Central idea thinking about

Most chemists were more comfortable with speculations about movements of atoms than with flows of aether squirts. In particular, the idea of hydrogen atom mobility was to become a leading theme in late-nineteenth-century organic chemistry, based in the work of Williamson at midcentury. Williamson s investigations of etherification led him to a theory of the water "type" as well as to experimental proof that water is H20, not HO. Williamson clearly expressed the idea of chemical equilibrium as a balance between two sets of molecules in which some atoms or (uncharged) radicals may exist freely for short periods of time.43 In addition to its uncontestable central role in the "quiet revolution" of the 1850s,44 this was a paper that inspired both chemists and physicists to think about the "degree and kind of motion"45 of atoms within the molecule as well as the motion of the molecule as a whole. 

TASK 6.3 Thinking about your central idea... 

One easy way of finding out what trips an employee s creative trigger is simply to ask the employees and their families for their ideas and input. Involving the family with the quasi-family of employees in achieving the central and universal goal of safety will yield results. Remember, safety and loss prevention professionals want employees to think before they take risks in the workplace. What better way to make employees think about safety than to have their families involved and by supporting their safety efforts. 

Albert Eschenmoser I think these aspects should not be taught at this moment simply because they are too uncertain. One should teach important fundamental facts and central ideas supported by experiments. What you say is often done, by the way. Students hear a lot about Miller experiments and such things. I think this is dangerous. Earlier, Duilio referred to probably the most beautiful case of constitutional self-assembly in which the adenine nucleus is formed. This is science which I believe fulfills the criteria of the type of phenomena which can be taught... 

PANELIST CLARK I think I can give you a little more background. Sometime ago, about three years ago, when ERDA first started, I proposed that we sponsor a large PON, which is a procurement technique, to build a central medium-Btu plant to serve some industrial complex and see if we can split the cost with some industrial partner and get it into the system. And I was told that is so close to commercial realization that DOE shouldn t waste its money on it, that DOE should work on things which require more government help than this system. Well, it s hard to argue with something that you really believe in, so the idea was never allowed to go forward. 

A discussion of the nature of probability and how it can or cannot help us is the central purpose of this chapter. However as it fundamentally relies upon the ideas outlined earlier in this chapter, only now can we tackle it. Probability has puzzled philosophers for a long time because it is difficult to know what it really is. If we as structural engineers want to use it, we need to be clear about what we think it is. Just as the axiomisation of set theory was attempted at the beginning of this century, so have various formulations of probability been tried. In fact axiomatic systems were developed for many branches of mathematics by such men as Hilbert, Peano, etc. Before this time the foundations of probability stemmed from Laplace. 

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