Science And The Common Understanding
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Author | : J Robert Oppenheimer |
Publisher | : Franklin Classics |
Total Pages | : 132 |
Release | : 2018-10-15 |
Genre | : |
ISBN | : 9780343308964 |
This work has been selected by scholars as being culturally important and is part of the knowledge base of civilization as we know it. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
Author | : J. Robert Oppenheimer |
Publisher | : N.Y., Simon and Schuster |
Total Pages | : 136 |
Release | : 1954 |
Genre | : Science |
ISBN | : |
Author | : Peter Vickers |
Publisher | : Oxford University Press, USA |
Total Pages | : 286 |
Release | : 2013-08-22 |
Genre | : Philosophy |
ISBN | : 0199692025 |
Peter Vickers examines 'inconsistent theories' in the history of science—theories which, though contradictory, are held to be extremely useful. He argues that these 'theories' are actually significantly different entities, and warns that the traditional goal of philosophy to make substantial, general claims about how science works is misguided.
Author | : Julius Robert Oppenheimer |
Publisher | : |
Total Pages | : |
Release | : 1954 |
Genre | : |
ISBN | : |
Author | : Eric Kuhn |
Publisher | : University of Arizona Press |
Total Pages | : 289 |
Release | : 2019-11-26 |
Genre | : Political Science |
ISBN | : 0816540055 |
Science Be Dammed is an alarming reminder of the high stakes in the management—and perils in the mismanagement—of water in the western United States. It seems deceptively simple: even when clear evidence was available that the Colorado River could not sustain ambitious dreaming and planning by decision-makers throughout the twentieth century, river planners and political operatives irresponsibly made the least sustainable and most dangerous long-term decisions. Arguing that the science of the early twentieth century can shed new light on the mistakes at the heart of the over-allocation of the Colorado River, authors Eric Kuhn and John Fleck delve into rarely reported early studies, showing that scientists warned as early as the 1920s that there was not enough water for the farms and cities boosters wanted to build. Contrary to a common myth that the authors of the Colorado River Compact did the best they could with limited information, Kuhn and Fleck show that development boosters selectively chose the information needed to support their dreams, ignoring inconvenient science that suggested a more cautious approach. Today water managers are struggling to come to terms with the mistakes of the past. Focused on both science and policy, Kuhn and Fleck unravel the tangled web that has constructed the current crisis. With key decisions being made now, including negotiations for rules governing how the Colorado River water will be used after 2026, Science Be Dammed offers a clear-eyed path forward by looking back. Understanding how mistakes were made is crucial to understanding our contemporary problems. Science Be Dammed offers important lessons in the age of climate change about the necessity of seeking out the best science to support the decisions we make.
Author | : Graham Peacock |
Publisher | : Learning Matters |
Total Pages | : 289 |
Release | : 2017-05-15 |
Genre | : Education |
ISBN | : 1526422735 |
Develops secure subject knowledge for primary science with the ability to test understanding through the new online resources.
Author | : James Bryant Conant |
Publisher | : |
Total Pages | : 344 |
Release | : 1972 |
Genre | : Science |
ISBN | : |
Author | : National Academies of Sciences, Engineering, and Medicine |
Publisher | : National Academies Press |
Total Pages | : 167 |
Release | : 2016-11-14 |
Genre | : Education |
ISBN | : 0309447569 |
Science is a way of knowing about the world. At once a process, a product, and an institution, science enables people to both engage in the construction of new knowledge as well as use information to achieve desired ends. Access to scienceâ€"whether using knowledge or creating itâ€"necessitates some level of familiarity with the enterprise and practice of science: we refer to this as science literacy. Science literacy is desirable not only for individuals, but also for the health and well- being of communities and society. More than just basic knowledge of science facts, contemporary definitions of science literacy have expanded to include understandings of scientific processes and practices, familiarity with how science and scientists work, a capacity to weigh and evaluate the products of science, and an ability to engage in civic decisions about the value of science. Although science literacy has traditionally been seen as the responsibility of individuals, individuals are nested within communities that are nested within societiesâ€"and, as a result, individual science literacy is limited or enhanced by the circumstances of that nesting. Science Literacy studies the role of science literacy in public support of science. This report synthesizes the available research literature on science literacy, makes recommendations on the need to improve the understanding of science and scientific research in the United States, and considers the relationship between scientific literacy and support for and use of science and research.
Author | : Charles Thorpe |
Publisher | : University of Chicago Press |
Total Pages | : 446 |
Release | : 2008-09-15 |
Genre | : Science |
ISBN | : 0226798488 |
At a time when the Manhattan Project was synonymous with large-scale science, physicist J. Robert Oppenheimer (1904–67) represented the new sociocultural power of the American intellectual. Catapulted to fame as director of the Los Alamos atomic weapons laboratory, Oppenheimer occupied a key position in the compact between science and the state that developed out of World War II. By tracing the making—and unmaking—of Oppenheimer’s wartime and postwar scientific identity, Charles Thorpe illustrates the struggles over the role of the scientist in relation to nuclear weapons, the state, and culture. A stylish intellectual biography, Oppenheimer maps out changes in the roles of scientists and intellectuals in twentieth-century America, ultimately revealing transformations in Oppenheimer’s persona that coincided with changing attitudes toward science in society. “This is an outstandingly well-researched book, a pleasure to read and distinguished by the high quality of its observations and judgments. It will be of special interest to scholars of modern history, but non-specialist readers will enjoy the clarity that Thorpe brings to common misunderstandings about his subject.”—Graham Farmelo, Times Higher Education Supplement “A fascinating new perspective. . . . Thorpe’s book provides the best perspective yet for understanding Oppenheimer’s Los Alamos years, which were critical, after all, not only to his life but, for better or worse, the history of mankind.”—Catherine Westfall, Nature
Author | : Bernard J. Nebel |
Publisher | : |
Total Pages | : 0 |
Release | : 2007-11 |
Genre | : Education |
ISBN | : 9781432706104 |
This is The most comprehensive science curriculum for beginning learners that you will find anywhere * Here are 41 lesson plans that cover all major areas of science. * Lessons are laid out as stepping stones that build knowledge and understanding logically and systematically. * Child-centered, hands-on activities at the core of all lessons bring children to observe, think, and reason. * Interest is maintained and learning is solidified by constantly connecting lessons with children's real-world experience * Skills of inquiry become habits of mind as they are used throughout. * Lessons integrate reading, writing, geography, and other subjects. * Standards, including developing a broader, supportive community of science learners come about as natural by-products of learning science in an organized way. Particular background or experience is not required. Instructions include guiding students to question, observe, think, interpret, and draw rational conclusions in addition to performing the activity. Teachers can learn along with their students and be exceptional role models in doing so. Need for special materials is minimized. Personal, on line, support is available free of charge (see front matter).