“…A first set of case studies was conducted in France between February 1999 and September 1999. Three sectors were chosen for their different characteristics: book publishing, mass retail distribution (clothing, textiles, food and drink, furnishings, etc.) and pharmaceuticals distribution. …”

Tabla de Contenidos: “…Describing Motion: Kinematics in One Dimension -- Problem Set (4/e): Describing Motion: Kinematics in One Dimension -- 3. Kinematics in Two or Three Dimensions -- Vectors -- Problem Set (4/e): Kinematics in Two or Three Dimensions -- Vectors -- 4. …”

Tabla de Contenidos: “…-- Subcortical Consonance and Dissonance Perception -- Cortical Consonance and Dissonance Perception -- Consonance and Dissonance in Theatre -- Line/Melody -- Harmony -- Conclusion: Consonance and Dissonance and Time -- Ten Questions -- Things to Share -- Notes -- Bibliography -- Part IV Theatre = Song + Mimesis -- 9 Ritual, Arousal, Reward, Ecstasy -- Introduction: From High Mass to Ecstasy -- The Development of Ritual, Shamanism, and Altered States of Consciousness -- Theatre = Song + Mimesis -- The Neuroscience of Arousal and Reward in the Altered States of Consciousness of Shamanism and Theatre -- Introduction: Dreams, Altered States of Consciousness and Theatre -- The Basic Neuroscience of Arousal -- The Effect of Music on Physiological Systems -- The Effect of Music on Psychological Systems -- Cognitive Models for Music in Theatre -- Robert Thayer's Model of Psychological Moods -- Berlyne's Theory of Arousal in Aesthetics and Psychobiology -- Conclusion: Experiments in Ecstasy -- Ten Questions, Part I -- Things to Share, Part I -- Ten Questions Part II -- Things to Share, Part II -- Notes -- Bibliography -- 10 Music, Mimesis, Memory -- Introduction: Traveling Backward in Time -- The New Stone Age -- Memory -- Introduction -- Sensory Memory -- Long Auditory Store/Short Term Memory/Working Memory -- Long-Term Memory…”

Tabla de Contenidos: “…Cover -- Title Page -- Copyright -- Contents -- Contributors -- List of Figures -- List of Tables -- Series Foreword -- Foreword -- Preface -- Acknowledgments -- Acronyms -- Chapter 1 Introduction to Design for Excellence -- 1.1 Design for Excellence (DfX) in Electronics Manufacturing -- 1.2 Chapter : Establishing a Reliability Program -- 1.3 Chapter : Design for Reliability (DfR) -- 1.4 Chapter : Design for the Use Environment: Reliability Testing and Test Plan Development -- 1.5 Chapter : Design for Manufacturability (DfM) -- 1.6 Chapter : Design for Sustainability -- 1.7 Chapter : Root Cause Problem‐Solving, Failure Analysis, and Continual Improvement Techniques -- Chapter 2 Establishing a Reliability Program -- 2.1 Introduction -- 2.2 Best Practices and the Economics of a Reliability Program -- 2.2.1 Best‐in‐Class Reliability Program Practices -- 2.3 Elements of a Reliability Program -- 2.3.1 Reliability Goals -- 2.3.2 Defined Use Environments -- 2.3.3 Software Reliability -- 2.3.4 General Software Requirements -- 2.4 Reliability Data -- 2.4.1 Sources of Reliability Data -- 2.4.2 Reliability Data from Suppliers -- 2.5 Analyzing Reliability Data: Commonly Used Probability and Statistics Concepts in Reliability -- 2.5.1 Reliability Probability in Electronics -- 2.5.2 Reliability Statistics in Electronics -- 2.5.2.1 Basic Statistics Assumptions and Caveats -- 2.5.2.2 Variation Statistics -- 2.5.2.3 Statistical Distributions Used in Reliability -- 2.6 Reliability Analysis and Prediction Methods -- 2.7 Summary -- References -- Chapter 3 Design for Reliability -- 3.1 Introduction -- 3.2 DfR and Physics of Failure -- 3.2.1 Failure Modes and Effects Analysis -- 3.2.2 Fault Tree Analysis -- 3.2.3 Sneak Circuit Analysis -- 3.2.4 DfR at the Concept Stage -- 3.3 Specifications (Product and Environment Definitions and Concerns)…”

“…Five chapters of its first section discuss heat effects due to laser, ion and plasma-solid interaction. …”

Tabla de Contenidos: “…</P><P>Models of learning </P><P>Models underlying a classical view of pedagogy </P><P>Constructivism </P><P>Andragogy </P><P>Heutagogy </P><P>The main elements of the self-directed learning of science and technology </P><P>Theories of motivation and self-determination </P><P>Individual engagement with science and technology </P><P>References </P><P>Chapter 3: Learning to Deal with Medical Issues </P><P>Abstract </P><P>Seeking solutions to health problems </P><P>Ana's story: First pregnancy </P><P>Penny's story: An "invisible disability" </P><P>Mary's story: A lifelong challenge </P><P>Commentary on the three case stories </P><P>References </P><P>Chapter 4: Pursuing Personal Interests -- Learning through Hobbies </P><P>Abstract </P><P>Pursuing a life-long hobby </P><P>Richard's Story: Building a Logie Baird televisor </P><P>Michael's Story: Creating Complex Jewellery </P><P>Pursuing Environmental Interests </P><P>Tina's Story: Surprise encounter with a bumblebee </P><P>Paulette's Story: Opaque Aquifers and Other Matters </P><P>Commentary on the four case stories </P><P>References </P><P>Chapter 5: Learning to Help Others </P><P>Abstract </P><P>Helping children </P><P>Paul's story: pop-up dinosaurs </P><P>Liz's story: Science for Mothers </P><P>The explainers </P><P>Tiki's story: Interpreting plants </P><P>Kristen's story: In the galleries </P><P>Warren's story: A science of place </P><P>Commentary on the five case stories </P><P>References </P><P>Chapter 6: Learning for Work </P><P>Abstract </P><P>Learning in and for the workplace </P><P>Hugh's story: An experience of life-long learning </P><P>Ketan's story: Understanding controversy </P><P>Keith's story: Life is a garden </P><P>Commentary on the three case stories </P><P>References </P><P>Chapter 7: Learning Through a Diversity of Approaches: The Case of the Moon Diary </P><P>Abstract </P><P>Introduction </P><P>The influence of learning styles and multiple intelligences </P><P>Free pathways and motivation </P><P>The Moon Diary assignment </P><P>Initial responses: from confusion to elation </P><P>Choosing the theme </P><P>Reflections </P><P>References </P><P>Chapter 8: Resources for Self-Directed Learning </P><P>Abstract </P><P>How self-directed learners use resources </P><P>Media resources </P><P>Printed resources </P><P>Electronic mass media </P><P>The Internet and social media </P><P>Quality of information portrayed by mass media </P><P>People as resources -- experts, friends, peers and colleagues </P><P>Experts in the field </P><P>Friends, peers, and colleagues </P><P>Course-taking and teachers </P><P>Internet e-learning platforms </P><P>Self-directed learning at education institutions </P><P>Personal resources </P><P>References </P><P>Chapter 9: Learning from New Media </P><P>Abstract </P><P>Characteristics of new media </P><P>Learning via the Internet: The digital divide </P><P>Motivation to search the Internet </P><P>Checking facts </P><P>Focused searching </P><P>Exploration and discovery </P><P>Learning about science through new media: Social networks </P><P>Hazards of new media </P><P>Judging a credible source </P><P>Helping people to learn from the Internet </P><P>References </P><P>Chapter 10: Supporting Self-directed Learning in Science and Technology </P><P>Abstract </P><P>Introduction </P><P>Essential skills for effective self-directed learning </P><P>Prerequisite personal resources for self-directed learners </P><P>Motivation toward the chosen task </P><P>Active engagement in learning </P><P>Self-efficacy as a learner </P><P>Partnerships for learning </P><P>Mentoring relationships </P><P>Varieties of mentorship </P><P>Learning relationships in our case stories </P><P>Learning relationships and online media </P><P>How to support self-directed learners </P><P>Likely supporters of self-directed learners </P><P>Educators providing formal learning experiences </P><P>Specialists and community liaison people </P><P>Staff in the educational sections of cultural organisations </P><P>Effective communication </P><P>References </P><P>Chapter 11: Advancing the Cause of Adult Literacy in Science and Technology </P><P>Abstract </P><P>Science in the school curriculum </P><P>Dealing with science and technology in everyday life </P><P>Technology in the school curriculum </P><P>The curricular relevance of STEM and STEAM </P><P>The relevance of an integrated curriculum </P><P>Developing literacy in science and technology </P><P>Increasing "Science Capital" </P><P>Providing knowledge and skills to facilitate universal scientific literacy </P><P>Achieving the goals of lifelong learning in science and technology </P><P>References</P>…”