Asian American History provides a comprehensive historical dive into Asian immigration to the United States, exploring it in international and domestic contexts and alongside the significant elements that define Asian America: imperialism and global capitalist expansion; labor and capital; race and ethnicity; immigration and exclusion; family and work; community and gender roles; assimilation and multiculturalism; panethnicity and identity; transnationalism and globalization; and new challenges and opportunities. Huping Ling traces the roots of Asian immigration from the late 1700s through intervening centuries of racial prejudice, wartime experiences, legal restrictions, and social mobility into the 2010s. It is an up-to-date and easily accessible resource for high school and college students as well as anyone who is interested in Asian American history. 

This new textbook gathers an international roster of top security studies scholars to provide an overview of Asia-Pacific’s international relations and pressing contemporary security issues. It is a suitable introduction for undergraduate and masters students' use in international relations and security studies courses. Merging a strong theoretical component with rich contemporary and historical empirical examples, Asia-Pacific Security examines the region's key players and challenges as well as a spectrum of proposed solutions for improving regional stability. Major topics include in-depth looks at the United States' relationship with China; Security concerns presented by small and microstates, the region's largest group of nations; threats posed by terrorism and insurgency; the region's accelerating arms race and the potential for an Asian war; the possible roles of multilateralism, security communities, and human security as part of solutions to regional problems.

This undergraduate textbook for electrical and computer engineering students is dedicated solely to digital CMOS electronics. It covers many of the topics of graduate level textbooks, but in an introductory style specifically crafted (and course tested) for undergraduates. Students will not need a prerequisite in analog electronics, allowing instructors flexibility in course scheduling. This book blends the academic and industrial experience of the authors to define a base of electronics instruction for the CMOS chip industry.

Presented in this book is a theory of concept formation and understanding that does not make use of a notion of an innate mental language as a means of concept representation. Instead, experimental concepts are treated semantically as stabilising structuring of growing sets of data, which are sets of experienced satisfaction situations for expressions, and theoretical concepts are based on coherent sets of general sentences held true. There are two kinds of structures to be established: general concepts by means of similarity sets under perspectives and historical concepts. This gives rise to a theory of understanding new situations and expressions by integrating new data into established sets of data salva stability, or by extending the conceptual structure in a metaphorical or metonymical way. The theory provides a way to understand what identity between propositional attitudes amounts to, especially how people can have more or less the same belief.

A comprehensive introduction to logic’s central concepts.

This book provides a concise but detailed account of modern logic's three cornerstones: the completeness of first-order logic, Gödel's Incompleteness Theorems, and Turing's analysis of computability. In addition to the central text, an appendix explains the required technical terminology and facts. The main ideas behind the three cornerstones are explained in a simple, easy-to-grasp manner, and it is possible to select among the chapters and sections so that the reader becomes familiar with these ideas, even if some technicalities are skipped or postponed. A wealth of exercises accompany a wide selection of materials, including the histories and philosophical implications of the three main premises, making it useful as a textbook for undergraduate or graduate courses focusing on any of the three main themes. The material is rigorous and detailed but keeps the main ideas in sight, and there are numerous excursions into more advanced material for curious readers to explore. 

This English translation of the second edition of Christian Frevel’s essential textbook Geschichte Israels (Kohlhammer, 2018) covers the history of Israel from its beginnings until the Bar Kokhba revolt (132–135 CE). Frevel draws on archaeological evidence, inscriptions and monuments, as well as the Bible to sketch a picture of the history of ancient Israel within the context of the southern Levant that is sometimes familiar but often fresh and unexpected. Frevel has updated the second German edition with the most recent research of archaeologists and biblical scholars, including those based in Europe. Tables of rulers, a glossary, a timeline of the ancient Near East, and resources arranged by subject make this book an accessible, essential textbook for students and scholars alike.

Recently publishers on the Christian Right have been reprinting nineteenth-century children's history books and marketing them to parents as “anchor texts” for homeschool instruction. Why, Gregory M. Pfitzer asks, would books written more than 150 years ago be presumed suitable for educating twenty-first-century children? The answer, he proposes, is that promoters of these recycled works believe that history as a discipline took a wrong turn in the early twentieth century, when progressive educators introduced social studies methodologies into public school history classrooms, foisting upon unsuspecting and vulnerable children ideologically distorted history books. 

In History Repeating Itself, Pfitzer tests these assertions by scrutinizing and contextualizing the original nineteenth-century texts on which these republications are based. He focuses on how the writers borrowed from one another to produce works that were similar in many ways yet differed markedly in terms of pedagogical strategy and philosophy of history. Pfitzer demonstrates that far from being non-ideological, these works were rooted in intense contemporary debates over changing conceptions of childhood. 

Pfitzer argues that the repurposing of antiquated texts reveals a misplaced resistance to the idea of a contested past. He also raises essential philosophical questions about how and why curricular decisions are shaped by the “past we choose to remember” on behalf of our children.

The defining feature of this textbook is the treatment of classical and New Testament Greek as one language using primary sources. All the example sentences the students will translate are real Greek sentences, half of which are taken from classical literature and philosophy and half of which are directly from the New Testament. The advantage of this approach is that it highlights the linguistic, literary, and historical connections between classical Greece and early Christianity. Rather than having students memorize isolated tables and artificial sentences, Michael Boler spent years combing through thousands of pages of literature, philosophy, and scripture to find short, powerful sentences that not only teach the grammatical concepts in each chapter, but also contain seeds of wisdom that will spark wonder and discussion. Introduction to New Testament and Classical Greek is born out of classroom experience in a Catholic liberal arts university whose students were disappointed to be forced to choose between textbooks that taught classical Greek in isolation and ones that focused exclusively on the New Testament. By the end of this book, students will have read over 200 lines of scripture and an equal amount of ancient literature from Homer to Aristotle. They will also have the grammatical knowledge to continue to read classical and New Testament Greek. Each chapter contains a section at the end that delves deeply into the etymology and background of the words and passages encountered in the respective chapter. Professors will thus be able to use these chapters as a bridge to philosophical, theological, historical, and literary topics that will enrich the class.

Many Christians have the desire to read the New Testament in its original language. Unfortunately, books that introduce the student to New Testament Greek either tend to be long-winded, or overly simplified, or both. In this book, legendary scholar of biblical Greek, the late Frank Gignac provides a straight-forward "just the facts" approach to the subject. In fifteen lessons, he presents the basics of the grammar and the vocabulary essential for reading the Gospels in the original language. All the reader need do is to supply the desire to learn. As Gignac writes, "good luck as you begin to learn another language! It may be sheer drudgery for a while, but the thrill will come when you begin to read the New Testament in the language in which it was written."

An advanced Kaqchikel textbook that blends language learning with Maya culture.

About half a million Maya in the highlands of Guatemala speak Kaqchikel, making it one of the most widely used Mayan languages. Following the 2006 publication of ¿La ütz awäch?, an introduction to Kaqchikel, Kik’aslemal ri Kaqchikela’ offers guidance for advanced students. Unlike many language textbooks, it is designed with not only fluency but also cultural competency in mind.

Inspired by conversations with native speakers, Kaqchikel teachers, and anthropologists focused on Maya communities, Kik’aslemal ri Kaqchikela’ supports language learning through readings on topics important to speakers in Guatemala, including Maya’ Nimab’äl K’u’x (Maya cosmology); Ri Tiko’n (agriculture); Yab’il rik’in Aq’om (disease and medicine); Samaj pa Jay, pa Tinamït (work at home and in town); and more. Chapters present readings on each theme, alongside worksheets, discussion questions framed around Maya history and culture, and a contextualizing essay in English. A Kaqchikel/Spanish/English glossary, extensive grammar appendix, and English translations of the readings support learning. The result is not the usual explanation of language mechanics but instead a nuanced lesson in communication across porous boundaries of cultural difference.

In the twenty-first century there are two ways to study logic. The more recent approach is symbolic logic. The history of teaching logic since World War II, however, casts doubt on the idea that symbolic logic is best for a first logic course. Logic as a Liberal Art is designed as part of a minority approach, teaching logic in the "verbal" way, in the student's "natural" language, the approach invented by Aristotle. On utilitarian grounds alone, this "verbal" approach is superior for a first course in logic, for the whole range of students. For millennia, this "verbal" approach to logic was taught in conjunction with grammar and rhetoric, christened the trivium. The decline in teaching grammar and rhetoric in American secondary schools has led Dr. Rollen Edward Houser to develop this book. The first part treats grammar, rhetoric, and the essential nature of logic. Those teachers who look down upon rhetoric are free, of course, to skip those lessons. The treatment of logic itself follows Aristotle's division of the three acts of the mind (Prior Analytics 1.1). Formal logic is then taken up in Aristotle's order, with Parts on the logic of Terms, Propositions, and Arguments. The emphasis in Logic as a Liberal Art is on learning logic through doing problems. Consequently, there are more problems in each lesson than would be found, for example, in many textbooks. In addition, a special effort has been made to have easy, medium, and difficult problems in each Problem Set. In this way the problem sets are designed to offer a challenge to all students, from those most in need of a logic course to the very best students.

In this new edition of the top-selling coursebook, seasoned historians Peter J. Bowler and Iwan Rhys Morus expand on their authoritative survey of how the development of science has shaped our world. Exploring both the history of science and its influence on modern thought, the authors chronicle the major developments in scientific thinking, from the revolutionary ideas of the seventeenth century to contemporary issues in genetics, physics, and more.
 
Thoroughly revised and expanded, the second edition draws on the latest research and scholarship. It also contains two entirely new chapters: one that explores the impact of computing on the development of science, and another that shows how the West used science and technology as tools for geopolitical expansion. Designed for entry-level college courses and as a single-volume introduction for the general reader, Making Modern Science presents the history of science not as a series of names and dates, but as an interconnected and complex web of relationships joining science and society.
 

The past decade has been characterized by remarkable advances in meteorological observation, computing techniques, and data-visualization technology. However, the benefit of these advances can only be fully realized with the introduction of a systematic, applied approach to meteorological education that allows well-established theoretical concepts to be applied to modernized observational and numerical datasets.

 

From the first encounter with the Latin language to its full presentation, the objective of Ossa Latinitatis Sola is to get people into immediate contact with and understanding of Latin authors, and for these encounters to grow into a love and use of the entire language in all its literary types and periods of time and authors of the past 2,300 years.

Beginners and experts alike will find a complete immersion into the workings and nature of the Latin language embodied in the incomparable, insuperable epistles of the great Marcus Tullius Cicero, something which other commentators pass over or scorn. This second volume puts “meat on the bones” of the Latin language presented in the first volume: Ossa Latinitatis Sola: The Mere Bones of Latin. The personal letters of Cicero provide ample meat to enflesh the skeletal structure of the language, thus the title: Ossium Carnes Multae: The Bones’ Meats Abundant from the epistles of Marcus Tullius Cicero. Part 1 presents 51 complete letters from the Tyrell-Purser text. Facing each letter is an image of its oldest manuscript edition as early as the ninth century, which are preserved and guarded in the Medicea Laurentiana library in Florence, Italy, witnessing to the human hand preserving this monument of world heritage for over two millennia. Part 2 follows with a most careful rendition into English of Tully’s living, telephone-like Latin discourse. A thorough treatment and explanation of noteworthy elements of his natural talk follows with numerous references to the Encounters in Volume I. All this has students, learners, teachers, experts of the Latin language in mind and is humbly designed to deepen the understanding and appreciation of specific expressions and peculiarities of Cicero’s language itself. Part 3 provides 500 sentences consisting of from 1 to 5 words and suited for the beginnings or continuation of Latin conversations: 200 declarations, 100 questions, 100 exclamations, 100 injunctions drawn from his letters. The volume is amply indexed. All this has been done to enhance the study and use of Latin, to popularize Cicero’s correspondence, to prepare the reader for Volume III which will deal again with the letters and their usefulness for Latin conversation.

The Apocalypse lends itself to multivalent readings, and this volume fills a gap for students and scholars by discussing how different methods apply to readings. Using historical, literary, and social analysis in combination with strategies such as social-conflict theory, philosophy, women’s studies, ethics, history of religions, postcolonial studies, and popular culture, the essays in this volume focus on specific texts and show not only how each helps interpret the text but also how diverse methods produce divergent readings of a text. Developed as a classroom resource for undergraduates, this work will also prove useful to graduate students, religious leaders, and others who wish to explore how methods shape our understandings of various texts, including Revelation.

This volume, designed for classroom use, reflects contemporary trends in the study of an important and complex biblical text. Essays address major interpretive issues and emphasize the importance of interpreting Hebrews in light of its ancient Jewish, Christian, and Greco-Roman contexts.

Serious and accessible—finally the special relativity course book that both physics majors and lifelong learners deserve.
 
Special relativity challenges one’s physical intuition of space, time, matter, and energy in a way that few other topics in physics do. Yet the subject is often treated as an extra in undergraduate courses—something to be picked up in a few random lectures and presented as a combination of geometric and logical puzzles (seemingly with the premise of getting the novice student to concede that Einstein was a genius and that the universe is weird). But special relativity is absolutely fundamental to modern physics. It is the canvas on which electromagnetism, particle physics, field theory, and ultimately general relativity are based. For physics students, developing a relativistic intuition isn’t just a luxury: it’s a requirement.
 
Physicist and popular author Dave Goldberg provides a rigorous but conversational introduction to fill this void in spacetime education. Employing the standard calculus a sophomore or junior university student in science, engineering, or computer science will have encountered, Goldberg connects relativity to a student’s work ahead, acquainting them with topics like tensors, the development of new physical theories, and how relativity directly relates to other disciplines. But more than this, Goldberg welcomes lifelong learners who may have encountered special relativity in popular accounts, but are seeking a mathematical challenge to understand an elegant physical theory.

E-Textbooks are now available to purchase or rent through VitalSource.com! Please visit VitalSource for more information on pricing and availability.

As of January 1, 2021, Smart Sparrow Companion Websites are no longer available for any of our textbook programs. New companion websites are coming soon, and will be hosted by Lingco. When it becomes available, instructors may sample the new companion websites by visiting GUPTextbooks.com/companionwebsites. The full websites will be available for fall 2021 course adoption.

Until the new companion websites become available, eBook Workbooks with exercises from the Smart Sparrow Electronic Workbook are available for purchase on the GUP website and VitalSource.com, as are Workbook Answer Keys. They will both be sold in eBook format only.

Rodnaya rech', an introductory textbook for heritage learners, addresses the unique needs of students who have at least intermediate-level listening and speaking skills on the ACTFL scale but who have underdeveloped or nonexistent literacy skills. With an emphasis on conceptual understanding of vocabulary and grammar, Rodnaya rech' builds students' literacy skills and teaches them to strategically use the linguistic intuition they have gained as heritage speakers while strengthening all four skill areas.

Essential to learning with Rodnaya rech’ is the workbook, which includes all of the homework activities and texts for reading comprehension (sold separately). These practice activities allow students to practice what they are learning in the textbook.

With this textbook designed for in-class work and the accompanying workbook, Rodnaya rech' can be used as the main course material either in an intensive one-semester class or at a more measured pace over two semesters. This book is flexible enough to be used in specialized heritage or in mixed classes. It can also support independent study and learning in less formal settings, such as community schools.

For Teachers:

Exam copies of the textbook are available free of charge to instructors and can be ordered on this page. To request a print sample, please use the "print" exam copy button. To request a digital sample, instructors should log onto VitalSource.com, select "Faculty Sampling" in the upper right-hand corner, and select the desired products.

This Sourcebook offers a brief sequence in classical Logic befitting an unspecialized study for students of liberal arts and sciences. The sequence is made up of select texts of the Aristotelian Organon, mostly the opening chapters of each treatise, in the traditional order, where Aristotle lays out the primary elements of reasoning. Study aids accompany these primary texts, providing students with mnemonics and diagrams developed for classroom use in the great books programs St. John’s College. The culmination of this Aristotelian Logic sequence is selections from the Posterior Analytics where Aristotle offers an account of the demonstrative reasoning of theoretical sciences. The interest of this Sourcebook, as of Aristotelian Logic, is search for such knowledge. This Aristotelian sequence is preceded by a sequence of readings in Medieval grammatica speculativa, or philosophy of language. This propaedeutic sequence begins with an ancient source to which that metaphysically minded ‘grammar’ recurred, namely Augustine’s De magistro, or On the Teacher. It is a dialogue between Augustine and his son about the triadic relation of the spoken word to the word thought and the thing thought about. This aporetic dialectic between Augustine and his son proves effective in awakening students to the theoretical stakes of Logic. Similarly, from later theological inquiries into language for purposes of scriptural interpretation more general theories of language emerged. The theoretical uses thus made of Aristotelian Logic by the Jewish theologian Maimonides and the Catholic Thomas Aquinas whet student appetite for the technical matter of the Organon sequence to follow.

An engaging introduction to civics for young readers with an emphasis on participation. 

What are the different levels of government in Wisconsin? How are laws made? What is a political party? Who is allowed to vote in elections? How can citizens get involved in their communities? 

These questions and many more are answered in this revised and updated edition of Voices and Votes, aimed at students in grades 3–5. Filled with color photos and illustrations—as well as diagrams, maps, and vocabulary words that make the material easy to absorb—this book explores: 

• The fundamentals of federal, state, local, and Tribal government  
• How Wisconsin’s constitution was created and how it has changed 
• The way elections work and why voting matters 

Readers will also find compelling examples of citizens from our state’s past who spoke up and worked to change laws and policies in order to improve their communities, including: 

• Gaylord Nelson, who advocated for the environment as a state senator, member of Congress, and governor 
• Vel Phillips, who helped expand housing opportunities as a member of Milwaukee’s city council 
• Jesus Salas, who worked with state agencies to improve the lives of migrant farmworkers in Wisconsin 

The book also offers contemporary stories of young people engaging with their communities, working to solve problems, and sharing their voices. This brilliantly updated edition of Voices and Votes will inspire a new generation of readers to understand and participate in our democracy.

In this expanded edition of his 2002 book, Zimmerman surveys how battles over public education have become conflicts at the heart of American national identity.
 
Critical Race Theory. The 1619 Project. Mask mandates. As the headlines remind us, American public education is still wracked by culture wars. But these conflicts have shifted sharply over the past two decades, marking larger changes in the ways that Americans imagine themselves. In his 2002 book, Whose America?, Zimmerman predicted that religious differences would continue to dominate the culture wars. Twenty years after that seminal work, Zimmerman has reconsidered: arguments over what American history is, what it means, and how it is taught have exploded with special force in recent years. In this substantially expanded new edition, Zimmerman meditates on the history of the culture wars in the classroom—and on what our inability to find common ground might mean for our future.