This book is intended to give readers an appreciation of what the future holds, as cutting-edge technologies in synthetic biology and pathway engineering and advanced bioprocessing development pave the way for providing goods and services to benefit humankind that are based on the synergy of two biomasses - i.e. of what a renewable feedstock could yield and an infinite microbial biomass could provide in terms of enzymes and biocatalysts. This 13-chapter book, with an introductory treatise on the guiding principles of green chemistry and engineering metrics, brings together a broad range of research and innovation agendas and perspectives from industries, academia and government laboratories using renewable feedstocks that include macroalgae and lignins. In addition, social-economic aspects and the pillars of competitiveness in regional cluster development are explored as we transition from fossil-fuel-based economies to a circular bioeconomy, with chemurgy and green chemistry being implicit to the innovation movement. The bulk of the book covers specific applications including the bioproduction of amino sugars, dicarboxylic acids, omega-3 fatty acids, starch and fermentable sugars from lignocellulosic materials, and phenolics as building blocks for polymer synthesis. Enzymatic systems for accessing chiral and special-purpose chemicals, as well as the development of specialized enzymes from macroalgae for biofuel and biochemical production are also addressed. Research gaps, hurdles to overcome in various biological processes, and present achievements in the production of biofuels and biochemicals from lignocellulosic materials are discussed. Going beyond the conventional expectation of discussing the production of drop-in chemicals, the book instead emphasizes how the potential of new chemicals and materials can be harnessed through innovative thinking and research. As such, it provides an invaluable reference source for researchers and graduate students interested in Chemurgy and Green Chemistry, as well as for practitioners in the field of industrial biotechnology and biobased industry. Peter C.K. Lau is a Distinguished Professor at Tianjin Institute of Industrial Biotechnology of the Chinese Academy of Sciences, and an Adjunct Professor at the Departments of Chemistry and Microbiology & Immunology, McGill University, Canada.

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.

In analyses of the role of national educational assessment, insufficient attention has been paid to the central place of the classroom. Rather than encouraging a two-way flow of information, today's "standards-based" frameworks tend to direct the flow of accountability from the outside into the classroom. The authors of this volume emphasize that assessment, as it exists in schools today, consists mainly of the measurements that teachers themselves design, evaluate, and act upon every day. Improving the usefulness of assessment in schools primarily requires assisting and harnessing this flood of assessment information, both as a means of learning within the classroom and as the source of crucial information flowing out of classrooms. This volume aims to encourage debate and reflection among educational researchers, professionals, and policymakers. Five source chapters describe successful classroom assessment models developed in partnership with teachers, while additional commentaries give a range of perspectives on the issues of classroom assessment, standardized testing, and accountability.

It is essential for today's students to learn about science and engineering in order to make sense of the world around them and participate as informed members of a democratic society. The skills and ways of thinking that are developed and honed through engaging in scientific and engineering endeavors can be used to engage with evidence in making personal decisions, to participate responsibly in civic life, and to improve and maintain the health of the environment, as well as to prepare for careers that use science and technology. The majority of Americans learn most of what they know about science and engineering as middle and high school students. During these years of rapid change for students' knowledge, attitudes, and interests, they can be engaged in learning science and engineering through schoolwork that piques their curiosity about the phenomena around them in ways that are relevant to their local surroundings and to their culture. Many decades of education research provide strong evidence for effective practices in teaching and learning of science and engineering. One of the effective practices that helps students learn is to engage in science investigation and engineering design. Broad implementation of science investigation and engineering design and other evidence-based practices in middle and high schools can help address present-day and future national challenges, including broadening access to science and engineering for communities who have traditionally been underrepresented and improving students' educational and life experiences. Science and Engineering for Grades 6-12: Investigation and Design at the Center revisits America's Lab Report: Investigations in High School Science in order to consider its discussion of laboratory experiences and teacher and school readiness in an updated context. It considers how to engage today's middle and high school students in doing science and engineering through an analysis of evidence and examples. This report provides guidance for teachers, administrators, creators of instructional resources, and leaders in teacher professional learning on how to support students as they make sense of phenomena, gather and analyze data/information, construct explanations and design solutions, and communicate reasoning to self and others during science investigation and engineering design. It also provides guidance to help educators get started with designing, implementing, and assessing investigation and design.

In Organic Chemistry, 3rd Edition, Dr. David Klein builds on the phenomenal success of the first two editions, which presented his unique skills-based approach to learning organic chemistry. Dr. Klein’s skills-based approach includes all of the concepts typically covered in an organic chemistry textbook, and places special emphasis on skills development to support these concepts. This emphasis on skills development in unique SkillBuilder examples provides extensive opportunities for two-semester Organic Chemistry students to develop proficiency in the key skills necessary to succeed in organic chemistry.