The existence of so many strangely puzzling, even contradictory, aspects of 'time' is due, I think, to the fact that we obtain our ideas about temporal succession from more than one source - from inner experience, on the one side, and from the physical world on the other. 'Time' is thus a composite notion and as soon as we distinguish clearly between the ideas deriving from the different sources it becomes apparent that there is not just one time-concept but several. Perhaps they should be called variants, but in any case they need to be seen as distinct. In this book I shall aim at characteri sing what I believe to be the three most basic of them. These form a sort of hierarchy of increasing richness, but diminishing symmetry. Any adequate inquiry into 'time' is necessarily partly scientific and partly philosophical. This creates a difficulty since what may be elementary reading to scientists may not be so to philosophers, and vice versa. For this reason I have sought to present the book at a level which is less 'advanced' than that of a specialist monograph. Due to my own background there is an inevitable bias towards the scientific aspects oftime. Certainly the issues I have taken up are very diffe rent from those discussed in several recent books on the subject by philoso phers.

Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.

This is corpus linguistics with a text linguistic focus. The volume concerns lexical inequality, the fact that some words and phrases share the quality of being key---and thereby reflect or promote important themes in some textual contexts, while others do not. The patterning of words which differ in their centrality to text meaning is of increasing interest to corpus linguistics. At the same time software resources are yielding increasingly more detailed ways of identifying and studying the linkages between key words and phrases in text databases. This volume brings together work from some of the leading researchers in this field. It presents thirteen studies organized in three sections, the first containing a series of studies exploring the nature of keyness itself, then a set of five studies looking at keyness in specific discourse contexts, and then three studies with an educational focus. "Edited by two central figures in the development of keyword analysis, and with contributions from leading specialists in the field, this unique collection brings together a wide range of insights into how keyword analysis can contribute both to linguistic and cultural analysis and to language education. It deserves a place on the bookshelves of anyone with an interest in these areas"---Christopher Tribble, King's College, London "This is a fascinating volume addressing both methodological and theoretical questions in the study of keywords. It pushes forward the exploration of the nature of keyness and the interpretation of keywords in their textual contexts. An inspiring contribution to a central area of corpus linguistics." ---Michaela Mahlberg, University of Nottingham

U.S. agencies with responsibilities for enforcing equal employment opportunity laws have long relied on detailed information that is obtained from employers on employment in job groups by gender and race/ethnicity for identifying the possibility of discriminatory practices. The U.S. Equal Employment Opportunity Commission (EEOC), the Office of Federal Contract Compliance programs of the U.S. Department of Labor, and the Civil Rights Division of the U.S. Department of Justice have developed processes that use these employment data as well as other sources of information to target employers for further investigation and to perform statistical analysis that is used in enforcing the anti-discrimination laws. The limited data from employers do not include (with a few exceptions) the ongoing measurement of possible discrimination in compensation. The proposed Paycheck Fairness Act of 2009 would have required EEOC to issue regulations mandating that employers provide the EEOC with information on pay by the race, gender, and national origin of employees. The legislation was not enacted. If the legislation had become law, the EEOC would have been required to confront issues regarding currently available and potential data sources, methodological requirements, and appropriate statistical techniques for the measurement and collection of employer pay data. The panel concludes that the collection of earnings data would be a significant undertaking for the EEOC and that there might be an increased reporting burden on some employers. Currently, there is no clearly articulated vision of how the data on wages could be used in the conduct of the enforcement responsibilities of the relevant agencies. Collecting Compensation Data from Employers gives recommendations for targeting employers for investigation regarding their compliance with antidiscrimination laws.

An account that analyzes the dynamic reasoning processes implicated in a fundamental problem of creativity in science: how does genuine novelty emerge from existing representations? How do novel scientific concepts arise? In Creating Scientific Concepts, Nancy Nersessian seeks to answer this central but virtually unasked question in the problem of conceptual change. She argues that the popular image of novel concepts and profound insight bursting forth in a blinding flash of inspiration is mistaken. Instead, novel concepts are shown to arise out of the interplay of three factors: an attempt to solve specific problems; the use of conceptual, analytical, and material resources provided by the cognitive-social-cultural context of the problem; and dynamic processes of reasoning that extend ordinary cognition. Focusing on the third factor, Nersessian draws on cognitive science research and historical accounts of scientific practices to show how scientific and ordinary cognition lie on a continuum, and how problem-solving practices in one illuminate practices in the other. Her investigations of scientific practices show conceptual change as deriving from the use of analogies, imagistic representations, and thought experiments, integrated with experimental investigations and mathematical analyses. She presents a view of constructed models as hybrid objects, serving as intermediaries between targets and analogical sources in bootstrapping processes. Extending these results, she argues that these complex cognitive operations and structures are not mere aids to discovery, but that together they constitute a powerful form of reasoning—model-based reasoning—that generates novelty. This new approach to mental modeling and analogy, together with Nersessian's cognitive-historical approach, make Creating Scientific Concepts equally valuable to cognitive science and philosophy of science.