'Et moi, "'f si j'avait su comment en revenir, One service mathematics has rendered the je n'y serais point aile':' human race. It has put common sense back Jules Verne where it belongs, 011 the topmost shelf next to the dusty canister labelled 'discarded non- The series is divergent; therefore we may be able to do something with it. Eric T. Bell o. Heaviside Mathematics is a tool for thought. A highly necessary tool in a world where both feedback and non Iinearities abound. Similarly, all kinds of parts of mathematics serve as tools for other parts and for other sciences. Applying a simple rewriting rule to the quote on the right above one finds such statements as: 'One service topology has rendered mathematical physics . . . '; 'One service logic has rendered com puter science . . . '; 'One service category theory has rendered mathematics . . . '. All arguably true. And all statements obtainable this way form part of the raison d'etre of this series_ This series, Mathematics and Its Applications, started in 1977. Now that over one hundred volumes have appeared it seems opportune to reexamine its scope. At the time I wrote ''Growing specialization and diversification have brought a host of monographs and textbooks on increasingly specialized topics. However, the 'tree' of knowledge of mathematics and related fields does not grow only by putting forth new branches.

Computer simulation has become an important means for obtaining knowledge about nature. The practice of scientific simulation and the frequent use of uncertain simulation results in public policy raise a wide range of philosophical questions. Most prominently highlighted is the field of anthropogenic climate change-are humans currently changing the

The novel coronavirus SARS-CoV-2, which causes the disease known as COVID-19, has infected people in 212 countries so far and on every continent except Antarctica. Vast changes to our home lives, social interactions, government functioning and relations between countries have swept the world in a few months and are difficult to hold in one’s mind at one time. That is why a collaborative effort such as this edited, multidisciplinary collection is needed. This book confronts the vulnerabilities and interconnectedness made visible by the pandemic and its consequences, along with the legal, ethical and policy responses. These include vulnerabilities for people who have been harmed or will be harmed by the virus directly and those harmed by measures taken to slow its relentless march; vulnerabilities exposed in our institutions, governance and legal structures; and vulnerabilities in other countries and at the global level where persistent injustices harm us all. Hopefully, COVID-19 will forces us to deeply reflect on how we govern and our policy priorities; to focus preparedness, precaution, and recovery to include all, not just some. Published in English with some chapters in French.

Developing Science, Mathematics and ICT (SMICT) in Secondary Education is based on country studies from ten Sub-Saharan African countries: Botswana, Burkina Faso, Ghana, Namibia, Nigeria, Senegal, South Africa, Uganda, Tanzania and Zimbabwe, and a literature review. It reveals a number of huge challenges in SMICT education in sub-Saharan Africa: poorly-resourced schools; large classes; a curriculum hardly relevant to the daily lives of students; a lack of qualified teachers; and inadequate teacher education programs. Through examining country case studies, this paper discusses the lessons for improvement of SMICT in secondary education in Africa.

Already as a young boy, I used to walk with my late father, an ardent naturalist at heart, though to his regret not by profession, in the fields and woods on Mt. Carmel where we lived. My father, being largely an amateur ornithologist but also loving other vertebrates, was less inter ested in the little creatures(-the invertebrates) so abundant under stones. These were, more often then not, isopods which are particularly abundant in the Mediterranean region of northern Israel, and therefore not difficult to encounter (Fig. 1). Thus, my interest in the terrestrial isopods started at an early stage. Many years later, after graduating from the Hebrew University, Jerusalem, I worked as an assistant to my late friend and colleague, Professor Michael Costa, at the Teachers Seminary in Oranim. One day I found on my desk a copy of Edney's (1954) paper: Woodlice and the land habitat, which my friend left for me knowing of my interest in this group. Therefore, due to the stimulus of Edney's paper, and the many interesting questions it raised in my mind, I developed a lifelong interest in this amazing crustacean group. My research in the ecophysiology of this group followed to a large extent the directions formulated by Edney and Cloudsley-Thompson whose name will be mentioned throughout this book. I am also indebted to the many stimulating discussions with my friends and colleagues C. S. Crawford, K. E. Linsenmair, and E.