Davide Caramella . Steffen Achenbach The world around us is changing at an unparalleled pace. It is difficult to un­ derstand and describe the meaning of this process as no other revolution has involved so many people in such a short time. In particular, the Internet is about to influence all aspects of our lives. In the late 1700s, the "industrial revolution" forced societies that pre­ viously lived on agricultural production to rethink the way they worked. The rapid speed of change also involved non-technical fields: new cities flour­ ished, political systems were changed, the importance of the family was chal­ lenged, wars of a new size shook the world and even landscapes were altered. After centuries of relatively stable economical and sociological conditions, people had to adjust to a new world in no more than a few decades. The "information revolution" is not willing to give us as much time. This is demonstrated by the short history of the World Wide Web (WWW) which started in 1990 and is growing so quickly that the users can only be esti­ mated approximately (the last estimate that could be found at http:// etrg. findsvp. com put the number of WWW users in excess of 50 Million in July 1997). Also in the field of radiology, a spectacular growth took place in the last few years: in a paper published in the American Journal of Roentgen­ ology (AJR), K. W.

The Internet is the ultimate amalgamation of the Information Age and the Communication Age. It is a technology that took 40 years to become an overnight sensation, moving from the province of computer geeks to household utility in short order, once it was discovered. We have gone from thinking a URL was a form of alien presence to viewing it as a n- ural footnote to bus advertising. Like the Internet itself, interest in computing, both local and distant, has grown exponentially. Now grandmothers send e-mails to their sto- brokers, meals are planned and the groceries purchased across the Web, and music videos can be previewed or concert tickets purchased—all with the help of the Internet. When our children come home from school, they are as likely to sign on to the Internet as they are to turn on the tele- sion. The Internet is a universal commodity, for those with access.

Find Petrology for Students by S. R. Nockolds in Paperback - Revised Ed. and other formats in Nature > Rocks & Minerals.

Find Cliftonstrengths for Students by Gallup in Hardcover and other formats in Education > Evaluation & Assessment.

Science teachers come in many varieties, but they share a common goal: to nurture learners. Over the past decade, we have learned a great deal about how to do this effectively. Of all this new (and some not so new) knowledge, what strikes me as most important is that learning occurs best within a context. Still, as obvious as that may seem, it is relatively rare in our high school science classrooms. The problem, of course, is that it is not easy to create a learning experience with hands-on relevance to the science under discussion. Science teachers, in addition to not having the the time, for the most part do not have the expertise or readily available resources. The solution lies in finding ways to bring scientists into the teaching/learning equation. Scientists teamed with teachers and their students represent a very real and rich opportunity to involve students in real science as practiced. Imagine a research book that gives examples of honest, science-research experiences for science-oriented students. What's more, imagine a book that includes examples where students are collaborating with scientists from all over the world on research projects, in person or via the Internet. Internet Linksfor Science Education does just that. It explores the role of the Internet and technol­ ogy in working student-scientist partnerships.

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