Description / Table of Contents: ContributorsList of Abbreviations -- Acknowledgments; Kenneth D. Pimple -- 1. Introduction; Kenneth D. Pimple -- 2. Three Case Studies; Donald R. Searing and Elizabeth A.M. Searing -- 3. Health information in the background; Lisa M. Lee -- 4. Surveillance in the Big Data Era; Mark Andrejevic -- 5. We know where you are. And we're more and more sure what that means; Francis Harvey -- 6. Preserving life, destroying privacy; Cynthia M. Jones -- 7. When cutting edge technology meets clinical practice; Katherine D. Seelman, Linda M. Hartman, and Daihua Yu -- 8 Ethics and pervasive augmented reality; Bo Brinkman -- 9. This is an intervention; Katie Shilton -- 10. Applying “Moral Responsibility for Computing Artifacts” to PICT; Keith W. Miller -- 11. Principles for the ethical guidance of PICT; Kenneth D. Pimple -- Glossary -- Index.

Description / Table of Contents: Chapter 1: Introduction: Joseph R.A. Ayee, Samuel Agyei-Mensah and Abena D. OduroChapter 2: Trends in the Development of Archaeology and Heritage Studies in Ghana: James Anquandah -- Chapter 3: Bridging the Ivory Tower: Professional History, Scholarship, and Public Engagement in Ghana: Daniel E.K. Baku, Nana Yaw B. Sapong and Cyrelene Amoah-Boampong -- Chapter 4: Change and Continuity in the Practice and Development of Geography in Ghana: Samuel Agyei-Mensah, Joseph A. Yaro and Joseph Mensah -- Chapter 5: Psychology in Ghana: A Review of Research and Practice: Ama de-Graft Aikins, Angela L. Ofori-Ata, Adote Anum and Vivian A. Dzokoto -- Chapter 6: The Development of Sociology and Anthropology in Ghana and Future Prospects: Akosua Darkwah, Steve Tonah and Max Assimeng -- Chapter 7: Social Work Practice in Ghana Changing Dynamics, Challenges and Opportunities: Michael Baffoe and Mavis Dako-Gyeke -- Chapter 8: The Study and Practice of Economics in Ghana: Louis Boakye-Yiadom, William Baah-Boateng and Abena D. Oduro -- Chapter 9: The Vissisitudes of Political Science in Ghana: Joseph R.A. Ayee and Maame A.A. Gyekye-Jandoh -- Chapter 10: Changing Perspectives in the Didactics of International Affairs in Ghana: Linda Darkwa and Philip Attuquayefio -- Chapter 11: From Library and Archival Studies to Information Studies: Anaba Anankyela Alemna and Harry Akussah -- Chapter 12: Critically 'Trending' Approaches to Communication Theory and Methods of Inquiry in Ghana: Kwasi Ansu -Kyeremeh -- Chapter 13: African Studies: Evolution, Challenges and Prospects: Brigid Sackey -- Chapter 14: Evolution and Development of Development Studies in Ghana: Philip Duku Osei -- Chapter 15: Women's and Gender Studies in Ghana: Abena Animwaa Yeboah, Akosua Adomako Ampofo and Maame Kyerewaa Brobbey -- Chapter 16: Changing Trends in Adult and Continuing Education: The Ghanaian Experience: Yaw Oheneba-Sakyi, Olivia Adwoa Tiwaah Frimpong, Samuel Kofi Badu-Nyarko, Michael Ayittey Tagoe -- Chapter 17: Conclusion: Joseph R.A. Ayee, Samuel Agyei-Mensah and Abena D. Oduro.

Description / Table of Contents: 1. Prelude: Positioning Singing Pedagogy in the 21st CenturyPART I: OVERVIEW 2. Singing Pedagogy in the 21st Century: A Look Toward the Future -- 3. Habits of the Mind, Hand and Heart: Approaches to Classical Singing Training -- 4. Teaching Popular Music Styles -- 5. A Brief Overview of Approaches to Teaching the Music Theatre Song -- PART II: SINGING, THE BODY AND THE MIND 6. Vocal Health and Singing Pedagogy: Considerations from Biology and Motor Learning -- 7. The Role of the Speech and Language Therapist - Speech Pathologist - in the Modern Singing Studio -- 8. The Extra-Normal Voice: EVT in Singing -- 9. Registers Defined through Visual Feedback -- 10. Body Mapping: Enhancing Voice Performance through Somatic Pedagogy -- 11. Vocal Pedagogy and the Feldenkrais Method -- 12. Perception, Evaluation and Communication of Singing Voices -- 13. The Teacher-Student Relationship in One-to-one Singing Lessons: An Investigation of Personality and Adult Attachment -- 14. Negotiating an ‘Opera Singer Identity' -- PART III: APPROACHES TO STYLE 15. Style and Ornamentation in Classical and Bel Canto Arias -- 16. Handel and the Voice Practitioner: Perspectives on Performance Practice and Higher Education Pedagogy -- 17. Contemporary Vocal Artistry in Popular Culture Musics: Perceptions, Observations and Lived Experiences -- 18. Pathways for Teaching Vocal Jazz Improvisation -- 19. Voice in Worship: The Contemporary Worship Singer -- 20. Take my Hand: Teaching the Gospel Singer in the Applied Voice Studio -- PART IV: THE TRAINING GROUND 21. The Conservatorium Environment: Reflections on the Tertiary Vocal Setting Past and Present -- 22. More Than Just Style: A Profile of Professional Contemporary Gig Singers -- 23. Developing a Tertiary Course in Music Theatre -- 24. Training the Singing Researcher -- POSTLUDE 25. The Future of Singing Pedagogy.

Description / Table of Contents: Biographical Details1. The Global Relevance of Subsidiarity: An Overview; Michelle Evans and Augusto Zimmermann -- 2. Subsidiarity in the Writings of Aristotle and Aquinas; Nicholas Aroney -- 3. Subsidiarity in Catholic Social Theory; Patrick McKinley Brennan -- 4. The Relationship Between Subsidiarity and Sphere Sovereignty; Lael Daniel Weinberger -- 5. Subsidiarity and Social Pluralism; Jonathan Chaplin.- 6. Subsidiarity, Democracy and Individual Rights in Brazil; Augusto Zimmermann.- 7. Can Subsidiarity Reform the Modern Welfare State?; The Rev Robert A Sirico.- 8. Subsidiarity and the German Constitution; Jürgen Bröhmer.- 9. Subsidiarity as Judicial and Legislative Review Principles in the European Union; Gabriël A Moens and John Trone.- 10. Subsidiarity and Federalism: A Case Study of the Australian Constitution and its Interpretation; Michelle Evans.- 11. Subsidiarity and the Global Order; Andreas Follesdal.

Description / Table of Contents: Preface; Contents; Contributors; About the Authors; Chapter-1; Introduction: The Principle of Vulnerability: Meeting Ground of Six Religions; Bibliography; Part I; General Considerations on the Principle of Vulnerability in Bioethics; Chapter-2; Vulnerability: How did the principle Come About?; 2.1 Introduction; 2.2 A New Principle; 2.3 The Difficult Process of Revision of the Declaration; 2.4 Immediate Approval of the Principle; 2.5 Towards a Report on the Principle; References; Chapter-3; The Principle of Vulnerability in the UNESCO Declaration on Bioethics and Human Rights

Description / Table of Contents: 3.1 Introduction3.2 The Emergence of Vulnerability in Authoritative Bioethics Documents; 3.2.1 The Belmont Report; 3.2.2 The CIOMS Guidelines; 3.2.3 The Declaration of Helsinki; 3.2.4 The Universal Declaration on Bioethics and Human Rights; 3.3 Controversial Dimensions of Vulnerability; 3.4 Conclusion; References; Chapter-4; Vulnerability: Considerations on the Appropriate Use of the Term in Bioethics; 4.1 Introduction; 4.2 Some Uses of "vulnerability"; 4.3 A Key to Interpretation: Vulnerability and Corporeality; 4.4 Vulnerability and Desire: A False Source of Vulnerability; 4.5 Conclusion

Description / Table of Contents: ReferencesPart II; Religious Perspectives of Vulnerability from Philosophical, Ethical and Legal Points of View; Chapter-5; Vulnerability, Compassion, and Ethical Responsibility: A Buddhist Perspective on the Phenomenology of Illness and Health; 5.1 Introduction; 5.2 The Suffering Body as an Interpretative "Text"; 5.3 Compassion: The Irreducibility of Ethical Responsibilities; 5.4 The Phenomenology of Illness and the Healing Process; 5.5 Summary; References; Chapter-6; The Ethical and the Legal Aspects of Vulnerability in the Christian Perspective; 6.1 Introduction

Description / Table of Contents: 6.2 Vulnerability and Otherness6.3 Vulnerability and Agape; References; Chapter-7; Family as First Bulwark for the Vulnerable: Confucian Perspectives on the Anthropology and Ethics of Human Vulnerability; 7.1 Introduction; 7.2 The Confucian Family-centric Vision; 7.3 Family Co-determination as the First Bulwark Protecting Patients; 7.4 Hong Kong as Illustration; 7.4.1 When Patients are Competent; 7.4.2 Two Illustrations; 7.4.3 Disrespect for the Patient's Will; 7.5 Conclusion; Bibliography; Chapter-8; Between Tradition and Modernity: Bioethics, Human Vulnerability and Social Change

Description / Table of Contents: 8.1 The Hindu Tradition8.2 Religion; 8.3 Social Divisions in the Hindu Culture; 8.4 Sources of Strength and Protection; 8.4.1 Sources of Vulnerabilities; 8.5 Social and Political Change; 8.5.1 Reform Movements; 8.5.2 The New Rulers; 8.5.3 After Independence; 8.6 Bioethical Challenges for the Twenty-First Century; 8.7 Conclusion; References; 9.1 Introduction; Chapter-9; Human Vulnerability in Islam; 9.2 Vulnerability and Weakness: Our Human Condition; 9.3 Children and Women: Rights and Needsto be Protected; 9.4 Extending Mercy to the Elderly and the Sick; 9.5 Medical Care and Bioethical Issues

Description / Table of Contents: 9.6 Concluding Remarks

Description / Table of Contents: Introduction. Nanotechnologies and the quest for responsibility; Simone Arnaldi, Arianna Ferrari, Paolo Magaudda, Francesca MarinPart 1 Scrutinizing responsibility. Theoretical explorations into an entangled concept -- Responsibility and visions in the new and emerging technologies; Arianna Ferrari, Francesca Marin -- Features of intergenerational moral responsibility in the age of the emerging technologies; Silvia Zullo -- The Role of responsible stewardship in nanotechnology and synthetic biology; Ilaria Anna Colussi -- Part 2 Technology assessment  and public engagement -- Technology assessment beyond toxicology - the case of nanomaterials; Torsten Fleischer, Jutta Jahnel, Stefanie B. Seitz -- Ethics Research Committees in reviewing nanotechnology clinical trials protocol; Viviana Daloiso, Antonio G. Spagnolo.-Governance of Nanotechnology: engagement and public participation; Giuseppe Pellegrini -- Part 3 Representations and arrangements of responsibility -- Value chain responsibility in emerging technologies; Colette Bos, Harro van Lente -- On being responsible: Multiplicity in responsible development; Sarah R. Davies, Cecilie Glerup, Maja Horst -- Nanotechnology and configurations of responsibilities in boundary organizations; Paolo Magaudda -- Who is responsible? Nanotechnology and responsibility in the Italian daily press; Simone Arnaldi -- Epilogue: Nanotechnology beyond nanotechnologies Responsible Research and Innovation: an emerging issue in research policy rooted in the debate on nanotechnology; Armin Grunwald -- Index.

Description / Table of Contents: Preface; Erik Weber, Joke Meheus & Dietlinde WoutersChapter 1. Adaptive Logics as a Necessary Tool for Relative Rationality. Including a Section on Logical Pluralism; Diderik Batens -- Chapter 2. A New Approach to Epistemic Logic; Giovanna Corsi and Gabriele Tassi -- Chapter 3. Explaining Capacities: Assessing the Explanatory Power of Models in the Cognitive Sciences; Raoul Gervais -- Chapter 4. Data-driven Induction in Scientific Discovery. A Critical Assessment Based on Kepler’s Discoveries; Albrecht Heeffer -- Chapter 5. Dovetailing Belief Base Revision with (Basic) Truth Approximation; Theo A.F. Kuipers -- Chapter 6. A Method of Generating Modal Logics Defining Jaśkowski’s Discussive D2 Consequence; Marek Nasieniewski and Andrzej Pietruszczak -- Chapter 7. Frontier Theory of Inquiry: Apparent Conflicts between the Ghent Logical Program and the “Darwinian” Selectionist Program; Thomas Nickles -- Chapter 8. On the Propagation of Consistency in Some Systems of Paraconsistent Logic; Hitoshi Omori and Toshiharu Waragai -- Chapter 9. Degrees of Validity and the Logical Paradoxes; Francesco Orilia -- Chapter 10. Contradictory Concepts; Graham Priest -- Chapter 11. Bloody Analogical Reasoning; Dagmar Provijn -- Chapter 12. Another Look at Mathematical Style, as Inspired by Le Lionnais and the OuLiPo; Jean Paul Van Bendegem and Bart Van Kerkhove -- Chapter 13. Internalism Does Entail Scepticism; Jan Willem Wieland -- Chapter 14. Answering by Means of Questions in View of Inferential Erotetic Logic; Andrzej Wiśniewski.

Description / Table of Contents: 1.Introduction: Basic concepts of business ethics2. Early contemporary French philosophy and business ethics -- 3. Phenomenology and existentialism -- 4. The epistemological tradition and organizations -- 5. Structuralism and post-structuralism -- 6. Postmodernism and hyper modernism -- 7. Discussion: What can French philosophy do for business ethics?.

Description / Table of Contents: Chapter 1: IntroductionSection 1: Issues of Language Variation in Education. Chapter 2: Integrating Language Variation into TESOL: Challenges from English Globalization -- Chapter 3: Classroom Encounters with Caribbean Creole English: Language, Identities and Pedagogy -- Chapter 4: Global Identities or Local Stigma Markers: How Equal is the 'E' in Englishes in Cameroon? -- Chapter 5: Accent and Ethics: Issues that Merit Attention -- Chapter 6: Forensic Linguistics and Pedagogical Implications in Multilingual Contexts -- Chapter 7: Teaching the Expanding Universe of Englishes -- Section 2: Pedagogical applications. Chapter 8: Dynamic Approach to Language Proficiency -- Chapter 9: Modelling and Mentoring: The Yin and Yang of Teaching and Learning from Home Through School -- Chapter 10: Supporting Students in the Move from Spoken to Written Language -- Chapter 11: Applying Systemic Functional Linguistics to Build Educators’ Knowledge of Academic English for the Teaching of Writing -- Chapter 12: "Welcome to the Real World” or English Reloaded: A European Perspective -- Chapter 13: Preparing Linguistically Responsive Teachers in Multilingual Contexts -- Chapter 14: From Model to Practice: Language Variation in Education.

Description / Table of Contents: Contents; Chapter 1: Introduction: The History, Purpose and Content of the Springer International Handbook of Research in History, Philosophy and Science Teaching ; 1.1 The International History, Philosophy and Science Teaching Group; 1.2 Science & Education Journal; 1.3 The Handbook Project; 1.4 Handbook Structure; 1.4.1 Pedagogical Studies; 1.4.2 Theoretical Studies; 1.4.3 Regional Studies; 1.4.4 Biographical Studies; 1.5 Writing and Communication; Part I: Pedagogical Studies: Physics; Chapter 2: Pendulum Motion: A Case Study in How History and Philosophy Can Contribute to Science Education

Description / Table of Contents: 2.1 Introduction2.2 Galileo's Pendulum Analysis; 2.3 Galileo's Methodological Innovation; 2.4 Galileo, Experimentation and Measurement; 2.5 Contemporary Reproductions of Galileo's Experiments; 2.6 The Pendulum and Timekeeping; 2.7 The Pendulum in Newton's Mechanics; 2.7.1 The Demonstration of Newton's Laws; 2.7.2 Unifying Terrestrial and Celestial Mechanics; 2.8 Huygens' Proposal of an International Standard of Length; 2.9 The Pendulum and Determining the Shape of the Earth; 2.10 The Testing of Scientific Theories; 2.11 Some Social and Cultural Impacts of Timekeeping

Description / Table of Contents: 2.11.1 Solving the Longitude Problem2.11.2 A Clockwork Society; 2.11.3 A Clockwork Universe and Its Maker; 2.11.4 Foucault's Pendulum Makes Visible the Earth's Rotation; 2.12 The Pendulum in the Classroom; 2.13 The Pendulum and Textbooks; 2.14 The Pendulum and Recent US Science Education Reform Proposals; 2.14.1 Scope, Sequence and Coordination; 2.14.2 Project 2061; 2.14.3 The US National Standards; 2.14.4 America's Lab Report; 2.14.5 The Next Generation Science Standards; 2.15 The International Pendulum Project; 2.16 Conclusion; References; Chapter 3: Using History to Teach Mechanics

Description / Table of Contents: 3.1 Introduction3.2 A Brief History of Mechanics from Aristotle to Newton and Beyond; 3.2.1 Aristotle; 3.2.2 Projectile Motion; 3.2.3 Free Fall; 3.2.4 Forced Motion; 3.2.5 Circular Motion; 3.2.6 Impact; 3.2.7 Pendulum Motion; 3.2.8 Isaac Newton; 3.2.9 Beyond Newton; 3.3 History of Mechanics and the Nature of Science; 3.3.1 Some Issues in the History of Mechanics; 3.3.1.1 Force; 3.3.1.2 Inertial Mass; 3.3.1.3 Mathematics; 3.3.2 Some Philosophical Issues; 3.3.2.1 Meaning Matters; 3.3.2.2 Idealisation in Mechanics; 3.3.2.3 Empiricism Versus Realism in Mechanics

Description / Table of Contents: 3.3.2.4 The Role of Observation and Experiment3.3.3 Frontier Science; 3.3.4 Mechanics and Technology; 3.4 History of Mechanics and Student Conceptions; 3.5 Some Historical Resources for Teaching Mechanics; 3.5.1 Explanations and Illustrations; 3.5.2 Thought Experiments; 3.5.2.1 Galileo and the Speed of Falling Bodies; 3.5.2.2 Stevin and the Inclined Plane; 3.5.3 Experiments, Instruments and Technological Devices; 3.5.3.1 The Inclined Plane Experiment; 3.5.3.2 The Parabolic Path of Trajectories and the Law of Free Fall; 3.5.3.3 Newton's Colliding Pendulums

Description / Table of Contents: 3.5.4 Anecdotes, Vignettes and Stories

Description / Table of Contents: INTRODUCTION, MICHAEL R. MATTHEWSPart I: PEDAGOGICAL STUDIES -- Physics -- MICHAEL R. MATTHEWS, Pendulum Motion: A Case Study in How History and Philosophy can Contribute to Science Education -- COLIN F. GAULD, Using History to Teach Mechanics -- IGAL GALILI , Teaching Optics: A Historico-Philosophical Perspective -- JENARO GUISASOLA, Teaching and Learning Electricity: The Relations between Macroscopic Level Observations and Microscopic Level Theories -- OLIVIA LEVRINI, The Role of History and Philosophy in Research on Teaching and Learning of Relativity -- ILEANA M. GRECA & OLIVAL FREIRE Jr, Meeting the Challenge: Quantum Physics in Introductory Physics Courses -- MANUEL BÄCHTOLD & MURIEL GUEDJ, Teaching Energy Informed by the History and Epistemology of the Concept with Implications for Teacher Education -- UGO BESSON, Teaching about Thermal Phenomena and Thermodynamics: The Contribution of History and Philosophy of Science -- Chemistry -- SIBEL ERDURAN & EBRU MUGALOGLU, Philosophy of Chemistry in Chemical Education: Recent Trends and Future Directions -- KEVIN C. DE BERG, The Place of the History of Chemistry in the Teaching and Learning of Chemistry -- JOSÉ ANTONIO CHAMIZO & ANDONI GARRITZ, Historical Teaching of Atomic and Molecular Structure -- Biology -- KOSTAS KAMPOURAKIS & ROSS NEHM, History and Philosophy of Science and the Teaching of Evolution: Students' Conceptions and Explanations -- ROSS NEHM & KOSTAS KAMPOURAKIS, History and Philosophy of Science and the Teaching of Macroevolution -- NIKLAS M. GERICKE & MIKE U. SMITH, 21st Century Genetics and Genomics: Contributions of HPS -Informed Research and Pedagogy -- CHARBEL N. EL-HANI, ANA MARIA R. DE ALMEIDA, GILBERTO C. BOMFIM, LEYLA M. JOAQUIM, JOÃO CARLOS M. MAGALHÃES, LIA M. N. MEYER, MAIANA A. PITOMBO & VANESSA C. DOS SANTOS, The Contribution of History  and Philosophy to the Problem of Hybrid Views about Genes in Genetics Teaching -- Ecology -- AGELIKI LEFKADITI, KOSTAS KORFIATIS, & TASOS HOVARDAS, Contextualizing the Teaching and Learning of Ecology: Historical and Philosophical Considerations -- Earth Sciences -- GLENN DOLPHIN & JEFF DODICK, Teaching Controversies in Earth Science: The Role of History and Philosophy of Science -- Astronomy -- HORACIO TIGNANELLI  & YANN BENÉTREAU-DUPIN, Perspectives of History and Philosophy on Teaching Astronomy   -- Cosmology -- HELGE KRAGH, The Science of the Universe: Cosmology and Science Education -- Mathematics -- MICHAEL N. FRIED, History of Mathematics in Mathematics Education -- STUART ROWLANDS, Philosophy and the Secondary School Mathematics Classroom -- EDUARD GLAS, A Role for Quasi-Empiricism in Mathematics Education -- KATHLEEN MICHELLE CLARK, History of Mathematics in Teacher Education -- JUDITH V. GRABINER, The Role of Mathematics in Liberal Arts Education -- TINNE HOFF KJELDSEN & JESSICA CARTER, The Role of History and Philosophy in University Mathematics Education -- UFFE THOMAS JANKVIST, Use of Primary Sources in the Teaching and Learning of Mathematics -- Part II: THEORETICAL STUDIES -- (a) Features of Science and Education -- DEREK HODSON, Nature of Science in the Science Curriculum: Origin, Development and Shifting Emphases -- NORMAN G. LEDERMAN, STEPHEN A. BARTOS & JUDITH S. LEDERMAN, The Development, Use, and Interpretation of Nature of Science Assessments -- GÜROL IRZIK & ROBERT NOLA, New Directions for Nature of Science Research -- PETER SLEZAK, Constructivism in Science Education -- JIM MACKENZIE, RON GOOD & JAMES ROBERT BROWN, Postmodernism and Science Education: An Appraisal -- ANA C. COULÓ, Philosophical Dimensions of Social and Ethical Issues in School Science Education: Values in Science and in Science Classrooms -- GÁBOR ZEMPLÉN & GÁBOR KUTROVÁTZ, Social Studies of Science and Science Teaching -- ISMO KOPONEN & SUVI TALA, Generative Modeling in Physics and in Physics Education: From Aspects of Research Practices to Suggestions for Education -- CYNTHIA PASSMORE, JULIA SVOBODA GOUVEA & RONALD GIERE, Models in Science and in Learning Science: Focusing Scientific Practice on Sense-making  -- ZOUBEIDA R. DAGHER & SIBEL ERDURAN, Laws and Explanations in Biology and Chemistry: Philosophical Perspectives and Educational Implications -- MERVI A ASIKAINEN & PEKKA E HIRVONEN, Thought Experiments in Science and in Science Education -- (b) Teaching, Learning and Understanding Science -- ROLAND M SCHULZ, Philosophy of Education and Science Education: An Underdeveloped but Vital Relationship -- STEPHEN P. NORRIS, LINDA M. PHILLIPS & DAVID P. BURNS, Conceptions of Scientific Literacy: Identifying and Evaluating their Programmatic Elements -- BRIAN DUNST & ALEX LEVINE, Conceptual Change:  Analogies Great and Small, and the Quest for Coherence -- GREGORY J. KELLY, Inquiry Teaching and Learning: Philosophical Considerations -- WENDY SHERMAN HECKLER, Research on Student Learning in Science: A Wittgensteinian Perspective -- MANSOOR NIAZ / Science Textbooks: The Role of History and Philosophy of Science -- AGUSTÍN ADÚRIZ-BRAVO, Revisiting School Scientific Argumentation from the Perspective of the History and Philosophy of Science -- PETER HEERING & DIETMAR HÖTTECKE, Historical-Investigative Approaches in Science Teaching -- STEPHEN KLASSEN & CATHRINE FROESE KLASSEN, Science Teaching with Historically Based Stories: Theoretical and Practical Perspectives -- TIM SPROD, Philosophical Inquiry and Critical Thinking in Primary and Secondary Science Education -- ANASTASIA FILIPPOUPOLITI & DIMITRIS KOLIOPOULOS, Informal and Non-formal Education: History of Science in Museums -- (c) Science, Culture and Society -- MICHAEL R. MATTHEWS, Science, Worldviews and Education -- MICHAEL J. REISS, What Significance does Christianity have for Science Education? -- TANER EDIS & SAOUMA BOUJAOUDE, Rejecting Materialism: Responses to Modern Science in the Muslim Middle East -- SUNDAR SARUKKAI, Indian Experiences with Science: Considerations for History, Philosophy and Science Education -- JEFF DODICK & RAPHAEL SHUCHAT, Historical Interactions between Judaism and Science and their Influence on Science Teaching and Learning -- KAI HORSTHEMKE & LARRY YORE, Challenges of Multiculturalism in Science Education: Indigenisation, Internationalisation, and Transkulturalität -- MARTIN MAHNER, Science, Religion, and Naturalism: Metaphysical and Methodological Incompatibilities -- (d) Science Education Research -- KEITH S TABER, Methodological Issues in Science Education Research: A Perspective from the Philosophy of Science -- VELI-MATTI VESTERINEN, MARÍA ANTONIA MANASSERO-MAS & ÁNGEL VÁZQUEZ-ALONSO, History and Philosophy of Science and Science, Technology and Society Traditions in Science Education: Their Continuities and Discontinuities -- CHRISTINE L. MCCARTHY, Cultural Studies in Science Education: Philosophical Considerations -- KATHRYN M. OLESKO, Science Education in the Historical Study of the Sciences -- Part 111: REGIONAL STUDIES -- WILLIAM F. MCCOMAS, Nature of Science in the Science Curriculum and in Teacher Education Programmes in the United States -- DON METZ, The History and Philosophy of Science in Science Curricula and Teacher Education in Canada -- JOHN L. TAYLOR & ANDREW HUNT, History and Philosophy of Science and the Teaching of Science in England -- LIBORIO DIBATTISTA & FRANCESCA MORGESE, Incorporation of History and Philosophy of Science and Nature of Science Content in School and Teacher Education Programmes in Europe -- JOSIP SLISKO & ZALKIDA HADZIBEGOVIC, History in Bosnia and Herzegovina Physics Textbooks for Primary School - Historical Accuracy and Cognitive Adequacy -- SIU LING WONG, ZHI HONG WAN & KA LOK CHENG, One Country Two Systems: Nature of Science (NOS) Education in Mainland China and Hong Kong -- JINWOONG SONG & YONG JAE JOUNG, Trends in History and Philosophy of  Science and Nature of Science Research in Korean Science Education -- YUKO MURAKAMI & MANABU SUMIDA, History and Philosophy of Science and Nature of Science Research in Japan: A Historical Overview -- ANA BARAHONA, ANDONI GARRITZ, JOSÉ ANTONIO CHAMIZO & JOSIP SLISKO, The History and Philosophy of Science and Science Teaching in Mexico -- ROBERTO DE ANDRADE MARTINS, CIBELLE CELESTINO SILVA, & MARIA ELICE BRZEZINSKI PRESTES, History and Philosophy of Science in Science Education, in Brazil -- IRENE ARRIASSECQ & ALCIRA RIVAROSA, Science Teaching and Research in Argentina: The Contribution of History and Philosophy of Science -- Part 1V: BIOGRAPHICAL STUDIES -- HAYO SIEMSEN, Ernst Mach: A Genetic Introduction to His Educational Theory and Pedagogy -- WILLIAM H. BROCK & EDGAR W. JENKINS, Frederick W. Westaway and Science Education: An Endless Quest -- EDGAR W. JENKINS, E. J. Holmyard (1891-1959) and the Historical Approach to Science Teaching -- JAMES SCOTT JOHNSTON, John Dewey and Science Education -- GEORGE DEBOER, Joseph Schwab: His Work and His Legacy.

Description / Table of Contents: Computing Meaning; Contents; Contributors; Computing Meaning: Annotation, Representation, and Inference; 1 Introduction; 2 About This Book; 2.1 Semantic Representation and Compositionality; 2.2 Inference and Understanding; 2.3 Semantic Resources and Annotation; References; Part I: Semantic Representation and Compositionality; Deterministic Statistical Mapping of Sentences to Underspecified Semantics; 1 Introduction; 2 Direct Semantic Mapping; 3 Semantic Expressions; 3.1 Connectives and Examples; 4 Encoding Semantics as Dependencies; 4.1 Alignment; 4.2 Headedness; 4.3 Label Construction

Description / Table of Contents: 5 Experiments5.1 Data Preparation; 5.2 Parser; 5.3 Results; 6 Conclusion and Further Work; References; A Formal Approach to Linking Logical Form and Vector-Space Lexical Semantics; 1 Introduction; 2 Background; Textual Entailment; Logic-Based Semantics; Distributional Models for Lexical Meaning; Markov Logic; 3 Linking Logical Form and Vector Spaces; 3.1 Lexical Mapping and Inference Projection; 3.2 Addressing Polysemy; 4 Transforming Natural Language Text to Logical Form; 5 Ambiguity in Word Meaning; 5.1 A Lexical Ambiguity Example; 5.2 Hypernymy; 6 Implicativity

Description / Table of Contents: 6.1 Inferences with Nested Propositions6.2 Interaction with Other Phenomena; 7 Preliminary Evaluation; 8 Future Work; 9 Conclusion; References; Annotations that Effectively Contribute to Semantic Interpretation; 1 Introduction: Functions of Semantic Annotations; 2 The Semantics of Semantic Annotations; 2.1 Interpreting Annotations Expressed in XML; 2.2 The Design of Semantic Annotation Languages; 2.2.1 The CASCADES Design methodology; 2.2.2 The Case of ISO-TimeML; Abstract Syntax; Semantics; Concrete Syntax; 3 Combining Semantic Annotations and Semantic Representations; 3.1 Contextualization

Description / Table of Contents: 3.2 Semantic Alignment3.3 Explicitation; 3.3.1 Semantic Roles; 3.3.2 Implicit Discourse Relations; 4 Conclusions and Perspectives; References; Concrete Sentence Spaces for Compositional Distributional Models of Meaning; 1 Introduction; 2 Background; 3 From Truth-Theoretic to Corpus-Based Meaning; Nouns and Transitive Verbs; Adjective Phrases; Prepositional Phrases; Adverbs; 4 Concrete Computations; 5 Different Grammatical Structures; 6 Ambiguous Words; 7 Related Work; References; Part II: Inference and Understanding; Recognizing Textual Entailment and Computational Semantics; 1 Introduction

Description / Table of Contents: 2 The Logical Method2.1 Robust Semantic Analysis; 2.2 Applying Theorem Proving; 2.3 Implementation and Results; 3 A Critical Evaluation of Performance; 3.1 Proofs Found for Entailment Pairs (True Positives); 3.1.1 Conjunction Elimination; 3.1.2 Verb Phrase Coordination; 3.1.3 Active-Passive Alternation; 3.1.4 Past and Present Participles; 3.1.5 Relative Clauses and Control Constructions; 3.1.6 Pronouns; 3.2 Incorrect Proofs Found (False Positives); 3.2.1 Incorrect Syntactic Analyses; 3.2.2 Incorrect Semantic Analysis; 3.3 Missing Proofs (False Negatives); 4 Discussion and Conclusion

Description / Table of Contents: References

Description / Table of Contents: Introduction: Civic learning, democratic citizenship and the public sphere; Gert Biesta, Maria De Bie and Danny Wildemeersch1. Learning in public places; Gert Biesta -- SECTION 1: THEORY -- 2. Displacing concepts of social learning and democratic citizenship; Danny Wildemeersch -- 3. Social services and their educational mandate in the modern nation state; Walter Lorenz -- 4. Learning Democracy in Social Work; Maria Bouverne-De Bie, Rudi Roose, Filip Coussée and Lieve Bradt -- 5. Subjectificating socialization for the common good: The case for a democratic offensive in upbringing and education; Micha de Winter -- SECTION 2: METHODOLOGY -- 6. Mapping children’s presence in the neighbourhood; Sven De Visscher -- 7. Research as response: Methodological reflections; Carmen Mathijssen and Danny Wildemeersch -- 8. Action research and democracy; Rudi Roose, Maria Bouverne-De Bie and Griet Roets -- 9. Educational research on community building practices: From evaluation to witnessing; Peter Reyskens and Joke Vandenabeele -- SECTION 3: RESEARCH -- 10. When the wrong people speak. On bullying as a political problem for democratisation in schools; Carl Anders Säfström -- 11. Democratic experimentation in early childhood education; Michel Vandenbroeck and Jan Peeters -- 12. Disturbing pedagogies in Special Youth Care; Karel De Vos -- 13. Theorizing underlying notions of citizenship in the dynamics of learning in public policy units; Griet Roets and Rudi Roose -- 14. Education and sustainability issues: an analysis of publics-in-the-making; Katrien Van Poeck and Joke Vandenabeele. Index.  .

Description / Table of Contents: PrefaceIntroduction -- Chapter 1. Knowledge -- Chapter 2. Research -- Chapter 3. Subjectivity -- Chapter 4. Basic Operations -- Chapter 5. Frame Structures -- Chapter 6. Dialogue Events -- Chapter 7. Validity -- Chapter 8. Argument Analysis -- Chapter 9. Reflexivity -- Chapter 10. Transsubjectivity.

Description / Table of Contents: 1 Understanding and Misunderstanding 2 Asymmetries in Language Acquisition -- 3 The Listener’s Perspective -- 4 The Speaker’s Perspective -- 5 Symmetry and Asymmetry Across Languages -- 6 Competing Perspectives -- Appendix -- Index.

Description / Table of Contents: 1. The Adventure of the Students2. Viewing the Adventure from the Perspective of Teachers and Researchers -- 3. Some Key Concepts and Terms from the Theory of Situations -- 4. The Setting for the Adventure -- 5. Description of the Center for Observation for Research in Mathematics Education -- 6. Conclusions and future directions.

Description / Table of Contents: AcknowledgmentsIntroduction - A Republican Theory of (Global) Justice.- Chapter One: The Nature of Free Rational Agency -- Chapter Two: Analysing Freedom & Autonomy - Recognition, Responsibility and Threats to Agency -- Chapter Three: Needs, Interests and Rights -- Chapter Four: Capabilities, Freedom and Sufficiency -- Chapter Five: Collective Agency, Democracy and Political Institutions -- Chapter Six: Global Justice and Non-Domination -- Conclusion: Freedom, Recognition & Non-Domination -- Bibliography -- Index.

Description / Table of Contents: Part One: Aesthetical Dimensions of Ethical Judgments in Business1. Literature, Emotions and Ethical Judgments in Business; Ron Duska -- 2. Literature and the Canonical Values of Capitalism; Christopher Michaelson -- Part Two:  The Aesthetic Firm -- 3. The Impoverished Aesthetic of Modern Management:  Beauty and Ethics in Organization; Steven Saylor -- An Aesthetic Theory of the Firm; John Dobson -- Part Three: Art and Personal Development.-  5. Business Ethics and the Arts:  Character and Process; Dawn Elm -- 6. Wisdom, Management, and Responsibility:  Aesthetics, Moral Imagination, and System Thinking; Sandra Waddock -- Part Four:  Aesthetics and Business Ethics in the Classroom -- 7. Ethics, Morality and Art in the Classroom: Positive and Negative Relations; Daryl Koehn -- 8.  Cheat: Changing the Figure; Rich Brown and Craig Dunn -- 9. The Drama of Business Ethics; Ed Freeman and Lauren Purnell.

Description / Table of Contents: Introduction: Perspectives on Entangled Life; Gillian Barker, Eric Desjardins, and Trevor PearcePart I. Historical Perspectives -- The Origins and Development of the Idea of Organism-Environment Interaction; Trevor Pearce -- James Mark Baldwin, the Baldwin Effect, Organic Selection, and the American “Immigrant Crisis” at the Turn of the Twentieth Century; Christopher D. Green -- The Tension between the Psychological and Ecological Sciences: Making Psychology More Ecological; Harry Heft -- New Perspectives on Organism-Environment Interaction in Anthropology; Emily A. Schultz -- Part II. Contested Models -- Adaptation, Adaptation to, and Interactive Causes; Bruce Glymour -- Environmental Grain, Organism Fitness, and Type Fitness; Marshall Abrams -- Models in Context: Biological and Epistemological Niches; Jessica A. Bolker -- Thinking Outside the Mouse: Organism-Environment Interaction and Human Immunology; Eric Desjardins, Gillian Barker, and Joaquin Madrenas -- Part III. Emerging Frameworks -- Integrating Ecology and Evolution: Niche Construction and Ecological Engineering; Gillian Barker and John Odling-Smee -- The Affordance Landscape: The Spatial Metaphors of Evolution; Denis M. Walsh -- Rethinking Behavioral Evolution; Rachael Brown. Constructing the Cooperative Niche; Kim Sterelny.

Description / Table of Contents: Acknowledgements; Contents; Part I: Introduction : The Context; From Research-Implicit to Research-Enhanced Teaching: A Geoscience Perspective; Teaching and Research in the Contemporary University; 1 Antecedents; 2 The Global Research University; 3 Teaching and Research in the Era of the GRU; References; Part II: Research -Teaching Nexus in Geoscience: Perspectives; The Challenge of Combining Research and Teaching: A Young Geoscientist's Perspective; 1 Introduction; 2 Teaching as a Young Scientist; 2.1 Incentive to Teach; 2.2 Opportunities; 2.3 Training

Description / Table of Contents: 3 The Link Between Teaching and Research3.1 Benefits for Students; 3.2 Case Study: A Research-Based Practical for Students; 3.3 Benefits for the Scientist; Overview; Status Quo and/or Trends; Challenges to Overcome; Recommendations for Good Practices; Incorporating Research into Teaching Geosciences: The Masters Student Perspective; 1 Introduction; 2 Experience of Research Articles Incorporated into Learning; 3 Experiences of Field Research Incorporated into Learning; 4 Positive Learning Outcomes of the Course; 4.1 How to Interact with Different Members of a Research Community

Description / Table of Contents: 4.2 How to Organize and Mobilize as a Team to Produce an Experiment4.3 Learning the Steps Involved in Organizing a Research Plan; 4.4 How to Use Field Equipment and Data Correction Software, e.g., Ground-Penetrating Radar (GPR), RadExplorer Software, Soil Probes, and Anemometers; 4.5 How to Design and Construct Experiments Based on the Principles of Sand Entrainment and Sand-Transport Velocity Profiles; 4.6 How the Research-Teaching Nexus Can Exist as a Model for Courses I Might Create or Teach; 4.7 How to Construct an Outline for a Research Article

Description / Table of Contents: 4.8 How to Submit Pieces of Research According to a Deadline Schedule4.9 Building Confidence as a Geoscientist; 5 Experiences of Geosciences Courses with No Research Incorporated; 6 The Research-Teaching Nexus : Challenges; 7 Recommendations for Good Practice; 7.1 Courses That Offer Optional, Incentivized, Research-Focused Fieldwork; 8 Recommendations for Integrating Research Articles into Teaching; 9 Conclusions; Overview; Status Quo and/or Trends; Challenges to Overcome; Recommendations for Good Practices; References

Description / Table of Contents: Teaching on the High Seas: How Field Research Enhances Teaching at All Levels1 Introduction; 2 Bringing the Ocean to the Classroom; 3 Bringing the Classroom to the Ocean; Overview; Status Quo and/or Trends; Challenges to Overcome; Recommendations for Good Practices; References; Part III: Research -Teaching Nexus in Geoscience: Promoting Research-Enhanced Teaching; Curricula and Departmental Strategies to Link Teaching and Geoscience Research; 1 Introduction; 2 The Research Evidence Summarised; 3 A Framework for Curriculum Design and Teaching and Research Links

Description / Table of Contents: 4 Curricula Strategies for Effective Teaching- Research Links

Description / Table of Contents: PART I: INTRODUCTION1. The context -- From research-implicit to research-enhanced teaching: A geoscience perspective, Vincent C. H. Tong -- Teaching and research in the contemporary university, Simon Marginson -- PART II: RESEARCH-TEACHING NEXUS IN GEOSCIENCE -- 2. Perspectives -- The challenge of combining research and teaching: A young geoscientist’s perspective, Laura J. Cobden -- Incorporating research into teaching geosciences: the Masters student’s perspective, Barbara McNutt -- Teaching on the High Seas: How Field Research Enhances Teaching at All Levels, Ken C. Macdonald -- 3. Promoting research-enhanced teaching -- Curricula and departmental strategies to link teaching and geoscience research, Alan Jenkins -- The Role of scholarly publication in geocognition and discipline-based geoscience education research, Julie Libarkin -- Geologic Displays as Science and Art, Marjorie A. Chan -- Teaching Geoscience Research to Adult Undergraduates and Distance Learners, Hilary Downes -- Geoscience Internships in the Oil and Gas Industry: A Winning Proposition for both Students and Employers, Rolf V. Ackermann and Lucy MacGregor -- PART III: PEDAGOGICAL EXAMPLES -- 4. Use of technology -- Integration of Enquiry Fossil Research Approaches and Students’ Local Environments within Online Geoscience Classrooms, Renee M. Clary and James H. Wandersee -- Embedding Research Practice Activities into Earth and Planetary Sciences Courses Through the Use of Remotely Operable Analytical Instrumentation, Jeffrey G. Ryan -- Using Interactive Virtual Field Guides and Linked Data in Geoscience Teaching and Learning, Tim Stott, Kate Litherland, Patrick Carmichael and Anne-Marie Nuttall -- GEOverse - An undergraduate research journal:  Research Dissemination within and beyond the Curriculum, Helen Walkington -- Towards technology- and research-enhanced education (TREE): Electronic feedback as a teaching tool in geoscience, Vincent C. H. Tong -- 5. Programme design -- Introducing university students to authentic, hands-on undergraduate geoscience research in entry-level coursework, Laura Guertin -- Engaging first-year students in team-oriented research: The Terrascope learning community, S. A. Bowring, A. W. Epstein and C. F. Harvey -- Students’ final projects: an opportunity to link research and teaching, Dolores Pereira and Luis Neves -- Teaching Environmental Sciences in an International and Interdisciplinary Framework: from Arid to Alpine Ecosystems in NE Spain, D. Badía, N. Bayfield, A. Cernusca, F. Fillat and D. Gómez -- The Role of concept inventories in course assessment, Julie Libarkin, Sarah E. Jardeleza and Teresa L. McElhinny.