Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.

At the present time stability theory of deformable systems has been developed into a manifold field within solid mechanics with methods, techniques and approaches of its own. We can hardly name a branch of industry or civil engineering where the results of the stability theory have not found their application. This extensive development together with engineering applications are reflected in a flurry of papers appearing in periodicals as well as in a plenty of monographs, textbooks and reference books. In so doing, overwhelming majority of researchers, con cerned with the problems of practical interest, have dealt with the loss of stability in the thin-walled structural elements. Trying to simplify solution of the problems, they have used two- and one-dimensional theories based on various auxiliary hypotheses. This activity contributed a lot to the preferential development of the stability theory of thin-walled structures and organisation of this theory into a branch of solid mechanics with its own up-to-date methods and trends, but left three-dimensional linearised theory of deformable bodies stability (TL TDBS), methods of solving and solutions of the three-dimensional stability problems themselves almost without attention. It must be emphasised that by three dimensional theories and problems in this book are meant those theories and problems which do not draw two-dimensional plate and shell and one-dimensional rod theories.

Primarily intended for the undergraduate students of mechanical engineering, civil engineering, chemical engineering and other branches of applied science, this book, now in its second edition, presents a comprehensive coverage of the basic laws of fluid mechanics. The text discusses the solutions of fluid-flow problems that are modelled by various governing differential equations. Emphasis is placed on formulating and solving typical problems of engineering practice.