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Why does the ...? What is ...? How does ...? Don't worry if you
don't know the answers, you soon will! Every child can be a
scientist with the help of Mr Shaha and his recipes for wonder!
Turn a rainy day at home or a walk in the park into a chance to
experiment. All you need are a few simple items from your kitchen
cupboards - and the power of curiosity! Learn about sound by making
wine glasses sing, investigate chemical reactions with
vitamin-powered rockets, and explore Newton's Third Law by making
balloon-driven cars. Written by a science teacher and dad, Mr
Shaha's Recipes for Wonder gives clear, step-by-step instructions
for over 15 experiments. Whether you're a science star or just
starting out, it will help you inspire young people to learn. Get
the whole family joining in around the table, as you transform your
kitchen into a laboratory!
Transform and recycle household objects into your very own
home-made toys and machines! Learn about the centre of gravity by
making a balancing bird, create a toroidal vortex with a smoke-ring
machine, and turn a spoon into an electromagnet. Chances are you
won't need to buy the materials required for these machines because
they're all in your house right now. Every child can be an engineer
with the help of Mr Shaha and his marvellous machines. Written by a
science teacher and dad, Mr Shaha's Marvellous Machines is the
highly anticipated sequel to Mr Shaha's Recipes for Wonder. This
book gives clear, step-by-step instructions for over 15 projects.
Whether you're a master engineer or a total beginner, it will spark
inspiration for fun activities to engage young people in the
marvels of machinery.
From the fights about the teaching of evolution to the details of
sex education, it may seem like American schools are hotbeds of
controversy. But as Jonathan Zimmerman and Emily Robertson show in
this insightful book, it is precisely because such topics are so
inflammatory outside school walls that they are so commonly avoided
within them. And this, they argue, is a tremendous disservice to
our students. Armed with a detailed history of the development of
American educational policy and norms and a clear philosophical
analysis of the value of contention in public discourse, they show
that one of the best things American schools should do is face
controversial topics dead on, right in their classrooms. Zimmerman
and Robertson highlight an aspect of American politics that we know
all too well: We are terrible at having informed, reasonable
debates. We opt instead to hurl insults and accusations at one
another or, worse, sit in silence and privately ridicule the other
side. Wouldn't an educational system that focuses on how to have
such debates in civil and mutually respectful ways improve our
public culture and help us overcome the political impasses that
plague us today? To realize such a system, the authors argue that
we need to not only better prepare our educators for the teaching
of hot-button issues, but also provide them the professional
autonomy and legal protection to do so. And we need to know exactly
what constitutes a controversy, which is itself a controversial
issue. The existence of climate change, for instance, should not be
subject to discussion in schools: scientists overwhelmingly agree
that it exists. How we prioritize it against other needs, such as
economic growth, however that is worth a debate. With clarity and
common-sense wisdom, Zimmerman and Robertson show that our
squeamishness over controversy in the classroom has left our
students woefully underserved as future citizens. But they also
show that we can fix it: if we all just agree to disagree, in an
atmosphere of mutual respect.
The global magnitude of World War I has meant that proximity and
distance were highly influential in the ways the conflict was
conducted, and how it was experienced at tactical, political and
emotional levels. This book explores how participants and observers
in World War I negotiated the temporal and spatial challenges of
the conflict. International in scope, it investigates how
technology, mass media, elite diplomacy and imperial networks
interacted in conjunction with proximity and distance. The authors
canvas a range of approaches to the conflict, from cultural history
to social, political and military history. Proximity and distance
were contingencies that participants had to continually adapt to.
This book documents the ways in which these adaptations were
approached.
This 2002 volume corresponds to the Ethical Standards adopted in
1992 and superseded by the 2011 AERA Code of Ethics. This book,
nevertheless, remains a useful resource of cases and commentaries
regarding ethical principles and practices.
The global magnitude of World War I has meant that proximity and
distance were highly influential in the ways the conflict was
conducted, and how it was experienced at tactical, political and
emotional levels. This book explores how participants and observers
in World War I negotiated the temporal and spatial challenges of
the conflict. International in scope, it investigates how
technology, mass media, elite diplomacy and imperial networks
interacted in conjunction with proximity and distance. The authors
canvas a range of approaches to the conflict, from cultural history
to social, political and military history. Proximity and distance
were contingencies that participants had to continually adapt to.
This book documents the ways in which these adaptations were
approached.
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