Book reviews

B.G.Dale & J.J.Plunkett (eds) Hemel Hempstead, Philip Allan,1989, 350 pp., £ 18.00

Theories and Technologies of the Knowledge SocietyNiels Ole Finnemann (ed) Centre for Cultural Research, University of Aarhus, Denmark, 1989, 100 pp., DK40

The Internationalisation of Software and Computer Services OECD Paris, OECD, 1989, 180pp., Ff120

Techno-diplomacy. US-Soviet Confrontations in Science and Technology Glenn E. Schweitzer New York and London, Plenum Press, 1989, xiv f 320 pp., $23.00

Strategic Management of Services in the Arab Gulf States: Company and Industry Cases M. Sami Kassem & Ghazi M. Habib Berlin, Walter de Gruyter, 1989, 480 pp.     

Economic Analysis for the UK National Ecosystem Assessment: Synthesis and Scenario Valuation of Changes in Ecosystem Services

We combine natural science modelling and valuation techniques to present economic analyses of a variety of land use change scenarios generated for the UK National Ecosystem Assessment. Specifically, the agricultural, greenhouse gas, recreational and urban greenspace impacts of the envisioned land use changes are valued. Particular attention is given to the incorporation of spatial variation in the natural environment and to addressing issues such as biodiversity impacts where reliable values are not available. Results show that the incorporation of ecosystem services and their values within analyses can substantially change decisions.     

Progression in Technology Education in New Zealand: Components of Practice as a Way Forward

Understanding and undertaking technological practice is fundamental to student learning in technology education in New Zealand, and the enhancement of student technological literacy. The implementation of technology into New Zealand’s core curriculum has reached the stage where it has become critical that learning programmes are based on student progression to allow for a seamless education in technology from early primary to senior secondary. For this to occur, teachers and students need to focus learning on key features of technology education. This paper is based on research initiated in 2001 which explored the nature of progression of student learning in technology. It draws on findings from research undertaken in New Zealand classrooms in 1999–2000 that resulted in the development of the technology assessment framework (TAF), (as reported in detail Compton & Harwood 2003). The 1999–2001 research was funded by the New Zealand Ministry of Education. Findings from the 2001 research allowed for the identification of key features of technology education that are relevant across all age groups, contexts and technological areas. These key features were collectively termed components of practice. The three components of practice established to date are brief development, planning for practice, and outcome development and evaluation. This paper discusses the development of progression matrices for each of these and provides illustrative examples of student work levelled against the matrix indicators of progression for brief development.     

Was the Green Revolution intended to maximise food production?

The evidence on yields, food-production, food-calories per capita, and declining levels of malnutrition in countries experiencing a Green Revolution are commonly cited in support of the claim that the GR sought to maximise food production. If one looks closely at the actual design of GR programmes (in India and elsewhere), however, it is clear that they were instead intended to boost yields and profitability in a small number of targeted areas. The underlying rationale for targeting was that achieving very high yields in such regions would persuade farmers to abandon subsistence farming in favour of commercial production, relying upon the market for the purchase of inputs as well as the sale of produce. In response to widespread criticism of the Green Revolution ca. 1970 for neglecting the needs of peasant farmers (as well as accentuating rural unrest), the World Bank and other donors began to direct more attention and resources to smallholders, but the aim of commercialising farming remained unchanged.     

Child-resistant cigarette lighters in the United States

Abstract

On July 12,1993, the U.S Consumer Product Safety Commission (CPSC) published a mandatory safety standard requiring disposable and novelty cigarette lighters to be child-resistant. Annually in the United States, children under 5 years of age playing with lighters cause more than 5,000 residential fires, resulting in approximately 150 deaths and more than 1,000 injuries. The standard is expected to prevent about 100 of those fire-related deaths each year. The standard includes labeling, testing, recordkeeping, and reporting requirements for manufacturers and importers. The standard applies to lighters manufactured in the United States or imported after July 11, 1994.

A study of actual child-play fire incidents was conducted as part of the initial work on the project to develop a safety standard. The major objectives of the study were:

1) to determine the age and sex of the children starting the fires, 2) to establish the methods the children used to operate the lighters, and 3) to identify the types of lighters involved. The study was conducted by CPSC field staff with the help of fire departments around the United States. Two hundred seventy-seven fires were investigated. Major findings of the study included

? Disposable butane lighters were involved in the majority of the fires.

? The children starting the fires were primarily 3 and 4 years old.

? Male children starting the fires outnumbered female children by a ratio of 4 to 1.

? Most children used two hands to operate the lighters.

Based on the analysis of the study results, the CPSC staff concluded that child-resistant lighters could be an effective means of addressing the risk of injury and death associated with child-play fires.