Science: general issues Books

Book SynopsisWho were the pioneers in science education, and what motivated them to do what they did?" This book is the second volume of an attempt to capture and record some of the answers to these questions—either from the pioneers themselves or from those persons who worked most closely with them. As with the first volume, we have attempted to include as many pioneers as possible, but we know that there are still many that are not included in this or the previous volume. As we have posed questions, rummaged through files and oft?neglected books, and probed the memories of many individuals, we have come to realize our list of true pioneers is ever growing.As we consider our list of pioneers, we know that there are names on the list that most of us readily recognize. We also fully realize that there are names of whom few of us have heard—yet who were significant in their roles as mentors or idea development and teaching. We continue to be impressed with our science education “family tree” ever branching out to more individuals and connections. The stories in this volume continue to demonstrate how vital this network was in supporting the individual pioneers during their journey in difficult times and continues to be for those of us today in our own enterprise.

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Book SynopsisThis comprehensive volume advances a vision of teacher preparation programs focused on core practices supporting ambitious science instruction. The book advocates for collaborative learning and building a community of teacher educators that can collectively share and refine strategies, tools, and practices. A renewed interest in practice-based teacher education paired with increasingly rigorous requirements, notably the Next Generation Science Standards, has highlighted the importance of teachers' deep disciplinary knowledge. This volume examines the compelling ways teacher educators across the country are using core practices to prepare preservice teachers for ambitious and equitable science teaching. With contributions from a wide network of teacher educators focusing on science education in various geographical and institutional contexts, Preparing Science Teachers Through Practice-Based Teacher Education serves as a valuable resource both for teacher educators and for administrators.

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Book SynopsisThis comprehensive volume advances a vision of teacher preparation programs focused on core practices supporting ambitious science instruction. The book advocates for collaborative learning and building a community of teacher educators that can collectively share and refine strategies, tools, and practices. A renewed interest in practice-based teacher education paired with increasingly rigorous requirements, notably the Next Generation Science Standards, has highlighted the importance of teachers' deep disciplinary knowledge. This volume examines the compelling ways teacher educators across the country are using core practices to prepare preservice teachers for ambitious and equitable science teaching. With contributions from a wide network of teacher educators focusing on science education in various geographical and institutional contexts, Preparing Science Teachers Through Practice-Based Teacher Education serves as a valuable resource both for teacher educators and for administrators.

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Book SynopsisAdopting an international perspective, this book draws on current research from the United States, Australia and Europe to examine women's participation, advancement and leadership in Science, Technology, Engineering and Mathematics (STEM) fields.The book explores the nature of STEM careers across industry and academia, and presents the latest thinking on successful individual, organizational and educational initiatives related to women in STEM. Along with a select group of international contributors, Diana Bilimoria and Linley Lord provide a fresh perspective, based on success stories and successful initiatives, augmenting contemporary perspectives on the barriers and issues that women in STEM careers continue to face.Women in STEM Careers is a positive and insightful outlook on gender relations, which will be an invaluable resource for scholars, practitioners and policy-makers in organizations, human resources, academia, and government, as well as for women aspiring to or presently working in STEM fields.Contributors: M. Ayre, D. Bilimoria, I.L. Bleijenbergh, D. Bonner, K. Buse, E.L. Cadwalader, W.H. Chang, C. Figueiredo, M. Fitzpatrick, N.A. Fouad, J. Gill, J.M. Herbers, C. Herschberg, C. Holgersson, P. Höök, X. Liang, L. Lord, S. Male, M. Marinelli, J. Mills, M. Nowak, A.B. Popejoy, R. Singh, L. Stobbe, M. van den Brink, M.L. van Engen, C.J. Vinkenburg, A. WahlTrade Review'The debate on women in, or rather not sufficiently in, STEM including at senior levels within and across the Commonwealth and beyond continues to gather pace with increasing impatience. In an effort to move away from the usual negative approach of studying why women leave STEM areas, Diana Bilimoria from the US and Linley Lord from Australia along with their international contributors focus on a number of research studies across the US, Australia and Europe that examine why women stay and what organisations and broader societal practices are doing to encourage women's career development. Published by UK independent publisher, Edward Elgar, this solutions-based book is the standout text on a standout topic. It also highlights the value of comparative international policy-relevant research on women s economic empowerment across several Commonwealth countries and contexts.' --Judges' comments - Commonwealth Businesswomen Awards Publication of the Year'In an effort to move away from the usual negative approach of studying why women leave STEM areas, Bilimoria and Lord focus on a number of research studies across the United States, Australia and Europe that examine why women stay and what organizations and broader societal practices are doing to encourage women's career development. This exciting new volume has much to offer both academic researchers and practitioners in the field.' --Susan Vinnicombe OBE, Cranfield University, UK'Science and technology have become major contributors to our advancement and economic progress. But although more women than men now graduate from universities, women continue to face challenges in STEM fields such as engineering, mining, and university STEM teaching and research. Though progress is slowly being made, much more needs to be done. Diana Bilimoria and Linley Lord, along with their international contributors, address these concerns using theory and research evidence along with offering solutions. Organizational managers and government administrators interested in increasing women's participation and advancement in STEM disciplines need to examine this collection' --Ronald J. Burke, York University, CanadaTable of ContentsContents: PART I: WOMEN’S INDIVIDUAL EXPERIENCES IN STEM CAREERS 1. An Introduction to Women in STEM Careers: International Perspectives on Increasing Workforce Participation, Advancement and Leadership Diana Bilimoria, Linley Lord and Melissa Marinelli 2. Women Persisting in the Engineering Profession: The Role of the Ideal Self and Engagement Kathleen Buse and Diana Bilimoria 3. To Stay or to Leave: Factors that Differentiate Women Currently Working in Engineering from Those Who Left the Profession Romila Singh, Nadya A Fouad, Mary Fitzpatrick, Catia Figueiredo, Wen Hsin Chang 4. Deciding to Stay or Go: Understanding the Career Intentions of Women in the Australian Mining Industry Margaret Nowak, Melissa Marinelli, Linley Lord and Dede Bonner 5. Family Issues for Women Engineers Mary Ayre, Julie Mills and Judith Gill 6. Onwards and Upwards: Insights from Women Managers and Leaders in Engineering Melissa Marinelli and Linley Lord PART II: ORGANIZATIONAL INITIATIVES ADVANCING WOMEN IN STEM CAREERS 7. Women as Power Resources: Putting Theory into Practice Charlotte Holgersson, Pia Höök and Anna Wahl 8. Effective Practices to Increase Women’s Participation, Advancement and Leadership in US Academic STEM Diana Bilimoria and Xiangfen Liang 9. Professional Societies and Gender Equity in STEM Erin L. Cadwalader, Joan M. Herbers, and Alice B. Popejoy PART III: PRAXIS—CHANGING EXTANT DISCOURSE AND PRACTICE ABOUT WOMEN IN STEM CAREERS 10. Gender Equality Interventions in the STEM Fields: Perceptions, Successes and Dilemmas Marieke van den Brink and Lineke Stobbe 11. Dare to Care: Negotiating Organizational Norms on Combining Career and Care in an Engineering Faculty Channah Herschberg, Claartje J. Vinkenburg, Inge L. Bleijenbergh, and Marloes L. van Engen 12 ‘Engineering is Gendered’ is a Threshold Concept Sally Male Index

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Book SynopsisModern science is at a tipping point. A new page in the history of knowledge opens with the “information paradigm”, a notion which is gradually supplanting the old mechanistic vision inherited from Galileo and Newton. The author presents an overview of the place of information and communications in our time, explaining some reasons for focusing on these two notions. All areas of knowledge are concerned: philosophy, social sciences, biology, medicine, as well as physics, the so-called “queen of sciences”, from quantum to cosmos. This book is intended for scientific scholars as well as those with just a general interest who are anxious to understand the major evolutions that are taking shape in fields of knowledge in the 21st Century. Table of ContentsForeword ix Introduction xiii Chapter 1 A Presentation of the Paradigm of Information in the 21st Century 1 1.1 After technology, the philosophy of information 1 1.1.1 Information, issues and paradigms of the 21st Century 1 1.1.2 Philosophizing means being concerned 3 1.1.3 Technology affects us 4 1.1.4 Information affects us 6 1.1.5 Where can we situate a philosophy of information? 8 1.1.6 The two philosophies, technology and information 10 1.1.7 What is information? 11 1.1.8 Universal thinking 14 1.2 CRISPR-Cas9: from mechanism to information in biology 15 1.2.1 Brief review of a significant scientific discovery 15 1.2.2 From Monod’s biology to information biology 17 1.3 Toward a theory of the information act 22 1.3.1 Image act, the power of images 22 1.3.2 Thoughts about Horst Bredekamp’s study, the theory of the image act 23 1.3.3 Language and image resonances 28 Chapter 2 Communication Influences the “Mechanisms” of the Living World and Society 31 2.1 Philosophical approach to cancer through information and immunity 31 2.1.1 A note on a potential dead end in the research on cancer 31 2.1.2 An alternative hypothesis: Darwinian carcinogenesis 33 2.1.3 Leaving the current paradigm behind 34 2.2 Fanaticism and fantasies, a “pathology” of information and its interpretation 36 2.3 Scientific communication and modernism in contemporary societies 39 2.3.1 Distinguishing between technological and mediated activity through social norms and subjects 40 2.3.2 Destructuring the subject and semantic mediations 41 2.3.3 Scientific contamination of ideology and depoliticization of society 42 Chapter 3 Form, Information and Content 45 3.1 Form and content, an old story that still affects our existences 45 3.2 Ontology of form and content 48 3.3 Brief remarks about a type of philosophical and scientific research 51 3.3.1 Structure and order of Content: logic and/or structure of form 51 3.4 Ontology of form and Content, ending the issue of machines before machines end us 53 3.5 The ontological difference and the path toward Being 55 3.6 The three colors of Being and modernist perdition 59 3.7 Brief notes on the oblivion of Content as ontological difference revealed by decline 63 Chapter 4 Mass, Charge, Gravity and Rays: Distinguishing Between the Two Kinds of Universal Physics 69 4.1 Masses, arrangement and mechanics 69 4.2 Electric charge, spin and dynamics of information 71 4.3 Light-like and time-like geodesics in relativistic cosmology 74 4.4 Overview of the dynamics of arrangement and information 77 4.5 Einstein and the question of the field in physics 80 4.6 The cosmological alternative in the 21st Century 82 4.6.1 Provisional conclusion: what kind of physics for the 21st Century? 83 Chapter 5 From Objects to Fields, Reinterpreted Contemporary Physics and the Path Toward Quantum Gravity 85 5.1 Fields, arrangements, communications 85 5.1.1 Cosmology of communications 87 5.1.2 Cosmology of arrangements 88 5.2 Einstein’s treatment of the hole argument 90 5.3 Quantum gravity, the greatest scientific challenge of the 21st Century 92 5.3.1 From gravitation to entanglement 92 5.3.2 Quantum gravity elaborated as physics of information 96 5.3.3 A digression about the Microscope mission and the notion of gravity-quantum geodesic 101 5.3.4 Quantum gravity, a way of conceiving matter, and the Logos of the universe 105 5.4 Do gauges reveal the secrets of the universe? 107 5.5 The universe as stage and theater of animated objects 112 5.5.1 Overview, the actors and the stage 113 5.6 Rethinking matter: a summary first glance 116 5.7 A second summary view of a universal type of physics: mass, charge, spin, photon 118 Chapter 6 Physics in the 21st Century in Relation to Information and Arrangements 121 6.1 Action and information, digressions about philosophy and contemporary physics 121 6.2 Seeing, perceiving, receiving: Leibniz and Newton 125 6.3 Postmodern philosophy of nature and the meaning of existence 129 6.4 A universal outline, from quanta to the cosmos, information and arrangement 131 6.4.1 The origin of the two kinds of physics 131 6.4.2 The two cornerstones of physics in relation to communication and arrangement 131 6.5 Time and stage: from quanta to the universe 135 6.5.1 Aristotle, Newton and Einstein 135 6.5.2 Relativity, of course, but so many mysteries! 137 6.5.3 Time and stage 139 6.6 Information, memory and order 142 6.6.1 Dialectical relationships between information and arrangement in the universe and the living world 142 6.6.2 Two kinds of memory, action and perception 142 6.6.3 Arrangement, perception and information in nature 143 6.7 Some connections between science and the metaphysics of philosophers 144 6.8 A new paradigm, information in communication, arrangement and transformation 147 6.8.1 To enter the age of information 148 6.9 Overview: from quanta to the gravity-quantum apparatus and the universal stage 150 Conclusion 155 Postface 159 Bibliography 161 Index 163

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Book SynopsisThe scientific expedition of H.M.S. Challenger in the 1870s marks the starting point of physical oceanography. This ship traveled the seas of the globe pursuing a dual objective: to conduct an in-depth study of animal life and to observe the physical properties of ocean waters. Volume 1, richly illustrated, relates the expedition of the Challenger and addresses the problems of measuring the great depths. A theoretical approach to the immersion velocity of a probe is also proposed, as well as a presentation of some results of bathymetric surveys and physical observations made by the Challenger scientists. From Deep Sea to Laboratory is available in three volumes for curious readers drawn to travel, history and science. Students, researchers and teachers of physics, fluid mechanics and oceanography will find material to deepen their knowledge.Table of Contents1. Background and Challenges of Submarine Exploration in the 19th Century. 2. Sailors and Scientists of the H.M.S. Challenger. 3. Narrative Summary of the H.M.S. Challenger Cruise. 4. Scientific Equipment and Observations of the H.M.S. Challenger.

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Book SynopsisThe scientific expedition of H.M.S. Challenger in the 1870s marks the starting point of physical oceanography. This ship traveled the seas of the globe pursuing a dual objective: to conduct an in-depth study of animal life and to observe the physical properties of ocean waters. Volume 3 focuses on measurements and modeling of liquid compressibility. Based on the work initiated by the physicist Peter Tait, a detailed presentation of liquid equations-of-state is proposed. The physical interpretation of the parameters of these equations is discussed, leading to a description of the "structure" of liquid media. From Deep Sea to Laboratory is available in three volumes for curious readers drawn to travel, history and science. Students, researchers and teachers of physics, fluid mechanics and oceanography will find material to deepen their knowledge. Table of ContentsForeword vii Preface xi Notations xv Chapter 1. The Compressibility of Liquids and Tait’s Equation-of-State 1 1.1. Introduction 2 1.2. Concepts of compressibility 3 1.3. The first instruments to measure the compressibility of liquids 5 1.4. The piezometers used onboard the Challenger 21 1.5. Sources of pressure measurement errors 24 1.5.1. Apparent compressibility of water and mercury 24 1.5.2. Apparent compressibility of liquid and piezometer 27 1.6. Compressibility of fresh and salt water 32 1.6.1. Results on fresh water compressibility 34 1.6.2. Results on seawater compressibility 38 1.6.3. Results on the compressibility of saline solutions 40 1.6.4. Equilibrium of a water column 42 Chapter 2. Interpretations of the Parameters of Tait’s Equation 45 2.1. Introduction 46 2.2. Comparison and analogy with the Boyle–Mariotte equation-of-state 46 2.3. Comparison and analogy with the Hirn equation-of-state 54 2.4. Comparison and analogy with the van der Waals equation-of-state 84 2.4.1. The molecular motion model 88 2.4.2. Establishing the van der Waals equation 94 2.4.3. The different expressions and interpretations of covolume 111 Chapter 3. Tait–Tammann–Gibson Equations-of-State 147 3.1. Introduction 148 3.2. Examples of compressibility equations-of-state 150 3.3. Evolution of the parameters of the mixed modulus 155 3.3.1. Application in the case of fresh water 160 3.3.2. Application in the case of standard seawater 168 3.3.3. Application in the case of helium-4 179 3.3.4. Application in the case of helium-3 192 3.3.5. Density anomalies 199 3.3.6. Compressibility anomalies 201 3.4. Discussion and conclusion 207 Chapter 4. The Modified Tait Equation 245 4.1. Introduction 246 4.2. Development of a complete equation-of-state 249 4.3. Study of the adiabatic elastic modulus 255 4.3.1. Application in the case of fresh water 255 4.3.2. Application in the case of helium-3 264 4.3.3. Application in the case of helium-4 271 Conclusion 279 Appendices 283 Appendix A. Compressibility of a Straight Tube 285 Appendix B. Virial Theorem 291 References 335 Index 343 Summary of Volume 1 347 Summary of Volume 2 351

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Book SynopsisConsumers are demanding healthy, natural food products with no environmental impacts. The use of ingredients of plant origin and the implementation of bioprocesses using enzymes and micro-organisms as biocatalysts represent a promising alternative to satisfy this demand. Implementation of Enzymatic Processes and Lactic Bacteria in the Food Industries focuses on describing the latest developments in the use of enzymatic biocatalysts and lactic acid bacteria in the food industry. The first part of the book is devoted to the presentation of different classes of enzymes, production and application processes, ways of improving enzymes and the main industrial applications using biocatalysts. The second part of the book describes a family of micro-organisms widely used in health food processing and formulation: lactic acid bacteria and bifidobacteria. Then, the most commonly used encapsulation matrices, encapsulation processes and the process of bacterial adhesi

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Book SynopsisThis book sets out to explain how scientific research is conducted. Editors Mauro Maldonato and Ricardo Pietrobon and contributors focus on the emerging inter/transdisciplinary dimensions of research. They use an approach grounded in the sciences of complexity to counteract the disciplinary fragmentation and decontextualisation created by a reductionist approach. The underlying theme throughout all the chapters is a practical focus on improving the way practitioners conduct and educate for scientific research. By rejecting the reductionistic approach to science, the authors propose research platforms that offer a broader perspective on the nature and practice of research, and the implications thereof for more complex and productive research environments. This volume combines leading-edge essays that focus on the inter/transdisciplinary study of research systems, from a group of international researchers from Italy, the UK and the United States. While the book is essential reading for all those involved in planning scientific research projects, the arguments put forward for the conduct of research have broader implications and applications for the social sciences and education.

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Book SynopsisTrade Review"I would certainly recommend a careful study of these papers. In todays's wourld it is imperative that we have well informed Catholics able to dialogue and, at times, argue with atheistic scientific culture." - Marisa March, 'Faith Magazine', Feb 2002Table of ContentsScience and Faith: Introduction 1. Alpha and Omega: Reconciling Science and Faith, Charles J. Chaput, O.F.M.Cap. 2. Faith and the Structure of Life, Michael J. Behe 3. Faith and the Structure of the Cosmos, Stephen M. Barr 4. Faith and Biogogical Reductionism: Darwin as a Religious Reformer, F.F. Centore 5. Faith and Procreation: The Fight for the Future, Germain Kopaczynski, O.F.M.Conv. 6. Faith and the Therapeutic Culture, William Kilpatrick 7. Socialization: A Theological Perspective, Cynthia Toolin 8. Science, Faith, And Atheism, Don DeMarco 9. An Uscientific Postscript on Catholicism in an Age of Science, Archbishop George Pell Notes

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Book SynopsisThis major work outlines the philosophy and methods of the new Science of Oneness. It takes a fresh look at the findings of modern science, including fringe fields such as parapsychology, and integrates them with insights from spiritual traditions. Weaving science together with experiential, spiritual and cultural knowledge, balancing openness to all sources with critical evaluation of their reliability, it presents a scientifically valid vision of reality that is conscious, creative, loving, and purposeful. It challenges us all to guide the evolution of humanity and the Earth in positive directions. Each chapter offers activities, thought-provoking questions and guided meditations to stimulate intuitive understanding. "The Science of Oneness" provides a coherent world view for cultural creatives, the holism movement, and everyone searching for meaning in our fragmented world.

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Book Synopsis“This excellent work is written not just for experts, but for the average Christian who wants to know how his faith has to do with modern cosmological and atomic theories.

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Book SynopsisAs the space age got underway in the wake of Sputnik, one of the earliest areas of science to take advantage of the new observational opportunities it afforded was the study of climate and weather. This book tells the story of Finnish-American educator, inventor, and scientist Verner Suomi, who, in those early days of space science, brought his pragmatic engineering skills to bear on finding ways to use our new access to space to put observational instruments into orbit. In 1959, Suomi’s work resulted in the launching of Explorer VII, a satellite that measured the earth’s radiation budget, a major step in our ability to understand and forecast weather. Drawing on personal letters and oral histories, the book presents a rounded picture of the man who launched the field of satellite meteorology—in the process changing forever the way we understand and interact with the weather around us.

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Book SynopsisTransnational perspectives on the relationship between nuclear energy and society.With the aim of overcoming the disciplinary and national fragmentation that characterizes much research on nuclear energy, Engaging the Atom brings together specialists from a variety of fields to analyze comparative case studies across Europe and the United States. It explores evolving relationships between society and the nuclear sector from the origins of civilian nuclear power until the present, asking why nuclear energy has been more contentious in some countries than in others and why some countries have never gone nuclear, or have decided to phase out nuclear, while their neighbors have committed to the so-called nuclear renaissance. Contributors examine the challenges facing the nuclear sector in the context of aging reactor fleets, pressing climate urgency, and increasing competition from renewable energy sources.Written by leading academics in their respective disciplines, the nine chapters of Engaging the Atom place the evolution of nuclear energy within a broader set of national and international configurations, including its role within policies and markets.Table of Contents Preface Introduction: Nuclear Energy and Society in Postwar EuropeArne Kaijser, Markku Lehtonen, Jan-Henrik Meyer, and Mar Rubio-Varas Part 1: Context1. Nuclear-Society Relations from the Dawn of the Nuclear AgePaul Josephson, Jan-Henrik Meyer, and Arne Kaijser 2. The Changing Economic Context Influencing Nuclear DecisionsMar Rubio-Varas Part 2: Actors3. One Movement or Many? The Diversity of Antinuclear Movements in EuropeAlbert Presas i Puig and Jan-Henrik Meyer 4. International Organizations and the Atom: How Comecon, Euratom, and the OECD Nuclear Energy Agency Developed Societal EngagementPaul Josephson and Markku Lehtonen Part 3: Perspectives5. Risky or Beneficial? Exploring Perceptions of Nuclear Energy over Time in a Cross-Country PerspectiveJosep Espluga, Wilfried Konrad, Ann Enander, Beatriz Medina, Ana Prades, and Pieter Cools 6. Trust and Mistrust in Radioactive Waste Management: Historical Experience from High- and Low-Trust ContextsMarkku Lehtonen, Matthew Cotton, and Tatiana Kasperski 7. Nuclear Power and Environmental Justice: The Case for Political EqualityMatthew Cotton 8. Nuclear Energy in Europe: A Public TechnologyStathis Arapostathis, Robert Bud, and Helmuth Trischler 9. Nuclear Installations at European Borders: Transboundary Collaboration and ConflictArne Kaijser and Jan-Henrik Meyer Conclusions: Future Challenges for Nuclear Energy and Society in a Historical PerspectiveArne Kaijser, Markku Lehtonen, Jan-Henrik Meyer, and Mar Rubio-Varas ContributorsIndex

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Book SynopsisThe definitive guide on non-destructive testing. Non-Destructive Testing and Testability of Materials and Structures encompasses a wide range of methods for inspecting an object without modifying it. Analysis must be unambiguous, particularly in sensitive industrial sectors such as nuclear and aeronautics. This book provides an exhaustive presentation of the parameters for carrying out this sort of evaluation, the conditions under which it can occur, and the characteristics of potential defects. Additionally, it explores the physical principles, technology, and current methods of non-destructive testing (NDT), both common and specific. This manual also describes methods for identifying factors that can deteriorate measurements and distort analysis. In this way, it introduces and defines the concepts of structural noise and environmental parameters. The book also proposes solutions to these challenges, notably based on progress made in phenomena modeling and inversion methods. Finally, it deals with information post-processing (both of signals and images) and presents a new approach called Recommandations de Conception basées sur des règles de Contrôle Non-Destructif (RC-CND). Aimed at both experienced professionals and students of NDT, this book will constitute a precious and lasting reference. Table of Contents1 Non-Destructive Testing in Context2 Choosing an Optimal NDT Method3 Visual Testing4 Penetrant Testing5 Magnetic Testing6 Radiographic Testing7 Ultrasonic Testing8 Eddy Current Testing9 Acoustic Emission Testing10 Infrared Thermographic Testing11 Leak Testing12 Other Testing Methods13 Noise And Hostile Environments: The Factors of Degradation of Non-Destructive Measurements

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Book SynopsisThis volume represents both recent research in pedagogical content knowledge (PCK) in science, technology, engineering and math (STEM), as well as emerging innovations in how PCK is applied in practice. The notion of “research to practice” is critical to validating how effectively PCK works within the clinic and how it can be used to improve STEM learning. ​As the need for more effective educational approaches in STEM grows, the importance of developing, identifying, and validating effective practices and practitioner competencies are needed. This book covers a wide range of topics in PCK in different school levels (middle school, college teacher training, teacher professional development), and different environments (museums, rural). The contributors believe that vital to successful STEM education practice is recognition that STEM domains require both specialized domain knowledge as well as specialized pedagogical approaches. The authors of this work were chosen because of their extensive fieldwork in PCK research and practice, making this volume valuable to furthering how PCK is used to enlighten the understanding of learning, as well as providing practical instruction. This text helps STEM practitioners, researchers, and decision-makers further their interest in more effective STEM education practice, and raises new questions about STEM learning.Table of ContentsSection 1: PCK Research in Formal Teaching Practice1. Analysis of Practice and Teacher PCK: Inferences from Professional Development Research.2. The intertwined roles of teacher content knowledge and knowledge of scientific practices in support of a science learning community3. Personal and Canonical PCK: A Synergistic Relationship?4. From Budgets to Bus Schedules: Contextual Barriers and Supports for Science Instruction in Elementary Schools.5. Teacher Knowledge and Visual Access to Mathematics.Section 2: PCK in Formal Pre-Service Teacher Learning6. Teacher Inquiry as a Vehicle for Developing Pedagogical Content Knowledge in Pre-service Teachers.7. Biology Teacher Preparation and PCK: Perspectives from the discipline.8. Pedagogical Content Knowledge in a Mathematics Adolescent Education Master of Arts Program: A Case Study.9. Evaluation of PCK in STEM Residency Programs: Challenges and Opportunities.Section 3: PCK in Informal Learning10. Pre-Service Teachers Developing PCK in a Natural History Museum.11. Engineering STEM Teacher Learning: Using Design-Make-Play to develop disciplinary teaching knowledge.12. Collaborative PCK in Practice: Bringing Together Secondary, Tertiary and Informal Learning in a STEM Residency Program.13. Developing Educative Materials to Support Middle School Science Teachers' PCK for Argumentation: Comparing Multimedia to Text-based Supports.14. Teacher Education for Maker Education: Helping teachers develop appropriate PCK for engaging children in educative making.Index

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Book SynopsisThis edited book attempts to foreground how challenges and complexities between policy and practice intertwine in the teaching and learning of the STEM subjects in multilingual settings, and how they (policy and practice) impact on educational processes, developments and outcomes. The unique feature of this book, thus, lies in its combination of not just language issues in the teaching and learning of the STEM subjects, but also in how these issues relate to policy and practice in multilingual contexts and how STEM research and practice may inform and shape language policies and their implementation in multilingual contexts. This book is of interest to stakeholders involved in STEM education such as researchers, undergraduate and graduate students, tertiary level teachers, teacher educators, curriculum developers as well as other professionals with responsibilities in STEM education subjects. The book is written in a way that is accessible to a wide range of backgrounds, including those who are in language education. Table of Contents

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Book SynopsisThis open access edited volume invites transdisciplinary scholars to re-vision science education in the era of the Anthropocene. The collection assembles the works of educators from many walks of life and areas of practice together to help reorient science education toward the problems and peculiarities associated with the geologic times many call the Anthropocene. It has become evident that science education—the way it is currently institutionalized in various forms of school science, government policy, classroom practice, educational research, and public/private research laboratories—is ill-equipped and ill-conceived to deal with the expansive and urgent contexts of the Anthropocene. Paying homage to myopic knowledge systems, rigid state education directives, and academic-professional communities intent on reproducing the same practices, knowledges, and relationships that have endangered our shared world and shared presents/presence is misdirected. This volume brings together diverse scholars to reimagine the field in times of precarity.Table of Contents1. IntroductionPart I: Kinship, Magic, and the Unthinkable2. "Trees Don't Sing!... Eagle Feather Has No Power!" Be Wary of the Potential Numbing Effects of School Science3. Tracing a Black Hole: Probing Cosmic Darkness in Anthropocenic Times4. The Waring Worlds of H.G. Wells: The Entangled Histories of Education, Sociobiology, Post-Genomics, and Science Fiction5. Creating Magical Research: Writing for a Felt Reality in a More-Than-Human World6. Fire as Unruly Kin: Curriculum Silences and Human ResponsesPart II: Decolonizing Anthropocene(s)7. Redrawing Relationalities at the Anthropocene(s): Disrupting and Dismantling the Colonial Logics of Shared Identity through Thinking with Kim Tallbear8. Decolonizing Healing through Indigenous Ways of Knowing9. Still Joy: A Call for Wonder(ing) in Science Education as Anti-Racist Vibrant Life-Living10. The Salt of the Earth (Inspired by Cherokee Creation Story)Part III: Politics and Political Reverberations11. The Science of Data, Data Science: Perversions and Possibilities in the Anthropocene through a Spatial Justice Lens12. Science and Environment Education in the Times of the Anthropocene: Some Reflections from India13. Rethinking Historical Approaches for Science Education in the Anthropocene14. Reflections on Teaching and Learning Chemistry through Youth Participatory SciencePart IV: Science Education for a World-Yet-To-Come15. Learning from Flint: How Matter Imposes Itself in the Anthropocene and What That Means for Education16. Resurrecting Science Education by Re-Inserting Women, Nature, and Complexity17. Watchmen, Scientific Imaginaries, and the Capitalocene: The Media and Their Messages for Science Educators18. Curricular Experiments for Peace in Colombia: Re-imagining Science Education in Post-Conflict SocietiesPart V: Complicated Conversations19. A Feral Atlas for the Anthropocene: An Interview with Anna L. Tsing20. In Conversation with Fikile Nxumalo: Refiguring Onto-Epistemic Attunements for Im/possible Science Pedagogies21. In Conversation with Vicki Kirby: Deconstruction, Critique, and Human Exceptionalism in the Anthropocene22. Conversations on Citizenship, Critical Hope, and Climate Change: An Interview with Bronwyn Hayward23. Conclusion - Another Complicated Conversation

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Book SynopsisThis edited volume brings together international research that explores children’s creativity in STEM inquiry. It takes the position that creativity is relevant in all aspects of life and is essential for adaptable and innovative thinking. The research informed content of the book, highlights both challenges and opportunities for growing children’s creativity. The book focuses on fostering children’s creativity and natural curiosity in the world around them through STEM inquiry. Through STEM inquiry, children are learning through a cross- disciplinary approach where they apply concepts from multiple fields as they are thinking creatively, problem solving and constructing solutions. Educators play a critical role in encouraging children’s creativity by modelling creativity, providing creative projects for children and importantly, establishing rich culturally connected environments where children have the resources, conditions and opportunities for acting and thinking creatively. The book provides a lens for looking at children’s creativity in a range of different cultural settings. It offers insight and guidance to future research and will build educators’ capacity for developing children’s creative practices.Table of ContentsIntroduction: Creativity and the creative product.- Part I: Creative Dispositions and Processes – Defining creativity, synergies between inquiry and creative approaches to STEM learning and teaching.- Chapter 1. Children’s Creativity: A systematic Literature Review.- Chapter 2. Teachers’ reflections on their changing roles and young childre’s learning in creative, inquiry based STEM education.- Chapter 3. Growing children’s questioning skills for creative inquiry in STEM.- Chapter 4. Creative learning contexts and fostering children’s motivation to learn science.- Chapter 5. Child-focussed science inquiry: Can the right balance be found between curiosity, curriculum objectives and assessment requirements?.- Chapter 6. Working with STEM inquiry: Activities to encourage divergent thinking.- Part II: Characteristics of Creative STEM Learning Environments.- Chapter 7. STEM in Preschool: Working with educators to support child-initiated learning experiences.- Chapter 8. Using preschool children’s natural curiosity as a leaver to STEM learning.- Chapter 9. Characteristics of learning environments and teachers’ supports for children’s creative STEM inquiry in Japan.- Chapter 10. Bush Kinders in Australia: A creative place for outdoor STEM learning.- Part III: Creative Approaches to Teaching STEM.- Chapter 11. Exploring STEM: Engineering design and young children’s creativity.- Chapter 12. Dramatising inquiry learning: Reflections on how to use a historical story to actively and imaginatively engage children in resolving a STEM problem.- Chapter 13. Leonardo da Vinci’s Apprentices or tinkering belles and boys at play.- Chapter 14. Introducing the nature of science in early childhood science education: A way to inspire children’s curiosity, inquiry and play.- Part IV: Digital Creativity in Children’s STEM Learning - Looking forward in the digital era.- Chapter 15. Integrating tangible technologies with young children’s STREAM projects.- Chapter 16. The creative in computational thinking.- Chapter 17. Young children’s playful engagement and learning with a fairy-tale themed augmented reality coding app.- Chapter 18. Preparing Greek pre-service kindergarten teachers to promote creativity: Opportunities using Scratch and Makey -Makey.

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Book SynopsisThis book is a guide for educators on how to develop and evaluate evidence-based strategies for teaching biological experimentation to thereby improve existing and develop new curricula. It unveils the flawed assumptions made at the classroom, department, and institutional level about what students are learning and what help they might need to develop competence in biological experimentation.Specific case studies illustrate a comprehensive list of key scientific competencies that unpack what it means to be a competent experimental life scientist. It includes explicit evidence-based guidelines for educators regarding the teaching, learning, and assessment of biological research competencies. The book also provides practical teacher guides and exemplars of assignments and assessments. It contains a complete analysis of the variety of tools developed thus far to assess learning in this domain.This book contributes to the growth of public understanding of biological issues including scientific literacy and the crucial importance of evidence-based decision-making around public policy. It will be beneficial to life science instructors, biology education researchers and science administrators who aim to improve teaching in life science departments.Chapters 6, 12, 14 and 22 are available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.Table of ContentsPart I. Vision and Initiation Phase: Envisioning What, When, and How Students Learn about Biological Experimentation Chapter 1. The problem with teaching experimentation: Development and use of a framework to define fundamental competencies for biological experimentation (Nancy Pelaez, Stephanie Gardner, and Trevor Anderson)Chapter 2. Using data to identify anticipated learning outcomes for new and existing curricula (Kathleen A. Bowe and Stefan M. Irby) Chapter 3. ACE-Bio experimentation competencies across the biology curriculum: When should we teach different competencies and concepts? (Megan F. Cole and Christopher W. Beck) Chapter 4. Integrating the five core concepts of biology into course syllabi to advance student science epistemology and experimentation skills (Kyriaki Chatzikyriakidou and Melissa McCartney) Part II. Operationalizing and Planning: Designing Instruction to Promote Learning of Biological Experimentation Chapter 5. Backward designing a lab course to promote authentic research experience according to students’ gains in research abilities (Zhiyong Cheng, Trevor R. Anderson, and Nancy Pelaez) Chapter 6. Using the ACE-Bio Competencies resource as a course planning tool to guide students in independent research (Aeisha Thomas) Chapter 7. Experiments in data mining: Using digitized natural history collections to introduce students to data science (Debra L. Linton, Elizabeth Ellwood, Lisa D. White, Natalie F. Douglas, Anna K. Monfils) Chapter 8. A framework for teaching and learning graphing in undergraduate biology (Stephanie M. Gardner, Aakanksha Angra, and Joseph A. Harsh) Part III. Implementation and Student Engagement: Guiding Learners to Do Experiments and Use Representations in Biological Research Chapter 9. Teaching undergraduate students how to identify a gap in the literature: Design of a visual map assignment to develop a grant proposal research question (Anne E. Kruchten and Jenean H. O’Brien) Chapter 10. Virtual Microscope: Using simulated equipment to teach experimental techniques and processes (Cecilia I. Casali, Rocio A. Moreira Szokalo, Bruno J. Santacreu, Lucila G. Pescio, Laura Bonofiglio, Daniela J. Romero, Nicolás O. Favale) Chapter 11. Introductory biology students engage in guided inquiry: Professional practice experiences develop their scientific process and experimentation competencies (Porché Spence) Chapter 12. Feedback and discourse as a critical skill for the development of experimentation competencies (Janet M Batzli, Michelle A Harris, Dennis Lee and Heidi A Horn) Chapter 13. Engaging students with experimentation in an introductory biology laboratory module (Annwesa Dasgupta, Swapnalee Sarmah, James A. Marrs, and Kathleen A. Marrs) Part IV. Assessment, Evaluation, and Grading What Students Learn about Biological Experimentation Chapter 14. Comparison of published assessments of biological experimentation as mapped to the ACE-Bio Competence areas (Anna J. Zelaya, Lawrence S. Blumer, and Christopher W. Beck) Chapter 15. Research Across Curriculum Rubric (RAC-R): An adaptable rubric for the evaluation of journal article style lab reports (Karla B. Kinkade and Kristy J. Wilson) Chapter 16. Assessing undergraduate research, a high impact practice: Using aligned outcomes to detail student achievement to multiple stakeholders (Jill Rulfs and Jessica Caron) Chapter 17. Assessment of evidentiary reasoning in undergraduate biology: A lit review and application of the Conceptual Analysis of Disciplinary Evidence (CADE) framework (Shiyao Liu, Chao Cai, Chaonan Liu, Ala Samarapungavan, Stephanie M. Gardner, Kari L Clase, and Nancy Pelaez) Part V. Complementary Frameworks for Guiding Students' Experimentation Practice Chapter 18. Hybrid labs: How students use computer models to motivate and make meaning from experiments (Julia Gouvea, Aditi Wagh, Robert Hayes and Matt Simon) Chapter 19. Electronic laboratory notebook use supports good experimental practice and facilitates data sharing, archiving and analysis (Michael Buckholt and Jill Rulfs) Chapter 20. Growing innovation and collaboration through assessment and feedback: A toolkit for assessing and developing students’ soft skills in biological experimentation (Sarah Beno and Diane C. Tucker) Chapter 21. Biological reasoning according to members of the faculty developer network for undergraduate biology education: Insights from the Conceptual Analysis of Disciplinary Evidence (CADE) framework (Chaonan Liu, Nancy Pelaez, Shiyao Liu, Ala Samarapungavan, Stephanie M. Gardner, Kari L Clase, and Deborah Allen) Part VI. Approaches to Biological Experimentation Instruction of Relevance to Biology Education Programs in General Chapter 22. Teaching successful student collaboration within the context of biological experimentation (Kathryn M.S. Johnson, Heather R. Pelzel, and Namoonga M. Mantina) Chapter 23. Biochemistry and art: Incorporating drawings, paintings, music, and media into teaching biological science (Latisha R. Jefferies and Shanae S. Jefferies) Chapter 24. Strategies for targeting the learning of complex skills like experimentation to different student levels: The intermediate constraint hypothesis (Eli Meir) Chapter 25. Implementing innovations in undergraduate biology experimentation education (Trevor Anderson and Nancy Pelaez) Index

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Book SynopsisThis volume problematizes the intentions of early childhood education for sustainability (ECEfS) from two new perspectives – the context of small island states and the bi-directional, intergenerational learning about the environment and sustainability that takes place in a variety of contexts, including the family home and school. It questions how belonging to a small island and the children’s home influence learning in the early years of life. In doing so, this book offers new insights and new theoretical perspectives into intergenerational environmental learning in the school, family and beyond. Informed by consideration of the most recent literature in early childhood education and sustainability, this volume also looks at how these informal learning spaces provide young children with the opportunities to enhance further learning in the field, thus portraying the fluidity of intergenerational learning from different theoretical standpoints. It provides a deep insight into ECEfS and intergenerational learning about the environment and environmental issues in early childhood education from a perspective of a small island state by adopting a children’s rights perspective. It additionally explores the relationship between early childhood theories, children’s rights and postcolonial theory.Table of ContentsChapter 1. Framing: Young children’s environmental interests.- Chapter 2. Colonialism, small island states and sustainability.- Chapter 3. Education and sustainability: Debates, tensions and possibilities in practice, policy and research.- Chapter 4. Early childhood education for what? The Maltese education system, the environment and sustainability.- Chapter 5. Listening to stories that matter.- Chapter 6. Malta and its environment: Stories told by children.- Chapter 7. Young children and the environment: Visions of nature.- Chapter 8. Young children and environmental sustainability: An emerging relationship.- Chapter 9. Contextual, cultural or what? Influences on children’s environmental perceptions.- Chapter 10. Intergenerational learning: Environmental literacy in the family and beyond.- Chapter 11. Early childhood education for sustainability in the postcolonial era – Knowledge, identity, power and voice of early childhood teachers.- Chapter 12. Bringing the stories together: The way forward.

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Book SynopsisThis book, the first of its kind, helps scientists and engineers of all stages and disciplines share their work in a new way—with movies. Today, much of scientific communication is embedded in papers and presentations, but these documents don’t often extend outside of a specific academic field. By adding movies as a medium of communication, scientists and engineers can better communicate with their colleagues while also increasing their reach to students, professors, peers, potential collaborators, and the public. Scientific films help translate complex technical topics into more accessible and consumable messages. By following Lauren Murphy’s filmmaking formula – planning, shooting, and editing – readers will create their very own scientific films that look professional and polished. Using tools as simple as a smartphone, readers can develop short, personal stories with no cost or experience needed. This book will guide readers through all steps of the movie making process to a finished product. Readers will evolve their creative thinking skills and use their movies to improve classroom presentations, network across student organizations, present at conferences, recruit students for their labs, secure grant money, and more. Adding a movie to your body of work can be the tool that sparks interest in audiences to learn more—driving traffic to your publications, research projects, and websites. This book will help you develop new skills to become a better communicator while spreading your ideas and research to new audiences.Table of Contents1. Introduction1.1 Story: Connect people with science through movies 1.2 Reach: Show new audiences your research and work 1.3 Growth: Look at your work in a different way with creative thinking 1.4 Preparation: Get in a film maker’s mindset 2. Planning 2.1 Experiences and ideas: List the who, what, where, and when 2.2 Audience: Target a specific group or person 2.3 Main message: Develop a one-sentence story 2.4 Script: Create a script, storyboard, or outline 3. Shooting 3.1 Equipment: Use the gear that’s available to you 3.2 Interview: Shoot professional footage with simple tricks 3.3 B-Roll: Shoot the visual evidence to support your main message 3.4 Other media: Collect supporting b-roll from other sources 4. Editing 4.1 Techniques: Adopt methods to use with any editing program 4.2 Video: Assemble and create your story 4.3 Audio: Edit with your ears and set the mood 4.4 Length: Keep the story concise to engage an audience 5. Conclusion

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Book SynopsisThis volume, a follow up to Reimagining Science Education in the Anthropocene (2021), continues a transdisciplinary conversation around reconceptualizing science education in the era of the Anthropocene. Drawing educators from many walks of life and areas of practice together in a creative work that helps reorient science education toward the problems and peculiarities associated with this contemporary geologic time. This work continues the mission of transforming the ways communities inherit science and technology education: its knowledges, practices, policies, and ways-of-living-with-Nature. Our understanding of the Anthropocene is necessarily open and pluralistic, as different beings on our planet experience this time of crisis in different ways. This second volume continues to nurture productive relationships between science education and fields such as science studies, environmental studies, philosophy, the natural sciences, Indigenous studies, and critical theory in order to provoke a science education that actively seeks to remake our shared ecological and social spaces in the coming decades and centuries. This is an open access book.Table of ContentsChapter 1 Introduction: To Be More Relevant the Field of Science Education Needs to Be Less Relevant.- Part I Kinship, Magic, and the Unthinkable.- Chapter 2 Re-thinking Science Education for the Anthropocene.- Chapter 3 What Future Do Young Mozambicans Envision in a Time of Humanitarian and Environmental Crisis?.- Chapter 4 How a Phenomenology of Place in Science Education Can Grant Erotic Generosities for the Ocean.- Chapter 5 The Ghost of Laplace’s Demon: Revisiting the Anthropocene.- Part II Anti-colonial Anthropocene(s).- Chapter 6 Envisioning Non-elite and More-than-Colonial Environmentalisms.- Chapter 7 Indigenous Spiritual Geographies: Rosalie Little Thunder and "What Does It Mean to Be a Good Relative?".- Chapter 8 The Social Focus Framework: Antiracist and Anticolonial Conscientization, Consequence, and Presencing in Science Education.- Chapter 9 Breaking the Paradigm: Storying Climate Change.- Part III Politics and Political Reverberations.- Chapter 10 From False Generosity to True Generosity: Theorizing a Critical Imaginary for Science Education.- Chapter 11 Anti-racist Praxis in (Science and) Education.- Chapter 12 Science Education: From an Ideology of Greed to an Ideology of Thriving.- Chapter 13 Practices of Care with the Anthropocene: Scenes from the 2019 Nebraska Flood.- Part IV Science Education for a World Yet to Come.- Chapter 14 Science Fiction, Speculative Pedagogy, and Critical Hope: Counternarratives for/of the Future.- Chapter 15 Curriculum Beyond Apocalypse.- Chapter 16 Let’s Root for Each Other and Grow: Interconnectedness (with)in Science Education.- Chapter 17 Perturbing Current Boundary Conditions in Discipline-Based and Science Education Research in the Anthropocene: Implications for Research and Teaching Communities.- Part V Complicated Conversations.- Chapter 18 In Conversation with Sharon Todd: Rethinking the Future in a Time of Sorrow.- Chapter 19 In Conversation with Max Liboiron: Towards an Everyday, Anticolonial Feminist Science (Education) Practice.- Chapter 20 In Conversation with Isabelle Stengers: Ontological Politics in Catastrophic Times.- Chapter 21 In Conversation with Steven Khan: Sensible and Sense-able Qualitative Literacies for Multi-species Flourishing.- Conclusion Amplifying Science Education Research with(in) a Minor Key.

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Book SynopsisDieses Buch wendet sich zuallererst an intelligente Schüler ab 14 Jahren sowie an Studienanfänger, die sich für Mathematik interessieren und etwas mehr als die Anfangsgründe dieser Wissenschaft kennenlernen möchten. Es gibt inzwischen mehrere Bücher, die eine ähnliche Zielstellung verfolgen. Besonders gern erinnere ich mich an das Werk Vom Einmaleins zum Integral von Colerus, das ich in meiner Kindheit las. Es beginnt mit der folgenden entschiedenen Feststellung: Die Mathematik ist eine Mausefalle. Wer einmal in dieser Falle gefangen sitzt, findet selten den Ausgang, der zurück in seinen vormathematischen Seelenzustand leitet. ([49], S. 7) Einige dieser Bücher sind im Anhang zusammengestellt und kommen­ tiert. Tatsächlich ist das Unternehmen aber so lohnenswert und die Anzahl der schon vorhandenen Bücher doch so begrenzt, daß ich mich nicht scheue, ihnen ein weiteres hinzuzufügen. An zahlreichen amerikanischen Universitäten gibt es Vorlesungen, die gemeinhin oder auch offiziell als ,,Mathematik für Schöngeister'' firmieren. Dieser Kategorie ist das vorliegende Buch nicht zuzuordnen. Statt dessen soll es sich um eine ,,Mathematik für Mathematiker'' handeln, für Mathema­ tiker freilich, die noch sehr wenig von der Mathematik verstehen. Weshalb aber sollte nicht der eine oder andere von ihnen eines Tages den Autor dieses 1 Buches durch seine Vorlesungen in Staunen versetzen? Ich hoffe, daß auch meine Mathematikerkollegen Freude an dem Werk haben werden, und ich würde mir wünschen, daß auch andere Leser, bei denen die Wertschätzung für die Mathematik stärker als die Furcht vor ihr ist, Gefallen an ihm finden mögen.Table of Contents1 Die herzlose Statistik.- 2 Am Vorabend einer Schlacht.- 3 Blackett.- 4 Flugzeug kontra U-Boot.- 5 Gedanken-Biologie.- 6 Gedanken-Physik.- 7 Raffiniert ist der Herrgott.- 8 Quäker und Mathematiker.- 9 Richardson über den Krieg.- 10 Einige klassische Algorithmen.- 11 Einige moderne Algorithmen.- 12 Einige tieferliegende Fragen.- 13 Die Enigma.- 14 Die Polen.- 15 Bletchley.- 16 Nachklänge.- 17 Zeit und Zufall.- 18 Zwei Mathematikvorlesungen.- 19 Schlußgedanken.- Zum Weiterlesen.- 1 Einige interessante Bücher.- 2 Einige schwierige, aber interessante Bücher.- Einige Bezeichnungen.- Stichwortverzeichnis.

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Book SynopsisI Die erste Fundierung der klassischen (Starrkörper-)Mechanik durch.- A Die Starrkörpermechanik in Newtons Principia.- B Der Impuls- und Momentensatz von Leonhard Euler.- C Das Prinzip von d'Alembert.- II Streitfragen und die Weiterentwicklung der mechanischen Prinzipien vom 17. bis ins 19. Jahrhundert.- A Der philosophische Streit um das wahre Kraftmaß im 17. und 18. Jahrhundert.- B Der Prioritätsstreit um das Prinzip der kleinsten Aktion an der Berliner Akademie im 18. Jahrhundert.- C Variationsrechnung und Mechanik.- D Die Variationsprinzipien der Mechanik aus dem 18. und 19. Jahrhundert.- III Geschichte der Mechanik der Fluide.- A Die Anfänge der Hydromechanik.- B Über die sogenannte Bernoullische Gleichung der Hydromechanik; die Stromfadentheorie Daniel und Johann Bernoullis.- C Die Anfänge der äußeren Ballistik.- D Der weitere Ausbau der Hydromechanik durch Clairaut, d'Alembert und Euler.- E Die Vollendung der klassischen Hydromechanik durch Leonhard Euler...- F Geschichte der Theorie der zähen Flüssigkeiten.- G Geschichte der Gasdynamik.- IV Geschichte der linearen Elastizitätstheorie homogener und isotroper Materialien.- A Geschichte der Theorie der schwingenden Saite.- B Die Balkentheorie im 17. und 18. Jahrhundert.- C Die Vollendung der Balkentheorie durch Navier und die Einführung des Spannungstensors durch Cauchy.- D Geschichte der Plattentheorie.- V Geschichte der Stoßtheorie.- A Die Anfänge der Stoßtheorie.- B Geschichte der Theorie des elastischen Stoßes.- A Die Kettenlinie, das Pendel und die Brachistochrone bei Galilei.- 1 Einleitende Bemerkungen.- 2 Die Kettenlinie.- 3 Das Pendel.- 4 Die Brachistochrone bei Galilei.- B Über das Mariotte-Leibnizsche Pendelproblem.- 1 Einleitung.- 2 Leibniz' Lösung desMariotteschen Problems.- 3 Zur Kinetik des Mariotte-Leibnizschen Pendels.- 4 Iterative Näherungslösungen.- 5 Näherungslösung nach Runge-Kutta.- C Über das d'Alembertsche Paradoxon.- 1 Zur Einleitung.- 2 D'Alemberts Theorie des Bewegungswiderstandes.- 3 Das Eulersche Paradoxon.- 4 Abschließende Bemerkungen.- D Bemerkungen zur Literatur über Galileo Galilei.- 1 Zur Einleitung.- 2 Eugen Dühring.- 3 Wohlwill, Olschki, Dijksterhuis und andere.- 4 Abschließende Bemerkungen.- Nekrolog auf Istvän Szabo.- Verzeichnis der Aufsätze von Istvän Szabo zur Geschichte der Mechanik und der angewandten Mathematik.- 1 Einleitende Bemerkungen.- 2 Verzeichnis.- Namenregister.- Übersicht über die in diesem Buch abgebildeten Wissenschaftler.Table of ContentsI Die erste Fundierung der klassischen (Starrkörper-)Mechanik durch.- A Die Starrkörpermechanik in Newtons Principia.- 1 Einleitende Bemerkungen.- 2 Die Newtonschen Bewegungsgesetze.- 3 Die geometrische Methodik Newtons.- 4 Deutungen und Mißdeutungen des zweiten Newtonschen Bewe-gungsgesetzes.- B Der Impuls- und Momentensatz von Leonhard Euler.- 1 Einleitende Bemerkungen.- 2 Der Impulssatz von Euler.- 3 Der Drehmomenten- oder Drallsatz.- C Das Prinzip von d’Alembert.- 1 Jakob Bernoullis Lösung des Problems der Bestimmung des Schwin-gungsmittelpunktes.- 2 Daniel Bernoullis Prinzip zur Problemlösung der Schwingungen einer vertikal herabhängenden Kette.- 3 Das d’Alembertsche Prinzip in seiner ursprünglichen Fassung.- 4 Die Lagrangesche Fassung des d’Alembertschen Prinzips.- 5 Kritische Bemerkungen zu dem d’Alembertschen Prinzip.- 6 Ein Beispiel zum d’Alembertschen Prinzip.- II Streitfragen und die Weiterentwicklung der mechanischen Prinzipien vom 17. bis ins 19. Jahrhundert.- A Der philosophische Streit um „das wahre Kraftmaß“ im 17. und 18. Jahrhundert.- 1 Einleitende Bemerkungen.- 2 Die Anfänge der Mechanik; Galileis Discorsi.- 3 Mechanische Vorstellungen und Prinzipien von Descartes.- 4 „Bewegungsgröße“ und „Kraft“ bei Descartes.- 5 Das Kräftemaß von Leibniz; seine „lebendige und tote Kraft“; der Streit um „das wahre Kraftmaß“.- 6 Daniel Bernoullis Examen principiorum mechanicae und d’Alemberts Traité de dynamique.- 7 Das Prinzip der Erhaltung der lebendigen Kräfte.- 8 Immanuel Kants Streitschrift Von der wahren Schätzung der lebendigen Kräfte.- 9 Ein Nachtrag.- B Der Prioritätsstreit um das Prinzip der kleinsten Aktion an der Berliner Akademie im 18. Jahrhundert.- 1 Einleitende Bemerkungen.- 2 Die Gründung der Académie Royale des Sciences et Belles Lettres durch Friedrich den Großen.- 3 Maupertuis als Organisator und erster Präsident der Berliner Akademie…...- 4 Maupertuis’ Prinzip der kleinsten Aktion („Principe de la moindre action“).- 5 Johann Samuel Koenig und seine Kontroverse mit Maupertuis…..- 6 Das Suchen nach allgemeinen mechanischen Prinzipien im 17. Und 18. Jahrhundert.- C Variationsrechnung und Mechanik.- 1 Extremwerte gegebener Funktionen.- 2 Variationsprobleme.- 3 Isoperimetrische Probleme der Variationsrechnung.- 4 Die formal-mathematische Vollendung der Variationsrechnung durch Lagrange.- 5 Zwei Variationsprobleme der neueren Zeit.- 6 Anwendungen der Variationsrechnung auf Probleme der Mechanik.- 7 Anwendungen der Variationsrechnung zur näherungsweisen Lösung von Differentialgleichungen (Verfahren von Rayleigh-Ritz).- D Die Variationsprinzipien der Mechanik aus dem 18. und 19. Jahrhundert.- 1 Einleitende Bemerkungen.- 2 Das Lagrangesche Prinzip der kleinsten Wirkung.- 3 Die Lagrangeschen Bewegungsgleichungen.- 4 Die Bewegung einer Peitsche als Beispiel zu den Lagrangeschen Gleichungen.- 5 Das Hamiltonsche Prinzip.- 6 Die Prinzipien von Gauß und Hertz.- 7 Abschließende Bemerkungen zu den mechanischen Prinzipien….- III Geschichte der Mechanik der Fluide.- A Die Anfänge der Hydromechanik.- 1 Einleitende Bemerkungen.- 2 Archimedes.- 3 Simon Stevin.- 4 Blaise Pascal.- 5 Isaac Newton.- B Über die sogenannte Bernoullische Gleichung der Hydromechanik; die Stromfadentheorie Daniel und Johann Bernoullis.- 1 Einleitende Bemerkungen.- 2 Die Hydrodynamica von Daniel Bernoulli.- 3 Die Grundprinzipien der Hydrodynamica.- 4 Die Druck-Geschwindigkeits-Formel der Hydrodynamica.- 5 Lob und Kritik an der Hydrodynamica; Prioritätsfragen.- 6 Zur Entstehung der Hydraulica Johann Bernoullis.- 7 Vorwort und Grundprinzipien der Hydraulica von Johann Bernoulli.- 8 Der erste Teil der Hydraulica.- 9 Der zweite Teil der Hydraulica.- 10 Johann Bernoullis Berechnung des Flüssigkeitsdruckes auf die Gefäßwände.- 11 Anwendung des Prinzips der lebendigen Kräfte in der Hydraulica...- 12 Die zeitgenössischen Reaktionen auf die Hydraulica.- 13 Abschnitt X der Hydrodynamica: die elastischen Flüssigkeiten.- C Die Anfänge der äußeren Ballistik.- 1 Einleitende Bemerkungen.- 2 Nicolò Tartaglia.- 3 Galileo Galilei, Isaac Newton, Christiaan Huygens und Johann Bernoulli.- 4 Benjamin Robins und Leonhard Euler.- 5 Johann Heinrich Lambert.- 6 Schlußbemerkungen.- D Der weitere Ausbau der Hydromechanik durch Clairaut, d’Alembert und Euler.- 1 Einleitende Bemerkungen; die Theorie der Erdgestalt von Huygens und Newton.- 2 Die mathematische Grundlegung der Hydrostatik durch Clairaut...- 3 D’Alemberts Beiträge zur Hydrodynamik.- 4 Eulers Theorie des Flüssigkeitswiderstandes.- E Die Vollendung der klassischen Hydromechanik durch Leonhard Euler...- 1 Einleitende Bemerkungen.- 2 Die Scientia navalis und die Hydrostatik Eulers.- 3 Die Eulerschen Bewegungsgleichungen der Fluide.- F Geschichte der Theorie der zähen Flüssigkeiten.- 1 Einleitende Bemerkungen.- 2 Naviers Bewegungsgleichungen zäher Flüssigkeiten.- 3 Saint-Venants Beschreibung des Spannungszustandes in einer zähen Flüssigkeit.- 4 Die Theorie zäher Flüssigkeiten von Stokes.- 5 Über Lösungen der Navier-Stokesschen Bewegungsgleichungen….- G Geschichte der Gasdynamik.- 1 Einleitende Bemerkungen.- 2 Der Schall und seine Fortpflanzungsgeschwindigkeit.- 3 Das Ausströmen von Gasen durch enge Öffnungen.- 4 Das Ineinandergreifen von Gas- und Thermodynamik.- 5 Näherungslösungen eindimensionaler Gasströmungen; Schallwellen und Verdichtungsstoß.- 6 Bernhard Riemanns Lösung der eindimensionalen Luftwellen endlicher Schwingungsweite.- 7 Ernst Machs experimentelle Beiträge zur Gasdynamik.- 8 Bemerkungen über die weitere Entwicklung der Gasdynamik bis zum Beginn des 20. Jahrhunderts.- 9 Richard Beckers Stoßwelle und Detonation.- 10 Abschließende Bemerkungen.- IV Geschichte der linearen Elastizitätstheorie homogener und isotroper Materialien.- A Geschichte der Theorie der schwingenden Saite.- 1 Einleitende Bemerkungen.- 2 Die Anfänge der Erforschung der Saitenschwingung durch Mer- senne, Saveur und Newton.- 3 Brook Taylors Theorie der Saitenschwingung.- 4 Johann Bernoullis Behandlung der Theorie der schwingenden Saite.- 5 D’Alemberts Beiträge zur Theorie der schwingenden Saite.- 6 Eulers Lösung des Problems der schwingenden Saite und seine Kontroverse mit d’Alembert.- 7 Daniel Bernoullis Beiträge zur Lösung des Problems der schwingenden Saite.- 8 Eulers Einwände gegen die Theorie Daniel Bernoullis.- 9 Lagranges Beiträge zur Theorie der schwingenden Saite.- 10 Abschließende Bemerkungen.- B Die Balkentheorie im 17. und 18. Jahrhundert.- 1 Galileis Festigkeitstheorie.- 2 Das Federgesetz von Robert Hooke.- 3 Die Behandlung des Balkenbruchs durch Mariotte und Leibniz...- 4 Das Balkentheorem von Jakob Bernoulli.- 5 Die Bruchtheorie der Balkenbiegung von Parent und Varignon.- 6 Die Behandlung der elastischen Linie der Balkenbiegung durch Leonhard Euler.- 7 Das erste Auftreten des Elastizitätsmoduls bei Euler.- 8 Die Behandlung transversal schwingender Stäbe durch Euler.- 9 Die Vollendung der Balkenstatik durch Ch. A. Coulomb.- C Die Vollendung der Balkentheorie durch Navier und die Einführung des Spannungstensors durch Cauchy.- 1 Der Elastizitätsmodul von Thomas Young.- 2 Naviers Balkentheorie und die Einführung des Elastizitätsmoduls im heutigen Sinne.- 3 Die Vollendung der klassischen Elastizitätstheorie durch A. L. Cauchy.- D Geschichte der Plattentheorie.- 1 Einleitende Bemerkungen.- 2 Die Akustik von Ernst Florens Friedrich Chladni.- 3 Die Plattentheorie von Jakob II Bernoulli.- 4 Chladnis Aufenthalt in Paris und das Preisausschreiben der Französischen Akademie der Wissenschaften für die Aufstellung einer Plattentheorie.- 5 Die Plattentheorie von Sophie Germain.- 6 Die Platten theorie von Kirchhoff.- 7 Schlußbemerkungen zur Plattentheorie.- 8 Bemerkungen zur Weiterentwicklung der klassischen Elastizitätstheorie.- V Geschichte der Stoßtheorie.- A Die Anfänge der Stoßtheorie.- 1 Einleitende Bemerkungen.- 2 Galileis Versuch zur Messung der Stoßkraft; seine Bemerkungen zum Stoßvorgang.- 3 Marcus Marci von Kronland.- 4 Die „Stoßgesetze“ von Descartes.- 5 Die Stoßtheorien von Wallis und Wren.- 6 Die Stoßtheorie von Christiaan Huygens.- 7 Die Stoßtheorie von Euler.- 8 Ein Nachtrag.- B Geschichte der Theorie des elastischen Stoßes.- 1 Einleitende Bemerkungen.- 2 Die Stoßtheorie von Poisson.- 3 Mechanische Näherungstheorien.- 4 Die erste Wellentheorie des Stoßes von Daniel Bernoulli.- 5 Die Wellentheorie des Stoßes von Franz Neumann.- 6 Die Theorie der Härte von Heinrich Hertz und ihre Anwendung auf den Stoß.- 7 Experimentelle Untersuchungen des Stoßes.- 8 Neuere Arbeiten zur Wellentheorie stoßartiger Belastungen.- 9 Schlußbemerkungen.- A Die Kettenlinie, das Pendel und die „Brachistochrone“ bei Galilei.- 1 Einleitende Bemerkungen.- 2 Die Kettenlinie.- 3 Das Pendel.- 4 Die „Brachistochrone“ bei Galilei.- B Über das Mariotte-Leibnizsche Pendelproblem.- 1 Einleitung.- 2 Leibniz’ Lösung des Mariotteschen Problems.- 3 Zur Kinetik des Mariotte-Leibnizschen Pendels.- 4 Iterative Näherungslösungen.- 5 Näherungslösung nach Runge-Kutta.- C Über das d’Alembertsche Paradoxon.- 1 Zur Einleitung.- 2 D’Alemberts Theorie des Bewegungswiderstandes.- 3 Das Eulersche Paradoxon.- 4 Abschließende Bemerkungen.- D Bemerkungen zur Literatur über Galileo Galilei.- 1 Zur Einleitung.- 2 Eugen Dühring.- 3 Wohlwill, Olschki, Dijksterhuis und andere.- 4 Abschließende Bemerkungen.- Nekrolog auf Istvän Szabo.- Verzeichnis der Aufsätze von Istvän Szabo zur Geschichte der Mechanik und der angewandten Mathematik.- 1 Einleitende Bemerkungen.- 2 Verzeichnis.- Namenregister.- Übersicht über die in diesem Buch abgebildeten Wissenschaftler.

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Book SynopsisEadweard Muybridge is among the seminal originators of the contemporary world’s visual form. Projectionists examines mostly unknown aspects of Muybridge’s work: his period as a touring projectionist who enthralled audiences with unprecedented moving-images and his creation of a moving-image auditorium—long before cinemas—in which to project his work at the 1893 World’s Columbian Exposition. That auditorium was both a catastrophe and a vital precursor for the following century’s manias for projection. Based on new research into his travels, audiences, auditoria, and projectors, Projectionists explores Muybridge’s initiating role in moving-image projection and also maps his driving inspiration for subsequent filmmakers preoccupied with the volatile entity of projection, from 1890s Berlin to contemporary Japan, via further World’s Exposition events and cinemas’ overheated projection-boxes.Trade Review"Beginning in 1992 with Artaud: Blows & bombs, Stephen Barber has quietly, independently forged one of the most singular and enriching bodies of work in contemporary writing. In his latest book, The Projectionists: Eadweard Muybridge and the future projections of the moving image (Diaphanes), Barber tells the largely unknown story of Muybridge as the first ever moving-image projectionist, retracing the 1891 tour of European cities in which Muybridge first projected his work to audiences of royalty, artists and scientists, none of whom had seen moving images before, visiting many of the auditoria which have miraculously survived. Barber’s own obsession with the moving image began as a teenager in Yorkshire, where he worked as a relief projectionist and, through encounters with projectionists around the world, the book is also an interrogation of the solitary and gradually vanishing occupation of the cinema projectionist as embodied by the enigmatic figure of Muybridge himself." * Times Literary Supplement *"This is one of those rare books, a very readable and erudite academic account of the innovative filmmakers and projectionists Barber believes should be more prominent as players in the history event of the arts.“ * 3:AM Magazine *"[An] imaginative, complex and singular book." * Nineteenth Century Theatre and Film *Table of Contents1. The Projectionists 2. Muybridge's Central European Projections, 1891 3. Muybridge's Chicago Exposition Projections, 1893 4. Projection's Devils: Max and Emil Skladanowsky, 1895-97 5. Projections of the Osaka World Exposition, 1970 6. Lovers: Teiji Furuhashi's Projections, 1994/2016/2020 7. Projections of Future Cities, Projections of Future Bodies Bibliography Illustrations List

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Book SynopsisThis textbookcontains acomprehensive collection of exercises in medical physics with numerous illustrations – ideally suited for teaching and learning. Introductory sections summarize contents and learning targets of each chapter.

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Book SynopsisQuite a few excellent books about vibrational spectroscopy have already been published. So why write a new one? The last years have seen the birth of new techniques and, first of all, a wealth of new applications. Therefore, a lot of new users need an introduction to these techniques and applications, but, if they are new to vibrational spectroscopy, an introduction to the parent techniques as well. Vibrational spectroscopies can detect and analyze vibrations in molecules. Mainly two different forms are used today: Infrared and Raman spectroscopy. Vibrational spectroscopy is used by chemists to characterize their substances. If the spectra of substances are known, analytical chemists can use them to analyze a mixture of chemicals. Samples may be analyzed even with spatial resolution, on the microscopic as well as on the macroscopic scale. "Infrared and Raman Spectroscopy" is intended for researchers or lecturers in Chemistry, Physics, Materials Science and Life Sciences, who are interested in the composition and properties of their samples. It describes how vibrational spectroscopy will enable them to examine thin layers, surfaces and interfaces, and also improve their knowledge about the properties of composites. Special chapters introduce VCD, ROA, and TERS. The book can serve as a short introduction to vibrational spectroscopy too, so that students at the first graduate level will benefit from it as well.

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Book SynopsisBiogenic toxins are fascinating natural products characterized by an enormous diversity of chemical structures and pharmacological activities. They not only pose hazards to humans and animals, but they are important components in the interplay of substances and living beings in nature and, moreover, important sources for new drugs. The present book is the first volume of the 5-volume series "Natural Poisons and Venoms". Volumes 1-3 cover poisons produced by plants, volume 4 summarizes poisons and venoms of animals and volume 5 deal with poisons of fungi, cyanobacteria, and other microorganisms. This volume starts with a fundamental chapter on history, chemistry and pharmacology of natural toxins, importance of the toxins for their producer, potential danger for humans and animals, and general aspects of toxicology including notes for first aid and proposals for clinical measures. The following chapters focus on the poisonous representatives of terpenes and the related steroids. The reader will be informed about the botany and occurrence of plants producing these toxins, the chemistry, the biogenesis and the pharmacology of the toxins, possible causes of poisonings, precautions to avoid poisonings, symptoms of poisonings of humans and animals, proposals for treatment measures and the possible usefulness, in the past, in present and in the future, of these toxins, especially for the development of new medicines. Numerous images of plants and chemical structural formulas complete the book. Extensive lists of literature references are given. The handbook is intended for physicians, veterinarians, pharmacists, chemists, biochemists, food chemists and biologists, for the students in the relevant fields, and also for interested laymen. You will be informed about all aspects of natural toxins based on the latest knowledge.

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Book SynopsisGasification provides a series of workflow process fundamentals set within authentic contexts and case studies while exploring the pathways for gasification optimization, the effect of fuel blending in gasification systems, and the use of Computational Fluid Dynamics to describe said processes. Comprehensive in its coverage, this book allows engineering graduate students, advanced undergraduates, researchers and industry practitioners to further advance their own gasification strategy and understanding. Key features: Compares gasification with pyrolysis and combustion. Covers broad gasification mechanisms, experimental procedures, and numerical modelling. Provides techno-economic analysis applied to gasification systems coupled with risk analysis. Describes state-of-the-art processes concerning the co-firing of ammonia, coal and biomass.

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Book SynopsisSmart and Functional Textiles is an application-oriented book covering a wide range of areas from multifunctional nanofinished textiles, coated and laminated textiles, wearable e-textiles, textile-based sensors and actuators, thermoregulating textiles, to smart medical textiles and stimuli-responsive textiles. It also includes chapters on 3D printed smart textiles, automotive smart textiles, smart textiles in military and defense, as well as functional textiles used in care and diagnosis of Covid-19.

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Book SynopsisRecentering the Sufi Shrine　is a study of ritual, Sufi eschatology, and vernacular theopoetics of pilgrimage to Sufi shrines in the Indus region of Pakistan. The book examines the distinction between two different ritual contestations over pilgrimage to Sufi tombs: (1) an exposition of　Ṭariqa-i Muhammadiyya’s millenarian Scripturalist reform of Sufism, and (2) Bulleh Shah’s (d. 1767) vernacular Sufism, a hard-hitting Sufi-poet of textual ("bookish") knowledge of religious scholars. This is the first work examining the legal theology of ritual intervention in using scripture to regulate the resurrected bodies of saints, on the one hand, and the ritual metaphysics of　presence　in understanding the significance and meaning of Sufi shrines, on the other.

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Book SynopsisTable of Contents1 Grundbegriffe in der Strömungslehre.- 1.1 Kurze Erörterung wichtiger Begriffe.- Fluid.- Stationäre und instationäre Strömung.- Stromlinien und Bahnkurven.- Kontinuitätsgleichung.- Ideales Fluid.- Reale Fluide.- Ablösung und Totwassergebiet.- Laminare und turbulente Strömungen.- 1.2 Kontrollfragen und Aufgaben.- 2 Bernoullische Gleichung für stationäre Strömung.- 2.1 Allgemeines.- 2.2 Verschiedene Formen der Bernoullischen Gleichung.- 2.3 Bernoullische Gleichung mit Arbeits-und Verlustglied.- 2.4 Beispiel.- 2.5 Aufgaben.- 3 Impulssatz und Drallsatz für stationäre Strömung.- 3.1 Impulssatz.- 3.2 Anwendung des Impulssatzes auf Propeller im Freistrom.- 3.3 Drallsatz.- 3.4 Beispiel.- 3.5 Aufgaben.- 4 Potentialströmungen.- 4.1 Allgemeines.- 4.2 Ebene Potentialströmungen.- 4.3 Räumliche Potentialströmungen.- 4.4 Beispiele.- 4.5 Aufgaben.- 5 Zähigkeit — Strömung in Spalten und Lagern.- 5.1 Allgemeines.- 5.2 Der Newtonsche Ansatz.- 5.3 Nicht-Newtonsche Fluide.- 5.4 Einheiten.- 5.5 Strömung in Spalten und Lagern.- 5.6 Beispiel.- 5.7 Aufgaben.- 6 Ähnlichkeit von Strömungen.- 6.1 Reynoldssche Ähnlichkeit.- 6.2 Weitere Ähnlichkeitsgesetze.- 6.3 Das IT-Theorem von Buckingham.- 6.4 Beispiele.- 6.5 Aufgaben.- 7 Die Grenzschicht.- 7.1 Übersicht über grundlegende Forschungsergebnisse.- 7.2 Beispiel.- 7.3 Aufgaben.- 8 Rohrströmung und Druckverlust.- 8.1 Strömungscharakter der Rohrströmungen.- 8.2 Druckverlust und Druckabfall.- 1. Druckverlust gerader Rohrleitungsteile.- Laminare Rohrströmung.- Turbulente Rohrströmung.- Nichtkreisförmige Querschnitte.- Druckabfall in der Anlaufstrecke.- 2. Druckverlust von Rohrleitungseinbauten und in Querschnittsübergängen.- Armaturen.- Konfusoren und Diffusoren.- Diverse Widerstandsbeiwerte.- Wärmetauscher.- 3. Gesamte Druckdifferenz zwischen zwei Punkten in einer Rohrleitung.- 8.3 Beispiele.- 8.4 Aufgaben.- 9 Widerstand umströmter Körper.- 9.1 Allgemeines.- 9.2 Der Strömungswiderstand der Kugel.- 9.3 Weitere Versuchswerte — Luftwiderstand von Straßenfahrzeugen.- 9.4 Freier Fall mit Strömungswiderstand.- 9.5 Beispiel.- 9.6 Aufgaben.- 10 Auftrieb und Widerstand von tragflügelartigen Körpern und Fluggeräten.- 10.1 Allgemeines.- 10.2 Kräfte und Momente am Tragflügel und deren Darstellung in Diagrammen.- Lilienthalsches Polardiagramm.- Aufgelöstes Polardiagramm.- Einfluß des Seitenverhältnisses.- Einfluß der Reynoldszahl.- 10.3 Kräfte und Momente am Gesamtflugzeug im stationären Flug.- 10.4 Beispiel.- 10.5 Aufgaben.- 11 Strömung kompressibler Fluide.- 11.1 Allgemeines.- 11.2 Machsche Linien; Verdichtungsstöße.- 11.3 Einteilung der Strömung kompressibler Fluide.- 11.4 Einiges über Überschallströmungen.- 11.5 Beispiel.- 11.6 Aufgaben.- 12 Instationäre Strömungen.- 12.1 Bernoullische Gleichung für instationäre Strömung.- 12.2 Beispiel.- 12.3 Aufgaben.- 13 Umfangreichere Aufgaben aus dem Gesamtgebiet.- 13.1 Vorbemerkung.- 13.2 Aufgaben.- Tabelle 1 Eigenschaften der ICAO-Standard Atmosphäre.- Tabelle 2 Stoffwerte für Wasser.- Tabelle 3 Stoffwerte für trockene Luft.- Tabelle 4 Stoffwerte von Flüssigkeiten.- Tabelle 5 Stoffwerte von Gasen.- Tabelle 6 Molmasse M und Gaskonstante R.- Tabelle 7 Widerstandsbeiwerte und Schattenflächen einiger PKW-Modelle.- Tabelle 8 Widerstandsbeiwerte einiger geometrisch einfacher Körper.- Diagramm 2 Widerstandsbeiwert für unendlich langen querangeströmten Zylinder.- Diagramm 3 Widerstandsbeiwert für die Kugel.- Diagramm 4 Widerstandsbeiwerte stromlinienförmiger Rotationskörper.- Diagramm 5 Tragflügelpolaren.- Literatur.- Ergebnisse.

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Book SynopsisEs gibt Leute, die sagen, daß man die Menschen unter anderem auch nach folgendem Gesichtspunkt in zwei Gruppen teilen kann: diejenigen, die nicht in Göttingen stu­ diert haben, und diejenigen, die in Göttingen studiert haben. Die letzteren sind dann gleichzeitig diejenigen, die (in der Regel wenigstens) die Göttinger Universitätsbi­ bliothek von innen kennen. Auch ich bin als Göttinger Student in dieser Bibliothek aufgewachsen, und ich kannte viele Leute - Studenten und Professoren -, die eben wegen dieser Bibliothek ungern aus Göttingen weggingen. Was in diesem Buch an Fasziniertsein von der formalen Seite des wissenschaftlichen Arbeitens spürbar werden mag, verdanke ich zu einem guten Teil der Göttinger UB (wie sie damals noch ganz einfach hieß) und ihren Mitarbeitern in den Katalog- und Lesesälen, die, wie jeden Benutzer, auch mich geduldig in die Mysterien etwa der Bibliographie oder des Systematischen Katalogs einführten. Inzwischen ist aus der Göttinger UB längst die "Niedersächsische Staats- und Uni­ versitäts-Bibliothek" geworden - und ich selbst bin aus Göttingen weggegangen und habe nun vor allem den Inhabern und Mitarbeitern der Universitätsbuchhandlung Theodor Krische, Erlangen, sowie den Mitarbeitern der Unjversitätsbibliothek Er­ langen für ihre entgegenkommende und geduldige Unterstützung meiner Vorarbei­ ten zu danken.Table of ContentsI. Die Vielfalt der geistigen Arbeit.- II. Die drei Typen der geistigen Arbeit.- 1. Die textbetonte Arbeit.- 2. Die quellenbetonte Arbeit.- 3. Die feldbetonte Arbeit.- III. Das Überindividuelle der geistigen Arbeit.- IV. Die Stadien der geistigen Arbeit.- Erster Teil. Die Materialauffindung.- Erster Abschnitt. Die Dokumentation (im weiteren Sinne).- Was ist „Dokumentation“?.- I. Dokumentation im weiteren Sinne.- II. Dokumentation im engeren Sinne.- A. Bibliographie.- I. Was für Bibliographien gibt es?.- 1. Internationale und nationale Bibliographien.- a) Internationale Bibliographien.- b) Nationale Bibliographien.- Der Barsortiments-Lagerkatalog.- 2. Allgemeine (fachübergreifende) und Fachbibliographien.- 3. Vollständige und Auswahlbibliographien.- 4. Abgeschlossene und laufende Bibliographien.- 5. Offene und versteckte Bibliographien.- II. Katalog und Bibliographie.- III. Aufsätze in Zeitschriften und Sammelwerken.- IV. Wie ordnen die Bibliographien ihre Titel?.- B. Dokumentation (im engeren Sinne).- I. Abstracts.- II. Probleme des Schlagworts.- 1. Das Schlagwort in Geistes- und Naturwissenschaften: Goethe und die Schweinefütterung.- 2. Zur Logik des Schlagworts.- Zweiter Abschnitt. Die Literatursuche.- A. Die Literatursuche bei der textbetonten Arbeit.- B. Die Literatursuche bei der quellenbetonten Arbeit.- I. Das Schneeballsystem.- II. Die Redundanz der Problemerschließung.- III. Prinzipien der Auswahl.- C. Die Literatursuche bei der feldbetonten Arbeit.- Zweiter Teil. Die Materialauswertung.- A. Die Materialauswertung bei der textbetonten Arbeit.- I. Die Eigenart des „glatten Textes“.- II. Das Prinzip der „konzentrischen Kreise“.- B. Die Materialauswertung bei der quellenbetonten Arbeit.- I. Allgemeines.- II. Arbeitsmittel.- 1. Der Zettelkasten.- 2. Die Handlochkarte.- a) Die Kerblochkarte (Randlochkarte).- b) Die Sichtlochkarte.- C. Die Materialauswertung bei der feldbetonten Arbeit = Datenverarbeitung.- 1. Was ist Datenverarbeitung?.- 2. Die Hauptschritte der Datenverarbeitung: Eingabe — Verarbeitung — Ausgabe.- I. Datenverarbeitung mit Tischrechenmaschinen.- 1. Mechanische Tischrechner.- 2. Programmierbare elektronische Tischrechner.- 3. Fehler bei der Datenverarbeitung mit Tischrechnern.- II. Datenverarbeitung mit Computern.- Was man vom Computer wissen sollte.- a) Der Aufbau eines Computers.- b) Die Darstellung der Daten in einem Computer.- 1. Möglichkeiten der Datenaufzeichnung.- a) Die Lochkarte.- b) Der Lochstreifen.- c) Vergleich von Lochkarte und Lochstreifen.- 2. Vom Urbeleg zur Lochkarte.- 3. Verarbeitung der Eingabedaten.- a) Das Programm eines Computers.- b) Wie wird programmiert?.- c) Der Compiler.- d) Die Organisation eines Rechenzentrums.- 4. Datenausgabe.- Abschließende Bemerkungen.- Dritter Teil. Die Materialdarstellung.- Das Problem der „Objektivation“.- A. Die Entstehung des Manuskripts: Die Arbeitsgänge der Manuskript-Herstellung.- I. Die Entstehung des Gedankenganges im Kopf.- II. Der Rohentwurf.- Exkurs. Das Arbeiten in „konzentrischen Kreisen“.- III. Die Bearbeitung des Rohentwurfes.- IV. Die Reinschrift.- V. Die Korrektur.- B. Die Bestandteile des Manuskripts: Regeln für die Manuskript-Anlage.- I. Die Typographie.- II. Die Gliederung.- 1. „Klassisch“ oder „dezimal“?.- 2. Die Herstellung der Gliederung.- III. Die einzelnen Teile des Manuskripts.- 1. Das Titelblatt — 2. Das Inhaltsverzeichnis — 3. Das Vorwort — 4. Die Einleitung — 5. Der Haupttext — 6. Das Abkürzungsverzeichnis —7. Die Anmerkungen — 8. Das Literaturverzeichnis — 9. Der Anhang —10. Die Register.- IV. Sonderprobleme einiger Manuskript-Teile.- 1. Die Zitate.- 2. Die Anmerkungen.- 3. Das Literaturverzeichnis.- 4. Die Titelaufnahme.- Führer zu einigen wichtigen Werken.- Anmerkungen.- Abkürzungsverzeichnis.

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