History: Fiction or Science? (Chronology, No. 1)

Book Description

Recorded history is a finely-woven magic fabric of intricate lies about events predating the sixteenth century. There is not a single piece of evidence that can be reliably and independently traced back earlier than the eleventh century. This book details events that are substantiated by hard facts and logic, and validated by new astronomical research and statistical analysis of ancient sources.

Customer Reviews:

Calculations are only as good as your numbers.......2007-08-03

Yes, we can all agree that mainstream history is nearly 100% BS due to politics, economics, ego, problems with dating techniques, and various conspiracies. Agreed. But, I've been researching the distinct possibility that human history (in terms of civilizations) are much more ancient than we've been told, so coming across this book was very interesting to me. I wondered how Fomenko could be wrong (if at all) because he is very persuasive in his presentations. Then it dawned on me. If at previous times in prehistory, due to the various catastrophies that are well documented (comets, asteroids, planetary disruptions, plasma discharge, pole reversals, etc) the Earth was in a different position in relation to the sun, different tilt on its axis, different orbit, different rotation (in terms of velocity and DIRECTION), and the continents were in different positions, then would this not cause the ancients to see the sky (constellations) differently? In other words, is Fomenko making erronious assumptions about the physics of the Earth in pre-history, which then corrupt his data with regards to dating the relevant astrology? The last event to seriously disrupt our planet occured roughly 3500 years ago, according to other good researchers, so is it possible Fomenko has been confused by this? The vastly different physics of our planet in the not so distant past may explain this confusion, which is not to say the "mainstream" version of history is correct; on the contrary. I am not an expert in these fields, but wanted to see if this idea could spark discussion.

Pants on fire?.......2007-07-19

Will people ever read before spamming? Yes, Jesuits could not rewrite world history alone, they had help. Anyway, Dr Prof Acad A.Fomenko does not point to jesuits as the driving force of world wide history manipulation in published volumes 1,2,3;, actually he barely mentions the poor devils. Check it with 'Search inside' feature, please. China is rarely mentioned either, in fact, Dr Fomenko is completely eurocentric. Right, his theory contradicts all mainstream schools of history, because in their actual state they are all built on blatantly erroneus chronology. You don't need a mysterious cabal (conspiracy) to falsify history, the falsification is its modus operandi. It is inherent to history(ians) to falsify (distort) events, as it is inherent to humans to boast as it is inherent to power (authority) to legimize itself by referrring to glorious past made to its own order. Dr Prof Fomenko and team have identified scores of instances of such manipulation in Russian, European, etc.. history, and delivered valid statistical proof thereof. His own 'reconstruction' is completely another story. Forget c14 as a valid method of dating. W.Libby has initially discovered a brilliant method of INDEPENDENT dating. Too bad, c14 method has become a joke after a forced marrige with dendrochronology with consensual chronological scale inbuilt. Radiocarbon method can't stand blind tests, but is so very productive as a rubberstamp.

Accepted History & Chronology Must Be Changed. .......2007-04-09

There is no doubt that history as most know it is a sham, & institution's version of History both University & Church is fradulent & inaccurate. Everything was established with an agenda, The real "Dark Ages" are now when we have access to incredible amounts of information past authorities & more important 'common folk' didn't have but our institutions & educators are slow to evolve because of what has ignorantly & arrogantly been taught for too long. This is on many subjects not just Chronology.

For anyone to question "Why would a Mathematician have anything credible to say of History?" The answer is from Dr. Fomenko's preface in the book: "It would be worthwhile to remind the reader that in the XVI-XVII century Chronology was considered to be a subdivision of Mathematics." These volumes could possibly be some of the most important works to date & should be read by everyone with an interest in History, especially professors & educators who have a duty to the public. I have read both books & must say that 'Chronology 1' has some very eye opening & revolutionary information. Even if these volumes are part true the implications are profound & opens the doors to further investigations & questions which must be done. I speak several different lanquages & must say the logic Dr. Fomenko uses with "inflection" of words & words being read from left to right in one region & right to left in another then written backwards, the removal of vowels & get down to basics of words, or different cities & locations having the same name etc. is correct. Vowel usage has always been optional & varied, actually complicating linquistics & study. The first thing one has to understand is that words never had a fixed spelling in history like we do now, the spelling of words was mutable & regional, as well as names & titles of people were vast, varied & changed, NOTHING WAS FIXED or understood linear. Matters of Life & Death as well as financial profiteering yesterday & today were & are made with ignorant, illogical & conspiratorial views of history & reality, it's time people get closer to the Truth & society collectively grow up.

Very Interesting.......2007-03-07

It is a good proposal and I believe it will mature into something even better in the future. I think it deserves to be read.

History as Science Fiction.......2007-01-10

Anatoly Fomenko has written a very intriguing book, full of pictures, charts, and computer 'proof' of his thesis: backwards of AD900 we don't really know what happened or when. Between AD900 and AD1600 there is more certainty, but there is still a lot of fuzzy ground, and things don't get reliable until we get past the 1600's where the printing press made it very difficult for the perpetrators of this timeline manipulation to change anything that had been committed to print. The Dark Ages did not happen. Books were burned for a reason. One organization has doubled the actual length of its existence by expanding the real chronology. Read why.

I had always wondered why Christ died about AD33 and yet men waited until the 11th century to form the Knights Templar, the Cathars, etc and go after the Holy Land by force. Why the 1000 year gap? Turns out there wasn't more than a 10-12 year gap and he proves it using astronomy. This also implies that the planet is not as old as we have been told, and current Christian and other creationist scientists are already championing that idea without being aware of Fomenko's book. The two groups, creationist scientists and the Russian mathematical analysts corroborate each other. Fascinating.

Of course, all this flies in the face of what we have been told traditionally is the 'proper' chronology of western civilization, and most readers will experience 'cognitive dissonance' in reading this book. It means that our history going backwards from AD1600 becomes progressively more incorrect and unreliable until it cannot be trusted at all... in the space of 700-800 years.

Naturally, the curious, open-minded reader will want to know WHO did this, WHY, and did any of the events we think of as really ancient ever happen?
Dr. Fomenko is a respected scientist/mathematician at Moscow State University who has already answered these questions to the satisfaction of his initially skeptical colleagues. Most of them are now believers, a few still refuse to believe (the usual diehards), and of course the western press has ignored Fomenko's work -- for obvious reasons when you read the book. The ones who perpetrated this chronology ruse have a lot to answer for. They are still with us. That's why this book is a well-kept secret.

I gave the book a 4-star rating because I was unable to check out some of his claims; those I checked were as he said. But if even 1/3 of his claims are true, this punches a big hole in what we think is our history, the meaning of western civilization, our educational process (for repeating the ruse as gospel), and the trustworthiness of the organization that perpetrated this ruse, well-intentioned or not.

This book relates to current research into a Young Earth paradigm, to John Keel's discoveries about our planet, and Fr Malachi Martin's insights (in his now out-of-print books). We are indeed sheep who are manipulated and kept ignorant -- for a reason. While knowing what these men have to say may be the "booby prize" (as in: 'what can you do with this knowledge?'), it will provide interesting reading. Didn't someone say: "...and the Truth will set you free."?? For you to judge if this book contains the truth.

Machine Shop Trade Secrets: A Guide to Manufacturing Machine Shop Practices

Average customer rating:

Good info for the beginner.
Machine shop trade secrets ??
Machine Shop Trade Secrets: A Guide to Manufacturing Machine Shop Practices
Useful Tips
Great Read

Machine Shop Trade Secrets: A Guide to Manufacturing Machine Shop Practices
James Harvey
Manufacturer: Industrial Press, Inc.
ProductGroup: Book
Binding: Paperback

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ASIN: 0831132272

Book Description

You will discover ways to:

Work faster.
Select, make, and grind cutters.
Surface grind blocks, pins and shapes
Cut threads, knurl parts and eliminate warp.
Choose realistic feeds, speeds and depths of cut.
Remove broken taps, drill bits and other hardware.
Apply proven CNC techniques to maximize output.
Improve surface finishes and hold tighter tolerances
Assist engineers with design and manufacturing issues.
Improve indicating skills and develop a “feel” for machining.

Customer Reviews:

Good info for the beginner........2007-05-21

I am totally new to machining and I found this book very interesting. The author shares many "tips and tricks" and answered a number of questions I had. The book is very interesting to read and is broken up into easily manageable sections. I would highly recommend this book if you are just starting out and want to save yourself some trouble learning from your mistakes.

Machine shop trade secrets ??.......2007-03-14

Rather disappointed. Only a few real usefull hints, some obvious "secrets", very disorganized, no logic structure.

I will be more careful selecting my next purchase espacially as I had to pay 10 Euro on top for the customs...

Machine Shop Trade Secrets: A Guide to Manufacturing Machine Shop Practices .......2007-03-08

This is a very easy to understand reference with practical tips for a novice or experienced machinist. I found the reading to be very worthwhile and information to be practical. Reading was easy to understand and this is one of the few books that I have read from cover to cover. I plan on re-reading sections and applying many of its suggestions.

Useful Tips.......2007-02-20

This book is setup for effective reading or just finding a quick tip. The author brings lots of experience and the information is useful for a person of any skill level interesting in machining or metalworking.

Great Read.......2007-02-16

I don't have any background in machine shop operations but am interested. I think this book was a great find.

Outdoor Power Equipment (ED Version) (Small Engine Repair)

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Outdoor Power Equipment-Book Review

Outdoor Power Equipment (ED Version) (Small Engine Repair)
Jay Webster
Manufacturer: Cengage Delmar Learning
ProductGroup: Book
Binding: Hardcover

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Outdoor Power Equipment (Small Engine Repair)

ASIN: 0766813916

Book Description

Designed to assist students in developing the skills required of professionally certified outdoor power equipment technicians, this book features operation, troubleshooting and service information that can be used to maintain and repair commonly used outdoor equipment, including: lawnmowers and garden tractors, snow throwers, leaf blowers and string trimmers, chain saws, and more! Comprehensive in scope, Small Engines for Outdoor Power Equipment begins by acquainting students with shop safety, tools and basic service information. Following exposure to "the big picture" of small engine operation, students are then introduced to the specifics of the ignition system, fuel system, governor and throttle control system, lubrication system, cooling and exhaust system, manual starting system, and the electrical starting and charging system. Both two-stroke and four-stroke engines are covered in detail. Small Engines for Outdoor Power Equipment also features step-by-step photo sequences to illustrate service techniques and provides students with an opportunity to "test" their knowledge by conducting a failure analysis and successfully rebuilding a failed engine.

Customer Reviews:

Outdoor Power Equipment-Book Review.......2007-05-11

One of the most informative books I've read on the subject. Very simple and illustrativly formatted. If your looking for the one book this one is it. When using this book with the repair manual of a specific manufacture you will have all the information you need at your fingertips.

Silos: Fundamentals of theory, behaviour and design

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Silos: Fundamentals of theory, behaviour and design
Chris J. Brown
Manufacturer: Taylor & Francis
ProductGroup: Book
Binding: Hardcover

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Guide for the Economic Design of Circular Metal Silos

ASIN: 0419215808

Book Description

Bringing together the leading European expertise in behaviour and design of silos, this important new book is an essential reference source for all concerned with current problems and developments in silo technology. Silos are used in an enormous range of industries and the handling characteristics of many industrial materials require different approaches for successful, economical installations. For the first time, the many approaches taken by specialists in different fields are brought together in a unified way so that common problems can be addressed. This book is the result of a four year European project - Concerted Action - Silos - funded under the Brite Euram programme which has involved over 100 expert engineers and researchers from all over Europe, in seven working groups.

Dairy Science and Technology, Second Edition (Food Science and Technology)

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Dairy Science and Technology, Second Edition (Food Science and Technology)
Pieter Walstra , Jan T. M. Wouters , and Tom J. Geurts
Manufacturer: CRC
ProductGroup: Book
Binding: Hardcover

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ASIN: 0824727630

Book Description

Building upon the scope of its predecessor, Dairy Science and Technology, Second Edition offers the latest information on the efficient transformation of milk into high-quality products. It focuses on the principles of physical, chemical, enzymatic, and microbial transformations. The authors, highly regarded educators and researchers, divide the content of this book into four parts. Part I, Milk, discusses the chemistry, physics, and microbiology of milk. In addition to providing knowledge of milk properties, this section forms the basis for understanding what happens during processing, handling, and storage. Part II, Processes, illustrates the main unit operations used to manufacture milk products and highlights the influence certain product and process variables have on resulting products. In Part III, Products, the book integrates information on raw materials and processing as they relate to the manufacture of products. This section also explains the procedures necessary to ensure consumer safety, product quality, and process efficiency. Part IV, Cheese, describes the processes and transformations (physical, biochemical, and microbial) relating to the manufacture and ripening of cheese, starting with generic aspects and later discussing specific groups of cheeses. An important resource, Dairy Science and Technology, Second Edition provides a thorough understanding of milk's composition and properties and the changes that occur in milk and its products during processing and storage.

Manufacturing Facilities Design and Material Handling (2nd Edition)

Average customer rating:

Manufacturing Facilities Design and Material Handling
Manufacturing Facilities for Freshmans
A hands-on learning class
A good overview
A hands-on class

Manufacturing Facilities Design and Material Handling (2nd Edition)
Fred E. Meyers , and Matthew P. Stephens
Manufacturer: Prentice Hall
ProductGroup: Book
Binding: Hardcover

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ASIN: 013674821X

Book Description

This useful guide and reference explores the techniques and procedures for developing an efficient facility layout, and introduces some of the state-of-the-art tools involved, such as computer simulation. A “how-to,” systematic, and methodical approach leads the reader through the collection, analysis and development of information to produce a quality functional plant layout. Chapter topics include time study, process design, flow analysis techniques, activity relationship analysis, area allocation, and selling the layout. For experienced facilities planners, and individuals who possess the required skills to be one, who want to directly correlate the efficiency of a layout and material handling systems with the efficiency, productivity, and profitability of any given enterprise.

Customer Reviews:

Manufacturing Facilities Design and Material Handling .......2007-03-10

This is the most comprehensive facility design book that I have found. It touches upon just enough of architectural, process, material handling, and safety concerns to get you started and get you asking the right questions. I consult in a variety of industries but the basics remain the same. Great book.

Manufacturing Facilities for Freshmans.......2007-01-12

If you can't formulate a simple linear programming problem, then this book was made for you! No advance IE/OR quantitative methodologies required. However, I found this book covers important material that were left out from other books such as Tompkins' Facility Planning. Overall, I think that this book is a good complement for other books.

A hands-on learning class.......2001-07-16

The book can be thought of as a project development using a hands-on approach. Step by step, the author go through the main issues in a project like this. By using a practical approach, the stuff is easy to be read and well organized. No previous knowledge on the topic is required before reading. The four stars come from the lack of a deeper treatment in some areas which are necessary for kicking off such a facility.

A good overview.......2001-07-16

A good overview on the main points in developing an implementation proyect.

A hands-on class.......2000-06-14

The book can be thought of as a project development class. By using a hands-on approach, step by step, the author goes through the main issues in developing a project like this. By using plain english, the stuff is easy to read and well organized. The level is attainable to all readers no matter their previous level in the topic. The four stars classification comes from the lack of some deeper study in some areas which is necessary for kicking off facilities like this.

The Idea Factory: Learning to Think at MIT

Average customer rating:

I bought the wrong book...quite disheartening to read about post-graduate life at MIT!
Industry needs Talent, MIT presents Talented employees, Industries rewards with charitable contributions. Continuing the cycle
Accurate and humorous, a good read!
Accurate but atypical
A fun read - and yes, it IS accurate. Painfully accurate.

The Idea Factory: Learning to Think at MIT
Pepper White
Manufacturer: The MIT Press
ProductGroup: Book
Binding: Paperback

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ASIN: 0262731428

Book Description

This is a personal story of the educational process at one of the world’s great technological universities. Pepper White entered MIT in 1981 and received his master’s degree in mechanical engineering in 1984. His account of his experiences, written in diary form, offers insight into graduate school life in general--including the loneliness and even desperation that can result from the intense pressure to succeed--and the purposes of engineering education in particular. The first professor White met at MIT told him that it did not really matter what he learned there, but that MIT would teach him how to think. This, then, is the story of how one student learned how to think. There have of course been changes at MIT since 1984, but its essence is still the same. White has added a new preface and concluding chapter to this edition to bring the story of his continuing education up to date.

Customer Reviews:

I bought the wrong book...quite disheartening to read about post-graduate life at MIT!.......2006-07-23

I bought the early edition of this book from Amazon in the early 90's, with the mistaken belief that the book is about creativity at MIT.

Nevertheless, despite the sheer disappointment of my own failure in checking out the book in the first place, I plonked into the book with gusto.

In a nut shell, it's about the life of a MIT post-graduate. [The author entered MIT in 1981 & received his Masters degree in Mechanical Engineering in 1984.] Though informative in many respects, I find it quite disheartening to read about the author's personal struggles & triumphs as he went through one of the top-notch technological universities in the world. In a way, it's an eye opener for me.

Although the subtitle is 'Learning to Think at MIT', the author merely shares his own personal experiences in understanding the scientific model & tackling engineering problems as part of the MIT curriculum.

Did I enjoy reading the book? I am ambivalent at best. However, if it is of some consolation to the author, I reckon this may be a good book to read by those aspiring to get into MIT.

With that note, it may deserve a rating of 5. Regrettably, I have to give it a rating of 3 from my standpoint.

Industry needs Talent, MIT presents Talented employees, Industries rewards with charitable contributions. Continuing the cycle.......2006-07-07

MITs philosophy is best described as follows, "We teach you to think!" MIT teaches students to solve problems; retain complex scientific information; discern the application and meaning of equations; and establish a problem solving mentality the believed building blocks of thought. MIT student thus becomes the Greek, "thinking man". Professors challenge the students to approach problem solving from a framework or system understanding and read carefully the problem for inferences or vital clues to solving problems. Pattern matching similar published problems meets with minimal success; memorizing patterns is not the MIT way; many of the problems require multiple steps to solve, awareness of various formulas, and logic for pruning and selecting equations to express the idea of the problem. The student thinks about the details of the problem, recognizes simple framework constraints, and solves the problem using mathematics and physics; and genius students advance through MIT rapidly. "We try to let talented people who know what they want to achieve it here; we try to stay out their way. But if you're at all uncertain, you'll be in for a rough ride". The luke-warm seemingly spewed out of MIT; survival at MIT is finding experiments with a budget, a prestigious mentor, and projects funding yielding opportunities for meaning research and development.

Does examinations and testing represent the bulk of the MIT experience? Most of the students know a majority of the equations before attending MIT, as demonstrated by their speed at solving examination problems. I don't see alot of value in the testing. I would says the testing is requested by the students as a measurement of how well they are doing. But testing does not prove quality. It seems that testing would be stronger in the undergraduate students and R&D projects and group dynamics more of an emphasis in the graduate programs. MIT is looking for quality work. Testing is a way to build confidence. Projects deliverables are the true measurement of quality.

At MIT the students do not have time to read. Problem solving is the cherished characteristic instill in the student. Information is communicated to him like "drinking water from a fire hose".

The best approach to eating an elephant is one bite at a time. Learning to study and solve problems can be fun. Mastery of a specialized area builds confidence. Students converge on certain principles and concepts and internalize the equations for physics, thermodynamics, fluids, and computer science becoming experts in these domains. In the PMM, Pepper claims he lack EE knowledge that could have given them the win. MIT provides students with materials, drills, lathes, presses machines for fabrication. MIT believes every student should know basics of circuitry, programming, and electronics.

MIT knows that information is not intelligence; intelligence is coveted by R&D professors; the process of drawing out and revealing intelligent students is shrouded in rituals and academic ceremonies. A student willing to reveal his intelligence will receive opportunities to receive money for work completed on projects. The R&D projects provide cheap labor for the professor and quality results for the funding companies.

Thinking is preferred to reading. The professors want to help influence the thinkers that can change the world of science and technology; MIT professors appear friendly and approachable; MIT professors assistance is usually meet with questions that point the student in the correct direction rather than an answer; many of the MIT professors are fabulously wealthy, possess important technology patents rights and own big technology companies.

Lecture information is presented at a rapid flow. The professor's lectures on the material then the teacher assistances reiterate the content of the lecture with the students. Prestige may be one reason a student would desire to attend a University where the intensity and pressure would seem cruel, unfair, and self-defeating. Do MIT student hate the school?

MIT believes that global competition, ignorance, and failure to excel is where the real cruelty exists. There is a difference being taught and learning. "You need to pioneer your way through the solution yourself; blaze your own trail". The problem set given to the students are not a part of graduation by helpful for mastery of the principle and concepts; Bell curve grading destroys plenty of bright and capable minds, shifting them into the rejection side of the curve; average on the Bell curve means the student can stay in the class; and if the student is borderline between one grade and another, they may submit their lecture book, for the higher grade; students balance soccer with studies, "don't get too wrapped up in your work. Have some fun sometimes." Good advice. MIT student take their performance seriously; they sacrifice social life for work; some kill themselves, if they fail to get their Masters or Doctorate.

1. MIT graduation percentage must be successful perceived and obtainable, otherwise, the school would not survive 2. MIT prestige is more likely to be based on the attraction of big money. Darwinism adversity is thought too allow the best and brightest minds to emerge at the top. The rest are set away. MIT approach does seem very darwinistic and often student complain about having "no hope". MIT presents a Godless face too the pursuit of scientific excellence. Is intelligence excellence an individualistic aspiration. Is the isolation necessary? 2

MIT students rise through the ranks, earn prestige, gain teaching opportunities, interact with other students throught "student breaks", get a fat pay check, and make breakthroughs by work in research opportunities 3. MIT has one hand in Industry, another hand in Space, and both hands in Government 4. MIT phds are sought after for employment in think tanks, research and development, and industry consulting. MIT students are constantly preparing and being tested. Examination means working fast, understanding the problem, and know what you want from the school. 5 MIT students can program and run advanced stimulation software to solve pressing problems; fabricated circuitry; mill, lathe, and drill machine part; they designed revolutionary designs yield lower costs, reasonable safety, and maximum performance; they were capable of solving tough problems: cogeneration, nuclear energy, fusion containment, and fuel efficiency; engineer contributions designed to improve the community and not acquire money. 6. Most MIT find a niche in the system. The students develop their own sub culture within MIT; they congregate as special interest intelligentsia groups sharing a common purpose, similar interest, and possession unique skills for the group; they find willing to mentorship too preach them the doctrines and teachings they desire; they focus on topics in which they are both strong intellectually at grasping and comfortable in expanding; and avoid coursework that is perilous and prone to failure. These subcultures are very selective about who gets in. The group protects their unique entity because external admittance could destroy the group dynamics; a new person is risky because he could disrupt the interests, flow, and direction of the group; the group's research and ideas may become a source of wealth for the University. MIT longs for the opportunity to partnership with these emerging groups and profit from their technologies and inventions.

MITs value is bring smart people together; give them reasons to learn; encourage them to become creative, focused, and energized; recognize their leadership and skills; and MIT wants too maintain long term relationship with these students, as they become the next generation of brains that form the world.

Pepper says MIT students are often isolated, lonely, depressed, a over worked. He talks about a student name Steve, who is brillant but disrupted about the school and neither religious clergy nor professional psych analysis can help the kid. Twice, Pepper intervenes with Campus Police think the kid had commit suicide. The teachers talk openly about kids that have killed themselves and try to help. One possible reason for the pressure is that professors are desparate too get research money. Getting research grants means they need good workers, so they are pruning for the bests, and these takes its tole on students confidence. When Mary commits suicide, the full impact of the self confidence problems hit you in the gut. It will make you cry.

The book becomes interesting as Pepper talks about his Engineer Thesis, 720 project contest, competing in the perpetual motion machine contest. The PMM made me think about how the wheel was truing. I figure that it was pulse electromagnetic and the timing mechanism was in the box. However, I did not think about the capicator storing up and releasing a pulse. I found the experience described by Pepper challenging, insightful, and aspiring. I like the idea that companies are interested in solutions that MIT students offer. I like the idea that students are toughen to meet real world challenges and problems. This is where the fun begins, once the fear is gone. How can a student hate MIT, if MIT is the reason for their opportunties?

Accurate and humorous, a good read!.......2006-02-18

Read this book if you want to know what it is like to live and breathe and be at MIT. Being at MIT is an honor, and a privilege that I take seriously...and a pain. Pay close attention to Pepper's underlying message...MIT is a place of beautiful torture and torturous beauty...a place students hate, but alumni miss dearly.

A warning to readers...don't let his experience define yours. While I am currently going through much of what Pepper has described, I must give my fellow reviewers that his (or my) experience can be atypical. Last year, for eg, I breezed through and couldn't identify with most of Pepper's experiences. Most MIT student experiences lie between these extremes.

The bottom line...accurately painted with a great sense of humor.

Accurate but atypical.......2005-09-18

I'm currently a grad student in the same lab Pepper White worked in. His descriptions of the professors, classes, and quals are dead-on, even today - not all that much has changed in that regard. Some of the same equipment is still in the lab.

But his MIT experience is NOT typical, for a whole host of reasons. He took way, way more classes than any grad student should - I've never taken more than two per semester, often only one. A master's thesis usually takes 2 years or less. Most students aren't resident tutors in Senior House, one of MIT's more, shall we say, unique dorms. Considering how unprepared he was to be a graduate student in mechanical engineering, I'd say he did pretty well in the end.

Unfortunately, the part about knowing someone lost to suicide is all too typical, but many, many ways MIT is a kindler, gentler place than it was in the early '80s, for better or for worse.

A fun read - and yes, it IS accurate. Painfully accurate........2005-08-26

As one of the undergraduates in Pepper White's dormitory, and one who shared many if not most of Mr. White's experiences, I can personally attest to the accuracy of almost every description in this impressively detailed and honest account. In fact if anything Pepper's book is honest to a fault, perhaps leaving people who lived and worked in a different part of this incredibly varied school with the mistaken impression that his descriptions are innaccurate simply because they don't match their own.
Not everyone going through MIT is going to experience the same things - some will have kinder, more supportive professors and friends while many others will suffer under less kind, less supportive (and quite often downright nasty) professors and friends who are more interested in their work than in spending the extra time it takes to be a good friend. Some because of their natures will thrive in the isolation and loneliness of eighty or hundred hour work weeks, month after month, year after year, and others will sooner or later find this life just too lonely and unsatisfying to bear and decide that it's time to move on.
Pepper was one who moved on (though this wasn't his choice, it's interesting to wonder if he would have moved on anyway if he had passed his PhD exams). So it might be helpful to think of his book and descriptions as being accurate for the sort of person who also would be inclined to move on in similar circumstances. Whether that's the majority or minority at MIT is hard to say. My guess, as one who also chose to move on (but
who also knew many who genuinely liked this life, as well as many (mostly students from underdeveloped foreign countries) who hated it but endured it anyway because they felt that a PhD from MIT was the only chance they had to succeed in life) is that more students at MIT hate it than like it (or at least that more students in the early 80's, the time this book describes, hated it than liked it) and that for them Pepper's impressive work could not be more accurate.

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Heat And Mass Transfer
Shyam K. Agrawal
Manufacturer: Anshan Ltd
ProductGroup: Book
Binding: Hardcover

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ASIN: 1904798470

Product Description

Heat and Mass Transfer is a compulsory subject for mechanical, chemical, production, aeronautical and metallurgical engineering students. Therefore the contents have been designed to meet the requirements of all these disciplines and the book will prove to be an excellent university level textbook. The salient features are:- 1. The physical concepts have been presented as answers to frequently asked review questions in a simple, systematic and lucid manner 2. 292 worked out examples illustrate the physical concepts and their applications 3. 220 multiple choice questions with answers 4. More than 150 questions with answers for practice 5. Aerodynamic heating, frost bite, heat pipes and mass transfer problems discussed in detail

Agricultural Mechanics: Fundamentals and Applications

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Agricultural Mechanics: Fundamentals and Applications
Ray V Herren
Manufacturer: Cengage Delmar Learning
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Binding: Hardcover

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ASIN: 1401859569

Book Description

Agricultural Mechanics: Fundamentals & Applications continues to be the most widely used textbook for high school Agricultural Mechanics programs nationwide because of its student friendly layout and its comprehensive coverage. Topics covered range from welding to tool identification, from diesel engine maintenance to masonry. The units are presented in a logical, easy to follow format allowing students to comprehend concepts and apply them in hands on applications. Objectives and competencies to be developed are included in each section, along with a list of new terms, a materials list, student activities, and self-evaluations. The new fifth edition has been updated throughout to address the changing technologies that help shape the world of agriculture.

Soils and Waves: Particulate Materials Behavior, Characterization and Process Monitoring

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Great book
Excellent book

Soils and Waves: Particulate Materials Behavior, Characterization and Process Monitoring
J. C. Santamarina , Katherine A. Klein , and Moheb A. Fam
Manufacturer: Wiley
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Binding: Hardcover

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ASIN: 047149058X

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J. Carlos Santamarina, Georgia Institute of Technology, USA in collaboration with Katherine A. Klein, University of Toronto, Canada; Moheb A. Fam, Cairo University, Egypt

Soils are unique materials. Analogous to all other particulate materials, their properties depend on environmental parameters, such as confinement and fluid characteristics. While their behavior is complex, simple micromechanical analyses at the particle level provide unparalleled insight. Furthermore, elastic and electromagnetic waves can be effectively used to gain complementary information about the particulate medium, leading to unique possibilities for studies in engineering and science, including field applications for site assessment and process monitoring.

This book is divided into five parts. The first part dwells on the problem of scale and includes a general introduction to materials. In the second part, the behavior of particulate materials is reviewed, with emphasis on the microscale interpretation of macroscale behavior. Fundamental differences between fine and coarse particulate materials are highlighted. The third and fourth parts center on the propagation of mechanical and electromagnetic waves in particulate materials, addressing phenomena such as stiffness, polarization and losses. These two units include laboratory techniques to measure the elastic and electromagnetic spectral response of particulate materials, and an extensive compilation of experimental data. Finally, the fifth part applies elastic and electromagnetic waves to monitoring process in soils.

Emphasis is placed on clear, simple analyses and explanations of complex physical phenomena, making this book ideal for self-study. Furthermore, no other book provides such an in-depth description of soils and their behavior and the interaction of elastic and electromagnetic waves and particulate materials (including material data and experimental methods). Thus, this is an invaluable reference for postgraduates, research scientists and practitioners in geotechnical, civil and environmental engineering, as well as scientists in related areas such as physics, geophysics and materials science.

Customer Reviews:

Great book.......2003-10-26

A complete review of advanced soil mechanics and soils and waves. Very dense information. Recommended for advanced studies.

Excellent book.......2001-06-26

This book has two main sections. One on soil behavior, the other on wave propagation through soils. The section on soil behavior is excellent. The clarity is crisp. It provides a true scientific description of soil behavior, highlighting the microscale: an approach to the study of soils that is hard to find (as complete) in other books. I truly recommend this book. It provides answers to so many questions, and with such conciseness and clarity!

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