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.