LEADER 08995nam 22007695 450 001 9910785186803321 005 20200919122634.0 010 $a90-481-3929-5 024 7 $a10.1007/978-90-481-3929-3 035 $a(CKB)2670000000036937 035 $a(EBL)603432 035 $a(OCoLC)668098904 035 $a(SSID)ssj0000415289 035 $a(PQKBManifestationID)11322627 035 $a(PQKBTitleCode)TC0000415289 035 $a(PQKBWorkID)10409865 035 $a(PQKB)10253306 035 $a(DE-He213)978-90-481-3929-3 035 $a(MiAaPQ)EBC603432 035 $a(PPN)149019599 035 $a(EXLCZ)992670000000036937 100 $a20100805d2010 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aCultural Studies and Environmentalism$b[electronic resource] $eThe Confluence of EcoJustice, Place-based (Science) Education, and Indigenous Knowledge Systems /$fedited by Deborah J. Tippins, Michael P. Mueller, Michiel van Eijck, Jennifer D Adams 205 $a1st ed. 2010. 210 1$aDordrecht :$cSpringer Netherlands :$cImprint: Springer,$d2010. 215 $a1 online resource (502 p.) 225 1 $aCultural Studies of Science Education,$x1879-7229 ;$v3 300 $aDescription based upon print version of record. 311 $a90-481-3928-7 320 $aIncludes bibliographical references and indexes. 327 $aEcoJustice -- The Need for Confluence: Why a ?River? Runs Through It -- Nurturing Morally Defensible Environmentalism -- EcoJustice Education for Science Educators -- Toward Awakening Consciousness: A Response to EcoJustice Education and Science Education -- Invoking the Sacred: Reflections on the Implications of EcoJustice for Science Education -- Local Matters, EcoJustice, and Community -- Engaging the Environment: Relationships of Demography, EcoJustice, and Science Teacher Education in Response to Wolff-Michael Roth -- Moral?Ethical Character and Science Education: EcoJustice Ethics Through Socioscientific Issues (SSI) -- What?s Wrong with Genetic Engineering? Ethics, Socioscientific Issues, and Education -- Action-Based Science Instruction: Service-Learning, Stewardship, and Civic Involvement -- Developing a Sustainable Agricultural Curriculum in Malawi: Reconciling a Colonial Legacy with Indigenous Knowledge and Practices -- When Elephants Fight, It Is the Grass That Suffers -- Working for Change: Reflections on the Issue of Sustainability and Social Change -- Questions for Copenhagen: EcoJustice Perspectives and Summary -- Place-Based (Science) Education -- Place-Based (Science) Education: Something Is Happening Here -- Educating-Within-Place: Care, Citizen Science, and EcoJustice -- Invoking the Ontological Realm of Place: A Dialogic Response -- A Case Study of David, a Native Hawaiian Science Teacher: Cultural Historical Activity Theory and Implications for Teacher Education -- Deconstructing Chinn and Hana?ike: Pedagogy Through an Indigenous Lens -- Critical Pedagogy of Place: A Framework for Understanding Relationships Between People in (Contested) Shared Places -- River Advocacy: Valuing Complex Systems as the Groundwork for River Relationships -- Bringing the Invisible to Light: Art as Places for Advocacy -- River Advocacy as a Case of/for Novelizing Discourse in Science Education -- Implications of Sense of Place and Place-Based Education for Ecological Integrity and Cultural Sustainability in Diverse Places -- Responding to Place -- Envisioning Polysemicity: Generating Insights into the Complexity of Place-Based Research Within Contested Spaces -- Place-Based Education as a Call from/for Action -- Indigenous Knowledge Systems -- One Hundred Ways to Use a Coconut -- Traditional Ecological Knowledge, Border Theory and Justice -- Considering the Consequences of Hybridity: Protecting Traditional Ecological Knowledge from Predation -- On Critical Thinking, Indigenous Knowledge and Raisins Floating in Soda Water -- Rethinking Models of Collaboration in Critical Pedagogy: A Response to Stonebanks -- ?What Is Ours and What Is Not Ours??: Inclusive Imaginings of Contextualised Mathematics Teacher Education -- Responding to Glocalisation and Foundationalism in Science and Math -- Australian Torres Strait Islander Students Negotiate Learning Secondary School Science in Standard Australian English: A Tentative Case for Also Teaching and Assessing in Creole -- Are We Creating the Achievement Gap? Examining How Deficit Mentalities Influence Indigenous Science Curriculum Choices -- Indigenous Stories: Knowledge Is Sometimes Where You Least Expect to Find It -- Ways to a Waterhole -- Ecodemocracy and School Science: How Projects of Confluence Guide the Development of the Ecosociocultural. 330 $aAs the first book to explore the confluence of three emerging yet critical fields of study, this work sets an exacting standard. The editors? aim was to produce the most authoritative guide for ecojustice, place-based education, and indigenous knowledge in education. Aimed at a wide audience that includes, but is not restricted to, science educators and policymakers, Cultural Studies and Environmentalism starts from the premise that schooling is a small part of the larger educational domain in which we live and learn. Informed by this overarching notion, the book opens up ways in which home-grown talents, narratives, and knowledge can be developed, and eco-region awareness and global relationships can be facilitated. Incorporating a diversity of perspectives that include photography, poetry and visual art, the work provides a nuanced lens for evaluating educational problems and community conditions while protecting and conserving the most threatened and vulnerable narratives. Editors and contributors share the view that the impending loss of these narratives should be discussed much more widely than is currently the case, and that both teachers and children can take on some of the responsibility for their preservation. The relevance of ecojustice to this process is clear. Ecojustice philosophy is a way of learning about how we frame, or perceive, the world around us?and why that matters. Although it is not synonymous with social or environmental justice, the priorities of ecojustice span the globe in the same way. It incorporates a deep recognition of the appropriateness and significance of learning from place-based experiences and indigenous knowledge systems rather than depending on some urgent ?ecological crises? to advocate for school and societal change. With a multiplicity of diverse voices coming together to explore its key themes, this book is an important starting point for educators in many arenas. It brings into better focus a vital role for the Earth?s ecosystems in the context of ecosociocultural theory and participatory democracy alike. ?Encompassing theoretical, empirical, and experiential standpoints concerning place-based knowledge systems, this unique book argues for a transformation of (science) education?s intellectual tradition of thinking that emphasizes individual cognition. In its place, the book offers a wisdom tradition of thinking, living, and being that emphasizes community survival in harmony within itself and with Mother Earth.? Glen Aikenhead. 410 0$aCultural Studies of Science Education,$x1879-7229 ;$v3 606 $aScience education 606 $aEducation 606 $aInternational education  606 $aComparative education 606 $aEnvironmental law 606 $aEnvironmental policy 606 $aScience Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O27000 606 $aEducation, general$3https://scigraph.springernature.com/ontologies/product-market-codes/O00000 606 $aInternational and Comparative Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O13000 606 $aEnvironmental Law/Policy/Ecojustice$3https://scigraph.springernature.com/ontologies/product-market-codes/U16002 615 0$aScience education. 615 0$aEducation. 615 0$aInternational education . 615 0$aComparative education. 615 0$aEnvironmental law. 615 0$aEnvironmental policy. 615 14$aScience Education. 615 24$aEducation, general. 615 24$aInternational and Comparative Education. 615 24$aEnvironmental Law/Policy/Ecojustice. 676 $a370.115 702 $aTippins$b Deborah J$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aMueller$b Michael P$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $avan Eijck$b Michiel$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aAdams$b Jennifer D$4edt$4http://id.loc.gov/vocabulary/relators/edt 906 $aBOOK 912 $a9910785186803321 996 $aCultural Studies and Environmentalism$93693587 997 $aUNINA LEADER 03301nam 2200565 a 450 001 9910778523703321 005 20230721023328.0 010 $a1-61344-066-9 010 $a0-87335-284-X 035 $a(CKB)1000000000821570 035 $a(EBL)464596 035 $a(OCoLC)609846004 035 $a(SSID)ssj0000361830 035 $a(PQKBManifestationID)11287102 035 $a(PQKBTitleCode)TC0000361830 035 $a(PQKBWorkID)10352964 035 $a(PQKB)11343414 035 $a(MiAaPQ)EBC464596 035 $a(Au-PeEL)EBL464596 035 $a(CaPaEBR)ebr10742679 035 $a(EXLCZ)991000000000821570 100 $a20080815d2008 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 13$aAn introduction to cut-off grade estimation$b[electronic resource] /$fby Jean-Michel Rendu 205 $a1st ed. 210 $aLittleton, Colo. $cSociety for Mining, Metallurgy, and Exploration$d2008 215 $a1 online resource (115 p.) 300 $aDescription based upon print version of record. 311 $a0-87335-268-8 320 $aIncludes bibliographical references and index. 327 $aCover; Title; Copyright; Contents; Preface; CHAPTER 1: Introduction; CHAPTER 2: General Principles; CHAPTER 3: Minimum Cut-off Grades; CHAPTER 4: Cut-off Grade for Polymetallic Deposits; CHAPTER 5: Cut-off Grade and Optimization of Processing Plant Operating Conditions; CHAPTER 6: Cut-off Grade and Mine Planning-Open Pit and Underground Selective Mining; CHAPTER 7: Cut-off Grade and Mine Planning- Block and Panel Caving; CHAPTER 8: Which Costs Should Be Included in Cut-off Grade Calculations?; CHAPTER 9: When Marginal Analysis No Longer Applies: A Gold Leaching Operation 327 $aCHAPTER 10: Mining Capacity and Cut-off Grade When Processing Capacity Is FixedCHAPTER 11: Processing Capacity and Cut-off Grade When Mining Capacity Is Fixed; CHAPTER 12: Mining and Processing Capacity and Cut-off Grade When Sales Volume Is Fixed; CHAPTER 13: Releasing Capacity Constraints: A Base Metal Example; CHAPTER 14: Relationship Between Mine Selectivity, Deposit Modeling, Ore Control, and Cut-off Grade; CHAPTER 15: Conclusions; Bibliography; Symbols; About the Author 330 $aAn Introduction to Cut-off Grade Estimation examines one of the most important calculations in the mining industry. Cut-off grades are essential to determining the economic feasibility and mine life of a project. Increased cut-off grades can reduce political risks by ensuring higher financial returns over a shorter period of time. Conversely, lower cut-off grades may increase project life with longer economic benefits to shareowners, employees, and local communities. Cut-off grades also impact reported reserves, which are closely monitored by stock exchanges and regulatory agencies. Author Dr. 606 $aOres$xGrading 606 $aOres$xSampling and estimation 615 0$aOres$xGrading. 615 0$aOres$xSampling and estimation. 676 $a622/.7 700 $aRendu$b J.-M$0110663 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910778523703321 996 $aAn introduction to cut-off grade estimation$93696852 997 $aUNINA