DOCSLIB.ORG

R Epor T Resumes

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

R EPOR TRESUMES ED 010 991 SE 000 019 BIOLOGICAL EDUCATION IN AMERICAN SECONDARY SCHOOLS 1890-1960. BY- HURD, PAUL DEHART AMERICAN INST. OF BIOLOGICAL SCIENCES REPORT NUMBER BSCS BULLI PUB DATE 1 FEB 61 EDRS PRICEMF S0.45 HC$10.76 269P. DESCRIPTORS *BIOLOGY, *SCIENCE EDUCATION, *SECONDARY SCHOOL SCIENCE, CURRICULUM, COURSE CONTENT, EDUCATIONAL OBJECTIVES, HISTORY, TEACHING METHODS, TEXTBOOKS, BIOLOGICAL SCIENCES CURRICULUM STUDY, NATIONAL SCIENCE FOUNDATION, AMERICAN INSTITUTE OF BIOLOGICAL SCIENCES, DISTRICT OF COLUMBIA CHANGES IN AMERICAN SECONDARY SCHOOL BIOLOGICAL EDUCATION CURING THE PERIOD 1890-1960 ARE DESCRIBED. INFORMATION FROM THE REPORTS OF IMPORTANT COMMITTEES SUMMARIZES CHANGES IN BIOLOGICAL EDUCATION CURING EACH DECADE OF THE PERIOD COVERED BY THE STUDY. CHANGES IN COURSE CONTENT, TEACHING METHODOLOGY, AND RATIONALE ARE RELATED TO CORRESPONDING CHANGES IN SOCIAL STRUCTURE, EDUCATIONAL PHILOSOPHY, AND EXISTING KNOWLEDGE OF LEARNING THEORY. TOPICAL AREeeS ANALYZED INCLUDE (1) COURSE OBJECTIVES, (2) CRITERIA FOR THE SELECTION CF COURSE CONTENT, (3) TEXTBOOKS, (4) THE LEARNING CF BIOLOGY, AND (5) INSTRUCTIONAL RESOURCES. UNRESOLVED PROBLEMS IN BIOLOGICAL EDUCATION AND PROBLEMS AND ISSUES IN TEACHING BIOLOGY ARE DISCUSSED. (AG) op- lb" A II1111 It -41111thz- ,...11100t'. BIOLOGICAL SCIENCES CURRICULUM STUDY BULLETIN NO. 1 BIOLOGICAL ir(kryi( EDUCATION IN AMERICAN SECONDARY SCHOOLS 1890-1960 By Paul DeHart Hurd Education Consultant Ilielogical Sciences Curriculum Study On leave, School of Education Stanford University U.S. DEMMER Of RAM, MOON a WEIFAR ma Of MANN 11115 DEMI HAS Ka REPEONCEN UAW AS NaiveIRON Mt PERSON OR 01111111ATION OMANI IT.POINTS Of MEW OR OPINIONS STAND 00 NOT NECESSARY MUER OffKIAL OffKE OfEDUCATION POSITION 01 POUCY. American Institute of liological Sciences 2000 P Street, N.W. Washington I, I.C. "PERMISSION TO REPRODUCE THIS COPYRIGHTED MATERIAL HAS BEEN GRANTED By George M. Clark TO ERIC AND °SUMMONS OPERATING UNDER A6RIEMBITS WITH THE U.S. OFFICE Of EDUCATION. FURTHER IMPRODUCTION OUTSIDE THE ERIC SYSTEM MUM PERMISSION OF THE COPYRIGHT OWNS." 0 1961, by Biological Sciences CurriculumStudy Library of Congress Catalog Card Number: 61-1 ka2 Nemo 174 TIM UNITED STA=OF MUMMA SY WAVIRLY Mk BALT1110112 FOREWORD The Biological Sciences Curriculum Study, with major finan- cial support from the National Science Foundation, is one of the principal educational programs of the American Institute of Biological Sciences. The Curriculum Study, shortly after its or- ganization in January, 1959, established headquarters on the campus of the University of Colorado. The BSCS Steering Com- mittee, under the chairmanship of Dr. Bentley Glass of The Johns Hopkins University, focussed the immediate attention of the Study on the secondary school curriculum in biology. To facilitate the program involved in preparing new mate- rials for American schools, Dr. Paul De Hart Hurd of Stanfoid University was invited to make a thorough studyboth historical and criticalof the development of secondary school biological education in the United States. It was apparent that Dr. Hurd's report would be of interest to others besides our committee members. The BSCS Publica- tions Committee, under the chairmanship of Dr. Hider T. Cox of the American Institute of Biological Sciences, arranged for it to be published as the first number in the BSCS Bulletin series. Papers in this Bulletin series will appear occasionally and will be concerned with basic developments and problems in science edu- cation at all levels with especial reference to the biological sciences. The Editor of the Bulletin Series is Francis C. Harwood of the American Institute of Biological Sciences, Washington 6, D.C. To obtain additional copies of BSCS Bulletins, correspondence should be addressed to Mr. Harwood. For information about the BSCS programs, inquiries should be sent to the undersigned. ARNOLD B. GROISMAN, Director AI BS Biological Sciences Curriculum Study University of Colorado Boulder, Colorado February 1, 1961 ler PRECEDING PAGE BLANK- NOT FILMED PREFACE This study reports the work that has been done on the teaching of biology in the American high school in the period from 1890 to 1961. It is limited to a consideration of curriculum develop- ment and investigations of classroom and laboratory learning. Teacher education, professional training of biologists, and spe- cial programs for high school students are not considered. The study provides a historical perspective, a digest of research and interpretative summaries about biology teaching that should prove useful to those engaged in the improvement of the high school science curriculum. It was conducted at the instance of the American Institute of Biological Sciences and with the support of the National Science Foundation. The project was one of the activities of the Biologi- cal Sciences Curriculum Study. However, the conclusions reached and the interpretations expressed in this report do not neces- sarily represent the views of the American Institute of Biological Sciences, the committee members of the Biological Sciences Curriculum Study nor of the National Science Foundation. I wish to express my appreciation to the staff of the Biological Sciences Curriculum Study and to the AIBS Publications Com- mittee for their contributions to this volume. I am especially indebted to Arnold B. Grubman, director of the AIBS-BSCS, for his counsel and encouragement in the planning and writing of this book. I also gratefully acknowledge my indebtedness to the colleges, universities and the scientific and professional education organi- zations for making available unpublished materials on biological education. PAUL DEHART HURD PRECEDING PAGE BLANK- NOT FILMED vii CONTENTS Chapter Page PART I: COMMITTEE RIZPORTS I.Introduction 3 II. Biological Education, 1890-1900 9 III. The Beginning of General Biology, 1WD-1910... 19 IV. The Changing Science Curriculum, 1910-1920 30 V. A Period of Curriculum Refinement, 1920- 1930 43 VI. A Period of Questioning, 1930-1940 53 VII. Biology in General Education, 1940 -1950 74 VIII. The Crisis in Science Education anda Reappraisal, 1950-1960 108 PART II: RESEARCH STUDIES IX.Books on the Teaching of Secondary School Biology. 167 X. Investigations on the Objectives of High School Bi- ology 175 XI. Investigations of Criteria for the Selection of Course Content 183 XII. Investigations on Biology Textbooks 195 XIII. The Learning of Biology 205 XIV. Instructional Resources for Teaching Biology 213 XV. Unresolved Problems in Biological Education 229 XVI. Problems and Issues in Biology Teaching 238 Bibliography of Committee Reports (Chapters 1 through 8) 247 Bibliography of Research Studies(Chapters 9 through 16) 253 PRECEDING PAGEBLANK- NOT FILMED ix ir PART I COMMITTEE REPORTS I Introduction A CONCERN about the nature of science teaching in the high schools has been the cause of much debate in the twentieth century. As science and technology have become distinguishing characteristics of our culture and increasingly important in the solution of the problems basic toour social, economic and politi- cal welfare, the nature ofan education appropriate for a science- oriented society has become less clear. The number and complexity of modern scientific theories,the overwhelming growth of new knowledge inevery field of science, and the need to develop largeresources of technically trained individuals have complicated the problem of modern curriculum development. T. Keith Glennan's (36)comments about the course of scientific development illustrate one aspect of this problem: In science, particularly, the tendencymore and more has been to penetrate farther and farther into chose': subjects untilspe- cialists dig themselves out of sight, andout of hearing, out of understanding of what other scientists'are doing in their own and neighboring fields. And, if thisstate of affairs is alarming, even more alarming is the growing cleavage between science and scientists as a whole and thegreat mass of humanity in other callings. The curriculum maker has the responsibility forsifting through the accumulated research in biologyto retrieve, by means of certain philosophical criteria, ideas andachievements in a quan- tity to occupy about 175 hours of instructiontheduration of an average high school course. Committees of scientists and educators have beenat work fo, over a half century to develop better instruction in science. They have recognized the desirability ofcourses suitable for the non- 3 ii PRECEDING PAGE :::7 ilLMED 4 BIOLOGICAL EDUCATION-COMMITTEE REPORTS specialist, the non-college oriented, the everyday citizen, who finds himself in a world where he cannot escape the need to un- derstand something of the nature of science. They have also seen the problem of providing an added intellectual stimulus in the sciences for those who plan to continue their education beyond high school and who may or may not be considering science as a career. The structure of high school coursespurposes, content and methodsneeded to accomplish the. ends has been the cause of much educational ferment. Curriculum problems are persistent and demand a continuots cycle cf appraisal, research and development. The cycle in sci- ence teaching must be shorter than for most school subjects; the dynamic characteristics of science make this obvious. Progress in science is closely related to the adequacy of un- derlying theory. The same may be said for the improvement of education. A first task in curriculum development is a definition
Recommended publications
  • By Government, Particularly in Administrative Positions, and Exert an Increasing Demand and Suggest Future Action for Trained Pu

    By Government, Particularly in Administrative Positions, and Exert an Increasing Demand and Suggest Future Action for Trained Pu

    DOCUMENT RESUME ED 025 220 24 HE 000 314 By-Mosher, Frederick C. Professional Education and the Public Service; An Exploratory Study. Final Report. California Univ., Berkeley. Center for Research and Development in Higher Education. Spons Agency-Office of Education (DHEW), Washington, D.C. Bureau of Research Bureau No- BR-5-0248 Pub Date Apr 68 Contract- OEC- 6- 10- 106 Note-170p. EDRS Price MF-$0.75 HC-$8.60 Descriptors- Administrative Personnel, *Government (Administrative Body), Governmental Structure, *Government Emplo_yees, *Higher Education, Professional Education, Professional Occupations,Professional Personnel, Public Administration Education, Public Officials, *Public Policy Professional and technical fields are the fastest growing occupational sectors in the US. More than one-third of all professional and technical workers are employed by government, particularlyinadministrative positions, and exert an increasing influence on public policy. But, with the exception of city managers, many of these employees regard themselves as members of the disciplines in which they weretrained rather than primarily as public administrators. The field of public administrationhas not influenced public policy as much as other fields have, possibly because: it is not a specialized profession; practitioners do not agree on what its core knowledge,skills and orientation should be; and there is little incentive for students to pursue studies in the field since most administrative positions are held by otherspecialists. Althou9h more attention in colleges is now being paid toadministrative and management fields, courses are usually based onorganizational theories of private business models, with little emphasis on the unique problems of government administration.Professional schools suffer from a general bias against teaching the kinds of subjects thatmight be useful in government jobs.
  • Student Achievement in Biology 101 at Iowa State University Roy Marshall Bennett Iowa State University

    Student Achievement in Biology 101 at Iowa State University Roy Marshall Bennett Iowa State University

    Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1970 Student achievement in biology 101 at Iowa State University Roy Marshall Bennett Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Curriculum and Instruction Commons Recommended Citation Bennett, Roy Marshall, "Student achievement in biology 101 at Iowa State University " (1970). Retrospective Theses and Dissertations. 4284. https://lib.dr.iastate.edu/rtd/4284 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. 71-7245 BENNETT, Roy Marshall, 1927- STUDENT ACHIEVEMENT IN BIOLOGY 101 AT IOWA STATE UNIVERSITY. Iowa State University, Ph.D., 1970 Education, curriculum development University Microfilms, Inc., Ann Arbor, Michigan THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED STUDENT ACHIEVEMENT IN BIOLOGY 101 AT IOWA STATE UNIVERSITY by Roy Marshall Bennett A Dissertation Submitted to the Graduate Faculty in Partial Fulfillment of The Requirements for the Degree of DOCTOR OF PHILOSOPHY Major Subject: Education Approved: Signature was redacted for privacy. In Charge of Work Signature was redacted for privacy. Signature was redacted for privacy. Dej Iowa State University Of Science and Technology Ames, Iowa 1970 ii TABLE OF CONTENTS Page CHAPTER I. INTRODUCTION 1 Need for the Study 6 Statement of the Problem 8 Null Hypotheses 8 Purposes of the Study 10 Objectives of the Study 11 Limitation and Scope of the Study 12 Basic Assumptions 13 Definitions of Terms and Symbols 14 Organization of the Study 16 CHAPTER II.
  • Enrico Fermi: Genius

    Enrico Fermi: Genius

    ANNIVERSARY Enrico Fermi: genius This year marks the centenary of the birth of Enrico Fermi, one of the giants of 20th- • century science, and one of the last physicists to be both an accomplished experimentalist and an influential theorist. Here, Gianni Battimelli of the University of Rome "La Sapienza" traces the life of a genius. Enrico Fermi was born on 29 September 1901 in Rome to a family with no scientific traditions. His passion for natural sciences, and in particular for physics, was stimulated and guided in his school years by an engineer and family friend, Adolph Amidei, who recognized Fermi's exceptional intellectual abilities and suggested admission to Pisa's Scuola Normale Superiore. After finishing high-school studies in Rome, in 1918 Fermi progressed to the prestigious Pisa Institute, after producing for the admission exam an essay on the characteristics of the propagation of sound, the authenticity of which the commissioners initially refused to believe. Studies at Pisa did not pose any particular difficulties for the young Fermi, despite his having to be largely self-taught using mate­ rial in foreign languages because nothing existed at the time in Fermi's group discovered the Italian on the new physics emerging around relativity and quantum radioactivity induced by theory. In those years in Italy, these new theories were absent from university teaching, and only mathematicians likeTullio Levi-Civita neutrons, instead of the had the knowledge and insight to see their implications. alpha particles used in the Working alone, between 1919 and 1922, Fermi built up a solid competence in relativity, statistical mechanics and the applications Paris experiments.
  • Signature Redacted

    Signature Redacted

    MELVIN CALVIN: NOBEL-WINNING CHEMIST AND SETI SCIENTIST WANNABE By Maria C. Temming B.A. Physics and English Elon University, 2016 SUBMITTED TO THE PROGRAM IN COMPARATIVE MEDIA STUDIES/WRITING IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF SCIENCE IN SCIENCE WRITING AT THE MASSACHUSETTS INSTITUTE OF TECHNOLOGY SEPTEMBER 2017 @ 2017 Maria C. Temming. All rights reserved. The author hereby grants to MIT permission to reproduce and to distribute publicly paper and electronic copies of this thesis document in whole or in part in any medium now known or hereafter created. Signature of Author: Signature redacted Program in Comparative Meq' dies/ Writing X May 22, 2017 redacted__ Certified ________:Signature_ _ _ _ _ ___ by:__ _ _ _ _ _ _ _ Marcia Bartusiak Prokssor of the Practi , Graduate Program in Science Writing Thesis Advisor Accepted by: Signature redacted Seth Mnookin Director, Graduate Program in Science Writing MASSACHUSETTS INSTITUTE OF TECHNOLOGY LIBRARIES ARCHIVES 2 MELVIN CALVIN: NOBEL-WINNING CHEMIST AND SETI SCIENTIST WANNABE By Maria C. Temming Submitted to the Program in Comparative Media Studies/Writing on May 22, 2017 in Partial Fulfillment of the Requirements for the Degree of Master of Science in Science Writing ABSTRACT Melvin Calvin spent more than a decade answering one longstanding question in biochemistry: how did plants use carbon dioxide to manufacture carbohydrates in photosynthesis? This research earned Calvin a Nobel Prize-an honor that catapulted him to international fame, secured him spots on presidential advisory committees, and got him plenty of textbook mentions. But even though Calvin's claim to fame was his work on photosynthesis, his longest- running passion project was investigating the origins of life in the universe.
  • Consuming Surrealism in Modern Mexican Advertising: Remedios Varo’S Pharmaceutical Illustrations for Casa Bayer, S.A

    Consuming Surrealism in Modern Mexican Advertising: Remedios Varo’S Pharmaceutical Illustrations for Casa Bayer, S.A

    CONSUMING SURREALISM IN MODERN MEXICAN ADVERTISING: REMEDIOS VARO’S PHARMACEUTICAL ILLUSTRATIONS FOR CASA BAYER, S.A. A Thesis Submitted to the Temple University Graduate Board In Partial Fulfillment of the Requirements for the Degree MASTER OF ARTS by Alicia M. Pucci August 2018 Thesis Approvals: Gerald Silk, Thesis Advisor, Department of Art History Mariola Alvarez, Second Reader, Department of Art History © Copyright 2018 by Alicia M. Pucci All Rights Reserved ii ABSTRACT My thesis investigates an interdisciplinary narrative of the transatlantic migration of Surrealism to Mexico during the 1940s. I focus on the ways exiled European Surrealists approached notions of Mexican material culture in a hybrid society where local traditions coexisted with a global modernity. Looking to popular and print culture outlets, I concentrate on how Mexican material culture was perceived, promoted, and marketed through a Surrealist lens. Specifically, I consider the collaboration of the German pharmaceutical company Casa Bayer, S.A. and exiled Spanish-born Surrealist Remedios Varo, who produced a series of medical advertisements during her first decade in Mexico City from 1943 to 1949. Through an examination of Varo’s work, my thesis explores the changing boundaries of fine and commercial art that resulted from the efforts of artists who participated in modern mass culture and consumerism. I investigate the significance of her Surrealist advertisements for Casa Bayer as a material culture bound on one side with fine art and the other side with the development of Mexican advertising. This case study supports my argument that Surrealism, as a transnational aesthetic, was one alternative way of demonstrating the new cultural meanings of advertising in an ambiguous, modern Mexican society.
  • Remembering Melvin Calvin (1911–1997), a Highly Versatile Scientist of the 20Th Century

    Remembering Melvin Calvin (1911–1997), a Highly Versatile Scientist of the 20Th Century

    Author's personal copy Photosynthesis Research https://doi.org/10.1007/s11120-019-00693-y HISTORY AND BIOGRAPHY Remembering Melvin Calvin (1911–1997), a highly versatile scientist of the 20th century Govindjee Govindjee1 · Arthur Nonomura2 · Hartmut K. Lichtenthaler3 Received: 7 October 2019 / Accepted: 17 November 2019 © Springer Nature B.V. 2019 Abstract Melvin Calvin (1911–1997) was the recipient of the 1961 Nobel Prize in Chemistry for the discovery of the canonical pho- tosynthetic carbon reduction cycle. We present here a very brief glimpse of this extraordinary American scientist, who in his time was a preeminent force in physical and organic chemistry. Besides natural photosynthesis, Calvin’s prolifc career included artifcial photosynthesis, colors of organic substances, the origin of life, cancer, moon rocks, molecular basis of learning, and plant lipids & algal hydrocarbons as potential renewable sources of transport fuels. Keywords American ingenuity · Andrew A. Benson · James A. Bassham · Carbon reduction cycle · Calvin Lab · Mr. Photosynthesis To this goal of understanding, all men—scientists and laymen alike— Melvin Calvin: his life and work bring the humilities, which accompany recognition of beautiful and complex events. Each brings also the gift of his own experiences, which alone will allow insight into a profound phenomenon. Melvin Ellis Calvin was born in St. Paul, Minnesota, USA, —Melvin Calvin (1969) on April 8, 1911. His father (Elias Calvin) was from Kalva- ria, Lithuania, and his mother [Rose (neé Hervitz) Calvin] was from Georgia, Russia. Elias worked as a cigar maker and later as an automotive mechanic and Rose was a homemaker. In 1942, Melvin Calvin married Genevieve Jemtegaard, who passed away in 1987.
  • Discovery of Causal Mechanisms Oxidative Phosphorylation and the Calvin-Benson Cycle

    Discovery of Causal Mechanisms Oxidative Phosphorylation and the Calvin-Benson Cycle

    Noname manuscript No. (will be inserted by the editor) Discovery of causal mechanisms Oxidative phosphorylation and the Calvin-Benson cycle Raphael Scholl · Karin¨ Nickelsen Received: date / Accepted: date Abstract We investigate the context of discovery of two significant achievements of twentieth century biochemistry: the chemiosmotic mechanism of oxidative phospho- rylation (proposed in 1961 by Peter Mitchell) and the dark reaction of photosynthesis (elucidated from 1946 to 1954 by Melvin Calvin and Andrew A. Benson). The pur- suit of these problems involved discovery strategies such as the transfer, recombina- tion and reversal of previous causal and mechanistic knowledge in biochemistry. We study the operation and scope of these strategies by careful historical analysis, reach- ing a number of systematic conclusions: 1) Even basic strategies can illuminate “hard cases” of scientific discovery that go far beyond simple extrapolation or analogy; 2) the causal-mechanistic approach to discovery permits a middle course between the extremes of a completely substrate-neutral and a completely domain-specific view of scientific discovery; 3) the existing literature on mechanism discovery underempha- sizes the role of combinatorial approaches in defining and exploring search spaces of possible problem solutions; 4) there is a subtle interplay between a fine-grained mechanistic and a more coarse-grained causal level of analysis, and both are needed to make discovery processes intelligible. The final publication is available at History and Philosophy
  • Fong Discovered the Calvin Cycle: Molecular Model of Photosynthesis

    Fong Discovered the Calvin Cycle: Molecular Model of Photosynthesis

    Fong Discovered the Calvin Cycle: Molecular Model of Photosynthesis This post records the author Francis K. Fong's finding of the Calvin cycle, or dark reactions in photosynthesis, as a federal tax conspiracy. It is the subject of an investigation reported on NSFfunding.com's Website enabled by the corroboration of Steve C. Beering, former Purdue president and former chairman of the National Science Board. Fig.A. Beering [pictured, center] corroborated [right] that the Calvin cycle is a financially motivated fraud, enabled by Purdue's news release published in Chem. & Eng. News 33, 2809 (July 4, 1955) [left] On May 15, 1995, Beering wrote, Fig.A: "In 1951. Purdue Trustees through Roger Branigin acquired the Lawler tract with federal reimbursement funds paid to Purdue Research Foundation, ("PRF") and improved it with additional federal funding obtained upon Purdue's news release of July 1959 (sic 1955), contrary to fact, that the federally funded Lawrence Radiation Laboratory had demonstrated, in vitro, the dark photosynthetic cycle. [See, Fig.A left] Meanwhile, the Trustees built Purdue's Calumet Extension Center on Woodmar Realty land purchased in bankruptcy proceedings presided over by 7th Circuit Judge Swygert, and incorporated Purdue-Calumet Development Foundation ("PCDF")." Fig.B. Comparision in support of Beering's corroboration that the news story, left, for establishing the dark cycle, reaction (D), left, is contrary to Calvin's original papers on the Berkeley group's experimental proof of reaction (L), right. For a detailed report on Beering's corroboration of the financial impetus for establishing the Calvin cycle, see, the December 13, 2011 post on the origins of the Calvin cycle.
  • Actinide Separation Chemistry in Nuclear Waste Streams and Materials, December 1997

    Actinide Separation Chemistry in Nuclear Waste Streams and Materials, December 1997

    NEA/NSC/DOC(97)19 NEA NUCLEAR SCIENCE COMMITTEE ACTINIDE SEPARATION CHEMISTRY IN NUCLEAR WASTE STREAMS AND MATERIALS December 1997 NUCLEAR ENERGY AGENCY ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT FOREWORD The separation of actinide elements from various waste materials is a significant problem facing developed countries. The issue arises primarily because of the potential long-term hazard of many of the actinides, but is also due to the regulatory requirements associated with actinide waste disposal, which are different from those associated with other radioactive wastes. The different regulations are in turn related to the different health hazards and generally longer half lives of the actinides. This issue is of continuing interest to the OECD/NEA Member countries primarily in relation to waste produced within power station fuel recycle. Similar problems exist for waste produced in the past as a result of nuclear weapons production programmes and wastes likely to be produced in the future emerging from operations required for waste disposal. The Nuclear Science Committee, representing the interests of the basic R&D in the OECD/NEA Member countries, has established a task force of experts in actinide chemistry to review the current and developing separation techniques and chemical processes of interest in separating actinides. This task force was commissioned with the preparation of a report on the subject. The task force members are listed in Annex 1. This report is intended to provide a timely and representative guide to technical journals and other sources of separation chemistry information on the actinide elements. An important objective is to provide information that may be used to conserve energy and protect humans and the environment.
  • Chomsky on Postmodernism

    Chomsky on Postmodernism

    Readings on Postmodernism and Identity A selection of critical articles on post-modernism, identity politics, and related topics Contents Noam Chomsky: Chomsky on Postmodernism 3 Noam Chomsky: Rationality/Science 11 Barbara Epstein: Postmodernism and the Left 21 Gavin Kitching: Paralysed by postmodernism 39 Loren Goldner: Multi-Culturalism or World Culture? 43 Irfan Habib: Critical notes on Edward Said 61 Robert Irwin: Edward Said’s shadowy legacy 67 Kenan Malik: Identity is that which is given 73 Kenan Malik: The real value of diversity 81 Munira Mirza: How ‘diversity’ breeds division 87 Debra J. Dickerson: Black Immigrants, ‘Model’ Minority? 91 Kenan Malik: Race Obsession Harms Those It’s Meant to Help 95 Ellen Meiksins Wood: Eurocentric Anti-Eurocentrism 99 Additional sources 113 Connexions www.connexions.org 2009 Compiled by Ulli Diemer 2 3 Chomsky on Postmodernism Noam Chomsky I’ve returned from travel-speaking, where I spend most of my life, and found a collection of messages extending the discussion about “theory” and “philosophy,” a debate that I find rather curious. A few reactions -- though I concede, from the start, that I may simply not understand what is going on. As far as I do think I understand it, the debate was initiated by the charge that I, Mike, and maybe others don’t have “theories” and therefore fail to give any explanation of why things are proceeding as they do. We must turn to “theory” and “philosophy” and “theoretical constructs” and the like to remedy this deficiency in our efforts to understand and address what is happening in the world.
  • Vestes/The Australian Universities' Review Vol. 26, No. 2

    Vestes/The Australian Universities' Review Vol. 26, No. 2

    THEAU5TRAUN'J UNIVERSITIES'REVIEW J ApptOlchas to '-.'''1f'IQ .n Uo've~,!,C3 and CArs B ~ n A K;rtry 10 The p,.,vat" Dollat FoJn<I Ra"'f"19 lot CoIIeg8I 8no ~.NefS ,.. rr 'IV Jackson ... 21 The Unl~r, V :>I" A Guest from Another Age tie Ill! 29 PrcIeulQnal E;a Academ 'tJ Tt'Iefe 15 S! I a long Way to Go 16 T,. IrIshlubOnaitnJl on at I(nowledge 40 'Mty "'11 Ever ind.any1h 'IQ the ltlrary 45 Art Study ancIlhe Art ~ II If\e Role )1 -- 48 Book A.... .-ws 'is Lder.!l to me E :l!taI PUBLISHED BY FAUSA Vol. 27. 1983 No.2 ISSN 0042-4560 those to Journal of the Federation of Australian University Stall Associations ir:adwJ's Vol. 27, 1983 No.2 EDITOR Vestes IS published twice a year, in Apni and In November Mr, J, E. Anwyl, \(ildnC lor ;,1 D)ploma ut .1',(iU(atlO!i Editorial Policy Centre for the Study of Higher Education, University of Melbourne Vestes IS the journal of the Federation 01 Australian University Staff Associations, It aims to be a forum for the discussion of issues con­ BUSINESS MANAGER fronting Australian universities with particular referenr::e to those Miss C. P White, matters which concern FAUSA and its member associations, These CI· Federation 01 Austratian University Staff Associations, can broadly be categorised as instltutionat issues and stall issues 33 Bank Street South Metbourne, Vic 3205 The institutional Issues are those covered by such topics a~ unlve(­ Phone, (03) 690 1855 sHy funding and the role of funding bodies, government education policy, commonwealth/state relationships, Co-ordination and ra­ REVIEW EDITORIAL COMMITTEE tionalisation of tertiary education, education inquiries, recurrent and further education in universities, proposals for amalgamation of in­ Dr B Bessant stitutions, tuition fees, research funding, state tertiary education Dr.
  • The First Reactor.Pdf

    The First Reactor.Pdf

    .-. DISCLAIMER This repofi was.prepared as an account of work sponsored by an agency of the United States Government. Neither the United States Government nor any agency thereof, nor any of their employees, make any warranty, express or implied, or assumes any legal liability or responsibility for the accuracy, completeness, or usefulness of any information, apparatus, product, or process disclosed, or represents that its use would not infringe privateiy owned rights. Reference herein to any specific commercial product, process, or service by trade name, trademark, manufacturer, or otherwise does not necessarily constitute or imply its endorsement, recommendation, or favoring by the United States Government or any agency thereof. The views and opinions of authors expressed herein do not necessarily state or reflect those of the United States Government or any agency thereof. DISCLAIMER Portions of this document may be illegible in electronic image products. Images are produced from the best available original document. : The FirstReactor @ U.S. Department of Energy %~ Assistant Secretary for Nuclear Energy T** . and Assistant .%cretary, Management A~f + $a:$;g:::~;.0;0585 @$*6R December 1982 $ This report has been reproduced directly from the best available copy. ,! Available from the National Technical Information Service, U.S. Department of Commerce, Springfield, Virginia 22161. Price: Printed Copy A03 Microfiche AOI Codes are used for Pricing all publications. The code is determined by the number of pages in the publication. Information pertaining to the pricing codes can be found in the current issues of the following publications, which are generally available in most Iibraries: Energy Research Abstracts, (ERA); Government Reports Announcements and 1ndex (GRA and 1); Scientific and Technical Abstract Reports (STAR); and pub- lication, NTIS-PR-360 available from (NTIS) at the above address.