This book has been a work in progress since 1971 in which the author reveals his then, way out ideas and imaginations about the origin of the universe, religion, gender bias in language, future economic and social systems, future space travel and the rectification of PI in a peanutshell. Many of his ideas have now been proven, like the black hole theory and many other ideas are now being considered by the established authorities in their respective fields. And there are many other ramblings and reflections of an active mind that are still crazy but provocative and entertaining.

After a natural world-wide catastrophe, and the eerie silence that followed, emerged extraordinary human beings and new paradigms for life.

Bobby becomes a co-anchor for a local television station in Washington, D.C. She meets up with a woman named Tillie and finds out during their first meeting that Tillie worked for the Federal Bureau of Investigation--and that they have a lot in common.

This volume contains the Proceedings of the IUTAM Symposium on Mechanics of Passive and Active Flow Control, held at the DLR, GAttingen, in September 1998. This follows an earlier IUTAM Symposium on Turbulence Management and Relaminarisation which was held in Bangalore in 1987. The last decade has witnessed significant advances and research activity in the area of flow control/management, triggered by technological applications as well as scientific curiosity in understanding the structure of complex flows. This volume contains both review and contributed papers in the area of flow control, with emphasis on fluid dynamical mechanisms underlying different passive and active control techniques used in a variety of flows such as bumps, roughnesses, riblets, vortex generators, suction blowing, sound and MEMS; issues such as new control concepts and control strategies are also addressed. The application areas include drag reduction, transition, turbulence and separation, many relevant to aeronautical systems. This volume is very timely and contains a wealth of information on current research in the broad subject of flow control concepts and applications; it should be of particular interest to scientists, engineers and students pursuing research in flow control.

Life in America has become fractured-in public and private-across ever-widening fault lines of anger and incivility. The intensity of disagreement between Americans threatens the nation's well-being, presenting itself as disrespectful and distrusting in politics, culture, and conversations. Confusion, frustration, and hatred permeate politics, social media interactions, and cable news. The dysfunction and distrust also appear on the streets and at dinner tables. There is an urgent need for Americans to come together. But how? Pollsters and political strategists Ed Goeas, Republican, and Celinda Lake, Democrat, have worked together on their groundbreaking joint Battleground Poll for more than thirty years and have a shared stethoscope to the pulse of the American public. In their highly respected and widely quoted Battleground Polls, they ask questions and elicit responses that tell us what people think and feel about the most pressing issues of the day. While they often use relevant poll results in this book to illustrate their arguments, A Question of Respect is not about polling-nor does it contain a magic antidote for America's woes. Instead, it's a political resource that depicts a compelling case for how the nation reached this moment and, more importantly, where it needs to go and what it might take. Though Ed is a Republican and Celinda is a Democrat, they have reached across the great divide to make the case that the only way for America to claw its way out of this mess is through mutual respect. They posit that respect is the foundation upon which we can again trust one another as Americans.

Enric Valor is one of the most important Valencian authors of the 20th century. This selection of his highly popular rondalles (folk tales) will for the first time introduce his work to an English-speaking audience. At a time when Catalan was under threat from the cultural bulldozer of the Franco regime, which condemned the use of anything but Castilian Spanish in public communication, Valor went to great lengths to disseminate knowledge of the language, through writing grammars and linguistic studies, as well as teaching it to fellow inmates when he was imprisoned by the regime for his cultural activities. These tales, collected over a number of years in small villages in the province of Alacant, were a significant part of his ongoing efforts to safeguard the Valencian language and the culture and history of the region. The Rondalles Valencianes have been compared to Italo Calvino's Italian Folk Tales and Henri Pourrat's Treasury of French Folk Tales. Like them, Valor aimed in rewriting the oral material to establish a common national body of folk narratives and to make the stories more appealing to Valencian readers, young and old alike. The critical Introduction provides an outline of the author's life and an overview of his work as novelist, grammarian and folklorist, as well as an assessment of the tales which identifies their place within the broader European folklore tradition.

These proceedings contain the lectures of the IUTAM Symposium dedicated to the one-hundredth anniversary of Boundary Layer research. About 40 experts of this field gave lectures on their most outstanding results in this topic. This volume is unique in that a scientific collection of articles of this calibre covering this subject will probably be the only one of its kind for the next decade. All articles have been peer reviewed. Topics covered include classification, definition and mathematics of boundary layers; instability of boundary layers and transition; boundary layers control; turbulent boundary layers; numerical treatment and boundary layer modelling; special effects in boundary layers.

Research on history instruction and learning is emerging as an exciting new field of inquiry. The editors prepared this volume because the field is at an important moment in its development -- a stage where there is research of sufficient depth and breadth to warrant a collection of representative pieces. The field of research on history teaching and learning connects with both traditional research on social studies and with recent cognitive analyses of domains such as mathematics and physics. However, the newer research goes beyond these activities as well. Where traditional research approaches to social studies instruction and learning have focused on curriculum, they have avoided the study of purely disciplinary features, the textual components of history and the concomitant demands, as well as the nature of various learners. Where recent cognitive analyses of mathematics and physics have dealt with misconceptions and knowledge construction, they have avoided topics such as perspective-taking, interpretation, and rhetorical layerings. The new work, by contrast, has been concerned with these issues as well as the careful analyses of the nature of historical tasks and the nature of disciplinary and instructional explanations. The lines of research presented in these chapters are both compelling and diverse and include a range of topical questions such as: * What affects the quality of teaching? * How are historical documents interpreted in the writing of history? * How is history explained? * What are the classroom demands on an elementary school social studies teacher? * What does text accomplish or fail to accomplish in educational settings? * How do teachers think about particular topics for history teaching? Although much of the research reflects a grounding in, or the influence of, cognitive psychology, not all of it derives from that tradition. Traditions of rhetoric, curriculum analysis, and developmental psychology are also woven throughout the chapters. The editors envision this volume as a contribution to educational research in a subject matter, and as a tool for practitioners concerned with the improvement of instruction in history. They also anticipate that it will contribute to cognitive science.

Featuring a Wiccan curriculum for each of the five age groups, this book offers a variety of sample lessons and both a structure and a prototype for readers who want to develop "Sun Day School" or "Moon Day School." Glossary and recommended reading list included.

What do people learn from visiting museums and how do they learn it? The editors approach this question by focusing on conversations as both the process and the outcome of museum learning. People do not come to museums to talk, but they often do talk. This talk can drift from discussions of managing the visit, to remembrances of family members and friends not present, to close analyses of particular objects or displays. This volume explores how these conversations reflect and change a visitor's identity, discipline-specific knowledge, and engagement with an informal learning environment that has been purposefully constructed by an almost invisible community of designers, planners, and educators. Fitting nicely into a small but rapidly expanding market, this book presents: *one of the first theoretically grounded set of studies on museum learning; *an explicit presentation of innovative and rich methodologies on learning in museums; *information on a variety of museums and subject matter; *a study on exhibitions, ranging from art to science content; *authors from the museum and the academic world; *a range of methods--from the analysis of diaries written to record museum visits, to studies of preservice teachers using pre- and post-museum visit tests; *an examination of visitors ranging from age 4-75 years of age, and from known and unknown sample populations; and *a lens that examines museum visits in a fine grained (1 second) or big picture (week, year long) way.

Corpus-Based Approaches to ELT presents a compilation of research exploring different ways to apply corpus-based and corpus-informed approaches to English language teaching.
Starting with an overview of research in the field of corpus linguistics and language teaching, various scenarios including academic and professional settings, as well as English as International Language, are described. Corpus-Based Approaches to ELT goes on to put forward several chapters focusing on error analysis using learner corpora and comparable native speaker corpora. Some of these chapters use translations and their original sources, while others compare the production of learners from different L1 in multilingual learner corpora. Also presented are new tools for corpus processing: a query program for parallel corpora, and the provision of tools to implement pedagogical annotation. The last section discuss the challenges and opportunities that multilayered and multimodal corpora may pose to corpus linguistic investigation.
This book will be indispensible to those teaching in higher education and wishing to develop corpus-based approaches, as well as researchers in the field of English Language Teaching.

What do people learn from visiting museums and how do they learn it? The editors approach this question by focusing on conversations as both the process and the outcome of museum learning. People do not come to museums to talk, but they often do talk. This talk can drift from discussions of managing the visit, to remembrances of family members and friends not present, to close analyses of particular objects or displays. This volume explores how these conversations reflect and change a visitor's identity, discipline-specific knowledge, and engagement with an informal learning environment that has been purposefully constructed by an almost invisible community of designers, planners, and educators.
Fitting nicely into a small but rapidly expanding market, this book presents:
*one of the first theoretically grounded set of studies on museum learning;
*an explicit presentation of innovative and rich methodologies on learning in museums;
*information on a variety of museums and subject matter;
*a study on exhibitions, ranging from art to science content;
*authors from the museum and the academic world;
*a range of methods--from the analysis of diaries written to record museum visits, to studies of preservice teachers using pre- and post-museum visit tests;
*an examination of visitors ranging from age 4-75 years of age, and from known and unknown sample populations; and
*a lens that examines museum visits in a fine grained (1 second) or big picture (week, year long) way.

Research on history instruction and learning is emerging as an exciting new field of inquiry. The editors prepared this volume because the field is at an important moment in its development -- a stage where there is research of sufficient depth and breadth to warrant a collection of representative pieces.
The field of research on history teaching and learning connects with both traditional research on social studies and with recent cognitive analyses of domains such as mathematics and physics. However, the newer research goes beyond these activities as well. Where traditional research approaches to social studies instruction and learning have focused on curriculum, they have avoided the study of purely disciplinary features, the textual components of history and the concomitant demands, as well as the nature of various learners. Where recent cognitive analyses of mathematics and physics have dealt with misconceptions and knowledge construction, they have avoided topics such as perspective-taking, interpretation, and rhetorical layerings. The new work, by contrast, has been concerned with these issues as well as the careful analyses of the nature of historical tasks and the nature of disciplinary and instructional explanations.
The lines of research presented in these chapters are both compelling and diverse and include a range of topical questions such as:
* What affects the quality of teaching?
* How are historical documents interpreted in the writing of history?
* How is history explained?
* What are the classroom demands on an elementary school social studies teacher?
* What does text accomplish or fail to accomplish in educational settings?
* How do teachers think about particular topics for history teaching?
Although much of the research reflects a grounding in, or the influence of, cognitive psychology, not all of it derives from that tradition. Traditions of rhetoric, curriculum analysis, and developmental psychology are also woven throughout the chapters. The editors envision this volume as a contribution to educational research in a subject matter, and as a tool for practitioners concerned with the improvement of instruction in history. They also anticipate that it will contribute to cognitive science.

More than 10 years ago, it was the first book written specifically for Wiccan parents. Now it's the 21st century's best reference for the still growing number of neo-Pagan parents who want to introduce their children to the principles of their religion. Like Ashleen's other books, it's written from her perspective as a Wiccan, but it's easy for other pagan traditions to "translate" and use, too. In Family Wicca, priestess, wife, and mother Ashleen O'Gaea offers encouragement, shares her own family's experiences, discusses real-life challenges and how to deal with them, and provides a wealth of simple rituals and inexpensive projects that will enhance your family's life in every way.

Unique among books about the Wiccan Sabbats, Celebrating the Seasons of Life: Samhain to Ostara takes a different approach to explaining the holidays by taking an in-depth look at half of the Wheel of the Year. Rather than dissecting each holiday, Ashleen's goal is to take a broader look at them, explaining how and why we celebrate each, along with how the celebration of one leads to the next.

The first of two new titles from Ashleen offers a vision of the holidays we celebrate from October to March. This book covers each holiday by first giving us its history and original customs, then explaining its place in modern life. Stories are shared for each Sabbat to reconnect us with our lore and bring new meaning to current practice. Ashleen includes ideas for rituals that are ideal for practicing solitaries, covens, or Wiccan families, with special sections on what children of various ages are ready to learn about these holidays.

This book collects peer-reviewed lectures of the IUTAM Symposium on the 100th anniversary of Boundary Layer research. No other reference of this calibre, on this topic, is likely to be published for the next decade. Covers classification, definition and mathematics of boundary layers; instability of boundary layers and transition; boundary layers control; turbulent boundary layers; numerical treatment and boundary layer modelling; special effects in boundary layers.

The call for papers for the rUTAM-Symposium on Mechanics of Passive and Active Flow Control brought an overwhelming response of applications for contributions. Fi nally 12 invited lectures, 48 papers and 23 posters were selected by thc Scientific Com mittee to be presented in the conference. 58 papers are published in this volume. Due to the limited number of pages available, poster presentations could not be considered for publication. The editors would like to thank all the members of the Scientific Committee for their very valuable assistance. The papers presented at the rUT AM Symposium were classified under three groups de voted to * Passive Control Methods, * Active Control Methods and * Control Concepts. This was done to contrast at first between the passive techniques where the control power is mainly supplied by the flow itself and the active techniques where the power is pro vided by external sources; the third group was devoted to control concepts for presenting methods of control theory and new techniques of flow control.

This volume contributes to one of the most important topics of Fluid Mechanics in future and presents recent research results on control theory and applied control methods. Understanding and handling of control methods of nonlinear systems, typical of Fluid Mechanics, is the key to reduce losses and to improve the efficiency and safety of technical processes.

The gloomy prospect of climate change and ecosystems' collapse calls for an urgent rethinking of all aspects of our life: how we work, produce, eat, spend, take care of each other, relate to nature, and organize our societies. Prefigurative initiatives are attracting a growing amount of attention from scholars and activists precisely because they are envisioning alternative futures by embodying radically different ways of living in the present. Thanks to the contribution of leading researchers, 'The Future is Now' represents the go-to book for anyone seeking a comprehensive, state-of-the-art, and thought-provoking introduction to the thriving field of prefigurative politics.

The gloomy prospect of climate change and ecosystems' collapse calls for an urgent rethinking of all aspects of our life: how we work, produce, eat, spend, take care of each other, relate to nature, and organize our societies. Prefigurative initiatives are attracting a growing amount of attention from scholars and activists precisely because they are envisioning alternative futures by embodying radically different ways of living in the present. Thanks to the contribution of leading researchers, 'The Future is Now' represents the go-to book for anyone seeking a comprehensive, state-of-the-art, and thought-provoking introduction to the thriving field of prefigurative politics.

This volume emerges from a partnership between the American Federation of Teachers and the Learning Research and Development Center at the University of Pittsburgh. The partnership brought together researchers and expert teachers for intensive dialogue sessions focusing on what each community knows about effective mathematical learning and instruction. The chapters deal with the research on, and conceptual analysis of, specific arithmetic topics (addition, subtraction, multiplication, division, decimals, and fractions) or with overarching themes that pervade the early curriculum and constitute the links with the more advanced topics of mathematics (intuition, number sense, and estimation). Serving as a link between the communities of cognitive researchers and mathematics educators, the book capitalizes on the recent research successes of cognitive science and reviews the literature of the math education community as well.