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Inequality has dramatically increased in America, with few solutions on the horizon. Serious social inequalities persist. For example, the 14 richest Americans earned enough money from their investments in 2015 to hire two million pre-school teachers (while the USA ranks low among developed countries in pre-school enrollment). Following the Great Recession, the richest 1% took 116 percent of the new income gains, a statistic caused by so many middle class Americans moving backward, many losing investments in property and experiencing interruptions in work. Author Paul Buchheit looks hopefully to solutions in a book that vividly portrays the rapidly changing inequality of American society. More Americans have become "disposable" as middle class jobs have disappeared at an alarming rate. Buchheit presents innovative proposals that could quickly beging to reverse these trends, including a guaranteed basic income drawn from new revenues, including a Financial Speculation Tax and a Carbon Tax. Discussing the challenges and obstacles to such measures, he finds optimism in past successes in American history.
Ideal for classroom assignment, the book uniquely pairs historical events with current, real-life struggles faced by citizens, pointing to measures that can improve person and social well-being and trust in government.
Are the images of science held by learners the same across cultures? What are the implications for science education? This book explores the nature of science from a cultural perspective. Located in the Chinese cultural context, the book examines the nexus between characteristics of Chinese thinking and the understanding of the nature of science in Chinese traditional culture. The dramatic cultural change as a result of the introduction of Western culture was accompanied by the dramatic reconstruction of the image of science. The Chinese science education echoes the understanding of the nature of science in each cultural historical period. Reflecting the tension and dilemmas of understanding the nature of science at the policy making level, the images of science held by Chinese science teachers represent a mixture of influences by values and beliefs that are embedded in the imported science and by Chinese native cultural beliefs. The book concludes with suggestions of change of practice in science education for a more realistic image of science not only within the field of education but also in society at large.
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