Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

The field of nanoscience continues to grow at an impressive rate and, with such a vast landscape of material, careful distillation of the most important discoveries will help researchers find the key information they require. Nanoscience Volume 5 provides a critical and comprehensive assessment of the most recent research and opinion from across the globe. Coverage includes diverse topics such as controlling chemistry of gold nanoparticles to dictate their cellular interactions, uptake and toxicity, use of metal complexes to prepare 2-D materials and nanoscale porphyrin superstructures. Anyone practising in any nano-allied field, or wishing to enter the nano-world will benefit from this resource, presenting the current thought and applications of nanoscience.

This book explores pedagogy appropriate for the secondary school technology education classroom. It covers the dimensions of pedagogy for technology with scholarly research, including information strongly related to practice. The book discusses the nature of technology courses in secondary schools across various jurisdictions and considers how they might be viewed with regard to different epistemological frameworks. The writing is informed by, but not limited to, research and strongly related to practice with acknowledged experts in the field of technology education contributing chapters supported by evidence from technology education research or other fields. The authors speculate on pedagogical possibilities in their areas of expertise in order to consider pedagogical possibilities and develop a view of where pedagogy for technology education should move and how teachers might respond in the way they develop their practice.

Modelling for Business Improvement contains the proceedings of the First International Conference on Process Modelling and Process Management (MMEP 2010) held in Cambridge, England, in March 2010. It contains contributions from an international group of leading researchers in the fields of process modelling and process management. This conference will showcase recent trends in the modelling and management of engineering processes, explore potential synergies between different modelling approaches, gather and discuss future challenges for the management of engineering processes and discuss future research areas and topics. Modelling for Business Improvement is divided into three main parts: theoretical foundation of modelling and management of engineering processes, and achievements in theory; experiences from management practice using various modelling methods and tools, and their future challenges; and, new perspectives on modelling methods, techniques and tools. Based on the latest achievements in this and related fields, the editors aim to landmark the research map for modelling and management of engineering processes for 2020.

Designing Inclusive Interactions contains the proceedings of the fifth Cambridge Workshop on Universal Access and Assistive Technology (CWUAAT), incorporating the 8th Cambridge Workshop on Rehabilitation Robotics, held in Cambridge, England, in March 2010. It contains contributions from an international group of leading researchers in the fields of Universal Access and Assistive Technology. This conference will mainly focus on the following principal topics: 1. Designing assistive and rehabilitation technology for working and daily living environments 2. Measuring inclusion for the design of products for work and daily living 3. Inclusive interaction design and new technologies for inclusive design 4. Assembling new user data for inclusive design 5. The design of accessible and inclusive contexts: work and daily living environments 6. Business advantages and applications of inclusive design 7. Legislation, standards and government awareness of inclusive design

This is the most comprehensive book on nanocrystals on the market. It is an up-to-date monograph on an important aspect of nanoscience and technology. It opens with an elegant introduction including a brief historical account. Emphasis is then given to diverse synthetic methods, both chemical and physical, in addition to modern hybrid methods. Tables providing information at a glance, cartoons and schematic diagrams, make the monograph appealing to read.

There has been a growing interest in indigenous knowledge systems and research. This interest has been mainly triggered by the need to decolonize education as a response to the colonial onslaught on indigenous knowledge and people. Research has, however, concentrated on the generality of the indigenous knowledge system rather than on its related dimensions. One area that has suffered a lack of attention is indigenous conceptions of science, technology, engineering, and mathematics (STEM) despite the unquestionable evidence of STEM in indigenous contexts. Most STEM is presented by colonial establishments and representations, especially in developed/modern/urban contexts, which portray STEM as a colonial construct.   This book focuses on indigenous technological knowledge systems education (ITKSE). Indigenous people have been at the front of technological developments from pre-colonial times. The list of precolonial industries, science, and technology is extensive, including blacksmithing, wood-carving, textile-weaving and dyeing, leather works, beadworks, pottery making, architecture, agricultural breeding, metal-working, salt production, gold-smithing, copper-smithing, leather-crafting, soap-making, bronze-casting, canoe-building, brewing, glass-making, and agriculture, for example. In some parts of the world such as Africa and Australia, these technologies still exist. ITKSE should not be left to exist outside of the technology education curriculum and classroom as it can benefit both indigenous students, who have been denied learning about what is relevant to them, and non-indigenous students. These cultural groups can expand their knowledge of technology by learning both ITKSE and Western technological knowledge systems education (WTKSE). ITKSE also presents opportunities for technology teachers to reflect on and revisit their depth of technological knowledge, pedagogies, and assessment.   The intent of this book is transformational in the sense that it brings decolonial and indigenous perspectives into the technology education context. It extends technology education in the sense that it will not only influence Western-minded architects, artisans, designers, etc. but encourage indigenous-mindedness as well.

"Re-energizing Citizenship" examines the dual character of civil society. The malaise in civil society is seen as a key to understanding anti-social behaviour, the weaknesses of regeneration schemes and the divisions and antagonisms of our societies. Yet the resources and skills hidden away in civil society, if they could be unlocked, are seen as the key to effective intervention. The book provides a critical examination of attempts to re-energize citizenship in a range of contexts and offers insights into what works.

This book provides an overview of contemporary postgraduate research in Technology Education, bringing recent research on technology education to the attention of teachers so that they can use the findings to inform their practice, while also informing the education research community about studies being carried out in the field of Technology Education. The book brings together significant international research on Technology Education by focusing on contemporary PhD theses. While the conceptual underpinnings of each research project are explained, the focus is on elaborating the findings in ways that are relevant for practitioners. The book features contributions from doctoral students who completed their research in 2013. Each chapter employs a similar structure, with a focus on what the research means for classroom teachers. The book offers a valuable resource for researchers, teachers and potential researchers, with suggestions for further study. Each chapter also includes references to the digital edition of the respective full thesis, allowing readers to consult the research in detail if necessary.

This book brings together significant international research in technology education through a focus on contemporary Ph.D. theses. It highlights the conceptual underpinnings and methodology of each research project and elaborates on how the findings are relevant for practitioners. This book addresses the common disjunction between research conducted and an awareness of that research by practitioners. It examines the extent to which the research aligns with different justifications for teaching technology in schools in economic, utilitarian, democratic, cultural, and other such contexts.

This book addresses notions of critique in Design and Technology Education, facilitating a conceptual and practical understanding of critique, and enabling both a personal and pedagogical application to practice. Critique can be a frame of mind, and may be related to a technology, product, process or material. In a holistic sense, critique is an element of a person's technological literacy, a fundamentally critical disposition brought to bear on all things technological. This book provides a reasoned conceptual framework within which to develop critique, and examples of applying the framework to Design and Technology Education. The book builds on The Future of Technology Education published by Springer as the first in the series Contemporary Issues in Technology Education. In the 21st century, an 'age of knowledge', students are called upon to access, analyse and evaluate constantly changing information to support personal and workplace decision making and on-going innovation. A critical Design and Technology Education has an important role to play, providing students with opportunities to integrate economic, environmental, social and technological worlds as they develop and refine their technological literacy. Through the design and development of technology, they collaborate, evaluate and critically apply information, developing cognitive and manipulative skills appropriate to the 21st century. Critique goes beyond review or analysis, addressing positive and negative technological development. This book discusses and applies this deeper perspective, identifying a clear role for critique in the context of Design and Technology Education.

"Designing Inclusive Futures" reflects the need to explore, in a coherent way, the issues and practicalities that lie behind design that is intended to extend our active future lives. This encompasses design for inclusion in daily life at home but also extends to the workplace and for products within these contexts. For example, given trends in employment sector growth, skills requirements, labour supply and demographic change, there is a need to predict the critical areas where individual capabilities are mismatched with the physical, social and organisational demands of work. This mismatch, which can be addressed within the domain of inclusive design, is pervasively linked to real artefacts in workspaces and their intersection with the health factors that relate to ageing. This book is the result of the fourth CWUAAT workshop held in Cambridge, England in April 2008.

Twenty-five years ago there was increasing optimism in policy, curriculum and research about the contribution that technology education might make to increased technological literacy in schools and the wider population. That optimism continues, although the status of technology as a learning area remains fragile in many places. This edited book is offered as a platform from which to continue discussions about how technology education might progress into the future, and how the potential of technology education to be truly relevant and valued in school learning can be achieved. The book results from a collaboration between leading academics in the field, the wider group of authors having had input into each of the chapters. Through the development of a deep understanding of technology, based on a thoughtful philosophy, pathways are discussed to facilitate student learning opportunities in technology education. Consideration is given to the purpose(s) of technology education and how this plays out in curriculum, pedagogies, and assessment. Key dimensions, including design, critique, students' cultural capital are also explored, as are the role and place of political persuasion, professional organisations, and research that connects with practice. The discussion in the book leads to a conclusion that technology education has both an ethical and moral responsibility to support imaginings that sustain people and communities in harmony and for the well being of the broader ecological and social environment.