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Abstract: The integrity of the scientific process depends on preserving the institutional framework that is critical for maintaining and reproducing the methods and attitudes required for systematic inquiry. A major aim of science education for custodians of democracy should be the development of the habits and skills required to protect the institutional production, application, and dissemination of reliable knowledge. Custodians need to understand how science is informed by values at virtually every stage, from the problem selected for study to the way a problem is defined and supported, to the methods chosen to test a scientific claim, to the logic that moves the argument from premise to conclusion, and from conclusion to recommendations for policy and action. This requirement is important for citizens in general and for citizens who work in scientific fields in particular.
Recent studies of the history of technology increasingly take as their theme, besides invention, the transfer of technology, that is the adoption of technological knowledge from other societies or the transfer of one's own technology to other regions. The development of Greek civilization in archaic times was to a high degree based on the appropriation of the technological achievements of Egypt and Mesopotamia; while the historically relevant process of Romanization, especially in the western Mediterranean and in north-western Europe, also included the spread of Roman technology in the provinces. An important result of modern research in the history of technology is the insight into the interdependency of technological and economic developments. In ancient agriculture, numerous innovations are attested, for example in the threshing of grain for which rotating sledges were used. Technical advances that were of economic relevance such as grain mill, oil presses, wine presses, can be substantiated in various areas of the ancient economy.
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