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.