Note: Intro -- Foreword -- Acknowledgments -- Contents -- Contributors -- Chapter-1 -- Introducing Life Cycle Assessment and its Presentation in 'LCA Compendium' -- 1 What is Life Cycle Assessment? -- 2 LCA-How it Came About -- 2.1 The Early Time -- 2.2 Harmonisation by SETAC -- 2.3 Standardisation by ISO -- 2.4 Recent Trends -- 3 The Structure of LCA According to ISO 14040 and 14044 -- 3.1 Goal and Scope Definition -- 3.2 Life Cycle Inventory Analysis -- 3.3 Life Cycle Impact Assessment -- 3.4 Interpretation -- 4 The Structure of LCA Beyond ISO 14040 -- 4.1 Applications of Life Cycle Assessment -- 4.2 Beyond the Classical ISO LCA -- 4.3 Life Cycle Management -- 4.4 Life Cycle Sustainability Assessment -- 4.5 LCA Worldwide -- 5 Structure of 'LCA Compendium' -- 5.1 Background and Future Prospects in Life Cycle Assessment -- 5.2 Goal and Scope Definition in Life Cycle Assessment -- 5.3 Life Cycle Inventory Analysis -- 5.4 Life Cycle Impact Assessment -- 5.5 Interpretation -- and, Critical Review and Reporting -- 5.6 Overview on LCA Applications -- 5.7 Special types of Life Cycle Assessment -- 5.8 Life Cycle Management -- 5.9 Life Cycle Sustainability Assessment -- 5.10 LCA Worldwide -- 6 New Developments and Special Types of Life Cycle Assessment-How Are they taken into Account? -- 7 How Scientific is LCA? -- Appendix-Glossary -- References -- Chapter-2 -- The Role of the Society of Environmental Toxicology and Chemistry (SETAC) in Life Cycle Assessment (LCA) Development and Application -- 1 Introduction-SETAC and Life Cycle Assessment -- 2 Life Before SETAC's Involvement with LCA -- 2.1 Focus on Pollution Reduction -- 2.2 Moving Beyond Pollution Control to Pollution Prevention -- 2.2.1 Duelling Diaper Debates -- 2.2.2 Mercury in Fluorescent Light Bulbs -- 2.2.3 Coca-Cola's Supply Chain Improvements -- 3 The Birth of SETAC -- 3.1 SETAC Workshops. , 3.1.1 Pellston Workshops -- 3.1.2 Technical Workshops -- 4 Early Days of SETAC 1990-1993 -- 4.1 SETAC LCA Groups -- 4.2 LCA Group Activities -- 4.2.1 A Technical Framework for Life Cycle assessment. August 18-23, 1990, Smugglers Notch, Vermont -- 4.2.2 Life Cycle Assessment: Inventory, Classification, Valuation, and Data Bases. December 2-3, 1991, Leiden, The Netherlands -- 4.2.3 A Conceptual Framework for Life Cycle Impact Assessment. February 1-7, 1992, Sandestin, Florida -- 4.2.4 Data Quality: A Conceptual Framework. October 4-9, 1992, in Wintergreen, Virginia -- 4.2.5 Code of Practice. Sesimbra, Portugal, March 31-April 3, 1993 -- 4.3 SETAC LCA Workgroups from 1994 to 2000 -- 4.4 SETAC LCA Workshops and Initiatives up from 1999 -- 4.4.1 Application of Life Cycle Assessment to Public Policy, August 14-19, 1995, Wintergreen, VA, USA -- 4.4.2 A Second Wave of LCA Workshops -- 5 SETAC and the International Organization for Standardization -- 6 On-Going SETAC Activities -- 6.1 Global Advisory Groups -- 7 UNEP/SETAC Life Cycle Initiative -- 8 SETAC's Role in Advancing the Use of LCA in the Building Sector -- 9 Future Role of SETAC -- 9.1 Expanding the Use of LCA -- 9.2 LCA Case Studies -- 9.3 Additional Pellston Workshops -- 9.4 On-Going Effort with the UNEP/SETAC Life Cycle Initiative -- 9.5 Impact Assessment Advancement -- 9.6 Alternative Assessments -- 9.7 LCA in Developing Countries -- Appendix-Glossary -- References -- Chapter-3 -- The International Standards as the Constitution of Life Cycle Assessment: The ISO 14040 Series and its Offspring -- 1 Introduction -- 1.1 History of LCA Standards Development -- 1.1.1 The Early Days -- 1.1.2 The First Revision -- 1.1.3 The Proliferation -- 1.2 Relevance of ISO Standards on LCA -- 1.3 ISO's Standardization Process -- 2 The Core Standards of LCA: ISO 14040 and ISO 14044 -- 3 The Spin-off Standards. , 3.1 ISO 14025-Type III Environmental Product Declarations -- 3.2 ISO 14047-Examples of Impact Assessement -- 3.3 ISO 14048-Data Documentation Format -- 3.4 ISO 14049-Examples of Inventory Analysis -- 4 The Future Standards Based on ISO 14040/44 -- 4.1 ISO 14045-Eco-Efficiency Assessment -- 4.2 ISO 14046-Water Footprint -- 4.3 ISO/TS 14067-Carbon Footprint -- 4.4 ISO 14071-Critical Review -- 4.5 ISO 14072-Organizational LCA (OLCA) -- 5 Summary and Outlook -- Appendix-Glossary -- References -- Chapter-4 -- The UNEP/SETAC Life Cycle Initiative -- 1 Introduction -- 2 The UNEP/SETAC Life Cycle Initiativeand The International Journal of Life Cycle Assessment -- 3 Main Contributions from 2002 to 2012 of the Life Cycle Initiative to the International Community and Best Examples Worldwide -- 3.1 Phase 1-Creating a Global Community -- 3.1.1 The Life Cycle Management Programme -- 3.1.2 The Life Cycle Inventory Programme -- 3.1.3 The Life Cycle Impact Assessment Programme -- 3.1.4 Crosscutting Activities -- 3.2 Phase 2-Becoming a Stakeholder -- 3.2.1 Overall Structure -- 3.2.2 Deliverables -- 3.2.3 Running a Multi-Stakeholder Process: Global Guidance for LCA Databases -- 4 Key Messages Based on Work Conducted During the Last 10 Years -- 4.1 Life Cycle Thinking in the Private Sector-Ahead of the Curve -- 4.2 Life Cycle Thinking in the Public Sector-Potential for Improvement -- 4.3 Life Cycle Methodologies, Impact Assessment and Data-The Foundation for Informed Decision-Making -- 4.4 Life Cycle Sustainability Approaches-Measuring Triple Bottom Line Impacts -- 4.5 Trade-Offs and Unexpected Consequences-Avoiding the Pitfalls -- 4.5.1 Trade-Offs Between Stages of the Product Value Chain -- 4.5.2 Trade-Offs Between Environmental Impact Categories -- 4.5.3 Trade-Offs Between Sustainability Pillars: Environmental, Social, Economic. , 4.5.4 Trade-Offs Between Societies/Regions -- 4.5.5 Generational Trade-Offs -- 4.5.6 Relevant Activities in Last 10 Years -- 4.6 Life Cycle Initiative Networks-Growing in Numbers and Expertise -- 4.6.1 The International Life Cycle Network -- 4.6.2 Life Cycle Jobs are Green Jobs -- 4.6.2 Accomplishments in Phases 1 and 2 -- 4.7 Communicating Life Cycle Information-The Right Story for Every Audience -- 5 The Future of Life Cycle Thinking and Phase 3 of the Life Cycle Initiative -- 5.1 Consultation Process -- 5.2 New Strategic Approach and Programmes -- 5.2.1 Programme on Data -- 5.2.2 Programme on Methodologies -- 5.2.3 Programme on Product Sustainability Information -- 5.2.4 Programme on Capacity Building and Implementation -- 5.2.5 Programme on Communication and Stakeholder Outreach -- 5.3 Setting up the Baseline for Phase 3 of the UNEP/SETAC Life Cycle Initiative-Monitoring Progress by Key Indicators -- 6 Conclusions and Perspectives -- Appendix-Glossary -- References -- Chapter-5 -- Life Cycle Assessment as Reflected by the International Journal of Life Cycle Assessment -- 1 Introduction -- 2 Milestones in Int J Life Cycle Assess -- 3 Institute for Scientific Information (ISI)-Impact Factor -- 4 Online Publications -- 5 The National Societies -- 5.1 LCA Society of Japan -- 5.2 Indian Society for LCA (ISLCA) -- 5.3 Korean Society for LCA (KSLCA) -- 5.4 Australian LCA Society (ALCAS) -- 5.5 Life Cycle Association of New Zealand (LCANZ) -- 5.6 Other LCA Organisations and Networks -- 5.6.1 SPOLD-Society for the Promotion of Life Cycle Development -- 5.6.2 LCANET-European Network for Strategic Life-Cycle Assessment Research and Development. A Strategic Research Programme for Life Cycle Assessment -- 5.6.3 CHAINET-European Network on Chain Analysis for Environmental Decision Support -- 5.6.4 ISOLP-International Society for LCA Practitioners. , 5.6.5 UNEP/SETAC Life Cycle Initiative -- 5.6.6 Swiss Discussion Forum on Life Cycle Assessment -- 5.6.7 LCA Activities in Spain, Italy and Greece -- 6 Topics and Subject Areas -- 6.1 Life Cycle Management -- 6.1.1 Editorial: 'How to Communicate LCA Results' by Walter Klöpffer and Almut B. Heinrich, Int J Life Cycle Assess 5(3): 125 (2000) -- 6.1.2 Editorial: 'Two Planets and One Journal' by Walter Klöpffer and Almut B. Heinrich, Int J Life Cycle Assess 6(1) 1-3 (2001) -- 6.1.3 LCM in the Internet-Journal 'Gate to Environmental and Health Science (EHS)' and the Discussion Forum 'Global LCA Village' -- 6.1.4 Editorial: 'LCM-Integrating a New Section' by Almut B Heinrich and Walter Klöpffer, Int J Life Cycle Assess 7(6): 315-316 (2002) -- 6.1.5 The LCM Conferences -- 6.2 Life Cycle Costing (LCC) -- 6.3 Social Life Cycle Assessment (SLCA) -- 6.4 Life Cycle Sustainability Assessment (LCSA) -- 7 Special Issues and Supplements -- 8 ISO Standardisation of LCA -- 9 Conclusion -- References -- Chapter-6 -- Strengths and Limitations of Life Cycle Assessment -- 1 Introduction -- 2 Strengths and Limitations-Perceived and Real-in Life Cycle Assessment -- 2.1 Matching the Goal of the Assessment to the Approach -- 2.2 Gathering the Inventory Data can be Very Resource and Time Intensive -- 2.3 Missing Impact Data and Models for LCIA -- 2.4 Dealing with Data Uncertainty -- 2.5 Distinguishing between Life Cycle Impact Assessment and Risk Assessment -- 2.6 LCA Does not Always (usually) Declare a 'Winner' -- 2.7 LCA Results should be Supplemented by Other Tools in Decision Making -- 2.8 Allocating Environmental Burdens Across Co-products -- 2.9 Assigning Credit for Avoided Burden -- 2.10 Expanding the Boundaries (consequential LCA) -- 3 Life Cycle Thinking -- 4 Conclusion -- References -- Chapter-7. , Challenges in Life Cycle Assessment: An Overview of Current Gaps and Research Needs.

Note: Intro -- Acknowledgements -- Contents -- Contributors -- Chapter 1: Activism! Toward a More Radical Science and Technology Education -- Navigating the Contemporary -- Building a Collection -- A Brief Overview of the Collection -- Framing a More Radical Approach to Science and Technology Education -- Science and Technology Education Should Be Critically Reworked in Relation to Contemporary Economic, Social, Ecological and Ma... -- Science and Technology Education Should Be Critically Reworked as Political Practice -- Science and Technology Education Should Be Critically Reworked to Support Learners as Subjects in Change and Not Objects of Ch... -- Science and Technology Education Should Be Critically Reworked as Moral and Ethical Praxis -- Partialities and Possibilities -- References -- Part I: Constituting Theories -- Preamble -- Chapter 2: The Elephant in the Room: Science Education, Neoliberalism and Resistance -- Opening -- Foucault´s Neoliberalism -- Occupy Wall Street: The Incessancy of Resistance -- Science Education, Neoliberalism and Activism/Resistance -- Not an Ending but a Beginning -- References -- Chapter 3: Science Education as a Site for Biopolitical Engagement and the Reworking of Subjectivities: Theoretical Considerat... -- A Context for Science Education -- Biopolitics and Biopower -- The ``Making of Subjects´´ -- Biopolitics and Subjectivities in Science Education -- Racisms, Colonialisms and the Power to Make Die -- Neoliberal Subjectivity -- Sex/Gender and Sexuality -- The ``Ethical Subject´´ in Science Education -- The Biosubject of Biotechnology -- Biopolitics as a Path Forward -- References -- Chapter 4: A Critical Pedagogy for STEM Education -- Introduction -- Global Capitalism -- STEM and Activism in Education -- STEM Education, Research and Practice -- A Critical Pedagogy for STEM Education -- Community and Revolution. , Theoretical Freestyle -- Analytical Freestyle in Science Education -- Closing Remarks -- References -- Chapter 5: Becoming Part of the Solution: Learning about Activism, Learning through Activism, Learning from Activism -- Making the Case for an Action-Oriented Science Curriculum -- Building a Curriculum: Learning About the Issues -- Building a Curriculum: Learning to Care -- Engaging Emotions, Managing Emotions -- Building a Curriculum: Learning to Act -- Learning about, through and from Action -- Apprenticeship in Activism -- Further Considerations -- References -- Chapter 6: From Promoting the Techno-sciences to Activism - A Variety of Objectives Involved in the Teaching of SSIs -- Variation in Educational Objectives -- The Implications of the Educational Choices on SSIs -- Institutional Activism in Agricultural Education in France -- Scientific, Humanistic and Political Education -- References -- Chapter 7: Hopeful Practices: Activating and Enacting the Pedagogical and Political Potential in Crisis -- Science, Technology, and Society Education (STSE) -- Understanding and Learning from Crisis -- Learning from and Through Crisis: Opportunities -- Conclusion -- References -- Chapter 8: Using Collaborative Inquiry to Better Understand Teaching and Learning -- Science Curricula as a Central Factor in the Reform of Science Education -- Chapter Overview -- Changing Faces of Research and Science Education -- Dealing with Difference in Research on Teaching and Learning -- Participants Doing Research to Understand and Improve Practice -- Listening to and Learning from Others´ Voices -- Learning to Teach from and with Others -- Searching for and Learning from Spikes in the Curve -- Authentic Inquiry as an Overarching Methodology -- Reflections on the Changing Faces of My Research Methodologies -- References. , Chapter 9: From Knowledge to Action? Re-embedding Science Learning Within the Planet´s Web -- Introduction -- Complex Problems and the Role of Science and Technology -- A Critical Role for Science Education -- The Outline of a Science for Sustainability -- Acquiring Consciousness of Limits -- Opening Up Towards Dialogue -- The Thinking of the `Others´ -- Enhancing Life Through Cultural Diversity -- Redefining Science Education? -- From Objective and Objectifying Knowledge to a Science of Relationships -- Dealing with Conflict -- Conclusions -- References -- Chapter 10: Education for Sustainable Contraction as Appropriate Response to Global Heating -- The Heating Is Happening -- Denial and Cognitive Dissonance in Response to Global Heating -- Denial and Cognitive Dissonance in the Field of Education for Sustainable Development -- Education for Sustainable Contraction (ESC): Nailing Nine Propositions to the Laboratory Door -- References -- Chapter 11: Learning to Let Go of Sustainability -- Introduction -- Sustainability as Restoring -- The Paradox of Sustainable Development -- To Hold onto, or to Let Go? -- Sustainability as Returning -- Romanticizing the Return? -- Resisting the Return -- Complicating the Return -- Learning to Let Go of Sustainability -- Letting Go of Sustainability -- Remembering Forward as a Different Way of Being in the World -- Coda: The Glass Jar -- References -- Part II: The Public Sphere -- Preamble -- Chapter 12: Street Medicine as a Science Education for Activists -- Know Your Street Medics -- States of Emergency: Where Only Street Medics Dare to Tread -- Street Medicine and the State of Exception -- Street Medicine Is Education -- The Street and the School -- References -- Chapter 13: Why Science Education Mediates the Way We Eat -- Introduction -- Neoliberalism in Science Education, In Brief. , A Pocket of Resistance-Local and Organic Food -- Organic Farmers´ Market Culture -- A Responsibly Nurtured Organic Place -- Local Knowledge -- Interdisciplinary Knowledge -- Change and Adaptability -- Embodied Change and Positionality -- Environmental Condition -- A Market Creates a Relationship with Food -- A Critique of Neoliberalism -- Implications for School Science -- References -- Chapter 14: From-Within-the-Event: A Post-constructivist Perspective on Activism, Ethics, and Science Education -- Environmental Activism at Work -- Transforming the Practices in One Municipality -- Science Education as/for Participation in the Community -- The Morality of Community-Based Activism: Is It Something to Feel Good About? -- From Activism to the Eventness of Events -- Activism -- From-Within-the-Event or the Eventness of Events -- Activism and Ethics -- Classically Understood -- From-Within-the-Event -- Conclusion -- References -- Chapter 15: #OccupyTech -- The Rise of Internetworked Social Movements -- Prefigurative Politics and Technology -- Hacking the Technical Code -- The Repertoire of Electronic Contention -- OccupyTech -- Disruptive Technologies: Building Tools for Revolution -- Communications -- From Technology to Technique: Prefiguring Change -- Conclusion -- References -- Chapter 16: Trajectories of Socioscientific Issues in News Media: Looking into the Future -- Introduction -- The ``Black Box´´ of News Media -- The Media and Presentations of Science -- Influence of Media -- Manipulations of the Media -- Commercial Interests of the Media -- The Competency and Practices of Journalists -- Prelude to a News Story -- The J-School Experience: Insights into Media Practices Reporting Science -- Modifiers and ``Verbs of Saying´´ -- Being the ``Instant Expert´´ -- The Reducibility of Complex Relationships -- Production of a News Story. , Demonstrating the Need for Science Journalist Experts in News Media -- Connections Between the SMCC Anecdote and the Radio Workshop -- Copy Story Modification -- Analysis of Copy Story Modifications -- The Media Making Sense of Science: A Case Study of Two Publications -- Conclusions and Implications About Science in the News Media -- Implications for Understanding Science from the News Media -- Looking at the Preparation of Journalists -- Implications of Using News Media in the Classroom for Studying Socioscientific Issues -- References -- Chapter 17: The Perils, Politics, and Promises of Activist Science -- Introduction -- The Perils of Activist Science -- Historical Lessons from Ecology -- A View from the Front Lines -- All Science Is Political, but Politics Are Complicated -- Activism and Power -- References -- Chapter 18: Passive No More -- Introduction -- Awakening Dissonance -- Activism for Inaction, a Complacency That Will Kill and Destroy -- Growing Up on an Overheated Planet -- The Neoliberal Activist Attack on Climate Science and the Environment -- Disclosing Power, the Courtiers to Climate Disaster -- Reinventing Participatory Democracy -- Developing a Skeptical Way of Reading the Media -- Whose Long-Term Interests Are Being Served? -- Conclusion -- References -- Chapter 19: Joining Up and Scaling Up: Analyzing Resistance to Canada´s ``Dirty Oil´´ -- Activism Against the Oilsands -- Aboriginal Activism -- Environmental Activism -- Religiously-Based Activism -- Labour Activism -- Growing the Movement (Horizontally and Vertically) -- Joining Up: Creating Coalitions Among Unlikely Allies -- Scaling Up: Crossing Borders -- Building Cross-Organizational, Cross-Border Consensus -- Assessing the Movement´s Strengths and Challenges -- Conclusion -- References -- Part III: Elementary and Secondary Education -- Preamble. , Chapter 20: We Got Involved and We Got to Fix It!: Action-Oriented School Science.