Teacher warnings

They wasted no time. Berzelius supplied the young student with a platinum crucible, a wash bottle, a balance and a set of weights, advised him to buy his own blowpipe, and set him to work on the examination of minerals. That was to be his first training m accurate analysis. When Woehler hurried,to Berzelius to show him the result of his work his teacher warned him, Doctor, that was quick but bad." Woehler remembered this valuable advice. Woehler now turned once more to his recently discovered cyanic acid and succeeded in preparing silver cyanate, a compound of this acid. 

Any situation that participants might find themselves in could present potential risks. Warning signs and labels are a common feature of everyday life but their very commonness lessens their impact. Some situations, however, come with no such warnings attached and the risks may be less obvious, but still need serious consideration. Teachers and group leaders should be sensitive to the possibility that some participants may have had personal experience of one or more of the risky situations included. 

Once upon a time Khidr, the Teacher of Moses, called upon mankind with a warning. At a certain date, he said, all the water in the world which had not been specially hoarded, would disappear, it would then be renewed, with different water, which would drive men mad. 

ANEC stands for Association normande pour I eveil du citoyen, (Norman Association for the Warning of Citizens), which was an association created by the Normandy teacher Vincent Reynouard, who, just as Michel Adams before him, lost his job because of his revisionist views and was sentenced to fines and a three months prison term.493 ANEC published 36 issues of the revisionist periodical Nouvelle Vision. 

WARNING If you spill anyliguids on your skin, rinse the area immediately with water. Alert your teacher if any iiguid spills in the work area or on your skin. 

WARNING Handle these chemicals with care. Immediately flush any spills with water and call your teacher. Keep your hands away from your face. 

This, however, does not concern us in our present investigation, for we are not dealing with the actual modus operand of such practices. We would merely warn the student not to dabble in them unaided, for they are extremely dangerous unless carried out under skilled supervision. It also follows from this that in the selection of a teacher the utmost care should be exercised, for not all who profess knowledge are really in possession of it. 

In Pease v. Sinclair Refinery Co., a manufacturer of chemistry teachers demonstration kits offered one kit which contained sample tubes of different liquids, one of which was supposed to be kerosene. Unfortunately, since kerosene has the same physical appearance as water, the manufacturer substituted water for kerosene in the tube, perhaps in an effort to save costs. A severe injury occurred when the water was inadvertently mixed with a chemical which was explosive in the presence of water. The court held that the manufacturer should have foreseen that, in a chemistry classroom setting, a number of chemicals might come in contact with each other, most certainly with water. The court balanced the gravity of the possible harm - explosion, against what it viewed as the ease with which the manufacturer could have provided a warning. Compare the results in that case, however, with the Croteau v. Borden Co.f where a chemical manufacturer was held not liable to a laboratory technician for a failure to warn that if one of its chemicals was mixed with a wide variety of other chemicals an explosion might be produced. 

WARNING Radioactive sources can be harmful. Wash hands and arms thoroughly before handling objects which go to the mouth, nose, or eyes. Do not eat or drink in laboratories where radioactive sources are used. Do not handle radioactive sources if you have a break in the skin below the wrist. Do not use—and immediately report to your teacher—any sealed disc containing a radioactive source which is damaged. 

Bates also reported that some kinds of inquiry-oriented laboratory activities appeared to be better than lecture/demonstration or verification labs for teaching the process of inquiry. However, he warned that teachers needed to be skilled in inquiry teaching methods in order to derive this benefit. He noted that specific inquiry training should be provided for students over extended periods because students need both time and guidance to become comfortable with the new methods and expectations. 

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