The key algebraic invariants for our purposes are the fundamental groups of the spaces involved, the torsion linking pairing on the 3-manifold and the Euler characteristic of the complementary regions. In this chapter we shall review the basic constraints on these invariants and describe the construction by 0-framed surgery on bipartitedly slice links, from which many of our examples derive.

Settling in Boston’s North End, Bieral became a “fancy man” in the city’s brothels, embodying the violent masculinity of urban vice culture. His relationship with Mary Anne McAllister, culminating in her suspicious death, reveals the precarious lives of sex workers and the impunity of their male protectors. The chapter examines Boston’s tolerance for nonlethal violence and the legal leniency afforded to men like Bieral. His involvement in extortion, political intimidation, and brothel management illustrates the blurred lines between public service and criminal enterprise. Bieral’s rise in the underworld reflects the societal valorization of aggression and the limited protections for marginalized women.

This chapter examines the mounting unease regarding the project of public education. By the mid-1960s, technocratic, Afrocentric, and Marxist critiques articulated a growing sense of worldwide educational crisis. These critiques presented differently in Ghana and Côte d’Ivoire, but in both countries popular frustrations were palpable. In response, both states attempted to reform public schooling: by introducing manual training in Ghanaian middle schools and television sets in Ivorian primary schools. Both reforms failed spectacularly, ultimately confirming the state’s abdication of its promise that education would lead to a better future for all. Public education systems crumbled along with public faith in the state, creating space for the privatization of education. The erosion of the anticolonial development ideology helped pave the way for neoliberalism to take root.

This chapter demonstrates the positive impact of the pedagogical intervention on students’ attitudes, expressed in their own words. It presents key highlights and recommendations, followed by an in-depth discussion. The sustained influence of the intervention on students’ engagement with lectures is revealed through their reflections, alongside insights into research supervisees’ experiences during their third-year projects.

Complex fluids can be found all around us, from molten plastics to mayonnaise, and understanding their highly nonlinear dynamics is the subject of much research.

This text introduces a common theoretical framework for understanding and predicting the flow behavior of complex fluids. This framework allows for results including a qualitative understanding of the relationship between a fluid’s behavior at the microscale of particles or macromolecules, and its macroscopic, viscoelastic properties. The author uses a microstructural approach to derive constitutive theories that remain simple enough to allow computational predictions of complicated macroscale flows.

Readers develop their intuition to learn how to approach the description of materials not covered in the book, as well as limits such as higher concentrations that require computational methods for microstructural analysis.

This monograph’s unique breadth and depth make it a valuable resource for researchers and graduate students in fluid mechanics.

Most regression methods estimate the mean of Y given X. But it can also be useful to estimate the quantiles of Y given X. This provides more information about the relationship between X and Y.

Turning from the pulpit to the courtroom, Chapter 4 demonstrates the centrality of frenzy to what would later come to be termed the ‘insanity defence’. The English common law had its own framework for classifying mental illness, one which ran parallel to the medical nosologies explored in Chapter 1. This chapter explores the different categories of ‘madness’ recognizsed by early modern common lawyers – partial versus total, continual versus intermittent – and shows where frenzy fitted within this framework. It then turns to look at how these theories were mobilized in a specific legal context: coroners’ inquests into unexplained drownings. Where suicide was suspected, it argues, a story about frenzy – told right – offered an escape route for suspects and their families. Crucial, here, was the issue of culpability: frantic persons could not be held accountable for what they did while their wits were impaired. Without the capacity for consent, crime was impossible.

In Chapter 3, we achieved speedup by reducing the precision used throughout the model using low-precision techniques. In this chapter, we introduce pruning, a method that transforms the model at a finer granularity to accelerate computation.

In this chapter we turn our attention to the variety of possible embeddings. We consider here χ(W) and π1W, for W a complementary region of an embedding of M in S4.

Chapter 8 considers a radically different version of the dynamic explored in chs 6-7: the relationships between provincial governors and Christian communities across the Mediterranean world. For much of this period, these governors were outsiders with short terms of office, who relied heavily on resident office staffs and local grandees. Recent revisionist work on the Christianization of the Roman world has thus stressed the tendency of provincial appointees to prioritise those local elite interests over the demands of bishops and ascetics in the context of religious conflict. As Brent Shaw has put it, the governor could ‘give rather short shrift to a person whom they thought had no standing to intervene in the running of the state affairs over which they had authority’ (Shaw 2015, 58). In this chapter, I seek to modify this picture by suggesting that membership of the church and relationships with provincial Christian communities, institutions, and authority figures played a more significant role for governors than has been appreciated. In this sense, bishops and ascetics were, in fact, amongst the local interest groups whose collaboration these Christian appointees had to pursue.

This chapter examines the concept of recognition. It discusses the recognition of states in the light of the competing constitutive and declaratory theories and the differing views taken by states, together with the consequences of non-recognition internationally. This is followed by a reference to the recognition of governments in the light of doctrine and practice. Various kinds of recognition from de jure and de facto to premature, implied and collective recognition are noted as well as the withdrawal of recognition. The concept of non-recognition is referenced. The chapter then turns to the legal effects of recognition, both internationally and internally, including the relevance of state immunity and standing. UK practice is examined in the light of extensive case law. The chapter turns to US practice concerning the legal effects of recognition or non-recognition.

The class of Seifert manifolds is in many respects well understood, and has a natural parametrization in terms of Seifert data, and so we might expect criteria for embedding in terms of such data. We first review the notion of Seifert manifold and Seifert invariants. In this chapter we shall consider orientable Seifert manifolds which are Seifert fibred over orientable base orbifolds.

Opening Part III of this book, Chapter 7 introduces the method of Crossdisciplinary Analysis, a form of qualitative research for evaluating the fit of pedagogical practices to the genres approach. The premise is that if instruction succeeds in promoting learning, it does so in accordance with (at least) one of the three genres of teaching for skills, for concepts, or for cultural practices. We evaluate the lesson by examining it independently through these three pedagogical lenses, checking for balance and coherence if multiple learning agendas are present. Used prospectively with anticipated instructional scenarios, Crossdisciplinary Analysis is the heart of instructional planning, ensuring that lessons are coherently organized to achieve their learning intentions. Used retrospectively, it is a way to evaluate the efficacy of existing pedagogy. Retrospective analysis is undertaken in the next chapter. The method is illustrated with analysis of Skinner’s Programmed Instruction.