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Gases in Agro-food Processes is the ultimate reference covering all applications of gases in agro-Food processes, from farm to fork. Divided into 11 sections, the book covers chemical and physical gas properties, gas monitoring, regulation, heat and mass transfers. Sections are dedicated to agriculture and food processing, wastewater treatment, safety applications and market trends. Users will find this to be a valuable resource for industrial scientists and researchers in technical centers who are developing agro-food products. In addition, the book is ideal for graduate students in agro-food science, chemistry and the biosciences. --

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The theory of Memory Evolutive Systems represents a mathematical model for natural open self-organizing systems, such as biological, sociological or neural systems. In these systems, the dynamics are modulated by the cooperative and/or competitive interactions between the global system and a net of internal Centers of Regulation (CR) wich a differential access to a central heirarchical Memory. The MES proposes a mathematical model for autonomous evolutionary systems and is based on the Category Theory of mathematics. It provides a framework to study and possibly simulate the structre of "living systems" and their dynamic behavior. MES explores what characterizes a complex evolutionary system, what distinguishes it from inanimate physical systems, its functioning and evolution in time, from its birth to its death. The behavior of this type of system depends heavily on its former experiences, and a model representing the system over a period of time, could anticipate later behavior and perhaps even predict some evolutionary alternatives. The role of the MES model will be two-fold: theoretical, for a comprehension of a fundamental nature and practical, for applications in biology, medicine, sociology, ecology, economy, meteorology, and other sciences. Key Features: *Comprehensive and comprehensible coverage of Memory Evolutive System *Written by the developers of the Memory Evolutive Systems *Designed to explore the common language between sciences.

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Private tutoring—supplementary, out-of-school instruction offered at a fee to individuals or groups—represents a substantial household expenditure, even in systems that claim to have free public education. It plays out across, alongside, and even within some school systems. Emerging as a ‘shadow education’, private tutoring now operates as a system and industry crossing national, regional, and social-class boundaries. Private tutoring is provided through different modes of delivery including the internet. Policy makers, parents, teachers, trade unions, corporations, community associations, and students are implicated in the private tutoring industry. The debates over private tutoring are therefore part of the larger struggles over the ends of education in just and equitable societies. The authors in this volume address diverse national settings of private tutoring across the Mediterranean, and examine its political, economic, social, and cultural underpinnings. They draw on a range of conceptual frameworks, and deploy a variety of research methods to problematize the multifaceted relationships between tutoring, learning, and equity. The volume captures a multiplicity of voices, and focuses on some of the central challenges facing education in pluralistic societies.

Teaching --- onderwijs

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This book poses questions on how to work ethically in research on science education. Applying research ethics reflectively and responsibly is fundamental for conducting research with people. It seeks to renew the conversation on how and why to engage with ethics in science education research and to adjust and refine research practices. It highlights both the need for methodological reflections in science education research and the particular ethical research challenges of science education. Science education research involves the study of people – often young and vulnerable people – and their practices. Researchers working within humanities and social science research commonly follow guidelines and codes of conducts set by country-specific ethics committees. Such guidelines function as minimal requirement for ethical reflection. This book seeks to engage the community of science education researchers in a conversation on ethics in science education moving beyond the mere compliance with governmental regulations toward a collective reflection. It asks the question of whether the existing guidelines provided for researchers are keeping up with contemporary realities of the visual presence of individuals in digital spaces. It also asks questions on how participatory research methodologies alters the relations between researchers and practitioners. This book is organized into two parts: Part one is entitled Challenging existing norms and practices. It asks questions such as: What are the conditions of knowledge that shape ethical decision making? Where is this kind of knowledge coming from? How is this knowledge structured, and where are the limitations? How can we justify our beliefs concerning our ethical research actions? Part two Epistemological considerations for ethical science education research centres norms and practices of conducting science education research in regard to methods, validity and scope. .

General ethics --- Study methods --- Didactics of sciences --- HO (hoger onderwijs) --- ethiek --- wetenschappen --- studievaardigheden

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Pteridophytes