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To further evaluate a method of content analysis and aid in identifying scientific concepts appropriate at the elementary level, science material in a standard textbook series was examined. This paper reports and summarizes the analysis of sections of the California state-adopted textbook series, "Concepts in Science." The conceptual structure of the program is described and compared with the structure of the science program, Science Curriculum Improvement Study (SCIS). Problems encountered in the method of analysis are reported. Only about two-thirds of the chapters in the first-grade "Concepts in Science" program were analyzed, but it was shown that substantially more content was found in this program. (Author/EB)

This study compared the sex role attitudes of 32 children (in grades K-2) from "traditional" homes (in which mothers stressed socialization toward standard cultural sex roles) with the attitudes of 34 children of the same ages from "non-traditional" homes (in which mothers stressed non-sexist socialization). Children responded to three attitude inventories concerning social and occupational roles of adults and activities appropriate for boys and girls. Data were analyzed by a 3-way analysis of variance, with sex, home environment and grade as factors. Findings indicated that boys and girls from traditional homes were significantly more inclined than those from non-traditional homes to assign children's activities on the basis of sex. Regardless of home environment, girls held more non-sexist attitudes than boys toward adult social roles. Boys from traditional homes possessed narrow views of adult role options as early as kindergarten; girls from traditional homes revealed more stereotypes in first and second grades than in kindergarten. An additional analysis was performed on a subscale of household task items from the social adult scale which were assumed to be familiar to all children. A significant difference was found between scores of children from traditional and non-traditional homes, suggesting that the influence of non-traditional role models at home could counter stereotyping influences outside the home. (CW)

Theory and research regarding four levels of concept attainment and three uses of concepts as specified by the conceptual learning and development (CLD) model are described. Assessment batteries were developed to assess each child's level of concept attainment and also the related use of the concepts equilateral triangle, cutting tool, and noun. Each of the three batteries was designed as a paper-and-pencil task and administered to from 60 to 100 children enrolled in each of four grades: kindergarten, third, sixth, and ninth. The three populations receiving the three batteries were not independent; more than 80 percent of the children received all three batteries. Predictions based on the model about children's conceptual development were strongly supported across all three concepts: (1) The three concepts were attained in an invariant sequence according to four successive levels: concrete, identity, classificatory, and formal. (2) As the concepts were attained to higher levels they were used increasingly (a) in cognizing supraordinate-subordinate relationships in a hierarchy where the attained concept was an element of the hierarchy; (b) in understanding principles that stated a relationship between the attained concept and one or more other concepts; and (c) in solving problems that required the use of the particular concept. (3) Having the labels of the concept and of its defining attributes facilitated attainment of the concept, and mastery of the three uses of the concept. (Author)

Theory and research regarding four levels of concept attainment and three uses of concepts as specified by the conceptual learning and development (CLD) model are described. Assessment batteries were developed to assess each child's level of concept attainment and also the related use of the concepts equilateral triangle, cutting tool, and noun. Each of the three batteries was designed as a paper-and-pencil task and administered to from 60 to 100 children enrolled in each of four grades: kindergarten, third, sixth, and ninth. The three populations receiving the three batteries were not independent; more than 80 percent of the children received all three batteries. Predictions based on the model about children's conceptual development were strongly supported across all three concepts: (1) The three concepts were attained in an invariant sequence according to four successive levels: concrete, identity, classificatory, and formal. (2) As the concepts were attained to higher levels they were used increasingly (a) in cognizing supraordinate-subordinate relationships in a hierarchy where the attained concept was an element of the hierarchy; (b) in understanding principles that stated a relationship between the attained concept and one or more other concepts; and (c) in solving problems that required the use of the particular concept. (3) Having the labels of the concept and of its defining attributes facilitated attainment of the concept, and mastery of the three uses of the concept. (Author)

Life is frustrating. You're waiting for people to get back to you. You're waiting for approval on stuff. You're waiting for things to ship. You're dealing with bureaucracy. You're depending on teammates. You're dealing with the fallout of decisions that weren't your call, rules you don't agree with.It's interesting though how often we complain or chafe against these constraints...yet when the ball actually is in our court, we're slow. We're indecisive. We don't do our best.More than strange, it's wasteful madness.The Stoics say over and over again that there is stuff in our control and stuff outside our control.---And in today's Daily Stoic video excerpt, Ryan presents six Stoic concepts for living a fulfilling life that Robert Greene has gathered from his decades of observing, studying, and writing about people and power.?? You can watch the full video on the Daily Stoic YouTube channel.✉️ Get parenting wisdom inspired by the Stoics every day for free at https://dailydad.com✉️ Sign up for the Daily Stoic email: https://dailystoic.com/dailyemail?? Check out the Daily Stoic Store for Stoic inspired products, signed books, and more.?? Follow us: Instagram, Twitter, YouTube, TikTok, FacebookSee Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

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The head of Germany's IG Metall union sends a letter to VW workers in Tennessee urging them to join the UAW. Subaru announces it will introduce its first production hybrid at the New York Auto Show. Jeep unveiles six new concept vehicles at the Moab Easter Jeep Safari that are equipped with off-road parts from the Mopar catalog. All that and more, plus today's host Todd Lassa gives his thoughts on the company culture over at General Motors.

We consider a declarative framework for machine learning where concepts and hypotheses are defined by formulas of a logic over some background structure. We show that within this framework, concepts defined by first-order formulas over a background structure of at most polylogarithmic degree can be learned in polylogarithmic time in the "probably approximately correct" learning sense.

We consider a declarative framework for machine learning where concepts and hypotheses are defined by formulas of a logic over some background structure. We show that within this framework, concepts defined by first-order formulas over a background structure of at most polylogarithmic degree can be learned in polylogarithmic time in the "probably approximately correct" learning sense.

We consider a declarative framework for machine learning where concepts and hypotheses are defined by formulas of a logic over some background structure. We show that within this framework, concepts defined by first-order formulas over a background structure of at most polylogarithmic degree can be learned in polylogarithmic time in the "probably approximately correct" learning sense.

Students from Cypress Woods Elementary use STEM concepts to build gingerbread houses from recycled materials. This STEM challenge teaches math skills. Subscribe to see the latest content on our channel. \r \r For more info about Pinellas County Schools, go to https://www.pcsb.org/\r \r You can also submit a story about Pinellas County Schools at https://www.pcsb.org/newsroom

VISPA is a novel development environment for high energy physics analyses, based on a combination of graphical and textual steering. The primary aim of VISPA is to support physicists in prototyping, performing, and verifying a data analysis of any complexity. We present example screenshots, and describe the underlying software concepts.

An active learning physics course (treatment) was re-organized in an attempt to increase students' problem solving abilities. This re-organized course covered all of the relevant concepts in the first 6 weeks with the final 4 weeks spent in practice at solving complicated problems (those requiring students to use higher order cognitive abilities). A second active learning course (control) was taught in the same quarter by the same instructor using the same curricular materials but covering material in the standard (chapter-by-chapter) order. After accounting for incoming student characteristics, students from the treatment course scored significantly better than the control for two outcome measures: i) the final exam and ii) their immediately subsequent physics course. More importantly, students from minority groups who are underrepresented in physics had final exam scores as well as class grades that were indistinguishable from the rest of their class if and only if they were in the treatment class. Finally, many of the students in this cohort took a Concepts First course in their third quarter of introductory physics. The students who took at least one Concepts First course are found to have significantly higher rates of graduation with a STEM major than those students from this cohort who did not take a Concepts First course.

An active learning physics course (treatment) was re-organized in an attempt to increase students' problem solving abilities. This re-organized course covered all of the relevant concepts in the first 6 weeks with the final 4 weeks spent in practice at solving complicated problems (those requiring students to use higher order cognitive abilities). A second active learning course (control) was taught in the same quarter by the same instructor using the same curricular materials but covering material in the standard (chapter-by-chapter) order. After accounting for incoming student characteristics, students from the treatment course scored significantly better than the control for two outcome measures: i) the final exam and ii) their immediately subsequent physics course. More importantly, students from minority groups who are underrepresented in physics had final exam scores as well as class grades that were indistinguishable from the rest of their class if and only if they were in the treatment class. Finally, many of the students in this cohort took a Concepts First course in their third quarter of introductory physics. The students who took at least one Concepts First course are found to have significantly higher rates of graduation with a STEM major than those students from this cohort who did not take a Concepts First course.

Three-disc CD-ROM multimedia presentation of the most important principles of the algebra- and trigonometry-based physics course. Content screens provide in-depth coverage of abstract and often difficult principles, building connections between physical concepts and mathematics. The presentation contains more than 350 movies, both animated and live video, including laboratory demonstrations, "real world" examples, graphic models, and step-by-step explanations of essential mathematics. An accompanying workbook contains practical physics problems directly related to the presentation, along with worked solutions. This CD can be used with any algebra/trig based introductory physics text.

This item represents a case in PACER, the U.S. Government's website for federal case data. If you wish to see the entire case, please consult PACER directly.

This item represents a case in PACER, the U.S. Government's website for federal case data. If you wish to see the entire case, please consult PACER directly.

We discuss solution concepts for linear hyperbolic equations with coefficients of regularity below Lipschitz continuity. Thereby our focus is on theories which are based either on a generalization of the method of characteristics or on refined techniques concerning energy estimates. We provide a series of examples both as simple illustrations of the notions and conditions involved but also to show logical independence among the concepts.

We discuss solution concepts for linear hyperbolic equations with coefficients of regularity below Lipschitz continuity. Thereby our focus is on theories which are based either on a generalization of the method of characteristics or on refined techniques concerning energy estimates. We provide a series of examples both as simple illustrations of the notions and conditions involved but also to show logical independence among the concepts.

We discuss solution concepts for linear hyperbolic equations with coefficients of regularity below Lipschitz continuity. Thereby our focus is on theories which are based either on a generalization of the method of characteristics or on refined techniques concerning energy estimates. We provide a series of examples both as simple illustrations of the notions and conditions involved but also to show logical independence among the concepts.

Ryan Companies presented two separate concepts for the seven-lot, 13-acre 5th Avenue Development on land next to and around the Naperville train station. Both plans feature over 400 residences, along with buildings for office and retail uses. But Concept A keeps the DuPage Children’s Museum, and Kroehler surface parking lot in place, and has mostly four-story buildings while Concept B relocates the museum and has several six-story apartment buildings. Both plans feature a five-story office building and a five-story apartment complex across the tracks from each other. The size of the development was just one of the issues residents had with the development when they gave their input at a meeting in city hall. “These two concepts, there’s A and B, but to me they seem very similar, very dense,” said Naperville resident Courtney Stephani. “We just have dense, or more dense.” “One-third of the residents surveyed said they wanted a maximum of two stories. Another third, so over two-thirds of the people want a maximum of four-story buildings,” said Naperville resident Sandee Whited. “That’s 71 percent of residents who want a maximum of four-story buildings. I just thought I’d remind everyone that you’re ignoring what we wanted. “ Ryan Companies defended their decision for a dense development, saying that they had to balance many factors when creating the concepts. “How do we blend market demand with community input with all the infrastructure items that are out there? Our first step of this is can we even get this all to fit?” said Jim McDonald, vice president of development for Ryan Companies. One of those infrastructure items is parking - this development will add over 1,000 spots for the retail and residential additions. But with the current concepts there will be zero new parking spaces for Metra commuters. Instead the concept aims to make commuter life easier by moving the parking lots and improving traffic flow for the 84 percent of commuters who come from the south. “There’s room for dual left turn lanes on 5th Avenue to go south on Washington Street to get people in and out,” explained McDonald. “We heard commuters in the working group say ‘give us a spot on the west side of Washington so I can just take a right out and go south.’” Initial cost estimates of the project are $330-$350 million. How much Ryan Companies is paying versus how much the city is paying, and whether or not the land will be sold or leased is yet to be determined. There’s a page on the city’s website about the 5th Avenue Development where you can see the concept and send in your input. Naperville News 17’s Blane Erwin reports.

This paper, prepared for a symposium on the interface of computer sciences and statistics, addresses the use of computers in the teaching of statistics. Two principle means of integrating the fields of computer science education with education in statistics are identified: (1) integrating the content of statistics in courses on computers, and (2) using computers as a method of statistics instruction. The first half of the paper provides a review of six textbooks in current use; three present statistical concepts and problems as examples of programming problems, while the remaining three are designed to teach statistics using computers as an aid in problem solving. The second half of the paper is devoted to a review of research and evaluation findings related to computer assisted instruction, simulations, and both interactional and non-interactional statistical packages. A bibliography containing 62 titles is included. (SD)

This paper, prepared for a symposium on the interface of computer sciences and statistics, addresses the use of computers in the teaching of statistics. Two principle means of integrating the fields of computer science education with education in statistics are identified: (1) integrating the content of statistics in courses on computers, and (2) using computers as a method of statistics instruction. The first half of the paper provides a review of six textbooks in current use; three present statistical concepts and problems as examples of programming problems, while the remaining three are designed to teach statistics using computers as an aid in problem solving. The second half of the paper is devoted to a review of research and evaluation findings related to computer assisted instruction, simulations, and both interactional and non-interactional statistical packages. A bibliography containing 62 titles is included. (SD)

Scoping reviews are used to assess and understand the extent of the knowledge in an emerging field or to identify, map, report, or discuss the characteristics or concepts in that field. The Joanna Briggs Institute (JBI) is an international research organisation based in the Faculty of Health and Medical Sciences at the University of Adelaide. The JBI develops and delivers evidence-based information, software, education, and training and its guidance is widely cited across a range of disciplines, academic fields, and professional backgrounds. This scoping review will follow the JBI process who recommend the PCC framework (‘Population–Concept–Context’) to frame the research question. The ‘Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) extension for Scoping Reviews’ will be used to guide the reporting of this protocol and will also subsequently be used to structure the reporting of the full review (PRISMA-ScR).

Scoping reviews are used to assess and understand the extent of the knowledge in an emerging field or to identify, map, report, or discuss the characteristics or concepts in that field. The Joanna Briggs Institute (JBI) is an international research organisation based in the Faculty of Health and Medical Sciences at the University of Adelaide. The JBI develops and delivers evidence-based information, software, education, and training and its guidance is widely cited across a range of disciplines, academic fields, and professional backgrounds. This scoping review will follow the JBI process who recommend the PCC framework (‘Population–Concept–Context’) to frame the research question. The ‘Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) extension for Scoping Reviews’ will be used to guide the reporting of this protocol and will also subsequently be used to structure the reporting of the full review (PRISMA-ScR).

vi, 230 p. : 28 cm

vi, 230 p. : 28 cm

vi, 230 p. : 28 cm

This was a two-part numerical study using ANSYS Fluent to develop novel heat sink concepts from first principles. The objective of this research was to highlight geometric structures that incorporate the principles of the stack effect to improve the heat transfer capability of a heat sink under natural convection. The first part investigated the heat transfer/fluid flow characteristics of vertically aligned tubes. The gaps between tubes break up the thermal and velocity boundary layers and the moving fluid within a tube entrains the cooler ambient air surrounding the gap, thus increasing mass flow rate and average Nusselt number through each tube. The optimal gap-to-length ratio varies depending on the number of tubes in the system. The second part built upon the insight gained to develop heat sinks to compare to pin-fin heat sinks. A tube system heat sink provides a significant improvement in the heat transfer capability over a circular pin-fin arrangement, demonstrated by an increase in both the overall heat transferred and average heat transfer coefficient. The principles discussed in this study have the potential to expand the capability of natural convective heat transfer.

We are building a prototype laboratory for preliminary examination of geological samples to be integrated into a first generation Habitat Demonstration Unit-1/Pressurized Excursion Module (HDU1-PEM) in 2010. The laboratory GeoLab will be equipped with a glovebox for handling samples, and a suite of instruments for collecting preliminary data to help characterize those samples. The GeoLab and the HDU1-PEM will be tested for the first time as part of the 2010 Desert Research and Technology Studies (DRATS), NASAs annual field exercise designed to test analog mission technologies. The HDU1-PEM and GeoLab will participate in joint operations in northern Arizona with two Lunar Electric Rovers (LER) and the DRATS science team. Historically, science participation in DRATS exercises has supported the technology demonstrations with geological traverse activities that are consistent with preliminary concepts for lunar surface science Extravehicular Activities (EVAs). Next years HDU1-PEM demonstration is a starting point to guide the development of requirements for the Lunar Surface Systems Program and test initial operational concepts for an early lunar excursion habitat that would follow geological traverses along with the LER. For the GeoLab, these objectives are specifically applied to enable future geological surface science activities. The goal of our GeoLab is to enhance geological science returns with the infrastructure that supports preliminary examination, early analytical characterization of key samples, insight into special considerations for curation, and data for prioritization of lunar samples for return to Earth.

A simple and effective approach to thermodynamics is suggested, which solves the major difficulties in the traditional presentation of the subject. The internal energy is introduced from the behavior of deformable bodies, whereas the importance of keeping in mind the microscopic picture is emphasized. A straightforward model is used to show that the internal energy depends on the volume and entropy, from where the relationship between mechanics and thermodynamics is immediate, mechanics corresponding to isentropic thermodynamics. The questions of evolution to equilibrium and irreversibility are studied under the light of the action of the "dynamic force", which has a dissipative character. The present formulation leads to a discussion and clarification of the physical meaning of various thermodynamic quantities, such as pressure, temperature, work and heat. The adiabatic piston problem is analyzed, as a paradigmatic case where the notions of "adiabatic" and "heat transfer" are often ill-defined.

A simple and effective approach to thermodynamics is suggested, which solves the major difficulties in the traditional presentation of the subject. The internal energy is introduced from the behavior of deformable bodies, whereas the importance of keeping in mind the microscopic picture is emphasized. A straightforward model is used to show that the internal energy depends on the volume and entropy, from where the relationship between mechanics and thermodynamics is immediate, mechanics corresponding to isentropic thermodynamics. The questions of evolution to equilibrium and irreversibility are studied under the light of the action of the "dynamic force", which has a dissipative character. The present formulation leads to a discussion and clarification of the physical meaning of various thermodynamic quantities, such as pressure, temperature, work and heat. The adiabatic piston problem is analyzed, as a paradigmatic case where the notions of "adiabatic" and "heat transfer" are often ill-defined.

iv, 268 p. ; 28 cm

iv, 268 p. ; 28 cm

iv, 268 p. ; 28 cm

We propose and discuss how basic notions (quadratic modules, positive elements, semialgebraic sets, Archimedean orderings) and results (Positivstellensaetze) from real algebraic geometry can be generalized to noncommutative $*$-algebras. A version of Stengle's Positivstellensatz for $n \times n$ matrices of real polynomials is proved.

The routine transformation of a liquid, as it is cooled rapidly, resulting in glass formation, is remarkably complex. A theoretical explanation of the dynamics associated with this process has remained one of the major unsolved problems in condensed matter physics. The Random First Order Transition (RFOT) theory, which was proposed over twenty five years ago, provides a theoretical basis for explaining much of the phenomena associated with glass forming materials. It links or relates multiple metastable states, slow or glassy dynamics, dynamic heterogeneity, and both a dynamical and an ideal glass transition. Remarkably, the major concepts in the RFOT theory can also be profitably used to understand many spectacular phenomena in biology and condensed matter physics, as we illustrate here. The presence of a large number of metastable states and the dynamics in such complex landscapes in biological systems from molecular to cellular scale and beyond leads to behavior, which is amenable to descriptions based on the RFOT theory. Somewhat surprisingly even intratumor heterogeneity arising from variations in cancer metastasis in different cells is hauntingly similar to glassy systems. There are also deep connections between glass physics and electronically disordered systems undergoing a metal-insulator transition, aging effects in which quantum effects play a role, and the physics of super glasses (a phase that is simultaneously a super fluid and a frozen amorphous structure). We argue that the common aspect in all these diverse phenomena is that multiple symmetry unrelated states governing both the equilibrium and dynamical behavior - a lynchpin in the RFOT theory - controls the behavior observed in these unrelated systems.

Thesis (M.A.)--Boston University, 1947

http://uf.catalog.fcla.edu/uf.jsp?st=UF021604790&ix=pm&I=0&V=D&pm=1

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This document is the first in a series of annual, faculty-designed supplements to Nassau Community College's (NCC's) (New York) manual, "Concepts & Procedures for Academic Assessment." The supplements are intended to provide faculty a forum through which they can communicate assessment designs and the impacts of those designs on student learning in their classrooms. Each article is written by a faculty member who is participating in the classroom assessment process, and who is committed to using that process to optimize the quality of the education achieved in his or her classroom. This supplement includes eight articles, each addressing different assessment methods: (1) "A New Faculty Member's Account of the NCC Assessment Process" (Michael Perna); (2) "Guidelines for Planning and Implementing Course-Based Assessment" (Gregory J. Lehenbauer); (3) "Traditional and Nontraditional Tools to Measure Student Learning" (Kumkum Prabhakar); (4) "Using a Knowledge Pre-test/Post-test to Assess Teaching Goals" (Lyle Hallowell); (5) "The Multi-section Course Challenge: Assessing COM 103" (Esther Bogin); (6) "The Assessment Process and Student Ownership Of Their Learning (Nontraditional Ways to Assess Learning)" (Esther Bogin); (7) "A Rationale for Eliciting Student Feedback" (Patricia Caro); and (8) "COM 101: A Student-Based Assessment Model" (Errol Hibbert). Appended is a four-page pullout that summarizes the goal-based assessment process. (JA)

This document is the first in a series of annual, faculty-designed supplements to Nassau Community College's (NCC's) (New York) manual, "Concepts & Procedures for Academic Assessment." The supplements are intended to provide faculty a forum through which they can communicate assessment designs and the impacts of those designs on student learning in their classrooms. Each article is written by a faculty member who is participating in the classroom assessment process, and who is committed to using that process to optimize the quality of the education achieved in his or her classroom. This supplement includes eight articles, each addressing different assessment methods: (1) "A New Faculty Member's Account of the NCC Assessment Process" (Michael Perna); (2) "Guidelines for Planning and Implementing Course-Based Assessment" (Gregory J. Lehenbauer); (3) "Traditional and Nontraditional Tools to Measure Student Learning" (Kumkum Prabhakar); (4) "Using a Knowledge Pre-test/Post-test to Assess Teaching Goals" (Lyle Hallowell); (5) "The Multi-section Course Challenge: Assessing COM 103" (Esther Bogin); (6) "The Assessment Process and Student Ownership Of Their Learning (Nontraditional Ways to Assess Learning)" (Esther Bogin); (7) "A Rationale for Eliciting Student Feedback" (Patricia Caro); and (8) "COM 101: A Student-Based Assessment Model" (Errol Hibbert). Appended is a four-page pullout that summarizes the goal-based assessment process. (JA)

Language policy is crucial to any society's cultural and political fabric, as it shapes how individuals and groups communicate, interact, and identify. Language policy has important implications for nation-building and the creation of national identity. Language policy can also significantly impact university students' sense of belonging. Overt and inclusive policies can provide opportunities for students to develop language skills and cultural competencies, enhancing their academic and professional opportunities. Covert and implicit policies can create barriers to interaction between different language groups, leading to social fragmentation, exclusion, and discrimination. Overt language policies are those that are openly acknowledged and implemented, while covert policies are those that are more subtle and may be hidden. Overt language policies that promote a single national language can unite diverse groups within a nation. However, these policies can also lead to the suppression of linguistic and cultural diversity within a nation, potentially undermining the cultural richness of that society. Covert language policies can also have significant impacts on identity and national unity. For example, language policies not openly acknowledged can lead to confusion or mistrust among different language groups. These policies can reinforce power imbalances between language groups, perpetuating existing inequalities. Considering these concepts, this study aimed to answer the following questions: (1) What LP has been implemented in Kyrgyzstan? (2) How has LP affected university students? Information on the language policy implemented in Kyrgyzstan was necessary to answer the first question, which involved examining laws, banknotes, newspaper titles, and dissertation catalogs. It was necessary to gather data on how the language policy has affected the students to answer the second question. In addition, in-depth interviews with LP experts helped clarify both questions. The collected information was analyzed using textual analysis and statistical methods. Data analysis showed that different models of language policy were implemented in Kyrgyzstan, including multilingualism, bilingualism, and monolingualism. Overt, covert, and vague LP were used to promote these models. These models and methods have formed segregated communities, language discrimination, and different linguistic identities within the same ethnic groups.

During the phases of mobile warfare, the ethnically and religiously very heterogeneous population in the border regions of the multi-ethnic empires suffered in particular. Even if the real military situation in the course of the war hardly gave cause for concern, the image of disloyal ethnic and national minorities was widespread. This was particularly the case when ethnic groups lived on both sides of the border and social and political tensions had already established themselves along ethnic or religious lines of conflict before the war. Displacements, deportations and mass violence were the result. The genocide of the Armenian population is the most extreme example of this development. This anthology examines the border regions of the Ottoman, Russian and Habsburg empires during the First World War with regard to radical population policy and genocidal violence from a comparative perspective in order to draw a more precise picture of escalating and deescalating factors.

Prosperity in the Twenty-First Century sets out a new vision for prosperity in the twenty-first century and how it can be achieved for all. The volume challenges orthodox understandings of economic models, but goes beyond contemporary debates to show how social innovation drives economic value. Drawing on substantive research in the UK, Lebanon and Kenya, it develops new concepts, frameworks, models and metrics for prosperity across a wide range of contexts, emphasising commonalities and differences. Its distinctive approach goes beyond defining and measuring prosperity – addressing the debate about the failures of GDP – to formulating and describing what is needed to make prosperity a realisable proposition for specific people living in specific locales. Departing from general propositions about post-growth to delineate pathways to prosperity, the volume emphasises that visions of the good life are diverse and require empirical work co-designed with local communities and stakeholders to drive change. It is essential reading for policymakers who are stuck, local government officers who need new tools, activists who wonder what is next, academics in need of refreshment, and students and people of all ages who want a way forward.