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

Macrosocial determinants of population health in the context of globalization

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/55738/1/florey_globalization_2007.pd

The mechanism of the adsorption of gold cyanide on activated carbon

X-ray photoelectron spectroscopy showed that the adsorption of gold cyanide on carbon in the presence or absence of electrolytes and acids proceeds by the same mechanism. Although the identity of the gold cyanide adsorbate is not known, the mechanism appears to have an initial adsorption stage that involves the adsorption of an ion pair: Mn+[Au(CN).Jn' where Mn+ is a metal ion (for example Na+, K+ and CaH) that has a lower solubility than the Au(CN). anion in the adsorption medium, followed by a reductio:'! step in which either a sub-stoichiometric Au(CN)x surface species or a cluster-type compound of gold is formed