Both opticians and optometrists are trained to grind and polish lenses and then to take the surfaced lens and finish it by centering it optically and grinding the edges so that the lens fits in the shape of the chosen frame. Thoroughly revised and updated with seven new chapters to cover changes in the industry, this 2nd edition provides a step-by-step understanding of lens finishing for the optometrist or optician.

We are all overwhelmed with technological input in our daily lives -- whether it is our mobile phone ringing, our Blackberry bleeping or emails that pour in endlessly -- we are all becoming hyperstimulated and unable to switch on (concentrate) or switch off (relax) because we're all on permanent standby. As a result, we have lost the art of concentrating properly. Luckily, this cutting edge personal development book is here to help readers navigate their way through the deluge and provides the tools we need to learn how to concentrate and focus. Rooted in scientific fact and research, it includes a detailed look at how your brain works, what inhibits brain function and concentration and covers things such as lack of down-time, distraction, poor lifestyle habits and stress. Featuring techniques and exercises to help improve concentration, it is guaranteed to help us all improve the way we work and the way we live our lives.

Whether the reader wants to knows how their NASCAR heroes achieve their superspeedway feats or how to get the most of their own cars at the local track on Friday nights, this illustrated guide provides the answers. Topics like positioning, drafting, passing, cornering, proper lines and pit strategies are illustrated with color photos and specially commissioned illustrations. Also featured are comments from top NASCAR drivers Jeff Gordon, Dale Jarrett, Ricky Rudd, Terry Labonte and Jeff Burton. A must-have guide for armchair fans as well as burgeoning local-track stars.

The Moving Body in the Aural Skills Classroom-influenced by Dalcroze-eurhythmics-is a practical guide for college-level teachers and students interested in integrating the moving body into the traditional aural skills classroom. What distinguishes this book from other texts is its central concern with movement-to-music as a tool for developing musical perception and the kinesthetic aspects humans experience as performers. Moving to music and watching others move cultivates an active, multi-sensory learning experience, in which students learn by discovery and from each other. Improvisatory and expressive elements are built into exercises to encourage a dynamic link between musical training and artistic performance. Designed for a three- to four-semester undergraduate curriculum, the book contains a wealth of exercises that teach rhythmic, melodic, harmonic and formal concepts. Exercises not only develop the ear, but also awaken the muscular and nervous system, foster mind-body connections, strengthen the powers of concentration (being in the "musical now"), develop inner-hearing, short- and long-term memory, multi-tasking skills, limb autonomy, and expressive freedom. Exercises are presented in a graded, though flexible order allowing you to select individual exercises in any sequence. Activities involve movement through space (traveling movement) as well as movement in place (stationary movement) for those teaching in small classrooms. The text can be used as a teacher's manual, a supplementary aural-skills textbook, or as a stand-alone reference in a course dedicated to eurhythmics. Movement exercises are designed to enhance and work in conjunction with musical examples presented in other texts. Many exercises also provide an effective aural/sensory tool in the music theory classroom to complement verbal explanations. The approach integrates easily into any traditional college or conservatory classroom and is compatible with the following systems: fixed do, moveable do, and scale degrees. A companion website accompanies the text featuring undergraduate students performing select exercises.

We should perhaps apologize for inflicting another volume on the patient reader. And yet, in a sense, this work is long overdue. Elsewhere, in our discussions on the development of children's thinking in relation to problems of number, quantity and space, and again in dealing with the notion of chance and inductive reasoning, we have spoken of the formation of elementary logical operations. But the development of these structures as such deserves a separate study, and, from a logical point of view, we should have started with it.