The expressway network in Europe developed into an essential infrastructure of the 20th and the beginning of the 21st century and provided means of commuting, as well as accommodated leisure travel and the cargo supply for the mass consumption society. This book discusses, how expressways were developed in Europe in the 1920s and 1930s. It focuses on the various forerunner projects and the role of the Hafraba association, which has been significant in the Hessian region, with its actors in Kassel, Frankfurt and Darmstadt. It is shown, how the Autobahn concept developed, from the Italian expressways to the Bonn-Cologne Autobahn and to the design of the Nazi Autobahn project. The Bonn-Cologne Autobahn was the first Autobahn in Germany, opened in 1932 by Konrad Adenauer, later Chancellor of West-Germany. This Autobahn section is here explored for the first time. As part of the Nazi Mega Project various regional legs are explored and for the first time drawn to scholary attention: The leg Frankfurt-Kassel-Göttingen, the leg Frankfurt-Darmstadt-Heidelberg-Karlsruhe and the leg Munich-Salzburg. The goals of the Nazi mega project are evaluated. Further the book shows, how traffic on the Autobahn developed and which experiences were made by driving on the Autobahn. The book discusses various approaches towards a theory on infrastructure.
In The Logistic Revolution, Richard Vahrenkamp discusses the political and economic factors which have led to the rise of logistics in Europe in the context of the mass consumption society. Not only does he show the ascent of truck transport in the 1920s to satisfy consumer needs and the importance of the European motorway infrastructure for the development of modern logistics, he also sheds light on the dimension that freight transport has acquired in Europe and on the organizations that have been created in Europe to enable and facilitate cross border goods transports. Other than in the US, the national transport markets in Europe were initially uncoordinated. It was only in the process of European unification that transport markets for truck freight and associated logistics systems became Europe wide. This change was accompanied by the struggle between rail and truck.
The educational game "von Neumann Computer Game" can be used in schools to teach pupils the basic principles of how a computer works, based on the von Neumann architecture, in a playful and step-by-step manner. The game can also be used in the museum education of computer museums and technology museums as well as in adult education. The goal of the "von Neumann Computer Game" is to playfully recreate the information logistics in the computer, how, under the supervision of the control unit, data is transferred from the memory to the computing unit, processed there, and stored back. The processes are controlled by the control unit with a program. The processes in the control unit and in the arithmetic unit are played by one pupil each. Each piece of information is represented as a number by a pupil with a sign. The seats in the class become storage locations of numerical data. In the class, the pupils carry the information back and forth on signs. The "von Neumann Computer Game" can be used in didactics for the subjects computer science, mathematics and media literacy. The game can be used in schools, where it can be played in the classroom, and in exhibition rooms of museums, where it can be guided by museum education. It can be played from grade 3 and up and covers only elementary arithmetic operations of plus, minus, times and division. Depending on the grade level, the game can be played at different levels of difficulty. In grade 10, for example, the values of a polynomial of degree 3 can be calculated step by step. The "von Neumann Computer Game" can be used not only in schools but also in adult education to acquire media competence or in retraining programs to teach learners the basic principles of how a computer works. The "von Neumann Computer Game" can be taught at universities and colleges of education for teacher training in courses on didactics for the subjects of computer science, mathematics and media competence. In terms of media theory, the game is of interest because it opens a rift to the immeasurable space of human creativity in the field of software development and software application, which can take place on hardware that at first seems a bit brittle.
This is the history of Death Valley, where that bitter stream the Amargosa dies. It embraces the whole basin of the Amargosa from the Panamints to the Spring Mountains, from the Palmettos to the Avawatz. And it spans a century from the earliest recollections and the oldest records to that day in 1933 when much of the valley was finally set aside as a National Monument. This is the story of an illusory land, of the people it attracted and of the dreams and delusions they pursued-the story of the metals in its mountains and the salts in its sinks, of its desiccating heat and its revitalizing springs, and of all the riches of its scenery and lore-the story of Indians and horse thieves, lost argonauts and lost mine hunters, prospectors and promoters, miners and millionaires, stockholders and stock sharps, homesteaders and hermits, writers and tourists. But mostly this is the story of the illusions-the illusions of a shortcut to the gold diggings that lured the forty-niners, of inescapable deadliness that hung in the name they left behind, of lost bonanzas that grew out of the few nuggets they found, of immeasurable riches spread by hopeful prospectors and calculating con men, and of impenetrable mysteries concocted by the likes of Scotty. These and many lesser illusions are the heart of its history.
Organometallic chemistry is based on the reactions and use of a class of compounds (R-M) that contain a covalent bond between carbon and metal. They are prepared either by direct reaction of the metal with an organic compound or by replacement of a metal from another organometallic substance. This book presents research in this field.
In The Logistic Revolution, Richard Vahrenkamp discusses the political and economic factors which have led to the rise of logistics in Europe in the context of the mass consumption society. Not only does he show the ascent of truck transport in the 1920s to satisfy consumer needs and the importance of the European motorway infrastructure for the development of modern logistics, he also sheds light on the dimension that freight transport has acquired in Europe and on the organizations that have been created in Europe to enable and facilitate cross border goods transports. Other than in the US, the national transport markets in Europe were initially uncoordinated. It was only in the process of European unification that transport markets for truck freight and associated logistics systems became Europe wide. This change was accompanied by the struggle between rail and truck.
The expressway network in Europe developed into an essential infrastructure of the 20th and the beginning of the 21st century and provided means of commuting, as well as accommodated leisure travel and the cargo supply for the mass consumption society. This book discusses, how expressways were developed in Europe in the 1920s and 1930s. It focuses on the various forerunner projects and the role of the Hafraba association, which has been significant in the Hessian region, with its actors in Kassel, Frankfurt and Darmstadt. It is shown, how the Autobahn concept developed, from the Italian expressways to the Bonn-Cologne Autobahn and to the design of the Nazi Autobahn project. The Bonn-Cologne Autobahn was the first Autobahn in Germany, opened in 1932 by Konrad Adenauer, later Chancellor of West-Germany. This Autobahn section is here explored for the first time. As part of the Nazi Mega Project various regional legs are explored and for the first time drawn to scholary attention: The leg Frankfurt-Kassel-Göttingen, the leg Frankfurt-Darmstadt-Heidelberg-Karlsruhe and the leg Munich-Salzburg. The goals of the Nazi mega project are evaluated. Further the book shows, how traffic on the Autobahn developed and which experiences were made by driving on the Autobahn. The book discusses various approaches towards a theory on infrastructure.
The educational game "von Neumann Computer Game" can be used in schools to teach pupils the basic principles of how a computer works, based on the von Neumann architecture, in a playful and step-by-step manner. The game can also be used in the museum education of computer museums and technology museums as well as in adult education. The goal of the "von Neumann Computer Game" is to playfully recreate the information logistics in the computer, how, under the supervision of the control unit, data is transferred from the memory to the computing unit, processed there, and stored back. The processes are controlled by the control unit with a program. The processes in the control unit and in the arithmetic unit are played by one pupil each. Each piece of information is represented as a number by a pupil with a sign. The seats in the class become storage locations of numerical data. In the class, the pupils carry the information back and forth on signs. The "von Neumann Computer Game" can be used in didactics for the subjects computer science, mathematics and media literacy. The game can be used in schools, where it can be played in the classroom, and in exhibition rooms of museums, where it can be guided by museum education. It can be played from grade 3 and up and covers only elementary arithmetic operations of plus, minus, times and division. Depending on the grade level, the game can be played at different levels of difficulty. In grade 10, for example, the values of a polynomial of degree 3 can be calculated step by step. The "von Neumann Computer Game" can be used not only in schools but also in adult education to acquire media competence or in retraining programs to teach learners the basic principles of how a computer works. The "von Neumann Computer Game" can be taught at universities and colleges of education for teacher training in courses on didactics for the subjects of computer science, mathematics and media competence. In terms of media theory, the game is of interest because it opens a rift to the immeasurable space of human creativity in the field of software development and software application, which can take place on hardware that at first seems a bit brittle.
This will help us customize your experience to showcase the most relevant content to your age group
Please select from below
Login
Not registered?
Sign up
Already registered?
Success – Your message will goes here
We'd love to hear from you!
Thank you for visiting our website. Would you like to provide feedback on how we could improve your experience?
This site does not use any third party cookies with one exception — it uses cookies from Google to deliver its services and to analyze traffic.Learn More.