Science for All Americans

American Association for the Advancement of Science (1989 1990). Project 2061 Science for all Americans. Washington, DC. 

Rutherford, F. J. and A. Ahlgren (1990) Science for All Americans. New York Oxford University Press. 

Specifically, Science For All Americans(6 reminds us that what the lecturer projects is not necessarily what the student learns. Meaning must be constructed in the mind by each student individually. Frequently, students must radically restructure thinWng to banish misconceptions. This process requires working with concepts over time in a variety of situations, preferably problem solving ones. The REACTIVITY NETWORK reviews will collect descriptions of chemical phenomena and suggest how the phenomena might be transformed into experimental problems. 

Sodium Intake. Where salt is readily available, most of the world s population chooses to consume about 6,000—11,000 mg of salt or sodium chloride a day so that average daily sodium intake from all sources is 3,450 mg (8,770 mg NaCl) (13). The U.S. EDA s GRAS review puts the amount of naturally occurring sodium in the American diet at 1000—1500 mg/d, equivalent to the amount of sodium in approximately 2500—3800 mg NaCl. Thus the average daily intake of NaCl from food-grade salt used in food processing (qv) and from salt added in cooking or at the table is from 4960—6230 mg NaCl. The requirement for salt in the diet has not been precisely estabUshed, but the safe and adequate intake for adults is reported as 1875—5625 mg (14). The National Academy of Sciences recommends that Americans consume a minimum of 500 mg/d of sodium (1250 mg/d salt) (6,15). 

In 1997, President Clinton devoted one-quarter of his State of the Union address to education and issued a Call to Action for American Education. Among the several ambitious goals he set for the nation was to have a well-prepared teacher in every classroom (Clinton, 1997). President Clinton s successor, George W. Bush, also recognized the need to improve the quality of teaching and learning for all children. President Bush s No Child Left Behind initiative had a strong focus on mathematics and science (No Child Left Behind Act of 2000). 

Figure 9. Comparison of Antarctic and Arctic in situ data, taken during the AAOE and AASE expeditions, respectively (54). Arctic data are represented by solid lines, Antarctic data by dashed lines. The dot-dash line represents the NOy mixing ratio for the Arctic and is only slightly different ( 1 part per billion by volume (ppbv) less NOy at a given potential temperature) for the Antarctic. All data have been averaged over the flights except for CIO over the Arctic, which are data from only February 10, 1989. Error bars are the variability of the results for all flights at the hr confidence level. (Reproduced with permission from reference 54. Copyright 1991 American Association for the Advancement of Science.)...

The goal is to create a climate in which it is great to be smart and to create a climate in which people talk about the sciences. I stress this. Look at the black kids and the white kids. Many—not all, but many—are talking about the party from the night before. It is part of American society. We have worked to encourage group study for all students. The chemistry involved has a wonderful effect on faculty and everybody, so that the students are involved in group study, with heavy emphasis on tutorials. The... 

It is of course essential to respect the rights, beliefs, and wishes of everyone involved in such issues. In cases where direct ancestry can be demonstrated, human remains should be returned to descendants for reburial. But in many cases, there are no direct hues of affiliation. Native American groups have been decimated and pushed from place to place across more recent American history. So much information is lost to science, to Native American peoples, and to all of us by the reburial and eventual destruction of these skeletal remains. We would know much more about the human past if such materials were available for study. We can only hope that legislation such as NAGPRA will be revisited and revised in light of a more realistic perspective on the importance of the past. 

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