This book is designed as a quick start guide for students who are knowledgeable in an object-oriented language (most likely Java) and would like to learn C++. Throughout the text, we compare and contrast Java and C++, and show C++ substitutes for Java equivalents. We do not describe in detail basic concepts (such as inheritance) that are common in both C++ and Java; rather, we describe how the concepts are implemented in C++. This helps achieve one of the important goals of this book, which is to keep the page count reasonably low. Consequently, this book is not appropriate for students who have limited or no prior programming experience.

Organization

Chapter 3 describes pointers and reference variables, paying particular attention to the host of pitfalls that await a C++ programmer. Chapter 4 is a long chapter that describes the basics of classes.

Two C++ features that are not part of Java are operator overloading and templates. Operator overloading is discussed in Chapter 5 and templates are discussed in Chapter 7. In between, we cover inheritance in Chapter 6. In Chapter 8, we examine exceptions in C++, as well as older library routines such as abort.

The next two chapters discuss some C++ libraries. Chapter 9 deals with I/O and Chapter 10 introduces the Standard Template Library, which is the C++ equivalent of the Collections API. Both libraries are complex enough to require an entire book: We provide the most important highlights, rather than attempting to list every detail.

Many courses will require C programming in addition to C++ programming. Because C++ builds on C, many C programming techniques are also found in C++, although in C++ they are not always the preferred way to do things. Chapter 11 covers primitive arrays and strings. As we mentioned earlier, modern C++ uses library classes as an alternative. Nonetheless, primitive arrays and strings will almost certainly be encountered by any C++ programmer, and the techniques are essentially the same in C++ and C. Chapter 12 covers C idioms that are occasionally used in C++, but probably should be avoided. Finally, in Chapter 13, we describe the Java Native Interface (again a whole book can be written on this one topic), which allows Java programmers to implement their methods in C++ or C.

C++ for Java Programmers is a concise, well-written text that provides authoritative and up-to-date coverage of key features and details of C++, with a special focus on how C++ compares to Java. The book's approach shows knowledgeable students or professionals how to grasp the complexities of C++ and harness its power by mutually addressing the benefits and the pitfalls of the two languages. By highlighting the features and comparative elements of each language, and building on the reader's existing knowledge of object-oriented programming, C++ for Java Programmers enables users to master the essentials of C++ quickly and thoroughly.

• Includes insightful comparisons of the two programming languages throughout the text and points out the subtleties of C++
• Succinctly covers the pertinent highlights of STL (Standard Template Library) and the most effective use of templates
• Explains the use of the powerful JNI (Java Native Interface) for combining Java and C++
• Includes a summary of key C++ features and issues with each chapter
• Provides extensive treatment of C details the programmer is likely to encounter in C++
• Companion Website for complete online source code at:
  http://www.prenhall.com/weiss
• Available Instructors Resource CD-ROM

I. WHAT IS PHILOSOPHY?

II. WHAT ARE TRUTH, KNOWLEDGE AND FAITH, AND HOW ARE THEY RELATED?

III. WHAT IS THE UNIVERSE REALLY LIKE?

IV. WHAT IS MORALLY JUSTIFIED?

V. WHAT IS AESTHETICALLY VALUABLE?

VI. WHAT ARE PHILOSOPHY'S PROSPECTS TODAY?

Preface

When I first came to L.A. Pierce College, almost 30 years ago, the introduction to livestock production course, as it was called back then, was being taught by Professor Lindsay Boggess. Its major emphasis was introducing animal, dairy, and equine science students, general agriculture students, and those pursuing careers in veterinary medicine to the basic terminology and management procedures associated with the various production animal agriculture enterprises in the United States. Most students taking the course were production oriented at that time and most came from families either directly or indirectly connected to animal agriculture.

In the early 1970s, the field of animal husbandry taught the art of raising livestock in a healthy, humane, and profitable manner. Today, it is animal science and not husbandry that is the main focus of introductory courses in livestock raising. A tremendous advancement in the use of chemistry, physiology, genetics, molecular biology, and nutrition, along with animal welfare, has changed the emphasis and interests in production agriculture. Although the art of animal production is still extremely important and is absolutely necessary for profitable and humane livestock enterprises, this text will concentrate primarily on the science. We suggest that students take additional laboratory hands-on courses to learn the art. It takes thousands of hours working with livestock and a trained master to really learn the art of animal husbandry.

In 1976, when I began teaching in the animal science department at Pierce College, we were using Blakely and Bade's The Science of Animal Husbandry. For more than two decades, it proved to be an excellent text to introduce students to this field. I was very fortunate in being asked to help rewrite and edit the sixth edition, published in 1994. Its use throughout the world at many colleges, universities, and high schools indicates its popularity.

This first edition of Introduction to Animal Science uses much the same format, photographs, and material that we included in our last edition of Blakely and Bade's text but adds additional emphasis on more modern husbandry, science, and welfare concerns of the twenty-first century. I would like to acknowledge and thank Drs. James Blakely and David H. Bade for their contributions to this text. We have included in this text some additional species that seem to have caught the interest of many new agricultural entrepreneurs around the United States.

Fourteen chapters covering introductory animal reproduction, genetics, nutrition, breeds, animal health, and general management of the various common livestock species are included. Some of the chapters are quite large and are not meant to be covered in one classroom setting but are simply divided into units based on animal species. At the end of each chapter an evaluation section will assist students in preparing for exams and quizzes. A glossary is found at the end of the text to enable students to comprehend new terms throughout their reading.

Acknowledgements

Industry organizations and representatives such as the National Pork Producers Council, Rex Sprietsma of Westfalia-Surge, Inc., Tom Majeau and Dr. Craig Barnett of Bayer Agriculture Division, Coe Ann Crawford of VetLife, and Lori Wagner of Sport Horses of Color provided me with invaluable information and photographs that were used in this book.

Several of my colleagues provided meaningful criticism and added information from their areas of expertise. In particular I want to thank Professors Ronald Wechsler, Liz White, Rebecca Yates, Patrick O'Brien, Jana Smith, Russ Schrotenboer, and Bill Lander of L.A. Pierce College, Les Ferreira and Joe Sabol of California Polytechnic State University, San Luis Obispo, and Temple Grandin of Colorado State University, Fort Collins, for their encouragement and educational insight. I extend a special thank you to reviewers: John Mendes, Modesto Junior College; Mum Nippo, University of Rhode Island; and Brian J. Rude, Mississippi State University.

I thank my students, 63 of whom are now practicing veterinary medicine. These graduates help me stay in tune with the fast-moving trends of the new millennium. It is their energy and enthusiasm that drive me and guide me each semester.

I owe a tremendous appreciation to several individuals at Prentice-Hall who guided me through the development and editing stages of this text. I would like to especially thank Charles Stewart, Kate Linsner, and Debbie Yarnell for directing me through the various processes required in preparing this manuscript. Finally, I am particularly grateful to Lori Dalberg, my production editor, for catching all of my errors prior to publication. She has a tremendous amount of patience and talent.

Dr. L. S. Shapiro

Written for students of general animal science, pre-veterinary, veterinary technology and equine science programs, Shapiro provides the following benefits to his users:

• Balanced coverage of animal science and animal husbandry — discusses the "art" of raising specific species while covering all of the necessary science. Shapiro addresses animal rights and animal well-being issues, bringing awareness of the ethics of agriculture to students.
• Broad coverage of species — includes information on dairy cattle, goats, beef cattle, sheep, swine, poultry, horses and rabbits, as well as unusual species, such as the llama and the ostrich, that have recently gained popularity within agricultural sectors.
• Visual coverage — includes breed photos, veterinary photos and working college farm laboratory photos. This book's art program enhances the learning experience of students with no prior farm experience, as well as those with farm backgrounds.

A free CD ROM with each new copy of this edition features a self-test for every chapter, in a format that is engaging and fun and designed to ensure retention of the course material.

II. STRATEGIES FOR IMPLEMENTING INCLUSION.

PREFACE

INTRODUCTION TO INSTRUCTORS

We have written this book for people who love great stories of teaching and who believe these stories are a powerful way to learn about the world of education. The stories we have chosen are designed to spark discussion about important educational issues and to provoke teachers to reexamine their assumptions about learning. We seek, above all, to engage and excite our readers and to immerse them, through the vehicle of stories, in the concrete particulars of everyday teaching. The stories explored in this book axe written by superb teacher/writers who paint realistic and vivid portraits of classroom life. Their narratives sharply depict the stirring interactions that make contemporary teaching such challenging and exhilarating work. Furthermore, these stories underscore how much inspiring teachers can accomplish when they retain faith in the ability of learners to master even the most difficult academic material.

We have divided the teachers' stories in this book into six types of genres: narrative of social criticism, narrative of induction and apprenticeship, narrative of reflective practice, narrative of journey, narrative of hope, and narrative of freedom. We devote one chapter to each of the story types and incorporate discussions of at least three distinct narratives in each chapter. In these chapters, we explore the special problems of teaching presented by each genre. In the narrative of social criticism, for instance, we examine stories that highlight major social problems or that advance powerful critiques of schools. In the narrative of apprenticeship, we consider the unique challenges faced by beginning teachers, while in the narrative of reflective practice we focus on the teaching of Vivian Paley and her ability to hone her craft through careful and systematic reflection. The narrative of journey dwells on the autobiographies of teachers who have spent half their lives in education, whereas the narrative of hope reminds us that strategies for sustaining and perpetuating hope are a critical aspect of the craft of teaching. Finally, the narrative of freedom, like the narrative of reflective practice, centers on the lessons of a single, remarkable educator—bell hooks—and her uncompromising commitment to teaching as the practice of freedom.

In all of these chapters, we retell these stories in powerful and compelling ways but are especially intent upon drawing out lessons for novice and experienced teachers alike. A partial listing of the lessons we derive include that the best teachers:

• skillfully observe human interactions in classrooms
• carefully ground their teaching in a vision of a democratic community
• dedicate themselves tirelessly to their students' growth and welfare
• maintain challenging but flexible standards and are responsive to their students' individual needs
• learn constantly from colleagues and students and from their surroundings
• are stubbornly resilient and relentlessly affirming
• take risks and learn from mistakes and errors
• think continuously about their practices
• use dialogue and storytelling to help their students grow
• create secure places for learners
• are first and foremost learners themselves
• reflect on their own experiences as learners and use what they know about themselves to help others
• retain faith in the ability of all students to learn
• cannot conceive of teaching without a foundation in hope
• believe that human liberation is one of the enduring goals of all teaching

ORGANIZATION

Chapter 1 argues that reading outstanding teacher narratives by skilled teacher-writers is an invaluable way to prepare new teachers and to assist veterans in growing professionally. We also make a case for narrative as a way of knowing, and we offer more extensive descriptions of the six narrative forms or genres described above.

Chapter 2 considers teacher narratives from a historical perspective. We discuss eight narratives—four from the 19th century and four from the 20th century—each of which reflects its times. Together they indicate how perceptions of the leading educational challenges changed over time. These narratives become increasingly more focused on the specific problems of educating children well and on the connections between reflective teaching and the shaping of one's professional and personal identity.

Chapter 3 introduces the narrative of social criticism. We focus on four books that should stimulate readers to become more incisive and effective critics of schools. These are Jonathan Kozol's Death at an Early Age and his Savage Inequalities, Marva Collins' Marva Collins' Way, and Ira Shor's When Students Have Power.

Chapter 4 introduces the narrative of apprenticeship and induction. We examine three works that challenge readers to think about the value of educational mentors and the strategies teachers must adopt when such mentors are unavailable. These books are Robert Inchausti's Spitwad Sutras, James Herndon's The Way It Spozed to Be, and Patricia Schmidt's Beginning in Retrospect.

Chapter 5 analyses the relationship between reflection and action through the lens of five narratives of reflective practice by the acclaimed kindergarten teacher Vivian Paley. These books are White Teacher, Kwanzaa and Me, The Boy Who Would Be a Helicopter, You Can't Say You Can't Play, and The Girl with the Brown Crayon.

Chapter 6 focuses on the narrative of journey, a genre that is the closest to autobiography and often incorporates many elements of the other narrative forms already introduced. The books we discuss and interpret in this chapter include Mike Rose's Lives on the Boundary, Howard Gardner's To Open Minds, and Jane Tompkins' A Life in School.

Chapter 7 acquaints readers with the narrative of hope. This narrative form stresses the notion that education must retain a strong element of hope and faith if it is to have a long-term effect on students. The books examined in this chapter are Herb Kohl's "I Won't Learn from You" and his Discipline of Hope, Paulo Freire's Pedagogy of Hope, and Garret Keizer's No Place but Here.

Chapter 8 introduces the narrative of freedom. This form of narrative focuses on combating racism and promoting freedom as among the chief purposes of education. All of the narratives in this chapter are written by bell hooks, an experienced teacher, a college professor, a prolific author, and one of the leading philosophers of freedom writing today. The works we examine are Teaching to Transgress, Bone Black, and Wounds of Passion.

Chapter 9 is a significant departure from earlier chapters. We return to the issue of narrative knowing but focus our efforts on helping beginning and experienced teachers to think seriously about their own educational autobiographies. We include a variety of strategies and techniques to trigger reflection on past learning and teaching and to encourage readers to emulate the authors discussed in this book. We want teachers to begin to write their own narratives as learners and as educators and to experience the power of writing their own lives.

Chapter 10 synthesizes the findings from earlier chapters and reemphasizes the value of these stories for learning how to teach more effectively and live more fully. Also, we return to the themes of "wide-awakeness" and democracy and to some of the ways in which narratives of teaching can help educators to become the alert, critical, participatory, and caring pedagogues they must be in helping to foster a more just and equitable society.

At the conclusion of each chapter, summaries are included to help students remember key points, and a few brief questions follow to stimulate further dialogue and emphasize recurring themes.

USING THIS TEXT

This book can be used as a core or supplementary text in courses focusing on social and psychological foundations of education, curriculum and instruction, introduction to teaching, principles and practices of teaching, directed teaching, or the school in modern society. It would, of course, be ideal as well for more specialized courses focusing on autobiography, narrative, or the literature of educational reform and renewal.

Because this book focuses on the real-life stories of skilled teacher/ writers, we think it offers a unique and valuable perspective on teacher education and professional development. We hope you agree.

ACKNOWLEDGMENTS

Steve Preskill is especially grateful to his coauthor Robin Smith Jacobvitz for her thoughtfulness, generosity, and hard work. This book would be greatly diminished without her fine contributions. Steve thanks his colleagues at the University of New Mexico for their support, especially Michael Morris, Breda Bova, Leroy Ortiz, Richard van Dongen, Tom Keyes, and Jan Gamradt. Special thanks also go to David Grnenewald, a graduate student at UNM who has been a strong booster of this project. Steve extends his gratitude as well to Audrey Thompson and lank Margonis at the University of Utah and to George Otero and Lois Vermilya for being outstanding role models and great colleagues. He is particularly indebted to Stephen Brookfield for being a stimulating collaborator and a wonderful friend. Without the help of Debbie Stollenwerk, this project never would have gotten off the ground. We are most grateful to her. We also want to thank Kathy Davis for coordinating our manuscript into its final product. Finally, Steve dedicates this book to his wife Hallie. Her love and confidence remain his greatest sources of inspiration.

Robin Smith Jacobvitz thanks Steve Preskill for inviting her to work on this book. It has been a privilege to teach and to write with him. She is grateful to her parents, Patricia and Jack Smith, for encouraging her love of books and for bringing home Jonathan Kozol's first book more than 30 years ago. Robin thanks her students at the University of New Mexico for allowing her to be their teacher for almost 15 years. She also thanks her sister Claudia Smith; her brothers Jack and Chris Smith; Marguerite McCormack, Rebecca Reynolds Bannister, Sarah Woods, Jane Walker, Lori Connors-Tadros, and Judy Weinstein for their friendship; and Vickie Emery, Peter Chase, Miriam Levine, and Wayne Shrnbsall for their assistance and good advice. Robin dedicates this book to her husband, Bob Jacobvitz. Without his constant love, patience, and support, it would have been impossible for her to do this work.

Special thanks goes to the following people who reviewed the manuscript: Myra J. Baughman, Pacific Lutheran University; Linda S. Beath, Central Washington University; Mary Lou Brotherson, Nova Southeastern University; Mary Ann Clark, Elms College; Jeanne Ellsworth, Plattsburgh State University of New York; Stephanie Evans, California State University, Los Angeles; Louise E. Fleming, Ashland University; Jane Hinson, State University of West Georgia; James Kauffman, University of South Carolina, Aiken; Johanna Nel, University of Wyoming; Karen Sanchez, Nova Southeastern University; Barbara Stern, Randolph-Macon Woman's College; Laura Wendling, California State University, San Marcos; Ann Whitaker, Northeastern Illinois University.

TO THE STUDENT

HOW THIS PROJECT GOT STARTED

It was almost 10 years ago when I first discovered the value of skillfully rendered stories of teaching and learning. Like Herb Kohl, who recalled in one of his own narratives a few special times in his life when a book just seemed to be waiting for him to pluck it from the shelf, my intellectual life was transformed one day while perusing Mike Rose's Lives on the Boundary. In clean, spare, eloquent prose, Rose tells the story of his life, focusing particularly on his experiences as a student and teacher. As Rose pieces together these details, a portrait emerges of an often troubled and neglected youth who is rescued by a few highly alert and caring teachers. These teachers, along with other mentors, help Rose become a scholarship student and develop into a consummate and dedicated teacher in his own right. In the process of constructing this story in all of its revealing specificity and concreteness, Rose also comments on the failures of American education generally and explores some of the instructional strategies and democratic dispositions needed to set it right. It is an awe-inspiring tour de force.

The pleasure and challenge of Rose's story led directly to my rereading or to reading for the first time Philip Lopate's Being with Children, James Herndon's The Way It Spozed to Be, Eliot Wigginton's Sometimes a Shining Moment, Jonathan Kozol's Death at an Early Age, Vivian Paley's White Teacher, and Garret Keizer's No Place but Here. Still others were devoured as they were published, including Howard Gardner's To Open Minds, Robert Inchausti's Spitwad Sutras, Kohl's "I Won't Learn from You," and Stephen O'Connor's Will My Name Be Shouted Out? These are dramatic tales of growth, failure dampened hopes, rebirth, and renewal. They show in great detail what it takes to teach well and to teach with heart. They underscore the notion that teaching is a terribly challenging profession and that it is impossible ever to get it right. They suggest as well that teaching is a calling of infinite possibility in which each new day is another chance to reach a disengaged student or to help a seemingly slow learner finally live up to his or her potential. They are fundamentally human stories. When told well by the most skillful of writers, they have the power to move us like any great imaginative literature. These stories of teaching are so compelling that you can't wait to share them with others, to single out the most dramatic and powerful parts, and to persuade others to become just as enthusiastic about them as you are.

My affection for these stories led me to assign a few of them in an introductory course for aspiring teachers that I was team teaching with Robin. Robin was already an avid reader of many of these narratives and introduced me to Jane Tompkins' A Life in School, Patricia Schmidt's Beginning in Retrospect, and a number of other powerful stories of teaching. Our mutual interest in these stories eventually inspired us to cowrite a textbook that would introduce new and veteran teachers to these wonderful narratives and help them to see their value as tools for professional development.

RETELLING TEACHER NARRATIVES TO MAXIMIZE
THEIR EDUCATIONAL VALUE

In this book we seek to retell wonderful teachers' stories in ways that will educate and inspire people who care about teaching. We know of many books that claim to value narrative, but few get close enough to the details of the narratives themselves to shed light on why they move us, anger us, or enlighten us. In this book we want readers to feel they are in the presence of these teacher/protagonists, reliving their struggles and their triumphs and taking from the experience a renewed sense of the power and challenge of great teaching. We recommend that you read the narratives themselves, but it is also useful, at least initially, to have someone guiding you through them, underscoring the best parts and interpreting them for their maximum educational benefit. You will be introduced to more than 20 narratives that, in our view, have much to teach about what it takes to grow into teaching. They also alert you to the pitfalls and problems of learning to teach in institutions that are often inhospitable to imaginative, creative, inquisitive minds.

What does it take to teach in public schools? An enormous amount of persistence, courage, talent, and luck. And even then there is no guarantee of success or satisfaction. Teaching is hard work. Trying to balance the needs of dozens of students every day against the demands of subject matter and other pressures and working with students who suffer from every imaginable societal ill is exhausting, often discouraging work. But it can also be wonderful work, charged with the amazing and awe-inspiring drive that even the most downtrodden student frequently exhibits. Like no other educational literature, these stories capture the dilemmas and delights of great teaching—teaching that often goes against the grain of conservative public institutions.

EXCERPTS FROM TEACHER NARRATIVES

Although we assert that highlighting and interpreting some of the most enlightening and inspiring sections of these narratives has a special value for teachers, we know that reading the narratives directly has a power all its own. We have included excerpts from some first-rate teacher narratives. We hope as you read this book and learn from the stories we retell that you will also turn to these excerpts frequently to encounter the well-chosen words of these skilled teacher-writers. All of these authors have a distinctive style and approach and an enormous accumulation of experience and wisdom to share. The only way to get the fullest possible benefit from these narratives is to read them in their entirety. We hope that this book and the availability of these excerpts will motivate you to do just that.

READING TEACHER NARRATIVES AND THE
PURSUIT OF EDUCATIONAL RENEWAL

We contend that these stories can help us become better teachers, and we claim that they can assist us in becoming more thoughtful and sensitive human beings. They spotlight not only the processes by which students learn but also the transformations that teachers undergo as they open themselves up to what their students and colleagues can teach them. These stories ultimately trace the self-renewal of these teacher/protagonists and the new identities that emerge from the lives they lead of wide-awake teaching and learning. These stories are about the call to teach, about an irresistible drive to commit one's life to other people's growth. The devotion these teachers give to their craft and to their students may seem a little crazy but quite endearing as well. These stories give us insight into the reasons why a few dedicated people are willing to devote themselves to an enterprise that can be so uncertain, messy, even chaotic. Herb Kohl calls life in teaching "joyful foolishness." This notion is an underlying theme of these stories.

As for the idea of educational renewal, it is a process of actively and continuously engaging in self-discovery that spurs new possibilities for deepening engagement between teachers and students. Each new encounter with a student or colleague or idea can leave the alert and eager teacher forever changed. The best teachers are wide open to new ideas and are always learning, and the acts of teaching and writing about teaching stimulate them to continue to grow. Educational renewal symbolizes the ongoing effort to construct an identity, to find a home in the world, to reach your potential as a person, and to see your image of yourself reflected in some form in the larger society. Educational renewal occurs when we free ourselves to widen our horizons and our choices and to set a more creative direction for our lives.

SIX GENRES OF TEACHER NARRATIVES

This book is a guide to reading these engaging teacher stories, and it provides an impetus to both novice and experienced teachers to write their own narratives. In studying these narratives, we have found they can be sorted into different narrative forms or genres that correspond to the skills, understandings, and attitudes teachers need to be effective. The types or genres we have identified include:

• the narrative of social criticism
• the narrative of induction and apprenticeship
• the narrative of reflective practice
• the narrative of journey
• the narrative of hope
• the narrative of freedom

We base the text on these different genres and use summaries, paraphrases, and excerpts from these narratives as means to discuss and explore -what good teachers know and do.

As we have noted, we personally love many of these teacher narratives. We write this book to introduce these stories to prospective and experienced teachers, to get them to savor and appreciate the language and passions of these authors, and to encourage educators to use them as a springboard to better, more inspired, and more committed teaching. At their best, narratives of teaching provide accessible, compelling, and morally persuasive depictions of thoughtful teaching in all its ambiguity and complexity. They also have an immediacy that connects powerfully with the details of everyday experience, and they offer occasions to reimagine education's possibilities. Finally, the exploration of the narratives is an opportunity to relish those moments when deepened understanding and genuine human connection are put at the forefront of our pedagogical encounters and when simple joy in teaching and learning matters most.

Steve Preskill

I. THE ASSESSMENT.

II. THE COMPETENCIES.

III. APPLICATIONS.

PREFACE

In writing this book, I had the goal of providing an introduction to physics for those students who are particularly interested in the human body. On the basis of my many years of teaching physics to premedical, physical therapy and occupational therapy students, I set these guidelines:

1. The text would cover a limited number of distinct physics topics rather than providing an encyclopedic survey of the field of physics.
2. These topics would be illustrated (examples and problems) with reference to specific functions and characteristics of the human body.
3. The material would be covered in greater depth than is typical of an introductory text. This provides an opportunity to demonstrate the roles that physics. and mathematical analysis play in understanding the body.
4. The examples and problems would span a range from straightforward applications of basic physics principles to those requiring significant analysis.

My students have, during the past five years, used the notes on which the text is based as a standalone text for a one-semester course. Much of the present content is based on their questions, criticisms, and suggestions. For example:

1. The discussion of each topic is built around a series of steps on which the analysis is based.
2. Both the SI and USA (English) systems of units are used in the book. Although the SI system is the legal system in this country and is the most commonly used system in the sciences, it is not widely used outside of those fields. Therefore, most students are much more familiar with the USA system, and this familiarity is addressed by inclusion of the USA system.
3. The various tables indicate sources of the data in the bibliography.
4. Answers to all of the quantitative problems are included.

I strongly suggest that students who use this book do not limit their efforts to reading it. To derive the full benefits that I hope are present, it is necessary that during your reading, you fill in any gaps between equations. There should be no "magic," no material that seems to come from nowhere. Do as many problems as your time allows. In your analyses of these problems, follow the suggested procedures rather than using shortcuts. Each analysis should include the basic applicable physics principle and clearly show how it is used. The answers to all problems are given. Do not work from these answers backward to produce your analysis. Such an approach is self-defeating because you will not be given the answers on exams or if you enter a field in which you must carry out such analyses.

One last comment: This text is intended to be a physics book, not an anatomy or physiology text. The human body is extremely complex, and to deal with its functions at an introductory level, many simplifications have been made. Modeling is employed; for example, muscles are treated as if they are simple line forces. Nevertheless, the results of the analyses are illustrative of the body's functions.

I look forward to your comments and questions regarding the book. Please contact me via e-mail at goldick@mail.hartford.edu.

INTRODUCTION

Our understanding of the human body and the means by which we deal with maladies and injuries have undergone amazing changes during the last 100 years. Illnesses that had been viewed as the result of Divine Intervention are now viewed in terms of the effects of bacteria and/or viruses. Amputation was a common medical response to severe trauma to limbs but is now very rare. The field of prosthetics has advanced to such a degree that those who have lost limbs are no longer doomed td living a marginal life but may now lead so full a life that it is sometimes difficult to realize that they have such a handicap. In the past, a person who had suffered a spinal cord injury that resulted in loss of the use of his or her legs could look forward only to life in a wheelchair. A person suffering that injury today can reasonably hope to walk and even climb stairs. Whereas exploratory surgery was common in the past, it is now very rare, having been replaced by noninvasive means. These and many other medical advances testify to the central role that the physical sciences and technology play in our dealings with the human body.

In this text, we will deal with the application of certain aspects of physics (mechanics and heat) to the human body. We will answer questions such as the following:

1. If a 150-pound woman were standing while holding a 10-pound child, how much force would be acting to compressing her lower back? (About 109 pounds) She bends over to put the child down into a playpen. How much force is now compressing her lower back? (439 pounds) (See page 109.)
2. Why does a person who has injured his right hip lean toward his right when walking? Why should he use a cane on his left rather than his right side? (See pages 113-115.)
3. What is the average power output of a catcher while stopping a fastball? (5 hp) (See page 146.)
4. How many times would you have to curl an 11-pound weight to burn off the energy you take in by eating six chocolate chip cookies? (5000) (See page 171.)
5. You know that your body produces heat when you exercise. How does the rate at which your body produces heat compare to the rate at which a 100-watt lightbulb produces heat? Surprisingly, even when you are not exerting yourself, as while lying still in bed, you are producing heat at a rate comparable to that of the lightbulb. (See page 148.)
6. Why does your body seems to produce and retain fat so easily, and why is it so difficult to lose the fat? (See page 150.)
7. What is the function of kneecaps? (See page 192.)
8. Why is your spinal column curved rather than straight? (See page 97.)
9. Why does a pregnant woman usually lean backward when standing? (See page 97.)
10. How is it possible for a cold-blooded animal such as a tuna or a shark to have an internal temperature that is higher than that of the cold water in which it swims? (See page 188.)

As we learn how to analyze these and many other situations, we will become familiar with concepts that are basic to physics, such as Newton's laws and conservation of energy. We will also learn about the anatomy and physiology of the human body; in particular, we will deal with the muscular-skeletal system, digestion, and temperature regulation systems.

Perhaps more important than this information, which can be found in many books, is the techniques of analysis and quantitative reasoning that we will develop. In my opinion, it has been the application of these techniques that has made possible the amazing advances in medicine and health care in general that we enjoy today.

HISTORICAL BACKGROUND

"OK?"

"Sure."

Try to imagine a culture where the interchange would be "OK?"

"No, explain it more clearly."

That is the culture that our studies will represent.

Our studies will deal with the human body. How do we come to understand the body? This has been a long and difficult process. As we shall see, there were many questions that we would consider to be perfectly legitimate but that were, for many hundreds of years, the province of religion rather than science. There are many obvious questions about the body that must have been raised recurrently since time immemorial. Such questions as

"Where do babies come from?"

"Why do people die?"

"How can I get rid of this cold?"

"How can I get rid of this headache?"

are ancient; many of them have only recently been answered, and some of them still do not have definitive answers.

I remember attending an exhibit of cave art at the Metropolitan Museum of Art in New York City several years ago. The exhibit consisted of artifacts and reproductions of drawings that had been found in caves in France and Spain. These represented the artistic accomplishments of people who lived approximately 40,000 years ago. As I examined the exhibit, I noticed that although there were many female fertility symbols—small statues of female figures emphasizing breasts, hips, and bellies—there were no male fertility symbols, that is, phallic symbols. I asked an attendant whether the exclusion had been purposeful and was directed to an animal's horn that had been decorated with drawings. Still curious about the relative abundance of female symbols and scarcity of male symbols, it came to me that perhaps these artifacts dated from before the time when people realized that the male had anything to do with making babies. The role of the female is obvious, but who could remember and associate with the birth an activity that had happened nine months earlier?

No wonder that conception and birth were viewed as mysterious events, playing a central role in mythology and religion. As with conception and birth, so too with disease and death. It seemed to early people that one could divide concerns about the body into two categories: those that were inherently mysterious, such as conception, death, and disease, and those that were directly observable and hence understandable, such as wounds. It became accepted that while the former were to be dealt with through religion and other spiritual—that is, nonphysical—means (see the Book of Job), the latter situations were amenable to human intervention, such as stopping bleeding and setting broken bones. This separation was widely accepted through the eighteenth century.

Today, most people accept the physical, as opposed to spiritual, bases of birth, death, and disease. This change has affected human perception to such a degree that when there is no quick, effective intervention for such maladies as the common cold and AIDS, some people find it easier to believe that there is a conspiracy rather than a lack of scientific knowledge. How did such a massive change in attitude come about?

The major transition seems to have occurred in Europe in the seventeenth and eighteenth centuries, during what has been called the Scientific Revolution. Before that time, the generally accepted way to find answers to questions about the world was to look in old books. These books were usually Latin translations of the works of people who had lived between 300 B.C. and A.D. 200 in the world associated with classical Greece and the Hellenistic period that followed it. During the Roman period, this knowledge was disseminated throughout the empire by traveling scholars and physicians. With the fall of the empire in the fifth century, the flow of information ceased, and the so-called Dark Ages in Europe began. The knowledge was not lost, however. Some books had been kept and studied in monasteries. Other Europeans became aware of these works while engaging in commercial contacts with the Islamic world and as a result of the Crusades.

Many of the books that had originally been written in Greek and Latin were translated into Arabic after the Islamic conquests (632-750) of the Hellenistic cities of Spain, North Africa, and the Middle East. There were several centers of translation in the Islamic world. Chief among them were ninth century Baghdad, tenth century Cairo, and twelfth century Toledo in Spain. Among the works translated were those of Aristotle, Archimedes, Hippocrates, Galen, and Euclid. The Hellenistic tradition of study in the fields of medicine, physics, and mathematics was continued by the Moslems, and this accumulated knowledge gradually began to find its way back into Europe. Many more translations became available to scholars in Europe after the Christian conquest of Islamic Spain in 1492. The impact that these works had on Europeans cannot be overestimated. They were viewed as the works of the people who had built the cities of Rome, Athens, Constantinople, and Alexandria, all of which were far more impressive than the largest cities of Europe. Thus, they were taken as Truth and as the source of all true knowledge about the physical world.

Of the Greek and Hellenistic scholars mentioned above, Claudius Galen (c. 130-200) deserves our particular attention. About a hundred of his works became available to Europeans through the processes described above. He was born in Pergamum (a large Hellenistic city located in what is now Turkey) and studied medicine there and at other major centers of Hellenistic learning in Smyrna, Corinth, and Alexandria. He then returned to Pergamum, where he served as a surgeon to a school for gladiators. He later went to Rome, where he became the physician to Emperor Marcus Aurelius. During his lifetime, he wrote many books, not only describing his investigations in the field of medicine but also recording the beliefs of others. His writings on anatomy were partly based on his surgical experience with the gladiators and on his experiences while accompanying the emperor on campaigns against German tribes. However, most of his knowledge of anatomy was based on dissections that he carried out on Barbary apes. His writings on physiology were based on observations but also on the prevailing philosophical traditions of his times. He believed that the functions of the body were based on spirits that endow us with the abilities to grow (natural spirit), to move (vital spirit), and to think (animal spirit). These spirits were not religious, supernatural, or mystical but were derived from the air in the liver, the heart, and the brain, respectively. His use of the word "spirits" was similar to our use of the word when we refer to ammonia spirits or spirits of alcohol—more as a vapor than a ghost. Galen's work was taken as gospel by the physicians of the Middle Ages, not to be questioned or subjected to independent verification. This attitude began to diminish with the work of Andreas Uesalius (1515-1564).

His major work, De Humani Corporis Fabrica (About the Workings of the Human Body, usually referred to as Fabrica), published in 1543, did not merely repeat what Galen had written. Uesalius described what he had observed while doing dissection. However, he accepted the main ideas about physiology that Galen had propounded. His contributions to anatomy that clearly showed errors in the Galenic texts set the stage for continuing investigations.

In 1687, Isaac Newton published Philosophiae Naturalis Principia Mathematica (The Mathematical Principles of Natural Philosophy, usually referred to as the Principia). In this book, Newton argued that the physical world could be understood, not by reference to the old books but by the application of close observation and logical analysis employing mathematics. He demonstrated the usefulness of this approach by showing how he could explain the motions of the planets, the comets, and the moon and the cause of high and low tides. His work made a -great impression on those who were trying to understand the world and were not satisfied with the old answers. Although Newton's work emphasized the fields that we would call physics and astronomy, his work also made an impact on medicine.

In 1702, Richard Mead, a physician, published A Mathematical Account of Poisons. The book began with the claim that the study of mathematics would show doctors how to solve the intractable problems of medicine. His contemporary Giorgio Baglivi, professor of anatomy in Rome wrote (paraphrased), "the human body is truly nothing else but a complex of chemical-mechanical motions, depending on such principles as are purely mathematical. For whoever takes an attentive view of its fabric, he'll really meet with shears in the jaw-bones and teeth . . . a pair of bellows in the lungs, the power of a lever in the muscles, pulleys in the corners of the eyes, and so on." (Lenihan, 1975.) Later in the book, Baglivi wrote, "We must not be surprised to find that the true and genuine cause of diseases can never be found by theoretical philosophical principles."

Even with the appearance of such innovative works, the Galenic ideas relating disease to humors and spirits continued to be widely held. The removal of such spirits from a sick person by techniques such as blood letting and trepanning could be found well into the nineteenth century.

The idea that one could use physics and mathematics to better understand the body was wonderfully supported by the discovery of X-rays, announced by Professor W C. Roentgen of the University of Wurzenberg in Germany in November 1895. The medical applications of this new phenomenon followed with amazing speed. The first medical Xray in the United States was taken on February 3, 1896, by Professor Edwin Frost of Dartmouth. In March 1896, Dr. J. Daniels of Vanderbilt University announced that irradiation of a colleague's skull had resulted in hair loss. Removal of a hairy birthmark was reported in 1897 and of a skin tumor in 1899. The success of Xrays established the great utility of physics and mathematics in the efforts to understand the human body.

Since the turn of the twentieth century, the most commonly accepted mode of gaining understanding of the body has been characterized by the application of biology, chemistry, physics, and mathematics. The almost magical level of medical technology is built on these bases. We will now begin a detailed study of this process.

FEATURES

• Presents a wide range of examples and problems that demonstrate basic physics concepts as they relate to human movement, increasing readers' understanding of both physics and why and how physical therapy methods work.
• Emphasizes topics such as equilibrium problems involving joints (e.g., hip, knee, elbow, and lower back), heat generation within the body, and heat transfer both within the body and between the body and the environment.
• Each topic is developed quantitatively using high-school-level algebra (linear equations, simultaneous equations), trigonometric functions, and vectors, making topics more accessible to readers.
• SI and USA systems of units are used throughout, allowing readers to use the system with which they are most familiar.

I. BEFORE CIVILIZATION.

II. CLASSICAL CIVILIZATIONS OF EURASIA, TO 500 C.E. 

       3. First Eurasian Civilizations, 3500-1000 B.C.E.

III. MEDIEVAL CIVILIZATIONS OF EURASIA, 500-1500.

IV. NON-EURASIAN WORLD, TO 1500.

V. WORLD OF ISOLATED REGIONS, TO 1500.

VI. WORLD OF THE EMERGING WEST, 1500-1763.

VII. WORLD OF WESTERN DOMINANCE, 1763-1914.

VIII. WORLD OF WESTERN DECLINE AND TRIUMPH, 1914-.

I. BEFORE CIVILIZATION.

II. CLASSICAL CIVILIZATIONS OF EURASIA, TO 500 C.E. 

       3. First Eurasian Civilizations, 3500-1000 B.C.E.

III. MEDIEVAL CIVILIZATIONS OF EURASIA, 500-1500.

IV. NON-EURASIAN WORLD, TO 1500.

V. WORLD OF ISOLATED REGIONS, TO 1500.

II. DEVELOPMENT OF INTERDISCIPLINARY THEME STUDIES.

I. CIRCUITS.

II. ELECTRONICS.

III. ELECTROMECHANICAL SYSTEMS.

The musical diversity of the nineteenth century presents the historian with myriad choices, the first of which concerns c6verage. The "complete" approach demands a kind of detail that will verge at times on the trivial, and in an age blessed with two truly fine encyclopedias of music (The New Grove Dictionary of Music and Musicians in its second edition and the revised Musik in Geschichte and Gegenwart) there seems little point to this strategy. I mean this book, moreover, to address mainly students taking a survey course in music history. They deserve a study that will acquaint them with music they will most likely play or hear. For both of these reasons I have decided to write a selective introduction to the period focusing primarily on "classical" music. It would be a mistake, however, to present the notion of a "classical" music as somehow inevitable or divinely inspired, especially for a century that developed the concept of "classical" music. We can explore this construct as an aspect of history just like any other.

An introduction to nineteenth-century classical music invariably engages the issues surrounding "the canon." My quotation marks around "the" as well as "canon" highlight a misconception on the part of some music historians, that we can identify one monolithic central repertory upon which all would (mysteriously) agree. In fact, there are several canons, one for the concert hall, one for the opera, a different one for the radio, one for academics, and so forth. Even these generalizations would apply locally to the United States. Different core repertories would appear in Europe, and vary, in fact, from country to country. Though these various standard repertories overlap, to be sure, I mean to address an American audience in this book, and I will sample both the publicly performed and the academic canons. To give an example of the contrast between the two, Tchaikovsky's orchestral music plays a relatively large role in the canon of the concert hall but receives fairly brief treatment in most academic accounts, whereas Meyerbeer's opera, rarely performed on these shores, nevertheless plays a prominent role in academic accounts because of its influence. The concept of a canon aids a historian: It helps him or her reduce the vast repertory of the nineteenth century to manageable size. Were there no canon, we would need to create one, for such constructs are inevitable in the writing of art history. But we need not pretend that "the canon" is irrevocable or universally valid.

This book takes one convenient approach to dividing music history, based on calendar chronology. We could make a very good argument for beginning such a history around 1750, including all of the nineteenth century, and ending around 1950. Most expectations of genre, many fundamental aesthetic premises, and a set of common compositional assumptions (in spite of widely divergent style) would be valid for much of the music written during this two-hundred-year period. If style diverges drastically toward the end of it, it must be seen as just that: deviating for artistic reasons from some commonly accepted norm known to all composers. But in the end, a two-hundred-year history would be either unwieldy or cursory, and thus I have chosen the simple expedient of beginning about 1800 and leaving off about 1900, as arbitrary as that may seem. In the end, Carl Dalhaus's suggestion that a coherent segment begins around 1814 and ends around 1914, for all its political logic, produces no better results than the seemingly more arbitrary calendar approach.

I have pointedly avoided suggesting a cohesive nineteenth-century aesthetic theme like that found in books such as Leon Plantinga's worthy Romantic Music. A study on musical Romanticism should probably start with the 1780s. After all, most of the aesthetic tenets of Romanticism appear in the late eighteenth century. And no less than E. T A. Hoffman considered the older Haydn and the mature Mozart Romantic, while finding the acme of Romanticism in Beethoven. Charles Rosen's recently acclaimed The Romantic Generation would be more aptly titled The Second Romantic Generation. Music throughout the period exhibits both "Romantic" and "Classic" qualities, and in a sense the concept of one requires the other to define it. Fredrick Blume's view of "Classic" and "Romantic" as two complementary antitheses in an ongoing synthesis proves in the end the most satisfactory conceptualization, the only one that allows us to embrace composers as diverse as Beethoven, Rossini, Mendelssohn, Verdi, Brahms, and Mahler in one period. But such a solution only emphasizes the problems inherent in trying to find one pervasive, aesthetic "spirit of the times" in the nineteenth century.

Finally, musicologists have recently encountered some criticism from within their own ranks for ignoring the emotional impact and sonic beauty of music. I will not be shy about reflecting what I find moving and beautiful about nineteenthcentury music. By this same token, I will feel free to point out what I consider to be the great music of this period. The sophisticated edifice of theory, aesthetics, composition, history, and performance constitutes one of Western civilization's most magnificent intellectual constructs. We encounter many striking achievements of Western art music in the works of Beethoven, Schubert, Rossini, Berlioz, Chopin, Schumann, Wagner, Verdi, Brahms, and the other composers of the nineteenth century. The magnitude of their accomplishments deserves, indeed demands, recognition among the fiesta humanorum.

ACKNOWLEDGMENTS

There are many colleagues whose advice I sought on this book, from John Nadas, who encouraged me to take the project on and looked over some of my musings on Italian opera, to Evan Bonds, with whom I traded ideas about how a textbook should work. Thanks also go to my students, and particularly to the proudly British Tom Geddes, who suggested "For He Is an Englishman" as the most appropriate expression of Victorian nationalism. Various others unknowingly aided and abetted me, including John Daverio and Kern Holoman. Many thanks go to Dan Zager and Diane Pettit for helping with permissions for various sources, and to Sarah McClosky and Eva Boyce, who helped to locate various errant volumes from the Hill Music Library, Thanks go to Stephen Zank (University of Illinois, Champaign-Urbana), David Whitwell (California State University-Northridge), and Joseph Sylvan (New Mexico State University) for their thoughtful review of the manuscript. Mrs. Carole Crouse spent many valuable hours editing the initial copy, using her vast knowledge of music and foreign languages to keep me in the straight and narrow way. Finally, I should like to give Bud Therien and Chris Johnson at Prentice Hall a nod for supporting this project along the way.

Jon Finson

Preface

This is a book on the widely used programming language, Perl. It includes both descriptions of the features of the language, and how they can be used to write useful programs. As is usually the case with books on programming, the examples are small and are designed to illustrate one or a few language capabilities. Larger, more complex programs often drown the features the book is trying to show, just by their size and structure.

The goal of the book is to provide a clear and concise description of Perl for someone who has programmed in some other programming language and wants to learn to use Perl. In many ways, Perl is similar to other programming languages; in some other ways, it is very different. We point out, whenever it is relevant, the advantages Perl offers over alternative languages.

Perl has been for some time the most widely used UNIX system administration language. It is now also the most popular scripting language for writing Common Gateway Interface (CGI) programs. In recent years, Perl has begun to replace C for many smaller programming tasks, especially if large files of text must be processed. Because of these varied applications of the language, there is now a large number of Perl users. Due to the dramatic rise in popularity of the World Wide Web and, consequently, college courses that cover various aspects of it, including CGI programming, there is now an emerging academic market for Perl books. However, most, if not all, currently available books on Perl were written for the professional programmer. This book attempts to target experienced programmers, whether that experience has come from professional programming or in the first two courses in a degree program in computer science or a closely related field.

Perl is neither small nor simple. It is a complicated combination of the features and capabilities of previous languages, such as sed, awk, and C, along with a few new ideas of its own. Although Perl is powerful, it is relatively easy to learn enough of the language to write programs that describe significant processing, although the programs themselves are rather small.

This book is neither a comprehensive reference book nor a tutorial. Reference books about languages contain all of the details of the language, but usually in a form that is difficult to read. It is difficult to learn a programming language from such a book; it is like trying to learn English by studying a book on English grammar. On the other hand, tutorial books on programming languages often aim too low-they assume the reader knows little about programming languages and programming. Seasoned programmers, both professional and from collegiate experience, find such books boring and tedious, for they too often waste several paragraphs on the obvious.

Our intention is for this book to be between these two models. It will not cover every detail of Perl, nor will it provide an introduction to computers, programming, or programming languages. It is not for those who want to become Perl experts; they will still need a Perl reference book. On the other hand, it is not for those who want to learn just a bit about Perl to enable them to write (and read) a few relatively small and simple programs. Those people will want a brief tutorial that leaves out all of the advanced features.

Because the book is aimed at professional programmers and college students who have had at least two courses in programming, it gets to the point quickly, with little discussion of background topics such people should already know. The book will not assume that the reader knows awk or C, or even anything about UNIX. Of course, prior knowledge of awk or C will make learning Perl much easier. We have tried to make the book platform independent. Most Perl constructs work the same way on all platforms, including UNIX, Windows, and Macintosh. In those cases where there are differences, we point them out to the reader.

One of the unique features of this book is the sample program that appears in Chapter 1, before any details of Perl have been discussed. This is not a "hello world" program-it actually does something useful. It is followed by a brief line-by-line explanation of its statements. We hope this example will motivate the reader with both the power and brevity of Perl. It provides the reader with a quick look at a complete program, without first dragging him or her though a tedious discussion of the basics of Perl.

The book includes many code segments. Each of the 10 chapters has at least one complete program. The book does not contain descriptions of all of the Perl functions-these can be found on Web pages to which the book will refer. The book will not focus on UNIX system administration; rather, it will concentrate on Perl as a programming tool, which can be used for a variety of tasks. Because we believe that the number of PC Perl users is growing, we will not spend a great deal of time with UNIX-particular details at the expense of those PC users.

The programs and code segments in this book were developed and tested using Perl 5. Note that when we say "Perl" we mean the language and when we say "perl," we mean the Perl language-processing system (a compiler and an interpreter).

The Book's Contents

The first chapter provides some overview of the purposes and origins of Perl. It also provides an introduction to what CGI programming is. Most importantly, it includes an example of a Perl program, including a brief description of each of its statements. Chapter 2 describes the small-scale features of Perl, covering enough constructs to allow small programs to be written. Chapter 3 describes most of the control statements. Chapter 4 covers Perl's arrays, which are more flexible and powerful than those of other popular programming languages. Chapter 5 describes hashes (which are data structures for storing keyed table information) and references (which provide some of the benefits of pointers without their inherent dangers). The anatomy of Perl's functions is the topic of Chapter 6, including some of the predefined functions. The powerful pattern-matching facilities of Perl are described in Chapter 7, which includes many small fragments of code that illustrate their power and flexibility. Files, file tests, and formats are described in Chapter 8. Chapter 9 provides the information required to write CGI programs in Perl, including the use of the convenient CGI. pm module. Included in Chapter 9 are several complete sample CGI programs. Finally, Chapter 10 has brief descriptions of six advanced topics of Perl that do not fit nicely into any of the previous chapters. Among these are how other programs can be launched from Perl programs, how a Perl program can communicate with other computers, and how graphical interfaces can be added to Perl programs using Tk.

To the Instructor

This book is meant to support a one- or two-semester, or junior level. The reader is expected to have had as a minimum an introductory course in programming and a course in data structures, or their equivalents in industrial experience. The book is also designed to be used as a supplement in courses on programming the World Wide Web.

For short courses, the last two chapters could be skipped. For longer courses, the last two chapters could be covered and perhaps given further attention through supplemental material on CGI and some of the advanced aspects of Perl.

To the Professional

Perl is a programming language of growing significance in the world of software development. Many professionals should learn it, so that they can correctly recognize applications for which it is the best language choice and so that they can use it in those areas in which it has become virtually essential: CGI and systems administration. This book could be used in self-taught mode, although some instruction should be helpful.

• Provides some overview of the purposes and origins of Perl
• Independent of UNIX or Windows
• An example program in Chapter 1 provides the reader with a quick introduction to the power of Perl and the compactness of Perl programs
• This book includes many code segments, concentrating on Perl as a programming tool
• Covers enough constructs to allow reader to write significant programs
• Includes Perl's arrays, which are more flexible and powerful than those of other popular programming languages
• Describes hashes-data structures for storing keyed table information
• Describes references, which allow users to define their own data structures
• Supports the information required to write CGI programs in Perl, including use of the CGI.pm module
• Concludes with six advanced topics of Perl and how other programs can be launched from Perl programs
• Provides a Companion Website with supplemental material to accompany the text http://www.prenhall.com/sebesta

II. THE TURFGRASS ENVIRONMENT.

III. TURFGRASS CULTURAL PRACTICES.

Introduction to the Law of History

Constitutional Creation

Defining Moments and Turning Points

The Paradox of Presidential Power

Conclusion

Introduction to the Law of Rhetoric

Eras of Rhetorical Change

Rhetorical Currency

Rhetorical Strategy

Conclusion

Introduction to the Law of Theory

Presidential Power

The Exceptional Person

History and Culture

The Paradoxes

Conclusion

Introduction to the Law of Culture

Substance and Style

      Culture

      Presidential Debates

      Television

      Public Opinion Polls

Impact on Presidential Leadership

Conclusion

Introduction to the Law of Morality

Moral Issues in the Modern Presidency

Types of Moral Issues

Perspectives on Presidential Morality

Presidential Morality Historically Examined

Presidential Morality and the Moral Kaleidoscope

Conclusion

Introduction to the Law of Politics

Personal and Political Backgrounds

Public Policy Stability

Presidential Campaigns

Presidential Elections

Administrative Strategies

Conclusion

Introduction to the Law of Management

Managerial or Political President?

Managing the Executive Branch

Organizational Models

Promotion of Ideas and Vision

Influencing the Congress

Influencing the Courts

Conclusion

Topical Bibliography

Personal History of Presidents

Presidential Election Results: 1789 — 2004

Religious Affiliations of Presidents

Constitution of the United States

Preface and Acknowledgments

The writing of any book is a major undertaking. This is true not only in the world of fiction but also in an academic setting. First, one has to be concerned that the topic of the book will be interesting to the reader as well as worthy of the energy necessary for successful completion of a meaningful book. Steve and I have co-authored several books on murder and other topics: Profiling Violent Crimes, Serial Murder, and Contemporary Perspectives in Serial Murder. In each of these endeavors we were dedicated to the work and decided that the end product was worth the effort.

Our work in the past has centered around homicide in general and serial murder in particular. We have been able to gather valuable information about serial murder from a variety of sources, including personal interviews with serial killers and with police officers, prosecutors, and defense attorneys involved in serial murder cases. However, as we gathered our research data and information, it became more clear to us that there is another form of multicide that may present a more clear and present danger to our fellow citizens: mass murder.

The mass killer problem deserves special attention for several reasons. First, there is general confusion among many as to exactly what mass murder is. It is one of three forms of multicide in the United States, the other two being serial murder and spree murder. Most Americans are familiar with serial killers. The names of Larry Eyler, Ted Bundy, John Gacy, Henry Lucas, Glenn Rogers, and many others are household names and have become a part of American folklore. Even spree killers such as Bonnie and Clyde or Carol Fugate and Charles Starkweather are well-known names. With the exception of certain mass killers—Charles Whitman, Timothy McVeigh, and perhaps John List—most mass killers are invisible to the American public and receive little media attention. The Federal Bureau of Investigation estimates that there are about 3 5 serial murderers currently killing in the United States. The exact number is unknown. What we have found is that mass killers may be responsible for more murders each year than the known number of victims of serial killers.

There are other differences between mass and serial killers. For instance, a serial killer often kills complete strangers. On the other hand, the victims of mass killings typically are known to the killer. The common wisdom concerning this phenomenon suggests that the victims are equally likely to be strangers to both types of killers. This is not true, and this was one of the findings that surprised us in the writing of this book. There were others.

For example, the American public cannot protect itself from mass killers. With a serial killer, a general sense of awareness and refusal to place oneself in precarious and vulnerable circumstances reduce the individual risk of victimization. The same thing cannot be said in a mass murder scenario. Although steps can be taken to identify disgruntled employees or citizens or refer them for counseling, there is simply no way to engage self-protective measures to avoid falling prey to mass killers. Citizens cannot simply avoid walking alone at night or refuse to pick up hitchhikers. Unfortunately, with the mass killer, especially one who kills victims outside his or her family, there is often no behavior that can limit their vulnerability to attack. Thus from a broad perspective, each of us is at risk of becoming a victim of this type of crime, regardless of occupation or any lifestyle choice.

This book is deliberately arranged to lead the reader onto a path of understanding the mass murder problem and the various types of mass killers. For example, in Chapter 1, we deal with the basic definitions and statistics of the mass murder problem. We then move into a short examination of the history of the mass murder phenomenon. We deal with an older case of mass murder, the Charles Whitman shooting atop the University of Texas's clock tower, and follow it with the more recent case of Michael Carneal. This teenager went into his high school in western Kentucky and killed three schoolmates and wounded several others.

In the third chapter we develop a typology of mass murder and discuss the theory and classification of mass murder types. The behavioral backgrounds, motivations, anticipated gains, spatial mobility, and victim characteristics are discussed, with an emphasis on how these items affect the classification of mass murder types.

The next series of chapters deal with the various types of mass killers:

• The disciple mass killer
• The family annihilator
• The disgruntled employee mass killer
• The ideological mass killer
• The set-and-run mass killer
• The disgruntled citizen mass killer
• The psychotic mass killer
• School shooters

The final chapter presents some of the community reactions and problems in a mass murder investigation. The problems discussed deal with how cases are labeled and defined as mass murders, turf issues, determination of the type of mass killer, the training and education of law enforcement professionals, and identification of victims.

In each chapter we have introduced cases that illustrate the type of mass killer we are addressing. Looking at a particular case helps us understand the mentality of a mass killer. At the beginning of each chapter we have included short vignettes of mass killers to set the stage for the discussion in that chapter.

The goal of the book is to present to readers a comprehensive and readable treatment of this social issue. By examining each type of mass killer within a common format, it is our hope that readers will be able to distinguish one type from the others within the same framework. Also, by including in the last chapter problems that arise in the investigation of a mass murder case, we hope to move the book into an expanded market of readers, the practitioners. This group of readers has often been overlooked by academics. Our position is that this is a grave mistake. There must be a blend of theory, research, and practice.

One never finishes a book such as this without the help of others. We are indebted to many people who have listened, helped, criticized (in a most gentle manner), and offered encouragement. This is the time to mention their names: David Rivers, Metro-Miami Police Department; Jay Whitt, Greensboro, North Carolina Police Department; Tom Harris, author (Red Dragon and the Silence of the Lambs); Drs. Gennaro Vito and Richard Tewksbury, University of Louisville; Lt. George Barret, Louisville Police Department; Dr. Steve Egger, Illinois State University at Springfield; Dr. Eric Hickey, University of California at Fresno (may his problem be solved with Rogaine—he is such a nice guy, and he needs this special blessing); Dr. Neil Haskell, forensic entomologist; Dr. Arpad Vass, forensic anthropologist; Lucy Davis, DNA expert; Deb Fraunfelter, Hocking College, Nelsonville, Ohio; Dr. Sally Hillsman, National Institute of Justice; Dr. Bernie McCarthy, University of Central Florida; Dr. David Fabianic, University of Central Florida; Jim Massie, Kentucky Department of Probation and Parole; Dr. Jack Levin, Northeastern University; Drs. Eddie Latessa, Jim Frank, and Lorraine Mazerolle, all of the University of Cincinnati; and Dr. Bob Langworthy, University of Alaska. We would also like to extend our thanks and appreciation to the following reviewers for their many helpful critiques of the manuscript: Donald G. Hanna, Cedarville College, Department of Criminal Justice; Lou Holscher, San Jose State University, College of Applied Sciences and Arts; and K. Lee Derr, Penn State University, School of Public Affairs. We are certain there are others, but please accept our regrets for not mentioning you.

Of course, no book reaches fruition without the help of the family. Thanks.

R.M.H.
S.T.H.
2001

Mass Murder in the United States is an excellent complementary text for a variety of courses: deviance and social problems courses, seminars on interpersonal violence; criminal justice classes such as homicide investigation, classes on murder, seminars on the criminal justice system, as well as abnormal psychology, sociology, and others. The text is suited for community colleges as well as four-year colleges and universities, and higher-level high school courses.

Two-dimensional design is limited to events that take place within a delimited field on a flat surface. The traditional "elements and principles" enable us to understand and control the events within that field. At the heart of two-dimensional design is the issue of illusion.

Three-dimensional work, on the other hand, is characterized by its physicality. Three-dimensional objects exist in real space; they are tactile; they are responsive to variations in light and point of view; they elicit response to material as well as to form. Engineering is an issue of believability as well as of manufacture.

The primary goal of this book is to help students develop an understanding and appreciation of the interaction of form in space and ways to manipulate it. There is, however, a hidden agenda as well: This is the students' attitudinal and conceptual development. As most of the graduates of even the most professional schools will not be directly involved in art or art-making a decade after graduation, it is important to help them develop attitudes toward creative activity that will be useful regardless of their future professions.

The goals of introductory courses in art and design are varied, but they all have some things in common. Among these is a desire to create a shared vocabulary, both visual and verbal, to facilitate further work. This shared vocabulary serves as the basis for the constructive criticism and exchange of ideas that are important ingredients in the formal study of art.

While a vocabulary for the consideration of two-dimensional images is relatively well established and forms the core of most courses in two-dimensional design, this is not the case with three-dimensional design. Too often this lack of clear vocabulary results in curricula that focus exclusively on structures or materials, never establishing a basis for looking at and responding to form on a purely visual level.

In the world of diplomacy a protocol is "a preliminary agreement which serves as the basis for further negotiation." Protocol also refers to the rules of etiquette. While there is nothing sacred about manners, observance of the rules of politeness facilitates social interaction, reducing friction and encouraging productive communication.

It is our hope that the principles and approaches outlined in this text can serve as a useful protocol for three-dimensional design.

Just as a protocol serves as a starting point in diplomatic negotiations, so should this text be viewed as a starting point for the development of a shared approach to looking at form.

• offers easy-to-understand material in short flexible modules
• discusses form in terms of elements, attributes, and organization to establish a systematic approach to the complexities of three-dimensional design
• presents guidelines for creative problem solving
• provides a structured method for critique in both formal and conceptual terms
• clarifies difficult concepts with line illustrations
• includes over 100 illustrations of contemporary sculpture in many styles and media

Joan Mazur is an associate professor of instructional design and technology at the University of Kentucky. She is widely published in such diverse journals as the Journal of Teacher Education and the Journal of Computer-Mediated Communication, continuously focusing on the integration of technology and researching its effects in a variety of educational contexts.

Preface

PURPOSE OF THE BOOK

When groups of teachers come together to analyze practice, either as novices or those proficient in their craft, the vitality of the analytic process depends upon the richness of the practices being examined. Our goal in creating this compendium of true teacher stories is to help catalyze dynamic learning communities. When teachers collectively engage in analytic problem solving and take action based on fresh but well-reasoned insights, they constitute the types of communities for which these cases are designed. Whether in university classrooms, district professional development contexts, or Professional Development School sites, or on the Internet, these authentic accounts beckon systematic reflection. What went well and why? What would I have done differently, under what circumstances, and with what potential consequences? What theories and research support my decision making?

APPROPRIATE COURSES

The ten cases featured here, selected from our two earlier volumes, have proven effective catalysts for analytic thinking in mixed groups of K-12 educators. Each case shows the consequences of teacher action in the face of a complex problem. As such, these cases have been used as supplemental readings to raise and explore key issues in such diverse undergraduate and graduate courses as Inquiry, Thinking and Knowing, Philosophy of Education, Theoretical Foundations of Pedagogy, Curriculum, Change Strategies, and Analysis of Practice and Supervision. These kaleidoscopic tales invite the use of multiple lenses for examination and, hence, fit well in a range of courses. In teacher education contexts, professors often use the cases for courses that focus on one's philosophy of teaching. For them, the cases illuminate how philosophies and/or teaching approaches (such as those described in Approaches to Teaching by Fenstermacher and Soltis, Teachers College Press, 1998) play out in practice and may either contribute to or detract from the teaching/learning context. At the graduate level, including doctoral courses, we have found them extremely useful in curriculum courses because real curriculum is seen in real contexts.

Standards

How do performance standards come alive in unique combinations? Using the INTASC matrix on page xxii, you see how standards are embedded in each case. The interplay between specific performance standards and actual classroom practice is the basis for thoughtful discovery: how and why does this occur? At the conclusion of every chapter, discussion questions are linked to relevant INTASC standards. Furthermore, opportunities for reflective practice (INTASC Standard #9) are abundant within these stories. The subjects of the cases themselves show varying commitments to reflective practice, which are applicable to the broad spectrum of K-12 teachers. For example, the reflective process used by the teachers in "Stagnant Pools and Flowing Waters" is relevant for any teacher, regardless of subject area or years of experience.

How These Cases Came About

Case subjects were selected based on recommendations from their peers and other prominent educators in reform contexts. The cases are not intended to be "models" of standards-based practice but rather to provide windows into the provocative pedagogical issues embedded in the standards. They are examples of real practice.

Our commitment as case authors has been to accurate documentation such that embracing a specific approach to change becomes the reader's choice. During extensive observation and interviewing, we encouraged teachers to discuss their experiences and important insights. Questions were open-ended, and we spent much time clarifying the meaning of what we saw and heard. The development process was collaborative throughout, with a mutual commitment to authenticity. In five of the ten cases, we use the real names and contexts of the teachers involved. Each principal character made his or her own decision about anonymity and authenticated the case events and descriptive accounts. As a group, the case subjects have given countless hours to be observed, interviewed, and videotaped.

Support Materials

The Instructor's Quick Guide is a useful tool for those new to facilitating case discussions and to promote the development of learning communities through the analysis of practice. Selected cases are available in multimedia format on a CD-ROM to facilitate distance learning communities. Both are available from the publisher.

"Nowhere is the case method of teaching more valuable than in the discussion of school reform. This volume performs a great service in providing emblematic cases of reform, changes coming from without and within, for analysis and discussion." — Judith Kleinfeld, University of Alaska

"Just as one learns about one's home culture by working in another, reading such a variety of cases, at all levels and subjects, deepens insights and invigorates understanding of one's own practice." — Deborah Trumball, Cornell University

"Cutting edge—A groundbreaking effort that draws upon the most recent efforts at qualitative analysis to help prospective teachers and others understand what teaching entails." — Elliot W. Eisner

I. SOURCES.

II. ESSAYS.

II. THE AXIS IN OFFENSIVE.

III. THE AXIS IN RETREAT.

IV. THE AFTERMATH.

FEATURES

• NEW — Includes 300 new exercises.
• Material carefully arranged in each chapter so that the simplest concepts are presented first, progressing to more complex material.
• Essential details of classical mathematics are presented as needed, to refresh and reinforce math skills.
• Current material on refrigerants is included— exercises and property tables have been updated with R-22 and R-134a.
• Design principles are fully integrated—including thermalhydraulic design of exchangers and the economic considerations. These real-world applications better prepare readers to solve the problems they will face in their careers.
  • Includes thermal hydraulic design of exchanges.
  • Focus on economic consideration of design.
• Free software enables users to perform parametric calculations with links, when appropriate, directly from property data in the appendices. Available at www.prenhall.com/mills
• Over 1,000 exercises - including over 300 new exercises are in this edition.
  • Reinforcing exercises are designed to help students understand fundamental concepts.
  • Applied exercises encourage users to use heat transfer concepts in real world situations.

II. THE COMMUNITY OF THE NEW COVENANT.

III. FROM INCLUSIVE COMMUNITY TOWARD UNIFIED INSTITUTION.

IV. THE COMMUNITY ORGANIZES FOR SURVIVAL AND STABILITY.

APPENDICES.

FEATURES/BENEFITS

• NEW—SIMULINK simulation program—Illustrates feedback effects.
• Helps demonstrate design examples and problems.
• NEW—MATLAB's symbolic math is employed to verify transforms and to solve differential equations directly.
• NEW—Computer verification of results.
  • Exposes users to a short MATLAB program when working almost all examples and problems.
• NEW—Design procedures implemented in MATLAB m-files.
• NEW—Improved practical application examples.
• Allows the reader to better relate the mathematical developments to physical systems.
• Chapter-end problems.
• Most chapter-end problems lead the reader through a second method of the solution, so that they can verify results.
• Transfer-function and state-variable models.
• Familiarizes users with both models for the analysis and design of linear analog systems.
• System stability discussion—Along with the Routh-Hurwitz stability criterion.
• Coverage of nonlinear system analysis methods.
• Emphasizes describing-function analysis, linearization, and the state-plane analysis.
• Early coverage of expanded frequency-response design criteria.
• Helps explain closed-loop systems.
• Digital Control Systems.
• Provides the reader with the basic principles of digital control.
• Time-scaling differential equations section.
• Maximum text/course flexibility
—Places more advanced material toward the end of each chapter. Topics can be easily omitted, enabling instructors to tailor the book to meet their needs.