We're so sorry, but your father passed away twenty minutes ago.Would you like to speak with his nurse? With these words, Dr.Maggie Hilliard Taylor begins a yellow brick road journey that will forever change her concept of reality.
Internationally renowned and award-winning author John Gilbert has spent the last thirty years researching, thinking and writing about some of the central and enduring issues in science education. He has contributed over twenty books and 400 articles to the field and is Editor-in-Chief of the International Journal of Science Education. For the first time he brings together sixteen of his key writings in one volume. This unique book highlights important shifts in emphasis in science education research, the influence of important individuals and matters of national and international concern. All this is interwoven in the following four themes: explanation, models and modeling in science education relating science education and technology education informal education in science and technology alternative conceptions and science education.
Chemistry seeks to provide qualitative and quantitative explanations for the observed behaviour of elements and their compounds. Doing so involves making use of three types of representation: the macro (the empirical properties of substances); the sub-micro (the natures of the entities giving rise to those properties); and the symbolic (the number of entities involved in any changes that take place). Although understanding this triplet relationship is a key aspect of chemical education, there is considerable evidence that students find great difficulty in achieving mastery of the ideas involved. In bringing together the work of leading chemistry educators who are researching the triplet relationship at the secondary and university levels, the book discusses the learning involved, the problems that students encounter, and successful approaches to teaching. Based on the reported research, the editors argue for a coherent model for understanding the triplet relationship in chemical education.
External representations (pictures, diagrams, graphs, concrete models) have always been valuable tools for the science teacher. This book brings together the insights of practicing scientists, science education researchers, computer specialists, and cognitive scientists, to produce a coherent overview. It links presentations about cognitive theory, its implications for science curriculum design, and for learning and teaching in classrooms and laboratories.
Barrie Gilbert’s fascination with grizzly bears almost got him killed in Yellowstone National Park. He recovered, returned to fieldwork and devoted the next several decades to understanding and protecting these often-maligned giants. He has spent thousands of hours among wild grizzles in Yosemite and Yellowstone national parks, Alberta, coastal British Columbia, and along Brooks River in Alaska’s Katmai National Park, where hundreds of people gather to watch dozens of grizzlies feast on salmon. His research has centered on how bears respond to people and each other, with a focus on how to keep humans and bears safe. Drawn from his decades of experience, One of Us: A Biologist’s Walk Among Bears explodes myths that depict grizzlies as bloodthirsty beasts that “kill for pleasure” and reveals the intelligent, adaptable side of these astonishingly social animals. He also explains their pivotal role in maintaining and protecting their fragile ecosystems. Accordingly, Gilbert pulls no punches when outlining threats to bear conservation. Most importantly, this book extolls a new way of appreciating grizzly bears, the same way we regard wolves, whales, chimpanzees, and gorillas.
This book incorporates two major themes into a model for communication about biotechnology. The first is that of a communicating community, defined as a relatively coherent social group engaging in communication within itself. As biotechnologists do not constitute a unitary group, this book refers to biotechnology communities. Similarly, the broad notion of 'the public' is considered to be inadequate, and the notion of distinct public communities is used. The members of each community are considered to have a view of biotechnology made up of their understandings of the nature of science of biotechnology, understandings of the key concepts and models used in biotechnology, perceptions of the nature of risk, and beliefs and attitudes about biotechnology. The second major theme is that of search space. This is the intersection, in a virtual arena, of the components of the 'views' of two communities. Where there are elements that are in common to the two, communication in terms of them is possible. Where there is no commonality, the degrees of understanding reached must be used to construct a mutual understanding that may evolve into an agreement.
Drawing from sermons, novels, newspaper editorials, poetry, medical texts, and the writings of social activists, Cholera and Nation explores how the coming of the cholera epidemics during a period of intense political reform in Britain set the terms by which the social body would be defined. In part by historical accident, epidemic disease and especially cholera became foundational to the understanding of the social body. As the healthy body was closely tied to a particular vision of nation and modernity, the unhealthy body was proportionately racialized and othered. In turn, epidemic disease could not be separated from issues of social responsibility, political management, and economic unrest, which perpetually threatened the nation and its identity. For the rest of the century, the emergent field of public health would be central to the British national imaginary, defining the nation's civilization and modernity by its sanitary progress.
Based on the findings of a three year research project carried out in New Zealand, this text proposes a model of teacher development as social, personal and professional development. The factors that helped teacher development are discussed, as is a view of learning to underpin teacher development.
A Portable Support Group for Parents Who Have Lost a Child “A variety of backgrounds and circumstances, along with a shared dedication to speak out on a notoriously unspeakable loss, make this brave volume cathartic and comforting; grieving parents may well find it invaluable.”—Publisher’s Weekly (Starred Review) Every year, some two million parents in the US suffer the death of a son or daughter. The unnatural sequence of the child's preceding the parent in death creates a wrenching loss and overwhelming emotional and spiritual disorientation. Most of these bereaved parents find relief from their isolation only in the company of others like themselves. The Grieving Garden offers support, understanding, and, ultimately, comfort and hope from those who have sowed the same tears over the death of a child. The Grieving Garden is a ground-breaking book that invites bereaved parents into personal conversations with a diverse group of fathers and mothers who share the same loss. The text is free of distracting and heavy-handed editorializing, "expert" opinion, or unwanted advice. Instead, readers are welcomed into a community of common understanding one they may enter at will, at their own pace, for reassurance and hope.
This book argues that modelling should be a component of all school curricula that aspire to provide ‘authentic science education for all’. The literature on modelling is reviewed and a ‘model of modelling’ is proposed. The conditions for the successful implementation of the ‘model of modelling’ in classrooms are explored and illustrated from practical experience. The roles of argumentation, visualisation, and analogical reasoning, in successful modelling-based teaching are reviewed. The contribution of such teaching to both the learning of key scientific concepts and an understanding of the nature of science are established. Approaches to the design of curricula that facilitate the progressive grasp of the knowledge and skills entailed in modelling are outlined. Recognising that the approach will both represent a substantial change from the ‘content-transmission’ approach to science teaching and be in accordance with current best-practice in science education, the design of suitable approaches to teacher education are discussed. Finally, the challenges that modelling-based education pose to science education researchers, advanced students of science education and curriculum design, teacher educators, public examiners, and textbook designers, are all outlined.
The cholera epidemics that plagued London in the nineteenth century were a turning point in the science of epidemiology and public health, and the use of maps to pinpoint the source of the disease initiated an explosion of medical and social mapping not only in London but throughout the British Empire as well. Mapping the Victorian Social Body explores the impact of such maps on Victorian and, ultimately, present-day perceptions of space. Tracing the development of cholera mapping from the early sanitary period to the later "medical" period of which John Snow's work was a key example, the book explores how maps of cholera outbreaks, residents' responses to those maps, and the novels of Charles Dickens, who drew heavily on this material, contributed to an emerging vision of London as a metropolis. The book then turns to India, the metropole's colonial other and the perceived source of the disease. In India, the book argues, imperial politics took cholera mapping in a wholly different direction and contributed to Britons' perceptions of Indian space as quite different from that of home. The book concludes by tracing the persistence of Victorian themes in current discourse, particularly in terms of the identification of large cities with cancerous growth and of Africa with AIDS.
While much has been written about science education from pre-K through to postgraduate study, interaction with science and technology does not stop when schooling ends. Moving beyond scholarship on conventional education, this book extends the research and provides an original in-depth look at adult and lifelong learning in science and technology. By identifying the knowledge and skills that individuals need to engage in self-directed learning, the book highlights how educators can best support adult learners beyond the years of formal schooling. Through case studies and empirical analysis, the authors offer a research-based exploration of adults’ self-directed learning and provide tools to support adults’ learning experiences in a wide range of environments while being inclusive of all educational backgrounds.
In Victorian Skin, Pamela K. Gilbert uses literary, philosophical, medical, and scientific discourses about skin to trace the development of a broader discussion of what it meant to be human in the nineteenth century. Where is subjectivity located? How do we communicate with and understand each other's feelings? How does our surface, which contains us and presents us to others, function and what does it signify? As Gilbert shows, for Victorians, the skin was a text to be read. Nineteenth-century scientific and philosophical perspectives had reconfigured the purpose and meaning of this organ as more than a wrapping and instead a membrane integral to the generation of the self. Victorian writers embraced this complex perspective on skin even as sanitary writings focused on the surface of the body as a dangerous point of contact between self and others. Drawing on novels and stories by Dickens, Collins, Hardy, and Wilde, among others, along with their French contemporaries and precursors among the eighteenth-century Scottish thinkers and German idealists, Gilbert examines the understandings and representations of skin in four categories: as a surface for the sensing and expressive self; as a permeable boundary; as an alienable substance; and as the site of inherent and inscribed properties. At the same time, Gilbert connects the ways in which Victorians "read" skin to the way in which Victorian readers (and subsequent literary critics) read works of literature and historical events (especially the French Revolution.) From blushing and flaying to scarring and tattooing, Victorian Skin tracks the fraught relationship between ourselves and our skin.
Extended investigations - How the body works - The ailing body - Chemical families - Acids and bases, parts of our lives - Forces in action - Sound - Let there be light - Endangered species - The active earth - Caring for our land.
As the Stuart and Sinclair families prepare to celebrate Christmas at Branham, a mysterious group called the Blackstone Exploration Society dig for hidden secrets in the estate's old tunnels. After one of the group's volunteers is found murdered, Charles Sinclair must use all his skill to unmask the killer; be he spirit or flesh. Redwing is fracturing, and even Raziel is at risk; whilst in France, a powerful challenger arises. The powers and principalities of hell conspire to bewitch the men of the inner circle, and Redwing's oldest goals bear evil fruit. Are Charles's vivid dreams part of that plan? Are they lies, or is he beginning to remember his lost childhood? If so, then why do they always include a Dragon?
Having suffered a nearly fatal head wound, Charles Sinclair has awoken in a nightmarish landscape of living stones and sentient trees, where demonic ravens watch his every move, ready for an easy meal. His only hope of escape is to traverse a treacherous maze of seven concentric rings, each with seven possible entries. His guide through this underworld labyrinth is a nameless birdman, who informs the desparate marquess that a refuge lies at the centre of the maze -- if he can only reach it. Following her escape from the fire, Elizabeth Sinclair has been taken to Anatole's castle on the western edge of London, but now suffers from pneumonia. Romanov summons the aid of Dr. Henry MacAlpin, a Scottish physician who had been able to perceive the realm of the unseen since his childhood. Will Beth and Charles reunite? What part will Anatole Romanov play in their lives from this moment forward? Lorena MacKey knows the answer, but will Paul Stuart believe her? The clock is ticking, and the faith of every member will be tested in this next phase of Redwing's master plan. -- page 4 cover.
The murders in London continue, but not only in the east. Westminster becomes a target just as the duchess and her company return from a short holiday in Kent. A strange, spidery shadow man is seen near Queen Anne House, and an old suitor returns to haunt Elizabeth. As Charles and Beth plan their wedding, the newly titled detective must unravel the clues to a riddle that hints at his past, and he is forced to reveal a dark secret to his beloved duchess. But worst of all, wolves that walk like men have been seen at St. Katherine¿s Docks and Victoria Park. Is all of this connected to a cedar crate shipped to England in 1870? Might an ancient stone marker be the source of the evil now stalking women in London? Redwing¿s members have redoubled their efforts, but a schism has arisen within their ranks, and two powerful spiritual entities begin a battle that rages not only in the infernal realm but in the world of men. Can the faithful men and women of the `inner circle¿ solve the riddle in time? And why is Charles Sinclair¿s blood so very special to the infernal realm? Sir William Trent knows the answer to that question, but his plans do not include Sinclair. He wants Elizabeth all to himself, which means both Paul Stuart and Charles Sinclair must die.
Charles Sinclair has been on a path to discovery, and in this volume of The Redwing Saga, he finally remembers important truths about his childhood, and he's about to discover the identity of the Dragon behind the mirror. A strange object is revealed when a giant trips. Just how does this discovery connect to Blackstone Exploration Society? Elizabeth Sinclair gives birth to twin children, but not everything goes as planned: one of Sinclair's earliest visions comes true. Paul Stuart reveals a surprise, and Adele finds danger in the woods of Goussainville, France. To quote the mysterious Prince Araqiel who speaks to Adele on Walpurgisnacht: "Dangerous highwaymen lurk within the whispering trees, but also serpents, especially at this time of year.
Pamela Gilbert argues that popular fiction in mid-Victorian Britain was regarded as both feminine and diseased. She discusses work by three popular women novelists of the time: M. E. Braddon, Rhoda Broughton and "Ouida". Early and later novels of each writer are interpreted in the context of their reception, showing that attitudes toward fiction drew on Victorian beliefs about health, nationality, class and the body, beliefs that the fictions themselves both resisted and exploited.
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