02991nam 2200577 450 991048051560332120170816143340.01-4704-0412-5(CKB)3360000000464995(EBL)3114190(SSID)ssj0000973316(PQKBManifestationID)11582520(PQKBTitleCode)TC0000973316(PQKBWorkID)10958891(PQKB)10440932(MiAaPQ)EBC3114190(PPN)195416988(EXLCZ)99336000000046499520150417h20042004 uy 0engur|n|---|||||txtccrLocally finite root systems /Ottmar Loos, Erhard NeherProvidence, Rhode Island :American Mathematical Society,2004.©20041 online resource (232 p.)Memoirs of the American Mathematical Society,0065-9266 ;Volume 171, Number 811"Volume 171, Number 811 (end of volume)."0-8218-3546-7 Includes bibliographical references and indexes.""Contents""; ""Introduction""; ""1. The category of sets in vector spaces""; ""2. Finiteness conditions and bases""; ""3. Locally finite root systems""; ""4. Invariant inner products and the coroot system""; ""5. Weyl groups""; ""6. Integral bases, root bases and Dynkin diagrams""; ""7. Weights and coweights""; ""8. Classification""; ""9. More on Weyl groups and automorphism groups""; ""10. Parabolic subsets and positive systems for symmetric sets in vector spaces""; ""11. Parabolic subsets of root systems and presentations of the root lattice and the Weyl group""""12. Closed and full subsystems of finite and infinite classical root systems""""13. Parabolic subsets of root systems: classification""; ""14. Positive systems in root systems""; ""15. Positive linear forms and facets""; ""16. Dominant and fundamental weights""; ""17. Gradings of root systems""; ""18. Elementary relations and graphs in 3-graded root systems""; ""Appendix A. Some standard results on finite root systems""; ""Appendix B. Cones defined by totally preordered sets""; ""Bibliography""; ""Index of notations""; ""Index""; ""A""; ""B""; ""C""; ""D""; ""E""; ""F""; ""G""; ""H""; ""I""""J""""L""; ""M""; ""N""; ""O""; ""P""; ""Q""; ""R""; ""S""; ""T""; ""U""; ""W""; ""Z""Memoirs of the American Mathematical Society ;Volume 171, Number 811.Lie superalgebrasRoot systems (Algebra)Electronic books.Lie superalgebras.Root systems (Algebra)512/.482Loos Ottmar59242Neher Erhard1949-MiAaPQMiAaPQMiAaPQBOOK9910480515603321Locally finite root systems2113260UNINA04815nam 2200757Ia 450 991017221120332120200520144314.01-282-08716-91-282-93532-1978661293532997866120871651-4008-2545-810.1515/9781400825455(CKB)1000000000773386(EBL)445447(OCoLC)521239598(SSID)ssj0000336184(PQKBManifestationID)11248689(PQKBTitleCode)TC0000336184(PQKBWorkID)10281720(PQKB)11217857(MdBmJHUP)muse36361(DE-B1597)446458(OCoLC)979725548(OCoLC)984641770(DE-B1597)9781400825455(Au-PeEL)EBL445447(CaPaEBR)ebr10284142(CaONFJC)MIL293532(MiAaPQ)EBC445447(EXLCZ)99100000000077338620011113d2002 uy 0engurcn|||||||||txtccrContentious curricula afrocentrism and creationism in American public schools /Amy J. BinderCourse BookPrinceton, NJ Princeton University Pressc20021 online resource (319 p.)Princeton studies in cultural sociologyDescription based upon print version of record.0-691-09180-3 0-691-11790-X Includes bibliographical references (p. [285]-295) and index.Front matter --Contents --Preface --One. Introduction to Afrocentrism and Creationism, Challengers to Educational "Injustice" --Two. The Challengers --Three. History of the Three Afrocentric Cases: Atlanta, Washington, D.C., and New York State --Four. Cultural, Political, and Organizational Factors Influencing Afrocentric Outcomes --Five. History of the Four Creationist Cases: Louisiana State, California State, Vista, California, and Kansas State --Six. Cultural, Political, and Organizational Factors Influencing Creationist Outcomes --Seven. Making More Institutional the Study of Challenge --Appendix --Notes --References --IndexThis book compares two challenges made to American public school curricula in the 1980's and 1990's. It identifies striking similarities between proponents of Afrocentrism and creationism, accounts for their differential outcomes, and draws important conclusions for the study of culture, organizations, and social movements. Amy Binder gives a brief history of both movements and then describes how their challenges played out in seven school districts. Despite their very different constituencies--inner-city African American cultural essentialists and predominately white suburban Christian conservatives--Afrocentrists and creationists had much in common. Both made similar arguments about oppression and their children's well-being, both faced skepticism from educators about their factual claims, and both mounted their challenges through bureaucratic channels. In each case, challenged school systems were ultimately able to minimize or reject challengers' demands, but the process varied by case and type of challenge. Binder finds that Afrocentrists were more successful in advancing their cause than were creationists because they appeared to offer a solution to the real problem of urban school failure, met with more administrative sympathy toward their complaints of historic exclusion, sought to alter lower-prestige curricula (history, not science), and faced opponents who lacked a legal remedy comparable to the rule of church-state separation invoked by creationism's opponents. Binder's analysis yields several lessons for social movements research, suggesting that researchers need to pay greater attention to how movements seek to influence bureaucratic decision making, often from within. It also demonstrates the benefits of examining discursive, structural, and institutional factors in concert.Princeton studies in cultural sociology.Curriculum changeUnited StatesSocial movementsUnited StatesAfrocentrismStudy and teachingUnited StatesCreationismStudy and teachingUnited StatesCurriculum changeSocial movementsAfrocentrismStudy and teachingCreationismStudy and teaching375.0010973Binder Amy J.1964-992210MiAaPQMiAaPQMiAaPQBOOK9910172211203321Contentious curricula2271393UNINA