Since the discovery of the structure of DNA and the birth of the genetic age, a powerful vocabulary has emerged to express science’s growing command over the matter of life. Armed with knowledge of the code that governs all living things, biology and biotechnology are poised to edit, even rewrite, the texts of life to correct nature’s mistakes. Yet, how far should the capacity to manipulate what life is at the molecular level authorize science to define what life is for? This book looks at flash points in law, politics, ethics, and culture to argue that science’s promises of perfectibility have gone too far. Science may have editorial control over the material elements of life, but it does not supersede the languages of sense-making that have helped define human values across millennia: the meanings of autonomy, integrity, and privacy; the bonds of kinship, family, and society; and the place of humans in nature.

This collection of works studies basic and esoteric astrology. Each volume combines esoterics with practical observation. Volume 1 covers the planetary system, houses, sun signs and influences; Volume 2 covers health; Volume 3 is a dictionary of astrological terms; Volume 4 explores Hindu astrology and planets in houses and signs; Volume 5 is about astro-physiology and the influence of the stars and planets of disease; Volume 6 examines the sacredness of life and the spirit of the solar system; Volume 7 explores planetary influences on fate, alongside an examination of palmistry from an astrological point of view.

Lamentations over the disarray and disorientation in the philosophical quest may be heard from all sides today. The horizon of the All no longer beacons, for our hope of attaining it seems ever to recede. Yet, challenging the mistrust of reason that pursuit is precisely engaged in what is undertaken here. Our forty–year elaboration of the ontopoiesis/phenomenology of life as first philosophy/phenomenology in its unravelling of the metamorphic deployment of the logos of life has laid the foundations for the retrieval of the metaphysical vision. Here the classic concerns of philosophy are not negligently dismissed but are ciphered afresh in the light of innumerable perspectives and insights brought to philosophical attention in a New Enlightenment by advances in the sciences of life and of human apprehension. Strikingly enough pursuit of the greatest enigma of all, namely, that of the All enhancing Divine, is revived in the revelation that the logos informing life is the Fullness of God. In the Fullness being revealed in the infinite intricacies of the operations of the Logos of Life, we find the plenitude of God’s experiencing man. In times when the prevailing critique of reason casts aspersions on the quest for God through reason, the full revelation of the logos brings to the entire human experience the infinities of God.

Here is a book for everyone who has an interest in how our planet works, what has happened during its 4,550 million year history and what might happen in the future. It tells how Earth scientists study the pattern of events that have shaped the planet and guided the evolution of life on Earth. In clear and simple language it describes how the effec

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.