"Vladimir Vernadsky was a brilliant and prescient scholar-a true scientific visionary who saw the deep connections between life on Earth and the rest of the planet and understood the profound implications for life as a cosmic phenomenon." -DAVID H. GRINSPOON, AUTHOR OF VENUS REVEALED "The Biosphere should be required reading for all entry level students in earth and planetary sciences." -ERIC D. SCHNEIDER, AUTHOR OF INTO THE COOL: THE NEW THERMODYNAMICS OF CREATIVE DESTRUCTION

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.

This book presents 41 selected articles written by leading researchers from the Vernadsky Institute of Geochemistry and Analytical Chemistry, part of the Russian Academy of Sciences. The articles are grouped by the following topics: (1) Geochemistry, (2) Meteoritics, Cosmochemistry, Lunar and Planetary Sciences, (3) Biogeochemistry and Ecology, and (4) Analytical Chemistry, Radiochemistry, and Radioecology. The articles present recent experimental data, theoretical investigations, critical reviews, the results of computer modeling in the above-mentioned fields. Intended to provide a scientific “snapshot” of the institute, the book also includes content on its history, main scientific achievements and current goals, together with detailed descriptions of its 25 laboratories and three museums so as to promote new international collaborations. Given its scope, the book will be of interest to all scientists and graduate students working in the areas of geochemistry, analytical chemistry and radiochemistry, earth and environmental sciences, biogeosciences, meteoritics and planetary science, and to those seeking new collaboration opportunities in these areas in Russia.

In this book, Aleksandr V. Bezgodov and Konstantin V. Barezhev formulate planetary ethics—the most important part of the philosophy of the Planetary Project. Planetary ethics represent the moral basis and value code for building a biocompatible, harmonious, and manageable civilization. They analyze the moral and ethical views of those Russian cosmists who belonged to the natural science branch of this unique philosophical, scientific, and cultural phenomenon. Looking at the world through the prism of a planetary-cosmic consciousness, cosmists developed a system of biocentric and humanistic values. Russian cosmism is a spiritual rebellion of life against chaos, death, and limitation. A combination of science, philosophy, poetry, and a certain utopianism extended on a universal scale makes Russian cosmism a prologue to the modern nonclassical, science-based worldview that emphasizes synergy and globalism. Back in the late nineteenth to early twentieth century, cosmists focused on a united humanity and the principles of a close relationship between man and the universe. This monograph lays the groundwork for the planetary ethics that originated in the philosophy of Russian cosmism. The monograph continues the series of books of the Planetary Project, Planetary Project: From Sustainable Development to Managed Harmony and Planetary Rent as an Instrument for Solving Global Problems.

Bringing together ecology, evolutionary moral psychology, and environmental ethics, J. Baird Callicott counters the narrative of blame and despair that prevails in contemporary discussions of climate ethics and offers a fresh, more optimistic approach. Whereas other environmental ethicists limit themselves to what Callicott calls Rational Individualism in discussing the problem of climate change only to conclude that, essentially, there is little hope that anything will be done in the face of its "perfect moral storm" (in Stephen Gardiner's words), Callicott refuses to accept this view. Instead, he encourages us to look to the Earth itself, and consider the crisis on grander spatial and temporal scales, as we have failed to in the past. Callicott supports this theory by exploring and enhancing Aldo Leopold's faint sketch of an Earth ethic in "Some Fundamentals of Conservation in the Southwest," a seldom-studied text from the early days of environmental ethics that was written in 1923 but not published until 1979 after the environmental movement gathered strength.