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1. |
Record Nr. |
UNINA9910705876103321 |
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Autore |
Johnson Dexter |
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Titolo |
Adaptive variable bias magnetic bearing control / / Dexter Johnson and Gerald V. Brown ; Daniel J. Inman |
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Pubbl/distr/stampa |
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Cleveland, Ohio : , : National Aeronautics and Space Administration, Lewis Research Center, , April 1998 |
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Descrizione fisica |
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1 online resource (7 pages) : illustrations |
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Collana |
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Soggetti |
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Magnetic bearings |
Adaptive control |
Loads (forces) |
Energy consumption |
Directional control |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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"April 1998." |
"Prepared for the 1998 American Controls Conference sponsored by the American Automatic Control Council, Philadelphia, Pennsylvania, June 24-26, 1998." |
"Performing organization: National Aeronautics and Space Administration, Lewis Research Center"--Report documentation page. |
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Nota di bibliografia |
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Includes bibliographical references (page 4). |
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2. |
Record Nr. |
UNINA9910788814203321 |
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Titolo |
Boethius as a paradigm of late ancient thought / / herausgegeben von Thomas Böhm, Thomas Jürgasch und Andreas Kirchner |
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Pubbl/distr/stampa |
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Berlin, [Germany] ; ; Boston, [Massachusetts] : , : De Gruyter, , 2014 |
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©2014 |
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ISBN |
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3-11-038834-0 |
3-11-031075-9 |
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Descrizione fisica |
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1 online resource (272 p.) |
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Disciplina |
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Soggetti |
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Philosophy and religion - History - To 1500 |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references at the end of each chapters. |
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Nota di contenuto |
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Front matter -- Inhalt -- Vorwort -- Boethius's Consolatio and Plato's Gorgias / Magee, John -- Nomen and Vocabulum in Boethius's Theory of Predication / Asztalos, Monika -- Boethius, disciple of Aristotle and master of theological method / Belli, Margherita -- Subsistentia according to Boethius / Moreschini, Claudio -- Si divinae iudicium mentis habere possemus / Jürgasch, Thomas -- Boethius' Glückseligkeitsbegriff zwischen spätantikem Neuplatonismus und Christentum vor dem Hintergrund einer an Gott orientierten Ethik / Uscatescu Barrón, Jorge -- Die Consolatio Philosophiae und das philosophische Denken der Gegenwart / Kirchner, Andreas -- Boethius from Late Antiquity to the Early Middle Ages / Troncarelli, Fabio -- Boethius's Unparadigmatic Originality and its Implications for Medieval Philosophy / Marenbon, John -- Naturae rationalis individua substantia / Schneider, Elisabeth |
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Sommario/riassunto |
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Boethius gehört zu den herausragenden Denkern der spätantiken Geistesgeschichte. Anders, als man vielleicht meinen würde, ist diese Sicht auf Boethius in der Forschung allerdings nicht unumstritten und verhältnismäßig neu. Sie lässt eine Tendenz zur Neubewertung erkennen, die nicht nur Boethius, sondern auch das Denken seiner Zeit immer mehr in seiner Eigenständigkeit zu würdigen beginnt. So werden Boethius wie auch die Spätantike immer weniger nur als Instanzen der |
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Vermittlung klassisch antiken Wissens in das christliche Mittelalter angesehen. Worin aber besteht die Originalität des Boethius und des durch ihn wesentlich geprägten spätantiken Denkens? Kann die Spätantike als eine eigene geistesgeschichtliche Epoche betrachtet werden? Wie ist sie dann zu charakterisieren? Inwiefern ist Boethius als eine oder vielleicht sogar die paradigmatische Gestalt der Spätantike zu beschreiben? Diesen und weiteren Fragen gehen die Autorinnen und Autoren des vorliegenden Sammelbandes nach. |
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3. |
Record Nr. |
UNINA9910483749803321 |
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Titolo |
Reflections on the Teaching of Programming : Methods and Implementations / / edited by Jens Bennedsen, Michael E. Caspersen, Michael Kölling |
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Pubbl/distr/stampa |
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Berlin, Heidelberg : , : Springer Berlin Heidelberg : , : Imprint : Springer, , 2008 |
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ISBN |
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Edizione |
[1st ed. 2008.] |
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Descrizione fisica |
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1 online resource (X, 261 p.) |
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Collana |
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Programming and Software Engineering ; ; 4821 |
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Disciplina |
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Soggetti |
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Education—Data processing |
Computers and civilization |
Software engineering |
Computers and Education |
Computers and Society |
Software Engineering/Programming and Operating Systems |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Bibliographic Level Mode of Issuance: Monograph |
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Nota di bibliografia |
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Includes bibliographical references and author index. |
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Nota di contenuto |
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Issues in Introductory Programming Courses -- to Part I Issues in Introductory Programming Courses -- Exposing the Programming Process -- Apprentice-Based Learning Via Integrated Lectures and Assignments -- Experiences with Functional Programming in an Introductory Curriculum -- Learning Programming with the PBL Method — Experiences on PBL Cases and Tutoring -- Using On-Line Tutorials |
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in Introductory IT Courses -- Introducing Object-Oriented Programming -- to Part II Introducing Object-Oriented Programming -- Transitioning to OOP/Java — A Never Ending Story -- Using BlueJ to Introduce Programming -- Model-Driven Programming -- CS1: Getting Started -- Teaching Software Engineering Issues -- to Part III Teaching Software Engineering Issues -- Experiences with a Focus on Testing in Teaching -- Teaching Software Development Using Extreme Programming -- Frameworks in Teaching -- Assessment -- to Part IV Assessment -- Active Learning and Examination Methods in a Data Structures and Algorithms Course -- Mini Project Programming Exams. |
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Sommario/riassunto |
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For50years,wehavebeenteachingprogramming.Inthattime,wehaveseen- mentouschanges.Fromteachinga'rstcourseusinganassemblylanguageorF- tran I to using sophisticated functional and OO programming languages. From computerstouchedonlybyprofessionaloperatorstocomputersthatchildrenplay with. From input on paper tape and punch cards, with hour-long waits for o- put from computer runs, to instant keyboard input and instant compilation and execution.Fromdebuggingprogramsusingpages-longoctaldumpsofmemoryto sophisticateddebuggingsystemsembeddedinIDEs.Fromsmall,toyassignments to ones that inspire because of the ability to include GUIs and other supporting software. From little knowledge or few theories of the programming process to structured programming, stepwise re'nement, formal development methodo- gies based on theories of correctness, and software engineering principles. And yet, teaching programming still seems to be a black art. There is no consensus on what the programming process is, much less on how it should be taught. We do not do well on teaching testing and debugging. We have debates notonlyonwhether toteachOO'rstbutonwhether it can be taught'rst.This muddled situation manifests itself in several ways. Retention is often a problem. Our colleaguesin other disciplines expect students to be able to programalmost anything after a course or two, and many complain that this does not happen. In some sense, we are still ?oundering, just as we were 50 years ago. Part of the problem may be that we are not sure what we are teaching. Are we simply providing knowledge, or are we attempting to impart a skill? Many introductorytextsareorientedatteachingprograms ratherthanprogramming-- theycontainlittle materialonthe programmingprocessandonproblemsolving. |
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