Spiritualism and mediumship are often regarded as the product of lingering superstition in the Victorian era, and as having limited relevance in modern Anglo-American society. Scholarship to date which has considered Spiritualism as a distinct religious tradition has focussed on analysing the phenomenon in terms of spirit possession only. This volume analyses the development of shamanism (communication with the spiritual world) as a concept within North American English-speaking scholarship, with particular focus on Mircea Eliade's influential cross-cultural presentation of shamanism. By re-examining the work of Sergei Shirokogoroff, one of Eliade's principal sources, the traditional Evenki shamanic apprenticeship is compared and identified with the new Spiritualist apprenticeship. The author demonstrates that Spiritualism is best understood as a traditional shamanism, as distinct from contemporary appropriations or neo-shamanisms. He argues that shamanism is the outcome of an apprenticeship in the management of psychic experiences, and which follows the same pattern as that of the apprentice medium. In doing so, the author offers fresh insights into the mechanisms that are key to sustaining mediumship as a social institution.

Henry of Ghent, who taught in the theology faculty in Paris from c. 1275 until his death in 1293, was an original, pivotal, and influential thinker. Henry s theories on a wide range of theological and philosophical topics led to a transformation of scholastic thought in the years shortly after the death of Thomas Aquinas. The Companion to Henry of Ghent is an introduction to his thought. It first addresses the historical context of Henry: his writings, his participation in the events of 1277, and Muslim philosophical influences. The volume continues with an examination of his theology, metaphysics, epistemology, and ethics. It concludes with an examination of two authors whom he influenced: John Duns Scotus and Pico della Mirandola. Contributors include: Amos Edelheit, Juan Carlos Flores, Bernd Goehring, Ludwig H dl, Tobias Hoffman, Jules Janssens, Marialucrezia Leone, Steven Marrone, Martin Pickav, Roland Teske, SJ, Robert Wielockx, Gordon Wilson

This book explores the idea that daily lived experiences of climate change are a crucial missing link in our knowledge that contrasts with scientific understandings of this global problem. It argues that both kinds of knowledge are limiting: the sciences by their disciplines and lived experiences by the boundaries of everyday lives. Therefore each group needs to engage the other in order to enrich and expand understanding of climate change and what to do about it. Complemented by a rich collection of examples and case studies, this book proposes a novel way of generating and analysing knowledge about climate change and how it may be used. The reader is introduced to new insights where the book: * Provides a framework that explains the variety of simultaneous, co-existing and often contradictory perspectives on climate change. * Reclaims everyday experiential knowledge as crucial for meeting global challenges such as climate change. * Overcomes the science-citizen dichotomy and leads to new ways of examining public engagement with science. Scientists are also human beings with lived experiences that filter their scientific findings into knowledge and actions. * Develops a 'public action theory of knowledge' as a tool for exploring how decisions on climate policy and intervention are reached and enacted. While scientists (physical and social) seek to explain climate change and its impacts, millions of people throughout the world experience it personally in their daily lives. The experience might be bad, as during extreme weather, engender hostility when governments attempt mitigation, and sometimes it is benign. This book seeks to understand the complex, often contradictory knowledge dynamics that inform the climate change debate, and is written clearly for a broad audience including lecturers, students, practitioners and activists, indeed anyone who wishes to gain further insight into this far-reaching issue.

The organizational and institutional embedding of new learning is one of the biggest challenges for development. This book in the Development Matters series takes a learning approach to development, focusing the learning that takes place through development action - be it intentional and structured, or the outcome of different forms of engagement. Learning for Development also demonstrates how important a critical awareness of the social dynamics of learning is for individuals and their organizations, and for building coherent policy and action. Through a number of case-studies and a wealth of interdisciplinary research, Learning for Development proposes a more flexible model of development action which aims to ensure that projects address the specific needs of, improves dialogue between, local groups and individuals.

Ancient and Medieval Philosophy Series 2, No. 37The Stadsbibliotheek of Brugge houses a manuscript (ms. 510, f. 227ra-237vb) that holds a short logical text on the Syncategoremata. In this manuscript the text is ascribed to Henry of Ghent, who was a leading thinker of the second half of the thirteenth century. If Henry wrote the text, he had much more technical knowledge of logic and semantics than is often imagined. The text was influenced by the logical works of Peter of Spain."

This book explores the idea that daily lived experiences of climate change are a crucial missing link in our knowledge that contrasts with scientific understandings of this global problem. It argues that both kinds of knowledge are limiting: the sciences by their disciplines and lived experiences by the boundaries of everyday lives.  Therefore each group needs to engage the other in order to enrich and expand understanding of climate change and what to do about it. Complemented by a rich collection of examples and case studies, this book proposes a novel way of generating and analysing knowledge about climate change and how it may be used. The reader is introduced to new insights where the book: • Provides a framework that explains the variety of simultaneous, co-existing and often contradictory perspectives on climate change. • Reclaims everyday experiential knowledge as crucial for meeting global challenges such as climate change. • Overcomes the science-citizen dichotomy and leads to new ways of examining public engagement with science. Scientists are also human beings with lived experiences that filter their scientific findings into knowledge and actions. • Develops a ‘public action theory of knowledge’ as a tool for exploring how decisions on climate policy and intervention are reached and enacted. While scientists (physical and social) seek to explain climate change and its impacts, millions of people throughout the world experience it personally in their daily lives. The experience might be bad, as during extreme weather, engender hostility when governments attempt mitigation, and sometimes it is benign. This book seeks to understand the complex, often contradictory knowledge dynamics that inform the climate change debate, and is written clearly for a broad audience including lecturers, students, practitioners and activists, indeed anyone who wishes to gain further insight into this far-reaching issue.

An updated edition of a classic: an indispensable companion for a new era in cycling. The bicycle is almost unique among human-powered machines in that it uses human muscles in a near-optimum way. This essential volume offers a comprehensive account of the history of bicycles, how human beings propel them, what makes them go faster-and what keeps them from going even faster. Over the years, and through three previous editions, Bicycling Science has become the bible of technical bicycling not only for designers and builders of bicycles but also for cycling enthusiasts. After a brief history of bicycles and bicycling that demolishes many widespread myths, this fourth edition covers recent experiments and research on human-powered transportation, with updated material on cycling achievements, human-powered machines for use on land and in air and water, power-assisted bicycles, and human physiology. The authors have also added new information on aerodynamics, rolling drag, transmission of power from rider to wheels, braking, heat management, steering and stability, power and speed, and other topics. This edition also includes many new references and figures. With racks of bikeshare bikes on city sidewalks, and new restrictions on greenhouse gas-emitting cars, bicycle use will only grow. This book is the indispensable companion for a new era in cycling.

Additional Editors Are James F. McKernon And Eugene A. Crockett. In Three Volumes. Volume 1-2, A Resume Of The Literature To July 1928; Volume 3, A Resume Of The Literature, 1928-1935.

Spiritualism and mediumship are often regarded as the product of lingering superstition in the Victorian era, and as having limited relevance in modern Anglo-American society. Scholarship to date which has considered Spiritualism as a distinct religious tradition has focussed on analysing the phenomenon in terms of spirit possession only. This volume analyses the development of shamanism (communication with the spiritual world) as a concept within North American English-speaking scholarship, with particular focus on Mircea Eliade's influential cross-cultural presentation of shamanism. By re-examining the work of Sergei Shirokogoroff, one of Eliade's principal sources, the traditional Evenki shamanic apprenticeship is compared and identified with the new Spiritualist apprenticeship. The author demonstrates that Spiritualism is best understood as a traditional shamanism, as distinct from contemporary appropriations or neo-shamanisms. He argues that shamanism is the outcome of an apprenticeship in the management of psychic experiences, and which follows the same pattern as that of the apprentice medium. In doing so, the author offers fresh insights into the mechanisms that are key to sustaining mediumship as a social institution.

As the human population continues to place increasing demands on the planet we inhabit we face the biggest challenge of our time: how can we exploit the natural resources that we need - whether it be for water, food, or energy - in a way that preserves the environment, is equitable and doesn't compromise the long-term future of the planet and its biodiversity? Environment, Development, and Sustainability represents an examination of three integrated issues that form the main ongoing challenge of this century. Featuring a range of perspectives and case studies from North America, Europe, Africa, Asia and Australasia, the book reflects the multiple ways in which environment, development and sustainability are intertwined everywhere - in rich and poor countries, and those in between. Contributions from both practitioners and academics, bringing experiences as technologists, engineers, natural scientists and social scientists, expand further the many perspectives on the challenge. The book celebrates this diversity, using it positively as a resource for a more holistic learning approach to environment, development and sustainability. Environment, Development, and Sustainability is written as a student textbook where individual chapters can be stand-alone, or where, helped by a linking narrative, the book can be read as a whole. Its accessible style, however, makes it suitable for a broader audience, including practitioners, activists and citizens who simply wish to know more. Online Resource Centre For registered adopters: Figures from the book available to download For students: Library of web links cited in the book Flashcard glossary

The organizational and institutional embedding of new learning is one of the biggest challenges for development. This book in the Development Matters series takes a learning approach to development, focusing the learning that takes place through development action - be it intentional and structured, or the outcome of different forms of engagement. Learning for Development also demonstrates how important a critical awareness of the social dynamics of learning is for individuals and their organizations, and for building coherent policy and action. Through a number of case-studies and a wealth of interdisciplinary research, Learning for Development proposes a more flexible model of development action which aims to ensure that projects address the specific needs of, improves dialogue between, local groups and individuals.

The second edition of a comprehensive textbook that introduces turbomachinery and gas turbines through design methods and examples. This comprehensive textbook is unique in its design-focused approach to turbomachinery and gas turbines. It offers students and practicing engineers methods for configuring these machines to perform with the highest possible efficiency. Examples and problems are based on the actual design of turbomachinery and turbines. After an introductory chapter that outlines the goals of the book and provides definitions of terms and parts, the book offers a brief review of the basic principles of thermodynamics and efficiency definitions. The rest of the book is devoted to the analysis and design of real turbomachinery configurations and gas turbines, based on a consistent application of thermodynamic theory and a more empirical treatment of fluid dynamics that relies on the extensive use of design charts. Topics include turbine power cycles, diffusion and diffusers, the analysis and design of three-dimensional free-stream flow, and combustion systems and combustion calculations. The second edition updates every chapter, adding material on subjects that include flow correlations, energy transfer in turbomachines, and three-dimensional design. A solutions manual is available for instructors. This new MIT Press edition makes a popular text available again, with corrections and some updates, to a wide audience of students, professors, and professionals.