Suchergebnisse

At the end of the 19th-century three technologies had emerged as sources of motive power for the automobile: steam, internal combustion, and electric motors. In 1900, in the United States and around the world, each of these powered a roughly equal number of automobiles. Thus, the early period of automobile development offers fertile ground for the study of technological path choice. At that time, it appeared that the electric motor was poised to become the dominant automotive technology. However, the internal combustion engine achieved this status instead. Although a large number of studies have examined the history of the automobile with a view to determining the reasons for the emergence of the internal combustion engine as the dominant technology for the car engine (especially its choice over the electric motor), no consensus has emerged of what the critical factors were. A close reexamining of the history allows us to identify the years 1900-1904 as the period during which the automobile's technological path was determined. A review of the conditions prevailing during this period and the stages of development of the sociotechnical systems in which each of the alternative automotive technologies was embedded helps us identify the aspiration for touring as the key factor fixing the path for the technological development of the automobile from that point on.

Addressing the issue of global climate change (GCC) requires the cooperation of all nations of the world. Although the industrial nations of the north have the financial and technological resources to begin addressing the problem, they ultimately remain vulnerable to the actions of the developing nations of the south. The negotiation process—now a decade old—has, thus far, failed to produce a universal agreement on greenhouse gas (GHG) reductions. This failure is attributed to the lack of a unifying principle capable of overcoming the short-term differences in interest among the two groups of countries. Science and politics, the two forces driving the GCC debate, have inherent weaknesses that prevent them from providing the leadership necessary to secure universal cooperation in combating this major threat to the global environment. Ethics, specifically the principles of equity and justice, is proposed as a possible unifying principle. An analysis of the four main issues that must be resolved before a universal agreement to combat GCC can be negotiated—the appropriate level for GHGs, the proper distribution of GHG emission rights, the best actions for attaining the appropriate GHG level, and the form of the institutional arrangements that will be necessary to carry out these actions—indicates that ethical considerations can and must inform and delineate appropriate bounds for science, economics, and politics. Guaranteeing the equitable and just distribution of rights and responsibilities in a global climate change regime offers the best prospect for such a regime to be made possible.

The disposal of high-level radioactive waste (HLRW) is an issue that has seemed to defy not only solution but even a rational approach. This article reviews the development of U.S. HLRW disposal policy, focusing on the role of the scientific establishment. The failure of policymakers and their expert advisers is traced to the nature of the issues that need to be resolved to guarantee the safety of present and future generations. Scientific analysis cannot be used to predict the significance and impact of human actions at disposal sites in the distant future. Consequently, it cannot provide a comprehensive risk assessment of any permanent HLRW disposal options. Perpetual management of HLRW in monitored retrievable facilities can address this issue. A management process that is guided by both science and ethics is best suited to protecting health and the environment, as well as intergenerational equity and justice.

The infusion of environmental topics in science courses has long been considered an especially appropriate method of implementing the STS approach to science teaching. While this claim has been supported by anecdotal accounts and case studies, there are few relevant quantitative studies. To begin filling this void, a survey of science teachers in secondary schools in Dade County, Florida, was conducted to investigate the extent and effectiveness of the infusion of environmental topics in the science curriculum. The results of this study indicate that the responding science teachers are very likely to incorporate environmental topics in their science classes. They do this regardless of their length of tenure, and most have engaged in the practice from the beginning of their careers. Finally, while the experience of a teacher in using environmental topics has some positive effect in increasing student interest, the success of this method depends much more strongly on the frequency of its use. Those teachers routinely using environmental topics as a vehicle for teaching science are most successful with it.