In this book, the authors describe the long journey from formless inanimate matter to man, explaining the nature and the logic of the physical-chemical processes involved. It stresses the limitations of reductionism analyses of these processes as complexity increases and novel properties emerge. And, in particular, the authors develop the idea that it was chemical change of the environment that allowed evolution of life to occur and that this evolution required successive addition of new message systems and information codes connected, compatible, and cooperative with previous extant systems. In doing so, the authors analyze the relationship between chemical element content and speciation both in inanimate and living systems in terms of fundamental units and variables or composite (derived) units and variables. Through such analysis, the authors conclude that chemical speciation is very much a matter of chemical cooperation (order versus disorder) while biological speciation requires cooperative flow of chemicals and energy (organization versus disorder). They argue that chance mutations of DNA are far too simple to provide a basis for evolution and biological diversity, though it is a representation of such diversity. It is the survival strength of systems of molecular machinery which separate and generate living species. In the final chapter, they analyze the effect of man's activities on the present global and local ecosystems and speculate on the possible nature of the emergent properties to be expected from an ever-increasing complexity of information based modern societies.
Context-based science education has led to the transformation of science education in countries all over the world, with changes also visible in learning environments and how these are being shaped. These changes involve authentic problems on research and design, new types of interactions within communities of practice, new content areas and also new challenges for teachers in teaching, motivating, scaffolding and assessing their students, among other things. This book focuses on context-based science education and its resulting changes in the perspective of research on learning environments. It also focuses on the implications for the teachers and the professional development of their competencies and beliefs. The book consists of eleven chapters by experts in various themes surrounding learning environments research and science education, preceded by and concluded with a chapter with reflections on context-based learning environments in science by the editors of this book. The conclusion they draw is that professional development of science teachers may be the most important and the most difficult part of the process of teachers creating context-based learning environments in science, as is the focus in the title of this book.
The essential, cornerstone book of modern environmentalism is now offered in a handsome 40th anniversary edition which features a new Introduction by activist Terry Tempest Williams and a new Afterword by Carson biographer Linda Lear.
Chemistry,Third Edition, by Julia Burdge offers a clear writing style written with the students in mind. Julia uses her background of teaching hundreds of general chemistry students per year and creates content to offer more detailed explanation on areas where she knows they have problems. With outstanding art, a consistent problem-solving approach, interesting applications woven throughout the chapters, and a wide range of end-of-chapter problems, this is a great third edition text.
The how's and why's of successful drug repositioning Drug repositioning, also known as drug reprofiling or repurposing, has become an increasingly important part of the drug development process. This book examines the business, technical, scientific, and operational challenges and opportunities that drug repositioning offers. Readers will learn how to perform the latest experimental and computational methods that support drug repositioning, and detailed case studies throughout the book demonstrate how these methods fit within the context of a comprehensive drug repositioning strategy. Drug Repositioning is divided into three parts: Part 1, Drug Repositioning: Business Case, Strategies, and Operational Considerations, examines the medical and commercial drivers underpinning the quest to reposition existing drugs, guiding readers through the key strategic, technical, operational, and regulatory decisions needed for successful drug repositioning programs. Part 2, Application of Technology Platforms to Uncover New Indications and Repurpose Existing Drugs, sets forth computational-based strategies, tools, and databases that have been designed for repositioning studies, screening approaches, including combinations of existing drugs, and a look at the development of chemically modified analogs of approved agents. Part 3, Academic and Non-Profit Initiatives & the Role of Alliances in the Drug Repositioning Industry, explores current investigations for repositioning drugs to treat rare and neglected diseases, which are frequently overlooked by for-profit pharmaceutical companies due to their lack of commercial return. The book's appendix provides valuable resources for drug repositioning researchers, including information on drug repositioning and reformulation companies, databases, government resources and organizations, regulatory agencies, and drug repositioning initiatives from academia and non-profits. With this book as their guide, students and pharmaceutical researchers can learn how to use drug repositioning techniques to extend the lifespan and applications of existing drugs as well as maximize the return on investment in drug research and development.
If you like the popular?Teaching Science Through Trade Books? columns in NSTA?s journal Science and Children, or if you?ve become enamored of the award-winning Picture-Perfect Science Lessons series, you?ll love this new collection. It?s based on the same time-saving concept: By using children?s books to pique students? interest, you can combine science teaching with reading instruction in an engaging and effective way.
'A welcome counterpoint to the technopanic that screen time is causing a mental health crisis' Bruce Hood 'A rare mix of trustworthy science, practical advice, and human stories ... I'm going to recommend it to all the parents I know, and keep it handy for reference next time I see a scary headline about how technology is ruining our lives' Timandra Harkness 'Punctures some of the most pernicious myths about our smartphone and screen-dominated lives, while offering good advice about how to improve the time we spend with screens ... a must-read' New Scientist Most of us spend a significant part of the day in front of a screen. Our work and social lives play out through our computers, tablets and phones: on email, social media, video conference calls and gaming servers. But what is all this screen time doing to our health, our sleep, and our relationships? Professor Pete Etchells studies the way we use screens, and how they can affect us. In UNLOCKED, he delves into the real science behind the panic about our alleged device addiction and withering attention spans. Armed with the latest research, he reveals how little we have to fear, and the great deal we have to gain, by establishing a more positive relationship with our screens. That begins with asking ourselves some essential questions about how we use them. Instead of clamouring for us to ditch our devices (before guiltily returning to the same old habits), UNLOCKED is a sustainable, realistic and vital guide to transforming our connection with technology.