Universal Science

The Universal Science (ʿIlm-i kullī) by Mahdī Ḥaʾiri Yazdī is a concise and authoritative introduction to the fundamental discussions in Islamic metaphysics. This short work offers an accessible, lucid, and deeply learned, guide through the ‘living tradition’ of Shīʿī philosophy.

Recommended for primary and middle school students, Universal Science is a series of eight books that adheres to the National Curriculum Framework (2005). The books have been designed in accordance with the latest guidelines laid down by the National Council of Educational Research and Training. The series is based on extensive feedback received from teachers and education consultants experienced in teaching and interacting with students in this age group. All the books present concepts and provide exercises with the view to nurturing scientific temperament in young learners. The well-structured chapters, interspersed with interesting information and questions make learning almost effortless. Together with the activities that instill the spirit of experimentation, the detailed coverage of topics and the variety of exercises lend the textbooks the right balance between the theoretical and practical aspects of Science.

Recommended for primary and middle school students, Universal Science is a series of eight books that adheres to the National Curriculum Framework (2005). The books have been designed in accordance with the latest guidelines laid down by the National Council of Educational Research and Training.

Recommended for primary and middle school students, Universal Science is a series of eight books that adheres to the National Curriculum Framework (2005). The books have been designed in accordance with the latest guidelines laid down by the National Council of Educational Research and Training. The series is based on extensive feedback received from teachers and education consultants experienced in teaching and interacting with students in this age group. All the books present concepts and provide exercises with the view to nurturing scientific temperament in young learners. The well-structured chapters, interspersed with interesting information and questions make learning almost effortless. Together with the activities that instill the spirit of experimentation, the detailed coverage of topics and the variety of exercises lend the textbooks the right balance between the theoretical and practical aspects of Science.

THE UNIVERSAL ONE was originally published in 1927 and distributed to the top scientists in the country. It is being republished at this crucial period for the sole purpose of again releasing vital new scientific knowledge to this new age- of new comprehension. Today the whole world is in a state of chaos fighting against the forces of greed, envy, jealousy and fear. Disharmony is rife. All of our human relations are in a state of violent upheaval. Civilization is in reverse. Science is being used to destroy instead of to build. We talk of world peace, yet those who are to plan the new world do not know the answer, the solution. Present knowledge of man's relation to Nature and Natural Law which controls his human relations is, as yet, inadequate to meet the situation. Man is still too near his jungle to either know the law which inexorably governs his every action and that of everything in Nature or to comprehend that he must obey Nature or be self-destroyed. Still dominated by jungle habits, he settles his human relations by jungle methods. Wars and world chaos will continue until new knowledge applicable to the coming new cycle in man's evolution is acquired by him. What is this new knowledge? A consistent cosmogony is sorely needed for this newly dawning day of man's exaltation which is to come. Walter Russell spent a full seven years in writing this book. When it was first published in 1927, it won more condemnation than favor from a world which was not then as ready for it as now. The book mixed science and metaphysics in a manner which nullified its impression upon physicists. Gradually, however, many of its then radical statements have been verified by some of the world's greatest scientists and have won him many followers. The physicist draws a sharp line between things which he can in some way detect by the evidence of his senses and things which lie beyond that evidence. There is no denial of a "something" beyond the range of his senses and his sensed instruments, but what may be there is conjectural and, therefore, inadmissible as scientific data of a reliable nature. In other words, material evidence which lies within the narrow limits of man's sense-range is the only admissible evidence to science. But what about that vast range which will not respond to our sensed bodies and sensed instruments? Down the ages a rare few have been permitted to sever the senses which connect matter with its motivated Source in the consciousness of Universal Mind. These few have become conscious of the cosmos and have tried to tell the world of its simplicity. Each of these has faced an impossible task. The generalities and symbols which they did set down have been discounted and relegated to poetry or metaphysics or mysticism.

"This book is the result of more than a decade of work with teachers through the Quality Elementary Science Teaching professional development program. We used two frameworks that come together in powerful ways to support student learning in science -- the 5E Learning Cycle and Universal Design for Learning. Using these frameworks encourages teachers to rethink how they have typically approached lessons and to reframe them in ways that mirror how students learn, that provide depth and conceptual coherence, and that support the success of all learners. Implementing these frameworks doesn't require adopting a new curriculum, but working with the existing curricula and resources to identify barriers to learning and possible solutions -- in other words, using a sharper knife, a bigger fork, or a deeper spoon to more effectively deal with what's already on your plate! The information in this book will be useful to individual teachers seeking to improve their craft, or to groups of teachers collaborating to support student success in science. In particular, general educators and special educators who are co-teaching science may find valuable common ground in the ideas presented in the book. Even if you are familiar with these frameworks, we believe you will find something new within these pages"--