Cover -- Contents -- Preface -- Acknowledgments -- Introduzione a VESUVIUS 2000 -- L'incanto Che Attrae -- Nuovo Ambiente Per I Vesuviani -- Le scelte -- La grande sfida -- Vesuvius 2000 -- Colour Plate Section between page xxx and page 1 -- VESUVIUS 2000 Toward Security and Prosperity Under the Shadow of Vesuvius -- Abstract -- Riassunto -- Hostages of VESUVIUS -- The Vesuvius Area -- Vesuvius Consciousness -- Security Culture Barriers -- Habits of Mind, Incommensurability, and Paradigms -- Habits of mind -- Incommensurability -- Paradigms -- Risk, Risk Matrix, and Risk Communication -- Risk -- Risk matrix -- Risk communication -- Future Habitat for Vesuvians -- The choices -- The grand challenge -- VESUVIUS 2000 -- Overview -- Principal objectives -- Physical environment -- Global volcanic simulator -- Definition of volcanic system -- Systems integration -- Population -- Sociology -- Vulnerability -- Economics -- Education -- Territory -- Urban and environmental systems -- Civil protection -- Risk-assessment guidelines -- Conclusion -- Notes -- References -- Education: Cognitive Tools and Teaching Vesuvius -- Abstract -- Riassunto -- Introduction -- Educational Ideas -- Socialization -- Platonic education -- Natural education -- Incompatibilities -- Kinds of Understandings -- The beginnings -- Mythic understanding -- Romantic understanding -- Philosophic understanding -- Ironic understanding -- Educational Methods -- Old methods -- Progressivism -- Vygotsky's method -- Primary school education -- Intermediate school education -- Secondary school education -- Teaching Vesuvius in Schools -- Teaching primary school children -- Methodology -- Identifying importance of topic -- What is emotionally engaging about Vesuvius and how it evokes wonder? -- Finding affective ingredients of story.

How to shape the content for emotional meaning and engage imagination? -- Organizing content into story -- How to tell a story with content? -- Conclusion of story -- How to end the story and resolve the problem or conflict? -- Evaluation for evidence of understanding -- How to evaluate whether the topic has been understood and content learned? -- Example 1: Heat -- Importance of heat -- Affective qualities of heat -- Story of fire -- Conclusion of story -- Evaluation for evidence of understanding -- Example 2: Scuola Materna IV Circolo and Scuola Materna L. Bertelli, Portici -- Importance and qualities of Vesuvius -- Identifying stories -- Concluding stories -- Evaluation for evidence of understanding -- Teaching intermediate school children -- Methodology -- A. Identifying transcendent qualities -- What transcendent human qualities are central to the topic and what emotion and wonder do they evoke? -- Organizing the topic into a narrative -- What aspect of the topic embraces the transcendent qualities, how to organize the material into a story, what parts of the story illustrate human emotions, how to add content to the story? -- Conclusion of the story -- How to end the story and make the students satisfied with the wonder of the topic? -- Evaluation for evidence of understanding -- How to determine whether the contents of the topic have been learned and stimulated the students' imagination to confront other topics? -- Example 1: Pliny the Elder and the eruption of Vesuvius in 79 A.D. -- A. Identifying heroic qualities -- B. The eruption of Vesuvius in 79 -- C. Evaluation for understanding of romantic qualities -- Example 2: Scuola Media Statale Orazio Comes, Portici -- Identifying transcendent qualities -- Organizing topics -- Concluding topics -- Evaluation -- Example 3: Istituto Comprensivo Statale Francesco d'Assisi, Torre del Greco.

Identifying transcendent qualities -- Organizing topics -- Concluding topics -- Evaluation -- Example 4: Scuola Media Statale Rocco Scotellaro, Ercolano -- Identifying transcendent qualities -- Organizing topics into narratives -- Concluding topics -- Evaluation -- Teaching secondary school children -- Methodology -- A. Identifying general schemes, ideas, or theories -- What ideas, theories, metaphysical, or physical schemes best organize the topic into a coherent whole? -- Organizing content into a theory -- How to make the theory vivid, what content exposes the theory, and what narrative best captures its structure? -- Anomalies and alternate theories -- What content of the theory can be challenged and with what methods? What alternative theories and narratives can organize the topic? -- Conclusion -- How to ensure that the students do not become disillusioned with the idea or theory because this does not represent the truth? -- Evaluation -- How to evaluate whether the students understood the content of the theory, its usefulness, and its limitations? -- Example: Istituto Tecnico Commerciale Luigi Sturzo, Castellammare di Stabia -- Identifying volcanic risk mitigation schemes -- Vesuvius Evacuation Plan and VESUVIUS 2000 -- Institutional voice -- Evaluation -- Education of Adults -- Volcanic risk survey and GVES -- MCE-GTV, Prometeo, Sportello Informativo sul Vesuvio -- From possible cohabitation to planned participation -- Technology education -- Technology -- Technological literacy -- Educating for VESUVIUS 2000 -- Conclusion -- Notes -- References -- Social and Economic Reality of Vesuvius Area -- Abstract -- Riassunto -- Introduction -- Geographic and Demographic Aspects of the Area -- Education and Economic Reality of Population -- Discussion -- Conclusion -- Notes -- References -- La Realtà Sociale ed Economica Dell'Area Vesuviana.

Introduzione -- L'area geografica e aspetti demografici -- Il grado di istruzione e la realtà economica della popolazione -- Discussione -- Conclusione -- Note -- Riferimenti -- Geophysical Precursors at Vesuvius From Historical and Archeological Sources -- Abstract -- Riassunto -- Introduction -- Precursors of Major Historical Eruptions -- Precursors of 79 A.D. eruption -- Precursors of 1631 eruption -- Earthquake of 9 October 1999 -- Conclusion -- References -- Ballistics Shower During Plinian Scenario at Vesuvius -- Abstract -- Riassunto -- Introduction -- Ballistics -- Physical Properties of Samples -- Discussion -- Conclusion -- References -- Shear-Wave Velocity Models and Seismic Sources in Campanian Volcanic Areas: Vesuvius and Phlegraean Fields -- Abstract -- Riassunto -- Introduction -- Shear-Wave Velocity Models -- Seismic Source Studies in the Campanian Volcanic Area -- Moment tensor waveform inversion -- Vesuvius' intense seismicity episode (1999- 2000) -- Comparison of seismic sources at Vesuvius and Phlegraean Fields -- Conclusion -- References -- Global Volcanic Simulation: Physical Modeling, Numerics, and Computer Implementation -- Abstract -- Riassunto -- Introduction -- Physical Modeling -- Products of volcanic eruptions -- Plume turbulence -- Particulate distributions -- Eulerian form of material transport laws -- Multiphase- multicomponent flows -- Coarse- particle kinetic equations -- Additional modeling considerations -- Numerics -- Domain decomposition at the physical level -- Multiblock strategy -- Cartesian methods -- Mesh near the ground -- Finite volume discretization of the Eulerian equations -- Discretization of the Lagrangian equations -- Verification -- Computer Implementation -- Parallel Krylov subspace methods -- Ordering of algebraic equations -- Matrix- vector products -- Programming paradigms.

Computer architectures -- Conclusion -- References -- Contributors -- Index.