Search

This text includes a description of 104 species with 195 photographs. It also contains a checklist of Nigerian orchids.

Published in 1981, Psychology of Mathematics for Instruction is a valuable contribution to the field of Education.

The 6th edition of this successful textbook, first published in 1997, includes up-dated material on many issues as well as new chapters on lecturing techniques, intelligence, the "nature versus nurture" debate, computer-assisted learning and study techniques. New material is provided on the following areas: advances in teaching theory relating to memory, the transfer of training, research relating to conditioning theory, discipline in colleges and adult learning. All reading references have been thoroughly up-dated and the book has a new appendix, including new "topics for discussion.">

This historic book may have numerous typos and missing text. Purchasers can usually download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1910 edition. Excerpt: ...practical tests before examining boards. I am confident that no such thought was in the minds of those who framed this programme, because the object of teaching diseases of the heart and lungs is, not merely to teach those subjects in such a way as to enable the applicants to pass the examinations, practical or impractical, of the State Boards, but to enable those men to practice medicine intelligently; and it goes without saying that any men who were trained in accordance with the methods suggested by Doctor McCrae and Hoover will be not only qualified and well qualified to pass the examinations, practical or otherwise, of the State Boards, but will be competent to practice medicine in these subjects to which these papers allude. As a teacher of physical diagnosis for many years, I want most heartily to commend and emphasize two or three points that have been made by Dr. Hoover; they are fundamental; namely, that in the teaching of physical diagnosis, method is more important than fact. Method makes us independent of facts; method enables us to discover new facts. Another point is that this method which he has so well brought out and described and emphasized, is not only important in itself; but it brings out the second important point, namely, that it teaches men to reason correctly; and this is the second important point from a pedagogic point of view, that it is infinitely more important to reason correctly than to memorize well. I really can add not a word to what has been so well said by both of these essayists, but I do want to express my pleasure at having heard these papers and having permission to emphasize these two points. SECRETARY MoTTER: I do not want to detain the Conference a moment, but with reference to these two papers...

It is well known that classical electrodynamics is riddled with internal inconsistencies springing from the fact that it is a linear, Abelian theory in which the potentials are unphysical. This volume offers a self-consistent hypothesis which removes some of these problems, as well as builds a framework on which linear and nonlinear optics are treated as a non-Abelian gauge held theory based on the emergence of the fundamental magnetizing field of radiation, the B(3) field. Part One deals with development of the basic theory at the undergraduate level; Part Two is a collection of invited articles in advanced electrodynamics.