Peasants, Lords, and State: Comparing Peasant Conditions in Scandinavia and the Eastern Alpine Region, 1000-1750 compares peasant self-determination in relation to manorial and territorial power structures in Scandinavia and the eastern Alpine region between 1000 and 1750.

This book – inspired by historians like Fredric Cheyette, Stephen White and William Miller – applies a legal anthropological framework to Norwegian history. At the same time, it focuses on what happens when pre-state conflict patterns encounters a more stable royal power in the high middle ages. The author demonstrates how in the 12th and 13th century the king under strong clerical influence is depicted as just and omnipresent. However, a detailed survey of the king’s conflicts shows that he to a substantial degree based his dominion on unpredictability and presence. The results presented in this book will certainly be discussed, but few will disagree that it formulates the question of state formation in a new and challenging way. In addition it clearly demonstrates the relevance of studying Scandinavian history as part of European history.

Towards Learning and instruction in Web 3.0, which includes selected expanded papers from CELDA (Cognition and Exploratory Learning in the Digital Age) 2010 (http://www.celda-conf.org/) addresses the main issues concerned with evolving learning processes, innovative pedagogies, and technology-based educational applications in the digital age. The convergence of these two disciplines continues to increase and in turn, affects the academic and professional spheres in numerous ways. Towards Learning and Instruction in Web 3.0 addresses paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches which have emerged and are being supported by technological advancements such as simulations,virtual reality and multi-agents systems. This volume touches on both technological as well as psychological and pedagogical issues related to the developments of Web 3.0.

* Explains how the 2008 financial meltdown came about and how to revitalize global and domestic economies * Shows how capitalist economies developed and why the state matters in their functioning Free market purists claim that the state is an inefficient institution that does little for society beyond providing stability and protection. The activities related to distributing resources and economic growth, they say, are better left to the invisible hand of the marketplace. These notions now seem tragically misguided in the wake of the 2008 market collapse and bailout. Mark Martinez describes how the flawed myth of the "invisible hand" distorted our understanding of how modern capitalist markets developed and actually work. Martinez draws from history to illustrate that political processes and the state are not only instrumental in making capitalist markets work but that there would be no capitalist markets or wealth creation without state intervention. He brings his story up to the present day to show how the seeds of an unprecedented government intervention in the financial markets were sown in past actions. The Myth of the Free Market is a fascinating and accessible introduction to comparative economic systems as well as an incisive refutation of the standard mantras of neoclassical free market economic theory.

Instruction tailored to the individual student, learning and teaching outside the limits of time and space—ideas that were once considered science fiction are now educational reality, with the prospect of an intelligent Web 3.0 not far distant. Alongside these innovations exists an emerging set of critical-thinking challenges, as Internet users create content and learners (and teachers) take increased responsibility in their work. Learning and Instruction in the Digital Age nimbly balances the technological and pedagogical aspects of these rapid changes, gathering papers from noted researchers on a wealth of topics relating to cognitive approaches to learning and teaching, mental models, online learning, communications, and innovative educational technologies, among them: Cognition and student-centered, Web-based learning, The progression of mental models throughout a course of instruction, Experiencing education with 3D virtual worlds, Expanding educational boundaries through multi-school collaboration, Adapting e-learning to different learning styles, The student blog as reflective diary. With its blend of timely ideas and forward thinking, Learning and Instruction in the Digital Age will enrich the work of researchers in educational psychology, educational technology, and cognitive science.

Here at Remington it has become clearly evident that mediocrity wasnot a path chosen by anyone in this book. It has also become vividly apparent that humanitarian contribution was a common theme in the lives of many of these professionals and as a company we made it our primary objective to recognize those contributions first and foremost. Although the foundation of our company is based on networking and mutual collaboration we felt it was our moral obligation to assist in any way we can the professionals who demonstrated extreme self-sacrifice and compassion for others. We would also like to mention that our staff went to great personal length to get the fine details of each and every person in this book. We pride ourselves in offering much more than a registry and a basic summary of each professional. We encourage you the reader to immerse yourself in the lives of others. Experience the joy, pain, adversity, fear and heroism of some of the most brilliant professionals on our planet. Speaking for myself and the staff of the Remington Registry of Outstanding Professionals we hope you enjoy reading our book and it is our sincere desire that you draw inspiration from it and use it as a tool when relentlessly pursuing your dreams.