Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

No Nonsense Number Facts provides a coherent programme for supporting fluency in number facts. It focuses on using understanding of mathematical relationships and making connections between what is known and unknown, putting reasoning at the heart of teaching for fluency. This is in line with the aims of both the National Curriculum and Teaching for Mastery. * The elements of the National Curriculum that focus on number facts are grouped around key understandings in each year, so that the content follows a clear progression. * Teaching activities are designed to run for 15-30 minutes. * Resources for use in the activities are provided. * Lesson organisation is clear but flexible, so it can be adapted to the needs of your pupils. * The included USB stick contains editable files of all overviews, lessons plans and resources, as well as video guidance from the authors.

Catalyzing Change in High School Mathematics: Initiating Critical Conversations identifies and addresses critical challenges in high school mathematics to ensure that each and every student has the mathematical experiences necessary for his or her future personal and professional success. These challenges include: Explicitly broadening the purposes for teaching high school mathematics beyond a focus on college and career readiness; Dismantling structural obstacles that stand in the way of mathematics working for each and every student; Implementing equitable instructional practices; Identifying Essential Concepts that all high school students should learn and understand at a deep level; and Organizing the high school curriculum around these Essential Concepts in order to support students’ future personal and professional goals. Catalyzing Change addresses the fact that significant numbers of high school students develop unproductive mathematical identities and see little value in mathematics, while the need for mathematical skills is increasing to meet the workplace, postsecondary education requirements, and to ensure active participation in our democratic society.

For courses in Introductory Algebra. Active learning for active minds The authors of the Mathematics in Action series believe that students learn mathematics best by actually doing the math within a realistic context. If a student is taking this course, why teach them the same content in the same way that they've already seen-yet did not retain? Following this principle, the authors provide a series of guided-discovery activities that help students to construct, reflect upon, and apply mathematical concepts, deepening their conceptual understanding as they do so. The active style of learning develops critical-thinking skills and mathematical literacy, while keeping the concepts in the context of real applications. The 6th Edition includes updated examples and activities for maximum interest and relevance, along with new and enhanced digital resources in MyLab (TM) Math to support conceptual understanding for students, wherever and whenever they need it. Also available with MyLab Math By combining trusted author content with digital tools and a flexible platform, MyLab personalizes the learning experience and improves results for each student. Note: You are purchasing a standalone product; MyLab Math does not come packaged with this content. Students, if interested in purchasing this title with MyLab Math, ask your instructor to confirm the correct package ISBN and Course ID. Instructors, contact your Pearson representative for more information. If you would like to purchase both the physical text and MyLab Math, search for: 0135281555 / 9780135281550 Mathematics in Action: An Introduction to Algebraic, Graphical, and Numerical Problem Solving Plus MyLab Math with Pearson eText - Access Card Package Package consists of: 0135115620 / 9780135115626 Mathematics in Action: An Introduction to Algebraic, Graphical, and Numerical Problem Solving 013516818X / 9780135168189 MyLab Math with Pearson eText - Standalone Access Card - for Mathematics in Action: An Introduction to Algebraic, Graphical, and Numerical Problem Solving

This book has been produced to give a total overview of the Activated Sludge Model (ASM) family at the start of 2000 and to give the reader easy access to the different models in their original versions. It thus presents ASM1, ASM2, ASM2d and ASM3 together for the first time. Modelling of activated sludge processes has become a common part of the design and operation of wastewater treatment plants. Today models are being used in design, control, teaching and research. Contents ASM3: Introduction, Comparison of ASM1 and ASM3, ASM3: Definition of compounds in the model, ASM3: Definition of processes in the Model, ASM3: Stoichiometry, ASM3: Kinetics, Limitations of ASM3, Aspects of application of ASM3, ASM3C: A Carbon based model, Conclusion ASM 2d: Introduction, Conceptual Approach, ASM 2d, Typical Wastewater Characteristics and Kinetic and Stoichiometric Constants, Limitations, Conclusion ASM 2: Introduction, ASM 2, Typical Wastewater Characteristics and Kinetic and Stoichiometric Constants, Wastewater Characterization for Activated Sludge Processes, Calibration of the ASM 2, Model Limitations, Conclusion, Bibliography ASM 1: Introduction, Method of Model Presentation, Model Incorporating Carbon Oxidation Nitrification and Denitrification, Characterization of Wastewater and Estimation of Parameter Values, Typical Parameter Ranges, Default Values, and Effects of Environmental Factors, Assumptions, Restrictions and Constraints, Implementation of the Activated Sludge Model Scientific and Technical Report No.9

The first book of the Mathematics in Action series, Prealgebra Problem Solving, Third Edition, illustrates how mathematics arises naturally from everyday situations through updated and revised real-life activities and the accompanying practice exercises. Along with the activities and the exercises within the text, MathXLi 1/2 and MyMathLabi 1/2 have been enhanced to create a better overall learning experience for the reader. Technology integrated throughout the text helps readers interpret real-life data algebraically, numerically, symbolically, and graphically. The active style of this book develops readersa mathematical literacy and builds a solid foundation for future study in mathematics and other disciplines."

’Be warned: cracking puzzles releases a very addictive drug.’ – Marcus du Sautoy Have you ever wanted to be a puzzle pro or logical luminary? Well, look no further! The perfect way to liven up your day, The Ultimate Mathematical Challenge has over 365 puzzles to test your wits and excite your mind. From starter puzzles to perplexing Olympiad problems designed to stretch even the strongest mathematicians, this book is the ideal forum to get your brain into gear and feed it with the challenges it craves. Specially curated from the UK Mathematics Trust’s catalogue of puzzles, most of these problems can be tackled using no more than a little numerical knowledge, logical thinking and native wit. Including interludes of crossnumber conundrums and shuttle challenges, space for your working out and a handy glossary for those obscure mathematical terms, this book has everything you need to solve captivating problems all year round. Do you have what it takes to conquer The Ultimate Mathematical Challenge?

The Everyday Mathematics (EM) program was developed by the University of Chicago School Mathematics Project (UCSMP) and is now used in more than 185,000 classrooms by almost three million students. Its research-based learning delivers the kinds of results that all school districts aspire to. Yet despite that tremendous success, EMoften leaves parents perplexed. Learning is accomplished not through rote memorization, but by actually engaging in real-life math tasks. The curriculum isn't linear, but rather spirals back and forth, weaving concepts in and out of lessons that build overall understanding and long-term retention. It's no wonder that many parents have difficulty navigating this innovative mathematical and pedagogic terrain.Now help is here. Inspired by UCSMP's firsthand experiences with parents and teachers, Everyday Mathematics for Parents will equip parents with an understanding of EM and enable them to help their children with homework the heart of the great parental adventure of ensuring that children become mathematically proficient.Featuring accessible explanations of the research-based philosophy and design of the program, and insights into the strengths of EM, this little book provides the big-picture information that parents need. Clear descriptions of how and why this approach is different are paired with illustrative tables that underscore the unique attributes of EM. Detailed guidance for assisting students with homework includes explanations of the key EM concepts that underlie each assignment. Resources for helping students practice math more at home also provide an understanding of the long-term utility of EM. Easy to use, yet jam-packed with knowledge and helpful tips, Everyday Mathematics for Parents will become a pocket mentor to parents and teachers new to EM who are ready to step up and help children succeed. With this book in hand, you'll finally understand that while this may not be the way that you learned math, it's actually much better.

The assessment of risk is complex and often controversial. It is derived from the existence of a hazard, and it is characterized by the uncertainty of possible undesirable events and their outcomes. Few outcomes are as undesirable as nuclear war and nuclear terrorism. Over the decades, much has been written about particular situations, policies, and weapons that might affect the risks of nuclear war and nuclear terrorism. The nature of the concerns and the risk analysis methods used to evaluate them have evolved considerably over time. At the request of the Department of Defense, Risk Analysis Methods for Nuclear War and Nuclear Terrorism discusses risks, explores the risk assessment literature, highlights the strengths and weaknesses of risk assessment approaches, and discusses some publicly available assumptions that underpin U.S. security strategies, all in the context of nuclear war and nuclear terrorism. Table of Contents Front Matter Summary 1 Introduction 2 The Threat of Nuclear War and Nuclear Terrorism: Classes of Scenarios 3 The History and Literature of Risk Assessment for Nuclear War and Nuclear Terrorism 4 The Use of Risk Assessment for Nuclear War and Nuclear Terrorism 5 The Structure of Risk Analysis 6 Risk Analysis Methods and Models 7 Risk Information and Risk Management Decisions 8 Conclusions and Next Steps References Appendixes Appendix A: U.S. Strategic Assumptions About Nuclear Risks Appendix B: Types of Uncertainty Appendix C: U.S. Policy-Making Structure for Nuclear War and Nuclear Terrorism Appendix D: Agendas of Committee Meetings Appendix E: Committee Member Biographies

The frontier represented by the near solar system confronts humanity with intriguing challenges and opportunities. With the inception of the Human Exploration and Development of Space (HEDS) enterprise in 1995, NASA has acknowledged the opportunities and has accepted the very significant challenges. Microgravity Research in Support of Technologies for the Human Exploration and Development of Space and Planetary Bodies was commissioned by NASA to assist it in coordinating the scientific information relevant to anticipating, identifying, and solving the technical problems that must be addressed throughout the HEDS program over the coming decades. This report assesses scientific and related technological issues facing NASA's Human Exploration and Development of Space endeavor, looking specifically at mission enabling and enhancing technologies which, for development, require an improved understanding of fluid and material behavior in a reduced gravity environment.