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CLIMATE CHANGE and the road to NET-ZERO : Science - Technology - Economics - Politics
CLIMATE CHANGE and the road to NET-ZERO is a story of how humanity has broken free from the shackles of poverty, suffering, and war and for the first time in human history grown both population and prosperity. It's also a story of how a single species has reconfigured the natural world, repurposed the Earth's resources, and begun to re-engineer the climate. The book uses these conflicting narratives to explore the science, economics, technology, and politics of climate change. NET-ZERO blows away the entrenched idea that solving global warming requires a trade-off between the economy and environment, present and future generations, or rich and poor, and reveals why a twenty-year transition to a zero carbon system is a win-win solution for all on planet Earth.From the Author"I wrote Climate Change and the road to Net-Zero to provide a generalist reader with a clear, comprehensive, and objective take on the issues surrounding climate change and air pollution. The book walks the reader through a history of energy, innovation, and the rise of human civilisation; how scientists have come to understand our past climate and can now forecast future change; the problems economists encounter as they attempt to piece together the potential monetary and social damages from climate inaction; and a technology agnostic assessment of potential climate change solutions (from climate-engineering to mitigation) including their costs, risks, and limitations. The book demonstrates why sustainable technologies such as wind, solar, and batteries get cheaper with scale of production, not time, and why a rapid transition to a fully-fledged net-zero system will end up significantly cheaper than remaining bound to fossil fuels, whilst also avoiding the worst impacts of climate change, and preventing nearly eight million premature deaths each year from air pollution. I hope Climate Change and the road to Net-Zero delivers an understanding of humanity's relationship with Earth that is as intriguing as Simon Lewis and Mark Maslin's The Human Planet, or Yuval Noah Harari's Sapiens. I very much hope too that the book conveys the passion and call to action of David Wallace-Well's The Uninhabitable Earth, coupled with the sober economic analysis of The Climate Casino by William Nordhaus or Capital in the 21st century by Thomas Piketty, and that it provides the technical rigour of Sustainable Energy Without The Hot Air by David MacKay, the rationality of Hans Rosling's Factfulness, and the eternal hope of The Future We Choose by Christiana Figueres and Tom Rivett-Carnac. I believe net-zero will be cheaper, cleaner, safer, more reliable, more sustainable, and will create more employment than if we remain bound to fossil fuels. After reading the book, I hope you will agree."Mathew Hampshire-Waugh, Author.
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Pioneering Progress : American Science, Technology, and Innovation Policy
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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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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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Are zero-calorie products really zero calories?
Zero-calorie products are not truly zero calories. The FDA allows products with less than 5 calories per serving to be labeled as zero calories. Therefore, these products may still contain a small amount of calories, typically from ingredients like artificial sweeteners. It's important to be mindful of portion sizes and ingredients in zero-calorie products if you are trying to strictly limit your calorie intake.
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Are zero-calorie foods really zero calories?
Zero-calorie foods are not truly zero calories. While they may have very few calories per serving, they still contain some calories. The term "zero calories" is used when a serving of the food contains less than five calories. It is important to be mindful of portion sizes and overall calorie intake, even when consuming foods labeled as zero calories.
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Why do we start counting at zero in computer science?
In computer science, we start counting at zero because it simplifies the process of accessing elements in data structures like arrays. By starting at zero, we can easily calculate the memory address of each element based on its index. This convention also aligns with how memory is allocated and accessed in computer systems, making it more efficient for programming languages to work with data structures. Additionally, starting at zero allows for a more consistent and predictable way of addressing elements in arrays and other data structures.
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Is the slope at a zero point zero?
No, the slope at a zero point is not necessarily zero. The slope at a zero point depends on the function and its behavior near that point. For example, if the function has a horizontal tangent at the zero point, then the slope at that point would be zero. However, if the function has a non-horizontal tangent at the zero point, then the slope would not be zero.
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Higher Education and SDG2 : Zero Hunger
In a post-COVID-19 pandemic era of cost-of-living crises and global displacements of people due to conflicts and climate challenges, food poverty is a growing and ever-pressing issue across both the Global North and the Global South.Presenting a collection of cases drawn from higher education research, teaching and learning, as well as campus and community-based initiatives, Higher Education and SDG2 addresses food security, nutrition, sustainable and resilient agriculture, and ending hunger for all. Featuring chapters and cases from Australia, Canada, China, Indonesia, Italy, Malawi, Northern Ireland, Peru, Turkey, the UK, the USA, Vietnam and Zimbabwe, this edited collection demonstrates the fundamental role Higher Education has in helping deliver Zero Hunger.The chapters cover education, research and community engagement initiatives that aim to address how this issue impacts the nations that face the most widespread and severe effects of hunger, food insecurity, malnutrition, and unsustainable food systems.Focusing on opportunities for Higher Education to positively influence academic, innovation, and policy agendas, this synthesis of global approaches is an inspirational call to action for increasing meaningful engagement by universities and colleges to address SDG2 Zero Hunger. Higher Education and the Sustainable Development Goals is a series of 17 books that address each of the SDGs through the lens of higher education.Adopting a solutions-based approach, each book focuses on how higher education is advancing delivery of Agenda 2030.The series is edited by Wendy Purcell, Professor with Rutgers University and Academic Research Scholar with Harvard University; Emeritus Professor and University President Emerita.
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Handbook of Research on Science Education : Volume III
Volume III of this landmark synthesis of research offers a comprehensive, state-of-the-art survey highlighting new and emerging research perspectives in science education. Building on the foundations set in Volumes I and II, Volume III provides a globally minded, up-to-the-minute survey of the science education research community and represents the diversity of the field.Each chapter has been updated with new research and new content, and Volume III has been further developed to include new and expanded coverage on astronomy and space education, epistemic practices related to socioscientific issues,design-based research, interdisciplinary and STEM education, inclusive science education, and the global impact of nature of science and scientific inquiry literacy. As with the previous volumes, Volume III is organized around six themes: theory and methods of science education research; science learning; diversity and equity; science teaching; curriculum and assessment; and science teacher education.Each chapter presents an integrative review of the research on the topic it addresses, pulling together the existing research, working to understand historical trends and patterns in that body of scholarship, describing how the issue is conceptualized within the literature, how methods and theories have shaped the outcomes of the research, and where the strengths, weaknesses, and gaps are in the literature. Providing guidance to science education faculty, scholars, and graduate students, and pointing towards future directions of the field, Handbook of Research on Science Education Research, Volume III offers an essential resource to all members of the science education community.
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Gender Differences in Technology and Innovation Management : Insights from Experimental Research
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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Makerspaces, Innovation and Science Education : How, Why, and What For?
This book provides an overview to a range of theories in science and technology that inform the different ways in which makerspaces can be educative.Makerspaces are an indispensable site for science, technology, engineering, and mathematics (STEM) instruction and pose novel risks and opportunities for STEM instruction.Educators are likely to reach towards activities that have a high degree of engagement, but this might result in observations like 'it looks like fun, but what are they learning?'. Beginning from the question of how we know what we know in science, the author asserts that understanding scientific knowledge requires us to know more than the abstract concepts typically presented in schools.The social and material aspects of knowledge are also important—these take the form of questions such as: What is the interplay between knowledge and power?How do we understand that we can have a ‘feel’ for materials and artefacts that we cannot completely describe in words?How do we know what ideas ought to be made real though technology and engineering?Significantly, this book also discusses the ethical dimensions of STEM education, in thinking about the kinds of STEM education that could be useful for open futures. This book will be useful to graduate students and educators seeking an expansive view of STEM education.More generally, these ideas outline a possible new strategy for a vision of school that is not merely training or preparing students for work.Education needs to also prepare students for sociopolitical participation, and with STEM being central to our contemporary lives, this book provides insights for how this can happen in makerspaces.
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Is there a number zero point zero one?
Yes, there is a number zero point zero one, which is equivalent to 0.01. This number represents one hundredth of a whole unit and is commonly used in decimal notation. It is a small but significant value in various mathematical and scientific calculations.
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What is the result when dividing zero by zero?
When dividing zero by zero, the result is undefined. This is because division by zero is not a valid operation in mathematics. When dividing by zero, there is no meaningful answer because it implies trying to distribute zero into equal parts, which is not possible. Therefore, the result of dividing zero by zero is undefined.
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Is the bell curve approaching zero or is it zero?
The bell curve, also known as the normal distribution, approaches zero as it extends to negative and positive infinity on the x-axis. However, it never actually reaches zero, as the curve continues infinitely in both directions. This means that there is always a small probability of an event occurring at the tails of the distribution, even though it becomes increasingly unlikely as you move away from the center.
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Does market research hinder innovation in business administration?
Market research does not necessarily hinder innovation in business administration. In fact, it can provide valuable insights into consumer needs and preferences, helping businesses to develop innovative products and services that meet market demands. By understanding market trends and customer behavior, businesses can identify opportunities for innovation and stay ahead of competitors. However, relying too heavily on market research without allowing room for creativity and risk-taking can limit the potential for groundbreaking innovations. It is important for businesses to strike a balance between leveraging market research and fostering a culture of innovation to drive success in business administration.
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