Scientists in the late twentieth century are not the first to view galaxy formation as a phenomenon worthy of explanation in terms of the known laws of physics. Already in 1754 Kant regarded the problem as essentially solved. In his Univerlal Natural Hutory and Theory 0/ the H eaven$ he wrote; "If in the immesurable space in which all the suns of the Milky Way have formed themselves, we assume a point around which, through some cause or other, the first formation of nature out of chaoo began, there the largest mass and a body of extraordinary attraction will have arisen which has thereby become capable of compelling all the systems in the process of being formed within an enormous sphere around it, to fall towards itself as their centre, and to build up a system around it on the great scale . . . . Observation puts this conjecture almost beyond doubt. " More than 200 years later, a similar note of confidence was voiced by Zel'dovicb at an IAU symposium held in Tallin in 1911; "Extrapolating . . . to the next symposium somewhere in the early eighties one can be pretty sure that the question of the formation of galaxies and clusters will be solved in the next few years. " Perhaps few astronomers today would share Kant's near certainty or feel that Zel'dovich's prophecy has been fulfilled, Many, however, will sympathize with the optimistic olltlook of these two statements.

Algol is a triple system containing a 70 hr eclipsing binary (K IV and B8 V) in a 694 day orbit with an A V star. The X-ray emission from this system (Schnopper et al 1976) is thought to be associated with a corona surrounding the lobe filling and synchron ously rotating K IV star. This is based on the similarity of the X-ray spectrum and luminosity of this system to that of the RS CVn binaries which also contain K sub-giants with similar rotation periods and the fact that the luminosity of any coronae surrounding the B8 V and AV companion stars should not be enhanced by rapid rotation (Pallavicini et al 1980, White et al 1980). The Einstein SSS measurement showed the X-ray spectrum to be two component with 6 7 temperatures of 7. 10 K and 3. 10 K (White et al. 1980). As dis cussed by Swank et al. (1981), the problem in understanding stellar coronae in general is how to scale up the solar model to account for the enhanced luminosities. The close to 900 inclination and similar sizes for the Band K stars of 3. 6 and 3. 8 R0 respectively make Algol an ideal candidate for an X-ray eclipse measurement wherein the size of the X-ray emitting coronal structures can be directly measured. In this paper we report a continuous observation through the secondary eclipse of Algol using the EXOSAT Observatory. 2."

Do you wonder how you could ever stand in front of a group of children or adults and teach them about financial literacy when you don't feel like a very financially literate person? Do you wonder how to teach others about entrepreneurship when you aren't an entrepreneur? Do you wonder how to encourage more teachers to teach financial literacy to students? Do you wish you had a resource that could help you learn these topics faster, better, and in a way that reduces your emotional and personal exposure? This book will show you how to turn what you already know about the world of business and financial literacy into fantastic teachable moments for your students. You will also learn how to turn what you don't know about the world of entrepreneurship and personal finance into wonderful opportunities for learning and personal development for you and your students.

Learn how to discuss key financial concepts in a relaxed and comfortable format; what we have attitudes about and why, how we see our finances and the finances of others, and where we all fit in the overall financial landscape. Learn how to bring out the best personal financial insights from students and to bring out the absolute truth of your own financial experiences. This book will help you overcome the common fears all teachers experience when teaching students of any age the ups and downs of personal finance and entrepreneurship. If you teach or want to learn more about money, finance, or business, this book should be in your personal and school libraries.

Special Bonus SectionLearn how to develop a consulting business built on the strengths of your teaching career, from the initial stages of forming partnerships with community organizations to developing program proposals. If you ever dreamed of being a consultant and want to learn to market your services in education for the benefit of others, this book is for you.

Do you wonder how you could ever stand in front of a group of children or adults and teach them about financial literacy when you don't feel like a very financially literate person? Do you wonder how to teach others about entrepreneurship when you aren't an entrepreneur? Do you wonder how to encourage more teachers to teach financial literacy to students? Do you wish you had a resource that could help you learn these topics faster, better, and in a way that reduces your emotional and personal exposure? This book will show you how to turn what you already know about the world of business and financial literacy into fantastic teachable moments for your students. You will also learn how to turn what you don't know about the world of entrepreneurship and personal finance into wonderful opportunities for learning and personal development for you and your students.

Learn how to discuss key financial concepts in a relaxed and comfortable format; what we have attitudes about and why, how we see our finances and the finances of others, and where we all fit in the overall financial landscape. Learn how to bring out the best personal financial insights from students and to bring out the absolute truth of your own financial experiences. This book will help you overcome the common fears all teachers experience when teaching students of any age the ups and downs of personal finance and entrepreneurship. If you teach or want to learn more about money, finance, or business, this book should be in your personal and school libraries.

Special Bonus SectionLearn how to develop a consulting business built on the strengths of your teaching career, from the initial stages of forming partnerships with community organizations to developing program proposals. If you ever dreamed of being a consultant and want to learn to market your services in education for the benefit of others, this book is for you.

Quantum mechanics is one of the great success stories of modern physics, making sense of the very small just as Einstein's theory of relativity made sense of the very large. But, for most students, the ideas that make quantum mechanics powerful can be confusing and counterintuitive. This volume in the Greenwood Guides to Great Ideas in Science series provides a history of quantum mechanics from the early breakthroughs of Planck and Einstein, at the beginning of the 20th century, to the present frontiers of quantum computing and quantum gravity. The approach is entirely non-technical, and is aimed at the general reader who may not have much mathematical background but who has a strong curiosity about some of the most important developments in modern science. Quantum Mechanics: A Historical Perspective traces the history of this powerful theory, including: BLThe early discoveries by Max Planck and Albert Einstein regarding the quantization of radiation BLThe "early quantum theory," including Neils Bohr's theory of the atom BLThe birth of modern quantum mechanics through the work of Heisenberg, Schrodinger, Born, Dirac and others BLApplications of quantum mechanics in chemistry, nuclear physics, electronics, and many other areas BLRecent work in quantum computation and quantum information theory The book emphasizes the fact that despite the great success of quantum mechanics, many exciting intellectual frontiers remain open for further researchers to explore. It includes a glossary, a timeline, and a bibliography of accessible resources for further research.