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    Pioneering Progress : American Science, Technology, and Innovation Policy


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  • Handbook of Research on Science Teacher Education
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  • Gender Differences in Technology and Innovation Management : Insights from Experimental Research
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    Even though the number of working women has steadily increased over the last few years, women are still significantly under-represented in STEM activities (i.e. mathematics, informatics, science and technology). In order to eliminate this under-representation, numerous education policies and corporate initiatives, particularly in the recent past, have been aimed at increasing women's enthusiasm for STEM activities and professions.According to the latest surveys, however, it is clear that these efforts have not yet led to the desired success.Compared to their male counterparts, women continue to do fewer STEM activities. One possible reason for this is that relatively little is yet known about the concrete impact of the above education policies on working with innovation and technology: What are the gender differences between women and men?Is it enough to recognize these differences, or should these differences ideally not only be recognized, but also treated appropriately or even encouraged? This anthology deals with current topics in technology and innovation management against the background of these and other gender-relevant aspects.Empirical analyses and experiments in collaboration with companies from various sectors provide a sound scientific basis on which new results and findings are presented: How do women and men deal with creativity and competition?How are technologies applied and how can differences in access to technology be deduced? Answers to these and other questions help decision-makers in politics and business to proactively use the differences between women and men to motivate women to work in the STEM field and to strengthen them by acknowledging existing differences.

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  • What is an acid residue ion, an oxonium ion, and a hydronium ion?

    An acid residue ion is a fragment of a molecule that remains after a hydrogen ion is removed from an acid. An oxonium ion is a positively charged ion formed by the addition of a proton to an oxygen atom. A hydronium ion is a positively charged ion formed by the combination of a water molecule with an extra proton, commonly found in aqueous solutions of acids.

  • What are the oxonium ion and the hydroxide ion?

    The oxonium ion is a positively charged ion formed when a water molecule gains a hydrogen ion, resulting in the formula H3O+. This ion is commonly found in acidic solutions. On the other hand, the hydroxide ion is a negatively charged ion formed when a water molecule loses a hydrogen ion, resulting in the formula OH-. This ion is commonly found in basic solutions. Both ions play important roles in acid-base chemistry.

  • What is an oxonium ion and a hydroxide ion?

    An oxonium ion is a positively charged ion formed by the combination of a water molecule and a hydrogen ion (H+). It is also known as a hydronium ion and is commonly found in acidic solutions. A hydroxide ion, on the other hand, is a negatively charged ion composed of one oxygen and one hydrogen atom (OH-). It is a key component of basic solutions and is responsible for the alkaline properties of substances such as sodium hydroxide. Both oxonium and hydroxide ions play important roles in the pH and chemical properties of solutions.

  • What is an ion?

    An ion is an atom or molecule that has gained or lost one or more electrons, giving it a positive or negative charge. When an atom loses an electron, it becomes a positively charged ion called a cation. Conversely, when an atom gains an electron, it becomes a negatively charged ion called an anion. Ions play a crucial role in chemical reactions and are essential for various biological processes in living organisms.

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    Hydraulic Excavator DIY Student Technology Small Production Science and Education Toy Model Science

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  • Handbook of Research on Science Teacher Education
    Handbook of Research on Science Teacher Education

    This groundbreaking handbook offers a contemporary and thorough review of research relating directly to the preparation, induction, and career long professional learning of K–12 science teachers. Through critical and concise chapters, this volume provides essential insights into science teacher education that range from their learning as individuals to the programs that cultivate their knowledge and practices.Each chapter is a current review of research that depicts the area, and then points to empirically based conclusions or suggestions for science teacher educators or educational researchers.Issues associated with equity are embedded within each chapter.Drawing on the work of over one hundred contributors from across the globe, this handbook has 35 chapters that cover established, emergent, diverse, and pioneering areas of research, including: Research methods and methodologies in science teacher education, including discussions of the purpose of science teacher education research and equitable perspectives; Formal and informal teacher education programs that span from early childhood educators to the complexity of preparation, to the role of informal settings such as museums; Continuous professional learning of science teachers that supports building cultural responsiveness and teacher leadership; Core topics in science teacher education that focus on teacher knowledge, educative curricula, and working with all students; and Emerging areas in science teacher education such as STEM education, global education, and identity development. This comprehensive, in-depth text will be central to the work of science teacher educators, researchers in the field of science education, and all those who work closely with science teachers.

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  • What is the difference between the carbonate ion and the bicarbonate ion?

    The main difference between the carbonate ion (CO3^2-) and the bicarbonate ion (HCO3^-) is the number of hydrogen atoms present. The carbonate ion has a charge of -2 and does not contain any hydrogen atoms, while the bicarbonate ion has a charge of -1 and contains one hydrogen atom. Bicarbonate is a conjugate base of carbonic acid, while carbonate is a polyatomic ion on its own.

  • What is the difference between a hydronium ion and an oxonium ion?

    A hydronium ion (H3O+) is formed when a water molecule (H2O) gains a hydrogen ion (H+), resulting in a positively charged ion. On the other hand, an oxonium ion (also known as a protonated alcohol) is formed when an alcohol molecule gains a proton, resulting in a positively charged ion. While both ions have a positive charge, hydronium ions are specifically formed in aqueous solutions, whereas oxonium ions are formed in the context of organic chemistry reactions involving alcohols.

  • How are lattice energy, ion charge, ion radius, and melting temperature related?

    Lattice energy is the energy required to separate an ionic solid into its constituent ions. It is directly related to the ion charges and inversely related to the ion radius. Higher ion charges and smaller ion radii result in higher lattice energies. As lattice energy increases, so does the melting temperature of the ionic solid. This is because the stronger the ionic bonds (as indicated by higher lattice energy), the more energy is required to break those bonds, resulting in a higher melting temperature.

  • When does an oxonium ion occur and when does a hydroxide ion occur?

    An oxonium ion occurs when a water molecule gains a proton, forming H3O+. This typically happens in acidic solutions where there is an excess of protons. On the other hand, a hydroxide ion occurs when a water molecule loses a proton, forming OH-. This occurs in basic solutions where there is a shortage of protons. Both oxonium and hydroxide ions are important in understanding the behavior of acids and bases in chemistry.

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