By Gregg Sapp
In keeping with the often-cited have to enhance technology literacy within the usa, this e-book examines how renowned technological know-how details assets give a contribution to this target and recommends approximately 2,500 major titles--70 percentage released on the grounds that 1990--representing all fields of contemporary technology. This consultant offers librarians, educators, and different info experts with an realizing of technological know-how literacy, in addition to the information of the abilities and ideas essential to review works of renowned technological know-how. The annotated bibliographies are equipped into 9 topic parts and symbolize the physique of present, major renowned literature for the total self-discipline, together with reference works, autobiography and biography, heritage of the self-discipline, and particular issues in the self-discipline. Nonprint assets are evaluated besides. This paintings can be beneficial for assortment improvement, making reference thoughts, and designing programmatic studying actions and is meant for public, highschool, group collage, and school and collage librarians, in addition to for technology lecturers. Librarians and knowledge experts needs to increase consultant collections and manage to overview and suggest clinical info assets successfully. This paintings is exclusive in constructing a unifying contextual historical past and linking well known technological know-how library collections to technological know-how literacy. half One, clinical details, well known technological know-how, and lifetime studying, discusses historic and present matters on the topic of renowned technological know-how, technology literacy, and data assets. incorporated is the main exhaustive dialogue on hand of ways to guage works of well known technology. half , topic publications to renowned info assets, is an annotated bibliography of 2,500 steered print and nonprint works ordinarily technological know-how, astronomy and house sciences, organic sciences, chemistry, arithmetic, drugs and health and wellbeing sciences, average background, physics, and know-how and utilized technology. each one center access incorporates a whole bibliographic quotation, a 25-75 notice descriptive and evaluative annotation, and an inventory of assessment assets. Annotations reflect on the resource's point of relevance, scope, comprehensibility, and area of expertise, and evaluate assets, specifically the ways that they supplement or distinction with each other. extra prompt titles include a short annotation.
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Extra resources for Building a Popular Science Library Collection for High School to Adult Learners: Issues and Recommended Resources
235. 26. Congress of the United States, Higher Education for Science and Engineering (Washington, DC: Government Printing Office, 1988), 34–42. 27. National Science Board, Science and Engineering Indicators, 1991, Chap. 2. 28. Kenneth Green, ‘‘A Profile of Undergraduates in the Sciences,’’ American Scientist 7 (September-October 1989): 475–480. 29. Jon D. S. ’’ 30. Thomas R. Lord and Clint Rauscher, ‘‘A Sampling of Basic Life Science Literacy in a College Population,’’ American Biology Teacher 53 (October 1991): 419–424; Arthur Lucas, ‘‘Public Knowledge of Biology,’’ Journal of Biological Education 21 (Spring 1987): 41–45; A.
S. ’’ 30. Thomas R. Lord and Clint Rauscher, ‘‘A Sampling of Basic Life Science Literacy in a College Population,’’ American Biology Teacher 53 (October 1991): 419–424; Arthur Lucas, ‘‘Public Knowledge of Biology,’’ Journal of Biological Education 21 (Spring 1987): 41–45; A. M. Lucas, ‘‘Public Knowledge of Elementary Physics,’’ Physics Education 23 (1988): 10–16. 31. AAAS, Science for All Americans; Royal Society, The Public Understanding of Science (London: Royal Society, 1985). 32. ‘‘Annual Meeting Hosts Symposium on the Public Understanding of Science,’’ American Scientist 77 (January-February 1989): 12–15; Roald Hoffman, ‘‘Plainly Speaking,’’ American Scientist 75 (July-August 1987): 418–420; Rustrum Roy, ‘‘Science Must Change or Self Destruct,’’ Bioscience 36 (November 1986): 660–661; ‘‘Reporting Science for the Public,’’ Environmental Science and Technology 23 (November 5, 1989): 491; Edward Jefferson, ‘‘Communicating Science,’’ Chemical and Engineering News 63 (September 3, 1984): 48; E-an Zen, ‘‘Science Literacy and Why It Is Important,’’ Journal of Geological Education 38 (November 1990): 463; Carl Sagan, ‘‘Why Scientists Should Popularize Science,’’ American Journal of Physics 57 (April 1, 1989): 295; Robert Pool, ‘‘Science Literacy: The Enemy Is Us,’’ Science (January 1991): 266–267.
Imagine a very long piece of Jell-O. By poking and tapping the Jell-O at one end, you can send a wave of Jell-O vibration travelling down to the other end. I suppose you can communicate with a friend in that way. Similarly, waves can propagate in the elastic medium that is space. . How would we know when a gravity wave comes by? Well, how would a bacterium on the Jell-O know that a Jell-O wave has come by? As the wave comes by, the Jell-O shakes and rolls and the bacterium moves accordingly. In general, this is how you would detect any kind of wave.