Charles Babbage was a key figure of a great era of British history. Best remembered for his pioneering Difference and Analytical Engines, forerunners of the modern computer, Babbage was also an active reformer of science and society.

Decade of Reform: Science and technology policy in China

Forensic Science Reform: Protecting the Innocent is written for the nonscientist to help make complicated scientific information clear and concise enough for attorneys and judges to master. This volume covers physical forensic science, namely arson, shaken baby syndrome, non-accidental trauma, bite marks, DNA, ballistics, comparative bullet lead analysis, fingerprint analysis, and hair and fiber analysis, and contains valuable contributions from leading experts in the field of forensic science. 2018 PROSE Awards - Winner, Award for Textbook/Social Services: Association of American Publishers Offers training for prosecuting attorneys on the present state of the forensic sciences in order to avoid reliance on legal precedent that lags decades behind the science Provides defense attorneys the knowledge to defend their clients against flawed science Arms innocence projects and appellate attorneys with the latest information to challenge convictions that were obtained using faulty science Uses science-specific case studies to simplify issues in forensic science for the legal professional Offers a detailed overview of both the failures and progress made in the forensic sciences, making the volume ideal for law school courses covering wrongful convictions, or for undergraduate courses on law, legal ethics, or forensics

Science/Technology/Society (S/T/S) is a reform effort to broaden science as a discipline in schools and colleges; to relate science to other facets of the curriculum; and to relate science specifically to technology and to the society that supports and produces new conceptualizations of both. S/T/S is also defined as the teaching and learning of science/technology in the context of human experience. It focuses on a method of teaching that recognizes the importance that experience in the real world has on the learning process. And it recognizes that real learning can occur only when the learner is engaged and able to construct her or his own meaning. Science/Technology/Society as Reform in Science Education, is rich with examples of such teaching and learning. It includes impressive research evidence that illustrates that progress has been made and goals have been met. For teachers and administrators alike, this book provides and validates new visions for science education.

A refutation of revisionist interpretations of Marxist doctrine, the title essay (1899) explains why capitalism can never overcome its internal contradictions and defines the character of the proletarian revolution. 3 other essays.

Two international leaders offer important insights into the ways in which the discipline of science education has developed and how school curriculum has been shaped by both scientific discovery and social change. J Myron Atkin (U.S.) and Paul Black (U.K.) share their vast and varied experiences in this historical account that chronicles the many developments in the field from the end of World War II to the present. The chapters in this volume cover: the aims and politics of science education, curriculum development, subject matter boundaries, pedagogy and learning, assessment and evaluation, educational research and practice, and the teaching profession. Each theme is introduced in its historical and philosophical context, with current issues emphasized. The authors then analyze these themes by drawing on relevant episodes from their transatlantic careers. These episodes act as a springboard for developing insights into each theme, including comparisons between educational practices in the United States and the United Kingdom. Featuring compelling examples and a cohesive presentation, this groundbreaking volume is essential reading for anyone making decisions about the future of science education.

This analysis of Russian science shows how the Russian science establishment was one of the largest in the world boasting a world-leading space programme and Nobel prizes. However, when the Soviet Union collapsed in 1991 the financial supports for the community were eliminated resulting in a 'brain drain'.