Science is a way of knowing about the world. At once a process, a product, and an institution, science enables people to both engage in the construction of new knowledge as well as use information to achieve desired ends. Access to scienceâ€"whether using knowledge or creating itâ€"necessitates some level of familiarity with the enterprise and practice of science: we refer to this as science literacy. Science literacy is desirable not only for individuals, but also for the health and well- being of communities and society. More than just basic knowledge of science facts, contemporary definitions of science literacy have expanded to include understandings of scientific processes and practices, familiarity with how science and scientists work, a capacity to weigh and evaluate the products of science, and an ability to engage in civic decisions about the value of science. Although science literacy has traditionally been seen as the responsibility of individuals, individuals are nested within communities that are nested within societiesâ€"and, as a result, individual science literacy is limited or enhanced by the circumstances of that nesting. Science Literacy studies the role of science literacy in public support of science. This report synthesizes the available research literature on science literacy, makes recommendations on the need to improve the understanding of science and scientific research in the United States, and considers the relationship between scientific literacy and support for and use of science and research.

This book is aimed at researchers who need to write clear and understandable manuscripts in English. Today, English is the official language of international conferences and most important publications in science and technology are written in English. Therefore, learning how to write in English has become part of the researcher's task. The book begins by discussing constructs of the English language such as sentence structure and word use. It then proceeds to discuss the style and convention used in scientific publications. Some of the topics covered include: Planning of a Manuscript; Authorship; References; Tables and Figures; Submission to a Journal; Production Schedules.This book is written at such a level that the reader should not have to resort to a dictionary. It includes many examples and exercises to clarify the rules and guidelines presented.

One of the pathways by which the scientific community confirms the validity of a new scientific discovery is by repeating the research that produced it. When a scientific effort fails to independently confirm the computations or results of a previous study, some fear that it may be a symptom of a lack of rigor in science, while others argue that such an observed inconsistency can be an important precursor to new discovery. Concerns about reproducibility and replicability have been expressed in both scientific and popular media. As these concerns came to light, Congress requested that the National Academies of Sciences, Engineering, and Medicine conduct a study to assess the extent of issues related to reproducibility and replicability and to offer recommendations for improving rigor and transparency in scientific research. Reproducibility and Replicability in Science defines reproducibility and replicability and examines the factors that may lead to non-reproducibility and non-replicability in research. Unlike the typical expectation of reproducibility between two computations, expectations about replicability are more nuanced, and in some cases a lack of replicability can aid the process of scientific discovery. This report provides recommendations to researchers, academic institutions, journals, and funders on steps they can take to improve reproducibility and replicability in science.

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An Outline of Occult Science is Rudolf Steiner's thesis discussing the unknown, the nature of mankind, and his belief that science may be used to explain the unusual phenomena known as the occult. First published in 1910, this book strives to define, categorize and explain various manifestations of the occult. The author concedes at the opening of the book that many otherwise open-minded and receptive individuals immediately recoil from the concept of the the unknown, especially in relation to attempts to investigate it scientifically. After introducing the occult, Steiner delves into explaining the two worlds he thought comprised the reality we live in. The natural world, that which is visible and readily perceivable around us, and the spiritual world, where the unexplained phenomena arise. The nature of man as a bodily being, and how his physical self bridges the gap between these two worlds, is much detailed. Famous as a literary critic, Rudolf Steiner's interest in the occult phenomena meant that much of his later life was characterized by research into spiritual texts. He passionately believed that much of the strange, paranormal or occult phenomena human beings have observed have a spiritual yet scientific explanation: it is with this essential belief in mind that Steiner attempts to persuade the reader. Although unusual in subject matter, An Outline of Occult Science is written in an accessible style. What would otherwise be dry and inscrutable is made interesting and exotic by Steiner, who was used to writing for a popular audience in his career as a literary critic. This edition of his book contains all of his original notes, which are appended at the conclusion for ease of reference.

Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.

"Contemplative practice means, among other things, becoming practiced in solitude. This does not mean brooding or self-indulgent musing, but instead practicing a special form of recollection of the past, mindfulness for the present, and envisioning of the future in a manner that is enlivening, clear, and insightful. We learn to be properly solitary, and to carry the depth of our solitude into the world with grace and selflessness." -- Arthur Zajonc When we turn to meditation, we are turning toward renewal, peace, and insight. Initially, we may take up contemplative practice as a means of tapping into the abundant resources of the mind and heart that bring serenity, but the meditative journey leads further--to the place where wisdom and love unite. In Meditation as Contemplative Inquiry, Arthur Zajonc offers an overview of the meditative life, weaving practical instruction together with the guidance and inspiration of the world's great teachers, from Rudolf Steiner to Rumi, and from Goethe to the sages of Asia. Zajonc reminds us that an ethic of humility grounds all practice, and that care of the soul is the basis for sound spiritual reflection and understanding. The author carefully describes each stage of the path and includes many recommended practices. Meditation as Contemplative Inquiry is the fruit of many years of personal practice and teaching. Arthur Zajonc developed his orientation toward meditation through working with hundreds of university students and professors, as well as with contemplative groups in the U.S., Europe, and Australia.

Given his energetic involvement in practical initiatives and extensive lecturing, Rudolf Steiner had little time to write books. Of those he did write - belonging almost entirely to the earlier years of his work - four titles form an indispensable introduction to his later teaching: Knowledge of the Higher Worlds, Theosophy, The Philosophy of Freedom and Occult Science. The anthroposophy of Rudolf Steiner is not a theoretical system, but the results of research based on direct observation. As Steiner's research was so vast and conducted over such a long period of time, no single book can be said to contain the whole of his spiritual teaching. However, of all his books Occult Science comes closest. Steiner even referred to it as 'an epitome of anthroposophical spiritual science'. The book sets out, in systematic order, the fundamental facts concerning the nature and constitution of the human being and, in chronological order, the history of the universe and man. Whereas the findings of natural science are derived from observations made through the senses, the findings of spiritual science, or anthroposophy, are 'occult' inasmuch as they derive from direct observation of realities which are hidden to everyday perception. And yet these elements of humanity and the universe form the foundation of the sense world. A substantial part of Occult Science is occupied by a description of the preliminary training which is necessary to make such spiritual observations. Although Occult Science is not all-inclusive, it is indispensable to any serious student seeking to master Rudolf Steiner's extraordinary philosophy.

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