What is happening to me? Where am I? Is this a dream?" Thoughts were stampeding in the queue to get into Henry's head. The last one seemed to be on the verge of explosion. Breath. He was running out of it. He felt like he was going to have a heart attack. The last thoughts started to trigger his memory. "Heart attack? That's what happened to me. But where is everybody? Nurses, doctors? Why is nobody helping me? Does my family know where I am?" From the top of his lungs, he screamed, "What is going on?" His voice echoed through the emptiness, and nobody gave him any answers. Steadily his pulse slowed down; his breath returned to normal, and Henry, like any other human, started to think. In other words, he started to rationalize the situation. The first question that popped into his mind was, "Am I dead?" After quite a substantial check of his body, he agreed that feeling was still there. He could see. "But what can I see? I see myself, which is quite an achievement. But what about angels, Saint Peter? Where are all those things we have heard about Heaven? Heaven? Am I in it? I must be, I've done nothing wrong in my life. An average citizen, average job, average family. I definitely deserve Heaven if it exists here." The next thought that popped into his mind was, "But what good have I done in my life?" He tried to remember something he could brag about, something he could defend himself with if it came to Judgment Day. Nothing was coming to mind. "Oh God, I do not deserve to be in Heaven, it must be Hell I am in. No, I cannot believe this is happening to me." The next thing he shouted out was, "I have done nothing wrong in my life!" His voice echoed again into the invisible walls and disappeared into darkness. After a couple of seconds of absolute silence, he heard the Voice—the type of voice that could shake you to the core.

What is happening to me? Where am I? Is this a dream?" Thoughts were stampeding in the queue to get into Henry's head. The last one seemed to be on the verge of explosion. Breath. He was running out of it. He felt like he was going to have a heart attack. The last thoughts started to trigger his memory. "Heart attack? That's what happened to me. But where is everybody? Nurses, doctors? Why is nobody helping me? Does my family know where I am?" From the top of his lungs, he screamed, "What is going on?" His voice echoed through the emptiness, and nobody gave him any answers. Steadily his pulse slowed down; his breath returned to normal, and Henry, like any other human, started to think. In other words, he started to rationalize the situation. The first question that popped into his mind was, "Am I dead?" After quite a substantial check of his body, he agreed that feeling was still there. He could see. "But what can I see? I see myself, which is quite an achievement. But what about angels, Saint Peter? Where are all those things we have heard about Heaven? Heaven? Am I in it? I must be, I've done nothing wrong in my life. An average citizen, average job, average family. I definitely deserve Heaven if it exists here." The next thought that popped into his mind was, "But what good have I done in my life?" He tried to remember something he could brag about, something he could defend himself with if it came to Judgment Day. Nothing was coming to mind. "Oh God, I do not deserve to be in Heaven, it must be Hell I am in. No, I cannot believe this is happening to me." The next thing he shouted out was, "I have done nothing wrong in my life!" His voice echoed again into the invisible walls and disappeared into darkness. After a couple of seconds of absolute silence, he heard the Voice—the type of voice that could shake you to the core.

What is happening to me? Where am I? Is this a dream?" Thoughts were stampeding in the queue to get into Henry's head. The last one seemed to be on the verge of explosion. Breath. He was running out of it. He felt like he was going to have a heart attack. The last thoughts started to trigger his memory. "Heart attack? That's what happened to me. But where is everybody? Nurses, doctors? Why is nobody helping me? Does my family know where I am?" From the top of his lungs, he screamed, "What is going on?" His voice echoed through the emptiness, and nobody gave him any answers. Steadily his pulse slowed down; his breath returned to normal, and Henry, like any other human, started to think. In other words, he started to rationalize the situation. The first question that popped into his mind was, "Am I dead?" After quite a substantial check of his body, he agreed that feeling was still there. He could see. "But what can I see? I see myself, which is quite an achievement. But what about angels, Saint Peter? Where are all those things we have heard about Heaven? Heaven? Am I in it? I must be, I've done nothing wrong in my life. An average citizen, average job, average family. I definitely deserve Heaven if it exists here." The next thought that popped into his mind was, "But what good have I done in my life?" He tried to remember something he could brag about, something he could defend himself with if it came to Judgment Day. Nothing was coming to mind. "Oh God, I do not deserve to be in Heaven, it must be Hell I am in. No, I cannot believe this is happening to me." The next thing he shouted out was, "I have done nothing wrong in my life!" His voice echoed again into the invisible walls and disappeared into darkness. After a couple of seconds of absolute silence, he heard the Voice—the type of voice that could shake you to the core.

<p>john Dover Wilson's New Shakespeare, Published Between 1921 And 1966, Became The Classic Cambridge Edition Of Shakespeare's Plays And Poems Until The 1980s. The Series, Long Since Out-of-print, Is Now Reissued. Each Work Is Available Both Individually And As A Set, And Each Contains A Lengthy And Lively Introduction, Main Text, And Substantial Notes And Glossary Printed At The Back. The Edition, Which Began With The Tempest And Ended With The Sonnets, Put Into Practice The Techniques And Theories That Had Evolved Under The 'new Bibliography'. Remarkably By Today's Standards, Although It Took The Best Part Of Half A Century To Produce, The New Shakespeare Involved Only A Small Band Of Editors Besides Dover Wilson Himself. As The Volumes Took Shape, Many Of Dover Wilson's Textual Methods Acquired General Acceptance And Became An Established Part Of Later Editorial Practice, For Example In The Arden And New Cambridge Shakespeares.</p>

<p>These essays reveal how China's Communist Party selected a new generation of leaders in late 2002 to maintain the position of a regional and world power. They explain how China's leaders are promoting a market economy and undertaking gradual political reforms and note the problems they are having in handling mounting political corruption, spreading unemployment, growing disparity of wealth and income, and a crisis of belief.</p>

Shougongfang MaoyiBianzhiSmili Xilie zhi (Beautifulknitting sweater-fashion) ХОББИ и РАЗВЛЕЧЕНИЯ,ВЯЗАНИЕ И ШИТЬЕ Название:«Shougongfang MaoyiBianzhiSmili Xilie zhi » Страниц: 88 Язык:китайский Формат:djvu в архиве rar Размер: 9.35 Мб В этом выпуске известного китайского журнала собраны самые популярные модели, связанные крючком и спицами, с обязательными четкими понятными схемами. 85

本书共分4篇,首先对Android开发的工具集及命令做了详细的介绍,其次对Android中的基础UI和高级UI开发的技巧进行了全面、透彻的讲解,接着对NDK的各个知识点进行了深入的剖析,并结合源码对其原理进行深入的分析。最后结合两大案例,详细解析NDK开发的相关流程,以及在开发中经常遇到的各类问题和解决方案。另外,本书还对当前的Android安全问题和在Android中经常使用的反编译技术进行了深入的讲解。

This Book Provides The First Comprehensive Introduction To The Newly-emerging Science Of Mobile Phone Behavior. It Presents The Unexpected Complexity Of Human Mobile Phone Behavior Through Four Basic Aspects Of Mobile Phone Usage (users, Technologies, Activities, And Effects), And Then Explores Four Major Domains Of Such Behavior (medicine, Business, Education, And Everyday Life). Chapters Open With Thoughts On Mobile Phone Usage And Behavior From Interviews With Cell Phone Users, Then Present A Series Of Scientific Studies, Synthesized Knowledge, And Real-life Cases, Concluding With Complex But Highly Readable Analyses Of Each Aspect Of Mobile Phone Behavior. Readers Should Achieve Two Intellectual Goals: Gaining A Usable Knowledge Of The Complexity Of Mobile Phone Behaviour, And Developing The Skills To Analyze The Complexity Of Mobile Phone Usage - And Further Technological Behaviors-- Machine Generated Contents Note: 1. The Science Of Mobile Phone Behavior; 2. Mobile Phone Users; 3. Mobile Phone Technologies; 4. Mobile Phone Activities; 5. Mobile Phone Effects; 6. Mobile Phone Behavior In Medicine; 7. Mobile Phone Behaviors In Business; 8. Mobile Phone Behavior In Education; 9. Mobile Phone Behavior In Daily Life; 10. The Complexity Of Mobile Phone Behaviors. Zheng Yan. Includes Bibliographical References And Index.

"Han Jiantang provides an accessible, illustrated introduction to the fascinating history and development of the written Chinese language, from pictograms painted on rocks and pottery and ancient inscriptions to the refined art of calligraphy and the characters in use today. Chinese Characters will appeal to readers looking for an introduction to the rich but complex Chinese language and to all those interested in the relationship between language and culture."--Publisher description

Professor John Maynard Smith has written an account of a new way of thinking about evolution which has been developed in the last ten years. The theory of games, first developed to analyse economic behaviour, is modified so that it can be applied to evolving populations. John Maynard Smith's concept of an evolutionarily stable strategy is relevant whenever the best thing for an animal or plant to do depends on what others are doing. The theory leads to testable predictions about the evolution of behaviour, of sex and genetic systems, and of growth and life history patterns. This book contains the first full account of the theory, and of the data relevant to it. The account is aimed an senior undergraduate and graduate students, teachers and research workers in animal behaviour, population genetics and evolutionary biology. the book will also be of interest to mathematicians and game theorists. the mathematics has been largely confined to appendices so that the main text may be easily followed by biologists. By applying game theory to the problems of population biology, the author has succeeded in inventing new and interesting ways of looking at populations and has developed a theory leading to testable predictions.

Professor John Maynard Smith has written an account of a new way of thinking about evolution which has been developed in the last ten years. The theory of games, first developed to analyse economic behaviour, is modified so that it can be applied to evolving populations. John Maynard Smith's concept of an evolutionarily stable strategy is relevant whenever the best thing for an animal or plant to do depends on what others are doing. The theory leads to testable predictions about the evolution of behaviour, of sex and genetic systems, and of growth and life history patterns. This book contains the first full account of the theory, and of the data relevant to it. The account is aimed an senior undergraduate and graduate students, teachers and research workers in animal behaviour, population genetics and evolutionary biology. the book will also be of interest to mathematicians and game theorists. the mathematics has been largely confined to appendices so that the main text may be easily followed by biologists. By applying game theory to the problems of population biology, the author has succeeded in inventing new and interesting ways of looking at populations and has developed a theory leading to testable predictions.

"Psychology has worked hard to explore the inner self. Modem psychology was born in Wundt's laboratory and Freud's consulting room, where the inner self was pressed to reveal some of its secrets. Freud, in particular, devoted most of his life to explorƯ ing the hidden recesses inside the self-hidden even from the conscious mind, he said. From Freud's work right down to the latest journal article on self-schemata or self-esteem, psychologists have continued to tell us about the inner self. More recently, psychology has turned some of its attention to the outer self, that is, the self that is seen and known by other people. Various psychologists have studied how the outer self is formed (impression formation), how people control their outer selves (impression management), and so forth. But how is the outer self related to the inner self? There is an easy answer, but it is wrong. The easy answer is that the outer self is mostly the same as the inner self. Put another way, it is that people reveal their true selves to others in a honest and straightforward fashion, and that others accurately perceive the individual as he or she really is. Sometimes it works out that way, but often it does not. The issue is far too complex for the easy answer"--Font no determinada

This beginning graduate textbook describes both recent achievements and classical results of computational complexity theory. Requiring essentially no background apart from mathematical maturity, the book can be used as a reference for self-study for anyone interested in complexity, including physicists, mathematicians, and other scientists, as well as a textbook for a variety of courses and seminars. More than 300 exercises are included with a selected hint set. The book starts with a broad introduction to the field and progresses to advanced results. Contents include: definition of Turing machines and basic time and space complexity classes, probabilistic algorithms, interactive proofs, cryptography, quantum computation, lower bounds for concrete computational models (decision trees, communication complexity, constant depth, algebraic and monotone circuits, proof complexity), average-case complexity and hardness amplification, derandomization and pseudorandom constructions, and the PCP theorem.

<p>Principles of Optics is one of the classic science books of the twentieth century, and probably the most influential book in optics published in the past forty years. This edition has been thoroughly revised and updated, with new material covering the CAT scan, interference with broad-band light and the so-called Rayleigh-Sommerfeld diffraction theory. This edition also details scattering from inhomogeneous media and presents an account of the principles of diffraction tomography to which Emil Wolf has made a basic contribution. Several new appendices are also included. This new edition will be invaluable to advanced undergraduates, graduate students and researchers working in most areas of optics.</p> <p>"...a classic book that provides a complete picture of our knowledge of optics as a whole...an invaluable reference for advanced undergraduates, graduate students, and researchers in any area of optics." </p>

一部对亚里士多德哲学的简介性著作,引领读者仔细爬梳亚氏哲学的主要文本(选自物理学、形而上学、伦理学、政治学、生物学及逻辑学),一直被当作非常优秀的古希腊哲学入门读物。《理解的欲求-——亚里士多德哲学导论》是一部关于亚里士多德哲学的精彩导论。它没有简单罗列亚里士多德在各个哲学领域的观点和论证,而是围绕亚里士多德的名言“所有人都依据自然欲求认识”展开,以巧妙的编排,将亚里士多德的物理学、灵魂学说、伦理学、政治学、逻辑学和形而上学串联成一个整体,随处可见作者对亚里士多德思想的深入理解和深刻洞见。《理解的欲求-——亚里士多德哲学导论》再现了困扰亚里士多德的疑难问题,带领读者和亚里士多德一起思考,是一本真正带有哲学性的亚里士多德导论,对理解亚里士多德的思想和西方哲学史上的很多重要问题都极具启发。前 言I第一章 理解的欲求 1第二章 自然17一、自然作为变化的内在原理17二、理解与“为什么”30三、四种方式32四、动物的心脏50第三章 变化63一、巴门尼德的挑战63二、对变化的分析69三、变化的媒介(一):无限75四、变化的媒介(二):时间的无限性85五、变化的悖论:芝诺的飞矢96第四章 人的自然111一、灵魂111二、感觉117三、理智135四、主动理智156五、行动中的理智164第五章 伦理学与欲求的组织177一、《尼各马可伦理学》的要点177二、幸福与人的自然186三、德性191四、不自制204五、自由与德性217六、主奴辩证法223第六章 理解存在的普遍结构243一、亚里士多德的逻辑学243二、亚里士多德的数学哲学267三、形而上学:研究作为存在的存在285四、关于存在最确定的原理288五、什么是实体?305六、《形而上学》第七卷的旅行指南314七、自然之外的理智339八、人在自然之外的位置357参考文献370索 引379译后记383

图字 :01-2014-1161 内容简介 从微电子工业到航天器推进系统乃至高效光源,低温射频等离子体在 各种前沿技术中扮演着重要的角色,而且它是物理学、化学及工程学之间相 互交叉的一个学科。本书主要聚焦在物理学方面,所以主要适用于应用物 理及电子工程专业的研究生及科研人员。 本书不仅对射频等离子体的前沿进展进行综述,同时也包括一些等离 子体物理基础知识,如有界等离子体的输运及电学诊断。本书的风格有助 于激发读者学习的兴趣,帮助读者建立物理图像和数学分析方法。通过实 例分析,将理论应用到实际问题中,并留有超过 100 道的简答题,让读者能 够快速掌握新知识,有信心解决与实验相关的物理问题。 Physics of Radio-Fγequency Plasmas , first edition (978-0-521 763004) by Pascal Chabert, Nicholas Braithwaite first published by Cam- bridge University Press 2011 All rights reserved. This simplified Chinese edition for the People' s Republic of China is published by arrangement with the Press Syndicate of the University of Cambridge, Cam丑巾 1 Science Press 2015 This book is in ∞pyright No reproduction of any p缸t may take place with out the written permissωn of Cambridge University Press and ::元ience Press This edition is for sale in the People' s Republic of China (excluding Hong Kong SAR, Macau SAR and Taiwan Province) only. 此版本仅限在中华人民共和国境内(不包括香港、澳门特别行政区及台 湾地区)销售。 图书在版编目 (CIP) 数据 射频等离子体物理学 /C 法)夏伯特 C Chabert, P. ), C 英)布雷斯韦特 CBraithwaite,N. )著;王友年,徐军,宋远红译. 北京:科学出版社, 2015.10 书名原文 :Physics of Radio-Frequency Plasmas ISBN 978-7-03-045919-0 1. 1射... II. 1夏...2布...3王...4徐...5宋... 皿.1射频等离 子体物理学凹.1053 中国版本图书馆 CIP 数据核字 (2015)第 238458 号 责任编辑:钱俊裴威/责任校对:钟洋 责任印制:徐晓晨/封面设计:陈 敬 4串 4事必烈且拱出版 北京东黄城根北街 16 号 邮政编码,1∞717 http://www.sciencep. cor丑 :Jl: i草 1革绊;t彩印刷有,~~~司印刷 科学出版社发行各地新华书店经销 2015 年 10 月第一版开本 :720XI000 B5 2015 年 10 月第一次印刷印张 :20 5/8 字数: 404000 定价 :128.00 元 (如有印装质量问题,我社负责调换)

This is the second edition of the popular textbook on representation theory of finite groups. The authors have revised the text greatly and included new chapters on Characters of GL(2,q) and Permutations and Characters. The theory is developed in terms of modules, since this is appropriate for more advanced work, but considerable emphasis is placed upon constructing characters. The character tables of many groups are given, including all groups of order less than 32, and all but one of the simple groups of order less than 1000. Each chapter is accompanied by a variety of exercises, and full solutions to all the exercises are provided at the end of the book.

1 (p0-1): 1 导论 2 (p0-2): 1.1 两条基本定理 4 (p0-3): 1.2 市场失效 11 (p0-4): 1.3 信息与第二条定理 11 (p0-5): 1.4 两条基本定理的有效性 12 (p0-6): 1.5 政府的职能 16 (p0-7): 图表目录 17 (p0-8): 前言 17 (p0-9): 市场 17 (p0-10): 2 交换经济 18 (p0-11): 2.1 埃奇沃斯盒形图 19 (p0-12): 2.1 埃奇沃斯盒形图 22 (p0-13): 2.2 帕累托最优 25 (p0-14): 2.2 埃奇沃斯盒形图中的帕累托最优 26 (p0-15): 2.3 竞争性均衡 28 (p0-16): 2.3 该价格不是市场出清价格 30 (p0-17): 2.4 该价格是市场出清价格 30 (p0-18): 2.4 市场 31 (p0-19): 2.5 两种价格 33 (p0-20): 2.6 供给与需求曲线 35 (p0-21): 2.5 福利经济学的两条基本定理 38 (p0-22): 2.6 总结 39 (p0-23): 习题 41 (p0-24): 3 代数的交换经济 41 (p0-25): 3.1 效用函数 42 (p0-26): 3.2 边际替代率 43 (p0-27): 3.3 帕累托最优配置 46 (p0-28): 3.4 竞争性均衡 51 (p0-29): 3.5 两条基本定理 53 (p0-30): 3.6 结论 54 (p0-31): 习题 57 (p0-32): 4 生产经济 59 (p0-33): 4.1 帕累托最优 60 (p0-34): 4.1 生产可能性边界 64 (p0-35): 4.2 竞争性均衡 67 (p0-36): 4.2 竞争性的劳动力市场 68 (p0-37): 4.3 竞争性均衡的例子 72 (p0-38): 4.4 两条基本定理 73 (p0-39): 4.5 结论 73 (p0-40): 附录 生产效率的例子 77 (p0-41): 习题 80 (p0-42): 5 消费者与生产者盈余 80 (p0-43): 5.1 边际与总和 81 (p0-44): 5.1 举例 82 (p0-45): 5.2 两种均衡 82 (p0-46): 5.2 盈余 84 (p0-47): 5.3 干预的福利成本 86 (p0-48): 5.3 税收的效 89 (p0-49): 5.4 补贴的效应 89 (p0-50): 5.4 市场的相互作用 91 (p0-51): 5.5 对互补品征税的福利成本 93 (p0-52): 5.6 对两种替代品征税的福利成本 95 (p0-53): 附录边际与总和 95 (p0-54): 5.5 结论 96 (p0-55): 5.7 当产出从2增长到10时总成本的大致增加额 97 (p0-56): 习题 103 (p0-57): 6.1 协商补偿 103 (p0-58): 6 外部效应与协商 103 (p0-59): 外部效应 105 (p0-60): 6.1 外部效应与产权 108 (p0-61): 6.2 为什么协商没有出现 109 (p0-62): 6.3 政府干预 111 (p0-63): 6.2 庇古税 112 (p0-64): 习题 113 (p0-65): 7 许可证交易 114 (p0-66): 7.2 直接排放控制 114 (p0-67): 7.1 环境污染与消除 115 (p0-68): 7.3 许可证交易 118 (p0-69): 7.1 午可证市场 120 (p0-70): 7.4 讨论 121 (p0-71): 习题 123 (p0-72): 8.1 静态的共同财产问题 123 (p0-73): 8 可恢复的共同财产资源 124 (p0-74): 8.1 静态的难题 127 (p0-75): 8.2 动态的共同财产问题 130 (p0-76): 8.2 稳定状态轨迹的起源 131 (p0-77):...

--v. 2. Introduction, Translation, Indexes. Edited And Translated By Luise Abramowski And Alan E. Goodman. Includes Bibliographical References.

1 (p1): Brassicaceae 18 (p1-1): Alyssum 22 (p1-2): Calymmatium 25 (p1-3): Olimarabidopsis 26 (p1-4): Notoceras 29 (p1-5): Matthiola 32 (p1-6): Aphragmus 46 (p1-7): Acirostrum 47 (p1-8): Arabis 58 (p1-9): Arcyosperma 61 (p1-10): Baimashania 62 (p1-11): Dendroarabis 65 (p1-12): Draba 159 (p1-13): Parryodes 160 (p1-14): Scapiarabis 162 (p1-15): Sinoarabis 165 (p1-16): Megadenia 167 (p1-17): Brassica 178 (p1-18): Crambe 180 (p1-19): Diplotaxis 184 (p1-20): Eruca 185 (p1-21): Raphanus 189 (p1-22): Rapistrum 190 (p1-23): Sinapis 193 (p1-24): Goldbachia 196 (p1-25): Arabidopsis 199 (p1-26): Camelina 202 (p1-27): Capsella 204 (p1-28): Catolobus 207 (p1-29): Neslia 209 (p1-30): Barbarea 213 (p1-31): Cardamine 272 (p1-32): Nasturtium 275 (p1-33): Rorippa 289 (p1-34): Chorispora 295 (p1-35): Litwinowia 298 (p1-36): Parrya 304 (p1-37): Noccaea 318 (p1-38): Conringia 320 (p1-39): Crucihimalaya 335 (p1-40): Ladakiella 336 (p1-41): Descurainia 340 (p1-42): Hornungia 341 (p1-43): Ianhedgea 344 (p1-44): Dontostemon 349 (p1-45): Erysimum 372 (p1-46): Atelanthera 373 (p1-47): Braya 388 (p1-48): Christolea 390 (p1-49): Dilophia 393 (p1-50): Euclidium 396 (p1-51): Leiospora 397 (p1-52): Lepidostemon 404 (p1-53): Neotorularia 407 (p1-54): Pycnoplinthopsis 409 (p1-55): Pycnoplinthus 410 (p1-56): Shangrilaia 413 (p1-57): Sisymbriopsis 414 (p1-58): Solms-Laubachia 451 (p1-59): Strigosella 457 (p1-60): Tetracme 459 (p1-61): Eutrema 481 (p1-62): Pegaeophyton 491 (p1-63): Isatis 497 (p1-64): Lepidium 519 (p1-65): Megacarpaea 524 (p1-66): Shehbazia 527 (p1-67): Sisymbrium 542 (p1-68): Smelowskia 552 (p1-69): Stevenia 554 (p1-70): Alliaria 555 (p1-71): Didymophysa 557 (p1-72): Graellsia 560 (p1-73):...

《剑桥日本史》是第一套最重要的综合展现当前关于日本史知识和研究的书籍,是知名日本学者和西方历史学家对日本进行深入研究的成果。这套书涵盖从史前时期直到现在,日本在经济、文化、外交上的重大事件和发展历程,是学生和学者研究日本和远东地区必不可少的参考书籍。卷5跟踪了从晚德川时代到二十世纪初日本的基础和政治、制度及社会发生变化的过程。本卷中日本史权威专家还讨论了在十九世纪晚期封建社会受西方世界的影响及其回应。

This Volume Analyses Contemporary Capitalism And Its Crises Based On A Theory Of Capitalist Evolution Known As The Social Structure Of Accumulation (ssa) Theory. It Applies This Theory To Explain The Severe Financial And Economic Crisis That Broke Out In 2008 And The Kind Of Changes Required To Resolve It. The Editors And Contributors Make Available New Work Within This School Of Thought On Such Issues As The Rise And Persistence Of The Neoliberal, Or Free-market, Form Of Capitalism Since 1980 And The Growing Globalization And Financialization Of The World Economy. The Collection Includes Analyses Of The U.s. Economy As Well As That Of Several Parts Of The Developing World--provided By Publisher. Introduction: Social Structure Of Accumulation Theory For The 21st Century / Terrence Mcdonough, Michael Reich, And David M. Kotz -- The State Of The Art Of Social Structure Of Accumulation Theory / Terrence Mcdonough -- Social Structure Of Accumulation Theory / Victor D. Lippit -- A Reconceptualization Of Social Structure Of Accumulation Theory / Martin H. Wolfson And David M. Kotz -- Global Neoliberalism And The Contemporary Social Structure Of Accumulation / David M. Kotz And Terrence Mcdonough -- Globalization Or Spatialization? : The Worldwide Spatial Restructuring Of The Labor Process / Michael Wallace And David Brady -- Financialization In The Contemporary Social Structure Of Accumulation / William K. Tabb -- Global Neoliberalism And The Possibility Of Transnational State Structures / Emlyn Nardone And Terrence Mcdonough -- Labor In The Contemporary Social Structure Of Accumulation / Samuel Rosenberg -- The Rise Of Ceo Pay And The Contemporary Social Structure Of Accumulation In The United States / Robert Boyer -- Social Structures Of Accumulation And The Criminal Justice System / Susan M. Carlson ... [et Al.] -- The Social Structure Of Accumulation In South Africa / James Heintz -- Social Structures Of Accumulation And The Condition Of The Working Class In Mexico / Carlos Salas -- Social Structure Of Accumulation Theory For The Arab World : The Economies Of Egypt, Jordan, And Kuwait In The Regional System / Karen Pfeifer. Edited By Terrence Mcdonough, Michael Reich, David M. Kotz. Includes Bibliographical References And Index.

In a preface written for the paperback edition, Professor Hay examines some of the changes in Renaissance scholarship since the first publication of this volume in 1957. Successive chapters examine the social and economic structure of a continent about to establish trade and colonies in the New World, the intellectual and artistic movements which made up the Renaissance, the position of the Church on the eve of the Reformation, the political inheritance of the Middle Ages, with its rising nation states, and the growth of the Ottoman Empire.

In a preface written for the paperback edition, Professor Hay examines some of the changes in Renaissance scholarship since the first publication of this volume in 1957. Successive chapters examine the social and economic structure of a continent about to establish trade and colonies in the New World, the intellectual and artistic movements which made up the Renaissance, the position of the Church on the eve of the Reformation, the political inheritance of the Middle Ages, with its rising nation states, and the growth of the Ottoman Empire.

In History of Animals , Aristotle analyzes differencesin parts, activities, modes of life, and characteracross the animal kingdom, in preparation for establishing their causes, which are the concern of his other zoological works. Over 500 species of animals are shellfish, insects, birds, fish, reptiles, amphibians, and mammalsincluding human beings. In Books IIV, Aristotle gives a comparative survey of internal and external body parts, including tissues and fluids, and of sense faculties and voice. Books VVI study reproductive methods, breeding habits, and embryogenesis as well as some secondary sex differences. In Books VIIIX, Aristotle examines differences among animals in feeding; in habitat, hibernation, migration; in enmities and sociability; in disposition (including differences related to gender) and intelligence. Here too he describes the human reproductive system, conception, pregnancy, and obstetrics. Book X establishes the females contribution to generation. The Loeb Classical Library edition of History of Animals is in three volumes. A full index to all ten books is included in the third (Volume XI of the Aristotle edition). Related Volumes Aristotles biological corpus includes not only History of Animals , but also Parts of Animals, Movement of Animals, Progression of Animals , Generation of Animals , and significant parts of On the Soul and Parva Naturalia . Aristotles general methodologyfirst we must grasp the differences, then try to discover the causes (Ha 1.6)is applied to the study of plants by his younger co-worker and heir to his school, Enquiry into Plants studies differences across the plant kingdom, while De Causis Plantarum studies their causes. In the later ancient world, both Plinys Natural History and Aelians On the Characteristics of Animals draw significantly on Aristotles biological work.

<br><h3> Chapter One </h3> PART I. IN THE CLASSROOM <p> <p> PURPOSE <p> <b>1. Helping the student</b>. One of the most important tasks of the teacher is to help his students. This task is not quite easy; it demands time, practice, devotion, and sound principles. <p> The student should acquire as much experience of independent work as possible. But if he is left alone with his problem without any help or with insufficient help, he may make no progress at all. If the teacher helps too much, nothing is left to the student. The teacher should help, but not too much and not too little, so that the student shall have a <i>reasonable share of the work</i>. <p> If the student is not able to do much, the teacher should leave him at least some illusion of independent work. In order to do so, the teacher should help the student discreetly, <i>unobtrusively</i>. <p> The best is, however, to help the student naturally. The teacher should put himself in the student's place, he should see the student's case, he should try to understand what is going on in the student's mind, and ask a question or indicate a step that <i>could have occurred to the student himself</i>. <p> <b>2. Questions, recommendations, mental operations.</b> Trying to help the student effectively but unobtrusively and naturally, the teacher is led to ask the same questions and to indicate the same steps again and again. Thus, in countless problems, we have to ask the question: <i>What is the unknown?</i> We may vary the words, and ask the same thing in many different ways: What is required? What do you want to find? What are you supposed to seek? The aim of these questions is to focus the student's attention upon the unknown. Sometimes, we obtain the same effect more naturally with a suggestion: <i>Look at the unknown!</i> Question and suggestion aim at the same effect; they tend to provoke the same mental operation. <p> It seemed to the author that it might be worth while to collect and to group questions and suggestions which are typically helpful in discussing problems with students. The list we study contains questions and suggestions of this sort, carefully chosen and arranged; they are equally useful to the problem-solver who works by himself. If the reader is sufficiently acquainted with the list and can see, behind the suggestion, the action suggested, he may realize that the list enumerates, indirectly, <i>mental operations typically useful for the solution of problems</i>. These operations are listed in the order in which they are most likely to occur. <p> <b>3. Generality</b> is an important characteristic of the questions and suggestions contained in our list. Take the questions: <i>What is the unknown? What are the data? What is the condition?</i> These questions are generally applicable, we can ask them with good effect dealing with all sorts of problems. Their use is not restricted to any subject-matter. Our problem may be algebraic or geometric, mathematical or nonmathematical, theoretical or practical, a serious problem or a mere puzzle; it makes no difference, the questions make sense and might help us to solve the problem. <p> There is a <b>restriction</b>, in fact, but it has nothing to do with the subject-matter. Certain questions and suggestions of the list are applicable to "problems to find" only, not to "problems to prove." If we have a problem of the latter kind we must use different questions; see PROBLEMS TO FIND, PROBLEMS TO PROVE. <p> <b>4. Common sense.</b> The questions and suggestions of our list are general, but, except for their generality, they are natural, simple, obvious, and proceed from plain common sense. Take the suggestion: <i>Look at the unknown! And try to think of a familiar problem having the same or a similar unknown.</i> This suggestion advises you to do what you would do anyhow, without any advice, if you were seriously concerned with your problem. Are you hungry? You wish to obtain food and you think of familiar ways of obtaining food. Have you a problem of geometric construction? You wish to construct a triangle and you think of familiar ways of constructing a triangle. Have you a problem of any kind? You wish to find a certain unknown, and you think of familiar ways of finding such an unknown, or some similar unknown. If you do so you follow exactly the suggestion we quoted from our list. And you are on the right track, too; the suggestion is a good one, it suggests to you a procedure which is very frequently successful. <p> All the questions and suggestions of our list are natural, simple, obvious, just plain common sense; but they state plain common sense in general terms. They suggest a certain conduct which comes naturally to any person who is seriously concerned with his problem and has some common sense. But the person who behaves the right way usually does not care to express his behavior in clear words and, possibly, he cannot express it so; our list tries to express it so. <p> <b>5. Teacher and student. Imitation and practice.</b> There are two aims which the teacher may have in view when addressing to his students a question or a suggestion of the list: First, to help the student to solve the problem at hand. Second, to develop the student's ability so that he may solve future problems by himself. <p> Experience shows that the questions and suggestions of our list, appropriately used, very frequently help the student. They have two common characteristics, common sense and generality; As they proceed from plain common sense they very often come naturally; they could have occurred to the student himself. As they are general, they help unobtrusively; they just indicate a general direction and leave plenty for the student to do. <p> But the two aims we mentioned before are closely connected; if the student succeeds in solving the problem at hand, he adds a little to his ability to solve problems. Then, we should not forget that our questions are general, applicable in many cases. If the same question is repeatedly helpful, the student will scarcely fail to notice it and he will be induced to ask the question by himself in a similar situation. Asking the question repeatedly, he may succeed once in eliciting the right idea. By such a success, he discovers the right way of using the question, and then he has really assimilated it. <p> The student may absorb a few questions of our list so well that he is finally able to put to himself the right question in the right moment and to perform the corresponding mental operation naturally and vigorously. Such a student has certainly derived the greatest possible profit from our list. What can the teacher do in order to obtain this best possible result? <p> Solving problems is a practical skill like, let us say, swimming. We acquire any practical skill by imitation and practice. Trying to swim, you imitate what other people do with their hands and feet to keep their heads above water, and, finally, you learn to swim by practicing swimming. Trying to solve problems, you have to observe and to imitate what other people do when solving problems and, finally, you learn to do problems by doing them. <p> The teacher who wishes to develop his students' ability to do problems must instill some interest for problems into their minds and give them plenty of opportunity for imitation and practice. If the teacher wishes to develop in his students the mental operations which correspond to the questions and suggestions of our list, he puts these questions and suggestions to the students as often as he can do so naturally. Moreover, when the teacher solves a problem before the class, he should dramatize his ideas a little and he should put to himself the same questions which he uses when helping the students. Thanks to such guidance, the student will eventually discover the right use of these questions and suggestions, and doing so he will acquire something that is more important than the knowledge of any particular mathematical fact. <p> <p> MAIN DIVISIONS, MAIN QUESTIONS <p> <b>6. Four phases.</b> Trying to find the solution, we may repeatedly change our point of view, our way of looking at the problem. We have to shift our position again and again. Our conception of the problem is likely to be rather incomplete when we start the work; our outlook is different when we have made some progress; it is again different when we have almost obtained the solution. <p> In order to group conveniently the questions and suggestions of our list, we shall distinguish four phases of the work. First, we have to <i>understand</i> the problem; we have to see clearly what is required. Second, we have to see how the various items are connected, how the unknown is linked to the data, in order to obtain the idea of the solution, to make a <i>plan</i>. Third, we <i>carry out</i> our plan. Fourth, we <i>look back</i> at the completed solution, we review and discuss it. <p> Each of these phases has its importance. It may happen that a student hits upon an exceptionally bright idea and jumping all preparations blurts out with the solution. Such lucky ideas, of course, are most desirable, but something very undesirable and unfortunate may result if the student leaves out any of the four phases without having a good idea. The worst may happen if the student embarks upon computations or constructions without having <i>understood</i> the problem. It is generally useless to carry out details without having seen the main connection, or having made a sort of <i>plan</i>. Many mistakes can be avoided if, carrying out his plan, the student <i>checks each step</i>. Some of the best effects may be lost if the student fails to reexamine and to <i>reconsider</i> the completed solution. <p> <b>7. Understanding the problem.</b> It is foolish to answer a question that you do not understand. It is sad to work for an end that you do not desire. Such foolish and sad things often happen, in and out of school, but the teacher should try to prevent them from happening in his class. The student should understand the problem. But he should not only understand it, he should also desire its solution. If the student is lacking in understanding or in interest, it is not always his fault; the problem should be well chosen, not too difficult and not too easy, natural and interesting, and some time should be allowed for natural and interesting presentation. <p> First of all, the verbal statement of the problem must be understood. The teacher can check this, up to a certain extent; he asks the student to repeat the statement, and the student should be able to state the problem fluently. The student should also be able to point out the principal parts of the problem, the unknown, the data, the condition. Hence, the teacher can seldom afford to miss the questions: <i>What is the unknown? What are the data? What is the condition?</i> <p> The student should consider the principal parts of the problem attentively, repeatedly, and from various sides. If there is a figure connected with the problem he should <i>draw a figure</i> and point out on it the unknown and the data. If it is necessary to give names to these objects he should <i>introduce suitable notation</i>; devoting some attention to the appropriate choice of signs, he is obliged to consider the objects for which the signs have to be chosen. There is another question which may be useful in this preparatory stage provided that we do not expect a definitive answer but just a provisional answer, a guess: <i>Is it possible to satisfy the condition?</i> <p> (In the exposition of Part II [p. 33] "Understanding the problem" is subdivided into two stages: "Getting acquainted" and "Working for better understanding.") <p> <b>8. Example</b>. Let us illustrate some of the points explained in the foregoing section. We take the following simple problem: <i>Find the diagonal of a rectangular parallelepiped of which the length, the width, and the height are known.</i> <p> In order to discuss this problem profitably, the students must be familiar with the theorem of Pythagoras, and with some of its applications in plane geometry, but they may have very little systematic knowledge in solid geometry. The teacher may rely here upon the student's unsophisticated familiarity with spatial relations. <p> The teacher can make the problem interesting by making it concrete. The classroom is a rectangular parallelepiped whose dimensions could be measured, and can be estimated; the students have to find, to "measure indirectly," the diagonal of the classroom. The teacher points out the length, the width, and the height of the classroom, indicates the diagonal with a gesture, and enlivens his figure, drawn on the blackboard, by referring repeatedly to the classroom. <p> The dialogue between the teacher and the students may start as follows: <p> <i>"What is the unknown?"</i> <p> "The length of the diagonal of a parallelepiped." <p> <i>"What are the data?"</i> <p> "The length, the width, and the height of the parallelepiped." <p> <i>"Introduce suitable notation.</i> Which letter should denote the unknown?" <p> <i>"x."</i> <p> "Which letters would you choose for the length, the width, and the height?" <p> <i>"a, b, c." <p> "What is the condition</i>, linking <i>a, b, c</i>, and <i>x?" <p> "x</i> is the diagonal of the parallelepiped of which <i>a, b</i>, and <i>c</i> are the length, the width, and the height." <p> "Is it a reasonable problem? I mean, <i>is the condition sufficient to determine the unknown?</i>" <p> "Yes, it is. If we know <i>a, b, c</i>, we know the parallelepiped. If the parallelepiped is determined, the diagonal is determined." <p> <b>9. Devising a plan.</b> We have a plan when we know, or know at least in outline, which calculations, computations, or constructions we have to perform in order to obtain the unknown. The way from understanding the problem to conceiving a plan may be long and tortuous. In fact, the main achievement in the solution of a problem is to conceive the idea of a plan. This idea may emerge gradually. Or, after apparently unsuccessful trials and a period of hesitation, it may occur suddenly, in a flash, as a "bright idea." The best that the teacher can do for the student is to procure for him, by unobtrusive help, a bright idea. The questions and suggestions we are going to discuss tend to provoke such an idea. <p> In order to be able to see the student's position, the teacher should think of his own experience, of his difficulties and successes in solving problems. <p> We know, of course, that it is hard to have a good idea if we have little knowledge of the subject, and impossible to have it if we have no knowledge. Good ideas are based on past experience and formerly acquired knowledge. Mere remembering is not enough for a good idea, but we cannot have any good idea without recollecting some pertinent facts; materials alone are not enough for constructing a house but we cannot construct a house without collecting the necessary materials. The materials necessary for solving a mathematical problem are certain relevant items of our formerly acquired mathematical knowledge, as formerly solved problems, or formerly proved theorems. Thus, it is often appropriate to start the work with the question: <i>Do you know a related problem?</i> <p> The difficulty is that there are usually too many problems which are somewhat related to our present problem, that is, have some point in common with it. How can we choose the one, or the few, which are really useful? There is a suggestion that puts our finger on an essential common point: <i>Look at the unknown! And try to think of a familiar problem having the same or a similar unknown.</i> <p> If we succeed in recalling a formerly solved problem which is closely related to our present problem, we are lucky. We should try to deserve such luck; we may deserve it by exploiting it. <i>Here is a problem related to yours and solved before. Could you use it?</i> <p> <i>(Continues...)</i> <p> <!-- copyright notice --> <br></pre> <blockquote><hr noshade size='1'><font size='-2'> Excerpted from <b>How to Solve It</b> by <b>G. POLYA</b> Copyright © 1985 by Princeton University Press. Excerpted by permission of Princeton University Press. All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.<br>Excerpts are provided by Dial-A-Book Inc. solely for the personal use of visitors to this web site.

What is happening to me? Where am I? Is this a dream?" Thoughts were stampeding in the queue to get into Henry's head. The last one seemed to be on the verge of explosion. Breath. He was running out of it. He felt like he was going to have a heart attack. The last thoughts started to trigger his memory. "Heart attack? That's what happened to me. But where is everybody? Nurses, doctors? Why is nobody helping me? Does my family know where I am?" From the top of his lungs, he screamed, "What is going on?" His voice echoed through the emptiness, and nobody gave him any answers. Steadily his pulse slowed down; his breath returned to normal, and Henry, like any other human, started to think. In other words, he started to rationalize the situation. The first question that popped into his mind was, "Am I dead?" After quite a substantial check of his body, he agreed that feeling was still there. He could see. "But what can I see? I see myself, which is quite an achievement. But what about angels, Saint Peter? Where are all those things we have heard about Heaven? Heaven? Am I in it? I must be, I've done nothing wrong in my life. An average citizen, average job, average family. I definitely deserve Heaven if it exists here." The next thought that popped into his mind was, "But what good have I done in my life?" He tried to remember something he could brag about, something he could defend himself with if it came to Judgment Day. Nothing was coming to mind. "Oh God, I do not deserve to be in Heaven, it must be Hell I am in. No, I cannot believe this is happening to me." The next thing he shouted out was, "I have done nothing wrong in my life!" His voice echoed again into the invisible walls and disappeared into darkness. After a couple of seconds of absolute silence, he heard the Voice—the type of voice that could shake you to the core.

What is happening to me? Where am I? Is this a dream?" Thoughts were stampeding in the queue to get into Henry's head. The last one seemed to be on the verge of explosion. Breath. He was running out of it. He felt like he was going to have a heart attack. The last thoughts started to trigger his memory. "Heart attack? That's what happened to me. But where is everybody? Nurses, doctors? Why is nobody helping me? Does my family know where I am?" From the top of his lungs, he screamed, "What is going on?" His voice echoed through the emptiness, and nobody gave him any answers. Steadily his pulse slowed down; his breath returned to normal, and Henry, like any other human, started to think. In other words, he started to rationalize the situation. The first question that popped into his mind was, "Am I dead?" After quite a substantial check of his body, he agreed that feeling was still there. He could see. "But what can I see? I see myself, which is quite an achievement. But what about angels, Saint Peter? Where are all those things we have heard about Heaven? Heaven? Am I in it? I must be, I've done nothing wrong in my life. An average citizen, average job, average family. I definitely deserve Heaven if it exists here." The next thought that popped into his mind was, "But what good have I done in my life?" He tried to remember something he could brag about, something he could defend himself with if it came to Judgment Day. Nothing was coming to mind. "Oh God, I do not deserve to be in Heaven, it must be Hell I am in. No, I cannot believe this is happening to me." The next thing he shouted out was, "I have done nothing wrong in my life!" His voice echoed again into the invisible walls and disappeared into darkness. After a couple of seconds of absolute silence, he heard the Voice—the type of voice that could shake you to the core.

What is happening to me? Where am I? Is this a dream?" Thoughts were stampeding in the queue to get into Henry's head. The last one seemed to be on the verge of explosion. Breath. He was running out of it. He felt like he was going to have a heart attack. The last thoughts started to trigger his memory. "Heart attack? That's what happened to me. But where is everybody? Nurses, doctors? Why is nobody helping me? Does my family know where I am?" From the top of his lungs, he screamed, "What is going on?" His voice echoed through the emptiness, and nobody gave him any answers. Steadily his pulse slowed down; his breath returned to normal, and Henry, like any other human, started to think. In other words, he started to rationalize the situation. The first question that popped into his mind was, "Am I dead?" After quite a substantial check of his body, he agreed that feeling was still there. He could see. "But what can I see? I see myself, which is quite an achievement. But what about angels, Saint Peter? Where are all those things we have heard about Heaven? Heaven? Am I in it? I must be, I've done nothing wrong in my life. An average citizen, average job, average family. I definitely deserve Heaven if it exists here." The next thought that popped into his mind was, "But what good have I done in my life?" He tried to remember something he could brag about, something he could defend himself with if it came to Judgment Day. Nothing was coming to mind. "Oh God, I do not deserve to be in Heaven, it must be Hell I am in. No, I cannot believe this is happening to me." The next thing he shouted out was, "I have done nothing wrong in my life!" His voice echoed again into the invisible walls and disappeared into darkness. After a couple of seconds of absolute silence, he heard the Voice—the type of voice that could shake you to the core.

What is happening to me? Where am I? Is this a dream?" Thoughts were stampeding in the queue to get into Henry's head. The last one seemed to be on the verge of explosion. Breath. He was running out of it. He felt like he was going to have a heart attack. The last thoughts started to trigger his memory. "Heart attack? That's what happened to me. But where is everybody? Nurses, doctors? Why is nobody helping me? Does my family know where I am?" From the top of his lungs, he screamed, "What is going on?" His voice echoed through the emptiness, and nobody gave him any answers. Steadily his pulse slowed down; his breath returned to normal, and Henry, like any other human, started to think. In other words, he started to rationalize the situation. The first question that popped into his mind was, "Am I dead?" After quite a substantial check of his body, he agreed that feeling was still there. He could see. "But what can I see? I see myself, which is quite an achievement. But what about angels, Saint Peter? Where are all those things we have heard about Heaven? Heaven? Am I in it? I must be, I've done nothing wrong in my life. An average citizen, average job, average family. I definitely deserve Heaven if it exists here." The next thought that popped into his mind was, "But what good have I done in my life?" He tried to remember something he could brag about, something he could defend himself with if it came to Judgment Day. Nothing was coming to mind. "Oh God, I do not deserve to be in Heaven, it must be Hell I am in. No, I cannot believe this is happening to me." The next thing he shouted out was, "I have done nothing wrong in my life!" His voice echoed again into the invisible walls and disappeared into darkness. After a couple of seconds of absolute silence, he heard the Voice—the type of voice that could shake you to the core.

What is happening to me? Where am I? Is this a dream?" Thoughts were stampeding in the queue to get into Henry's head. The last one seemed to be on the verge of explosion. Breath. He was running out of it. He felt like he was going to have a heart attack. The last thoughts started to trigger his memory. "Heart attack? That's what happened to me. But where is everybody? Nurses, doctors? Why is nobody helping me? Does my family know where I am?" From the top of his lungs, he screamed, "What is going on?" His voice echoed through the emptiness, and nobody gave him any answers. Steadily his pulse slowed down; his breath returned to normal, and Henry, like any other human, started to think. In other words, he started to rationalize the situation. The first question that popped into his mind was, "Am I dead?" After quite a substantial check of his body, he agreed that feeling was still there. He could see. "But what can I see? I see myself, which is quite an achievement. But what about angels, Saint Peter? Where are all those things we have heard about Heaven? Heaven? Am I in it? I must be, I've done nothing wrong in my life. An average citizen, average job, average family. I definitely deserve Heaven if it exists here." The next thought that popped into his mind was, "But what good have I done in my life?" He tried to remember something he could brag about, something he could defend himself with if it came to Judgment Day. Nothing was coming to mind. "Oh God, I do not deserve to be in Heaven, it must be Hell I am in. No, I cannot believe this is happening to me." The next thing he shouted out was, "I have done nothing wrong in my life!" His voice echoed again into the invisible walls and disappeared into darkness. After a couple of seconds of absolute silence, he heard the Voice—the type of voice that could shake you to the core.

What is happening to me? Where am I? Is this a dream?" Thoughts were stampeding in the queue to get into Henry's head. The last one seemed to be on the verge of explosion. Breath. He was running out of it. He felt like he was going to have a heart attack. The last thoughts started to trigger his memory. "Heart attack? That's what happened to me. But where is everybody? Nurses, doctors? Why is nobody helping me? Does my family know where I am?" From the top of his lungs, he screamed, "What is going on?" His voice echoed through the emptiness, and nobody gave him any answers. Steadily his pulse slowed down; his breath returned to normal, and Henry, like any other human, started to think. In other words, he started to rationalize the situation. The first question that popped into his mind was, "Am I dead?" After quite a substantial check of his body, he agreed that feeling was still there. He could see. "But what can I see? I see myself, which is quite an achievement. But what about angels, Saint Peter? Where are all those things we have heard about Heaven? Heaven? Am I in it? I must be, I've done nothing wrong in my life. An average citizen, average job, average family. I definitely deserve Heaven if it exists here." The next thought that popped into his mind was, "But what good have I done in my life?" He tried to remember something he could brag about, something he could defend himself with if it came to Judgment Day. Nothing was coming to mind. "Oh God, I do not deserve to be in Heaven, it must be Hell I am in. No, I cannot believe this is happening to me." The next thing he shouted out was, "I have done nothing wrong in my life!" His voice echoed again into the invisible walls and disappeared into darkness. After a couple of seconds of absolute silence, he heard the Voice—the type of voice that could shake you to the core.

本手册是数学方面的一本重要的工具书。其中除收集了大约1650个常微分方程(组)的解和解法提示以外,还简明扼要地叙述了关于常微分方程(组)的一些基本概念、一般解法和许多重要结果,以及在普通教科书中均未论及的若千问题,例如边值问题和特征值问题。 本手册是根据其俄详本第四版翻译的,可供数学、力学、物理等方面的研究人员、工程技术人员和高等院校有关专业的教师、学生使用。

What is happening to me? Where am I? Is this a dream?" Thoughts were stampeding in the queue to get into Henry's head. The last one seemed to be on the verge of explosion. Breath. He was running out of it. He felt like he was going to have a heart attack. The last thoughts started to trigger his memory. "Heart attack? That's what happened to me. But where is everybody? Nurses, doctors? Why is nobody helping me? Does my family know where I am?" From the top of his lungs, he screamed, "What is going on?" His voice echoed through the emptiness, and nobody gave him any answers. Steadily his pulse slowed down; his breath returned to normal, and Henry, like any other human, started to think. In other words, he started to rationalize the situation. The first question that popped into his mind was, "Am I dead?" After quite a substantial check of his body, he agreed that feeling was still there. He could see. "But what can I see? I see myself, which is quite an achievement. But what about angels, Saint Peter? Where are all those things we have heard about Heaven? Heaven? Am I in it? I must be, I've done nothing wrong in my life. An average citizen, average job, average family. I definitely deserve Heaven if it exists here." The next thought that popped into his mind was, "But what good have I done in my life?" He tried to remember something he could brag about, something he could defend himself with if it came to Judgment Day. Nothing was coming to mind. "Oh God, I do not deserve to be in Heaven, it must be Hell I am in. No, I cannot believe this is happening to me." The next thing he shouted out was, "I have done nothing wrong in my life!" His voice echoed again into the invisible walls and disappeared into darkness. After a couple of seconds of absolute silence, he heard the Voice—the type of voice that could shake you to the core.

What is happening to me? Where am I? Is this a dream?" Thoughts were stampeding in the queue to get into Henry's head. The last one seemed to be on the verge of explosion. Breath. He was running out of it. He felt like he was going to have a heart attack. The last thoughts started to trigger his memory. "Heart attack? That's what happened to me. But where is everybody? Nurses, doctors? Why is nobody helping me? Does my family know where I am?" From the top of his lungs, he screamed, "What is going on?" His voice echoed through the emptiness, and nobody gave him any answers. Steadily his pulse slowed down; his breath returned to normal, and Henry, like any other human, started to think. In other words, he started to rationalize the situation. The first question that popped into his mind was, "Am I dead?" After quite a substantial check of his body, he agreed that feeling was still there. He could see. "But what can I see? I see myself, which is quite an achievement. But what about angels, Saint Peter? Where are all those things we have heard about Heaven? Heaven? Am I in it? I must be, I've done nothing wrong in my life. An average citizen, average job, average family. I definitely deserve Heaven if it exists here." The next thought that popped into his mind was, "But what good have I done in my life?" He tried to remember something he could brag about, something he could defend himself with if it came to Judgment Day. Nothing was coming to mind. "Oh God, I do not deserve to be in Heaven, it must be Hell I am in. No, I cannot believe this is happening to me." The next thing he shouted out was, "I have done nothing wrong in my life!" His voice echoed again into the invisible walls and disappeared into darkness. After a couple of seconds of absolute silence, he heard the Voice—the type of voice that could shake you to the core.

What is happening to me? Where am I? Is this a dream?" Thoughts were stampeding in the queue to get into Henry's head. The last one seemed to be on the verge of explosion. Breath. He was running out of it. He felt like he was going to have a heart attack. The last thoughts started to trigger his memory. "Heart attack? That's what happened to me. But where is everybody? Nurses, doctors? Why is nobody helping me? Does my family know where I am?" From the top of his lungs, he screamed, "What is going on?" His voice echoed through the emptiness, and nobody gave him any answers. Steadily his pulse slowed down; his breath returned to normal, and Henry, like any other human, started to think. In other words, he started to rationalize the situation. The first question that popped into his mind was, "Am I dead?" After quite a substantial check of his body, he agreed that feeling was still there. He could see. "But what can I see? I see myself, which is quite an achievement. But what about angels, Saint Peter? Where are all those things we have heard about Heaven? Heaven? Am I in it? I must be, I've done nothing wrong in my life. An average citizen, average job, average family. I definitely deserve Heaven if it exists here." The next thought that popped into his mind was, "But what good have I done in my life?" He tried to remember something he could brag about, something he could defend himself with if it came to Judgment Day. Nothing was coming to mind. "Oh God, I do not deserve to be in Heaven, it must be Hell I am in. No, I cannot believe this is happening to me." The next thing he shouted out was, "I have done nothing wrong in my life!" His voice echoed again into the invisible walls and disappeared into darkness. After a couple of seconds of absolute silence, he heard the Voice—the type of voice that could shake you to the core.