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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.
Thinking Like an Engineer: An Active Learning Approach, Third
Edition, is specifically designed to utilize an active learning
environment for first-year engineering courses. MyEngineeringLab
for Thinking Like an Engineer is a complete digital solution for
your first-year engineering course. MyEngineeringLab is an online
homework, tutorial, and assessment program that truly engages
students as it offers customized, self-paced learning with instant
feedback. Students will be prepared ahead of class, allowing you to
spend class time focusing on active learning. Teaching and Learning
Experience This program will provide a better teaching and learning
experience-for you and your students. *Personalize Learning:
MyEngineeringLab provides students with a personalized interactive
learning environment, where they can learn at their own pace and
measure their progress. *Encourage Guided Inquiry: To create
meaningful learning experiences, in-class activities include
collaborative problem solving, computer-based activities, and
hands-on experiments. *Reinforce and Expand on the Activities:
Homework assignments and review sections help students
conceptualize topics.*Customize Your Course: Content can be
customized to match the topic organization in your course syllabi.
*Keep Your Course Current: Content is refreshed to provide the most
up-to-date information for your course.
Provides a survey of the principal items on the agenda following
the end of the Cold War, focusing upon the institutions and regions
where the reconsideration of security issues has been particularly
profound. The book is organised into three main sections: the first
examines the changed roles of the main security institutions which
have survived the Cold War; NATO, the European Union/Western
European Union and the Organisation for Security and Cooperation in
Europe. The second analyses the Central European countries, Russia
and States of the former Soviet Union in terms of their ideologies,
political structures and relationships of the Cold War period.
Lastly the text examines the northern and southern regions of
Europe where quite different perspectives and agendas are
concerned.
Provides a survey of the principal items on the agenda following
the end of the Cold War, focusing upon the institutions and regions
where the reconsideration of security issues has been particularly
profound. The book is organised into three main sections: the first
examines the changed roles of the main security institutions which
have survived the Cold War; NATO, the European Union/Western
European Union and the Organisation for Security and Cooperation in
Europe. The second analyses the Central European countries, Russia
and States of the former Soviet Union in terms of their ideologies,
political structures and relationships of the Cold War period.
Lastly the text examines the northern and southern regions of
Europe where quite different perspectives and agendas are
concerned.
Everyone seems to know what film noir is, but scholars and critics
cannot agree on any definition. Some go so far as to insist that
there is no such thing. What is Film Noir? claims that this
confusion arises from the fact that film noir is both a genre and a
period style, and as such is unique in the history of Hollywood.
The genre, now known as "neo-noir," continues into the present,
while the period, which began in the early 1940s, had expired by
1960. William Park surveys the various theories of film noir,
defines the genre, and explains how film noir relates to the style
and the period in which it was created. The book corrects several
common misconceptions: that film noir was an afterthought, that
Hollywood was not conscious of what it was creating, and that film
noir is too amorphous to be a genre. Park also provides a very
useful theory of genre and how it relates to film study.
In November 1941, about 100 university students began their
short-term compulsory military training with the 15th Infantry
Battalion. Most were aged 19-22, had daytime jobs and were evening
or external students from the arts, commerce and law faculties.
They were ambitious, hard-working young men anxious to make their
way in the world. Their compulsory military training was due to end
on 4 February 1942 and the students would then be released to
return to their jobs and continue their part-time studies. The
outbreak of the Pacific War on 7 December changed everything. In
April 1942, the 15th Battalion was given 24 hours' notice to move
from Caloundra to Townsville. In January 1943 the Battalion went to
New Guinea to take part in the Salamaua and Lae campaigns and did
not return to Brisbane until July 1944. In November it was sent to
fight in Bougainville. The Battalion finally returned home in
January 1946 and most returned to resume their studies and jobs
within the community. This book tells the story of those Queensland
University students of `U' Company, 15th Battalion during its brief
existence. It covers their wartime service in all its tragedy and
triumph and how they resumed their lives, studies and careers once
the war was over. Most regard themselves as being very fortunate -
to have survived the war, to have learned to cope with adversity,
to have learned the importance of getting on with life in spite of
insurmountable obstacles and in having been able to make the most
of opportunities that arose. They have been fortunate to find a
life beyond adversity.
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