In English-speaking countries Victor Kraft is known principally for his account of the Vienna Circle. ! That group of thinkers has exercised in recent decades a significant influence not only on the philosophy of the western world, but also, at least indirectly, on that of the East, where there is now taking place a slow but clearly irresistible erosion of dogmatic Marxism by ways of think ing derived from a modem scientific conception of the world. Kraft's work as historian of the Vienna Circle has led to his being classed, without further qua1ification, as a neo-positivist philosopher. It is, however, only partially correct to count him as such. To be sure, he belonged to the group named, he took part in its meetings, and he drew from it suggestions central to his own work; but he did not belong to the hard core of the Circle and was a con scious opponent of certain radical tendencies espoused, at least from time to time, by some of its members. Evidence of this is provided by the theory of value now presented in English translation, since no less a thinker than Rudolf Carnap had, originally at any rate, obeyed a very narrowly conceived criterion of sense and declared value judgements to be senseless.

This is The most comprehensive science curriculum for beginning learners that you will find anywhere * Here are 41 lesson plans that cover all major areas of science. * Lessons are laid out as stepping stones that build knowledge and understanding logically and systematically. * Child-centered, hands-on activities at the core of all lessons bring children to observe, think, and reason. * Interest is maintained and learning is solidified by constantly connecting lessons with children's real-world experience * Skills of inquiry become habits of mind as they are used throughout. * Lessons integrate reading, writing, geography, and other subjects. * Standards, including developing a broader, supportive community of science learners come about as natural by-products of learning science in an organized way. Particular background or experience is not required. Instructions include guiding students to question, observe, think, interpret, and draw rational conclusions in addition to performing the activity. Teachers can learn along with their students and be exceptional role models in doing so. Need for special materials is minimized. Personal, on line, support is available free of charge (see front matter).

Location analysis has matured from an area of theoretical inquiry that was designed to explain observed phenomena to a vibrant field which can be and has been used to locate items as diverse as landfills, fast food outlets, gas stations, as well as politicians and products in issue and feature spaces. Modern location science is dealt with by a diverse group of researchers and practitioners in geography, economics, operations research, industrial engineering, and computer science. Given the tremendous advances location science has seen from its humble beginnings, it is time to look back. The contributions in this volume were written by eminent experts in the field, each surveying the original contributions that created the field, and then providing an up-to-date review of the latest contributions. Specific areas that are covered in this volume include: • The three main fields of inquiry: minisum and minimax problems and covering models • Nonstandard location models, including those with competitive components, models that locate undesirable facilities, models with probabilistic features, and problems that allow interactions between facilities • Descriptions and detailed examinations of exact techniques including the famed Weiszfeld method, and heuristic methods ranging from Lagrangean techniques to Greedy algorithms • A look at the spheres of influence that the facilities generate and that attract customers to them, a topic crucial in planning retail facilities • The theory of central places, which, other than in mathematical games, where location science was born

The integrity of knowledge that emerges from research is based on individual and collective adherence to core values of objectivity, honesty, openness, fairness, accountability, and stewardship. Integrity in science means that the organizations in which research is conducted encourage those involved to exemplify these values in every step of the research process. Understanding the dynamics that support â€" or distort â€" practices that uphold the integrity of research by all participants ensures that the research enterprise advances knowledge. The 1992 report Responsible Science: Ensuring the Integrity of the Research Process evaluated issues related to scientific responsibility and the conduct of research. It provided a valuable service in describing and analyzing a very complicated set of issues, and has served as a crucial basis for thinking about research integrity for more than two decades. However, as experience has accumulated with various forms of research misconduct, detrimental research practices, and other forms of misconduct, as subsequent empirical research has revealed more about the nature of scientific misconduct, and because technological and social changes have altered the environment in which science is conducted, it is clear that the framework established more than two decades ago needs to be updated. Responsible Science served as a valuable benchmark to set the context for this most recent analysis and to help guide the committee's thought process. Fostering Integrity in Research identifies best practices in research and recommends practical options for discouraging and addressing research misconduct and detrimental research practices.

Neuroeconomics has emerged at the border of the social and natural sciences. This book argues that a meaningful interdisciplinary synthesis of the study of human and animal choice is not only desirable, but also well underway, and so it is time to develop formally a foundational approach for the field.

Foundations of Analysis has two main goals. The first is to develop in students the mathematical maturity and sophistication they will need as they move through the upper division curriculum. The second is to present a rigorous development of both single and several variable calculus, beginning with a study of the properties of the real number system. The presentation is both thorough and concise, with simple, straightforward explanations. The exercises differ widely in level of abstraction and level of difficulty. They vary from the simple to the quite difficult and from the computational to the theoretical. Each section contains a number of examples designed to illustrate the material in the section and to teach students how to approach the exercises for that section. --Book cover.