This book is based on a commitment to teaching science to everybody. What may work for training professional scientists does not work for general science education. Students bring to the classrooms preconceived attitudes, as well as the emotional baggage called ""science anxiety."" Students may regard science as cold, unfriendly, and even inherently hostile and biased against women. This book has been designed to deal with each of these issues and results from research in both Denmark and the United States. The first chapter discusses student attitudes towards science and the second discusses science anxiety. The connection between the two is discussed before the introduction of constructivism as a pedagogy that can aid science learning if it also addresses attitudes and anxieties. Much of the book elucidates what the authors have learned as science teachers and science education researchers. They studied various groups including university students majoring in the sciences, mathematics, humanities, social sciences, business, nursing, and education; high school students; teachers' seminary students; science teachers at all levels from middle school through college; and science administrators. The insights of these groups constitute the most important feature of the book, and by sharing them, the authors hope to help their fellow science teachers to understand student attitudes about science, to recognize the connections between these and science anxiety, and to see how a pedagogy that takes these into account can improve science learning.

We have written this book in order to provide a single compact source for undergraduate and graduate students, as well as for professional physicists who want to understand the essentials of supersymmetric quantum mechanics. It is an outgrowth of a seminar course taught to physics and mathematics juniors and seniors at Loyola University Chicago, and of our own research over a quarter of a century.

We have written this book in order to provide a single compact source for undergraduate and graduate students, as well as for professional physicists who want to understand the essentials of supersymmetric quantum mechanics. It is an outgrowth of a seminar course taught to physics and mathematics juniors and seniors at Loyola University Chicago, and of our own research over a quarter of a century.

This is the first such text which will be directed to undergraduates. Our approach is to provide a self-contained exposition, which begins with a review of the relevant introductory quantum mechanics, then segues into SUSYQM. We concentrate on the essentials, both in the chapters developing the architecture, and in the later chapters of applications. While the text is designed to be accessible to undergraduate students, it should also be useful to graduate students and to researchers in the field. The text contains a large selection of examples and problems that illustrate the ideas and their applications. It is richly illustrated with figures that we have designed and produced. We have selected an attractive and relevant list of topics.

This book is based on a commitment to teaching science to everybody. What may work for training professional scientists does not work for general science education. Students bring to the classrooms preconceived attitudes, as well as the emotional baggage called "science anxiety." Students may regard science as cold, unfriendly, and even inherently hostile and biased against women. This book has been designed to deal with each of these issues and results from research in both Denmark and the United States. The first chapter discusses student attitudes towards science and the second discusses science anxiety. The connection between the two is discussed before the introduction of constructivism as a pedagogy that can aid science learning if it also addresses attitudes and anxieties. Much of the book elucidates what the authors have learned as science teachers and science education researchers. They studied various groups including university students majoring in the sciences, mathematics, humanities, social sciences, business, nursing, and education; high school students; teachers' seminary students; science teachers at all levels from middle school through college; and science administrators. The insights of these groups constitute the most important feature of the book, and by sharing them, the authors hope to help their fellow science teachers to understand student attitudes about science, to recognize the connections between these and science anxiety, and to see how a pedagogy that takes these into account can improve science learning.

This is the first such text which will be directed to undergraduates. Our approach is to provide a self-contained exposition, which begins with a review of the relevant introductory quantum mechanics, then segues into SUSYQM. We concentrate on the essentials, both in the chapters developing the architecture, and in the later chapters of applications. While the text is designed to be accessible to undergraduate students, it should also be useful to graduate students and to researchers in the field. The text contains a large selection of examples and problems that illustrate the ideas and their applications. It is richly illustrated with figures that we have designed and produced. We have selected an attractive and relevant list of topics.

What began as a casual collection of Jewish jokes for Jeffry V. Mallow's personal amusement soon became a napkin-scribbling compulsion to document the very best in Jewish humor, whenever and wherever he came across it. The bigger his trove, the clearer it became to Mallow that the jokes were more than just funny-they were authentic in their depictions of Jews and their interactions with each other and with non-Jews; they represented the breadth of Jewish life. Field-tested by Mallow's stand-up comedy audiences for decades, here are guaranteed rib-ticklers about matchmakers, cantors, and circumcisers; the overly pious, freethinkers, and heretics; the illogic of Jewish logic; and even Jewish encounters with alien societies In these pages, Jews poke fun at their own foibles and at the Gentiles who befuddle them, and Mallow offers witty and informative introductions, explanations, background, and cultural context. There's also a handy glossary at the end. Not only is this a laugh-out-loud compilation of the best Jewish jokes that date back to the Talmud and up to today, but it's also a fascinating and entertaining look at Jewish life around the world and through the centuries.