02208oam 2200697zu 450 991013087820332120220627142426.01-283-40535-097866134053571-119-99172-21-119-99158-71-119-99159-5(CKB)3460000000000091(SSID)ssj0000476969(PQKBManifestationID)11313129(PQKBTitleCode)TC0000476969(PQKBWorkID)10501745(PQKB)11507982(MiAaPQ)EBC699371(PPN)259435198(EXLCZ)99346000000000009120160829d2011 uy engtxtccrHow to be a quantitative ecologist : the 'A to R' of green mathematics and statistics[Place of publication not identified]Wiley2011Bibliographic Level Mode of Issuance: Monograph0-470-69978-7 EcologyMathematicsEcologyVocational guidanceEcologyResearchQuantitative analystsVocational guidanceQuantitative researchMathematicsR (Computer program language)BiologyHILCCEarth & Environmental SciencesHILCCHealth & Biological SciencesHILCCEcologyHILCCBiology - GeneralHILCCEcologyMathematicsEcologyVocational guidanceEcologyResearchQuantitative analystsVocational guidanceQuantitative researchMathematicsR (Computer program language).BiologyEarth & Environmental SciencesHealth & Biological SciencesEcologyBiology - General577.0285/5133Matthiopoulos Jason929415PQKBBOOK9910130878203321How to be a quantitative ecologist : the 'A to R' of green mathematics and statistics2088990UNINA03085nam 22006974a 450 991078368000332120230617040855.00-19-756244-20-19-988438-20-19-530647-31-280-42838-40-19-534639-41-60256-541-4(CKB)1000000000245533(EBL)271136(OCoLC)252538829(SSID)ssj0000118736(PQKBManifestationID)11133265(PQKBTitleCode)TC0000118736(PQKBWorkID)10053647(PQKB)10942356(MiAaPQ)EBC271136(StDuBDS)EDZ0002340887(Au-PeEL)EBL271136(CaPaEBR)ebr10103672(CaONFJC)MIL42838(EXLCZ)99100000000024553320040426d2004 uy 0engur|n|---|||||txtccrCatastrophe[electronic resource] risk and response /Richard A. PosnerOxford ;New York Oxford University Pres20041 online resource (333 p.)Oxford scholarship onlineIncludes bibliographical references and index.1-4237-2189-6 0-19-517813-0 Includes bibliographical references and index.What are catastrophic risks, and how catastrophic are they? -- Why so little is being done about the catastrophic risks -- How to evaluate the catastrophic risks and the possible responses to them -- How to reduce the catastrophic risks.Catastrophic risks are much greater than is commonly appreciated. Collision with an asteroid, runaway global warming, voraciously replicating nanomachines, a pandemic of gene-spliced smallpox launched by bioterrorists, and a world-ending accident in a high-energy particle accelerator, are among the possible extinction events that are sufficiently likely to warrant careful study. How should we respond to events that, for a variety of psychological and cultural reasons, we find it hard to wrap our minds around? Posner argues that realism about science and scientists, innovative applications of cost-benefit analysis, a scientifically literate legal profession, unprecedented international cooperation, and a pragmatic attitude toward civil liberties are among the keys to coping effectively with the catastrophic risks.Oxford scholarship online.Emergency managementDisastersRisk assessmentTechnological innovationsMoral and ethical aspectsEmergency management.Disasters.Risk assessment.Technological innovationsMoral and ethical aspects.363.34Posner Richard A110175MiAaPQMiAaPQMiAaPQBOOK9910783680003321Catastrophe229406UNINA03241nam 22004453a 450 991026523350332120250204000924.0978386395333110.17875/gup2018-1056(CKB)4100000003160963(OAPEN)648311(oapen)https://directory.doabooks.org/handle/20.500.12854/36863(ScCtBLL)9e1ec1f2-8523-4144-a6ee-a356857f8ac0(OCoLC)1038389932(EXLCZ)99410000000316096320250204i20182020 uu geruuuuu---auuuutxtrdacontentcrdamediacrrdacarrierEvolutionsbiologie im Biologieunterricht der SBZ/DDRKarl Porges, Deutsche Gesellschaft für Geschichte und Theo[s.l.] :Universitätsverlag Göttingen,2018.1 online resource (1 p.)9783863953331 3863953339 The scientific and public discussions over the last 200 years were shaped by findings from the field of evolutionary biology. Back in 1877, when Ernst Haeckel asked for the inclusion of evolutionary biology into class, he was met with fierce resistance (see Hoßfeld, 2010, p. 56). As Lässig (2010, p. 199) argues, knowledge is socially shaped. The aim of this study is to reveal the development of the significance as well as presentation of evolutionary biological contents in biology class within the SOZ/GDR and to embed it into the context of the respective prevailing political and social developments. Relevant curricula and schoolbooks as the most precise codification of the curricula fixed contents (see Neuner, 1989, p. 411) were used as raw material. For most subjects the history of schoolbooks is barely studied (see Pöggeler, 2003, p. 37). Therefore, as basis for this study, only one primary descriptive thesis about evolutionary biology in class (Rommel, 2006) could be used. Based thereupon an analytical framework will be introduced which follows a multidimensional approach of research by containing aspects of the three reference systems design, subject didactics and subject discipline. Product oriented separate and group analyses were used to evaluate the sources. This was carried out under the primacy of interdisciplinarity via analysis by content. The feedback of sociocultural changes on school books will be clarified in the concluding discussion. It will be shown that evolutionary contents occupied a significant position in biology classes within the SOZ/GDR and that the expression of those contents followed divergent approaches and preferences. The classification of teaching and learning material as an informational, pedagogical and political issue (see Stein, 1991) is taking place in the same context.Biology, life sciencesbicsscschoolbookssocioculturaldidacticBiology, life sciencesPorges Karl894212Deutsche Gesellschaft für Geschichte und TheoScCtBLLScCtBLLBOOK9910265233503321Evolutionsbiologie im Biologieunterricht der SBZ1997487UNINA