The primary goal of Everday Thoughts about Nature is to understand how typical ninth-grade students and their science teachers think about Nature or the natural world, and how their thoughts are related to science. In pursuing this goal, the book raises a basic question about the purpose of science education for the public. Should science education seek to educate `scientific thinkers' in the pattern of science teachers? Or, should science education seek to foster sound science learning within the matrices of various cultural perspectives? By carefully examining the ideas about Nature held by a group of students and their science teachers, Cobern argues that the purpose of science education for the public is `to foster sound science learning within the matrices of various cultural perspectives'. Cobern's two books, World View Theory and Science Education Research and now Everyday Thoughts about Nature, provide complementary accounts of theoretical and empirical foundations for worldview theory in science education. While many graduate students and researchers have benefited from his earlier work, many more will continue to benefit from this book.

How can educators bridge the gap between "big" ideas about teaching students to think and educational practice? This book addresses this question by a unique combination of theory, field experience and elaborate educational research. Its basic idea is to look at science instruction with regard to two sets of explicit goals: one set refers to teaching science concepts and the second set refers to teaching higher order thinking. This book tells about how thinking can be taught not only in the rare and unique conditions that are so typical of affluent experimental educational projects but also in the less privileged but much more common conditions of educational practice that most schools have to endure. It provides empirical evidence showing that students from all academic levels actually improve their thinking and their scientific knowledge following the thinking curricula, and discusses specific means for teaching higher order thinking to students with low academic achievements. The second part of the book addresses issues that pertain to teachers' professional development and to their knowledge and beliefs regarding the teaching of higher order thinking. This book is intended for a very large audience: researchers (including graduate students), curricular designers, practicing and pre-service teachers, college students, teacher educators and those interested in educational reform. Although the book is primarily about the development of thinking in science classrooms, most of it chapters may be of interest to educators from all disciplines.

There is a growing interest in understanding how early years care and education is organised and experienced internationally. This book examines key influential approaches to early years care as well as some less well-known systems from around the world. In particular the book aims to: Inform those studying early years about perspectives in other countries Encourage critical thinking about issues, influences and the complexities of early years provision around the world Promote critical reflection on students’ own provision and the current context of that provision Each chapter provides an overview of early years provision and explores historical and current influences in context, as well as offering insights into daily life through short vignettes, longer case studies and commentary from practitioners. Whilst many approaches - such as Reggio Emilia, Te Whariki and Head Start - are widely admired, it is important for reflective practitioners to understand the motivation which gave rise to these influential approaches in their original context. Additionally, broadening understanding through information on less widely known systems, the book provides students with a good grounding in the international context of early years, the provenance of different early years approaches and principles, and the influences on their own countries’ provision. Written in a straightforward and accessible style, the book is designed to meet the needs of students studying modules related to international perspectives on a range of foundation, bachelor and master’s degrees in early years. Contributors: Verity Campbell-Barr, Federica Caruso, Carmen Dalli, Rebecca Carter Dillon, Annie Davy, Chandrika Devarakonda, Alena Drzalová, Hasina Banu Ebrahim, Susan Edwards, Dora Ho, Valerie Huggins, Anne Hunt, Kerstin Kööp, Éva Kovácsné Bakoski, Caroline Leeson, Beth Marshall, Nancy McDermott, Julia Morgan, Joce Nutall, Elin Eriksen Ødegaard, Philip Selbie, Paolo Sorzio, Manabu Sumida, Keang-ieng (Peggy) Vong, Karen Wickett “The book rightly challenges common assumptions about the value of Western perspectives of ECEC and skilfully enables the reader to recognize the various social, political and economic drivers and processes that have shaped early years pedagogy on a global level.” Dr Janet Rose, Early Years Education Award Leader, Bath Spa University, UK “Given the ever increasing interest and importance of global early childhood education and care, this critically informed book offers valuable and challenging internationalised comparative arguments for students and academics at all levels.” Dr Guy Roberts-Holmes, Senior Lecturer, Early Years and Primary Education Department, University of London, UK

In Natural Kinds and Genesis: The Classification of Material Entities, Stewart Umphrey raises and answers two questions: What is it to be a natural kind? And are there in fact any natural kinds? First, using the everyday understanding of things, he argues that natural kinds may be understood as classes or as types, and that the members or tokens of such kinds are individual continuants. A continuant is essentially a being-in-becoming, a material thing which changes and yet remains the same, in virtue of its nature or essence, as long as it exists. In the primary sense of the term, then, a natural kind is a class whose members closely resemble one another substantially, in virtue of their essences. Alternatively, it is a type whose tokens exemplify it in virtue of their essences. To answer the second question, one must make use of relevant scientific theories as well. Umphrey agrees with scientific essentialists that there are natural kinds, but he argues that most of the chemical, physical, and biological kinds posited in current theories are not natural kinds in the primary sense of the term. The natural-kinds realism he affirms is thus quite restricted: it requires the existence of enduring things which closely resemble one another in virtue of their essences, and such things exist, apparently, only if they have come into being, or emerged, in the course of symmetry-breaking events. Natural Kinds and Genesis will be of interest to philosophers of science and to those interested in the metaphysics of natural kinds and their members.

Measuring Stress is the definitive resource for health and social scientists interested in assessing stress in humans. With contributions from leading experts, this work provides for the first time a unified conceptual overview of the intricate relationship between stress and a variety of disorders. Its interdisciplinary approach to the selection of appropriate environmental, psychological, and biological measures includes comprehensive evaluations and practical advice regarding a wide range of measurement approaches. For environmental stress, techniques such as checklists and interviews that measure life event, daily event, and chronic stress are discussed. An analysis of psychological measurements includes methods for assessing stress appraisal and affective response. Neuroendocrine, cardiovascular, and immune measures are examined as important biological stress assessments. Contributors also uncover the conceptual underpinnings of each approach as well as the various costs and benefits of available assessment techniques. Reflecting the diversity of theoretical conceptions of stress, Measuring Stress masterfully provides integrative, incisive guidelines that will prove invaluable to students, clinicians, and researchers in health and social psychology, medicine, nursing, epidemiology, sociology, and psychiatry.

Published with vol. 21-25: Transactions of the Wisconsin State Horticultural Society, vol. 13-17, and Annual report of the Wisconsin Dairymen's Association, no. 11-15; with vol. 22-25: Annual report of the Agricultural Experiment Station of the University of Wisconsin, no. 1-4.

We Speak a Different Tongue: Maverick Voices and Modernity 1890-1939 challenges the critical practice of privileging modernism. In so doing, the volume makes a significant contribution to contemporary debates about re-visioning literary modernism, questioning its canon, and challenging its aesthetic parameters. By utilizing the term "modernity" rather than "modernism", the 16 essays housed in this volume foreground the writers who have been marginalised by both their contemporary modernist writers and literary scholars, while exploring the way in which these authors responded to the tensions,

Jessica had always been haunted by the fear that the unthinkable had happened when she had been “made-up.” For as far back as she could remember, she had no sense of a Self. Her mother thought of her as the “perfect infant” because “she never wanted anything and she never needed anything.” As a child, just thinking of saying “I need” or “I want” left her feeling like an empty shell and that her mind was about to spin out of control. Terrified of who––or what––she was, she lived in constant dread over being found guilty of impersonating a human being. Jeffrey Von Glahn, Ph.D., an experienced therapist with an unshakable belief in the healing powers of the human spirit, and Jessica blaze a trail into this unexplored territory. As if she has, in fact, become an infant again, Jessica remembers in extraordinary detail events from the earliest days of her life––events that threatened to twist her embryonic humanness from its natural course of development. Her recollections are like listening to an infant who could talk describe every psychologically dramatic moment of its life as it was happening. When Dr. Von Glahn met Jessica, she was 23. Everyone regarded her as a responsible, caring person – except that she never drove and she stayed at her mother’s when her husband worked nights. For many months, Jessica’s therapy was stuck in an impasse. Dr. Von Glahn had absolutely no idea that she was so terrified over simply talking about herself. In hopes of breakthrough, she boldly asked for four hours of therapy a day, for three days a week, for six weeks. The mystery that was Jessica cracked open in dramatic fashion, and in a way that Dr. Von Glahn could never have imagined. Then she asked for four days a week – and for however long it took. In the following months, her electrifying journey into her mystifying past brought her ever closer to a final confrontation with the events that had threatened to forever strip her of her basic humanness.

"Tracing the story of Red Lodge from the 1880s to the present, Christensen tells how a mining town managed to endure the vagaries of the West's unpredictable extractive-industries economy. She connects Red Lodge to a myriad of larger events and historical forces to show how national and regional influences have contributed to the development of local identities, exploring how and why westerners first rejected and then embraced "western" images, and how ethnicity, wilderness, and historic preservation became part of the identity that defined one town."--BOOK JACKET.