Peter Harrison takes what we think we know about science and religion, dismantles it, and puts it back together again in a provocative new way. It is a mistake to assume, as most do, that the activities and achievements that are usually labeled religious and scientific have been more or less enduring features of the cultural landscape of the West. Harrison, by setting out the history of science and religion to see when and where they come into being and to trace their mutations over timereveals how distinctively Western and modern they are. Only in the past few hundred years have religious beliefs and practices been bounded by a common notion and set apart from the secular. And the idea of the natural sciences as discrete activities conducted in isolation from religious and moral concerns is even more recent, dating from the nineteenth century. Putting the so-called opposition between religion and science into historical perspective, as Harrison does here for the first time, has profound implications for our understanding of the present and future relations between them. "

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.

"St. Thomas Aquinas gives his views on the hierarchy of the sciences and their methods in several of his works, but his most extensive and penetrating treatment of these subjects is to be found in the two Questions translated in this little book. They are taken from his unfinished Commentary on Boethius' De Trinitate. Question Five deals with the division of the speculative sciences, Question Six with their methods. The Questions were written early in St. Thomas' career, very likely between 1255 and 1259, so that they are not always his last word on the subject; what he says in them should be studied with his statements in his later works. Yet, because he never again took up the problems in such detail, they are of exceptional value in giving us an appreciation of his views on these topics."--

To do research that really makes a difference -- the authors of this book argue -- social scientists need a diverse set of questions and methods, both qualitative and quantitative, in order to reflect the complexity of the world. Bringing together a consortium of voices across a variety of fields, Methods That Matter offers compelling and successful examples of mixed methods research that does just that. Discussing their own endeavors to combine quantitative and qualitative methodologies, the authors invite readers into a conversation about the best designs and practices of mixed methods to stimulate creative ideas and find new pathways of insight. The result is an engaging exploration of a promising approach to the social sciences. --

Demonstrates that the millennium from the fall of the Roman Empire to the flowering of the Renaissance was a period of great intellectual and practical achievement and innovation. This reference work will be useful to scholars, students, and general readers researching topics in many fields of study, including medieval studies and world history.

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.

The past half-century has witnessed a dramatic increase in the scale and complexity of scientific research. The growing scale of science has been accompanied by a shift toward collaborative research, referred to as "team science." Scientific research is increasingly conducted by small teams and larger groups rather than individual investigators, but the challenges of collaboration can slow these teams' progress in achieving their scientific goals. How does a team-based approach work, and how can universities and research institutions support teams? Enhancing the Effectiveness of Team Science synthesizes and integrates the available research to provide guidance on assembling the science team; leadership, education and professional development for science teams and groups. It also examines institutional and organizational structures and policies to support science teams and identifies areas where further research is needed to help science teams and groups achieve their scientific and translational goals. This report offers major public policy recommendations for science research agencies and policymakers, as well as recommendations for individual scientists, disciplinary associations, and research universities. Enhancing the Effectiveness of Team Science will be of interest to university research administrators, team science leaders, science faculty, and graduate and postdoctoral students.

Black & white print. Concepts of Biology is designed for the typical introductory biology course for nonmajors, covering standard scope and sequence requirements. The text includes interesting applications and conveys the major themes of biology, with content that is meaningful and easy to understand. The book is designed to demonstrate biology concepts and to promote scientific literacy.

Aristotle's Physics is one of the least studied "great books"--physics has come to mean something entirely different than Aristotle's inquiry into nature, and stereotyped Medieval interpretations have buried the original text. Sach's translation is really the only one that I know of that attempts to take the reader back to the text itself. -- Leon Cass, University of Chicago