Science and theatre were intertwined from the start of ‘modern drama’ in the works of Georg Buchner and Émile Zola, who ushered modern ideas about science into the theatre and made conscious engagement with science an intrinsic part of a break with the theatrical past. This chapter traces the explicit, conscious interaction between science and the modern stage, from August Strindberg and Henrik Ibsen’s works through to those of Bernard Shaw, Leonid Andreyev, Maxim Gorky, Elizabeth Robins, Eugène Brieux, Harley Granville Barker, Karel Čapek, Tawfiq al-Hakim, James Ene Henshaw, Mary Burrill, Susan Glaspell, and Sophie Treadwell; the probing of race science on stage by Harlem Renaissance playwrights; the Federal Theatre Project’s science-inflected productions; and Bertolt Brecht’s changing depiction of science and scientists. In addition, there is another meaning of ‘science in the theatre’ that the chapter draws out: the hidden, often unacknowledged roles played by science and technology in staging.

Chapter 6 takes up the best-known bookish metaphor: the book of nature. Tracing the phrase “book of nature” and its attendant metaphors through early modern English writing, this chapter shows how its Christian use did not fully disappear when the metaphor suddenly flipped to work in service of the modern scientific method. The “book of nature” gave people a language for knowledge in a rapidly changing epistemology.

In this chapter, we introduce and explain the key principles of integrated learning and outline ways in which it can be put into practice to provide quality Arts experiences, as well as quality learning in other areas. We suggest ways to achieve integrated learning that you can adapt to construct your own successful program. We also move beyond the concept of curriculum integration to look at child integration as it should be applied in the classroom. Schools do exclude, both intentionally and otherwise. We explore the justifications offered for, and ways to remove, these barriers to engagement in the Arts by all. We argue that everyone needs to experience the Arts equally, no matter what their background or what form of diverse learning is brought to the classroom. For some children, this is the only pathway to success. In the Arts, anyone can engage; everyone gets to live them.

What is the value of theory for management practice? Recent scholarship suggests that managers who work like scientists perform better along a number of dimensions. Mastering a broad repertoire of theory, being able to apply that repertoire to make better sense of organizations and innovation, and being able to think through the limitations and possibilities of theory are what allows innovation managers to work like scientists.

A committed student of vernacular literatures alongside classical ones, Shelley matured a deeply integrated vision of European literature as a transnational conversation including the English-language tradition. This conception informs his literary and theoretical writings, his reflections about and practice of translation, and his appropriations and recreations of foreign forms and modes, such as Dante’s terza rima or Petrarch’s Trionfi. His interests focused especially on the Renaissance (in France, Italy, and Spain) and the eighteenth century and Revolutionary period (especially in France) and on figures such as Michel de Montaigne, Pedro Calderón de la Barca, Johann Wolfgang von Goethe, or Madame de Staël and the members of her salon at Coppet. Shelley’s engagements with modern European literatures confirm him as a poet and thinker poised between classical and post-classical cultures, harnessing them to support his revolutionary approaches to versification and poiesis, political and philosophical reflection, and cultural-social activism, against the backdrop of an incessantly evolving modernity.

This chapter examines Shelley’s engagement with early-nineteenth-century science. It explores Shelley’s interest in chemistry at Oxford, his interest in contemporary developments in science (such as galvanism), and his reading of canonical and contemporary writers in science. Humphry Davy, the foremost man of science in Britain in the early nineteenth century, emerges as an important contemporary influence on Shelley; this chapter discusses the influence of Davy’s Elements of Chemical Philosophy (1812) and Elements of Agricultural Chemistry (1813) on Shelley’s writing, specifically in Bodleian MS Shelley adds. e. 6, Queen Mab (1813), and ‘The Cloud’ (1820).

By exploring issues of energy, efficiency, growth and systemic resets, the reader is able to see the trajectory humanity is currently on and how it needs to change in order to survive and thrive moving forwards.

This chapter looks at the most recent climate science and starkly sets out the severity of the problems ahead. It gives the reader all the knowledge needed to broadly understand the critical issues of our day from a technical perspective, including systems of production and consumption for energy and food, biodiversity loss, pollution (including plastics), disease threats and population levels. It then looks at ways in which we can technically transfer to a sustainable way of living.

Protestant attacks against papal corruption of the cult of saints and falsification of miracles led the Post-Tridentine Church to reform the processes of saint-making through an intensified collaboration with medical science. The alignment of faith and science at the nexus of the human body culminated in the eighteenth century under Benedict XIV Lambertini (r. 1740–58). Benedict published a monumental treatise, still influential today, that codified canonization proceedings on the basis of modern medical expertise, and he was a preeminent patron of scientific and medical institutions and practitioners for the advancement of medical knowledge and public health. The imperatives of the Counter-Reformation, canon law, experimental science and medicine, and the burgeoning Enlightenment coalesced, albeit uneasily, in his vision of a reformed Church, for which natural and saintly bodies became primary emblems in defense of the authority of the Catholic Church in a world increasingly resistant to it.

This book is about the science and ethics of clinical research and healthcare. We provide an overview of each chapter in its three sections. The first section reviews foundational knowledge about clinical research. The second section provides background and critique on key components and issues in clinical research, ranging from how research questions are formulated, to how to find and synthesize the research that is produced. The third section comprises four case studies of widely used evaluations and treatments. These case examples are exercises in critical thinking, applying the questions and methods outlined in other sections of the book. Each chapter suggests strategies to help clinical research be more useful for clinicians and more relevant for patients.