Demonized by governments and the media as criminals, glorified within their own subculture as outlaws, hackers have played a major role in the short history of computers and digital culture-and have continually defied our assumptions about technology and secrecy through both legal and illicit means. In Hacker Culture, Douglas Thomas provides an in-depth history of this important and fascinating subculture, contrasting mainstream images of hackers with a detailed firsthand account of the computer underground. Addressing such issues as the commodification of the hacker ethos by Silicon Valley entrepreneurs, the high-profile arrests of prominent hackers, and conflicting self-images among hackers themselves, Thomas finds that popular hacker stereotypes reflect the public's anxieties about the information age far more than they do the reality of hacking.
A revision of the successful book that incorporates the most up-to-date changes from the quick paced field of biological psychology. Completely re-written and re-conceived in every edition, this book marries the clinical aspects of the field with the roots of biological research. The author uses many human examples to help make the material interesting and relevant to readers. For Intro Psychology students, or anyone with an interest in physiological psychology, biological psychology, or neuroscience.
Using research-based evidence, this text provides current rationale for the types, intensity, and duration of physical activity that may be prescribed to populations with commonly occurring chronic ailments. The relationship between the etiology of these conditions and the physiological effects of physical exercise for these groups of patients is explained. This text is ideal for students on courses encompassing health-related exercise and exercise prescription such as sports science, physical therapy and occupational therapy, as well as exercise professionals who may deal with rehabilitation of special populations. The book is also an ideal reference for fitness instructors, sports trainers, and medical professionals. - In depth investigation into the growing areas of exercise prescription in relation to commonly encountered medical conditions. - The book follows a consistent structure throughout, aiding the reader's comprehension and allowing ease of reference. - Contraindications are provided, as well as guidelines for effective physical activity prescriptions. - The author avoids giving specific prescriptions allowing the professional to judge from the evidence at hand what is best for each individual patient. Encourages real world application of ideas presented. - A detailed glossary defines and explains terminology vital and unique to this field of study.
A wide variety of illnesses, including heart disease, cancer, circulatory disorders, and mental illness, are sometimes related to oxygen deficiencies. Although not a cure, oxidative therapies generate more oxygen in the body and can contribute to the recovery of disease, as well as help to achieve optimum overall health and longevity. Developed in the late 1960s by Professor von Ardenne, oxygen multistep therapy combines oxygen therapy, drugs that facilitate intracellular oxygen turnover, and physical exercise adapted to individual performance levels. This unique therapy has diversified into more than 20 different treatment variants and is now practiced in several hundred settings throughout Europe. This classic text walks you through each step of oxygen multistep therapy. The book describes in detail the physiological and technical foundations of the therapy, and provides effective, convenient, and safe patient care guidelines. You will find essential information on tissue reactions to local oxygen deficiencies, oxygen and blood supply increases in body tissues, effective methods to combat oxygen deficiency diseases, and much more! Your complete overview to oxygen multistep therapy, this landmark text belongs in the hands of anyone interested in oxygen therapies.
The author's reasons for writing this book were, first, to provide readers with some basic hydrodynamic tenants that will help them understand the reasons for the complex nature of the stroke mechanics employed by elite, competitive swimmers. The first three chapters on resistance and propulsion were included for this purpose. The second purpose was to describe, what the author believes, is the major propulsive mechanism swimmers use: shoulder adduction. A third purpose was to comment on some of, the many "fads" and misconceptions about stroke mechanics that abound in our sport. His final reasoning behind writing this book was to speculate on some theories about stroke mechanics he developed over the years. The efficacy of these theories have yet to be validated by research, but are worth considering nonetheless. These purposes were met by the individual chapters on each competitive stroke, plus a chapter on stroke rates and stroke lengths. This book is not a continuation of the Swimming Faster series, although it contains some of the same information. Therefore, the author purposely changed the title to reflect his purpose in writing it. It contains descriptions and summaries of the most important research on swimming hydrodynamics over the last several decades, in his opinion. The descriptions of stroke mechanics are supported by photographs of some of the greatest swimmers in the world, both past and present. They were made from in-competition videos where one can see how they really swim, as opposed to what they think they should be doing, which is what one often sees in pool demonstrations and out-of-competition instructional videos.
The fifth edition of Psychological Foundations of Musical Behavior appears at a time of continuing worldwide anxiety and turmoil. We have learned a lot about human musical behavior, and we have some understanding of how music can meet diverse human needs. In this exceptional new edition, the authors have elected to continue a “one volume” coverage of a broad array of topics, guided by three criteria: The text is comprehensive in its coverage of diverse areas comprising music psychology; it is comprehensible to the reader; and it is contemporary in its inclusion of information gathered in recent years. Chapter organization recognizes the traditional and more contemporary domains, with special emphases on psychoacoustics, musical preference, learning, and the psychological foundations of rhythm, melody, and harmony. Following the introductory preview chapter, the text examines diverse views of why people have music and considers music’s functions for individuals, its social values, and its importance as a cultural phenomenon. “Functional music” and music as a therapeutic tool is discussed, including descriptions and relationships involving psychoacoustical phenomena, giving considerable attention to perception, judgment, measurement, and physical and psychophysical events. Rhythmic behaviors and what is involved in producing and responding to rhythms are explored. The organization of horizontal and vertical pitch, tonality, scales, and value judgments, as well as related pedagogical issues are also considered. The basic aspects of musical performance, improvisation, composition, existing musical preferences and tastes, approaches to studying the affective response to music with particular emphasis on developments in psychological aesthetics are examined. The text closely relates the development and prediction of musical ability, music learning as a form of human learning, and music abnormalities, concluding with speculation regarding future research directions. The authors offer their latest review of aspects of human musical behavior with profound recognition of music’s enduring values.
Psychological Foundations of Education presents some of the principles of psychology that are relevant to learning and teaching. It presents an alternative answer to the problem of the bifurcation of general and educational psychology in the curriculum of teacher preparation. While the solution is provisional and has obvious imperfections, it is offered in the hope that it may stimulate discussion of the problem and other solutions and/or explicit justifications for past practice. Key concepts discussed include teachers' attitudes and behavior, different types of learning, technology in education, forgetting and extinction, child development, and intelligence measurements. Also covered are the assessment of educational achievement, the social psychology of the classroom, and education in urban schools. This text should have a variety of uses in classes where students are preparing for teaching. It was written specifically for those situations in which the prospective teacher is introduced to psychology through a one- or two-semester integrated sequence.
