Earthquake research in China

A visit to China of an American seismological delegation, which took place October 5 to November 5, 1974, is covered in this report. The Americans were sponsored by the Committee on Scholarly Communication with the People's Republic of China (CSCPRC), and the hosts in China were the Scientific and Technical Association and the State Seismological Bureau. The CSCPRC is sponsored jointly by the National Academy of Sciences, the Social Science Research Council, and the American Council of Learned Societies. The visit had its origins in an invitation extended in January 1973 by Carl Kisslinger, as President of the Seismological Society of America, to the Chinese Academy of Sciences to send representatives to a Symposium on Earthquake Prediction Research. Although the Chinese declined to participate, this invitation was one step towards a reciprocal exchange of seismologists between the United States and the People's Republic of China. Several months after Kisslinger's letter the CSCPRC visited Peking. Their purpose was to arrange an exchange program with the Chinese Scientific and Technical Association. Prompted by Kisslinger, the committee's proposals for American delegations included seismology. Not only was this particular exchange accepted, but the Chinese in turn suggested that a Chinese seismology group visit the United States

Should science educators deal with the science/religion issue?

I begin by examining the natures of science and religion before looking at the ways in which they relate to one another. I then look at a number of case studies that centre on the relationships between science and religion, including attempts to find mechanisms for divine action in quantum theory and chaos theory, creationism, genetic engineering and the writings of Richard Dawkins. Finally, I consider some of the pedagogical issues that would need to be considered if the science/religion issue is to be addressed in the classroom. I conclude that there are increasing arguments in favour of science educators teaching about the science/religion issue. The principal reason for this is to help students better to learn science. However, such teaching makes greater demands on science educators than has generally been the case. Certain of these demands are identified and some specific suggestions are made as to how a science educator might deal with the science/religion issue. © 2008 Taylor & Francis

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