This volume gathers essays that focus on the worldliness of science, its inseparable engagement in the major institutional bases of social life: law, market, church, school, and nation. With a chronological span reaching from the Renaissance to Big Science, its topics range from sundials to genetic sequences, from calculating instruments to devices that simulate human behavior, from early cartography to techniques for tracing radioactive fallout on a global scale. The book aims to show readers, with episodes drawn from the span of their modern history, the sciences in action throughout human society.

This book, first published in the U.K. by T&T Clark, expands on the authors' prestigious Glasgow Gifford Lectures of 1995-6. Brooke and Cantor herein examine the many different ways in which the relationship between science and religion has been presented throughout history. They contend that, in fact, neither science nor religion is reducible to some timeless "essence"--and they deftly criticize the various master-narratives that have been put forward in support of such "essentialist" theses. Along the way, they repeatedly demolish the clichés so typical of popular histories of the science and religion debate, demonstrating the impossibility of reducing these debates to a single narrative, or of narrowing this relationship to a paradigm of conflict.

When it comes to motivating people to learn, disadvantaged urban adolescents are usually perceived as a hard sell. Yet, in a recent MetLife survey, 89 percent of the low-income students claimed "I really want to learn" applied to them. What is it about the school environmentâ€"pedagogy, curriculum, climate, organizationâ€"that encourages or discourages engagement in school activities? How do peers, family, and community affect adolescents' attitudes towards learning? Engaging Schools reviews current research on what shapes adolescents' school engagement and motivation to learnâ€"including new findings on students' sense of belongingâ€"and looks at ways these can be used to reform urban high schools. This book discusses what changes hold the greatest promise for increasing students' motivation to learn in these schools. It looks at various approaches to reform through different methods of instruction and assessment, adjustments in school size, vocational teaching, and other key areas. Examples of innovative schools, classrooms, and out-of-school programs that have proved successful in getting high school kids excited about learning are also included.

All life forms on earth are complementary to each other; the existence and survival of one depend on the existence of another, and vice versa. However, no life forms are more dependent on others than human beings. Humans’ very survival is conditioned by the existence of the natural environment and the living things within it. One aspect of this interaction is the central and inescapable role played by human culture in defining the human-nature relationship. This book emphasises that environmental conservation is a matter of moral and cultural ethics. It stresses the fact that existing environmental conservation methods need to accommodate traditional environmental knowledge and practices of different indigenous cultures in order to re-build and restore the bond between humans and nature.

The Fourth Edition is again based on Robert Kimbrough’s meticulously re-edited text. Missing words have been restored and the entire novel has been repunctuated in accordance with Conrad’s style. The result is the first published version of Heart of Darkness that allows readers to hear Marlow’s voice as Conrad heard it when he wrote the story. "Backgrounds and Contexts" provides readers with a generous collection of maps and photographs that bring the Belgian Congo to life. Textual materials, topically arranged, address nineteenth-century views of imperialism and racism and include autobiographical writings by Conrad on his life in the Congo. New to the Fourth Edition is an excerpt from Adam Hochschild’s recent book, King Leopold’s Ghost, as well as writings on race by Hegel, Darwin, and Galton. "Criticism" includes a wealth of new materials, including nine contemporary reviews and assessments of Conrad and Heart of Darkness and twelve recent essays by Chinua Achebe, Peter Brooks, Daphne Erdinast-Vulcan, Edward Said, and Paul B. Armstrong, among others. Also new to this edition is a section of writings on the connections between Heart of Darkness and the film Apocalypse Now by Louis K. Greiff, Margot Norris, and Lynda J. Dryden. A Chronology and Selected Bibliography are also included.