement and appreciation several years ago when I first read World View Theory and Science Education Research by Bill Cobern (1991). It was a comprehensive, theoretical discussion ofworldview theory in science education. I am delighted to see that Cobern has taken the next step to provide empirical accountsofworldview in Everyday Thoughts about Nature. . The primary goal of the book is to understand how typical- ninth grade students and their science teachers think about Nature or the natural world, and how their thoughts are related to science. In pursuing this goal, the book raises a basicquestion about the purpose ofscienceeducationfor the public: Should science education seek to educate "scientific thinkers" in the pattern of the science teachers? Or, should science education seek to foster sound science learning within the matrices ofvari- ous cultural perspectives? (p. 3) The answer to this question becomes clear, thanks to Cobern's excellent research and persuasivearguments. First, this research takes a humanistic approach in understanding what students and teachers think about Nature "through the language and ideas voluntarily expressed" (p. I). The research used multi- directional prompts and encouraged students and teachers to speak freely and at length in any directions they wished. This humanistic approach is stated clearly: "[T]he research seeks to illuminate some of the various ways in which students think aboutNature withoutjudging eventhe most unorthodox perspectives" (p. 14).

This book illustrates how sustainability, information technologies, and envisioning the future can be effectively woven into an integrated educational experience. By understanding what it takes to build a sustainable community, students will develop the skills needed to engage successfully in a sustainable society. Using the real world as their classroom, they will participate in gathering and analyzing data, clarifying values, listening, speaking, thinking creatively, and making decisions about their community.

Teachers' Learning: Stories of Science Education is aimed at science educators who wish for a deeper understanding of how teachers learn to teach science and the role of stories in reporting science education research. It is a fascinating look at the knowledge teachers have and use, how context influences teachers' work, and the role of reflection and collaboration in teachers' learning. At the core of each chapter is a story or group of stories written by or about teachers. These stories serve as a form of data to build a set of arguments about how science teachers grow and the possibilities for change in teaching. This book is designed for all those involved in the science teaching enterprise. Pre-service teachers, graduate students and science education researchers are invited to utilise both the findings about teachers' learning and the research processes employed to develop those findings.

“They deftly bring together findings from many disparate areas of science in a book that science buffs will find hard to put down.” —Publishers Weekly

Science has worked hard to piece together the story of the evolution of our world up to this point, but only recently have we developed the understanding and the tools to describe the entire life cycle of our planet. Peter D. Ward and Donald Brownlee, a geologist and an astronomer respectively, are in the vanguard of the new field of astrobiology. Combining their knowledge of how the critical sustaining systems of our planet evolve through time with their understanding of how stars and solar systems grow and change throughout their own life cycles, the authors tell the story of the second half of Earth’s life. In this masterful melding of groundbreaking research and captivating, eloquent science writing, Ward and Brownlee provide a comprehensive portrait of Earth’s life cycle that allows us to understand and appreciate how the planet sustains itself today, and offers us a glimpse of our place in the cosmic order.

The book contains reports about the most significant projects from science and industry that are using the supercomputers of the Federal High Performance Computing Center Stuttgart (HLRS). These projects are from different scientific disciplines, with a focus on engineering, physics and chemistry. They were carefully selected in a peer-review process and are showcases for an innovative combination of state-of-the-art physical modeling, novel algorithms and the use of leading-edge parallel computer technology. As HLRS is in close cooperation with industrial companies, special emphasis has been put on the industrial relevance of results and methods.