It is one of the best book relating to the Design For Test. Students will appreciate the overview and Junior designers will find some links with the conception. Not for senior DFt engineer

I read this book and it really helped me learn how to program in visual basic. If you don't believe me then go to your local library and check it out. That's what I did, and because I liked it so much I went out and bought. Although I have told you that I like it why should you believe me? This is why, I dislike reading books but when I read this I couldn't put it down. After every fasinating page was another. As a result I am now a visual basic programmer.

I have used this book extensively in lecture preparations for an advanced graduate-level TEM course. There has long been a need for such a book, which covers all aspects of electron interactions in materials with extraordinary depth and clarity. The book is remarkably well organized and clearly written, with illustrations that actually illustrate rather than distract. I found it very readable, yet deep in its content. Technical issues are confronted directly, dealt with properly, and not overly belabored. This is definitely a "physicist's book"; people with weak backgrounds in applied mathematics or quantum mechanics may want to review these topics before plunging in. But if you have the background, you'll be pleased to know that someone has finally covered the subject the way it should be covered.

This is the first book of its kind on the market and it was a real relief to see it when it came out. It covers everything an advanced student of financial econometrics needs to know and does so with impressive mathematical clarity.

I can see this book doing very well indeed, and the contents list alone should be enough to recommend it.

Widmer and Wang give a wonderful taste of contemporary film and fiction in this book, which would look good on any coffee table or bookshelf of any film connoisseur. It is also a good insight into the art of film in Communist China. Through it, you gain a better understanding of life and hardship in such a volatile period in China's history through the eye of a lens.

A textbook for graduadte students or anyone who has already a good background in classical measure theory and is interested in nonadditive measures and nonadditive integrals. Although the necessary background is included in the second chapter, it is clear that a detailed study of "crisp" measures is necessary before reading this book. Although going deep into quite advanced topics the authors still keep the stutent's needs in mind - each chapter is followed by well chosen exercises. The appendices E (New Directions in Fuzzy Measure Theory) and F (Representative Applications of F.M.T.) show the possibility of next research and may be valuable for researchers and postgraduate students.

It contains 31 chapters, begins from image processing methods, and OCR stages all the way to post processing stages. At the first glance I thought it was a collection of papers in some conference, but then I found that it not, although each chapter has the look and feel of a paper (Abstract, Introduction, ..., References) it seams that the editors has selected separate authors to write each chapter of the book as a stand alone. This book is more like a reference book than a page to page reading. It covers most part of the OCR system, and has dedicated special chapters for languages like Chinese, Japanese, Korean Hangul, and even Arabic Characters.

Based upon a December 2000 conference sponsored by the Laboratory of School Success in Washington D.C., this edited volume offers 10 different papers on the economics of education productivity. The conference, and the commissioned papers that resulted from it, set out to bridge the communication divide that often exists between educators, policy practitioners, and even academics in the traditional field of education, and the new generation of economists that have devoted their research careers to studying the production of education. Authors were specifically directed to write in a manner that would convey important economic findings on education productivity at a level that would be useful for crafting real world policies on the issue. Most of the articles are summaries of the literature in a specific subfield of the economics of education productivity. After reading the volume, I am pleased to proclaim that the vast majority of the articles contained within it have achieved the laudable goal of producing an accessible summary that offers many "nuggets" of policy and administrative relevance. I highlight these nuggets in the following review.
The first three chapters (or papers) in this volume examine external influences on the production of primary and secondary education. The next four chapters single out an internal factor that exerts a principal influence on the production of K-12 education in the United States. The remaining three chapters offer an understanding of how economists think about education production functions.
The external influences on K-12 education production in the United States covered in this volume include state and local limitations on taxes to support public schools, the effect of litigation on the use of state revenues to support public schools, and the impact that private school competition has had on the production of public education. Thomas Downes and David Figlio conclude that just reducing the amount of revenue available to public schools does little to reduce waste in the production of education and may have the opposite effect. As an example, teacher's unions usually respond by cutting starting salaries, but rarely reduce the salaries of experienced teachers. Sheila Murray summarizes the impact of three decades of attempting to achieve funding equity in America's public schools and proclaims these attempts successful. She notes that student achievement in previously high-spending districts has not been greatly harmed by this redistribution. Dan Goldhaber offers a straightforward summary of the theory and evidence previously generated by economists on the impact of the availability of private school alternatives to the production of public education. Regretfully, he concludes that this previous research does not offer enough information to fully determine the likely consequences of the United States implementing a widespread policy of allowing vouchers.
The internal factors, covered in this volume, that affect school productivity include grade-retention policies, teacher resources, and site specific ways of measuring productivity and resource allocation. Eric Eide suggests that the decision to promote or retain a student would be better made if both parents and educators were forced to bear the full benefits and costs their decisions. Susanna Loeb offers evidence on the sizable degree that public schools differ in the average characteristics of their teachers and how these differences are related to the fact that "quality" teachers prefer schools with students of high socio-economic backgrounds. To overcome this, and the result that high socio-economic students receive higher quality educations, she suggests higher salaries and other perks to attract quality teachers to schools with low socio-economic students. Amy Schwart and Leanna Stiefel summarize the various ways in which economists measure the efficacy of K-12 school production and offers suggestions to policymakers such that school level data is preferred to district level and that multiple measures are favored to a single measure. While Ross Rubenstein and Patrice Latarola use data from the New York public schools to conclude, perhaps because of limited flexibility in allocation decisions, that expenditures on specific items at a school site tend to be very similar across school sites - even the high and low performing - in this district.
The last three papers in this volume deal with the broad issue of whether money matters to the production of quality K-12 education. Corrine Taylor provides a highly readable summary of reasons for the opposite sides taken on this issue. Using her own data, she offers convincing evidence that school resources do matter. Samid Hussain continues this important discussion by offering original research that finds that money matters more too low-performing schools and suggests that policymakers design interventions that keep this in mind. Finally, Jens Ludwig offers a summary of the statistical techniques that researchers need to employ to overcome the self-selection problem of children with strong family backgrounds choosing high-spending schools and thus making it difficult to determine that money does matter to quality education production.
Of most relevance to overcoming the divide that exists between education economists and education practitioners is the concluding chapter. In this chapter the editors summarize the interdisciplinary discussions that occurred after each paper was presented. After readings these summaries it is easy to conclude that the work of education economists has had an impact. From their recorded comments, practitioners believe that accountability in education production is important and that markets need to weigh more heavily in education resource allocation. But these same practitioners stress that in order for economists to maximize their contributions toward current federal, state, and local efforts to improve public school production, they must integrate their economic theories and statistical tests into a more holistic approach that includes what sister social sciences like anthropology, sociology, psychology, and political science have to offer. Volumes like this one, and the conference it was drawn from, are the steps necessary to achieve this goal.

Robert W. Wassmer
California State University
Sacramento, CA 95819-6081, USA

E-mail address: rwassme@csus.edu

This book deals with Differential Geometry and Topology for those who want to study Mathematical Physics.It covers topics from differential manifold to 4-manifolds theory. In the book I can see that the author tries to derive all the relavent formulas.However the explanation for the derivation is too brief and it seems to be hard for novice or student to follow it.(But it is not that bad if you follow only mathematics) It would be helpful to those who really are serious about geometrical or topological approach to mathematical physics.

Many mathematicians know about Gödel's famous theorem. But very few know about Gödel the man. Through this book, we come to know the man, especially Gödel the philosopher.

Through this book we find out that although Gödel and Einstein were close friends, Gödel, unlike Einstein, shunned public debate. He held philosophical views which he knew would be very controversial if he were to publicize them, and he greatly disliked publshing anything he could not prove rigorously. Accoringly, he instructed his biographer to publish these viewpoints only after his death.

This book contains hundreds of quotations from Gödel's conversations with the author. Fortunately, the author left in quotations that he he said he did not understand, trusting that others might.

Here are a few quotes:

"Consciousness is connected with one unity. A machine is composed of parts."

"The brain is a computing machine connected with a spirit."

"Materialism is false."

"Our total reality and total existence are beautiful and meaningful . . . . We should judge reality by the little which we truly know of it. Since that part which conceptually we know fully turns out to be so beautiful, the real world of which we know so little should also be beautiful. Life may be miserable for seventy years and happy for a million years: the short period of misery may even be necessary for the whole."

If you find Gödel's theorem interesting, I hope you will read this book and found out more about the man behind the theorem.