Tabla de Contenidos: “…Cover; Title Page; Copyright Page; Table of Contents; Introduction; Part One: Medical Interventions; Chapter 1: Measles Vaccine and Autism; Chapter 2: Hepatitis B Vaccine and Multiple Sclerosis; Chapter 3: Fear of Menopause and HRT; Chapter 4: The DES Generation; Chapter 5: Aspirin and Reye's Syndrome; Part Two: Infectious Diseases; Chapter 6: Fear of Lyme Disease; Chapter 7: Swine Flu 1976; Chapter 8: Swine Flu 2009; Chapter 9: Ebola Reston 1989; Chapter 10: The Second War on Smallpox; Chapter 11: Fear of Flesh-Eating Bacteria; Chapter 12: Monkeypox 2003; Part Three: Food Scares…”

Tabla de Contenidos: “…: Berta Barquero, Britta Eyrich Jessen, Juan Ruiz-Hidalgo and Jennie Golding -- 14: Conclusion: Achieving Coherence and Relevance in Mathematics Curriculum Reforms: Some Guiding Principles: Will Morony -- Part IV: Theme C – Implementation of Reformed Mathematics Curricula Within and Across Different Contexts and Traditions -- 15: Introduction: Angel Ruiz -- 16: A First Exploration to Understand Mathematics Curricula Implementation: Results, Limitations and Successes: Angel Ruiz, Mogens Niss, Michèle Artigue, Yiming Cao and Enriqueta Reston -- 17: Towards a Model for Monitoring and Evaluating Curricular Reforms: Steve Thornton, Maitree Inprasitha, Angel Ruiz, Masami Isoda, Narumon Changsri and Kristen Tripet -- 18: Teachers, Resources, Assessment Practices: Role and Impact on the Curricular Implementation Process: Alf Coles, Luis Rodríguez-Muñiz, Ida Ah Chee Mok, Angel Ruiz, Ronnie Karsenty, Francesca Martignone, Iman Osta, Federica Ferretti and Thi Tan An Nguyen -- 19: Conclusion: ‘Laws’ of Curriculum Implementation and the Future in which We Are Living: Angel Ruiz -- Part V: Theme D – Globalisation and Internationalisation and their Impacts on Mathematics Curriculum Reforms -- 20: Introduction: Max Stephens, Djordje Kadijevich, Mogens Niss, Nadia Azrou and Yukihiko Namikawa -- 21: The Evolution and Uptake of Numeracy and Mathematical Literacy as Drivers for Curriculum Reform: Merrilyn Goos and Kathy O’Sullivan -- 22: Impacts of TIMSS and PISA on Mathematics Curriculum Reforms: Djordje Kadijevich, Max Stephens, Armando Solares-Rojas and Raisa Guberman -- 23: Emergence of Computational/Algorithmic Thinking and its Impact on the Mathematics Curriculum: Djordje Kadijevich, Max Stephens and Abolfazl Rafiepour -- 24: Conclusion: Future Visions of the Impact of Internationalisation and Globalisation on School Mathematics Curriculum: Max Stephens, Merrilyn Goos and Djordje Kadijevich -- Part VI: Theme E – Agents and Processes of Curriculum Design, Development and Reforms in School Mathematics: 25: Introduction: Ellen Jameson, Peter Sullivan and Ferdinando Arzarello -- 26: Case Studies in Agents and Processes of Mathematics Curriculum Development and Reform: Iman Osta, Fidel Oteiza, Peter Sullivan and John Volmink -- 27: Modelling Curriculum Reforms: A System of Agents, Processes and Objects: Ellen Jameson and Janette Bobis -- 28: Boundary in Curriculum Reform: Alon Pinto and Jason Cooper -- 29: Teacher Professional Identity and Curriculum Reform: Stephen Quirke, Lorena Espinoza and Gérard Sensevy -- 30: Conclusion: Implications for Active Curriculum Reform Work and Future Research: Ellen Jameson, Peter Sullivan and Ferdinando Arzarello -- Part VII: International Perspectives and Influences on School Mathematics Curriculum Reforms: 31: Introduction: Yoshinori Shimizu and Renuka Vithal -- 32: OECD Learning Compass 2030: Implications for Mathematics Curricula: Miho Taguma, Kelly Makowiecki and Florence Gabriel -- 33: Making Sense of Mathematics and Making Mathematics Make Sense: William McCallum -- 34: School Mathematics Curriculum Reforms: Insights and Reflections: Berinderjeet Kaur -- Part VIII: Commentaries on ICMI Study 24: 35: Introduction: Renuka Vithal and Yoshinori Shimizu -- 36: Language of Teaching and Learning and School Mathematics Curriculum Reform: Tensions in Equity and Access: Anjum Halai -- 37: A Cultural–Political Reading of School Mathematics Curriculum Reform: Paola Valero -- Part IX: Conclusion to ICMI Study 24: 38: Key Messages and Lessons from Mathematics Curriculum Reforms around the World: Renuka Vithal and Yoshinori Shimizu -- Afterword: Jill Adler -- Subject Index / Author Index…”

“…En reconnaissant que la tradition védique peut conduire elle aussi à une révélation qui discrédite les sacrifices, loin de privilégier indûment la tradition occidentale et de lui conférer un monopole sur l'intelligence et la répudiation des sacrifices sanglants, l'analyse mimétique reconnaît des traits comparables mais jamais vraiment identiques dans la tradition indienne. Même si nous restons incapables de débrouiller vraiment le rapport qui unit et sépare ces deux traiditons, ces trois conférences nous permettent d'apprécier un peu mieux leur richesse et leur complexité…”

“…Mais nous ne savons pas ce que signifie une révélation, parce qu'elle ne peut ni se commander ni se reproduire, donc jamais s'objectiver. Ainsi restons-nous muets devant ce qui nous caractérise le mieux. …”