Pearson Education David Ahmadi, 201-236-7861 david.ahmadi@pearsoned.com (Test) 20091204 eng 01 USD gen
0020080956 03 01 02 0020080956 03 9780020080954 04 021898080950 15 9780020080954 14 09780020080954 01 BC B102 <b202>01</b202> <b203>Elements of Business Writing</b203> <b029>A Guide to Writing Clear, Concise Letters, Mem</b029> 1 A01 Blake, Gary Gary Blake 2 A01 Bly, Robert W. Robert W. Bly 01 eng 160 05 18 From an interoffice memo to a fifty-page proposal, this is the definitive guide to business writing. Anyone who has ever had to write any business document will find "The Elements of Business Writing" the single most effective tool for producing clear, concise, and persuasive prose. Equally useful to executives and support staff, it shows how to: write clearly and powerfully; rid writing of jargon and pompous language; organize material effectively; and avoid errors in spelling, grammar, and usage. (paper)

]]> 04
Acknowledgments.


Introduction.


1.Principles of Communication.

Rule 1: Use the Active Voice.

Rule 2: Avoid Long Sentences.

Rule 3. Use Simple Language.

Rule 4: Delete Words, Sentences, and Phrases That Do Not Add to Your Meaning.

Rule 5: Break Your Writing into Short Sections.

Rule 6: Use Specific and Concrete Terms. Rule 7: Write in a Natural, Conversational Style.

Rule 8: Keep Ideas Parallel.



2.Principles of Organization.

Rule 9: Organize Your Material According to the Way Your Reader Thinks about the Subject.

Rule 10: Organize Your Material Logically.

Rule 11: Delete the Warm-Up Paragraph.

Rule 12: Use an Executive Summary.

Rule 13: Separate Fact from Opinion.

Rule 14: Delete Unnecessary Closings.

Rule 15: Use Headings and Subheadings.



3.Principles of Wording and Phrasing.

Rule 16: Avoid Wordy and Redundant Phrases.

Rule 17: Use Small Words.

Rule 18: Avoid Sexist Language.

Rule 19: Know the Proper Use of the Most Commonly Misused Words and Phrases.

Rule 20: Substitute Modern Business Language for Antiquated Phrases.

Rule 21: Substitute Original Language for Cliches.

Rule 22: Avoid Jargon.



4.Principles of Tone.

Rule 23: Write to Express, Not to Impress.

Rule 24: Prefer Informal to Formal Language.

Rule 25: Prefer Positive Words to Negative Words.

Rule 26: In a Sentence Containing Both Good and Bad News, Give the Bad News First.

Rule 27: Write to Change Behavior, Not to Express Anger.

Rule 28: Be Your Most Pleasant Self.

Rule 29: Use Contractions to Warm Up Your Message.

Rule 30: Avoid Unnecessary Hedging.

Rule 31: Avoid Sarcasm.



5.Principles of Persuasion.

Rule 32: Gain Your Reader's Attention in an Appropriate Manner.

Rule 33: Awaken a Need for an Idea before Presenting the Idea.

Rule 34: Stress Benefits, Not Features.

Rule 35: Use Facts, Opinions, and Statistics to Prove Your Case.

Rule 36: Don't Get Bogged Down in Unnecessary Details or Arguments.

Rule 37: Tell the Reader What to Do Next.

Rule 38: Before Making a Request, Give the Reader a Reason to Respond.

Rule 39: Do Not Assume the Readers Has Been Persuaded by Your Argument.



6.Principles of Punctuation, Grammar, Abbreviation, Capitalization, and Spelling.

Punctuation.

Rule 40: Use Commas to Indicate a Brief Pause.

Rule 41: Use a Semicolon to Separate Independent Clauses Not Joined by a Conjunction.

Rule 42: Use a Colon to Introduce a List or Explanation.

Rule 43: Add an Apostrophe and an s to Form the Possessive Case of a Singular Noun.

Rule 44: Hyphenate Two Words Compounded to Form an Adjective Modifier if They Precede a Noun.

Rule 45: Use an Ellipsis to Show Hesitation or Omission.

Rule 46: Use Parentheses to Add Explanatory Material That's Not Part of the Main Thought.

Rule 47: Use a Dash to Interrupt -- or Highlight -- a Thought.

Rule 48: Avoid Slash Construction.

Rule 49: Put Commas Inside Quotation Marks.

Grammar.

Rule 50: Avoid Subject and Verb Disagreement.

Rule 51: Avoid Improper Use of Reflexive Pronouns.

Rule 52: Avoid Sentence Fragments and Run-On Sentences.

Rule 53: Avoid Dangling Modifiers.

Rule 54: Avoid Misplaced Modifiers.

Abbreviations.

Rule 55: Use Too Few Abbreviations Rather Than Too Many.

Rule 56: Do Not Use an Apostrophe When Writing the Plural of an Abbreviation.

Capitalization.

Rule 57: Do Not Capitalize Words to Emphasize Their Importance.

Rule 58: Capitalize the Full Names of Corporation, Government Agencies, Divisions, Departments, and Organizations.

Rule 59: Capitalize Trade Names.

Spelling.

Rule 60: Know the Basic Rules of Spelling, Rule 61: If there are Variant Spellings, Use the Preferred Spelling.

Rule 62: Keep a List of the Words You Repeatedly Misspell.

7.Principles of Format.

Rule 63: Use Wide Margins to Aid Readability.

Rule 64: Use Subject and Re Lines in Memos.

Rule 65: Use Modern Salutations and Closings in Letters.

Rule 66: Use Numbered Lists or Bullets to Present a Series of Points or Ideas.

Rule 67: Put Names in "cc" and "bc" lists in Alphabetical Order.

Index.About the Authors.]]> Longman 01 Pearson Education 04 19920801 1991 01 WORLD 01 8.42 in 02 5.22 in 03 0.31 in 08 154 gr Pearson Education IP 20 96 01 02 t 9.95 0020130856 03 01 02 0020130856 03 9780020130857 15 9780020130857 14 09780020130857 01 BC B102 <b202>01</b202> <b203>Elements of Technical Writing</b203> 1 A01 Blake, Gary Gary Blake 2 A01 Bly, Robert W. Robert W. Bly 01 eng 192 05 04
Acknowledgments.


Introduction.

I.ELEMENTS OF TECHNICAL WRITING.

1.Fundamentals of Effective Technical Writing.

What Is Technical Writing?

Good Technical Writing Is … .

2.How to Write Numbers, Units of Measure, Equations, and Symbols.

Numbers.

1. Write Out All Numbers below 10.

2. When Two or More Numbers Are Presented in the Same Section of Writing, Write Them as Numerals.

3. Write Large Numbers in the Form Most Familiar to Your Audience and Easiest to Understand.

4. Place a Hyphen between a Number and Unit of Measure When They Modify a Noun.

5. Use the Singular When Fractions and Decimals of One or Less Are Used as Adjectives.

6. Write Decimals and Fractions as Numerals, Not Words.

7. Treat Decimal Representations Consistently, Especially When Presenting Them in Columns, Rows, or Groups.

8. Do Not Inflate the Degree of Accuracy by Writing Decimals with Too Many Digits.

9. If a Number Is an Approximation, Write It Out.

10. Spell Out One of Two Numbers -- Usually the Shorter — That Appear Consecutively in a Phrase.

11. Do Not Begin a Sentence with Numerals.

Units of Measure.

12. Keep All Units of Measure Consistent.

13. Use the Correct Units for the System of Measurement You Have Chosen.

14. Write Basic Units of Measure in Work Form, Derived Units of Measure as Symbols.

15. Indicate Multiplication of Units with a Raised Dot ( ), Division with a Slash (/).

16. Write Secondary Units in Parentheses after the Primary Units.

Equations.

17. Use Too Few, Rather Than Too Many Equations.

18. Center and Number Equations on a Separate Line in Your Document Unless They Are Short and Simple.

19. Keep All Equal Signs, Division Lines, Fractions Lines, Multiplication Lines, Plus Signs, and Minus Signs on the Same Level.

20. Punctuate Words Used to Introduce Equations Just as You Would Words Forming Part of Any Sentence.

Symbols.

21. Use Too Few Rather Than Too Many Symbols.

22. Define the Symbols You Use.

23. Avoid Duplication of Symbols.

24. Fit Symbols Grammatically into the Structure of Your Sentence.

3.A Few Useful Rules of Punctuation, Grammar, Abbreviation, and Capitalization.
Punctuation.

25. Hyphenate Two Words Compounded to Form an Adjective Modifier.

26. Hyphenate Two Adjacent Nouns if They Are Both Necessary to Express a Single Idea.

27. In a Series of Three or More Terms with a Single Conjunction, Use a Comma After Each except the Last.

28. Omit the Period at the End of a Parenthetical Expression within a Sentence; Retain It if the Entire Parenthetical Expression Stands Alone.

Grammar.

29. Avoid Dangling Participles.

30. Avoid Run-On Sentences.

31. Avoid Sentence Fragments.

Abbreviation.

32. Spell Out Abbreviations at Their First Appearance, and Use Too Few Rather Than Too Many.

33. Omit Internal and Terminal Punctuation in Abbreviations.

34. The Abbreviation for a Specific Word or Phrase Takes the Same Case (upper case or lower case) as the Word or Phrase.

35. Avoid Using Signs in Writing (" for inch, ' for foot), except When Expressing Information in Tables.

Capitalization.

36. Capitalize Trade Names.

37. Do Not Capitalize Words to Emphasize Their Importance.

38. Capitalize the Full Names of Government Agencies, Companies, Departments, Divisions, and Organizations.

39. Capitalize All the Proper Nouns Unless Usage Has Made Them So Familiar That They Are No Longer Associated with the Original Name.

4.Principles of Technical Communication.

40. Use the Active Voice.

41. Use Plain Rather Than Elegant or Complex Language.

42. Delete Words, Sentences, and Phrases That Do Not Add to Your Meaning.

43. Use Specific and Concrete Terms Rather Than Vague Generalities.

44. Use Terms Your Reader Can Picture.

45. Use the Past Tense to Describe Your Experimental Works and Results.

46. In Most Other Writing, Use the Present Tense.

47. Make the Technical Depth of Your Writing Compatible with the Background of Your Reader.

48. Break Up Your Writing into Short Sections.

49. Keep Ideas and Sentence Structure Parallel.

50. Opt for an Informal Rather Than Formal Style.

5.Words and Phrases Commonly Misused in Technical Writing.

Technical Words and Jargon.

Big Words.

Wordy Phrases.

Redundancies.

Cliches.

Overblown Phrases.

The Rise of -Ize.

Nouns as Adjectives.

Misused and Troublesome Words and Phrases.

In Conclusion … .

II.TASKS OF THE TECHNICAL WRITER.

6.Proposals and Specifications.

Proposals.

What Is a Proposal?

Specifications.

7.Technical Articles, Papers, Abstracts, and Reports.

Technical Articles and Papers.

Abstracts.

Reports.

8.Letters and Memos.

Letters.

Memos.

Tips on Writing Letters and Memos.

A Words about E-Mail.

9.Manuals and Documentation.

Types of Manuals.

Guidelines to Help You Write Better Manuals.

Appendix A: Writing in the Systems Environment.Appendix B: A Brief Guide to Software for Writers.Index.]]> Longman 01 Pearson Education 04 20001219 1993 01 WORLD 01 8.21 in 02 5.52 in 03 0.39 in 08 222 gr Pearson Education IP 20 50 01 02 t 9.95 0023251905 03 01 02 0023251905 03 9780023251900 15 9780023251900 14 09780023251900 01 BC B102 <b202>01</b202> <b203>Plato</b203> <b029>Timaeus</b029> 1 A01 Cornford, Francis M. Francis M. Cornford 01 eng PHI000000 05 Prentice Hall 01 Pearson Education 04 19590101 1959 01 WORLD 01 8 in 02 5.46 in 03 0.3 in 08 163 gr Pearson Education IP 20 87 01 02 k 10.20 0023253401 03 01 02 0023253401 03 9780023253409 15 9780023253409 14 09780023253409 01 BC B102 <b202>01</b202> <b203>Vergil</b203> <b029>Aeneid, The</b029> 1 A01 Copley, Frank O. Frank O. Copley 2 01 eng PHI000000 05 Prentice Hall 01 Pearson Education 04 19750101 1975 01 WORLD 01 7.99 in 02 5.52 in 03 0.72 in 08 390 gr Pearson Education IP 20 40 01 02 k 19.60 0023258802 03 01 02 0023258802 03 9780023258800 15 9780023258800 14 09780023258800 01 BC B102 <b202>01</b202> <b203>Genetics Notes</b203> <b029>An Introduction to Genetics</b029> 1 A01 Crow, James F. James F. Crow 8 01 eng SCI049000 05 04 03 06 0023258802.jpg Benjamin Cummings 01 Pearson Education 04 19861001 1987 01 WORLD 01 9.25 in 02 7.375 in 03 0.675 in 08 540 gr Pearson Education MD 23 30 01 02 k 77.00 0023269006 03 01 02 0023269006 03 9780023269004 15 9780023269004 14 09780023269004 01 BC B102 <b202>01</b202> <b203>The Technology of Metallurgy</b203> 1 A01 Dalton, William K. William K. Dalton Purdue University 01 eng 480 TEC009070 05 04 I. BASIC METALLURGICAL PRINCIPLES.

 1. Nature and Formation of Metal Crystals.

 2. Cold Working of Metals.

 3. Annealing and Hot Working.

 4. Alloys as Solid Solutions and Compounds.

 5. Phase Diagrams.

II. FERROUS AND NONFERROUS METALS.

 6. Iron and Steel.

 7. Steel Heat Treating.

 8. Alloy and Tool Steels.

 9. Cast Irons.

10. Nonferrous Metals and Alloys.

III. HOW METALS FAIL.

11. Failure Due to Fracture.

12. Failure Due to Impact and Low Temperatures.

13. Failure Due to High Temperatures.

14. Failure Due to Corrosion.

15. Failure Due to Wear.

Appendixes.

Glossary.

Index.

]]> Prentice Hall 01 Pearson Education 04 19930826 1994 01 WORLD 01 9.01 in 02 6.99 in 03 0.89 in 08 744 gr Pearson Education IP 20 18 01 02 k 126.60 0023270705 03 01 02 0023270705 03 9780023270703 15 9780023270703 14 09780023270703 01 BC B102 <b202>01</b202> <b203>Manual Grammar of the Greek New Testament, A (With Index)</b203> 1 A01 Dana Dana 01 eng REL000000 05 Prentice Hall 01 Pearson Education 04 19570501 1957 01 WORLD 01 7.39 in 02 4.96 in 03 0.82 in 08 363 gr Pearson Education IP 20 40 01 02 k 120.00 0023271418 03 01 02 0023271418 03 9780023271410 15 9780023271410 14 09780023271410 01 BC B102 <b202>01</b202> <b203>Composition in the Classical Tradition</b203> 1 A01 D'Angelo, Frank J. Frank J. D'Angelo Arizona State University 01 eng 266 LAN005000 05 01 Composition in the Classical Tradition borrows from late antiquity a series of composition exercises called the progymnasmata to teach the art of persuasion. The exercises apply an understanding of the invention and composition of arguments from ancient rhetoric to a writer's own forms of persuasive communication. This book is structured to provide an effectively graded sequence of exercises, manageable at each step, from the simple to the more difficult and from the concrete to the abstract, within an explicit rhetorical framework. Learn how to compose an essay or a speech by first becoming proficient at its parts Composition in the Classical Tradition features a variety of ancient forms myths, historical episodes, descriptions, fables, proverbs, anecdotes, and speeches for readers to enjoy while learning how to write and speak persuasively. For anyone interested in composition and classical rhetoric.

]]> 04
Preface.


Introduction.


1.The Narrative.

Retelling Narratives.

Attributes of the Narrative.

Modes of the Narrative.



2.Description.

Methods of Describing.

Ordering the Details.

Attributes of Description.



3.The Fable.

Retelling Fables.

Adapting Fables to Given Contexts.



4.The Proverb.

Amplifying Proverbs.

Relating Parts to Wholes.



5.The Anecdote.

Amplifying Anecdotes.

Relating Parts to Whole.



6.Refutation/Confirmation.

Inventing Arguments: Questions of Fact.

Arranging the Parts.



7.The Commonplace.

Inventing Arguments.

Arranging the Parts.



8.Praising and Blaming.

Inventing Arguments.

Arranging the Parts.

Forms of Praising and Blaming.



9.The Comparison.

Inventing Arguments.

Arranging the Parts.



10.The Speech-in-Character.

Inventing Imaginary Speeches.

Arranging the Parts.



11.The Thesis.

Inventing Arguments.

Arranging the Parts.



12.For and Against Laws.

Inventing Arguments.

Arranging the Parts.

]]> 04 03 06 0023271418.jpg Longman 01 Pearson Education 04 19990902 2000 01 WORLD 01 9.13 in 02 7 in 03 0.63 in 08 544 gr Pearson Education IP 20 24 01 02 k 101.20 0023279230 03 01 02 0023279230 03 9780023279232 15 9780023279232 14 09780023279232 01 BC B102 <b202>01</b202> <b203>Early Childhood Education</b203> <b029>Developmental Experiential Learning</b029> 1 A01 Day, Barbara D. Barbara D. Day University of North Carolina 4 01 eng 640 EDU010000 05 04 PART I. DEVELOPMENTALLY APPROPRIATE LEARNING.

Overview: Developmental/Experiential Learning.

 1. Early Childhood Education: An Historical Perspective.

 2. Guiding Child Behavior/Organizing and Managing the Learning Environment.

 3. Evaluating, Assessing and Recording Developmentally Appropriate Learning.

PART II. CURRICULUM/INTEGRATED LEARNING/LEARNING CENTERS.

 4. Communication: The Language Arts.

 5. The Fine Arts.

 6. Home Living and Creative Dramatics.

 7. Investigation in Science and Mathematics.

 8. People and Places: The Social Studies/A Multi-Cultural Emphasis.

 9. Sand and Water Play.

10. Blocks.

11. Woodworking.

12. Technology/Computer-Enhanced Learning.

13. Movement.

14. Outdoor Play.

15. Early Childhood Classroom Designs.

Appendixes.

Bibliography.

Index.

]]> Prentice Hall 01 Pearson Education 04 19940124 1994 01 WORLD 01 9.14 in 02 7.49 in 03 1.3 in 08 1084 gr Pearson Education IP 20 14 01 02 k 95.33 0023279540 03 01 02 0023279540 03 9780023279546 15 9780023279546 14 09780023279546 01 BC B102 <b202>01</b202> <b203>The Elements of Writing About Literature and Film</b203> 1 A01 McMahan, Elizabeth Elizabeth McMahan Emerita, Illinois State University 2 A01 Funk, Robert W. Robert W. Funk Eastern Illinois University 3 A01 Day, Susan X Susan X Day University of Illinois, Urbana-Champaign 01 eng 130 LIT000000 05 04
1. Analyzing Literature and Film.


2. Writing about Literature and Film.
]]> 04 03 06 0023279540.jpg Longman 01 Pearson Education 04 19880105 1988 01 WORLD 01 8.18 in 02 5.52 in 03 0.29 in 08 168 gr Pearson Education IP 20 86 01 02 k 36.40 0023280026 03 01 02 0023280026 03 9780023280023 15 9780023280023 14 09780023280023 01 BC B102 <b202>01</b202> <b203>Kaleidoscope</b203> <b029>A Multicultural Approach for the Primary School Classroom</b029> 1 A01 De Gaetano, Yvonne Yvonne De Gaetano Hunter College 2 A01 Williams, Leslie R. Leslie R. Williams Teachers College, Columbia University 3 A01 Volk, Dinah Dinah Volk Cleveland State University 01 eng 269 EDU020000 05 04
 1. An Introduction to Kaleidoscope.


 2. Culture: The Way to Begin.


 3. The Process of Child Development from a Cross Cultural Perspective.


 4. The Physical Classroom Environment.


 5. Language.


 6. The Design of Learning Activities and Teaching Strategies: Kindergarten and First Grade.


 7. The Design of Learning Activities and Teaching Strategies: Second and Third Grade.


 8. Parents as Partners.


 9. Program Evaluation and Student Assessment.


10. Advocacy and Change Strategies for Teachers.


Appendix A: Observing Young Children.


Appendix B: Directions for Constructing Generic Learning Materials.


Appendix C: Kaleidoscope Implementation Checklist.


Author Index.


Subject Index.
]]> 04 03 06 0023280026.jpg Prentice Hall 01 Pearson Education 04 19970805 1998 01 WORLD 01 9.2 in 02 7.51 in 03 0.59 in 08 485 gr Pearson Education IP 20 27 01 02 k 36.00 0023285214 03 01 02 0023285214 03 9780023285219 15 9780023285219 14 09780023285219 01 BC B102 <b202>01</b202> <b203>Engineering Electromagnetics</b203> 1 A01 Demarest, Kenneth R. Kenneth R. Demarest University of Kansas 01 eng 672 TEC009030 05 18 Using a physically based approach, this book explores the basic theories and equations of electromagnetics and how they are used in engineering practice.

FEATURES:

  • Focuses on the physical processes involved in electromagnetic fields and applications.
  • Emphasizes the engineering relevance and use of electromagnetic theory — in both the "theory" chapters and applications chapters.
  • Uses a "classical", or "historical" approach which begins with low frequency field effects (electrostatics and magnetostatics), and leads later to the full time-varying effects.
  • Motivates the mathematics with discussions that tell the reader where the discussion is going, how it will get there, and what the equations mean.
  • Contains a broad overview chapter on Electromagnetic Sources, Forces, and Fields (Ch. 3) that explains what electric and magnetic fields are, in general, and how they are related to their sources.
    • Discusses the classic electromagnetic experiments that were performed in the early history of electromagnetics, along with the laws that came from electromagnetic equations — Maxwell's equations.
  • Covers transmission lines before plane waves. This allows:
    • Smoother, earlier coordination with laboratory experiments and measuring instruments that make heavy use of transmission lines.
    • Earlier development of the relationship between electromagnetic theory and circuit theory.
  • Arranges chapters on electrostatic fields and effects (Chs. 4-6) and those on magnetostatic fields and effects (Chs. 7-9) in parallel fashion; this organization presents the material in manageable units.
  • Presents the curvilinear square techniques (flux plots) for graphically solving both electrostatic and magnetostatic boundary value problems.
  • Coverage of transmission lines includes both time-domain and frequency domain analysis.
    • Considers topics not usually covered in other similar texts e.g.: rise time on printed-circuit board transmission lines; the transient response of transmission lines with nonlinear loads, such as diodes.
    • Makes extensive use of equivalent circuits to model many aspects of transmission line performance.
  • Discusses all the traditional microwave waveguide topics, plus optical waveguides, fiber optic cables, and fiber optic systems.
  • Covers a wide range of antenna types and discusses radiation and antenna parameters.
    • ]]> 04
     1. Background and Motivation.


     2. Vector Analysis.


     3. Electromagnetic Sources, Forces, and Fields.


     4. Electrostatic Fields in Free Space.


     5. Electrostatic Fields in Material Media.


     6. Capacitance and Electric Energy.


     7. Magnetostatic Fields in Free Space.


     8. Magnetostatic Fields in Material Media.


     9. Magnetic Inductance, Energy, and Forces.


    10. Time-Varying Electromagnetic Fields.


    11. Transmission Lines.


    12. Plane Waves.


    13. Waveguides.


    14. Radiation and Antennas.


    Appendix A. Units and Symbols.


    Appendix B. Coordinate System Relationships and Vector Identities.


    Appendix C. Fundamental Constants and Material Parameters.


    Appendix D. Transmission Line Parameters.


    Appendix E. Answers to Selected Problems.


    Selected Bibliography.


    Index.
    ]]>         04 03 06 0023285214.jpg Prentice Hall 01 Pearson Education 04 19970925 1998 01 WORLD 01 9.25 in 02 7.5 in 03 1.36 in 08 1175 gr Pearson Education IP 20 12 01 02 f 132.00 0023286903 03 01 02 0023286903 03 9780023286902 15 9780023286902 14 09780023286902 01 BC B102 <b202>01</b202> <b203>Fundamentals of Engineering Graphics</b203> 1 A01 Dent Dent 4 01 eng 400 TEC009000 05 Prentice Hall 01 Pearson Education 04 19870105 1987 01 WORLD 01 11 in 02 8.5 in 03 1.5 in 08 930 gr Pearson Education MD 23 16 01 02 k 134.60 0023287608 03 01 02 0023287608 03 9780023287602 15 9780023287602 14 09780023287602 01 BC B102 <b202>01</b202> <b203>Dynamic Electromagnetics</b203> 1 A01 Diament, Paul Paul Diament Columbia University 01 eng 511 TEC009030 05 18 This book represents a significant departure from the traditional format of typical electromagnetics books. In recognition of the importance of dynamics, it de-emphasizes electrostatics and magnetostatics, and avoids the need to teach partial differential equations and special functions. Instead, it stresses time variation and wave propagation phenomena. Mathematics used is at the level of elementary integral calculus. Instead of statics, time variation is treated from the start. The focus is on wave propagation, with transmission lines, both transient and steady state, treated in detail. Interpretations are stressed. As a result of this approach the book is suitable for readers interested in concentration on wireless technology, communications, or high-frequency circuitry (as well as for those who will later specialize in microwaves, antennas, solid state devices, optics, photonics), without overwhelming them with advanced mathematics.

    FEATURES

    • Extensive discussion and interpretation of examples.
    • Operates with Maxwell's equations in integral form.
    • Treats electric and magnetic fields on a par.
    • Emphasizes departures from results of circuit theory.
    • Shows all steps in derivations.
    • Problems have headings to indicate the subject addressed.
    • Answers to all problems at back of book.
    • Separate Solutions Manual solves all problems in detail.
    • Addresses transient as well as steady state effects.
    • Summaries of every chapter and of entire text.

    BENEFITS

    • Covers: transmission lines; plane waves and polarization, including oblique incidence (and dependence on polarization); boundary conditions, with and without surface source distributions, with and without conductivity; calculation of characteristic impedance (almost never done in other texts); impedance matching techniques; matching for power transfer compared with matching to eliminate reflections; quasistatic analysis emphasizing corrections to circuit-theory results; optical topics: Snell's laws, Brewster's angle, total internal reflection (and its relation to fiber optics); Poynting theorems (real and complex) and power transfer.
    • Includes discussions of: microstrip lines; superconductors; plasmas; space charge; normal modes; cavities; optical activity; Smith chart; antireflection coating; dielectric waveguides; grazing incidence (and relevance to wireless communications); dispersion; group velocity; antenna terminology.
    • Appendix reviews (with illustrative problems): complex numbers; coordinate systems; vector algebra; dyadics; vector calculus; Fourier transforms, convolution; decibel scale.
    ]]>         33

    Preface

    It is a commonly held view, and one often vehemently expressed by students-particularly recent survivors of a course on the subject-that electromagnetics is a difficult, complicated, mysterious discipline. It requires mastery of abstruse mathematical techniques, they say; it entails juggling a bewildering variety of equations and laws and rules, they decide. Even intense study has left them with only a superficial grasp of the concepts. Few see the beauty of electromagnetics; not many appreciate the simplicity and economy of its fundamental laws. A minority of its practitioners realize its wide-ranging utility, the breadth and scope of its applications. Only a minority master it enough to be able to use its principles to understand or predict the capabilities and limitations of the engineering systems they need to analyze or design.

    Instructors of the subject are in a better position to assess the grandeur and importance of electromagnetics but are plagued by other demons as they plan the presentation of the subject. There is never enough time to cover all the aspects of electromagnetics that they deem essential, indispensable, and obligatory. They are forced to make coldhearted choices of their topics and suffer the agony of having to discard this or that favorite theme. Some find that they must turn their course into lectures on applied mathematics; some concentrate on mastery of electrostatics and magnetostatics, leaving little time for the radically different phenomena of dynamics. Agreement on what topics must be included and which may be discarded, what areas are to be emphasized and which to be glossed over, is indeed rare.

    The present work will not lay these matters to rest but offers an approach and a pedagogic philosophy aimed at making a respectable contribution to the debate over an appropriate syllabus for the subject. It is intended as a textbook for a one-semester first course in electromagnetics for engineers and physicists. It is an outgrowth of decades of experience in teaching the subject to juniors in electrical engineering at the School of Engineering and Applied Science of Columbia University. The students come to the course with preparation in calculus, including a smattering of vector analysis, and with some exposure to notions of electricity and magnetism in a physics course, usually with emphasis on electrostatics and magnetostatics. Several elective courses follow this one, but at Columbia this is the only required course in electromagnetics in a crowded undergraduate curriculum in electrical engineering.

    What approach underlies this work and how is it different? The pedagogic preferences expressed in this text include the following.

    1. Time-varying fields. Time variation is central and paramount virtually from the start. The emphasis is on distributed systems, featuring action at a distance and after a delay, so that time development and dynamics are deeply involved and inescapable. A modern curriculum should avoid the classic textbook's concentration on statics. Few practicing engineers hang pith balls and rub combs to transfer charges. Even the engineers or designers who appear to deal with purely static systems usually intend to have them process time-varying signals. Those practitioners who design devices and systems based on only electrostatics and magnetostatics principles, or on software that deals only with statics, remain uncertain, if not actually ignorant, of the dynamic response or bandwidth of their systems. They are likely to be left behind, wondering why their designs misbehave or fail at today's required speeds or data rates.

    2. Simple mathematics. The mathematics is kept simple, at the level of integral calculus. The text avoids approaching the subject from the standpoint of solving partial differential equations and boundary value problems that invoke esoteric mathematical functions and apply to only a few types of geometry. Useful as they undoubtedly are, Bessel and Hankel functions, Legendre polynomials, elliptic integrals, and the like are likely to overwhelm students at the level of this text, keep them from appreciating the underlying phenomena, and leave them helpless when confronted with some unfamiliar geometry. The special functions of mathematical analysis should be taught, but at a later stage. There are enough important concepts to learn without adding these special functions into the mix, at this elementary level.

    Instead of handling differential equations, the present text makes extensive use of Maxwell's equations in integral form. Note that this does not mean we are dealing with integral equations, any more than asking to find the derivative of a given function is the same as solving a differential equation. We just need integrals of familiar functions; the integrals need not involve functions more complicated than powers or logarithms of the variable. The use of equations in integral form allows us to deal with any geometry, at least approximately. As an added bonus, the integral form applies, unchanged, to moving media as well as to stationary ones.

    3. Quasistatics for high frequencies. The text approaches high-frequency phenomena by way of quasistatic analysis. This furnishes a more user-friendly, gentle transition from the more intuitive low-frequency circuit theory results to those of faster circuitry. Quasistatic analysis imparts insights difficult to gain from formal solutions to differential equations that feature advanced, special functions of mathematical analysis. Does one readily extract insights into the skin effect in a cylindrical wire by expressing the fields in terms of Kelvin functions or Bessel functions with complex arguments? Quasistatics emphasizes deviations from the results of circuit theory that are due to interactions between the electric and the magnetic fields in the configuration. It can be applied to geometries that defy analytic solutions. It is particularly helpful in readily furnishing approximate answers in complicated cases. Most important, it provides the engineer with estimates of the frequency range of applicability of possible designs.

    4.Transmission lines paramount. The main focus of the work is on wave propagation, exemplified particularly by the behavior and response of transmission lines, both transient and steady state. Such structures are realistic and practical signal-transmission systems. Transmission lines illustrate time delay, reflections, standing waves, matching procedures, the effects of a mismatch, measurement techniques, and power transfer. The simplicity and far-ranging applicability of harmonic plane waves are also stressed, however. The two are carefully integrated to support and complement their concepts and applications.

    5.Electric and magnetic fields on a par. Electric and magnetic fields are treated as twins, with virtually equal importance. Too many textbooks and courses stress the electric field and introduce the magnetic field as an afterthought or oddity. While this can be sensible in the static case, the two types of fields are inextricably entwined in the time-varying case. We seek to treat them on an equal footing and emphasize how each affects and actually creates and maintains the other.

    In this connection, it is interesting that modern electronic circuit design has emphasized capacitive elements in integrated circuits; these are based on the behavior of electric fields. More recently, the design of inductive elements, based on magnetic field behavior, has regained importance, driven particularly by the exigencies of wireless communication circuits and their tuning elements.

    6.Avoid potentials! We studiously and deliberately avoid introducing potentials and the notion that the electric field is the gradient of a scalar potential. This radical attitude and apparent heresy calls for some explanation.

    We contend that the student who hasn't learned or has forgotten the notions that electric fields are conservative and that conductors are equipotentials is more ready to tackle time-varying situations than is the rival who must unlearn and abandon these incorrect assertions when dealing with dynamic fields. Avoiding the potentials is, in fact, a consistent element of the approach that emphasizes dynamics over statics.

    Potentials are enormously helpful when dealing with purely electrostatic or magnetostatic effects, but they become a major obstacle to making the transition to the time-varying case, when we need to unlearn almost all about the scalar potential. For example, students who have been taught that all points in a circuit that are connected by conductors must be at the same voltage typically have a difficult time with the fact that the time-varying voltages at various points of a circuit or structure may be, and usually are, different even when they are connected by perfect conductors.

    That we avoid introducing potentials is not to say that we don't deal with voltage; we do of course, but as an electromotive force (emf), not as a potential. The distinction is vital: Static potentials are conservative (zero closed-loop integral of the field) but emf (voltage) is not. The nonzero voltage around a closed curve is crucial to time-varying fields and to circuits with energy sources in them; it is incompatible with fields derived from a scalar potential. Our experience has been that it is easier to impart an understanding of dynamic field effects when the scalar potential has not been inculcated prior to the need to modify or abandon it and the limitations it imposes. If we insist on deriving the electric field from a scalar potential, we find that it is only part of the field and we need to add the time derivative of the vector potential. The new potential fields are further removed from the physical interaction, and this complicates the situation to an extent that may make the potentials more of a pedagogic liability than an asset. We choose to postpone discussion of potentials to the end, when we look back on the entire development and review the overall principles of electromagnetics.

    7. Interpretations stressed. As a matter of habit, the examples in the text do not end when the answer has been found. Those answers are extensively discussed and interpreted, a practice that should be made routine. Students should be encouraged not merely to extract a number or formula from the equations but to look at the answer, examine it from the standpoint of physical plausibility and logic, and especially to interpret the result. This book features careful derivations and emphasizes interpretations. It is also often helpful to draw analogies among different results; we have deliberately emphasized such analogies and similarities of seemingly disparate aspects of the subject, such as the electric and the magnetic versions of certain effects.

    8. Realistic figures. We have felt strongly that figures should never be misleading, and we have kept them realistic whenever it may matter. Curves have been properly calculated and plotted, not merely sketched. In some cases, perspective views are the only renderings that can avoid confusion, and these have been carefully computed and presented as realistically as possible.

    9.Answers to all problems. Answers to all problems are provided at the back of the book. Obviously, judicious use of the answers can be of great help to the student; indiscriminate abuse of the answer key is just as obviously harmful to the learning process. Answers are most often sought in formulaic or symbolic form; such forms are usually much more informative than a numerical answer that applies to only a specific instance. In the guise of a formula, the answer provides information on how the result varies with the parameters of the problem. Nevertheless, we do ask for a numerical value when appreciation of typical magnitudes is important.

    For the instructor, a Solutions Manual has been prepared; it provides complete solutions to every problem.

    10. Some topics treated in problems. We have sought to make the problems instructive rather than mere drill. A variety of problems has been provided, some easy, some more challenging, some illustrative, some to fill in gaps in the text, some for practice, some particularly instructive, some to pique the student's interest.

    In a few cases where we have omitted formal demonstrations of certain assertions, guidance as to how to prove them has been relegated to the problems. A few topics that might seem to be missing from the text may be found among the sets of problems. Instructors may prefer to lecture on some of these topics, rather than leave them as homework assignments. The Solutions Manual can help guide such lectures.

    11. So many equations, so little time? Although the level of the mathematics used has been kept at that of elementary integral calculus, there are occasions when the onslaught of equations may seem like that of a blizzard. There are several reasons for it when the mathematical development becomes intense.

    Show all steps.
    The primary reason is that we prefer to err on the side of showing all the steps in developing a result; our experience is that most students appreciate seeing the intermediate steps between the starting point and the final equation.

    Derive parameters.
    Another cause is that we prefer, whenever practical, to show where a result comes from, rather than merely assert its truth. One example for which this leads to an intensive development is the discussion of the parallel-wire transmission line. This development leads to an important engineering design equation for the characteristic impedance of transmission lines, specifically the parallel-wire line, in terms of the geometry and electrical constitution of the structure. This is something an engineer should know how to obtain and use, for whatever configuration may be under design. Most textbooks don't even attempt to calculate this; they may simply furnish a ready-made formula for the characteristic impedance, descendent from heaven or from the manufacturer of the transmission line-but then who will be hired by the manufacturer to design that line, if engineers are not taught how such formulas are developed?

    Oblique waves.
    Yet another instance is represented by the development of the results for oblique incidence of plane waves. In many textbooks, the derivation is confined to Snell's laws and the polarizations are merely quoted. In this text, we use the concept of impedance to unify, simplify, and develop the full set of equations. As a result, many high-frequency or optical system design methods reduce to special cases of impedance matching or transforming techniques.

    Types of boundary conditions.
    Another section that may seem overly elaborate is that on boundary conditions. Our experience has been that this subject often causes confusion. For most applications, the boundary conditions are comfortably simple; for other cases, they can become baffling. We have divided the presentation of how to select and apply boundary conditions into "ordinary" and "extraordinary" types to clarify this circumstance.

    Corrections to circuit theory.
    The material on quasistatic analysis is extensive, though not intensive, and may be controversial for that reason alone. The aim is to present a systematic, tabular approach to the adjustments and corrections that must be made when a design based on statics is subjected to time-varying signals. Pushing electromagnetic designs to higher and higher frequencies is currently an important aim of engineers, particularly for communications applications. If an instructor feels the material on quasistatics is superfluous or too extensive, it can be skipped or truncated and still leave a coherent treatment of electromagnetics. However, this topic has much that is of great conceptual value, especially to unveil, correct, and extend certain circuit-theory results. It also serves as a transition to wave phenomena, an approach that avoids handing students the wave solution from on high and merely asking or allowing them to verify that it satisfies the equations.

    A few words on some technical aspects of the text are in order. We have used the MKSA subset of the SI (Système Internationale) system of units; we do not want confusion over units to cloud the meaning of the concepts. Examples have been set off from the rest of the text by a vertical line; within the example, the end of the question has been marked with a symbol <<>>, to separate it from the start of the solution. Each chapter ends with a summary or review of the material covered.

    Special efforts by some and special patience on the part of others have been indispensable to the production of this textbook. Particular recognition and thanks are due to Dr. Perry Malouf, who graciously undertook to attempt and to criticize the problem sets. The book was years in the making, but there were peaks of sometimes frantic activity that deprived family members of the attention they deserved. I take this opportunity to recognize and applaud their patience, forbearance, and assistance.

    Paul Diament
    Columbia University

]]> 04
1. Gauss's Law, Surface Integrals, and Electric Fields.

Motivation. Field Concept. Definition Of Field. Electric Field. Effect Of The Medium. Flux Of Vector Field. Gauss's Law. Determination Of Field From Flux. Point Charge. Coulomb's Law. Superposition Of Fields. Summary. Problems.



2. Ampère's Law, Line Integrals, and Magnetic Fields.

Magnetic Field. Effect Of The Medium. Magnetomotive Force. Ampère's Law. Determination Of Field From Current. Current And Current Density. Conservation Of Charge. Magnetic Field Of Semi-Infinite Filament. Current Element. Superposition Of Fields. Biot-Savart Law. Current Element As Dipole Flow Source. Summary. Problems.



3. Emf, Field Dynamics, and Maxwell's Equations.

Electromotive Force. Ohm's Law. Electric Power Density. Faraday-Maxwell Law. How Ampère's Law Fails. Ampère-Maxwell Law. Types Of Current. Magnetic Field Of A Moving Charge. Gauss's Magnetic Law. Boundary Conditions. Extraordinary Boundary Conditions. Summary Of Boundary Conditions And Effects Of Conductivity. Superconductors, Plasmas, And Space Charge. Summary. Problems.



4. Maxwell's Equations and Quasistatic Analysis.

Field Equations. Maxwell's Equations. Quasistatic Fields. Surprises For Circuit Analysts. Systematic Quasistatic Analysis. Normal Modes. Cylindrical Cavity. Fields In A Wire. Microstrip Lines. Summary. Problems.



5. Transmission Lines, Time Delay, and Wave Propagation.

Transmission Line Parameters. Transmission Line Equations. Quasistatic Analysis Of Transmission Line. Summation Of Series. Interpretation: Matched Line. Interpretation Waves. Mismatched Line. Incident And Reflected Waves. Summary. Problems.



6. Steady-State Wave Transmission and Plane Waves.

Sinusoidal Steady State. Complex Exponentials. Sinusoidal Waves. Transmission Lines In The Steady State. Power Transfer. Plane Waves. Wave Designators. Sinusoidal Plane Waves. Polarization. Linear And Circular Polarization. Optically Active Media. Incident And Reflected Plane Waves. Source Of Plane Waves. Load Impedances For Plane Waves. Summary. Problems.



7. Impedance Matching Techniques and Oblique Waves.

Standing Waves. Impedance Measurement And Standing Wave Ratio. Impedance Matching With A Tuning Stub. Smith Chart. Reflection At A Mirror. Antireflection Coating. Oblique Incidence. Oblique Waves As Nonuniform Transverse Waves. Snell's Laws. Transverse Electric And Transverse Magnetic Polarizations. Brewster's Angle. Failure Of Snell's Law. Reactive Impedances. Total Internal Reflection. Significance For Dielectric Waveguides. Reflection At Grazing Incidence. Summary. Problems.



8. Poynting Theorems and Lossy Transmission Lines.

Poynting Theorem. Interpretation. Coaxial Line. Complex Poynting Theorem. Interpretation. General Transmission Lines. Solution To General Transmission Line Equations. Interpretation. Plane Waves In Conductors. Summary. Problems.



9. Waveguiding and Radiating Structures.

Parallel-Plate Transmission Line. Waveguides. Separation Of Variables. TE And TM Modes. Interpretation Of Waveguide Modes. Wave Dispersion And Group Velocity. Antennas And Radiation. Antenna Terminology. Summary. Problems.



10. Review, Epilogue, and Appendix.

Review Of Concepts. Vistas Ahead. Appendix. Problems.



Answers to Problems.


Index.
]]> 04 03 06 0023287608.jpg Prentice Hall 01 Pearson Education 04 19991228 2000 01 WORLD 01 9 in 02 7.25 in 03 1 in 08 894 gr Pearson Education MD 23 20 01 02 f 132.00 0023290005 03 01 02 0023290005 03 9780023290008 15 9780023290008 14 09780023290008 01 BC B102 <b202>01</b202> <b203>Machine Design</b203> <b029>Theory and Practice</b029> 1 A01 Deutschman, Aaron D. Aaron D. Deutschman 2 A01 Michels, Walter J. Walter J. Michels 3 A01 Wilson, Charles E. Charles E. Wilson 01 eng TEC009070 05 Prentice Hall 01 Pearson Education 04 19750401 1975 01 WORLD 01 9.1 in 02 6 in 03 1.82 in 08 1284 gr Pearson Education IP 20 8 01 02 k 130.67 0023296011 03 01 02 0023296011 03 9780023296017 15 9780023296017 14 09780023296017 01 BC B102 <b202>01</b202> <b203>Protestant Christianity</b203> 1 A01 Dillenberger, John John Dillenberger Theological Union 2 A01 Welch, Claude Claude Welch Theological Union 2 01 eng REL000000 05 Prentice Hall 01 Pearson Education 04 19880105 1988 01 WORLD 01 9.21 in 02 6.03 in 03 0.76 in 08 526 gr Pearson Education IP 20 22 01 02 k 49.20 0023296712 03 01 02 0023296712 03 9780023296710 15 9780023296710 14 09780023296710 01 BC B102 <b202>01</b202> <b203>Counseling and Psychotherapy</b203> <b029>An Integrated, Individual Psychology Approach</b029> 1 A01 Dinkmeyer, Don Don Dinkmeyer Western Kentucky University 2 A01 Sperry, Len Len Sperry Medical College of Wisconsin 3 01 eng 313 EDU014000 05 01 Dinkmeyer and Sperry have again created a highly usable text for theories and techniques classes. It gives students a concrete approach that is not limited to Adlerian psychology. The Third Edition features new chapters on brief, health and psychoeducational counseling and expands coverage of marriage and family counseling into two complete chapters, including many CACREP-related competencies.

]]> 04 I. THEORY.

 1. Adlerian Counseling and Psychotherapy: An Overview.

 2. Adlerian Psychotherapy and Other Psychotherapy Systems: Integrative Themes.

 3. Personality Development.

 4. Psychopathology.

II. SKILLS AND STRATEGIES.

 5. Analysis and Assessment.

 6. Psychotherapeutic Interventions.

 7. Psychoeducation and Psychoeducational Interventions.

III. APPLICATIONS.

 8. Children and Adolescents.

 9. Counseling and Psychotherapy with the Elderly.

10. Health Counseling.

11. Group Counseling and Therapy.

12. Brief Therapy and Managed Care.

13. Family Therapy.

14. Marital and Couples Therapy.

Appendix A: Guide for Initial Interviews and Assessments.

Appendix B: Adlerian Counseling and Psychotherapy Competencies.
 
Appendix C: The Lifestyle Scale.
 
Author Index.
 
Subject Index.

]]> 04 03 06 0023296712.jpg Prentice Hall 01 Pearson Education 04 19990727 2000 01 WORLD 01 9.14 in 02 7.45 in 03 0.7 in 08 567 gr 03 02 0675206146 Pearson Education IP 20 24 01 02 k 52.00 0023300299 03 01 02 0023300299 03 9780023300295 15 9780023300295 14 09780023300295 01 BC B102 <b202>01</b202> <b203>Retail Fashion Promotion and Advertising</b203> 1 A01 Drake, Mary Frances Mary Frances Drake University of Tennessee 2 A01 Spoone, Janice Harrison Janice Harrison Spoone Owner/Mgr. Rickie's Petites 3 A01 Greenwald, Herbert Herbert Greenwald Herbert Greenwald Assoc. 01 eng 354 BUS002000 05 04
 1. Introduction.


 2. Consumer Behavior.


 3. Planning and Budgeting.


 4. Dramatizing the Fashion Merchandise: Using Art Elements and Principles.


 5. Visual Merchandising-Display.


 6. Merchandise Presentation: Tools and Techniques.


 7. Media Mix.


 8. Advertising Principles: Print Media.


 9. Mechanics of Building an Ad: Print Media.


10. Advertising Principles: Broadcast Media.


11. Mechanics of Building an Ad: Broadcast Media.


12. Publicity and Special Events.


13. The Fashion Show.


14. Personal Selling.


15. Synergism in Promotion and Advertising.


Index.
]]> Prentice Hall 01 Pearson Education 04 19911205 1992 01 WORLD 01 9.5 in 02 7.5 in 03 0.75 in 08 572 gr Pearson Education MD 23 24 01 02 k 106.60 0023313501 03 01 02 0023313501 03 9780023313509 15 9780023313509 14 09780023313509 01 BC B102 <b202>01</b202> <b203>Fashion Merchandising and Marketing</b203> 1 A01 Easterling, Cynthia R. Cynthia R. Easterling University of Southern Mississippi 2 A01 Jernigan, Marian H. Marian H. Jernigan Texas Woman's University 01 eng 576 BUS057000 05 04 I. THE BUSINESS OF FASHION.

 1. Introduction to the Fashion Business.

 2. Fashion Development and Movement.

 3. Supporting Fashion Enterprises.

II. PRODUCTION TO FASHION.

 4. Raw Materials of Fashion.

 5. American Fashion Creators.

 6. Manufacturers of Apparel.

 7. Manufacturers of Fashion Accessories, Cosmetics, and Home Furnishings.

III. FASHION MARKETING CENTERS.

 8. Domestic Fashion Markets.

 9. Foreign Fashion Centers.

10. Fashion Imports and Exports.

IV. RETAIL DISTRIBUTION OF FASHION.

11. Fashion Retailing.

12. Structure of Retail Firms.

13. The Role of the Retail Buyer and Resident Buying Offices.

14. Determining What to Buy.

15. Buying the Merchandising.

16. Fashion Promotion and Image.

17. Recent Developments and Trends in Retail Merchandising.

Glossary.

Index.

]]> Prentice Hall 01 Pearson Education 04 19900104 1990 01 WORLD 01 9.2 in 02 7.32 in 03 1.2 in 08 980 gr Pearson Education IP 20 12 01 02 f 96.00 0023322306 03 01 02 0023322306 03 9780023322303 15 9780023322303 14 09780023322303 01 BC B102 <b202>01</b202> <b203>Teaching Decoding in Holistic Classrooms</b203> 1 A01 Eldredge, J. Lloyd J. Lloyd Eldredge Brigham Young University 01 eng EDU029000 05 01 An important new phonics book by this well-known expert in the field of whole language. This book gives future teachers all of the background and research- based strategies they need to introduce decoding instruction into a holistic classroom in a way that helps children master decoding skills and apply writing activities. KEY TOPICS: Four chapters present solid research evidence to support the book's position on whole language, decoding, phonemic awareness, phonics, and word recognition. Seven chapters then describe classroom-proven strategies for teaching decoding, and related skills, through direct instruction, in as few as ten minutes of classroom time per day.

]]> 04
 1. Whole Language.


 2. Decoding.


 3. Phonemic Awareness and the Alphabetic Principle.


 4. Phonics and the Alphabetic Principle.


 5. Developing Phonemic Awareness Through Stories, Games, and Songs.


 6. A Formal Phonemic Awareness Training Program.


 7. Decoding Instruction in Holistic Classrooms: Word Recognition, Analogy, and Context.


 8. Decoding Instruction in Holistic Classrooms: Phonics, Morphemic Analysis, and Syllabic Analysis.


 9. Teaching Decoding Informally Through Reading and Writing Activities.


10. Teaching Phonics in Ten Minutes a Day.


11. Assessing Decoding and Reading Comprehension.


Index.
]]> 04 03 06 0023322306.jpg Prentice Hall 01 Pearson Education 04 19950113 1995 01 WORLD 01 9.29 in 02 7.4 in 03 0.49 in 08 422 gr Pearson Education IP 20 32 01 02 k 47.00 0023326107 03 01 02 0023326107 03 9780023326103 15 9780023326103 14 09780023326103 01 BC B102 <b202>01</b202> <b203>Data Structures for Computer Information Systems</b203> 1 A01 Elizey Elizey 2 01 eng COM051300 05 Prentice Hall 01 Pearson Education 04 19890131 1989 01 WORLD 01 9.25 in 02 7.25 in 03 1.25 in 08 880 gr Pearson Education MD 23 22 01 02 k 134.67 0023364505 03 01 02 0023364505 03 9780023364501 15 9780023364501 14 09780023364501 01 BC B102 <b202>01</b202> <b203>Principles and Applications of Geochemistry</b203> 1 A01 Faure, Gunter Gunter Faure Ohio State University 2 01 eng 625 SCI013000 05 01 Designed to show readers how to use chemical principles in solving geological problems, this book emphasizes a quantitative approach to problem solving and demonstrates how chemical principles control geologic processes in atomic and large-scale environments. The book starts with basic principles and emphasizes quantitative methods of problem-solving. It uses the principles of isotope geology to enhance the understanding of appropriate geochemical subject areas. The book also examines the geochemical processes that affect the chemical composition of surface water and that determine its quality for human consumption. For anyone interested in Geochemistry or Geology.

]]> 04 I. PLANET EARTH IN THE SOLAR SYSTEM.

 1. What Is Geochemistry?

 2. In the Beginning.

 3. The Solar System.

 4. Chemical Differentiation of the Earth.

II. PRINCIPLES OF INORGANIC GEOCHEMISTRY.

 5. The Electronic Structure of Atoms.

 6. The Periodic Table and Atomic Weights.

 7. Chemical Bonds, Ionic Radii, and Crystals.

 8. Ionic Substitution in Crystals.

III. AQUEOUS GEOCHEMISTRY AND THE STABILITY OF MINERALS.

 9. Acids and Bases.

10. Salts and Their Ions.

11. Thermodynamics.

12. Mineral Stability Diagrams.

13. Clay Minerals.

14. Oxidation-Reduction Reactions.

15. Rates of Geothermal Processes.

IV. ISOTOPE GEOCHEMISTRY AND MIXING.

16. Isotopic Geochronometers.

17. Isotope Fractionation.

18. Mixing and Dilution.

V. APPLICATIONS OF GEOCHEMISTRY TO THE SOLUTION OF GLOBAL PROBLEMS.

19. Consequences of Chemical Weathering.

20. The Chemical Composition of Surface Water.

21. Chemical Weathering of Mineral Deposits.

22. Geochemical Cycles.

23. Chemistry of the Atmosphere.

24. Environmental Geochemistry: Disposal of Radioactive Waste.

25. Effect of Environmental Lead on Human Health.

Appendix 1. Useful Data Tables.

Appendix 2. Standard Gibbs Free Energies (G f0) and Standard Enthalpies of Formation (H f0).

Author Index.

Subject Index.

]]> 04 03 06 0023364505.jpg Prentice Hall 01 Pearson Education 04 19971224 1998 01 WORLD 01 9.44 in 02 7.22 in 03 1.375 in 08 1073 gr 03 02 0023364416 Pearson Education MD 23 14 01 02 k 131.80 002336470X 03 01 02 002336470X 03 9780023364709 15 9780023364709 14 09780023364709 01 BC B102 <b202>01</b202> <b203>Writing Good Sentences, Revised Edition</b203> 1 A01 Faulkner, Claude W. Claude W. Faulkner University of Arkansas 3 01 eng 291 LAN005000 05 Longman 01 Pearson Education 04 19810101 1981 01 WORLD 01 10.94 in 02 8.26 in 03 0.65 in 08 757 gr Pearson Education IP 20 22 01 02 k 76.40 0023367202 03 01 02 0023367202 03 9780023367205 15 9780023367205 14 09780023367205 01 BC B102 <b202>01</b202> <b203>Herman Melville</b203> <b029>Moby Dick (Ll 5)</b029> 1 A01 Feidelson Feidelson 01 eng LIT000000 05 Prentice Hall 01 Pearson Education 04 19640101 1964 01 WORLD 01 7.9 in 02 4.95 in 03 1.5 in 08 780 gr Pearson Education IP 20 20 01 02 k 45.60 0023370017 03 01 02 0023370017 03 9780023370014 15 9780023370014 14 09780023370014 01 BC B102 <b202>01</b202> <b203>Women and Religion</b203> 1 A01 Ferguson, Marianne Marianne Ferguson Buffalo State College 01 eng 280 REL000000 05 01 The book provides a balanced presentation of the global religious contributions of women. The book covers the religious experience of women from primal societies to modern day. Includes religious writings and practices from Hindu, Buddhist, Chinese, Japanese, Traditional African, Native American, Jewish, Christian, and Islamic communities.

]]> 04 I. EARLY GODDESS CULTURES.

A. Sources of Information Regarding Goddesses.

B. Characteristics of Goddess Cultures.

C. Examples of Goddess = Worshipping Societies.

D. Ancient Mesopotamia.

II. PATRIARCHY AND THE SHIFT FROM FEMALE DEITIES TO MALE DEITIES.

A. Sources of Information Regarding Patriarchies.

B. Characteristics of Patriarchal Cultures.

C. Societies That Replaced Goddess Worship with Male Gods.

III. CREATION MYTHS REFLECTING THE DEMISE OF THE GODDESS.

A. Understanding the Meaning and Function of Myths.

IV. ALIENATION MYTHS AND OTHER PRACTICES THAT AFFECT WOMEN.

A. Writings That Implicate Women for the Introduction of Evil.

B. Women's Adaptation to the Effects of Alienation Myths and Discriminatory Religious Practices.

V. COMPETENT WOMEN WHO HELPED SHAPE THEIR RELIGIOUS TRADITIONS.

A. North American Indians—Egalitarian Practices Among the Iroquois.

B. Hindu Tradition—Gargi—Sri Sarada Devi—Ma Jnanananda.

C. Buddhist Tradition—Nuns, Sanghamita, Kuan-yin Bodhisattva.

D. Jewish Tradition—Women in Biblical and Modern Times—Miriam, Deborah, Ruth. Contemporary Jewish Women— Berta Pappenheim.

E. Christian Tradition—Women Saints of the Early Church and Medieval Periods—St. Brigit of Ireland and St. Catherine of Siena. Contemporary Times—Dorothy Day and Catholic Women Religious. Protestant Women—The Grimke Sisters and Florence Nightingale.

F. Islamic Traditions—Fatima, Rabiah, Benazir Bhutto.

VI. LANGUAGE AS REPRESENTATION OF REALITY FOR WOMEN.

A. Naming the Sacred—Transcendence Versus Immanence.

B. The Sacred As Personal and Impersonal Powers.

C. Metaphoric Images That Enhance Women's Relation to the Sacred.

D. The struggle for the Use of Inclusive Language in Religious Institutions.

VII. CONTEMPORARY FEMINIST RELIGIOUS MOVEMENTS.

A. Radical, Reconstructionist, and Reformist Feminist Scholars.

B. Contemporary Goddess = Centered Religions.

C. Critique of Contemporary Goddess Religions.

VIII. REASONS FOR WOMEN TO VALUE RELIGION.

A. Meaning and Belonging Dimensions of Religion.

B. Relation to the Deity.

C. Access to Salvation.

D. The Spiritual Life.

]]> Prentice Hall 01 Pearson Education 04 19941012 1995 01 WORLD 01 9.31 in 02 6.03 in 03 0.6 in 08 376 gr Pearson Education IP 20 30 01 02 k 41.80 0023372508 03 01 02 0023372508 03 9780023372506 15 9780023372506 14 09780023372506 01 BC B102 <b202>01</b202> <b203>David Hume</b203> <b029>The Natural History of Religion</b029> 1 A01 Fieser, James James Fieser Christopher Newport College 01 eng PHI000000 05 Prentice Hall 01 Pearson Education 04 19911213 1992 01 WORLD 01 8.01 in 02 5.44 in 03 0.23 in 08 127 gr Pearson Education IP 20 48 01 02 k 10.20 0023375701 03 01 02 0023375701 03 9780023375705 15 9780023375705 14 09780023375705 01 BC B102 <b202>01</b202> <b203>Introduction to Acoustics</b203> 1 A01 Finch, Robert D. Robert D. Finch 01 eng 672 TEC009070 05 01 Focusing on the systems and engineering aspects of acoustics, this book emphasizes the importance of speech and hearing in our lives. Organized from simple to complex, enabling readers to apply concepts and explore issues, while also offering detailed illustrations and explanations. Examines key concepts of real life situations and features examples in music, speech, hearing, architecture, and other recent developments in acoustics. For anyone interested in learning more about acoustics; as a reference for practicing engineers.

]]> 33 The biological evolution of hearing is believed to have begun while our progenitors were still in the sea. Fish hear with an organ similar to the human cochlea, and it is believed that the external and middle ears evolved in amphibians and mammals as a means of matching the acoustic impedances of the atmosphere and the cochlea (or inner ear). This evolution would have had to occur when amphibians first emerged from the sea onto the land. On the other hand, while many animals use sound for communication, speech is a uniquely human activity, and presumably recent on the evolutionary time scale. One of the major anatomical differences between ourselves and the great apes is that we have an elaborate vocal tract above the larynx, and can articulate with great versatility, but they cannot. Because of this difference there has been speculation recently that it was the evolution of the voice as well as improvement in brain capacity that were the crucial factors in the ascendancy of humans over apes. It has even been suggested that perhaps the Neanderthals could not speak any better than the apes, and that the Cro-Magnons were the first humans to show this unique trait. Regardless of how science assesses this speculation in the future, it does make us realize just how important the acoustic system of speech and hearing is in our lives, and that to be deprived of speech or hearing is a major impediment.

Perhaps as old as our speaking abilities is our inclination to make music. Unwanted sounds can intrude on our speech and music, interfere with sleep, or cause deafness if loud enough. Noise control is therefore one of the main tasks of the acoustical engineer. The industrial revolution of the eighteenth century ushered in an age of high-power machinery, and along with it the unwanted by-product: vibration. This unwanted by-product led to the recognition of vibration as a field of serious study for mechanical engineers. In turn, the study of vibration led to the development of a discipline sometimes called "automatic" controls, which became especially important in aeronautical engineering. The pioneering work of Bell and Edison on the telephone and in broadcasting resulted in the growth of two new industries that have vastly extended our abilities to communicate. The use of submarines to destroy Allied shipping during World War I led to the invention of sonar, since electromagnetic waves will not travel very far under water. Sonar is now used for many peaceful purposes. The interest in underwater sound led to the development of practical ultrasonic transducers, which it was discovered could be used in medical diagnosis and treatment as well as in nondestructive evaluation and processing in industry. Starting in the 1920s, it becam4 common for oil companies to use sound in seismic prospecting. We are also gaining an understanding of how to deal with earthquakes, another form of acoustic wave. Currently, significant efforts are underway to develop systems for machine recognition of speech. In addition, mechanical engineers are increasingly using machines for the acoustic and vibrational monitoring of machinery.

To some people, the word "acoustics" brings to mind orchestras and concert halls. Others think of hearing aids or noise control. Some engineers realize that mechanical oscillations may occur in discrete (lumped) systems, but fail to understand that they may also occur in continuous (distributed) systems. An example of a discrete system is the motion of a mass on a spring, and the study of such phenomena is usually termed "vibrations." An example of a continuous system is the motion of the air during the playing of music, and the term "sound" is employed in this case. Sound can also propagate at frequencies beyond the range of human hearing; at the high end, we speak of ultrasonics, and of infrasonics at the low end. Ultrasonics have become part of our lives through medical imaging and sonar, while earthquakes are an example of infrasonic waves. This wide variety of phenomena and applications is linked by a definition from the Acoustical Society of America (1965): Acoustics: "The Science of mechanical radiation in all its aspects and applications, including origin (vibration of material media, etc.), transmission through material media, at all frequencies and under the most diverse conditions, and reception."

An old adage characterizes a lecture as the process whereby the notes of the lecturer become the notes of the student. Textbooks tend to procreate in a similar manner. In defense of textbook authors, it should be noted that if our intention is to pass on to the student the most important discoveries and inventions of the past, then it is only to be expected that successive generations of textbooks should change in an evolutionary way. There is little doubt that the ancestor of all modern texts in acoustics is Rayleigh's Theory of Sound, first published in two volumes in 1877 and expanded in several later editions. In the United States, this book was followed by Stewart and Lindsay's Acoustics (1930), and then by Lindsay's Mechanical Radiation (1960). Another descendant in the Rayleigh tradition is Morse's Vibration and Sound (1936) followed by Morse and Ingard's Theoretical Acoustics (1968). In Britain, the most notable contributions are A.B. Wood's A Textbook of Sound (1930) and Stephens and Bates's Wave Motion and Sound (1950), the latter being used in the Physics Department at Imperial College when this author was a student. Historically, vibrations were the first branch of acoustics to enter the engineering curriculum, and Rayleigh's volume one was an early text among engineers. His influence is seen in Timoshenko's text (1928), and subsequently in that by Den Hartog (1934). Later came the well-accepted work by Thomson (1993) and many others, including the recent notable contribution by Dimarogonas (1996). Now, the most widely used general acoustics texts are probably those by Kinder et al., Fundamentals of Acoustics (1982), and Pierce's Acoustics (1981). There are many other fine texts in acoustics influenced by Rayleigh in varying degrees, but those mentioned here are some of the better known and will suffice to make the point.

Sooner or later all educators confront this question of conscience: What it is that I am trying to accomplish? It is clear that acoustics is flourishing, but I would still argue strongly with those representatives of industry who advocate "training" young people for "jobs." Our task is to educate human beings to achieve the potential of which they are capable. Even when it comes to designing a strategy for those who must meet economic necessity, it is a poor teacher who equips the student with the tricks of only one trade. During the 30 years I have been teaching, there have been numerous shifts in employment for the acoustics graduate. Opportunities in seismic exploration are notorious for their ups and downs linked to the price of oil. The Navy's employment in underwater sound depends on national priorities for defense. Vibration and noise control and architectural acoustics tend to follow trends in the overall economy. A certain number of graduates find homes in the telephone and communications industries. Nondestructive testing of industrial components and medical ultrasonics are also important areas for employment. Very few people with backgrounds in acoustics are unemployed for long, but it is a good idea to be prepared for work in more than one industry. The task of the university should therefore be to provide the student with a broad repertoire of basic ideas. As time moves on, the content of this repertoire needs to change with the advance of science and of engineering practice. Recent years have seen the practice of acoustics revolutionized by the digital computer and digital signal processing. In the future, we can expect even greater changes in acoustical engineering as systems theorists better comprehend such functions of the human brain as speech recognition and music appreciation.

Frederick V Hunt, the famous teacher of acoustics and professor of physics at Harvard, recognized as early as 1967 that acoustics had much to offer as a "fusion" subject, and I quote his words: "Some of the subjects now involved in this fusion process acquired their own recognized status only within the last few decades. One would cite in this connection modern information theory, the theory of stochastic processes, . . . modern control theory, . . . and the exploitation of nonlinearity." Today, we would recognize these topics as a part of systems theory. In this book, the intention is to stress the systems and engineering aspects of acoustics. Acoustics is a good introduction to general systems theory, both because of the heavy emphasis on mathematics and because of its interdisciplinary nature.

The book is intended for senior- or graduate-level engineers, with prerequisites in mathematics through differential equations, basic mechanics, and electromagnetism. The readership is expected to be primarily students majoring in mechanical or electrical engineering, although the book could also be of use to practicing engineers as a reference. The courses that might use this book include introductory acoustics, or vibrations, transducers, acoustic radiation, noise control, stress waves, physical acoustics, and acoustic measurements. Also included is some coverage of the effects of sound on man and on speech and hearing, insofar as these subjects define the tasks of the acoustical engineer, as well as an account of acoustic systems and a review of their design. The total length of a continuous course based on this book would be about two years.

]]> 04
 1: Vibration


 2: Linear Systems


 3: Waves in Fluids


 4: Pipes and Horns


 5: Audio Frequency Generators


 6: Sensors


 7: Piezoelectric Transducers


 8: Instrumentation and Signal Processing


 9: Basic Acoustic Measurements


10: Plane Waves in Large Enclosures


11: Series Solutions and Scattering


12: Vibration of Structural Elements


13: Propagation in Solids


14: Attenuation, Absorption and Damping


15: Nonlinear Acoustics


16: Noise Control


17: Acoustic Systems


Appendices


Index
]]> 04 03 06 0023375701.jpg Prentice Hall 01 Pearson Education 04 20040623 2005 01 WORLD 01 9.24 in 02 7.24 in 03 1.17 in 08 1102 gr Pearson Education IP 20 16 01 02 k 148.00 0023377313 03 01 02 0023377313 03 9780023377310 15 9780023377310 14 09780023377310 01 BC B102 <b202>01</b202> <b203>Strategic Newspaper Management</b203> 1 A01 Fink, Conrad C. Conrad C. Fink University of Georgia 01 eng 475 LAN004000 05 01 The book is a how-to-do-it guide for readers contemplating careers as editors and managers of newspapers that are competitively positioned for the twenty- first century. STRATEGIC NEWSPAPER MANAGEMENT demonstrates how to analyze a newspaper market, assess print and electronic competition, and interpret industry trends.

]]> 04
Preface.

I. THE FOUNDATION.

 1. Understanding Your Industry.

 2. Understanding Your Market.

 3. Understanding Your Competitors.

II. YOU, LEADERSHIP, AND PLANNING.

 4. Leadership: Influencing Others to Achieve.

 5. The Plan.

III. YOUR OPERATING RESPONSIBILITIES.

 6. The Human Element.

 7. News.

 8. Circulation.

 9. Advertising.

10. Image and Promotion.

11. Production and the New Technology.

IV. EXTRA DIMENSIONS.

12. The Law and You.

13. Public Trust and Manager Ethics.

V. YOU AND THE WEEKLY NEWSPAPER.

14. The New Weekly Newspaper.

]]> 04 03 06 0023377313.jpg Allyn & Bacon 01 Pearson Education 04 19950825 1996 01 ROW AF AG AL AN AO AR AT AU BB BE BF BG BH BI BM BN BO BR BS BT BW CF CG CH CI CL CM CN CO CR CS CY CZ DE DK DO DZ EC EG ES ET FI FJ FR GB GH GI GM GN GP GR GT GU GY HK HN HT HU ID IE IL IN IQ IR IS IT JM JO JP KE KP KR KW LA LB LI LR LS LU LY MA MG ML MM MN MQ MR MT MU MV MW MY MZ NE NG NI NL NO NP NZ PA PE PG PH PL PT PY QA RO RU RW SA SB SD SE SG SL SM SN SO SV SY SZ TD TG TH TN TR TT TW TZ UG UY VA VE WS YE ZA 01 9.16 in 02 7.01 in 03 0.93 in 08 771 gr 03 02 0023375612 Pearson Education IP 20 18 01 02 k 89.40 0023381736 03 01 02 0023381736 03 9780023381737 15 9780023381737 14 09780023381737 01 BC B102 <b202>01</b202> <b203>Understanding Logic</b203> 1 A01 Flage, Daniel Daniel Flage James Madison University 01 eng 624 PHI000000 05 04
 1. The Language of Logic.


 2. Meaning and Definition.


 3. Informal Fallacies.


 4. Categorical Syllogisms.


 5. Propositional Logic: Truth Tables.


 6. Propositional Logic: Natural Deduction.


 7. Predicate Logic: Natural Deduction.


 8. Analogical Arguments.


 9. Mill's Methods of Experimental Inquiry.


10. Probability and Numbers.


11. Science and Hypothetical Reasoning.


Appendix 1: Traditional Names for Syllogistic Forms and Conditional Validity.


Appendix 2: The Paradoxes of Material Implication.


Appendix 3: Truth Trees.


Solutions to the Odd-Numbered Exercises.


Glossary.


Bibliography.


Index.
]]> Prentice Hall 01 Pearson Education 04 19941014 1995 01 ROW AF AG AL AN AO AR AT AU BB BE BF BG BH BI BM BN BO BR BS BT BW CF CG CH CI CL CM CN CO CR CS CY CZ DE DK DO DZ EC EG ES ET FI FJ FR GB GH GI GM GN GP GR GT GU GY HK HN HT HU ID IE IL IN IQ IR IS IT JM JO JP KE KP KR KW LA LB LI LR LS LU LY MA MG ML MM MN MQ MR MT MU MV MW MY MZ NE NG NI NL NO NP NZ PA PE PG PH PL PT PY QA RO RU RW SA SB SD SE SG SL SM SN SO SV SY SZ TD TG TH TN TR TT TW TZ UG UY VA VE WS YE ZA 01 9.1 in 02 6.01 in 03 1.35 in 08 839 gr Pearson Education IP 20 12 01 02 k 79.00 0023388633 03 01 02 0023388633 03 9780023388637 15 9780023388637 14 09780023388637 01 BC B102 <b202>01</b202> <b203>Practical Business Ethics</b203> 1 A01 French, Warren A. Warren A. French the University of Georgia 2 A01 Granrose, John John Granrose the University of Georgia 01 eng 256 BUS063000 05 01 Provides readers with the background knowledge and guidelines that wil enable them to test their own ethical positions in business situations. KEY TOPICS: Topics included are: it outlines two approaches to ethical theory, an overview of deontological and consequentialist views, and the analysis of ethical reasoning according to stages of moral development. Also offers a step-by-step protocol for resolving ethical conflicts, many of which end in stalemates, plus much more.

]]> 04 I. MORAL REASONING.

 1. Power Cases.

 2. Exploitation Cases.

 3. Custom, Convention and Courtesy Cases.

 4. The Letter vs. Spirit of the Law Cases.

 5. Costs/Benefits Cases.

 6. Justice, Equity and Fairness Cases.

II. CONFLICT RESOLUTION.

 7. Conflict of Interest Cases.

 8. International Values Cases.

 9. Information Cases.

10. Environment Cases.

Glossary.

Index.

]]> Prentice Hall 01 Pearson Education 04 19940819 1995 01 WORLD 01 9.15 in 02 6.03 in 03 0.49 in 08 367 gr Pearson Education IP 20 32 01 02 k 101.00 0023393505 03 01 02 0023393505 03 9780023393501 15 9780023393501 14 09780023393501 01 BC B102 <b202>01</b202> <b203>Principles of Food Preparation, Laboratory Manual</b203> 1 A01 Freeland-Graves, Jeanne Jeanne Freeland-Graves University of Texas 2 01 eng 377 BUS081000 05 04
 1. Sanitation.


 2. Food Evaluation.


 3. Measuring.


 4. Beverages.


 5. Fruits.


 6. Vegetables.


 7. Salads, Emulsions, and Gelatin.


 8. Cereals and Pasta.


 9. Starch.


10. Eggs.


11. Milk.


12. Cheese.


13. Meat.


14. Plant Proteins.


15. Poultry.


16. Fish.


17. Fats and Oils.


18. Pastry.


19. Quick Breads.


20. Cakes and Cookies.


21. Yeast Breads.


22. Sugars and Frozen Desserts.


23. Microwave.


24. Meal Management.


Appendix.


Recipe Index.
]]> Prentice Hall 01 Pearson Education 04 19870430 1987 01 WORLD 01 11.01 in 02 8.54 in 03 0.8 in 08 898 gr Pearson Education IP 20 18 01 02 f 125.00 0023395702 03 01 02 0023395702 03 9780023395703 15 9780023395703 14 09780023395703 01 BC B102 <b202>01</b202> <b203>Drama of the English Renaissance</b203> <b029>Volume 1, The Tudor Period</b029> 1 A01 Fraser, Russell Russell Fraser 2 A01 Rabkin, Norman Norman Rabkin 01 eng ART000000 05 04 03 06 0023395702.jpg Prentice Hall 01 Pearson Education 04 19760301 1976 01 ROW AF AG AL AN AO AR AT AU BB BE BF BG BH BI BM BN BO BR BS BT BW CF CG CH CI CL CM CN CO CR CS CY CZ DE DK DO DZ EC EG ES ET FI FJ FR GB GH GI GM GN GP GR GT GU GY HK HN HT HU ID IE IL IN IQ IR IS IT JM JO JP KE KP KR KW LA LB LI LR LS LU LY MA MG ML MM MN MQ MR MT MU MV MW MY MZ NE NG NI NL NO NP NZ PA PE PG PH PL PT PY QA RO RU RW SA SB SD SE SG SL SM SN SO SV SY SZ TD TG TH TN TR TT TW TZ UG UY VA VE WS YE ZA 01 10 in 02 6.61 in 03 1.19 in 08 885 gr Pearson Education IP 20 14 01 02 k 120.00 002339580X 03 01 02 002339580X 03 9780023395802 15 9780023395802 14 09780023395802 01 BC B102 <b202>01</b202> <b203>Drama of the English Renaissance</b203> <b029>Volume 2, The Stuart Period</b029> 1 A01 Fraser, Russell Russell Fraser 2 A01 Rabkin, Norman Norman Rabkin 01 eng ART000000 05 Prentice Hall 01 Pearson Education 04 19760501 1976 01 WORLD 01 10 in 02 6.875 in 03 1.5 in 08 1324 gr Pearson Education IP 20 10 01 02 k 120.00 0023397632 03 01 02 0023397632 03 9780023397639 15 9780023397639 14 09780023397639 01 BC B102 <b202>01</b202> <b203>Little LISPer</b203> 1 A01 Friedman, Linda Weiser Linda Weiser Friedman Baruch College, City University of NY 3 01 eng COM051100 05 Prentice Hall 01 Pearson Education 04 19890320 1989 01 WORLD 01 9.25 in 02 7.5 in 03 0.375 in 08 340 gr Pearson Education MD 23 48 01 02 f 62.00 0023398337 03 01 02 0023398337 03 9780023398339 15 9780023398339 14 09780023398339 01 BC B102 <b202>01</b202> <b203>Affirming Diversity Through Democratic Conversations</b203> 1 A01 Fu, Victoria R. Victoria R. Fu the Virgina Polytechnic Inst.&State Univ. 2 A01 Stremmel, Andrew J. Andrew J. Stremmel Virginia Polytechnic Institute and State University 01 eng 210 EDU020000 05 01 This collection of essays and personal reflections is written from a social constructivist perspective and proposes practices that promote democratic conversations regarding diversity by creating opportunities to share personal stories and to listen to other people's stories. It examines policies and practices that can either empower or stifle understanding in different situations and presents stories to serve as catalysts to promote democratic conversations and multicultural understanding in various contexts. Focuses on feminist and micro-interaction issues. Features authentic stories told in the author's own voice which paints a picture that is sometimes challenging, sometimes difficult to hear, but always meant to stimulate conversations with self and others to deconstruct and reconstruct personal notions of diversity. Presents information from a social constructivist view to support the belief that affirming diversity is an ongoing process of evaluating and reconstructing knowledge through social discourse and interactions. Addresses important questions such as "How can we build bridges and connections without being able to talk across differences?" and "How can we affirm diversity when selected views are allowed to be voiced, while others are silenced?" For educators, counselors, and social workers.

]]> 04 I. CONVERSATIONS IN DIVERSITY.

 1. Stories of We the People: An Invitation to Join in the Conversation on Diversity in a Democracy, by Victoria R. Fu.

 2. Hermeneutic Listening in Multicultural Conversations, by Stephanie L. Kimball and Jim Garrison.

 3. A Feminist Perspective on Diversity: Taking Women's Voices Seriously, by Katherine R. Allen.

 4. Weaving Multiculturalism into the Fabric of the Community, by Karen DeBord.

II. PRACTICES IN DIVERSITY.

 5. Use-of-Self in Social Constructionist Therapy: Some Guidelines for a Multicultural Practice, by William R. Scott.

 6. Developing Interpersonal Understanding in Teaching Culturally Diverse Children, by Andrew J. Stremmel.

 7. A Pedagogy of Caring and Thoughtfulness: Living and Sharing Our Lives with Our and Other People's Children, by Victoria R. Fu and Andrew J. Stremmel.

 8. Children, Schools, and Social Class, by Doris Martin and Mary Cherian.

III. JOURNEYS IN DIVERSITY.

 9. Photo Elicitation of the Heuristic Meaning of Multiculturalism, by C. B. Claiborne.

10. Toward Multicultural Understandings: A Reflective Journey, by Andrew J. Stremmel and Lynn Hill.

11. A Journey in Understanding Teaching, by Elizabeth Strehle.

12. Parenthood and Pregnancy: The Journey of a Lesbian Couple and Their Children, by Tamara J. Stone and Katherine R. Allen.

13. Contextual and Multicultural Perspectives on Intervention Services for Families, by Elizabeth B. Farnsworth.

EPILOGUE:

Different Voices, Common Ground, by Andrew J. Stremmel and Victoria R. Fu.

]]> 04 03 06 0023398337.jpg Prentice Hall 01 Pearson Education 04 19980619 1999 01 ROW AF AG AL AN AO AR AT AU BB BE BF BG BH BI BM BN BO BR BS BT BW CF CG CH CI CL CM CN CO CR CS CY CZ DE DK DO DZ EC EG ES ET FI FJ FR GB GH GI GM GN GP GR GT GU GY HK HN HT HU ID IE IL IN IQ IR IS IT JM JO JP KE KP KR KW LA LB LI LR LS LU LY MA MG ML MM MN MQ MR MT MU MV MW MY MZ NE NG NI NL NO NP NZ PA PE PG PH PL PT PY QA RO RU RW SA SB SD SE SG SL SM SN SO SV SY SZ TD TG TH TN TR TT TW TZ UG UY VA VE WS YE ZA 01 9.02 in 02 7.5 in 03 0.48 in 08 381 gr Pearson Education IP 20 36 01 02 k 42.67 0023406003 03 01 02 0023406003 03 9780023406003 15 9780023406003 14 09780023406003 01 BC B102 <b202>01</b202> <b203>Dostoevsky</b203> <b029>Grand Inquisitor On the Nature of Man</b029> 1 A01 Garnett, Constance Constance Garnett 01 eng PHI000000 05 Prentice Hall 01 Pearson Education 04 19480101 1948 01 WORLD 01 8.54 in 02 5.51 in 03 0.2 in 08 68 gr Pearson Education IP 20 250 01 02 k 8.40 002340681X 03 01 02 002340681X 03 9780023406812 15 9780023406812 14 09780023406812 01 BC B102 <b202>01</b202> <b203>Varieties of Unbelief</b203> <b029>From Epicurus to Sartre</b029> 1 A01 Gaskin, J. C. A. J. C. A. Gaskin 01 eng 240 PHI000000 05 Prentice Hall 01 Pearson Education 04 19881202 1989 01 WORLD 01 9.26 in 02 6.01 in 03 0.52 in 08 363 gr Pearson Education IP 20 32 01 02 k 17.40 0023407204 03 01 02 0023407204 03 9780023407208 15 9780023407208 14 09780023407208 01 BC B102 <b202>01</b202> <b203>Introduction to Transport Phenomena in Materials Engineering</b203> 1 A01 Gaskell, David R. David R. Gaskell Purdue University 01 eng 500 TEC009010 05 01 This introduction to transport phenomena in materials engineering balances an explanation of the fundamentals governing fluid flow and the transport of heat and mass with their common applications to specific systems in materials engineering. It introduces the influences of properties and geometry on fluid flow using familiar fluids such as air and water. Covers topics such as engineering units and pressure in static fluids; momentum transport and laminar flow of Newtonian fluids; equations of continuity and conservation of momentum and fluid flow past submerged objects; turbulent flow; mechanical energy balance and its application to fluid flow; transport of heat by conduction; transport of heat by convection; transient heat flow; heat transport by thermal radiation; mass transport in the solid state by diffusion; mass transport in fluids. Includes extensive appendices.

]]> 04
 1. Engineering Units and Pressure in Static Fluids.


 2. Momentum Transport and Laminar Flow of Newtonian Fluids.


 3. Equations of Continuity and Conservation of Momentum and Fluid Flow Past Submerged Objects.


 4. Turbulent Flow.


 5. Mechanical Energy Balance and Its Application to Fluid Flow.


 6. Transport of Heat by Conduction.


 7. Transport of Heat by Convection.


 8. Transient Heat Flow.


 9. Heat Transport by Thermal Radiation.


10. Mass Transport in the Solid State by Diffusion.


11. Mass Transport in Fluids.


Appendix A. Elementary and Derived SI Units and Symbols.


Appendix B. Prefixes and Symbols for Multiples and Submultiples of SI Units.


Appendix C. Conversion from British and U.S. Units to SI Units.


Appendix D. Properties of Solid Metals.


Appendix E. Properties of Nonmetallic Solids.


Appendix F. Properties of Gases at 1 Atm Pressure.


Appendix G. Properties of Saturated Liquids.


Appendix H. Properties of Liquid Metals.


Recommended Readings.


Answers to Problems.


Index.
]]> Prentice Hall 01 Pearson Education 04 19911115 1992 01 WORLD 01 9.09 in 02 5.98 in 03 1.34 in 08 875 gr Pearson Education IP 20 18 01 02 k 113.00 0023412003 03 01 02 0023412003 03 9780023412004 15 9780023412004 14 09780023412004 01 BC B102 <b202>01</b202> <b203>Epicurus</b203> <b029>Letters Principal Doctrines and Vatican Sayings</b029> 1 A01 Geer, Russell Russell Geer 01 eng REL000000 05 Prentice Hall 01 Pearson Education 04 19640101 1964 01 WORLD 01 8 in 02 5.57 in 03 0.29 in 08 168 gr Pearson Education IP 20 72 01 02 k 8.40 0023414502 03 01 02 0023414502 03 9780023414503 15 9780023414503 14 09780023414503 01 BC B102 <b202>01</b202> <b203>Language and Reflection</b203> <b029>An Integrated Approach to Teaching English</b029> 1 A01 Gere, Anne Ruggles Anne Ruggles Gere University of Michigan 2 A01 Fairbanks, Colleen Colleen Fairbanks Saginaw Public Schools 3 A01 Howes, Alan Alan Howes University of Michigan 01 eng 320 LAN005000 05 04 1. Why Teach English?
2. Reading Kids and Classrooms.
3. Becoming an English Teacher: Theory into Practice.
4. Language As Artifact.
5. Language As Development.
6. Language As Expression.
7. Language As Social Construct: Community, Collaboration and Empowerment.
8. Exploring and Evaluating Theories.
9. Evaluation.
10. The Social Dimensions of Schooling.
Index.
]]> 04 03 06 0023414502.jpg Prentice Hall 01 Pearson Education 04 19911108 1992 01 WORLD 01 9.14 in 02 7.25 in 03 0.69 in 08 535 gr Pearson Education IP 20 24 01 02 k 66.67 0023417927 03 01 02 0023417927 03 9780023417924 15 9780023417924 14 09780023417924 01 BC B102 <b202>01</b202> <b203>The Supervisory Challenge</b203> <b029>Principles and Practices</b029> 1 A01 Gibson, Jane Jane Gibson NOVA Southeastern University 2 01 eng 544 EDU032000 05 01 Unique integration of this book, readings, and study guide fortifies learning with 10 reading selections at the end of text.

]]> 04 I. FOUNDATIONS FOR EFFECTIVE SUPERVISION.

 1. Understanding Your Job as a Supervisor.

 2. Meeting the Quality Challenge.

 3. Communicating Effectively.

 4. Understanding Employee Behavior.

 5. Identifying Problems and Making Decisions.

II. DEALING WITH INDIVIDUALS.

 6. Ensuring Equal Opportunity Under the Law.

 7. Selecting and Training Employees.

 8. Supervising in the Multicultural Workplace.

 9. Motivating Employees.

10. Dealing with Problem Employees.

11. Providing Effective Performance Appraisal.

III. DEALING WITH GROUPS.

12. Understanding Group Dynamics.

13. Providing Effective Leadership.

14. Working with Unions.

15. Maintaining a Safe and Healthy Work Environment.

IV. PERSONAL STRATEGIES FOR SUCCESS.

16. Understanding Organizational Ethics and Politics.

17. Managing.

18. Developing Your Career and Preparing for Future Challenges Readings.

Study Guide.

Name Index.

Subject Index.

]]> Prentice Hall 01 Pearson Education 04 19940812 1995 01 WORLD 01 9.26 in 02 7.27 in 03 1.13 in 08 898 gr Pearson Education IP 20 16 01 02 k 116.80 0023430516 03 01 02 0023430516 03 9780023430510 15 9780023430510 14 09780023430510 01 BC B102 <b202>01</b202> <b203>Instrumentation and Measurement for Electronics Technicians</b203> 1 A01 Gillies, Robert B. Robert B. Gillies Quinsigamond Community College 2 01 eng 271 TEC008000 05 04
 1. Safety, Lab Techniques, Troubleshooting, and Information Referencing.


 2. Measurement and Errors.


 3. Operational Amplifiers.


 4. dc Analog Meters.


 5. ac Analog Meters.


 6. Digital Multimeters.


 7. Oscilloscopes--Theory of Operation.


 8. Oscilloscopes--Measurement.


 9. Potentiometers and Potentiometric Bridges.


10. dc and ac Bridges.


11. Signal-Processing Circuits.


12. Measuring Systems and Analyzers.


13. Transducers.


14. Fiber Optics.


15. Automatic Test Equipment (ATE).


Appendixes.


Glossary.


Solutions to Odd-Numbered Problems.


Index.
]]> Prentice Hall 01 Pearson Education 04 19920806 1993 01 WORLD 01 10.98 in 02 8.54 in 03 0.61 in 08 676 gr Pearson Education IP 20 26 01 02 k 99.00 0023437359 03 01 02 0023437359 03 9780023437359 15 9780023437359 14 09780023437359 01 BC B102 <b202>01</b202> <b203>Principles of Technical Drawing</b203> 1 A01 Giesecke, Frederick E. Frederick E. Giesecke 01 eng 744 TEC009070 05 04
 1. The Graphic Language and Design.


 2. Instrumental Drawing.


 3. Introduction to CAD.


 4. Lettering.


 5. Geometric Constructions.


 6. Sketching and Shape Description.


 7. Multiview Projection.


 8. Using a CAD System.


 9. Sectional Views.


10. Auxiliary Views.


11. Revolutions.


12. Manufacturing Processes.


13. Dimensioning.


14. Tolerancing.


15. Threads, Fasteners, and Springs.


16. Design and Working Drawings.


17. Reproduction and Control of Drawings.


18. Axonometric Projection.


19. Oblique Projection.


Appendix.


Index.
]]> Prentice Hall 01 Pearson Education 04 19920109 1992 01 WORLD 01 11 in 02 8.5 in 03 1.83 in 08 1923 gr Pearson Education IP 20 10 01 02 k 119.00 0023445300 03 01 02 0023445300 03 9780023445309 15 9780023445309 14 09780023445309 01 BC B102 <b202>01</b202> <b203>The Language of the New Testament</b203> 1 A01 Goetchius, Eugene Van Ness Eugene Van Ness Goetchius 01 eng REL000000 05 Prentice Hall 01 Pearson Education 04 19660101 1966 01 WORLD 01 7.98 in 02 6.52 in 03 0.76 in 08 485 gr 07 02 0023445408 03 9780023445408 Pearson Education IP 20 22 01 02 k 74.60 0023445408 03 01 02 0023445408 03 9780023445408 15 9780023445408 14 09780023445408 01 BC B102 <b202>01</b202> <b203>Workbook</b203> 1 A01 Goetchius Goetchius 01 eng REL000000 05 Prentice Hall 01 Pearson Education 04 19660101 1966 01 WORLD 01 10.75 in 02 8.25 in 03 0.625 in 08 640 gr 08 02 0023445300 03 9780023445309 Pearson Education MD 23 20 01 02 k 51.80 0023450509 03 01 02 0023450509 03 9780023450501 15 9780023450501 14 09780023450501 01 BC B102 <b202>01</b202> <b203>Aquinas</b203> <b029>Selected Writings</b029> 1 A01 Goodwin, Robert P. Robert P. Goodwin 01 eng PHI000000 05 Prentice Hall 01 Pearson Education 04 19650101 1965 01 WORLD 01 8.5 in 02 5.5 in 03 0.38 in 08 204 gr Pearson Education IP 20 60 01 02 k 15.80 0023462469 03 01 02 0023462469 03 9780023462467 15 9780023462467 14 09780023462467 01 BC B102 <b202>01</b202> <b203>Program Evaluation</b203> 1 A01 Gredler, Margaret E. Margaret E. Gredler University of South Carolina 01 eng 374 EDU029000 05 01 May be used by education professionals and decision-makers who are responsible for implementing new programs and innovations in education. Presents a practical, real-world framework for education program evaluation that addresses current methods, important decisions, planning tasks, and ethical issues that face the evaluator. Presents the major steps of planning and conducting an evaluation sequentially through the book. Contains an entire chapter containing the latest information on qualitative inquiry and its applications to evaluation. Includes comprehensive individual chapters on performance and portfolio assessment.

]]> 04 Each chapter concludes with summary, chapter questions and references.)

I. INTRODUCTION TO EVALUATION.

1. Overview.

The birth of program evaluation. Evaluation catapults into national prominence. Evaluation searches for direction. Defining program evaluation.

2. The Evaluation Reality.

Early Beliefs. Implementation issues. Measurement outcomes. Design issues. Nature of decision making. Overview of the text.

3. Utilitarian Perspectives.

The provus discrepancy model. The CIPP perspective. Stake's countenance model. Scriven's goal-free perspective.

4. Intuitionist/Pluralist Perspectives.

The judicial and adversary models. Eisner's educational connoisseurship and criticism perspective. Stake's responsive evaluation perspective. Illuminative evaluation.

II. TOOLS FOR EVALUATION.

5. Methods for Obtaining Group Input.

The focus group interview. The nominal group technique. The delphi technique. The opinion survey.

6. Indicators of Academic Achievement.

The birth of norm-referenced measurement. The emergence of criterion-referenced measurement. Norm-referenced assessment. Criterion- referenced assessment. Other data sources.

7. Alternative Methods of Assessment: Performance Assessment.

General characteristics of alternative assessment. Overview. Examples. Issues in designing and using performance assessments. Potential roles in program evaluation.

8. Alternative Methods of Assessment: Portfolio Assessment.

Types of portfolios. Summary. Issues in portfolio assessment.

9. Assessing Affective Characteristics.

Categories of affective characteristics. Measurement of interests and attitudes. Other methods of determining attitudes and interests. Assessing values and belief systems.

10. Qualitative Methods of Inquiry.

The nature of qualitative inquiry. Participant observation. Nonparticipant observation. Interviews and other methods. Data quality control. Qualitative methods in evaluation.

III. DEVELOPMENT OF THE EVALUATION PLAN AND IMPLEMENTATION OF THE EVALUATION.

11. Negotiation of the Evaluation Contract.

Preliminary tasks. Types of contracts. Context of the evaluation. Conduct of the evaluation. Technical specifications. Guidelines for contract negotiations.

12. Development of the Program Definition.

The functions of a program definition. Components of a program definition. Role of the evaluator. Guidelines for developing a program definition.

13. Developing the Evaluation Framework.

Developing the evaluation questions. Selecting the design and methods. Developing a management plan. Guidelines for development of an evaluation framework.

14. Documentation of Program Implementation.

Factors influencing implementation. Selecting an evaluation perspective. Allocation of Resources. Guidelines for documentation of program implementation.

15. Data Analysis and Interpretation.

Qualitative data analysis. Quantitative data analysis. Guidelines for conducting data analysis.

16. Communication of Evaluation Events.

Dissemination in evaluation. Development of effective communications.

17. Ethical Issues in Evaluation.

Obligations to participants in social science research. Potential conflicts of obligation and interest.

Subject Index.

Name Index.

]]> 04 03 06 0023462469.jpg Prentice Hall 01 Pearson Education 04 19950925 1996 01 WORLD 01 9.09 in 02 7.47 in 03 0.77 in 08 640 gr Pearson Education IP 20 20 01 02 k 107.60 002346450X 03 01 02 002346450X 03 9780023464508 15 9780023464508 14 09780023464508 01 BC B102 <b202>01</b202> <b203>The Consolation of Philosophy</b203> <b029>Boethius</b029> 1 A01 Green, Richard H. Richard H. Green 01 eng PHI000000 05 Prentice Hall 01 Pearson Education 04 19620101 1962 01 WORLD 01 7.98 in 02 5.46 in 03 0.33 in 08 191 gr Pearson Education IP 20 48 01 02 k 23.40 0023472537 03 01 02 0023472537 03 9780023472534 15 9780023472534 14 09780023472534 01 BC B102 <b202>01</b202> <b203>Readings in Ritual Studies</b203> 1 A01 Grimes, Ronald L. Ronald L. Grimes Wilfrid Laurier University 01 eng 577 REL000000 05 01 This is the most comprehensive collection of articles on ritual ever assembled. The book includes selections by internationally known scholars such as Victor Turner and Clifford Geertz, as well as innovative piece s that illustrate the extraordinary interdisciplinary range of contemporary ritual studies. Grimes has drawn readings from the entire range of ritual—encompassing its secular, political and dramatic expressions as well as its religious ones.

]]> 04
 1. Arrange Me Into Disorder: Fragments and Reflections on Ritual Clowning—Babcock, Barbara A.


 2. Constructing Ritual—Bell, Catherine.


 3. Women's Business Is Hard Work: Central Australian Aboriginal Women's Love Rituals—Bell, Diane.


 4. Political Witch-Hunt Rituals—Bergesen, Albert.


 5. The Function and Transformation of Ritual Killing—Burkert, Walter.


 6. Women's Stories, Women's Symbols: A Critique of Victor Turner's Theory of Liminality—Bynum, Caroline Walker.


 7. Xunzi and Durkheim as Theorists of Ritual Practice—Campany, Robert F.


 8. Etching Patriarchal Rule: Ritual Dye, Erotic Potency, and Moroccan Monarchy—Combs-Schilling, M. Elaine.


 9. Rite of Return: Circumcision in Morocco—Crapanzano, Vincent.


10. The Neurobiology of Myth and Ritual—d'Aquili, Eugene G., and Charles D. Laughlin Jr.


11. Ritual in the Hospital: Giving Birth the American Way—Davis-Floyd, Robbie E.


12. Dirt: Purity and Danger—Douglas, Mary.


13. Transformation: The Magic of Ritual—Driver, Tom F.


14. Ritual, Magic, and the Sacred—Durkheim, Emile.


15. Ritual and Myth—Eliade, Mircea.


16. The Development of Ritualization—Erikson, Erik H.


17. Obsessive Actions and Religious Practices Freud, Sigmund.


18. Deep Play: Notes on the Balinese Cockfight Geertz, Clifford.


19. Disenchantment: A Religious Abduction—Gill, Sam D.


20. Violence and the Sacred: Sacrifice—Girard, Rene.


21. Ritual: Ceremony and Super-Sunday—Goethals, Gregor T.


22. Interaction Ritual: Deference and Demeanor—Goffman, Erving.


23. Ritual Criticism and Infelicitous Performances—Grimes, Ronald L.


24. Holiday Celebrations in Israeli Kindergartens—Handelman, Don, and Lea Shamgar-Handelman.


25. “Ritual” in Recent Literary Criticism: The Elusive Sense of Community—Hardin, Richard F.


26. On Ritual Knowledge—Jennings, Theodore W., Jr.


27. Ritual, Politics, and Power—Kertzer, David I.


28. Women and Ritual in Family Therapy—Laird, Joan.


29. The Effectiveness of Symbols—Levi-Strauss, Claude.


30. Olympic Games and the Theory of Spectacle in Modern Societies—MacAloon, John J.


31. A Death in Due Time: Construction of Self and Culture in Ritual Drama—Myerhoff, Barbara G.


32. Ritual Structure in a Chicano Dance—Pena, Manuel H.


33. The Obvious Aspects of Ritual—Rappaport, Roy A.


34. Restoration of Behavior—Schechner, Richard.


35. Buddhism and Abortion in Contemporary Japan: Mizuko Kuyo and the Confrontation with Death—Smith, Bardwell.


36. The Bare Facts of Ritual—Smith, Jonathan Z. (Zittell).


37. The Meaninglessness of Ritual—Staal, Fritz.


38. A Performative Approach to Ritual—Tambiah, Stanley J.


39. Liminality and Communitas—Turner, Victor W.


40. Symbols in Ndembu Ritual—Turner, Victor W.


41. Territorial Passage and the Classification of Rites—van Gennep, Arnold.


42. Consumption Rituals of Thanksgiving Day—Wallendorf, Melanie, and Eric J. Arnould.


43. Legal Ritual—Winn, Peter A.


Appendix: Classification of the Selections.
]]> 04 03 06 0023472537.jpg Prentice Hall 01 Pearson Education 04 19951130 1996 01 ROW AF AG AL AN AO AR AT AU BB BE BF BG BH BI BM BN BO BR BS BT BW CF CG CH CI CL CM CN CO CR CS CY CZ DE DK DO DZ EC EG ES ET FI FJ FR GB GH GI GM GN GP GR GT GU GY HK HN HT HU ID IE IL IN IQ IR IS IT JM JO JP KE KP KR KW LA LB LI LR LS LU LY MA MG ML MM MN MQ MR MT MU MV MW MY MZ NE NG NI NL NO NP NZ PA PE PG PH PL PT PY QA RO RU RW SA SB SD SE SG SL SM SN SO SV SY SZ TD TG TH TN TR TT TW TZ UG UY VA VE WS YE ZA 01 9 in 02 7.01 in 03 1.17 in 08 957 gr Pearson Education IP 20 14 01 02 k 73.40 0023483318 03 01 02 0023483318 03 9780023483318 15 9780023483318 14 09780023483318 01 BC B102 <b202>01</b202> <b203>Discrete Mathematics</b203> <b029>An Introduction to Concepts, Methods, and Applications</b029> 1 A01 Grossman, Jerrold Jerrold Grossman 01 eng 782 MAT001000 05 Prentice Hall 01 Pearson Education 04 19890301 1989 01 WORLD 01 9.2 in 02 6.97 in 03 1.73 in 08 1347 gr Pearson Education IP 20 8 01 02 k 73.33 002348585X 03 01 02 002348585X 03 9780023485855 15 9780023485855 14 09780023485855 01 BC B102 <b202>01</b202> <b203>Doing and Being</b203> <b029>Selected Readings in Moral Philosophy</b029> 1 A01 Haber, Joram Graf Joram Graf Haber Bergen Community College 01 eng 493 PHI000000 05 04 I. DOING: ACTION-BASED APPROACHES TO MORAL PHILOSOPHY: THEORIES AND APPLICATIONS.

A. Theories.

B. Applications.

II. DOING OR BEING: RIVAL APPROACHES TO MORAL PHILOSOPHY.

III. BEING: VIRTUE-BASED APPROACHES TO MORAL PHILOSOPHY: THEORIES AND APPLICATIONS.

A. Theories.

B. Applications.

]]> Prentice Hall 01 Pearson Education 04 19920730 1993 01 WORLD 01 8.97 in 02 5.98 in 03 1.04 in 08 671 gr Pearson Education IP 20 16 01 02 k 69.20 0023493364 03 01 02 0023493364 03 9780023493362 15 9780023493362 14 09780023493362 01 BC B102 <b202>01</b202> <b203>Educational Psychology Reader</b203> <b029>Toward the Improvement of Schooling</b029> 1 A01 Hamachek Hamachek 01 eng PSY000000 05 Prentice Hall 01 Pearson Education 04 19891229 1990 01 WORLD 01 11 in 02 8 in 03 0.625 in 08 621 gr Pearson Education IP 20 28 01 02 k 41.20 0023499907 03 01 02 0023499907 03 9780023499906 15 9780023499906 14 09780023499906 01 BC B102 <b202>01</b202> <b203>The Design Development and Evaluation of Instructional Software</b203> 1 A01 Hannafin Hannafin 01 eng EDU039000 05 Allyn & Bacon 01 Pearson Education 04 19871014 1988 01 WORLD 01 10.25 in 02 7.25 in 03 0.875 in 08 762 gr Pearson Education MD 23 22 01 02 k 86.00 002350093X 03 01 02 002350093X 03 9780023500930 15 9780023500930 14 09780023500930 01 BC B102 <b202>01</b202> <b203>Exceptional Children and Youth</b203> 1 A01 Haring, Norris G. Norris G. Haring University of Washington 2 A01 McCormick, Linda Linda McCormick University of Hawaii, Manoa 3 A01 Haring, Thomas Thomas Haring 6 01 eng 652 EDU026000 05 04 1. Overview of Special Education, Norris Haring.
2. Cultural and Linguistic Diversity and Exceptionality, Linda McCormick.
3. Infants and Young Children with Special Needs, Linda McCormick.
4. Learning Disabilities, Cecil D. Mercer.
5. Behavior Disorders, Douglas Cullinan and Michael H. Epstein.
6. Mild Mental Retardation, James R. Patton and Edward A. Polloway.
7. Moderate, Severe, and Profound Disabilities, Mark Wolery and Thomas G. Haring.
8. Physical and Health Impairments, Sherwood J. Best, June L. Bigge, and Barbara P. Sirvis.
9. Communication Disorders, Linda McCormick.
10. Hearing Impairments, Sheila Lowenbraun and Marie D. Thompson.
11. Visual Impairment, Sharon Zell Sacks and Sandra Rosen.
12. The Gifted and Talented, Joan S. Wolf.
13. Families of Children with Disabilities, Pamela J. Winton.
14. Transition to Work and Community Living, Sharon Field and Norris G. Haring.
References.
Glossary.
Contributors.
Name Index.
Subject Index.
]]> 04 03 06 002350093X.jpg Prentice Hall 01 Pearson Education 04 19940110 1994 01 WORLD 01 9.26 in 02 8.03 in 03 1.23 in 08 1098 gr Pearson Education IP 20 14 01 02 k 130.67 0023513209 03 01 02 0023513209 03 9780023513206 15 9780023513206 14 09780023513206 01 BC B102 <b202>01</b202> <b203>Hegel</b203> <b029>Reason in History</b029> 1 A01 Hartman, Robert S. Robert S. Hartman 01 eng PHI000000 05 04 03 06 0023513209.jpg Prentice Hall 01 Pearson Education 04 19951214 1995 01 WORLD 01 7.88 in 02 5.42 in 03 0.37 in 08 188 gr Pearson Education IP 20 80 01 02 k 15.00 0023529504 03 01 02 0023529504 03 9780023529504 15 9780023529504 14 09780023529504 01 BC B102 <b202>01</b202> <b203>Plato</b203> <b029>Gorgias</b029> 1 A01 Helmbold, W. C. W. C. Helmbold 01 eng PHI000000 05 Prentice Hall 01 Pearson Education 04 19520101 1952 01 WORLD 01 8 in 02 5.4 in 03 0.25 in 08 132 gr Pearson Education IP 20 124 01 02 k 6.40 0023529601 03 01 02 0023529601 03 9780023529603 15 9780023529603 14 09780023529603 01 BC B102 <b202>01</b202> <b203>Plato</b203> <b029>Phaedrus</b029> 1 A01 Helmbold, W. C. W. C. Helmbold 01 eng PHI000000 05 Prentice Hall 01 Pearson Education 04 19560101 1956 01 WORLD 01 7.98 in 02 5.43 in 03 0.18 in 08 109 gr Pearson Education IP 20 140 01 02 k 10.67 002353110X 03 01 02 002353110X 03 9780023531101 15 9780023531101 14 09780023531101 01 BC B102 <b202>01</b202> <b203>Hume</b203> <b029>An Inquiry Concerning Human Understanding</b029> 1 A01 Hendel, Charles W. Charles W. Hendel 01 eng PHI000000 05 Prentice Hall 01 Pearson Education 04 19550101 1955 01 WORLD 01 8.23 in 02 5.36 in 03 0.51 in 08 290 gr Pearson Education IP 20 60 01 02 k 6.40 0023543957 03 01 02 0023543957 03 9780023543951 15 9780023543951 14 09780023543951 01 BC B102 <b202>01</b202> <b203>Introduction to the Foundations of Education</b203> 1 A01 Hessong Hessong 2 A01 Weeks Weeks 2 01 eng EDU032000 05 Prentice Hall 01 Pearson Education 04 19901009 1991 01 WORLD 01 9.15 in 02 6.99 in 03 1.34 in 08 1025 gr Pearson Education IP 20 12 01 02 k 118.33 0023545534 03 01 02 0023545534 03 9780023545535 15 9780023545535 14 09780023545535 01 BC B102 <b202>01</b202> <b203>Introduction to Early Childhood Education</b203> 1 A01 Hildebrand, Verna Verna Hildebrand Professor Emerita, Michigan State University 6 01 eng 517 EDU010000 05 01 Approaches learning activities for young children through the developmental tasks of early childhood with a focus on understanding and helping children as individuals. This introduction to early childhood education focuses on developmentally appropriate practices and NAEYC accreditation processes throughout and provides numerous program ideas for working with children from infancy through age six. Citing the work of prominent theorists, this book considers how to plan specific learning activities. Beginning with a brief survey of goals, children, schools, techniques, and curricula of early childhood education, discusses goals and procedures and makes suggestions for a wide variety of learning activities. For beginning and practicing early childhood education teachers and assistants.

]]> 04 I. TEACHING IN A SCHOOL FOR YOUNG CHILDREN TODAY: AN OVERVIEW.

 1. Introducing Early Childhood Education.

 2. Goals for Early Childhood Education.

 3. Getting to Know Children.

 4. Setting the Stage.

 5. Teachers and Techniques Used.

II. THE CURRICULUM OF THE EARLY CHILDHOOD SCHOOL.

 6. Introduction to Activity Planning.

 7. Activities for Infants.

 8. Activities for Toddlers.

 9. Motor Skill Activities.

10. Creative Art Activities.

11. Science Activities.

12. Perceptual-Motor Activities.

13. Language Activities.

14. Literature Activities and Emerging Literacy.

15. Dramatic Play Activities.

16. Creative Music Activities.

17. Field Trips and Special Visitors.

18. Food Activities, Meals, and Snacks.

19. Managing an Early Childhood Group.

III. PROFESSIONAL CONSIDERATIONS.

20. Teacher-Parent Relations.

21. The World's Children.

22. The Profession — Past, Present, and Future.

Glossary.

Name Index.

Subject Index.

]]> 04 03 06 0023545534.jpg Prentice Hall 01 Pearson Education 04 19970124 1997 01 WORLD 01 9.24 in 02 7.4 in 03 1.1 in 08 885 gr 03 02 0023545356 Pearson Education IP 20 14 01 02 k 121.67 0023546409 03 01 02 0023546409 03 9780023546402 15 9780023546402 14 09780023546402 01 BC B102 <b202>01</b202> <b203>Epictetus</b203> <b029>Enchiridion, The</b029> 1 A01 Higginson, T. W. T. W. Higginson 01 eng REL000000 05 Prentice Hall 01 Pearson Education 04 19550101 1955 01 WORLD 01 8 in 02 5.3 in 03 0.12 in 08 50 gr Pearson Education IP 20 150 01 02 k 5.33 0023564512 03 01 02 0023564512 03 9780023564512 15 9780023564512 14 09780023564512 01 BC B102 <b202>01</b202> <b203>New Directions in Elementary School Math</b203> 1 A01 Holmes, Emma E. Emma E. Holmes California State University, Fullerton 01 eng 576 EDU029010 05 01 A new book that focuses on "interactive teaching", a new, more effective technique for helping elementary-school children learn mathematics. KEY TOPICS: It has an interactive teaching approach, with its focus on reasoning, problem-solving, and communicating, has been proven effective with children at all levels of mathematics competence. Coverage examines the use of models and children's intuitive understanding to help young learners develop mathematics concepts and learn problem- solving procedures. Includes a chapter devoted to using interactive teaching with children with special needs. For educators in the field of mathematics.

]]> 04
 1. New Directions in Elementary School Mathematics.


 2. Solving Mathematics Problems in the Elementary School.


 3. Learning About Number in the Early School Years.


 4. Developing Base Ten and Place-Value Knowledge.


 5. Learning the Operations for Whole Numbers.


 6. Mastering the Basic Facts.


 7. Computation with Whole Numbers.


 8. Learning About Fractions.


 9. Computing with Fractions.


10. Understanding and Computing with Decimals.


11. Exploring Geometry and Developing Spatial Sense.


12. Measurement Learning: Understanding and Skill.


13. Studying Ratio, Proportion, and Percent.


14. Studying Statistics and Probability.


15. Mathematics for Children with Special Needs.


Appendixes.


Index.
]]> Allyn & Bacon 01 Pearson Education 04 19950301 1995 01 WORLD 01 10.98 in 02 8.46 in 03 1.21 in 08 1306 gr Pearson Education IP 20 12 01 02 k 66.00 0023571950 03 01 02 0023571950 03 9780023571954 15 9780023571954 14 09780023571954 01 BC B102 <b202>01</b202> <b203>CADkey Light</b203> <b029>A Handbook</b029> 1 A01 Horton, C. E. C. E. Horton University of Colorado, Colorado Springs 01 eng 250 COM007000 05 04
1. Getting Started.The menu system. Creating entities. Useful techniques. Exiting Cadkey.


2. What You Need to Know to Read This Handbook.


3. Reference.Arc. Arrow Keys. Arrows. Arrows/witness lines-- construction. Arrows/witness lines--control. Attributes. Circle. Color. Configuration. Construction mode. Coordinates. Copy. Cross-hatching. Cursor. Defaults. Delete. Depth. Dimensioning,.Dimensioning--basic skills. Dimensioning standards. Dimensions with notes. Entity. Error messages. Exit. Files. Fillet. Grid. Group. Immediate mode commands. Label. Leader. Lettering. Level. Line. Line Limit. Line type. Line width. Masking. Memory. Move/copy/ join. Note. Part. Pattern. Pen #. Plot. Point. Polygon. Position menu. Print. Recall. Rectangle. Redraw. Save. Scale. Selecting entities. Snap. Status window. Toggles. Tolerances. Trim/extend. Troubleshooting. 2D/3D. Units. Verify. View. View Coordinates. Window. Windows in the Cadkey display. Witness lines. World coordinates. Zoom.


4. Index.
]]> Prentice Hall 01 Pearson Education 04 19920310 1992 01 WORLD 01 9.25 in 02 7.75 in 03 0.5 in 08 349 gr Pearson Education MD 23 42 01 02 k 82.67 0023572019 03 01 02 0023572019 03 9780023572012 15 9780023572012 14 09780023572012 01 BC B102 <b202>01</b202> <b203>Computer Numerical Control Programming of Machines</b203> 1 A01 Horath, Larry D. Larry D. Horath California University of Pennsylvania 01 eng 268 TEC009070 05 04
 1. Introduction to Computer Numerical Control.


 2. Tooling Features for Milling and Turning Machines.


 3. Programming Considerations.


 4. Input Media, Formats, and Program Transfer.


 5. Mathematics for Numerical Control Programming.


 6. Linear, Circular, and Helical Interpolation.


 7. Programming CNC Lathes and Turning Centers.


 8. Programming CNC Milling Machines and Machining Centers.


 9. Other Machines Programmed Through Numerical Control.


10. Repetitive Programming and Advanced Features.


11. Computer Control in CNC Programming.


Appendixes.


Answers to Odd Numbered Questions and Problems.


Index.
]]> Prentice Hall 01 Pearson Education 04 19930106 1993 01 WORLD 01 9.5 in 02 6.375 in 03 0.675 in 08 526 gr Pearson Education MD 23 42 01 02 k 89.40 0023585005 03 01 02 0023585005 03 9780023585005 15 9780023585005 14 09780023585005 01 BC B102 <b202>01</b202> <b203>The Aeneid of Virgil</b203> 1 A01 Humphries Humphries 01 eng LIT000000 05 Prentice Hall 01 Pearson Education 04 19830901 1984 01 WORLD 01 7.99 in 02 5.29 in 03 0.84 in 08 417 gr Pearson Education IP 20 40 01 02 k 66.40 0023589418 03 01 02 0023589418 03 9780023589416 15 9780023589416 14 09780023589416 01 BC B102 <b202>01</b202> <b203>Enhancing Teaching</b203> 1 A01 Hunter, Madeline Madeline Hunter University of California, Los Angeles 01 eng 254 EDU029000 05 04 I. A MODEL OF TEACHING.

 1. The Origin of a Teacher Decision Making Model.

 2. Significant Contributions of Psychology to Education.

 3. Questions Regarding Hunter's Contribution.

 4. Using Hunter's Contributions in the Real World.

II. DECISIONS ABOUT CONTENT.

 5. Curricular Decisions, Task Analysis, and Diagnosis.

 6. Teaching Concepts, Generalizations, and Discrimination.

 7. Teaching to an Objective.

 8. Planning for Effective Instruction.

III. DECISIONS ABOUT LEARNING BEHAVIORS.

 9. Research on the Brain as a Basis for Teaching Decisions.

 10. Sense (and Nonsense) About Your Students' Right and Left Hemispheres.

11. The Chalkboard: An Assist to Both Hemispheres.

12. Observational Learning.

IV. DECISIONS ABOUT TEACHING BEHAVIORS.

13. Efficient Use of Time for Effective Learning.

14. Examples: Accelerant or Deterrent to Learning?

15. Making Material Meaningful.

16. Helping Students Automate Basic Skills.

17. Helping a Student Who Is "Stuck."

18. Putting the Student ("You") at the Center of Learning.

19. Repeating Students' Answers: Helpful or Habit?

20. Teaching Students How to Disagree Agreeably.

21. Reducing Paperwork, But Not Instructional Effectiveness.

22. Homework: Asset to Learning or Waste of Time?

23. Testing and Teaching.

24. Education: The Ultimate Profession.

Index.

]]> 04 03 06 0023589418.jpg Allyn & Bacon 01 Pearson Education 04 19931018 1994 01 WORLD 01 9.13 in 02 6.02 in 03 0.59 in 08 390 gr Pearson Education IP 20 30 01 02 k 47.00 0023590114 03 01 02 0023590114 03 9780023590115 15 9780023590115 14 09780023590115 01 BC B102 <b202>01</b202> <b203>Literature</b203> <b029>A Contemporary Introduction</b029> 1 A01 Hurt, James James Hurt University of Illinois 01 eng 1501 LIT000000 05 04
To the Student.

PART 1. FICTION.

Introduction: Reading Fiction Critically.

James Alan McPherson, “A Loaf of Bread.” Plot and Structure. Diana Chang, “The Oriental Contingent.” Point of View and Focalization. Alberto Rios, “Johnny Ray.” Character. Maxine Chernoff, “Bop.” Setting. Charles Johnson, “China.” Metaphor. John Edgar Wideman, “Rock River.” Theme. Taint Abbasi, “Sari Petticoats.” From Reading to Interpretation and Criticism. Writing about Fiction. Stories for Further Reading. Nathaniel Hawthorne, “Young Goodman Brown.” Herman Melville, “Benito Coreno.” Leo Tolstoy, “The Death of Ivan Ilyitch,” tr. Constance Garnett. Sarah Orne Jewett, “A White Heron.” Kate Chopin, “The Story of an Hour.” Mary E. Wilkins Freeman, “The Revolt of 'Mother'. Anton Chekhov, ”The Lady with a Dog," tr. Constance Garnett. James Joyce, “The Boarding House.” Virginia Woolf, “An Unwritten Novel.” D.H. Lawrence, “The Horse Dealer's Daughter.” William FauIkner, “Barn Burning.” Ernest Hemingway, “The Snows of Kilimanjaro.” Jorge Luis Borges, “The Garden of Forking Paths.” Toshio Mori, “Toshio Mori.” TiIlie Olsen, “I Stand Here Ironing.” Mary TallMountain “The Sinh of Niguudzagha.” Wakako Yamauchi, “And the Soul Shall Dance.” Rolando Hinojoso-Smith, “One of Those Things.” Paule Marshall, “Barbados.” Hugo Martinez-Serros, “Learn! Learn!” Toni Morrison, “See mother mother is very nice.” Gerald Haslam, “Hawk's Flight: An American Fable.” Joyce Carol Oates, “Where Are You Going, Where Have You Been?” Raymond Carver, “What We Talk About When We Talk About Love.” Toni Cade Bambara, “Medley.” Maxine Hong Kingston, “No Name Woman.” Bharati Mukherjee, “The Management of Grief.” Simon J. Ortiz, “Kaiser and the War.” Leslie Marmon Silko, “Yellow Woman.” Kim Chi-won, “A Certain Beginning.” Stuart Dybek, “Chopin in Winter.” Ann Beattie, “Weekend.” Linda Hogan, “Aunt Moon's Young Man.” Amy Tan, “Two Kinds.” Louise Erdrich, “American Horse.” Julia Alvarez, “Daughter of Invention.” Don Belton, “My Soul Is a Witness.” Becky Birtha, “Johnieruth.” Michelle Cliff, “IllCould Write This in Fire I Would Write This in Fire.” Steven Cotbin, “Upward Bound.” Michael Martone, “Fort Wayne is Seventh on Hitler's List. A Fiction Casebook. Introduction. Charlotte Perkins Gilman, ”The Yellow Wallpaper." Charlotte Perkins Gilman, “Why I Wrote The Yellow Wallpaper? The Forerunner, October, 1913. Elaine R. Hedges, ”Afterword" to The Yellow Wallpaper by Charlotte Perkins Gilman. Old Westbury, N.Y.: Feminist Press, 1973. Paula A. Treichler, “Escaping the Sentence: Diagnosis and Discourse in The Yellow Wallpaper,” Tulsa Studies in Women's Literature"3 (1984): 61-77. Karen Ford, The Yellow Wallpaper and Women's Discourse," Tulsa Studies in Women's Literature 4 (1985). Carol Thomas Neely, “Alternative Women's Discourse,”Tulsa Studies in Women's Literature 4 (1985). Paula A, Treichler, “The Wall Behind the Yellow Wallpaper: Response to Carol Noely and Karen Ford,” Tulsa Studies in Women's Literature 4 (1985). Writing from Sources: Fiction.

PART II. POETRY.

Introduction: Reading Poetry Critically.

John Donne, “The Sun Rising.” Samuel Taylor Coleridge, “Frost at Midnight.” Joy Harjo, “Your Phone Call at Eight A.M..” Dramatic Situation. William Shakespeare, Sonnet 18: “Shall I Compare Thee to a Summer's Day?” Walt Whitman, “When l Heard the Learn'd Astronomer.'' Galway Kinnell, ”First Song." Sonia Sanchez, “A Song.” Form and Structure. A Guide to Verse Forms. Alfred, Lord Tennyson, “The Lady of Shalott.” Gerard Manley Hopkins, “Felix Randal.” Michael Blumenthal, “Advice to My Students: How to Write a Poem.” “Stephen Shu Ning Liu, ”At the King's Funeral." Diction. Matthew Arnold, “Dover Beach.” William Shakespeare, Sonnet 130: “My Mistress' Eyes Are Nothing Like the Sun.” William Blake, “The Sick Rose.” Ana Castillo, “Women Are Not Roses.” Diana Chang, “On Being in the Midwest.” Metaphor and Metonymy. Nelly Wong, “Not From the Food.” Frank Bidart, “Happy Birthday.” Theme. Amy Clampitt, “Stacking the Straw.” From Reading to Interpretation and Criticism. Writing About Poetry. Poems for Further Reading. Anonymous. “Barbara Allan.” “Sir Patrick Spens.” Edmund Spenser. Sonnet 37: “What guyle is this, that those her golden tresses.” Sonnet 75: “One day l wrote her name upon the strand.” Christopher Marlowe. “The Passionate Shepherd to His Love.” William Shakespeare. Songs from the plays: “It Was a Lover and His Lass.” “Oh Mistress Mine.” “Fear No More the Heat o' the Sun.” Sonnets: 55: “Not marble, nor the gilded monuments.” 116: “Let me not to the marriage of true minds.” Ben Jonson. “On My First Daughter.” “On My First Son.” Song: “To Celia.” John Donne. “A Valediction: Forbidding Mourning.” Robert Herrick. “Delight in Disorder.” “Upon Julia's Clothes.” “Corinna's Going A-Maying.” George Herbert. “The Collar.” “The Pulley.” John Milton. “Lycidas.” “When I Consider How My Light Is Spent.” Andrew Marveil. “The Garden.” “Bermudas.” “To His Coy Mistress.” Katherine Philips. “Against Love.” Aphra Behn. Song: “A Thousand Martyrs l Have Made.” “Love Armed.” Anne Bradstreet. “The Author to Her Book.” “To My Dear and Loving Husband.” Edward Taylor. “Upon a Wasp Chilled with Cold.” “Huswifery.” Anne Finch. “Trail All Your Pikes.” “To the Nightingale.” Alexander Pope. Epistle II. “To a Lady: Of the Characters of Women.” Thomas Gray. “Elegy Written in a Country Churchyard.” Phillis Wheatley. “On Being Brought from Africa to America.” “To S.M., a Young African Painter, on Seeing His Works.” Charlotte Smith. Verses Intended to have

been Profixed to the Novel of Emmeline, but then Suppressed. “The Dead Beggar.” William Blake. “The Lamb.” “The Tyger.” “London.” William Wordsworth. “Lines: Composed a Few Miles Above Tintern Abbey.” “My Heart Leaps Up.” “The World Is Too Much With Us.” Samuel Taylor Coleridge. “Kubla Khan.” Percy Bysshe Shelley. “Ode to the West Wind.” William Cullen Bryant. “To a Water Fowl.” “The Prairies.” John Keats. “On First Looking into Chapman's Homer.” “Ode on a Grecian Urn.” “Ode to a Nightingale.” Emily Bronte. “Remembrance.” “No Coward Soul is Mine.” Elizabeth Barrett Browning. Sonnets from the Portuguese. 21:"Say over again, and yet once over again." 43: “How do l love thee? Let me count the ways.” Alfred, Lord Tennyson. “Ulysses.” Robert Browning. “My Last Duchess.” “Fra Lippo Lippi.” Walt Whitman. “Cavalry Crossing a Ford.” “To a Locomotive in Winter.” Christina Rossetti. “Goblin Market.” Emily Dickinson. “Wild Nights! Wild Nights!....My Life Had Stood—a Loaded Gun.” “To make a prairie it takes a clover and one bee.” Lewis Carroll. “Jabberwocky.” Thomas Hardy. “Drummer Hodge.” “The Darkling Thrush.” “Channel Firing.” Gerard Manley Hopkins. “God's Grandeur.” “Spring and Fall.” William Butler Yeats. “The Stolen Child.” “The Lake Isle of Innisfree.” “Easter 1916.” “Leda and the Swan.” Robert Frost. “Mending Wall.” “The Road Not Taken.” Wallace Stevens. “The Snow Man.” “Of Modern Poetry.” William Carlos Williams. “Spring and All.” “Burning the Christmas Greens.” H.D. (Hilda Doolittle). “Sea Rose.” “Helen.” Marianne Moore. “Poetry.” “Nevertheless.” T.S. Eliot. “The Love Song of J. Alfred Prufock.” Edna St. Vincent Millay. “Love Is Not All: It Is Not Meat nor Drink.” “On Thought in Harness.” Langston Hughes. “The Negro Speaks of Rivers.” “Freedom Train.” Margaret Walker Alexander. “Southern Song.” “Memory.” Gwendolyn Brooks. “We Real Cool.” “A Bronzeville Mother Loiters in Mississippi. Meanwhile, a Mississippi Mother Burns Bacon.” Mary TallMountain. “The Last Wolf.” “The Ivory Dog for My Sister.” Amy Clampitt. “Iola, Kansas.” Mitsuye Yamada. “The Club.” Marl Evans. “I Am a Black Woman.” “early in the mornin.” Galway Kinnell. “The Porcupine.” Peter Blue Cloud. “Stone Mountain Face.” Maya Angelou. “A Good Woman Feeling Bad.” “A Georgia Song. ”Maurice Kenny. “North.” “Land.” “mulleins are my arms.” Stephen Shu-ning Liu. “Night Sailing.” “Home Thoughts.” “The Wild Horse Star.” Rosario Morales. “My Revolution.” “Old.” Gary Snyder. “Riprap.” “Axe Handles.” Carter Revard. “Support Your Local Police Dog.” “Driving in Oklahoma.” Thomas C. Dent. “Poem for Willie Mays.” “Secret Messages.” Etheridge Knight. “The Idea of Ancestry.” “For Langston Hughes.” Audre Lorde. “Stations.” “Call.” N. Scott Momaday. “Plainview: 1.” “Plainview: 2.” “Plainview: 3.” “Plainview: 4.” Sonia Sanchez. “Poem No. 10.” “Blues.” Mark Strand. “Keeping Things Whole.” “Where Are the Waters of Childhood?” Nelly Wong. “Dreams in Harrison Railroad Park.” Amiri Baraka. “Look for You Yesterday, Here You Come Today.” “Das Kapital.” Diana Chang. “On the Fly.” Joy Kogawa. “Ancestors' Graves in Kurakawa.” “Woodtick.” “Snakes.” Jay Wright. “The Homecoming Singer.” “The Invention of a Garden.” June Jordan. “Poem for Granville Ivanhoe Jordan, November 4, 1890-December 21, 1974. Lucille Clifton. ”Some Jesus." Larry Neal. “Malcolm X—An Autobiography.” “Lady's Days.” Ishmael Reed. “I Am a Cowboy in

the Boat of Ra." “Why l Often Allude to Osiris.” “Beware: Do Not Read this Poem.” Charles Simic. “Summer Morning.” “My Shoes.” Michael Van Walleghen. “More Trouble with the Obvious.” “The Honeymoon of the Muse.” Paula Gunn Allen. “Powwow 79, Durango.” “Los Angeles, 1980.” Frank Bidart. “Another Life.” Judy Grahn. “The Common Woman.” James Welch. “Getting Things Straight.” “Grandma's Man.” Miguel Algarin. “Always throw the first punch.” “Taos Pueblo Indians: 700 strong according to Bobbie's last census.” Geary Hobson. “Deer Hunting.” “Central Highlands, Viet Nam, 1968.” Simon J. Ortiz. “Two Women.” “Many Farms Notes.” Rayna Green. “When I Cut My Hair.” “Cooseponakeesa (Mary Mathews Musgrove Bosomsworth, Leader of the Creeks, 1700-1783"). Marilyn Hacker. ”Feeling and Form." “Conte.” Haki Madhubuti. “The Secrets of the Victors.” “Safisha.” “Lady Day.” Dave Smith. “The Roundhouse Voices.” “Skunked.” Louise Gluck. “For My Mother.” “Poem.” “The School Children.” Susan Griffin. “Grandmother.” “Grandfather.” Lance Henson. “Warrior Nation Trilogy.” “Five Poems for Coyote from Cheyenne Country.” “At the Ramada Inn.” Pedro Pietri. “Intermission from Monday.” “Intermission from Friday.” “The Night Is Out of Sight.” Sherley Anne Williams. “I Want Aretha to Set This to Music.” “you were never miss brown to me.” Miguel Pinero. “A Lower East Side Poem.” “La Bodega Sold Dreams.” Meimei Berssenbrugge. “Book of the Dead, Prayers 14.” “Tracks.” “Fish and Swimmers and Lonely Birds Sweep Past Us.” Linda Hogan. “Leaving.” “Song for My Name.” R.T. Smith. “Goyathlay.” Sandra Maria Esteves. “For Fidel Castro.” “Some People Are About Jam.” Albert Goldbarth. “Before.” “A History of Civilization.” Wendy Rose. “Truganinny.” “Kitty.” Leslie Marmon Silko. “Prayer to the Pacific.” “Deer Dance/For Your Return.” Victor Hernandez Cruz. “Today ls a Day of Great Joy.” “Going Uptown to Visit Miriam.” “Poem.” Jessica Hagedorn. “Motown/Smokey Robinson.” “Song for My Father.” Shawn Wong. “Love Among Friends.” “Elegy for a Greenhouse.” Michael Blumenthal. “Against Romance.” Carolyn Forche. “Return.” Ray A. Young Bear. “The Reason Why l Am Afraid Even Though I Am a Fisherman.” “The Language of Weather.” Michael Madenick. “Letter to My Ex-Wife Who Is Having Lunch with Harold Bloom Tomorrow.” “White Deer.” Jorie Graham. “Mind.” “My Garden. My Delight.” Joy Harjo. “Remember.” “She Had Some Horses.” Garrett Karoru Hongo. “Ancestral Graves, Kahuku.” “The Cadence of Silk.” Brigit Pegeen Kelly. “Imagining Their Own Hymns.” “Young Wife's Lament.” Judith Ortiz Color. “The Idea of Islands.” “They Never Grow Old.” Rita Dove. “Geometry.” “Parsley.” Alberto Rios. “Mi Abuela.” “Nani.” Gary Soto. “Black Hair.” “Ode to the Yard Sale.” Jimmy Santiago Baca. “Ancestor.” “Immigrants in Our Own Land.” Ana Castillo. “Napa, California.” “A Counter-Revolutionary Proposal.” Lorna Dee Cervantes. “Uncle's First Rabbit.” “Visions of Mexico While at a Writing Symposium in Port Townsend,

Washington.” Sandra Cisneros. “My Wicked Wicked Ways.” “Six Brothers.” Aurora Levins Morales. “Sugar Poem.” “Class Poem.” Cathy Song. “Lost Sister.” “The Seamstress.” Diane Burns. “Gadoshkibos.” “Big Fun.” Dwight Okita. “In Response to Executive Order 9066: All Americans of Japanese Descent Must Report to Relocation Centers.” “Crossing with the Light.” Janice Mirikitani. “Jade.” “Breaking Traditions.” Donna Kate Rushin. “The Bridge Poem.” “The Black Back- Ups.” Roberta Hill Whiteman. “The Long Parenthesis.” “Star Quilt.” A Poetry Casebook. Introduction. Michael S. Harper. “Dear John, Dear Coltrane.” “American History.” “Reuben, Reuben.”

PART III. DRAMA.

Introduction: Reading Drama Critically.

Alice Childress, “Wine in the Wilderness. ”"Wine in the Wilderness" and the Elements of Drama. From Reading to Interpretation and Criticism. Writing about Drama. Euripides and the Greek Theatre. Euripides, “Medea,” tr. Philip Vellacott. Shakespeare and the Early Modern Theatre. William Shakespeare, “The Tempest,” notes by Oscar James Campbell. Moliere and the Neoclassical Theatre. Moliere, “Tartuffe” tr. Richard Wilbur. Oscar Wilde and the Nineteenth-Century Theatre. Oscar Wilde,' 'The Importance of Being Earnest." The Modern Theatre. Aime Cesaire, “A Tempest.” Luis Valdes, “Los Venditos.” Wakako Yamauchi, “And the Soul Shall Dance.” Marsha Norman, “Getting Out.” Sam Shepard, “True West.” August Wilson, “Ma Rainy's Black Bottom.” A Drama Casebook. David Henry Hwang, M. Butterfly. David Henry Hwang, Afterword to M. Butterfly. Frank Rich, Review of M. Butterfly. “Here Where Coltrane Is.” “High Modes: Vision as Ritual: Confirmation.” “Continuous Visit.” “Nightmare Begins Responsibility.” “Alice.” “A Narrative of the Life and Times of John Coltrane, Played by Himself.” Michael S. Harper, “My Poetic Techniques and the Humanizing of the American Audience,” in Black American Literature and Humanism, ed. R. Baxter Miller. Lexington: University Press of Kentucky, 1981, pp 27-32. John F. Callahan, “The Testifying Voice in Michael Harper's Images of Kin, Black American Literature Forum 13 (Fall 1979): 89-92. Joseph A. Brown, S.J., ”Their Long Scars Touch Ours: A Reflection on the Poetry of Michael Harper," Callaloo 9:1 (Winter 1986): 209-20. Excerpt from Gunter H. Lenz, “Black Poetry and Black Music: Michael Harper and John Coltrane,” in History and Tradition in Afro-American Literature, ed. Gunter H. Lenz. Frankfurt: Campus, 1984, pp. 277-319 [Excerpt, pp. 293-303]. Writing from Sources: Poetry.

]]> Prentice Hall 01 Pearson Education 04 19931130 1994 01 WORLD 01 9.24 in 02 6.15 in 03 3.15 in 08 2064 gr Pearson Education IP 20 4 01 02 k 87.80 0023597224 03 01 02 0023597224 03 9780023597220 15 9780023597220 14 09780023597220 01 BC B102 <b202>01</b202> <b203>Hegel Selections</b203> <b029>The Great Philosophers Series</b029> 1 A01 Inwood, M.J. M.J. Inwood Trinity College, Oxford 01 eng PHI000000 05 Prentice Hall 01 Pearson Education 04 19881211 1989 01 WORLD 01 9.25 in 02 6 in 03 0.94 in 08 635 gr Pearson Education IP 20 18 01 02 k 19.60 0023601922 03 01 02 0023601922 03 9780023601927 15 9780023601927 14 09780023601927 01 BC B102 <b202>01</b202> <b203>Food Science Laboratory Manual</b203> 1 A01 Jamesen, Karen S. Karen S. Jamesen Purdue University 01 eng 212 CKB023000 05 04
Goals.


Food Handling, Laboratory, and Measurement Practices.

Professional Appearance. Laboratory Procedures. Measurement.



Sensory Quality.


Beverage Solutions.

Coffee and Tea.



Solutions and Ice Crystallization.

Water Crystallization: Frozen Desserts.



Sugar Solutions and Crystallization.

Sugar Solutions. Microscopic Examination of Sugar Crystallization.



Fats and Oils.

Fats, Emulsions, and Salads. Fat as a Frying Media.



Milk, Cream, and Milk Products.

Milk and Cream.



Cocoa.


Cheese.

Cheese Preparation. Natural vs. Processed Cheese in Preparation.



Eggs.

Proteins. Safety. Egg White Foams.



Meat.

Meat and Poultry. Fish. Gelatin.



Starches and Cereals.

Cereals. Starchy Sauces and Desserts.



Fruits.


Vegetables.


Batters.

Flours. Baking Powders and Baking Soda. Batters.



Drop Batters.

Drop Batters: Muffins. Cakes with Shortening. Sponge, Angel, and Chiffon Cakes.



Doughs.

Soft Dough: Biscuits. Stiff Dough: Pastry.



Soft Dough: Yeast Doughs.

Soft and Stiff Dough: Cookies. Stiff Dough: Noodles.



Food Preservation and Food Safety.

Food Preservation: Canning. Food Preservation: Freezing.



Experimental Laboratory in Food Science.


Appendix A.


Appendix B.
]]> 04 03 06 0023601922.jpg Prentice Hall 01 Pearson Education 04 19970811 1998 01 WORLD 01 11 in 02 8.26 in 03 0.49 in 08 522 gr Pearson Education IP 20 32 01 02 k 46.20 0023605103 03 01 02 0023605103 03 9780023605109 15 9780023605109 14 09780023605109 01 BC B102 <b202>01</b202> <b203>Parables of Jesus</b203> 1 A01 Jeremias, Joachim Joachim Jeremias 2 01 eng REL000000 05 04 03 06 0023605103.jpg Prentice Hall 01 Pearson Education 04 19720101 1972 01 WORLD 01 8 in 02 5.28 in 03 0.53 in 08 259 gr Pearson Education IP 20 60 01 02 k 30.40 0023606924 03 01 02 0023606924 03 9780023606922 15 9780023606922 14 09780023606922 01 BB <b202>01</b202> <b203>Algorithms</b203> 1 A01 Johnsonbaugh, Richard Richard Johnsonbaugh DePaul University 2 A01 Schaefer, Marcus Marcus Schaefer DePaul University 01 eng 768 COM051300 05 13 Richard Johnsonbaugh is Professor Emeritus of Computer Science at DePaul University. He has degrees in computer science and mathematics from the University of Oregon, Yale University, and the University of Illinois at Chicago. He is the author of numerous articles and books, including Discrete Mathematics, Fifth Edition, and, with co-author Martin Kalin, Object-Oriented Programming in C++, Second Edition, Applications Programming in C++, and Applications Programming in ANSI C, Third Edition.

Marcus Schaefer is Assistant Professor of Computer Science at DePaul University. He holds degrees in computer science and mathematics from the University of Chicago and the Universitat Karlsruhe. He has authored and co-authored several articles on complexity theory, computability, and graph theory.

]]> 18 Algorithms is written for an introductory upper-level undergraduate or graduate course in algorithms. With/their many years of experience in teaching algorithms courses, Richard Johnsonbaugh and Marcus Schaefer include applications of algorithms, examples, end-of-section exercises, end-of-chapter exercises, solutions to selected exercises, and notes to help the reader understand and master algorithms.

Key Features
  • Links theory to real-world applications such as data compression, region-finding in digital pictures, cellular phone networks, and the implementation of agrep.
  • Includes five chapters that emphasize design techniques: searching (including backtracking), divide and conquer, sorting, selection, the greedy method, and dynamic programming.
  • Covers distributed algorithms—a topic recommended by the ACM (2001 report) for an undergraduate curriculum.
  • Features a collection of techniques, including approximation, parameterization (a recent area of research), and use of heuristics, to deal with NP-complete problems.
  • Contains more than 1450 carefully developed and classroom-tested exercises, from routine to challenging. About one-third of the end-of-section exercises include solutions.
  • Provides a robust Companion Website that supplements the text by providing algorithm simulation software, PowerPoint® slides, late breaking news about algorithms, references about the book's topics, computer programs, and more.
  • Includes more than 300 worked examples, which provide motivation, clarify concepts, and show how to develop algorithms, demonstrate applications of the theory, and elucidate proofs.
]]> 33 Why We Wrote This Book

Intended for an upper-level undergraduate or graduate course in algorithms, this book is based on our combined 25 years of experience in teaching this course. Our major goals in writing this book were to

  • Emphasize design techniques.
  • Show that algorithms are fun and exciting.
  • Include real-world applications.
  • Provide numerous worked examples and exercises.

Faced with a new computational problem, a designer will often be able to solve it by using one of the algorithms in this book, perhaps after modifying or adapting it slightly. However, some problems cannot be solved by any of the algorithms in this book. For this reason, we present a repertoire of design techniques that can be used to solve the problem and help the reader to develop intuition about which techniques are likely to succeed. The chapters on NP-completeness and how to deal with it also tell how to recognize problems that are hard to solve and which techniques are available in that case.

Working with algorithms should be fun and exciting. The design of algorithms is a creative task requiring the solution of new problems and old problems in disguise. To be successful, we believe that it is important to enjoy the challenge that a new problem poses. To this end, we have included more examples and exercises of a combinatorial and recreational nature than is typical for a book of this type. All too often the challenge of an unsolved problem is experienced as a threat rather than as an opportunity, and we hope that these examples and exercises help to remove the threat.

Examples of real-word applications of algorithms in this book include data compression in Section 7.5, and the Boyer-Moore-Horspool algorithm in Section 9.4, which is used as part of the implementation of agrep. Most sections of the book introduce a motivating example in the first paragraph. The closest-pair problem (Section 5.3) begins with a pattern recognition example, and Section 8.4, which is concerned with the longest-common-subsequence problem, begins with a discussion of the analysis of proteins.

Algorithm design and analysis are best learned by experience. For this reason, we provide large numbers of worked examples and exercises. Worked examples show how to deal with algorithms, and exercises let the reader practice the techniques. There are over 300 worked examples throughout the book. These examples clarify and show how to develop algorithms, demonstrate applications of the theory, elucidate proofs, and help to motivate the material. The book contains over 1450 exercises, from routine to challenging, which were carefully developed through classroom testing. Close attention was paid to clarity and precision. Because some instant feedback is essential for students, we provide answers to about one-third of the end-of-section exercises (marked with "S" in the exercises) in the back of the book. Solutions to the remaining end-of-section exercises are reserved for instructors (see the Instructor Supplement section that follows).

Prerequisites

The principal computer science prerequisite is a data structures course that covers stacks, queues, linked lists, trees, and graphs. A course in discrete mathematics that covers logic, asymptotic notation (e.g., "big oh" notation), and recurrence relations and their solution by iteration is the main mathematics prerequisite. We do not use advanced methods such as generating functions. In one or two places, we use some basic concepts from calculus. The mathematics topics and data structures used in this book are summarized in Chapters 2 and 3. Some or all of these chapters can be used for reference or review or incorporated into an algorithms course as needed.

Content

Following the first three chapters (containing an introduction, mathematics topics, and data structures), the book presents five chapters that emphasize design techniques.

Chapter 4 features searching techniques, including novel applications such as region-finding in digital pictures.

The divide-and-conquer technique is introduced in Chapter 5. Among the problems considered are a tiling problem, finding the closest pair of points in the plane, and Strassen's matrix-product algorithm. Chapter 6 deals with sorting and selection. Divide-and-conquer is used to develop many of the algorithms in this chapter.

Chapter 7 shows how to use the greedy method to develop algorithms. After showing how to use the greedy method in a simple setting (coin changing), we present Kruskal's algorithm, Prim's algorithm, Dijkstra's algorithm, Huffman's algorithm, and a solution of the continuous-knapsack problem.

Chapter 8 covers the technique of dynamic programming. As in Chapter 7, we first show how dynamic programming operates in a simple setting (computing Fibonacci numbers). We next revisit the coin-changing problem (from Chapter 7 on the greedy method) and contrast dynamic programming with the greedy method. We then discuss optimal grouping of matrices, the longest-common-subsequence problem, and the algorithms of Floyd and Warshall.

Chapter 9 discusses text-searching techniques, including the Knuth-Morris-Pratt and Boyer-Moore-Horspool algorithms, and algorithms for non-exact searching.

In Chapter 10, we investigate NP-completeness—a theoretical approach to recognizing and understanding the limitations of algorithms. We include many examples from different areas such as cellular phone networks, games, and biological computing to illustrate the ubiquity and universality of NPcompleteness.

It is widely believed that NP-complete problems cannot be solved efficiently by algorithms. Nevertheless, these problems arise in applications and have to be solved in practice. Chapter 11, Coping with NP-Completeness, presents a collection of techniques originating in practice and theory to deal with NP-complete problems. Among the approaches discussed are approximation, parameterization, and use of heuristics.

Chapter 12 presents fundamental algorithms for parallel architectures, including algorithms for the PRAM and sorting networks, and offers an introduction to computation in distributed environments.

Pedagogy

Each section (except Section 12.1, which is an introductory section) concludes with Section Exercises. The book contains over 1100 Section Exercises. Some of these exercises check for basic understanding of the material (e.g., some ask for a trace of an algorithm), while others check for a deeper understanding of the material (e.g., some investigate alternative algorithms). Exercises that are more challenging than average are indicated with a star, *.

Each chapter ends with a Notes section, which is followed by Chapter Exercises. Notes sections contain suggestions for further reading and pointers to references. Chapter Exercises, some of which have hints, integrate the material of the chapter. The book contains over 350 Chapter Exercises. They are, on the whole, more challenging than the Section Exercises. We have included some very challenging Chapter Exercises marked with two stars. These will probably require instructor guidance, and some are appropriate for a small project.

Lower bounds for problems are integrated into the chapters that discuss those problems rather than being segregated into separate chapters. For example, after presenting several sorting algorithms, we discuss a lower bound for comparison-based sorting (Section 6.3).

We present and discuss many recent results, for example, parameterized complexity (Section 11.4), a recent area of research.

Algorithms are written in pseudocode that is close to the syntax of the familiar C, C++, and Java family of languages. Data types, semicolons, obscure features of the languages, and so on, are not used because we have found that specifying algorithms by writing actual code obscures the algorithm description and makes it difficult for someone not familiar with the language to understand the algorithm. The pseudocode used is completely described

Figures illustrate concepts, show how algorithms work, elucidate proofs, and motivate the material. Several figures illustrate proofs of theorems. The captions of these figures provide additional explanation and insight into the proofs.

Attention has been given to finding the most direct and comprehensible proofs of correctness as examples, see Theorem 7.2.5 from which the correctness of both Kruskal's and Prim's algorithms are derived and the proof of the correctness of Dijkstra's algorithm (Theorem 7.4.5).

We present several examples and arguments to show that our time bounds for algorithms are sharp. See, for example, the subsection in Section 7.3, Lower Bound Time Estimate, which shows that the upper bound for the worst-case time of Prim's algorithm using a binary heap is sharp, and the discussion just before Theorem 7.5.4, which shows that the upper bound for the worst-case time of Huffman's algorithm is sharp.,

]]> 04
 1. Mathematical Prerequisites.


 2. Data Structures.


 3. Searching Techniques.


 4. Divide-and-Conquer.


 5. Sorting and Selection.


 6. Greedy Algorithms.


 7. Dynamic Programming.


 8. Text Searching.


 9. Computational Algebra.


10. P and NP.


11. Coping with NP-Completeness.


12. Parallel Algorithms.


References.


Solutions to Selected Exercises.


Index.
]]> 04 03 06 0023606924.jpg Prentice Hall 01 Pearson Education 04 20030731 2004 01 WORLD 01 9.88 in 02 8.14 in 03 1.365 in 08 1474 gr Pearson Education IP 20 12 01 02 f 123.00 0023607602 03 01 02 0023607602 03 9780023607608 15 9780023607608 14 09780023607608 01 BC B102 <b202>01</b202> <b203>Plato</b203> <b029>Symposium</b029> 1 A01 Jowett, Benjamin Benjamin Jowett 01 eng PHI000000 05 04 03 06 0023607602.jpg Prentice Hall 01 Pearson Education 04 19560101 1956 01 WORLD 01 8.04 in 02 5.19 in 03 0.16 in 08 77 gr Pearson Education IP 20 104 01 02 k 9.20 002360770X 03 01 02 002360770X 03 9780023607707 15 9780023607707 14 09780023607707 01 BC B102 <b202>01</b202> <b203>Plato</b203> <b029>Meno</b029> 1 A01 Jowett, Benjamin Benjamin Jowett 01 eng PHI000000 05 Prentice Hall 01 Pearson Education 04 19490101 1949 01 WORLD 01 8.02 in 02 5.57 in 03 0.49 in 08 86 gr Pearson Education IP 20 140 01 02 k 4.80 0023607904 03 01 02 0023607904 03 9780023607905 15 9780023607905 14 09780023607905 01 BC B102 <b202>01</b202> <b203>Plato</b203> <b029>Timaeus</b029> 1 A01 Jowett, Benjamin Benjamin Jowett 01 eng PHI000000 05 Prentice Hall 01 Pearson Education 04 19590101 1959 01 WORLD 01 8 in 02 5.375 in 03 0.125 in 08 113 gr Pearson Education MD 23 102 01 02 k 10.20 0023609354 03 01 02 0023609354 03 9780023609350 15 9780023609350 14 09780023609350 01 BC B102 <b202>01</b202> <b203>Philosophy of Law</b203> 1 A01 Johnson, Conrad Conrad Johnson University of Maryland 01 eng 708 PHI000000 05 04
Preface.

1. WHAT LAW IS.

2. THE LIMITS OF THE AUTHORITY OF SOCIETY OVER THE INDIVIDUAL.

3. LEGAL REASONING AND ITS CONCEPTUAL TOOLS.

4. LAW AND ECONOMICS: ECONOMIC EFFICIENCY AS GOAL AND EXPLANATION.

5. VARIETIES OF SKEPTICISM ABOUT LEGAL REASONING.

6. THEORIES OF PUNISHMENT.

7. RESPONSIBILITY.

]]> Prentice Hall 01 Pearson Education 04 19920825 1993 01 WORLD 01 9.02 in 02 7.11 in 03 1.48 in 08 1134 gr Pearson Education IP 20 10 01 02 k 79.00 0023610905 03 01 02 0023610905 03 9780023610905 15 9780023610905 14 09780023610905 01 BC B102 <b202>01</b202> <b203>Plato</b203> <b029>Protagoras</b029> 1 A01 Jowett, Ostwald Ostwald Jowett 01 eng PHI000000 05 Prentice Hall 01 Pearson Education 04 19560101 1956 01 WORLD 01 8.26 in 02 5.6 in 03 0.29 in 08 150 gr Pearson Education IP 20 112 01 02 k 8.40 0023611332 03 01 02 0023611332 03 9780023611339 15 9780023611339 14 09780023611339 01 BC B102 <b202>01</b202> <b203>Inquiry and Genre</b203> <b029>Writing to Learn in College</b029> 1 A01 Jolliffe, David A. David A. Jolliffe DePaul University 01 eng 206 LAN005000 05 01 Writing is one of the few skills that cuts across all professions, disciplines, and situations. One cannot get through school without writing essays; one cannot keep in touch with relatives without writing letters; one cannot succeed in the business world without writing reports and memos; and one cannot win an election without writing a persuasive speech. Writing is not a skill reserved for novelists and journalists, but an indispensable tool for success in every endeavor. This book encourages readers to see writing as a method of learning about challenging subjects and issues. Central to this book is the Inquiry Contract, which provides a unique, easy-to-follow structure showing readers how to use writing to learn and enabling them to develop their own inquiry and research programs. With a focus on inquiry and genre, the book shows readers different kinds of writing that they can produce in a variety of professional and academic settings. Inquiry and Genre encourages readers to write in a variety of genres, covering not only the theme and essay but also public genres like editorial columns, letters, and brochures. Through the Inquiry Contract's sequence of five writing projects, each one leading to the next, this book guides readers to develop their ideas and knowledge and produce thorough, complete documents. Instructors of writing, writers, professionals in any field, and anyone interested in improving their basic writing skills.

]]> 04 I.THE INQUIRY CONTRACT.

1.Preview: The Inquiry Contract, Its Genres, and a Clear Style.

2.The Contract Proposal: Getting Started on Your Inquiry Project.

3.Writing, Inquiry, and Learning, Plus a Primer on Effective Writing Processes.

How Writing and Inquiry are Related.

What You Can Learn in a College Writing Course.

Writers and Their Inquiry Programs.

A Structure for Writing and Inquiry.

Genres, Readers, and Your Inquiry Contract.

Keeping a Learning Journal and Organizing a Writing-as-Inquiry Group.

A Primer on Effective Writing Processes.

4.Inquiry as Clarification.

Where Do Our Thoughts and Feelings Come from?

Carefully Examining Tricky Verbs.

Reading the World.

5.The Clarification Project, the Reflective Reading Response, and Three Potential Clarifying Techniques.

The Clarification Project.

The Genre of the Reflective Reading Response.

Three Techniques for Writing the Reflective Reading Response.

6.Inquiry for Information.

Three Criteria for Acquiring New Knowledge.

Methods of Acquiring Knowledge: A Review and a Critique.

7.The Information Project, the Informative Report, and the Art of Careful Conversation.

The Information Project.

Creating a Reader for the Informative Report.

Planning and Conducting Your Interview.

A Preliminary Step toward the Informative Report: “What Did I Learn?”

Writing about Your Careful Conversation: The Informative Report.

A Sample Informative Report.

8.Exploration — Raising Questions and Resisting Closure.

On Exploring: Why and How?

The Essence of Exploration: “What If …?”

Exploration Strategy 1: Scrutinizing the Status Quo.

Exploration Strategy 2: A Tree of Possibilities.

Exploration Strategy 3: A String of Dissociations.

9.The Exploration Project and the Exploratory Essay.

The Exploration Project.

What Is an Essay?

A Sample Exploratory Essay.

10.Writing to Make a Difference: Changing Minds and Influencing Action.

What Do You Want to Accomplish, and With Whom?

Shaping the Writing for the Audience.

The Writer-Reader Transaction: Readers (One Too Many) with Attitudes (Lots of Them).

One Reader (Your Instructor, Perhaps) as an Exemplar of Many.

Appealing to the Interests of Your Readers: What's in It for Them?

Appealing to Yourself as a Credible Person: Good Sense, Good Will, and a “Wild Card.”

Appealing to Your Readers' Sense of Reason: Top-Down and Bottom-Up.

Calling in Your Cards: Using Your Project to Plan Exigence, Audience, Goal, and Appeals.

11.Working Documents.

The Working Documents Project.

College Writing, Public Discourse, and “New” Knowledge.

Working Document 1: An Op-Ed Column.

Working Document 2: An Open Letter.

Working Document 3: The Brochure.

Appendix to Part I: Adapting the Inquiry Contract for Other Classes.

Stages 1-5.

II.THE TRIM-AND-TARGET METHOD FOR REWRITING PROSE.

Meet Jeanette Doane — Again!

An Overview of the Trim-and-Target Method.

Jeanette's Exploratory Essay — First Draft.

]]> 04 03 06 0023611332.jpg Longman 01 Pearson Education 04 19981027 1999 01 WORLD 01 9.01 in 02 5.99 in 03 0.45 in 08 363 gr Pearson Education IP 20 38 01 02 k 60.60 0023611367 03 01 02 0023611367 03 9780023611360 15 9780023611360 14 09780023611360 01 BC B102 <b202>01</b202> <b203>C for Scientists and Engineers</b203> 1 A01 Johnsonbaugh, Richard Richard Johnsonbaugh DePaul University 2 A01 Kalin, Martin Martin Kalin DePaul University 01 eng 793 COM051060 05 01 This book, based on the best-seller APPLICATIONS PROGRAMMING IN ANSI C, includes one of the clearest introductions to C programming available, and assumes no prior programming knowledge. Their new book reflects the clear presentation and excellent examples and programming exercises for which the authors have become well known. Includes nearly 300 numbered examples which show the purpose of various C features and explains how to use C in a wide range of environments. Common programming error sections highlight easily misunderstood aspects of the C language. Of interest to engineers and scientists.

]]> 04
 1. Computer Systems and Program Development.


 2. Introduction to C.


 3. Variables, Operators, and Control Flow.


 4. More Operators and Control Flow.


 5. Functions and Program Structure.


 6. Arrays.


 7. Pointers.


 8. Storage Classes and Type Qualifiers.


 9. Input and Output.


10. Structures, Unions, and Enumerated Types.


11. Advanced Topics.


Appendix A. ASCII and EBCDIC Tables.


Appendix B. Summary of the C Language.


Appendix C. Syntax Diagrams of C.


Appendix D. Some C Functions.


Appendix E. C and UNIX.


Appendix F. VAX-11 C, Borland C++, and Microsoft C++.


Hints and Solutions to Odd-Numbered Exercises.


Index.
]]> 04 03 06 0023611367.jpg Prentice Hall 01 Pearson Education 04 19961002 1997 01 WORLD 01 9.25 in 02 7.99 in 03 1.7 in 08 1261 gr Pearson Education IP 20 10 01 02 f 122.00 0023611413 03 01 02 0023611413 03 9780023611414 15 9780023611414 14 09780023611414 01 BC B102 <b202>01</b202> <b203>Applications Programming in ANSI C</b203> 1 A01 Johnsonbaugh, Richard Richard Johnsonbaugh DePaul University 2 A01 Kalin, Martin Martin Kalin DePaul University 3 01 eng 875 COM051060 05 04 Each chapter ends with common programming errors and programming exercises).

0. Computer Systems and Program Development.

Algorithms. Computer Systems. Internal representations. Programming Languages. Program Development. Why C?



1. Introduction to C.

A First C Program. Sample application: Conversion of lengths. Identifiers. The while statement. Sample Application: Computing Income Tax. The if statement. More on the if statement. Redirecting input and output. Files.



2. Variables, Operators, and Control Flow.

Characters and integers. Floating-point variables. Arithmetic operations. Relational and logical operators and the assignment operator. Sample application: Statistical measures. The for statement and the comma operator. The operators ++ and —. Sample application: Printing a bar graph.



3. More Operators and Control Flow.

The break and continue statements. Sample application: Generating prime numbers. The switch statement. The goto statement and labels. Conditional expressions. Sample application: Printing a calendar. The cast operator. The sizeof operator. Getchar and putchar. Bitwise operators.



4. Functions and Program Structure.

Introduction. Arguments and parameters. Call by value. Sample application: Computing Resistance. The scope of variables. The preprocessor. Sample application: Simulating a dice game. Recursion. Sample application: Recursive tiling. Functions with a arbitrary number of arguments.



5. Arrays.

Why arrays? Array indexes and cell offsets. Sample application: Tracking and reporting car sales. Character strings as arrays of characters. Sample application: Formatting text with a given line length. Arrays as function arguments. String-handling functions. Sample application: Computing a string's length. Multidimensional arrays. Sample application: Matrix multiplication. Sample application: Sorting and searching. Sample application: Forest fire percolation.



6. Pointers.

Pointer variables. Levels of indirection. Pointers and arrays. Pointers as arguments to functions. Sample application: Reversing a string in place. Sample application: Parallel computing. Pointers and multidimensional arrays. Command line arguments. Pointers to functions. Sample application: Comparing sorting algorithms.



7. Storage Classes and Type Qualifiers.

Storage classes in a single-source file: auto, extern, static. Sample application: Breaking text into pages. The storage class register. Storage classes in multiple-source files. Sample application: An interactive calculator. Nested blocks. Storage classes for functions. Type qualifiers: const and volatile. Sample application: A scheduling problem.



8. Input and Output.

Opening and closing files. Character input/output. Sample application: Determining a source file's size in bytes. String input/output. Formatted input/output. Unformatted input/output. Moving around in a file: fseek, ftell, rewind. Sample application: A random access file.



9. Structures, Unions, and Enumerated Types.

Introduction to structures. Sample application: Pattern recognition. The typedef construct. Operations on structures. Pointers to structures, nested structures, and self-referential structures. Structures and functions. Sample application: Sales reporting. Unions and bit fields. Enumerated types.



10. Introduction to Data Structures.

Compile-time and run-time storage allocation. Linked lists. Sample application: A text editor. Stacks and queues. Sample application: Converting from infix to postfix. Graphs and trees. Tree traversals. Breadth-first search and depth-first search. Sample application: Heuristic graph search.



11. Advanced Topics.

Assertions. Exception-handling and jumps. Graphics support for C. Sample application: Fractals. C and C++.



Appendices. ASCII and EBCDIC tables. Summary of the C language. Syntax diagrams of C. Some C functions. C and UNIX. VAX-11 C Borland C++, and Microsoft C++. Changes from traditional C.


Hints and Solutions to Odd-Numbered Exercises.


Index.
]]> 04 03 06 0023611413.jpg Prentice Hall 01 Pearson Education 04 19951226 1996 01 WORLD 01 9.11 in 02 7.03 in 03 1.62 in 08 1252 gr 03 02 0023611316 07 02 0132326469 03 9780132326469 Pearson Education IP 20 10 01 02 f 128.00 0023612800 03 01 02 0023612800 03 9780023612800 15 9780023612800 14 09780023612800 01 BC B102 <b202>01</b202> <b203>Introduction to School Finance</b203> 1 A01 Jones Jones 01 eng EDU013000 05 Prentice Hall 01 Pearson Education 04 19850201 1985 01 WORLD 01 9.5 in 02 6.25 in 03 0.75 in 08 581 gr Pearson Education MD 23 32 01 02 k 85.33 0023614501 03 01 02 0023614501 03 9780023614507 15 9780023614507 14 09780023614507 01 BC B102 <b202>01</b202> <b203>History of Western Philosophy</b203> 1 A01 Jordan, James James Jordan 01 eng PHI000000 05 Prentice Hall 01 Pearson Education 04 19870211 1987 01 WORLD 01 9.16 in 02 5.96 in 03 1.175 in 08 699 gr Pearson Education IP 20 16 01 02 k 59.80 0023614714 03 01 02 0023614714 03 9780023614712 15 9780023614712 14 09780023614712 01 BC B102 <b202>01</b202> <b203>A Short Course in Geometry</b203> 1 A01 Juelg, Patricia Patricia Juelg 01 eng MAT012000 05 Prentice Hall 01 Pearson Education 04 19901019 1991 01 WORLD 01 10.99 in 02 8.55 in 03 0.67 in 08 735 gr Pearson Education IP 20 24 01 02 k 43.00 0023619333 03 01 02 0023619333 03 9780023619335 15 9780023619335 14 09780023619335 01 BC B102 <b202>01</b202> <b203>A Human Anatomy Laboratory Manual and Study Guide</b203> 1 A01 Kalbus, Barbara N. Barbara N. Kalbus 2 A01 Neal, Kenneth G. Kenneth G. Neal 3 01 eng 283 SCI008000 05 04
 1. Body Organization and Terminology.


 2. Basic Microscopy.


 3. Cells, Mitosis, Tissues, and Skin.


 4. The Skeletal System.


 5. The Muscular System.


 6. The Digestive System.


 7. The Respiratory System.


 8. The Circulatory System.


 9. The Nervous System.


10. Sense Organs.


11. The Urinary System.


12. The Endocrine System.


13. The Reproductive System.
]]> 04 03 06 0023619333.jpg Benjamin Cummings 01 Pearson Education 04 19861001 1987 01 WORLD 01 10.98 in 02 8.53 in 03 0.57 in 08 676 gr Pearson Education IP 20 24 01 02 k 125.60 0023619384 03 01 02 0023619384 03 9780023619380 15 9780023619380 14 09780023619380 01 BC B102 <b202>01</b202> <b203>Semiconductor Devices</b203> 1 A01 Kano, Kanaan Kanaan Kano Emeritus, Syracuse University 01 eng 480 TEC008000 05 01 A mainstream, solid state book that represents a balance in orientation between a strong physics and a strong applications approach. This book has a unique chapter on the fabrication of devices; integrates a wealth of illustrations and pictorial representations; and contains an extensive discussion and analysis of the MOSFET because of its universal application in digital circuits.

]]> 04
 1. Atomic Structure and Quantum Mechanics.


 2. Energy Bands and Current Carriers in Semiconductors.


 3. Intrinsic and Extrinsic Semiconductors.


 4. Carrier Processes: Drift, Diffusion and Generation - Recombination.


 5. The PN Junction Diode.


 6. Fabrication Technology.


 7. Limitations to Ideal Diode Theory.


 8. Bipolar Transistors I: Characteristics and First Order Model.


 9. Bipolar Transistors II: Limitations, Switching and Models.


10. Junction Field-Effect Transistors.


11. Metal-Semiconductor Junctions and Devices.


12. Metal-Oxide-Silicon Systems.


13. Metal-Oxide-Semiconductor Field-Effect Transistor.


14. Optoelectronics.


Appendix A: Units.


Appendix B: Physical Constants and Factors.


Appendix C: The Density of States N(E).


Appendix D: Einstein Relation.


Appendix E: Frequently Used Symbols.


Index.
]]> 04 03 06 0023619384.jpg Prentice Hall 01 Pearson Education 04 19971114 1998 01 WORLD 01 9.5 in 02 7.25 in 03 0.875 in 08 816 gr Pearson Education MD 23 22 01 02 f 134.00 0023620501 03 01 02 0023620501 03 9780023620508 15 9780023620508 14 09780023620508 01 BC B102 <b202>01</b202> <b203>Problem Solving in Biology</b203> <b029>A Laboratory Workbook</b029> 1 A01 Kaplan, Eugene H. Eugene H. Kaplan 3 01 eng SCI008000 05 04 03 06 0023620501.jpg Benjamin Cummings 01 Pearson Education 04 19830301 1983 01 WORLD 01 11 in 02 8.5 in 03 1 in 08 1030 gr Pearson Education MD 23 16 01 02 k 90.00 0023625775 03 01 02 0023625775 03 9780023625770 15 9780023625770 14 09780023625770 01 BC B102 <b202>01</b202> <b203>Integrating Mathematics and Science for Kindergarten and Primary Children</b203> 1 A01 Kellough, Richard D. Richard D. Kellough California State University, Sacramento 01 eng 594 EDU007000 05 01 Responding to the diversity that exists in today's classrooms, Kellough attempts to enhance the teaching (and therefore learning) of individual disciplines by connecting them to both the entire curriculum and the real world. The book begins by covering fundamentals important to all teachers of Grades K-4, then provides examples, methods and activities for integrating the instruction of mathematics and science.

]]> 04 Chapters begin with advance organizers and statement of chapter intent, and end with questions and activities for individual and group study and discussion, and references and resources for further reading.)

I. INTEGRATING STUDENT LEARNING: RATIONALE AND METHODS.

 1. Learning and the Intellectual Development of Children.

 2. Planning and Implementing a Supportive Environment for Learning.

 3. Curriculum Planning.

 4. Lesson Planning.

 5. Assessment of Learning.

 6. The Selection and Use of Aids and Resources.

II. METHODS AND ACTIVITIES FOR MATHEMATICS.

 7. Early Mathematics Learning.

 8. Early Mathematical Thinking: Developing Number Sense.

 9. Addition and Subtraction of Whole Numbers.

10. Measurement: Quantifying Space.

11. Graphing, Statistics, and Probability.

12. Geometry.

III. METHODS AND ACTIVITIES FOR SCIENCE.

13. Early Science Learning.

14. Integrating Science Across the Curriculum.

15. Reaching Students with Special Needs.

IV. SELECTED ACTIVITIES FOR INTEGRATED MATHEMATICS AND SCIENCE.

16. Activities for Integrated Mathematics and Science.

Our Friend, Our Home: The Earth, Ecology Unit (Grade 3).

Name Index.

Subject Index.

]]> 04 03 06 0023625775.jpg Allyn & Bacon 01 Pearson Education 04 19950726 1996 01 WORLD 01 10.98 in 02 8.28 in 03 1.31 in 08 1374 gr Pearson Education IP 20 12 01 02 k 92.20 0023625856 03 01 02 0023625856 03 9780023625855 15 9780023625855 14 09780023625855 01 BC B102 <b202>01</b202> <b203>Integrating Language Arts and Social Studies for Intermediate and Middle School Students</b203> 1 A01 Kellough, Richard D. Richard D. Kellough California State University, Sacramento 01 eng 487 LAN020000 05 01 Responding to the diversity that exists in today's classrooms, Kellough attempts to enhance the teaching (and therefore learning) of individual disciplines by connecting them to both the entire curriculum and the real world. The book begins by covering fundamentals important to all teachers of Grades 4-9, then provides examples, methods and activities for integrating the instruction of language arts and social studies.

]]> 04 I. INTEGRATING STUDENT LEARNING: RATIONALE AND METHODS.

 1. Learning and the Intellectual Development of Children.

 2. Planning and Implementing a Supportive Environment for Learning.

 3. Planning The Curriculum.

 4. Daily Lesson Planning.

 5. Assessment of Learning.

 6. The Selection and Use of Aids and Resources.

II. METHODS AND ACTIVITIES FOR LANGUAGE ARTS.

 7. Learning and the Language Arts.

 8. Teaching Language Arts.

 9. Extending Language Arts Across the Curriculum.

10. Action Plans and Activities for Language Arts.

III. METHODS AND ACTIVITIES FOR SOCIAL STUDIES.

11. The Social Studies.

12. The Sources of Subject Matter and Instructional Resources for the Social Studies.

13. Scope and Sequence Patterns in the Social Studies Curriculum.

14. Fostering Citizenship Competency: Developing and Applying Research and Analysis, Chronology and Spatial Skills.

15. Promoting Reflective Inquiry: Developing and Applying Concepts, Generalizations and Hypotheses.

16. Social Studies as the Integrating Core: Literacy, Literature and Culture.

17. Learner Involvement Through Activities.

IV. SELECTED INTEGRATED ACTIVITIES FOR LANGUAGE ARTS AND SOCIAL STUDIES.

18. Activities for Integrated Language Arts and Social Studies.

Ancient Greece: The Dawn of a New Age, An Interdisciplinary Thematic Unit (Grade 6).

Name Index.

Subject Index.

]]> 04 03 06 0023625856.jpg Allyn & Bacon 01 Pearson Education 04 19950721 1996 01 WORLD 01 10.97 in 02 8.54 in 03 0.98 in 08 1170 gr Pearson Education IP 20 14 01 02 k 97.00 0023625910 03 01 02 0023625910 03 9780023625916 15 9780023625916 14 09780023625916 01 BC B102 <b202>01</b202> <b203>Integrating Mathematics and Science for Intermediate and Middle School Students</b203> 1 A01 Kellough, Richard D. Richard D. Kellough California State University, Sacramento 01 eng 581 EDU029010 05 01 Responding to the diversity that exists in today's classrooms, Kellough attempts to enhance the teaching (and therefore learning) of individual disciplines by connecting them to both the entire curriculum and the real world. The book begins by covering fundamentals important to all teachers of Grades 4-9, then provides examples, methods and activities for integrating the instruction of mathematics and science.

]]> 04 Chapters begin with advance organizers and statement of chapter intent, and end with questions and activities for individual and group study and discussion, and references and resources for further reading.)

I. INTEGRATING STUDENT LEARNING: RATIONALE AND METHODS.

 1. Learning and the Intellectual Development of Children.

 2. Planning and Implementing a Supportive Environment for Learning.

 3. Planning The Curriculum.

 4. Daily Lesson Planning.

 5. Assessment of Learning.

 6. The Selection and Use of Aids and Resources.

II. METHODS AND ACTIVITIES FOR MATHEMATICS.

 7. The Mathematics Curriculum.

 8. The Multiplication and Division of Whole Numbers.

 9. Patterns and Functions.

10. Fraction Operations.

11. Decimals, Proportions and Integers.

12. Graphing, Statistics and Probability.

III. METHODS AND ACTIVITIES FOR SCIENCE.

13. The Science Curriculum.

14. Science-Technology-Society (STS): A Conceptual Framework for Science Curriculum Design.

15. Science Projects, Science Fairs, and Field Experiences.

16. Demonstration and Laboratory Work.

17. Computers and Electronic Technology for Science Teachers.

IV. SELECTED ACTIVITIES FOR INTEGRATED MATHEMATICS AND SCIENCE.

18. Activities for Integrated Mathematics and Science.

Opening the Ocean: An Interdisciplinary Thematic Unit (Grade 5).

Name Index.

Subject Index.

]]> 04 03 06 0023625910.jpg Allyn & Bacon 01 Pearson Education 04 19950720 1996 01 WORLD 01 11 in 02 8.25 in 03 1.125 in 08 1297 gr Pearson Education MD 23 18 01 02 k 125.00 0023627107 03 01 02 0023627107 03 9780023627101 15 9780023627101 14 09780023627101 01 BC B102 <b202>01</b202> <b203>Child Welfare Services</b203> 1 A01 Kadushin, Alfred Alfred Kadushin University of Wisconsin 2 A01 Martin, Judith A. Judith A. Martin University of Pittsburgh 4 01 eng 832 POL019000 05 04
 1. Child Welfare: Orientation and Scope.


 2. Perspectives on Child Welfare Services.


 3. Supportive Home-Based Services.


 4. Supplementary Services: Homemaker Service.


 5. Supplementary Services: Day-Care Service.


 6. Supplementary Services: Protective Service.


 7. Substitute Care: Foster Family Care.


 8. Unmarried Teenage Parents and Their Children.


 9. Substitute Care: Adoption.


10. Substitute Care: The Child-Caring Institution.


11. Child Welfare Services in Other Countries.


Index.
]]> Prentice Hall 01 Pearson Education 04 19880105 1988 01 WORLD 01 10 in 02 7 in 03 1.375 in 08 1229 gr Pearson Education MD 23 12 01 02 k 150.00 0023630906 03 01 02 0023630906 03 9780023630903 15 9780023630903 14 09780023630903 01 BC B102 <b202>01</b202> <b203>Models in Process</b203> <b029>A Rhetoric and Reader</b029> 1 A01 Kelly, William J. William J. Kelly Bristol Community College 01 eng 443 LAN005000 05 04
 1. The First Steps.


 2. Prewriting: Moving Forward.


 3. Composing: From One Stage to the Next.


 4. Drafting: Considering Your Reader.


 5. Revising: Refining for Your Reader.


 6. Cross-Modes: Fulfilling Your Purpose.


 7. Narration.


 8. Description.


 9. Process.


10. Example.


11. Definition.


12. Comparison and Contrast.


13. Cause and Effect.


14. Division and Classification.


15. Argument.
]]> Longman 01 Pearson Education 04 19880105 1988 01 WORLD 01 9.25 in 02 6 in 03 0.5 in 08 408 gr Pearson Education MD 23 40 01 02 k 89.40 0023631457 03 01 02 0023631457 03 9780023631450 15 9780023631450 14 09780023631450 01 BC B102 <b202>01</b202> <b203>Introduction to Probability</b203> 1 A01 Kelly, Douglas G. Douglas G. Kelly University of North Carolina, Chapel Hill 01 eng 704 MAT029000 05 04
1. Probability Models: Definitions and Examples.


2. The Algebra of Events and Probabilities.


3. Probability Distributions.


4. Expected Values.


5. Functions of Random Variables.


6. Normal Distributions and the Central Limit Theorem.


7. Some Important Distributions on the Nonnegative Integers.


8. Some Important Absolutely Continuous Distributions.


9. Conditioning and Baye's Theorem for Random Variables.


Suggested Reading and Bibliography.


Appendix A. Review of Some Topics From Calculus and Set Theory.


Appendix B. Summaries of Commonly-used Distributions.


Appendix C. A Table of the Standard Normal Cumulative Distribution Function.
]]> Prentice Hall 01 Pearson Education 04 19931103 1994 01 WORLD 01 9.13 in 02 7.28 in 03 1.32 in 08 1052 gr Pearson Education IP 20 12 01 02 k 73.33 0023657103 03 01 02 0023657103 03 9780023657108 15 9780023657108 14 09780023657108 01 BC B102 <b202>01</b202> <b203>Self and Identity</b203> 1 A01 Kolak, Daniel Daniel Kolak William Paterson University of New Jersey 2 A01 Martin, Raymond Raymond Martin 01 eng PHI000000 05 Prentice Hall 01 Pearson Education 04 19901026 1991 01 WORLD 01 9.22 in 02 7.55 in 03 1.14 in 08 898 gr Pearson Education IP 20 16 01 02 k 52.00 0023658002 03 01 02 0023658002 03 9780023658006 15 9780023658006 14 09780023658006 01 BC B102 <b202>01</b202> <b203>The Indian Way</b203> 1 A01 Koller, John M. John M. Koller Rensselaer Polytechnic Institute 01 eng PHI000000 05 Prentice Hall 01 Pearson Education 04 19820101 1982 01 WORLD 01 9.25 in 02 6 in 03 0.75 in 08 562 gr Pearson Education IP 20 20 01 02 k 92.20 0023658118 03 01 02 0023658118 03 9780023658112 15 9780023658112 14 09780023658112 01 BC B102 <b202>01</b202> <b203>Sourcebook in Asian Philosophy</b203> 1 A01 Koller, John M. John M. Koller Rensselaer Polytechnic Institute 2 A01 Koller, Patricia Patricia Koller 01 eng 588 PHI000000 05 33 Teachers and students have long felt a need for a convenient, one-volume collection of English translations of the basic texts that have shaped the major Asian philosophical traditions. A Sourcebook in Asian Philosophy is a response to this need. Our principal aim has been to include the texts that the Asian philosophical traditions themselves have regarded as fundamental, for it is these texts that give us the greatest insight into Asian philosophies. Which texts to include was often a difficult choice, since space allowed us to include only a small fraction of the total of each tradition's foundational books. Twenty-five years of experience in teaching introductory courses in Asian philosophy and the suggestions of friends and colleagues helped us choose texts that we think are both foundational within the various Asian traditions and accessible to readers whose ideas and modes of thinking have been shaped by different intellectual traditions.

We are greatly indebted to the many scholars whose translations and interpretive studies we have used in compiling this Sourcebook. Sources of translations and especially helpful interpretive studies have been indicated at the end of the introduction to each chapter. In some cases minor modifications have been made to the translations, including correcting errors and omitting unnecessary scholarly footnotes and brackets. The introductions have been kept as brief as possible so as not to intrude on the texts themselves. Readers looking for more help in understanding the Asian philosophical traditions these texts helped shape might want to turn to John M. Koller, Oriental Philosophies, 2nd edition (New York: Charles Scribner's Sons, 1985) or similar works, including those listed in the introductions.

Finally, we would like to express our appreciation to all the people who have supported our efforts in putting together this anthology. In particular, we would like to thank Professors Roger Ames, Russell Blackwood, Richard Lambert, Ashok Malhotra, Joel Marks, Rama Rao Pappu, and Wei-ming Tu for their helpful recommendations.

J.M. & P.K.
Troy, N.Y.

]]> 04 I. HINDU TEXTS

 1. Vedas and Upanisads.

 2. The Bhagavad Gita.

 3. Samkhya-Yoga.

 4. Nyaya-Vaisesika: Anambhatta's Tarkasamgraha.

 5. Mimamsa: The Mimamsa Sutra.

 6. Vedanta.

 7. Jainism.

 8. Modern Indian Thought.

II. BUDDIST TEXTS.

 9. Basic Teachings According to the Early Texts.

10. Philosophical Issues in Early Buddhism.

11. Rise of the Mahayana.

12. Madhyamaka.

13. Yogacara.

14. Zen.

15. Modern Buddhist Thought.

III. CHINESE TEXTS.

16. The Vision of Confucius.

17. The Taoist Vision.

18. Utilitarian and Legalist Challenges.

19. Confucian Developments.

20. Chinese Buddhism.

21. Neo-Confucian Foundations.

22. The Two Wings of Neo-Confucianism.

23. Recent Chinese Thought.

Glossary.

Index.

]]> 04 03 06 0023658118.jpg Prentice Hall 01 Pearson Education 04 19910104 1991 01 WORLD 01 8.98 in 02 5.98 in 03 1.22 in 08 807 gr Pearson Education IP 20 18 01 02 k 72.20 0023669128 03 01 02 0023669128 03 9780023669125 15 9780023669125 14 09780023669125 01 BC B102 <b202>01</b202> <b203>Differential Equations</b203> 1 A01 Krusemeyer, Mark Mark Krusemeyer Carleton College 01 eng 913 MAT001000 05 04
1. First-Order Differential Equations.


2. Second-Order Differential Equations.


3. Systems of Two First-Order Differential Equations.


4. Higher-Order Differential Equations and General Systems.


5. Power Series Methods.


6. The Laplace Transform.


7. Appetizers.


Appendix A. Complex Numbers.


Appendix B. Basic Linear Algebra.


Answers to Odd-Numbered Exercises.
]]> Prentice Hall 01 Pearson Education 04 19940120 1994 01 WORLD 01 9.07 in 02 7.3 in 03 1.34 in 08 1129 gr Pearson Education IP 20 12 01 02 k 73.33 0023669217 03 01 02 0023669217 03 9780023669217 15 9780023669217 14 09780023669217 01 BC B102 <b202>01</b202> <b203>Laser Engineering</b203> 1 A01 Kuhn, Kelin J. Kelin J. Kuhn University of Washington 01 eng 498 TEC008080 05 01 Presents fundamental principles of lasers immediately relevant to lasers in practice. Balancing theory with engineering examples from well-established laser companies, the book provides an important and practical design resource. Using actual laser systems from major companies as examples, the book provides an opportunity to apply skills. The book also introduces non-linear optics and covers important support technologies. It also incorporates material on basic laser safety and summarizes basic optics commonly used in laser engineering. A valuable reference book for practicing electrical engineers working with lasers.

]]> 04 I. LASER FUNDAMENTALS.

 1. Introduction to Lasers.

 2. Energy States and Gain.

 3. The Fabry-Perot Etalon.

 4. Transverse Mode Properties.

 5. Gain Saturation.

 6. Transient Processes.

 7. Introduction to Nonlinear Optics.

 8. Supportive Technologies.

II. DESIGN OF LASER SYSTEMS.

 9. Conventional Gas Lasers.

10. Conventional Solid State Lasers.

11. Transition-Metal Solid-State Lasers.

12. Other Major Commercial Lasers.

]]> 04 03 06 0023669217.jpg Prentice Hall 01 Pearson Education 04 19971204 1998 01 WORLD 01 9.27 in 02 7 in 03 1.02 in 08 816 gr Pearson Education IP 20 16 01 02 f 129.00 0023671009 03 01 02 0023671009 03 9780023671005 15 9780023671005 14 09780023671005 01 BC B102 <b202>01</b202> <b203>Kant</b203> <b029>The Metaphysical Elements of Justice</b029> 1 A01 Ladd, John John Ladd 01 eng PHI000000 05 Prentice Hall 01 Pearson Education 04 19650101 1965 01 WORLD 01 8 in 02 5.375 in 03 0.5 in 08 218 gr Pearson Education MD 23 82 01 02 k 11.80 0023671300 03 01 02 0023671300 03 9780023671302 15 9780023671302 14 09780023671302 01 BC B102 <b202>01</b202> <b203>Language Disorders and Language Development</b203> 1 A01 Lahey, Margaret Margaret Lahey Emerson College 01 eng 550 MED007000 05 04
 1. What is Language?


 2. What is a Language Disorder?


 3. Incidence, Prognosis and Orientations to Language Disorders.


 4. A Categorical Orientation: Clinical Syndromes Associated with Childhood Language Disorders.


 5. The Language Disordered Child Viewed from a Specific Abilities Orientation.


 6. Describing Deviant Language.


 7. Identifying Children with a Language Disorder.


 8. A Plan for Language Learning; Assumptions and Alternatives for Goals of Content/Form/Use.


 9. Language Development Applied to Goals of Language Learning: Precursory Goals Through Phase 3.


10. Language Development Applied to Goals of Language Learning: Phases 4 through 8.


11. Language Development Applied to Goals of Language Learning; Into the School Years.


12. Procedures for Determining Goals of Language Learning From Low Structured Observations.


13. Determining Goals of Language Learning From Elicited Information.


14. General Considerations of Language Intervention.


15. Facilitating the Induction of Form/Content and Use Interactions.


Appendix A. Conventions for Transcription of Child Language Recordings.


Appendix B. Conventions for Transcribing Video Recorded Data.


Appendix C. Definitions of Content Categories.


Appendix D. Instruments that Assess Language and Language-Related Behaviors.


Appendix E. Alternative Plans for Language Learning.


Appendix F. Forms for Language Analysis.


Appendix G. Computer Software Available for Language Assessment and Intervention.
]]> 04 03 06 0023671300.jpg Allyn & Bacon 01 Pearson Education 04 19880226 1988 01 WORLD 01 9.95 in 02 6.95 in 03 1.12 in 08 943 gr Pearson Education IP 20 14 01 02 k 181.33 0023671602 03 01 02 0023671602 03 9780023671609 15 9780023671609 14 09780023671609 01 BC B102 <b202>01</b202> <b203>Descartes</b203> <b029>Discourse On Method</b029> 1 A01 Lafleur, Laurence J. Laurence J. Lafleur 01 eng PHI000000 05 Prentice Hall 01 Pearson Education 04 19560101 1956 01 WORLD 01 7.82 in 02 4.86 in 03 0.225 in 08 111 gr Pearson Education IP 20 120 01 02 k 6.20 002367170X 03 01 02 002367170X 03 9780023671708 15 9780023671708 14 09780023671708 01 BC B102 <b202>01</b202> <b203>Descartes</b203> <b029>Meditations On First Philosophy</b029> 1 A01 Lafleur, Laurence J. Laurence J. Lafleur 01 eng PHI000000 05 Prentice Hall 01 Pearson Education 04 19600101 1960 01 WORLD 01 7.84 in 02 4.84 in 03 0.285 in 08 138 gr Pearson Education IP 20 100 01 02 k 10.80 0023672404 03 01 02 0023672404 03 9780023672408 15 9780023672408 14 09780023672408 01 BC B102 <b202>01</b202> <b203>Descartes</b203> <b029>Philosophical Essays</b029> 1 A01 Lafleur, Laurence J. Laurence J. Lafleur 01 eng PHI000000 05 Prentice Hall 01 Pearson Education 04 19640101 1964 01 WORLD 01 7.72 in 02 5.34 in 03 0.58 in 08 277 gr Pearson Education IP 20 53 01 02 k 15.80 0023672501 03 01 02 0023672501 03 9780023672507 15 9780023672507 14 09780023672507 01 BC B102 <b202>01</b202> <b203>An Introduction to Biblical Hebrew</b203> 1 A01 Lambdin, Thomas O. Thomas O. Lambdin Harvard University 01 eng 345 REL000000 05 01 The choice of vocabulary and grammar, in this book, is essentially an introduction to the prose, not the poetical language. Generous use of transliteration is meant to serve three purposes: it enables the reader to perceive Hebrew as a language and not an exercise in decipherment, it removes the obstacles to mastering innumerable pages of abstract phonological and orthographic details, and facilitate the memorization of the paradigms.

]]> 04
Preface.


Introduction: Sounds and Spelling.

The Sound of Biblical Hebrew. Syllabification. Stress. The Consonants Known as the Begadkepat. Vowel Reduction. Special Features of the Guttural Consonants and R. He Hebrew Alphabet. Some Features of Hebrew Orthography (Spelling). The Daghesh. The Vowel Points. Metheg.



Lesson 1.

The Noun: Gender. Number. The Definite article. Prepositions. Sentences with Adverbial Predicates. Vocabulary 1.



Lesson 2.

The Definite Article (Cont.) Noun Plurals. Vocabulary 2.



Lesson 3.

The Definite Article (Concluded). Adjectives. The Use of Adjectives. Vocabulary.



Lesson 4.

Noun Plurals (Cont.) The Active Participle. The Object Marker'et-. Vocabulary 4.



Lesson 5.

The Prepositions b…û, l…û, and k…û. The Preposition min . The Comparative. The Relative Word aser. Vocabulary 5.



Lesson 6.

Noun Plurals (Cont.). Participles (Cont.). Vocabulary 6.



Lesson 7.

Predication of Existence. The Prepositions b…û, l…û, and 'et- with Pronominal Suffixes. Vocabulary 7.



Lesson 8.

The Demonstrative Adjectives and Pronoun. Participles (Cont.) Vocabulary 8.



Lesson 9.

The Perfect of katab The Meaning of the Perfect. World Order in the Verbal Sentence. The Forms of the Conjunction. Vocabulary 9.



Lesson 10.

The Perfect of Verbs with Guttural Root Consonants. The Perfect of natan. Noun Plurals (Cont.). Vocabulary 10.



Lesson 11.

The Perfect of Verbs III-Aleph: Masa('). Noun Plurals (Cont.). Interrogative ha-. More on aser.. Vocabulary 11.



Lesson 12.

The Perfect of Verbs III-HE: banah. Directive ah. Vocabulary 12.



Lesson 13.

Sentences with a Nominal Predicate. The Verb hayah (to be). Noun Plurals (Concluded). Vocabulary 13.



Lesson 14.

The Perfect of gam and ba. The Prepositions kÇû with Pronominal Suffices. kol. Vocabulary 14.



Lesson 15.

The Perfect of sabab. The Prepositions im and 'et with Pronominal Suffixes. Final Remarks on . Vocabulary 15.



Lesson 16.

The Construct chain. The Form of the Construct Singular. Vocabulary 16.



Lesson 17.

The Construct Singular: Minor Types. The Construct Singular of Feminine Nouns in -ah. Vocabulary 17.



Lesson 18.

The Construct Forms of Plural Nouns in -im. The Construct Form of Plural Nouns in -ôt. Vocabulary 18.



Lesson 19.

The Independent (Subject) Form of the Personal Pronoun. The Interrogative Pronouns. The Prepositions with Pronominal Suffixes. Vocabulary 19.



Lesson 20.

The Noun with Pronominal Suffixes. Vocabulary 20.



Lesson 21.

Stative Verbs. The Nouns 'ab, 'ah, and peh. Vocabulary 21.



Lesson 22.

The Imperfect. The Meaning of the Imperfect. The Dual. Vocabulary 22.



Lesson 23.

Imperfects in a. Verbs III-Aleph: The Imperfect. The Nouns. Vocabulary 23.



Lesson 24.

The Narrative Sequences. The Segholates. Remarks on Some Prepositions. Vocabulary 24.



Lesson 25.

The Imperative. Verbs I-guttural: Imperfect and Imperative. The Segholates (Cont.). Vocabulary 25.



Lesson 26.

The Jussive and Cohortative. Sequences Involving the Imperative, Jussive, and Cohortative. Verbs I-Aleph: Imperfect and Related Forms. Vocabulary.



Lesson 27.

Temporal Clauses and Phrases. Feminine Nouns Ending in -et and -at. Nouns of the Type. Vocabulary 27.



Lesson 28.

The Infinitive Construct. Some Uses of the Infinitive Construct. Final Remarks on Some Noun Types. Vocabulary 28.



Lesson 29.

Verbs I-Nun: Imperfect and Related Forms. Vocabulary 29.



Lesson 30.

Verbs I-Yodh: Imperfect, Imperative, and Infinitive Construct. Vocabulary 30.



Lesson 31.

Verbs III-He: Imperfect, Imperative, and Infinitive Construct. Vocabulary 31.



Lesson 32.

Hollow Verbs (II-Waw/Yodh): Imperfect, Imperative, and Infinitive Construct. Vocabulary 32.



Lesson 33.

Geminate Verbs: Imperfect, Imperative, and Infinitive Construct. Vocabulary 33.



Lesson 34.

The Passive Participle. The Infinitive Absolute the Numbers from 3 to 10. Vocabulary 34.



Lesson 35.

Clauses Joined with wÇû. To Be. Vocabulary 35.



Lesson 36.

“Behold” and “please I pray”. Vocabulary 36.



Lesson 37.

Derived Verbs. Niphal Verbs: Meaning. Niphal Verbs: Stems and Inflection. Vocabulary 37.



Lesson 38.

Niphal Verbs: Stems and Inflection (Cont.). Niphal Verbs: Mixed Types. Vocabulary 38.



Lesson 39.

Niphal Verbs: Stems and Inflection (Concluded). Vocabulary 39.



Lesson 40.

Piel Verbs: Meaning. Piel Verbs: Stems and Inflection. Vocabulary 40.



Lesson 41.

Piel Verbs: Stems and Inflection (Concluded). Pausal Forms. Vocabulary 41.



Lesson 42.

The Pual. Proclisis, Retraction of Stress, and Conjunctive Daghesh. Vocabulary 42.



Lesson 43.

Hiphil Verbs: Meaning. Hiphil Verbs: Stems and Inflection. Vocabulary 43.



Lesson 44.

Hiphil Verbs: Stems and Inflection (Cont.). More on Numbers. Vocabulary 44.



Lesson 45.

Hiphil Verbs: Stems and Inflection. The Numbers from 11 to 19. Vocabulary 45.



Lesson 46.

Hiphil Verbs: Stems and Inflection (Cont.). The Numbers from 21 to 29. Vocabulary 46.



Lesson 47.

Hiphil Verbs: Stems and Inflection (Cont.) An Idiomatic Use of . Vocabulary 47.



Lesson 48.

Hiphil Verbs: Stems and Inflection (Concluded). Verbal Henidiadys and Related Idioms. Vocabulary 48.



Lesson 49.

The Hophal. Vocabulary 49.



Lesson 50.

The Hithpael. Vocabulary 50.



Lesson 51.

The Qal Passive. Polel, Polal, and Highpolel. Other Verb Types. Final Remarks on the Numbers. Vocabulary 51.



Lesson 52.

The Verb with Object Suffixes. Object Suffixes on the Perfect: Third Person Masculine Singular. Object Suffixes on the Perfect: Second Person Masculine Singular. Vocabulary 52.



Lesson 53.

Object Suffixes on the Perfect: Third Person Feminine Singular. Object Suffices on the Remaining Forms of the Perfect. A Group of Irregular Qal Verbs. Vocabulary 53.



Lesson 54.

Object Suffixes on the Imperfect. Object Suffixes on the Imperative. Object Suffixes on the Infinitive Construct. Vocabulary 54.



Lesson 55.

Conditional Sentences. Concluding Remarks on Clause Sequences. Vocabulary 55.



Appendix A. A Classified List of Nouns.


Appendix B. Qal Verbs: The Principal Parts According to Root Types.


Appendix C. The Derived Conjugations: A Synopsis.


Appendix D. Chronological Table.


Appendix E. Brief Bibliography.


Hebrew-English Glossary.


English-Hebrew Glossary.


Index.
]]> 04 03 06 0023672501.jpg Prentice Hall 01 Pearson Education 04 19710901 1972 01 WORLD 01 10.88 in 02 7.51 in 03 0.81 in 08 785 gr Pearson Education IP 20 20 01 02 k 101.60 0023672609 03 01 02 0023672609 03 9780023672606 15 9780023672606 14 09780023672606 01 BC B102 <b202>01</b202> <b203>Descartes</b203> <b029>Discourse On Method and the Meditations</b029> 1 A01 Lafleur, Laurence J. Laurence J. Lafleur 01 eng PHI000000 05 Prentice Hall 01 Pearson Education 04 19600101 1960 01 WORLD 01 8.04 in 02 5.34 in 03 0.37 in 08 186 gr Pearson Education IP 20 92 01 02 k 11.40 0023674121 03 01 02 0023674121 03 9780023674129 15 9780023674129 14 09780023674129 01 BC B102 <b202>01</b202> <b203>Aqueous Environmental Geochemistry</b203> 1 A01 Langmuir, Donald Donald Langmuir Colorado School of Mines 01 eng 600 SCI013000 05 01 Langmuir provides a thorough presentation of natural chemical concentrations, systems and processes to help readers (1) understand controls on the chemical quality of surface and subsurface waters, and (2) distinguish between the natural and the anthropogenic. Unlike most authors, whose civil/sanitary engineering backgrounds promote a more aquatic chemistry perspective, LangmuirÕs geology/geochemistry experience focuses coverage on the chemical interactions between water and geological materials. The book provides valuable training in using in the geochemical computer code MINTEQA2 as an integral problem-solving tool.

]]> 04
 1. Thermochemical Principles.


 2. Chemical Kinetics.


 3. Aqueous Complexes.


 4. Activity Coefficients of Dissolved Species.


 5. Acids and Bases.


 6. Carbonate Chemistry.


 7. Chemical Weathering.


 8. General Controls on Natural Water Chemistry.


 9. The Geochemistry of Clay Minerals.


10. Adsorption-Desorption Reactions.


11. Oxidation-Reduction Concepts.


12. Iron and Sulfur Geochemistry.


13. Actinides and Their Daughter and Fission Products.


Geochemical Computer Models.


References.


Index.
]]> 04 03 06 0023674121.jpg Prentice Hall 01 Pearson Education 04 19961227 1997 01 WORLD 01 9.11 in 02 7.01 in 03 1.12 in 08 943 gr Pearson Education IP 20 14 01 02 k 140.20 0023694912 03 01 02 0023694912 03 9780023694912 15 9780023694912 14 09780023694912 01 BC B102 <b202>01</b202> <b203>Economic Decisions for Consumers</b203> 1 A01 Leet, Don R. Don R. Leet California State University, Fresno 2 A01 Driggers, Joanne Joanne Driggers Mount San Antonio College 2 01 eng BUS069000 05 04
 1. Decision Making: Learning to Choose.


 2. Life Cycles, Life Styles, and the Consumer.


 3. Basic Economic Principles: Be Prepared.


 4. Financial Planning: Getting in Control.


 5. Money and Banking: The Almighty Dollar.


 6. Credit: Buy Now, Pay More Later.


 7. Advertising: Information or Manipulation?


 8. Consumer Protection and Redress: Doing unto Others as They do unto You.


 9. Comparison Shopping in Fashionable America: Buying Process Model.


10. Food: More Than a Matter of Taste.


11. Housing: Home Sweet Home.


12. The Automobile: Wheels and Deals.


13. Energy, the Environment, and the Consumer.


14. Health Care: What Happens When You Get Sick.


15. Government Services and Taxes: Paying Your Fair Share.


16. Personal Investments: Managing Your Money.


17. Planning for the Future: Insurance, Retirement, and Beyond.


18. Consumer Economics from a Global Perspective.


Appendix I. Seeking Help for Consumer Problems.


Appendix II. Directory of Federal Consumer Agencies.


Appendix III. Directory of State Consumer Agencies.


Glossary.


Index.
]]> Prentice Hall 01 Pearson Education 04 19900301 1990 01 WORLD 01 9.5 in 02 8.5 in 03 1.25 in 08 1497 gr Pearson Education MD 23 12 01 02 f 114.60 0023695307 03 01 02 0023695307 03 9780023695308 15 9780023695308 14 09780023695308 01 BC B102 <b202>01</b202> <b203>Liberty, Justice, and Morals</b203> <b029>Contemporary Value Conflicts</b029> 1 A01 Leiser, Burton M. Burton M. Leiser 3 01 eng PHI000000 05 Prentice Hall 01 Pearson Education 04 19851227 1986 01 WORLD 01 9.02 in 02 6 in 03 1.01 in 08 649 gr Pearson Education IP 20 16 01 02 k 65.40 0023705507 03 01 02 0023705507 03 9780023705502 15 9780023705502 14 09780023705502 01 BC B102 <b202>01</b202> <b203>The Ageless Chinese</b203> 1 A01 Li, Dun J. Dun J. Li 3 01 eng HIS000000 05 Prentice Hall 01 Pearson Education 04 19781001 1979 01 WORLD 01 9.02 in 02 6.01 in 03 1.4 in 08 857 gr Pearson Education IP 20 12 01 02 k 82.20 0023708603 03 01 02 0023708603 03 9780023708602 15 9780023708602 14 09780023708602 01 BC B102 <b202>01</b202> <b203>Arts and Crafts for the Classroom</b203> 1 A01 Linderman Linderman 2 01 eng EDU029050 05 Allyn & Bacon 01 Pearson Education 04 19840101 1984 01 WORLD 01 10 in 02 7 in 03 1 in 08 1043 gr Pearson Education MD 23 16 01 02 k 121.20 0023721103 03 01 02 0023721103 03 9780023721106 15 9780023721106 14 09780023721106 01 BC B102 <b202>01</b202> <b203>Creative and Mental Growth</b203> 1 A01 Lowenfeld, Viktor Viktor Lowenfeld 2 A01 Brittain, W. Lambert W. Lambert Brittain Cornell University 8 01 eng 510 EDU029050 05 04 1. The Importance of Art for Education.
2. Understanding Growth and Development.
3. The Development of Creativity.
4. The Development of Aesthetic Awareness.
5. Art in the Elementary School.
6. The Beginnings of Self-Expression: The Scribbling Stage, Two-Four Years.
7. First Representational Attempts: The Preschematic Stage, Four-Seven Years.
8. The Achievement of a Form Concept: The Schematic Stage, Seven-Nine Years.
9. The Dawning Realism: The Gang Age, Nine-Twelve Years.
10. Art in the Secondary School.
11. The Age of Reasoning: The Pseudo-Naturalistic Stage, Twelve- Fourteen Years.
12. The Period of Decision: Adolescent Art in the High School, Fourteen-Seventeen Years.
Summary.
Bibliography.
Index.
]]> Prentice Hall 01 Pearson Education 04 19870201 1987 01 WORLD 01 9.56 in 02 8.38 in 03 1.375 in 08 1191 gr Pearson Education IP 20 8 01 02 f 91.40 0023730234 03 01 02 0023730234 03 9780023730238 15 9780023730238 14 09780023730238 01 BC B102 <b202>01</b202> <b203>Industrial Electronics</b203> 1 A01 Maas, James W. James W. Maas Electrocom Automation/Technical Publications 01 eng 768 TEC008000 05 01 A thorough, practical introduction to industrial electronics encompassing the most up-to-date devices available. It provides detailed explanations of the structure and operation of the common linear components, digital ICs and sensory devices electronics technicians are likely to encounter on the job. Written for the technician rather than the engineer, coverage emphasizes practical circuit operation over complex control theory.

]]> 04
 1. Basic On and Off Control Devices.


 2. Operational Amplifiers and Comparators.


 3. Thermal Transducers/Introduction to Signal Conditioning.


 4. Other Transducers and Signal-Conditioning Circuitry.


 5. Optoelectronic Devices and Signal Conditioning Circuitry.


 6. Introduction to Pulse and Timing-Control Circuits.


 7. SCRs, TRIACs, and Other Thyristors.


 8. Introduction to Thyristor Control Circuits.


 9. AC and DC Power Sources.


10. Motors and Magnetic Control Devices.


11. Theory of Closed-Loop Control Systems.


12. Microprocessors and Digital Control Systems.


13. Introduction to Microcomputer-Based Control Systems.


14. Introduction to Automated Control Systems and Robotics.


Index.
]]> Prentice Hall 01 Pearson Education 04 19950118 1995 01 WORLD 01 9.625 in 02 7.625 in 03 1.75 in 08 1430 gr Pearson Education MD 23 12 01 02 k 155.60 002374510X 03 01 02 002374510X 03 9780023745102 15 9780023745102 14 09780023745102 01 BC B102 <b202>01</b202> <b203>Principles of Christian Theology</b203> 1 A01 Macquarrie, John John Macquarrie 2 01 eng REL000000 05 Prentice Hall 01 Pearson Education 04 19770101 1977 01 WORLD 01 9.05 in 02 6 in 03 1.07 in 08 757 gr Pearson Education IP 20 14 01 02 k 52.80 0023749105 03 01 02 0023749105 03 9780023749100 15 9780023749100 14 09780023749100 01 BC B102 <b202>01</b202> <b203>Electronic Circuits</b203> <b029>Analysis, Simulation, and Design</b029> 1 A01 Malik, Norb Norb Malik University of Iowa 01 eng 1008 TEC008000 05 04
 1. Modeling and Signal Processing Principles.


 2. Operational Amplifier Circuits.


 3. Semiconductors, pn Junctions, and Diode Circuits.


 4. Bipolar Transistors.


 5. Field-Effect Transistors.


 6. Bias Circuits.


 7. Transistor Amplifiers.


 8. Frequency Response.


 9. Feedback Circuits Amplifiers.


10. Power Circuits and Systems.


11. Analog Integrated Circuits.


12. Filters.


13. Digital Logic Circuits.


14. Digital Memory, Interfacing, and Timing Principles.


Appendix A Spice Analysis.


Appendix B Two-Port Network Networks.


Appendix C SPICE Parameters for Bipolar Transistors.
]]> Prentice Hall 01 Pearson Education 04 19950130 1995 01 WORLD 01 9.24 in 02 8 in 03 2.49 in 08 2018 gr Pearson Education IP 20 6 01 02 f 129.00 0023749210 03 01 02 0023749210 03 9780023749216 15 9780023749216 14 09780023749216 01 BC B102 <b202>01</b202> <b203>Transcreation of the Bhagavad Gita</b203> 1 A01 Malhotra, Ashok Kumar Ashok Kumar Malhotra State University of New York, Oneonta 01 eng 86 REL000000 05 01 Unlike all other English translations of the Bhagavad Gita — which are either too literal and abstract, or written in very formal, incomprehensible English, or are philosophically one-sided — this reader-friendly “transcreation” offers an unbiased philosophical perspective and presents the main religious and philosophical themes of the Bhagavad Gita in simple, ordinary language easily accessible to today's readers. It enables them to read this great work as if it were originally written in their own language — and to capture the excitement of discovering its relevance to their own lives. Begins with a brief introduction and a short story outline of the Bhagavad Gita. Presents the actual transcreation of the text of the Bhagavad Gita in eighteen chapters -- each beginning with a succinct summary of the main issues covered — thus providing a continuing thematic map to the philosophical religious territory of the Bhagavad Gita. Concludes with an Afterword that presents a succinct analysis of classical, modern, contemporary, and recent interpretations of the Bhagavad Gita — and reveals the importance of this great text for Hindus as well as for the world. Translates all Sanskrit words into simple English words, and describes difficult words and major names in simple language in footnotes at the bottom of each page and in a glossary at the back of the text. For anyone interested in the Bhagavad Gita or Asian philosophy or religions.

]]> 04 INTRODUCTION.

STORY OUTLINE OF THE BHAGAVAD GITA.

PRINCPAL CHARACTERS.

TRANSCREATED TEXT OF THE BHAGAVAD GITA.

Arjuna's Moral Dilemma.

Path of Knowledge.

Path of Action.

Paths of Action and Knowledge.

Path of Renunciation.

The Nature of a True Yogi.

The Divine's Higher and Lower Natures.

Path to the Supreme Self.

Wisdom and Worship.

Glorious Manifestations of the Divine.

Intuitive Vision of the Cosmic Form.

Path of Devotion.

The Body and Its Controller.

The Three Components of the Material Reality.

The Cosmic Fig Tree.

Sage-like and Unsage-like Endowments.

Nature of Faith.

Paths of Renunciation and Relinquishment.

AFTERWORD.

Interpretations of the Bhagavad Gita.

Classical Interpretations — with comments by Shankara, Ramanuja and Madhava.Modern Interpretations — with comments by Weber, Garbe and Farquhar.Contemporary Interpretations — with comments by Tilak, Gandhi, and Radhakrishnan.Recent Interpretations — with comments by Hauer, Eliot, and Bhaktivedanta.
Ethical, Philosophical, and Religious Content.

Glossary.]]> 04 03 06 0023749210.jpg Prentice Hall 01 Pearson Education 04 19980629 1999 01 WORLD 01 9 in 02 6.03 in 03 0.2 in 08 145 gr Pearson Education IP 20 77 01 02 k 20.40 0023761601 03 01 02 0023761601 03 9780023761607 15 9780023761607 14 09780023761607 01 BC B102 <b202>01</b202> <b203>The Life of Lazarillo</b203> <b029>De Tormes (Library of Liberal Arts 37)</b029> 1 A01 Markley, J. G. J. G. Markley 01 eng PHI000000 05 Prentice Hall 01 Pearson Education 04 19540101 1954 01 WORLD 01 8.5 in 02 5.36 in 03 0.16 in 08 100 gr Pearson Education IP 20 68 01 02 k 11.80 0023781408 03 01 02 0023781408 03 9780023781407 15 9780023781407 14 09780023781407 01 BC B102 <b202>01</b202> <b203>Electronic Materials Science</b203> <b029>For Integrated Circuits in SI and Gaas</b029> 1 A01 Mayer, James W. James W. Mayer Cornell University 2 A01 Lau, Sylvanus S. Sylvanus S. Lau 01 eng TEC021000 05 04 03 06 0023781408.jpg Prentice Hall 01 Pearson Education 04 19890821 1990 01 WORLD 01 8.95 in 02 6 in 03 1.04 in 08 662 gr Pearson Education IP 20 16 01 02 k 120.00 002379609X 03 01 02 002379609X 03 9780023796098 15 9780023796098 14 09780023796098 01 BC B102 <b202>01</b202> <b203>Selected Poems of Walt Whitman to Anthology of American Literature</b203> 1 A01 McMichael, George George McMichael California State, Hayward 01 eng LIT000000 05 Prentice Hall 01 Pearson Education 04 19930331 1993 01 WORLD 01 9 in 02 6 in 03 0.375 in 08 200 gr Pearson Education MD 23 48 01 02 k 5.40 0023797657 03 01 02 0023797657 03 9780023797651 15 9780023797651 14 09780023797651 01 BC B102 <b202>01</b202> <b203>Community Corrections</b203> 1 A01 McShane, Marilyn D. Marilyn D. McShane University of Houston, Downtown 2 A01 Krause, Wesley Wesley Krause San Bernardino Cty Adult Probation 01 eng 507 POL014000 05 04 I. THE THEORY AND STRUCTURE OF COMMUNITY SENTENCES.

 1. An Overview of Community Corrections.

 2. Sentencing Options.

 3. The Organization and Function of Community Corrections.

II. ADULT COMMUNITY CORRECTIONS PROGRAMS.

 4. Incarceration Alternatives.

 5. House Arrest and Electronic Monitoring.

 6. Intensive Supervision.

 7. Community Service and Economic Sanctions.

 8. Bridging Programs.

III. JUVENILE COMMUNITY CORRECTIONS PROGRAMS.

 9. The Juvenile and Alternative Sentences.

10. Changing Perspectives on the Status Offender.

11. Programming Experiments for Juveniles.

IV. THE PEOPLE AND THE PROCESS.

12. Legal Challenges to the Conditions of Community Corrections.

13. The Community Supervision Professional.

14. Managing the Special-Needs Client.

15. Program Evaluation.

Bibliography.

Case Index.

Name Index.

General Index.

]]> Prentice Hall 01 Pearson Education 04 19921001 1993 01 WORLD 01 8.96 in 02 7.02 in 03 1.05 in 08 798 gr Pearson Education IP 20 16 01 02 k 113.80 0023801352 03 01 02 0023801352 03 9780023801358 15 9780023801358 14 09780023801358 01 BC B102 <b202>01</b202> <b203>Free Spirits</b203> <b029>Feminist Philosophers On Culture</b029> 1 A01 Mehuron, Kate Kate Mehuron Eastern Michigan University 2 A01 Percesepe, Gary J. Gary J. Percesepe Cedarvile College 01 eng 544 PHI000000 05 01 This book features full-length essays by feminists and multi-cultural people. It also addresses the international connections between race, gender, sex, AIDS, the environment, and cultural images.

]]> 04 I. IMAGES.

 1. Kimberle Crenshaw & Gary Peller, Reel Time, Real Justice.

 2. Wahneema Lubiano, Black Ladies, Welfare Queens, and State Minstrels.

 3. Andrew Ross, Cowboys, Cadillacs, and Cosmonauts: Families, Film Genres, and Technocultures.

 4. Susan Bordo, Material Girl: The Effacements of Postmodern Culture.

 5. Danae Clark, Commodity Lesbianism.

II. COMMUNITY.

 6. bell hooks and Cornel West, Black Women and Men: Partnership in the 1990s.

 7. Barbara Smith, Between A Rock and A Hard Place: Relationships Between Black and Jewish Women

 8. Nancy Fraser, Struggle Over Needs: Outline of a Socialist-Feminist Critical Theory of Late Capitalist Political Culture.

 9. Maria C. Lugones, Playfulness, “World-Traveling,” and Loving Perception.

10. Kathy Boudin, et. al., Voices: Women of ACE (AIDS Counseling and Eduction).

III. MEGALOPOLIS.

11. Elaine H. Kim, Home Is Where the Han Is: A Korean American Perspective on the Los Angeles Upheavals.

12. Cynthia Enloe, On the Beach: Sexism and Tourism.

13. Leslie Kanes Weisman, The Private Use of Public Space.

14. Celeste Olalquiaga, Holy Kitschen: Collecting Religious Junk From the Street.

IV. TECHNOLOGIES OF THE SELF.

15. Gloria Anzaldua, How To Tame A Wild Tongue.

16. Sandra Bartky, Foucault, Femininity, and the Modernization of Patriarchal Power.

17. Susan Ferraro, The Anguished Politics of Breast Cancer.

18. Linda Singer, BodiesPleasuresPowers.

V. ECOFEMINISM.

19. Starhawk, Power, Authority and Mystery: Ecofeminism and Earth-Based Spirituality.

20. Ynestra King, Healing the Wounds: Feminism, Ecology, and the Nature/Culture Dualism.

21. Carol Adams, The Feminist Traffic in Animals.

22. Carolyn Merchant, Ecofeminism.

VI. SEXUALITIES.

23. Katie Roiphe, Date Rape's Other Victim.

24. Patricia Hill Collins, The Sexual Politics of Black Womanhood.

25. Walter L. Williams, Of Religion and Dreams: The Spiritual Basis of the Berdache Tradition.

26. Linda Williams, Fetishism and Hard Core.

27. Catherine MacKinnon, Crimes of War, Crimes of Peace.

VII. MASCULINITIES.

28. Richard Rodriguez, Complexion.

29. John Stoltenberg, How Men Have (a) Sex.

30. Patrick D. Hopkins, Gender Treachery: Homophobia, Masculinity, and Threatened Identities.

31. Thomas W. Laqueur, The Facts of Fatherhood.

VIII. POLITICS OF HOPE.

32. Ann Snitow, Being Joyously Political in Dangerous Times.

33. Rayna Green, Culture and Gender in Indian America.

34. Fran Peavy, American Willing to Listen.

35. Trinh T. Minh-ha, Yellow Sprouts.

]]> Prentice Hall 01 Pearson Education 04 19941019 1995 01 WORLD 01 9.28 in 02 7.58 in 03 1.2 in 08 912 gr Pearson Education IP 20 14 01 02 k 52.00 0023801360 03 01 02 0023801360 03 9780023801365 15 9780023801365 14 09780023801365 01 BC B102 <b202>01</b202> <b203>Flammable Hazardous Material</b203> 1 A01 Kenley, Scott W. Scott W. Kenley 2 A01 Meidl, James H. James H. Meidl 3 01 eng 288 TEC045000 05 04 03 06 0023801360.jpg Prentice Hall 01 Pearson Education 04 19950203 1995 01 WORLD 01 9.01 in 02 5.99 in 03 0.6 in 08 390 gr Pearson Education IP 20 26 01 02 a 132.00 0023801409 03 01 02 0023801409 03 9780023801402 15 9780023801402 14 09780023801402 01 BC B102 <b202>01</b202> <b203>Analytical Methods in Vibrations</b203> 1 A01 Meirovitch, Leonard Leonard Meirovitch Virginia Polytechnic Institute & State University 01 eng TEC009070 05 Prentice Hall 01 Pearson Education 04 19670301 1967 01 WORLD 01 9.17 in 02 6.25 in 03 1.18 in 08 807 gr Pearson Education IP 20 14 01 02 k 120.00 0023801417 03 01 02 0023801417 03 9780023801419 15 9780023801419 14 09780023801419 01 BC B102 <b202>01</b202> <b203>Principles and Techniques of Vibrations</b203> 1 A01 Meirovitch, Leonard Leonard Meirovitch Virginia Polytechnic Institute & State University 01 eng 694 TEC009070 05 01 Thisbook will be of interest to mechanical engineers, aerospace engineers, and engineering science and mechanics faculty. The main objective of the book is to present a mathematically rigorous approach to vibrations, one that not only permits efficient formulations and solutions to problems, but also enhances understanding of the physics of the problem. The book takes a very broad view approach to the subject so that the similarity of dynamic characteristics of vibrating systems will be understood.

]]> 04
 1. Concepts and Techniques From Linear System Theory.


 2. Principles of Newtonian and Analytical Dynamics.


 3. Single-Degree-of-Freedom Systems.


 4. Multi-Degree-of-Freedom Systems.


 5. Qualitative Aspects of the Algebraic Eigenvalue Problem.


 6. Computational Techniques for the Algebraic Eigenvalue Problem.


 7. Distributed-Parameter Systems.


 8. Approximate Methods for Distributed-Parameter Systems.


 9. The Finite Element Method.


Appendix A: Elements of Laplace Transformation.


Appendix B: Elements of Linear Algebra.


Author Index.


Subject Index.
]]> 04 03 06 0023801417.jpg Prentice Hall 01 Pearson Education 04 19961011 1997 01 WORLD 01 9.1 in 02 7.01 in 03 1.45 in 08 1093 gr Pearson Education IP 20 12 01 02 k 160.00 0023805552 03 01 02 0023805552 03 9780023805554 15 9780023805554 14 09780023805554 01 BC B102 <b202>01</b202> <b203>Exploring Electricity</b203> <b029>Techniques and Troubleshooting</b029> 1 A01 Merchant, Michael Michael Merchant Houston Community College 01 eng 576 TEC008000 05 01 Merchant's clearly written text views the fundamentals of electricity strictly from the readers' perspective, using simple vocabulary, grammar and sentence structure that make it comprehensible to those with highly diversified educ ational, technical, and cultural backgrounds. Begins each chapter with an interesting and plausible troubleshooting situation which the reader will be able to solve after studying the chapter. Replaces traditional math examples with unique "Skill-Builder"that require no knowled ge of algebra. Each example walks the reader through the solution of a math problem with margin notes identifying formulas, exploring key steps, and showing calcul ator keystroke sequences, and includes data for five repetitions of the problem to stre ngthen retention and build self-confidence. Provides the R.I.P.E. table for DC series-parallel analysis, offering a reliable method for circuit analysis that emphasizes fundamental electrical principles, and eliminating differences in reader aptitude Maintains readers' interest with relevant hands-on material, helping them understand how electrical circuits and devices in their home and automobile work in the first few weeks of the course. Introduces math and formulas in small, digestible doses to give users time to absorb and master the math skills. For those in computer repair, consumer electronics repair, automotive electronics, aviation and marine electronics, and biomedical electronics.

]]> 04
 1. Basics of Electricity.


 2. Electrical Quantities and Units.


 3. Circuit Components.


 4. Electrical Calculations and Measurements.


 5. Series Circuits.


 6. Parallel Circuits.


 7. Series-Parallel Circuits.


 8. Circuit Theorems.


 9. Circuit Components II.


10. Magnetism and Electromagnetism.


11. Alternating Current.


12. Inductance.


13. Capacitance.


14. AC Inductive and Capacitive Circuits.


15. AC Frequency Response.


16. DC Frequency Response.


17. Transformers.


18. Electric Motors and AC Power.


Index.
]]> 04 03 06 0023805552.jpg Prentice Hall 01 Pearson Education 04 19950828 1996 01 WORLD 01 10.87 in 02 8.29 in 03 1.19 in 08 1324 gr Pearson Education IP 20 12 01 02 k 126.20 002380565X 03 01 02 002380565X 03 9780023805653 15 9780023805653 14 09780023805653 01 BC B102 <b202>01</b202> <b203>Textile Product Serviceability By Specification</b203> 1 A01 Merkel, Robert S. Robert S. Merkel Florida International University 01 eng ART030000 05 04 I. PRINCIPLES.

 1. Quality: What Is It and Who Wants It?

 2. Standard Specifications.

 3. Getting Reliable Test Results.

 4. Sampling and Statistics.

 5. Overview of Textile Testing.

II. FABRIC TEST METHODS.

 6. Characterizing a Fabric.

 7. Measures of Fabric Strength and Elongation.

 8. Abrasion and Wear.

 9. Effects of Refurbishing on Textiles and End Products.

10. Colorfastness Tests.

11. Colorfastness Tests for End Use Exposure Conditions.

12. Flammability.

13. Absorbency and Repellency.

14. Comfort, Hand, and Drape.

APPENDICES.

A. Testing Equipment.

B. Fabric Selection.

C. Specimen Preparation.

Glossary.

]]> Prentice Hall 01 Pearson Education 04 19910102 1991 01 WORLD 01 9.2 in 02 7.73 in 03 0.79 in 08 730 gr Pearson Education IP 20 20 01 02 k 116.60 0023811927 03 01 02 0023811927 03 9780023811920 15 9780023811920 14 09780023811920 01 BC B102 <b202>01</b202> <b203>Believing in God</b203> <b029>Readings on Faith and Reason</b029> 1 A01 Miller, Edward L. Edward L. Miller University of Colorado 01 eng 209 REL000000 05 01 The book consists of readings on the central issue in philosophical theology: the existence of God. It may be used alone as a main book or as a complement to works on related issues. It presents the most influential classical and contemporary statements on problems pertaining to a belief in God, including arguments for the existence of God, the nature of faith and reason, the problem of evil, and meaning of religious languages; readings are presented chronologically, allowing for an emphasis on historical continuities and connections.

]]> 04
Introduction, What's the Problem?


 1. Tertullian, Athens or Jerusalem?


 2. Clement of Alexandria, Philosophy, the Handmaid of Theology.


 3. St. Augustine, Evil, the Absence of God.


 4. St. Anselm, Faith Seeking Understanding.


 5. St. Thomas Aquinas, Faith, Analogy, and Five Proofs for God.


 6. Meister Eckhart, The Mystic Way.


 7. John Calvin, The Darkened Intellect.


 8. Blaise Pascal, “The Wager,” and Reasons of the Heart.


 9. David Hume, Against God and Miracles.


10. William Paley, The Watch-Analogy.


11. Søren Kierkegaard, Truth Is Subjectivity.


12. John Stuart Mill, Evil vs. God.


13. William James, In Justification of Faith.


14. Rudolf Otto, The Experience of the Numinous.


15. A.J. Ayer, Theology as Meaningless.


16. Frederick Copleston and Bertrand Russell, Evidence for God, Pro and Con.


17. Antony Flew, R.M. Hare, and Basil Mitchell, Three Parables on Falsification.


18. Paul Tillich, Faith and Symbols.


19. Norman Malcolm, St. Anselm's Argument Revisited.


20. John Hick, Free-will and Soul-making.


21. Richard Swinburne, God, Science, and Probability.


22. Alvin Plantinga, Is Belief in God “Properly Basic”?


23. Ed. L. Miller, Faith and History.


Bibliographical Note.
]]> 04 03 06 0023811927.jpg Prentice Hall 01 Pearson Education 04 19951201 1996 01 ROW AF AG AL AN AO AR AT AU BB BE BF BG BH BI BM BN BO BR BS BT BW CF CG CH CI CL CM CN CO CR CS CY CZ DE DK DO DZ EC EG ES ET FI FJ FR GB GH GI GM GN GP GR GT GU GY HK HN HT HU ID IE IL IN IQ IR IS IT JM JO JP KE KP KR KW LA LB LI LR LS LU LY MA MG ML MM MN MQ MR MT MU MV MW MY MZ NE NG NI NL NO NP NZ PA PE PG PH PL PT PY QA RO RU RW SA SB SD SE SG SL SM SN SO SV SY SZ TD TG TH TN TR TT TW TZ UG UY VA VE WS YE ZA 01 9 in 02 6 in 03 0.375 in 08 277 gr Pearson Education MD 23 42 01 02 k 76.40 0023812613 03 01 02 0023812613 03 9780023812613 15 9780023812613 14 09780023812613 01 BC B102 <b202>01</b202> <b203>God and Reason</b203> 1 A01 Miller, Edward L. Edward L. Miller University of Colorado 2 01 eng 256 PHI000000 05 04
 1. What Is Philosophical Theology?


 2. The Ontological Argument.


 3. The Cosmological Argument.


 4. The Teleological Argument.


 5. The Moral Argument.


 6. Religious Experience.


 7. Faith and Reason.


 8. The Problem of Evil.


 9. The Soul and Immortality.


10. God and Language.


Postscript: On Finding the Cat.


Bibliographical Note.


Index.
]]> 04 03 06 0023812613.jpg Prentice Hall 01 Pearson Education 04 19940908 1995 01 ROW AF AG AL AN AO AR AT AU BB BE BF BG BH BI BM BN BO BR BS BT BW CF CG CH CI CL CM CN CO CR CS CY CZ DE DK DO DZ EC EG ES ET FI FJ FR GB GH GI GM GN GP GR GT GU GY HK HN HT HU ID IE IL IN IQ IR IS IT JM JO JP KE KP KR KW LA LB LI LR LS LU LY MA MG ML MM MN MQ MR MT MU MV MW MY MZ NE NG NI NL NO NP NZ PA PE PG PH PL PT PY QA RO RU RW SA SB SD SE SG SL SM SN SO SV SY SZ TD TG TH TN TR TT TW TZ UG UY VA VE WS YE ZA 01 8.24 in 02 5.51 in 03 0.55 in 08 290 gr Pearson Education IP 20 40 01 02 k 95.20 002381831X 03 01 02 002381831X 03 9780023818318 15 9780023818318 14 09780023818318 01 BC B102 <b202>01</b202> <b203>Economic Statistics and Econometrics</b203> 1 A01 Mirer, Thad W. Thad W. Mirer State University New York, Albany 3 01 eng 464 BUS061000 05 01 Combines technique with application using real data sets. The core of the book (Chapters 1-13) covers the basic statistical concepts necessary for econometrics with an emphasis on regression analysis. Part V is a treatment of advanced econometrics theory.

]]> 04
 1. Introduction.

I. DATA AND DESCRIPTION.

 2. Economic Data.

 3. Descriptive Statistics.

 4. Frequency Distributions.

II. SPECIFICATION AND ESTIMATION OF REGRESSION MODELS.

 5. Simple Regression: Theory.

 6. Simple Regression: Application.

 7. Multiple Regression: Theory and Application.

III. PROBABILITY DISTRIBUTIONS.

 8. Probability Theory.

 9. Random Variables and Probability Distributions.

10. The Normal and t Distributions.

IV. INFERENCE IN REGRESSION.

11. Sampling Theory in Regression.

12. Hypothesis Testing.

13. Estimation and Regression Problems.

V. TOPICS IN ECONOMETRICS.

14. F Tests and Dummy Variable Outcomes.

15. Heteroscedasticity and Autocorrelation.

16. Regression and Time Series.

17. Simultaneous-Equation Models.

VI. TOPICS IN STATISTICS.

18. Inference for the Mean and Variance.

19. Chi-Square Tests and Analysis of Variance.

Statistical Tables.

Answers to Selected Problems.

Bibliography.

Index.

]]> Prentice Hall 01 Pearson Education 04 19941026 1995 01 WORLD 01 9.13 in 02 6.3 in 03 0.92 in 08 649 gr Pearson Education IP 20 16 01 02 k 86.67 0023841427 03 01 02 0023841427 03 9780023841422 15 9780023841422 14 09780023841422 01 BC B102 <b202>01</b202> <b203>Introductory Foods</b203> <b029>A Laboratory Manual</b029> 1 A01 Morr, Mary L. Mary L. Morr Michigan State University 2 A01 Irmiter, Theodore F. Theodore F. Irmiter Kent State University 6 01 eng CKB023000 05 04
Agenda for Improving Nutrient Content of Prepared Foods.


Nutrition Labeling and Education Act of 1990.


Objectives of the Laboratory Experience.


Laboratory Conduct and Responsibilities.


Evaluation of Food Products.


Metric Conversion.


Table of Equivalents.


Temperatures Used in Food Preparation.


Microwave Cooking.


Introduction and Demonstration.


Basic Terms and Concepts.


Descriptive Terms Used in Judging Characteristics of Baked Products.


Muffins.


Baking Powder Biscuits.


Yeast Breads.


Butter Type Cakes.


Cream Puffs and Popovers.


Fats and Oils.


Pie Pastries: Fruit Pies.


Deep Fat Frying.


Starch.


Rice, Paste Products, and Cereals.


Milk.


Cheese.


Eggs and Custards.


Egg Foams.


Starch-Egg Combinations.


Meat and Poultry-Tender Cuts: Dry Heat Methods.


Meat and Poultry-Less Tender Cuts: Dry Heat Methods.


Fish and Shellfish.


Vegetables.


Dried Legumes.


Fruits.


Soups.


Salads.


Salad Dressings.


Gelatin.


Beverages.


Crystallization: Sugar (Candies)


Crystallization: Water (Frozen Desserts).


Meal Planning.


Appendixes.


Recipe Index.


Subject Index.
]]> Prentice Hall 01 Pearson Education 04 19950410 1995 01 WORLD 01 10.99 in 02 8.48 in 03 0.74 in 08 839 gr Pearson Education IP 20 20 01 02 f 75.60 0023841710 03 01 02 0023841710 03 9780023841712 15 9780023841712 14 09780023841712 01 BC B102 <b202>01</b202> <b203>Contemporary Approaches to Philosophy</b203> 1 A01 Moser, Paul K. Paul K. Moser Loyola University, Chicago 2 A01 Mulder, Dwayne H. Dwayne H. Mulder Loyola University, Chicago 01 eng 496 PHI000000 05 04
Paul Moser and Dwayne Mulder, “General Introduction: Philosophy of Philosophy.”

I. PRAGMATISM.

 1. Charles S. Peirce, “What Pragmatism Is.”

 2. William James, “What Pragmatism Means.”

 3. John Dewey, “The Development of American Pragmatism.”

 4. C.I. Lewis, “The Proper Method of Philosophy.”

II. ANGLO-AMERICAN PHILOSOPHY.

 5. Bertrand Russell, “Logical Atomism.”

 6. G.E. Moore, “What is Philosophy?.”

 7. Ludwig Wittgenstein, “Philosophy.”

 8. A.J. Ayer and F.C. Copieston, “Logical Positivism—A Debate.”

 9. Rudolf Camap, “Empiricism, Semantics, and Ontology.”

10. Friedrich Waismann, “How l See Philosophy.”

11. Roderick Chisholm, “Philosophers and Ordinary Language.”

12. Karl Popper, “The Nature of Philosophical Problems and Their Roots in Science.”

13. W.V. Quine, “Semantic Ascent.”

14. Micheal Dummett, “Can Analytical Philosophy Be Systematic, and Should It Be?”

III. CONTINENTAL PHILOSOPHY.

15. Friedrich Nietzsche, “On the Prejudices of Philosophers.”

16. Edmund Husserl, “Phenomenoiogy” and “Philosophy.”

17. Martin Heidogger, “The End of Philosophy and the Task of Thinking.”

18. Jean-Paul Sartre, “Existentialism.”

19. Maurice Merleau-Ponty, “What is Phenomenology?.”

20. Michel Foucault, “Nietzsche, Genealogy, History.”

21. Jacques Derrida, “Deconstruction and the Other.”

22. Jurgen Habermas, “Philosophy as Stand-In and Interpreter.”

IV. PROSPECTS FOR PHILOSOPHY.

23. Richard Rorty, “Pragmatism and Philosophy.”

24. Ernest Sosa, “Serious Philosophy and Freedom of Spirit.”

25. Hilary Putnam, “Why is a Philosopher?.”

Bibliography.

Index.

]]> Prentice Hall 01 Pearson Education 04 19930802 1994 01 WORLD 01 9.25 in 02 6.25 in 03 1 in 08 694 gr Pearson Education MD 23 36 01 02 k 48.80 0023841818 03 01 02 0023841818 03 9780023841811 15 9780023841811 14 09780023841811 01 BC B102 <b202>01</b202> <b203>African Philosophy</b203> <b029>Selected Readings</b029> 1 A01 Mosley, Albert G. Albert G. Mosley Ohio University 01 eng 416 PHI000000 05 04 PART I. THE NATURE OF AFRICAN PHILOSOPHY.

Ethnophilosophy.

 1. Blyden, Edward (1878), Africa and the Africans in Christianity, Islam, and the Negro Race, (Edinburg: Edinburg University Press, 1967).

 2. Dubois, W.E.B. (1897), The Conservation of Races in The American Negro Academy Occasional Paper, (Arno Press, 1969).

 3. Levy-Bruhl, Lucien (1926), How Natives Think (NY, NY: Washington Square Press).

 4. Tempels, Placide (1959), Bantu Philosophy Paris: Presence Africaine.

 5. Senghor, Leopold S. (1962), Diogenes, #37, Spring 1962 pp. 1-15.

 6. Mbiti, John (1981), African Religions and Philosophy, 2nd edition (NY: Heinemann).

 7. Crawford, Jefferey (1993), Cheikh Anta Diop, The Stolen Legacy Theory, and Afrocentrism.

 8. Sumner, Claude (1980), Ethiopia: Land of Diverse Expressions of Philosophy, Birthplace of Modern Thought in African Philosophy, ed. by Dr. Claude Sumner (Addis Ababa, Ethiopia: Addis Ababa University Press, Chamber from: Printing House).

The Critique of Ethnophilosophy.

 9. Wiredu, Kwasi (1980), How Not to Compare African with Western Thought Ch'indaba (complete citation).

10. Hountondji, Paulin (1989), The Particular and the Universal in SAPINA Newsletter. translated from the French (complete citation).

11. Appiah, Anthony (1985), The Uncompleted Argument: Dubois and the Illusion of Race Critical Inquiry 12, Autumn 1985.

12. Mosley, Albert, Negritude, Nationalism, and Nativism: Racist or Racialist?

13. Owomoyela, Oyeka (1987), Africa and the Imperative of Philosophy — A Skeptical Consideration in African Studies Review, vol. 30, #1.

14. Irele, Abiola (1986), Contemporary Thought in French Speaking Africa in Africa and the West — The Legacies of Empire ed by I. Mowoe and R. Bjornson, Greenwood Press.

II. MAGIC, WITCHCRAFT, AND SCIENCE.

15. Horton, Robin (1970), African Traditional Thought and Western Science in Africa 37 (1967) part I: 50-71, part II: 155-187.

16. Gyekye, Kwame (1987), An Essay on African Philosophical Thought (Cambridge: Cambridge Univ. Press).

17. Hallen, Barry and Sodipo, John (1986), Is the Aje a Witch in Knowledge, Belief, and Witchcraft: Analytical Experiments in African Philosophy (London: Ethnographical Press).

18. Oluwole, Sophie (1978), On the Existence of Witches in Second Order, vol. VII, #1&2.

19. Bodunrin, P.O. (1978), Magic, Witchcraft, and E.S.P.: A Defense of Scientific and Philosophical Skepticism in Second Order, vol. VII, #1&2.

20. Mosley, Albert, Magic and Witchcraft in Contemporary African Philosophy.

III. CONTEMPORARY DIRECTIONS IN MORAL PHILOSOPHY AND AESTHETICS.

21. Wiredu, Kwasi, Custom and Morality: A Comparative Analysis of Some African and Western Conceptions of Morality.

22. English, Parker and Hamms, Nancy, Traditional Akan Art as Moral Philosophy.

23. Onyewuenyi, Innocent C., Traditional African Aesthetics: A Philosophical Perspective in International Philosophical Quarterly XXIV, 3 Sept. 1984.

24. Blocker, H.Gene (1987), The Aesthetics of Traditional and Modern African Art.

]]> Prentice Hall 01 Pearson Education 04 19950310 1995 01 ROW AF AG AL AN AO AR AT AU BB BE BF BG BH BI BM BN BO BR BS BT BW CF CG CH CI CL CM CN CO CR CS CY CZ DE DK DO DZ EC EG ES ET FI FJ FR GB GH GI GM GN GP GR GT GU GY HK HN HT HU ID IE IL IN IQ IR IS IT JM JO JP KE KP KR KW LA LB LI LR LS LU LY MA MG ML MM MN MQ MR MT MU MV MW MY MZ NE NG NI NL NO NP NZ PA PE PG PH PL PT PY QA RO RU RW SA SB SD SE SG SL SM SN SO SV SY SZ TD TG TH TN TR TT TW TZ UG UY VA VE WS YE ZA 01 8.875 in 02 5.875 in 03 0.875 in 08 585 gr Pearson Education IP 20 18 01 02 k 72.00 0023854510 03 01 02 0023854510 03 9780023854514 15 9780023854514 14 09780023854514 01 BC B102 <b202>01</b202> <b203>Research Methods for the Social Sciences</b203> <b029>Practice and Applications</b029> 1 A01 Mutchnick, Robert J. Robert J. Mutchnick Indiana University of Pennsylvania 2 A01 Berg, Bruce L. Bruce L. Berg California State University, Long Beach 01 eng 283 PSY000000 05 01 This unique workbook is designed as a stand-alone book or hands-on applications supplement for any of the standard books on research methods in the social sciences. It presents examples from a wide range of current studies, with a research summary explaining how the methodology was used.

]]> 04
Chapter 1.

Introduction.

Objectives of the Manual General Description of the Research Enterprise The Scientific Method The Linkage between Theory and Research Inductive and Deductive Reasoning How to Read a Table Responsibility to Subjects, Colleagues and the Community.



Summary.

References.

Abstracted Reprints.

Table Reading: David J. Maume, Jr., Inequality and Metropolitan Rape Rates: A Routine Activity Approach, Justice Quarterly, Vol. 6(4), 1989: 513-525. Reading Tables and Creating Typologies: John Klofas, Measuring Jail Use: A Comparative Analysis of Local Corrections, Journal of Research in Crime and Delinquency, Vol. 27(3), 1990: 295-317 Null and Alternate Hypotheses: Kathleen Daly, Gender and Varieties of White-Collar Crime, Criminology: An Interdisciplinary Journal, Vol. 27(4), 1989: 769-794.



Chapter 2.

Issues of Measurement.

Why do Social Scientists Measure Variables? Relationships between Variables Levels of Measurement Single Indicators as Measures Scales as Measures Rating Scales.

Questionnaire Based Scales.

Thurston Scales Likert Scales Guttman Scales.

Measures of Central Tendency.

Mode Mean Median Standard Deviation.



Summary.

References.

Abstracted Reprints.

Scales: Mark Warr, What is the Perceived Seriousness of Crimes? Criminology: An Interdisciplinary Journal, Vol. 27(4), 1989: 795-821 Scaling-Index Scale: Anthony Walsh and Grace J. Balazs, Love, Sex, and Self-Esteem, Free Inquiry in Creative Sociology, Vol. 18(1), 1990: 37-41 Scaling-Likert Scale: Roger Dunham and Geoffrey P. Alpert, Neighborhood Differences in Attitudes Toward Policing: Evidence for Mixed-Strategy Model of Policing in a Multiethnic Setting, The Journal of Criminal Law and Criminology, Vol. 79(2), 1988: 504-523 Measures of Central Tendency: Kevin M. Thompson, Gender and Adolescent Drinking Problems: The Effects of Occupational Structure, Social Problems, Vol. 36(1), 1989: 30-47.



Chapter 3.

Samples and Sampling Strategies.

Probability Sampling Sample Size: When is a Sample Large Enough? Nonprobability Sampling Convenience Sampling Purposive Sampling Snowballing Techniques Quota Samples.

Types of Research Design.

The Experimental Design Pre-Experimental Design Quasi-Experimental Design The Classical Experiment Descriptive Studies Exploratory Designs.

Causality.

Validity and Reliability.

Types of Validity.

Summary.

References.

Abstracted Reprints.

Hypothesis Development and Probability Sampling: David H. Huizinga, Scott Menard, and Delbert S. Elliott, Delinquency and Drug Use: Temporal and Developmental Patterns, Justice Quarterly, Vol. 6(3), 1989: 419-455 Experimental Design: Variables: Carole Wolfe Barnes and Randal S. Franz, Questionably Adult: Determinants and Effects of the Juvenile Waiver Decision, Justice Quarterly, Vol. 6(1), 1989: 116-135 Quasi-Experimental Design: Lonn Lanza-Kaduce and Pamela Richards, Raising the Minimum Drinking Age: Some Unintended Consequences of Good Intentions, Justice Quarterly, Vol. 6(2), 1989: 247-262 Longitudinal Sample: Terence P. Thornberry, Melanie Moore, and R.L. Christenson, The Effect of Dropping Out of High School on Subsequent Criminal Behavior, Criminology: An Interdisciplinary Journal, Vol. 23(1), 1985 Validity: Ross M. Stolzenberg, Ethnicity, Geography, and Occupational Achievement of Hispanic Men in the United States, American Sociological Review, Vol. 55(1), 1990: 143-154.



Chapter 4.

Technologies of Observation.

Questionnaire Based Surveys Cover Letters Self- Administered Questionnaires Mailed Questionnaires Advantages to Questionnaire Based Surveys Disadvantages to Questionnaires.

Interviews.

Types of Interviews.

Ethnography.

The Ethnographic Record Observation in Field Settings.

Unobtrusive Research.

Archival Research Accretion and Erosion: Products and Traces of Humans Triangulation in Research.

Summary.

References.

Abstracted Reprints.

Operationalization and Survey Construction: John Hagan and Fiona Kay, Gender and Delinquency in White Collar Families: A Power-Control Perspective, Crime and Delinquency, Vol. 36(3), 1990: 391-407 Survey Construction: Robert M. Regoli, John B. Crank, and Robert G. Culbertson, The Consequences of Professionalism among Police Chiefs, Justice Quarterly, Vol. 6(1), 1989: 47-67 Interviews: Earl Rubington, Drinking in the Dorms: A Study of the Etiquette of RA-Resident Relations, The Journal of Drug Issues, Vol. 20(3), 1990: 451- 462 Telephone Interviews: Randy L. LaGrange and Kenneth F. Ferraro, Assessing Age and Gender Differences in Perceived Risk and Fear of Crimes, Criminology: An Interdisciplinary Journal, Vol. 27(4), 1989: 697-718 Telephone Survey: William S. Aquilino and Leonard A. Lo Sciuto, Effects of Interview Mode on Self-Reported Drug Use, Public Opinion Quarterly, Vol. 54, 1990: 362-395 Participant Observation: Barbara Haley, Power in Hospitals: Implications for the Validity of Data, Journal of Applied Sociology, Vol. 6, 1989: 65-76 Scaling-Sociometric Rating Scale: Walter C. Reckless, Simon Dinitz, and Ellen Murray, Self-Concept as an Insulator against Delinquency, American Sociological Review, Vol. 21, 1965: 744-746 Field Experiment: Paul E. Tracy and James Alan Fox, A Field Experiment on Insurance Fraud in Auto Body Repair, Criminology: An Interdisciplinary Journal, Vol. 27(3), 1989.



Chapter 5.

Data Organization: Quantitative.

Data Coding Data Storage and Retrieval Data Analysis Data Organization: Qualitative Data Coding Data Storage and Retrieval Data Analysis.



Summary.

References.

Abstracted Reprints.

Content Analysis: Dennis L. Peck and Kimberly A. Folse, Teenage Suicide: An Evaluation of Reactive Responses to Change and a Proposed Model for Proactive Accommodation/Adaptation, Sociological Practice Review, Vol. 1(1), 1990: 33-39 Time Series Analysis: George W. Dowdall, James Marshall and Wayne A. Morris, Economic Antecedents of Mental Hospitalization: A Nineteenth-Century Time Series Test, Journal of Health and Social Behavior, Vol. 31(2), 1990: 141-147 Locating Source Material: Scott H. Decker and Carol W. Kohfeld, The Deterrent Effect of Capital Punishment in the Five Most Active Execution States: A Time Series Analysis, Criminal Justice Review, Vol. 15(2), 173-191



Chapter 6.

Research Ethics.

Introduction Responses of Organizations and Agencies to Ethical Issues in Research Federal Agencies Responses to Ethical Issues in Research Value Neutral Research and the Role of the Researcher.



Summary.

References.

Abstracted Reprints.

Ethical Issue: Richard Tewksbury, Patrons of Porn: Research Notes on the Clientele of Adult Bookstores, Deviant Behavior, Vol. 11(3), 1990: 259-272 IRB's and Scientific Research: Bruce L. Berg, W. Timothy Austin, and Glenn Zeurn, Institutional Review Boards: Virtue Machines or Villains, Criminal Justice Policy Review, Vol. 6(2), 1992.



Chapter 7.

Policy Implications.

The Use of Research Findings Gatekeepers and the Powerful Institutional Review Boards Sex and Research Politics.



Summary.

References.

Abstracted Reprints.

Interpreting Patterns of Crime-Analysis: Alfred Blumstein and Jacqueline Cohen, Estimation of Individual Crime Rates from Arrest Records, The Journal of Criminal Law and Criminology, Vol. 70(4), 1979: 561-585 Policy-Likert Scale: Robert M. Bohm, Death Penalty Opinions: A Classroom Experience and Public Commitment, Sociological Inquiry, Vol. 60(3), 1990: 285-295.



Appendix A: Drugs, Alcohol, and Social Styles of Life Questionnaire.


Appendix B: Random Numbers Table.
]]> Prentice Hall 01 Pearson Education 04 19950811 1996 01 ROW AF AG AL AN AO AR AT AU BB BE BF BG BH BI BM BN BO BR BS BT BW CF CG CH CI CL CM CN CO CR CS CY CZ DE DK DO DZ EC EG ES ET FI FJ FR GB GH GI GM GN GP GR GT GU GY HK HN HT HU ID IE IL IN IQ IR IS IT JM JO JP KE KP KR KW LA LB LI LR LS LU LY MA MG ML MM MN MQ MR MT MU MV MW MY MZ NE NG NI NL NO NP NZ PA PE PG PH PL PT PY QA RO RU RW SA SB SD SE SG SL SM SN SO SV SY SZ TD TG TH TN TR TT TW TZ UG UY VA VE WS YE ZA 01 11 in 02 8.5 in 03 1 in 08 826 gr Pearson Education MD 23 18 01 02 k 55.00 0023859903 03 01 02 0023859903 03 9780023859908 15 9780023859908 14 09780023859908 01 BC B102 <b202>01</b202> <b203>Religion for A New Generation</b203> 1 A01 Needleman, Jacob Jacob Needleman 2 A01 Bierman, Arthur K. Arthur K. Bierman 3 A01 Gould, James A. James A. Gould 2 01 eng REL000000 05 Prentice Hall 01 Pearson Education 04 19770301 1977 01 WORLD 01 9.19 in 02 6.04 in 03 1.21 in 08 785 gr Pearson Education IP 20 14 01 02 k 51.20 0023861118 03 01 02 0023861118 03 9780023861116 15 9780023861116 14 09780023861116 01 BC B102 <b202>01</b202> <b203>Electric Energy Systems</b203> 1 A01 Nasar, Syed A. Syed A. Nasar University of Kentucky 01 eng 416 TEC046000 05 04
 1. Fundamentals of Electric Energy Systems.


 2. Electric Energy Conversion.


 3. Components of Electric Energy Systems.


 4. Power Transformers.


 5. Induction Machines.


 6. Synchronous Machines.


 7. Do Machines.


 8. Small Electric Motors.


 9. Electric Power Transmission.


10. Electric Power Systems.


11. Power Electronics.


Appendix A. Unit Conversion.


Appendix B. Balanced Three-Phase Systems.


Appendix C. Heat Content of Certain Fuels.


Appendix D. Data for Pure Copper Wire.


Index.
]]> 04 03 06 0023861118.jpg Prentice Hall 01 Pearson Education 04 19950830 1996 01 WORLD 01 9.5 in 02 7.25 in 03 0.875 in 08 703 gr Pearson Education MD 23 20 01 02 f 127.00 0023861800 03 01 02 0023861800 03 9780023861802 15 9780023861802 14 09780023861802 01 BC B102 <b202>01</b202> <b203>Anatomy and Physiology Laboratory Manual and Study Guide</b203> 1 A01 Neal, Kenneth G. Kenneth G. Neal 4 01 eng SCI008000 05 01 This book will serve the needs of readers seeking careers in health-related professions, physical education, and home economics. It will also be of interest to any reader who seeks an understanding of the structure and function of human body systems. As a manual and study guide, readers will find coverage of basic microscopy; the skeletal, muscular, digestive, and other body systems, as well as detailed instructions for dissection of fetal pigs and several sheep organs. For instructors, students, and readers who need a lab manual and study guide to introductory anatomy and physiology.

]]> 04
 1. Introduction to Anatomy.


 2. Basic Microscopy.


 3. Cells, Mitosis, Tissues, and Skin.


 4. The Skeletal System.


 5. Physical Transport of Materials.


 6. The Muscular System.


 7. Introduction to Stimulating and Recording Apparatus.


 8. Muscle Physiology.


 9. The Digestive System.


10. Metabolism.


11. The Respiratory System.


12. Blood Tests.


13. Anatomy of the Circulatory System.


14. Physiology of the Frog Heart.


15. Physiology of Circulation.


16. The Nervous System.


17. Sense Organs.


18. The Urinary System.


19. The Endocrine System.


20. The Reproductive System.


21. Genetics.


Appendices.


Keys to Self-Tests.


Results and Questions.
]]> 04 03 06 0023861800.jpg Benjamin Cummings 01 Pearson Education 04 19861001 1987 01 WORLD 01 11.02 in 02 8.02 in 03 0.89 in 08 912 gr Pearson Education IP 20 18 01 02 k 85.00 0023875100 03 01 02 0023875100 03 9780023875106 15 9780023875106 14 09780023875106 01 BC B102 <b202>01</b202> <b203>Nature and Destiny of Man, The Volume 1</b203> 1 A01 Niebuhr, Reinhold Reinhold Niebuhr 01 eng REL000000 05 04 03 06 0023875100.jpg Prentice Hall 01 Pearson Education 04 19801101 1981 01 WORLD 01 7.99 in 02 5.25 in 03 0.63 in 08 331 gr Pearson Education IP 20 48 01 02 k 26.80 0023875208 03 01 02 0023875208 03 9780023875205 15 9780023875205 14 09780023875205 01 BC B102 <b202>01</b202> <b203>Nature and Destiny of Man, The Vol. II</b203> 1 A01 Niebuhr, Reinhold Reinhold Niebuhr 01 eng PHI000000 05 04 03 06 0023875208.jpg Prentice Hall 01 Pearson Education 04 19801101 1981 01 WORLD 01 7.98 in 02 4.98 in 03 0.73 in 08 349 gr Pearson Education IP 20 40 01 02 k 28.80 0023880627 03 01 02 0023880627 03 9780023880629 15 9780023880629 14 09780023880629 01 BC B102 <b202>01</b202> <b203>Russian Politics</b203> <b029>The Struggle for a New Order</b029> 1 A01 Nogee, Joseph L. Joseph L. Nogee University of Houston 2 A01 Mitchell, R. Judson R. Judson Mitchell University of New Orleans 01 eng 200 POL000000 05 01 This book offers an up-to-date treatment of Russian politics in the post-Cold War era, drawn from English language and Russian sources. The authors see great potential in recent political developments in the former Soviet Union, and in this book convey the sense of drama embodied in those changes and their impact upon the Russian people. This book focuses on presenting and analyzing long-term factors, rather than simply recounting transitory events—to make this book as useful tomorrow as it is today.

]]> 04
Preface.


1.  The Soviet System.

Development and Totalitarianism.

Stalin's Dictatorship and Legacy.

The Rise and Fall of Khrushchev.

The Post-Stalin Political Settlement.

Stagnation under Brezhnev.

The Andropov and Chernenko Interludes.



2.  The Beginning of Reform.

Turnover of Political Elites.

Perestroika and Glasnost.

The New Political Thinking.

Three Turning Points.



3. Perestroika on Trial.

Economic Reform.

The Yeltsin Affair and the Issue of Stalinism.

The XIX CPSU Conference and Its Aftermath.

Glasnost and the Nationalities.

The Congress of People's Deputies.

The Coercive Instrumentalities.



4.  Dissolution of the U.S.S.R.

The XXVIII CPSU Congress.

Between Scylla and Charybdis.

Resurgence of the Right.

Toward a Less Perfect Union?

The Coup.

After the Coup.



5.  Russia's Politics: The Struggle for Reform.

Yeltsin versus Parliament.

The April Referendum.

The Constitutional Assembly.

The Collapse of Constitutional Order.

The December Elections.

The Russian Constitution.

Cohabitation—Russian Style.

Chechnya and the Renewal of Crisis.



6.  Commonwealth of Independent States.

Economic Chaos.

Military Fragmentation.

The Black Sea Fleet and the Crimea.

Peacekeeping.

Institutional Developments.

Prospects.



7.  Russia's Foreign Policy.

Relations with the West.

Russia and NATO.

The Yugoslav Crisis.

Relations with the Former Soviet Republics.

Chechnya and the Crisis with the West.



8.  The Prospects for Democracy.

Russia's Political Culture.



Index.
]]> 04 03 06 0023880627.jpg Prentice Hall 01 Pearson Education 04 19960730 1997 01 WORLD 01 9 in 02 6.25 in 03 0.5 in 08 345 gr Pearson Education MD 23 48 01 02 k 95.00 002388701X 03 01 02 002388701X 03 9780023887017 15 9780023887017 14 09780023887017 01 BC B102 <b202>01</b202> <b203>Turbo Pascal without Disk</b203> 1 A01 Leestma, Sanford Sanford Leestma Calvin College 2 A01 Nyhoff, Larry Larry Nyhoff Calvin College 2 01 eng COM051130 05 04
 1. The Computer Science Picture.


 2. Program Development.


 3. Basic Pascal.


 4. Structured Programming.


 5. Modular Design.


 6. Data Files.


 7. Other Control Structures.


 8. Ordinal Data Types: Enumerated and Subrange.


 9. One-Dimensional Arrays.


10. Strings.


11. Multidimensional Arrays.


12. Records.


13. ADTs and OOP.


14. Sets.


15. Files.


16. Pointers and Linked Structures.


Appendix A: ASCII and EBCDIC.


Appendix B: Reserved Words, Standard Identifiers, and Operators.


Appendix C: Syntax Diagrams.


Appendix D: Predefined Functions and Procedures.


Appendix E: Sample Data Files.


Appendix F: Miscellany.


Appendix G: Using Turbo/Pascal.


Appendix H: Answers to Selected Exercises.


Glossary.


Index of Examples and Exercises.


Index.
]]> Prentice Hall 01 Pearson Education 04 19930218 1993 01 WORLD 01 10 in 02 6.75 in 03 1.5 in 08 1501 gr Pearson Education MD 23 13 01 02 f 109.00 0023887311 03 01 02 0023887311 03 9780023887314 15 9780023887314 14 09780023887314 01 BC B102 <b202>01</b202> <b203>Pascal Programming and Problem Solving</b203> 1 A01 Leestma, Sanford Sanford Leestma Calvin College 2 A01 Nyhoff, Larry Larry Nyhoff Calvin College 4 01 eng COM051130 05 04
 1. The Computer Science Picture.


 2, Program Development.


 3. Basic Pascal.


 4. Structured Programming.


 5. Modular Design.


 6, Data Files.


 7. Other Control Structures.


 8. Ordinal; Data Types: Enumerated and Subrange.


 9, One-Dimensional Arrays.


10. Strings.


11, Multidimensional Arrays.


12. Records.


13. ADTs and OOP.


14. Sets.


15. Files.


16. Pointers and Linked Structures.


Appendix A: ASCII and EBCDIC.


Appendix B: Reserved Words, Standard Identifiers, and Operators.


Appendix C: Syntax Diagrams.


Appendix D: Predefined Functions and Procedures.


Appendix E: Sample Data Files.


Appendix F: Miscellany.


Appendix G: Other Versions of Pascal.


Appendix H: Answers to Selected Exercises.


Glossary.


Index of Examples and Exercises.


Index.
]]> Prentice Hall 01 Pearson Education 04 19930129 1993 01 WORLD 01 9.82 in 02 7.08 in 03 2.04 in 08 1542 gr Pearson Education IP 20 8 01 02 f 124.00 0023890207 03 01 02 0023890207 03 9780023890208 15 9780023890208 14 09780023890208 01 BC B102 <b202>01</b202> <b203>Community Nutrition</b203> 1 A01 Obert Obert 2 01 eng HEA017000 05 04 03 06 0023890207.jpg Benjamin Cummings 01 Pearson Education 04 19860117 1986 01 WORLD 01</