Teaching about Energy Issues and Energy Independence Using the Internet.
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Notice bibliographique
Résumé
Energy issues have moved up the public agenda in recent decades, and were highlighted in President Bush's State of the Union address when he declared, America is addicted to oil.... Later in the speech, he pledged to replace more than 75 percent of oil imports from the Middle East by 2025. The specific identification of the Middle East is interesting, since the proportion of our imported oil that comes from the Middle East is only in the range of about 19 to 22 percent. Most of our imported oil comes from the Western Hemisphere--Canada, Mexico, and Venezuela. In his fascinating book, Collapse: How Societies Choose to Fail or Succeed, Jared Diamond examines the fall of civilizations such as Rome, the Maya of Central America, and the Anasazi or Ancestral Puebloans of the southwestern United States. He applies a five-point framework of factors leading to a failed society or to one that faces challenges and survives. One of his five points includes the dependence on essential imported goods or products from another nation or nations. When that supply ends, because of war, inability to produce the product, or other reasons, the nation that is dependent suffers. The parallel between Diamond's historical examples and the current position of the United States regarding oil imports and contemporary international relations is striking. President Bush, in announcing his Advanced Energy Initiative, not only called for reducing our dependence on oil, but also called for research and investment into clean coal-fired electric plants, solar and wind technologies, ethanol, and clean, safe nuclear energy. I anticipate that this drive for more energy independence and development of alternative fuels will continue to be a major, and increasingly expanding public issue. Americans seem ready to break the addiction to oil and dependence on imported oil. It should be a topic of discussion in courses dealing with civics, U.S. government, and social issues. It should also be discussed as part of a current events theme and in U.S. history courses as students look forward to the future. A huge number of websites deal with this topic, and it was no easy task for me to select a small group that are of particular value to social studies educators. Eventually, after collecting more than two dozen potential sites, I realized that I was including four separate, but related, categories: (1) U.S. Energy Policy; (2) Energy Conservation; (3) Alternative Energy; and (4) Teacher/ Student-Oriented Sites. There is, of course, some overlap among these categories on some sites. I also tried to include websites that featured links to other appropriate sites. On the goals of accomplishing energy independence, divergent analyses have resulted in a variety of different recommendations, and a diversity of opinion about the viability of each. These provide an excellent base for individual student and group projects and presentations in the classroom. One student or one group can examine the possibility of using biomass fuels such as bio-diesel or ethanol. Another student or group can research the development of hydrogen fuel cells and whether or not they might provide inexpensive, non-polluting power for automobiles. Still others can find out if the president's call for clean, safe nuclear power is possible. Keep in mind that some of the websites (or links from that site) are clearly advocates for one position or the other. The Vote Solar Initiative, for example, is going to feature the most positive examples of solar power. However, if you and your students spend some time viewing a variety of sites, you'll come up with a balanced approach to one of America's most important issues. American Energy Independence www.americanenergyindependence.com This site was founded by Ron Bengston, a former Peace Corps volunteer in Ecuador. He calls himself a concerned citizen who believes that, with appropriate research, planning, and implementation, energy independence can be achieved now. …
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle