"In Science for the Masses, James T. Andrews presents a comprehensive history of the early Bolshevik popularization of science in Russia and the former Soviet Union."--Jacket.

This fascinating study examines the discourse of science in Japan from the 1920s to the 1940s in relation to nationalism and imperialism. How did Japan, with Shinto creation mythology at the absolute core of its national identity, come to promote the advancement of science and technology? Using what logic did wartime Japanese embrace both the rationality that denied and the nationalism that promoted this mythology? Focusing on three groups of science promoters—technocrats, Marxists, and popular science proponents—this work demonstrates how each group made sense of apparent contradictions by articulating its politics through different definitions of science and visions of a scientific Japan. The contested, complex political endeavor of talking about and promoting science produced what the author calls "scientific nationalism," a powerful current of nationalism that has been overlooked by scholars of Japan, nationalism, and modernity.

CK-12 Foundation's Earth Science for High School FlexBook covers the following chapters: What is Earth Science?-scientific method, branches of Earth Science.Studying Earth's Surface-landforms, map projections, computers/satellites.Earth's Minerals-formation, use, identification.Rocks-rock cycle, igneous, sedimentary, metamorphic.Earth's Energy-available nonrenewable/renewable resources.Plate Tectonics- Earth's interior, continental drift, seafloor spreading, plate tectonics.Earthquakes-causes/prediction, seismic waves, tsunami.Volcanoes-formation, magma, eruptions, landforms.Weathering and Formation of Soil-soil horizons, climate related soils.Erosion and Deposition-water, wind, gravity.Evidence About Earth's Past-fossilization, relative age dating/absolute age dating.Earth's History-geologic time scale, development, evolution of life.Earth's Fresh Water-water cycle, types of fresh water.Earth's Oceans-formation, composition, waves, tides, seafloor, ocean life.Earth's Atmosphere-properties, significance, layers, energy transfer, air movement.Weather-factors, cloud types, air masses, storms, weather forecasting.Climate-Earth's surface, global climates, causes/impacts of change.Ecosystems and Human Populations-ecosystems, matter/energy flow, carbon cycle, human population growth.Human Actions and the Land-soil erosion, hazardous materials.Human Actions and Earth's Resources-renewable/nonrenewable resources, availability/conservation.MS Human Actions and Earth's Water-use, distribution, pollution, protection.Human Actions and the Atmosphere-air pollution, causes, effects, reduction.Observing and Exploring Space-electromagnetic radiation, telescopes, exploration.Earth, Moon, and Sun-properties/motions, tides/eclipses, solar activity.The Solar System-planets, formation, dwarf planets, meteors, asteroids, comets.Stars, Galaxies, and the Universe-constellations, light/energy, classification, evolution, groupings, galaxies, dark matter, dark energy, the Big Bang Theory.Earth Science Glossary.

Since World War II, national and international policy makers have been confronted by a growing number of complex problems the resolution of which hangs, to a significant degree, on scientific knowledge or technical insights. This puts a premium on the quality and clarity of scientific/technical advice they receive. From their vantage points as scientists, policy makers or science advisors from both East and West, the authors of this book examine the issues involved in science for public policy and explore ways to improve the quality and timeliness of the scientific advice available to decision makers. Environmental problems provide much of the focus for the analysis.

Recent scholarship has revealed that pioneering Victorian scientists endeavored through voluminous writing to raise public interest in science and its implications. But it has generally been assumed that once science became a profession around the turn of the century, this new generation of scientists turned its collective back on public outreach. Science for All debunks this apocryphal notion. Peter J. Bowler surveys the books, serial works, magazines, and newspapers published between 1900 and the outbreak of World War II to show that practicing scientists were very active in writing about their work for a general readership. Science for All argues that the social environment of early twentieth-century Britain created a substantial market for science books and magazines aimed at those who had benefited from better secondary education but could not access higher learning. Scientists found it easy and profitable to write for this audience, Bowler reveals, and because their work was seen as educational, they faced no hostility from their peers. But when admission to colleges and universities became more accessible in the 1960s, this market diminished and professional scientists began to lose interest in writing at the nonspecialist level. Eagerly anticipated by scholars of scientific engagement throughout the ages, Science for All sheds light on our own era and the continuing tension between science and public understanding.

This book is intended primarily for students without science A-levels or the equivalent who are entering an engineering degree or Higher National Diploma course via a foundation year. In this new edition the coverage has been extended to include five new topics: one deals with the nucleus, and the others extend the discussion of materials into the first year degree and diploma context. There is a new appendix on calculation technique.