Rethinking the BSE Crisis: A Study of Scientific Reasoning under Uncertainty
In 1986, the emergence of a novel brain disease in British cattle presented a unique challenge to scientists. How that challenge was addressed has been the subject of a public inquiry and numerous academic studies conducted to date. However, none of these investigations has sought to examine the reasoning of scientists during this critical period in the public health of the UK.
The Invisible Hands: Hedge Funds Off the Record - Rethinking Real Money
Hedge fund managers who survived and profited through the 2008 financial crisis share their secrets In light of the colossal losses and amidst the resulting confusion that still lingers, it is time to rethink money management in the broadest of terms. Drastic changes need to be made, and managers who actually made money during 2008 make for a logical starting place.
Children and the Dark Side of Human Experience: Confronting Global Realities and Rethinking Child Development
Their haunting images appear on millions of television screens and in newspapers worldwide: Children huddled in refugee camps and exposed to violence in war zones. Children burdened by the emotional and physical scars of violent homes and communities. Children exploited by crass commercialism around the world and around the corner. Too many children are confronting life-threatening risks and experiencing trauma.
Students everywhere hate it, but is it rightfully so? "Rethinking Homework: Best Practices That Support Diverse Needs" is an educational discussion of homework and its role in the modern educational processes. Presenting both sides of the homework debate, Cathy Vatterott chooses instead to focus on a different approach that supports quality over quantity of work, and encouraging children to get it done while not punishing them too harshly if they cannot. "Rethinking Homework" is an excellent pick and highly recommended reading for those planning today's curriculums.
The Scientific Revolution (roughly 1500 to 1700) is considered to be the central episode in the history of science, the historical moment when "modern science" and its attendant institutions emerged. This book challenges the traditional historiography of the Scientific Revolution. Starting with a dialogue between Betty Jo Teeter Dobbs and Richard S. Westfall the papers in this volume reconsider canonical figures, their areas of study, and the formation of disciplinary boundaries during this seminal period of European intellectual history.
