04377nam 2200673 450 991046099920332120200520144314.01-5231-3743-61-118-99941-X1-119-01512-X(CKB)3710000000433724(EBL)1895890(SSID)ssj0001517289(PQKBManifestationID)11835249(PQKBTitleCode)TC0001517289(PQKBWorkID)11500800(PQKB)10514953(DLC) 2014043237(MiAaPQ)EBC1895890(MiAaPQ)EBC4040424(Au-PeEL)EBL4040424(CaPaEBR)ebr11069598(OCoLC)894183752(Au-PeEL)EBL1895890(EXLCZ)99371000000043372420150708h20152015 uy 0engur|n|---|||||txtccrSystems engineering handbook a guide for system life cycle processes and activities /prepared by International Council on Systems Engineering (INCOSE) ; compiled and edited by, David D. Walden, ESEP [and four others]Fourth edition.Hoboken, New Jersey :Wiley,2015.©20151 online resource (305 p.)Includes index.1-118-99940-1 Includes bibliographical references and index.3.2.2 Decision Gates3.3 Life Cycle Stages; 3.3.1 Concept Stage; 3.3.2 Development Stage; 3.3.3 Production Stage; 3.3.4 Utilization Stage; 3.3.5 Support Stage; 3.3.6 Retirement Stage; 3.4 Life Cycle Approaches; 3.4.1 Iteration and Recursion; 3.4.2 Sequential Methods; 3.4.3 Incremental and Iterative Methods; 3.5 What Is Best for Your Organization, Project, or Team?; 3.6 Introduction to Case Studies; 3.6.1 Case 1: Radiation Therapy-The Therac-25; 3.6.2 Case 2: Joining Two Countries-The Øresund Bridge; 3.6.3 Case 3: Prototype System-The Superhigh-Speed Train in China3.6.4 Case 4: Cybersecurity Considerations in Systems Engineering-The Stuxnet Attack on a Cyber-Physical System3.6.5 Case 5: Design for Maintainability-Incubators; Chapter 4 Technical Processes; 4.1 Business or Mission Analysis Process; 4.1.1 Overview; 4.1.2 Elaboration; 4.2 Stakeholder Needs and Requirements Definition Process; 4.2.1 Overview; 4.2.2 Elaboration; 4.3 System Requirements Definition Process; 4.3.1 Overview; 4.3.2 Elaboration; 4.4 Architecture Definition Process; 4.4.1 Overview; 4.4.2 Elaboration; 4.5 Design Definition Process; 4.5.1 Overview; 4.5.2 Elaboration4.6 System Analysis Process4.6.1 Overview; 4.6.2 Elaboration; 4.7 Implementation Process; 4.7.1 Overview; 4.7.2 Elaboration; 4.8 Integration Process; 4.8.1 Overview; 4.8.2 Elaboration; 4.9 Verification Process; 4.9.1 Overview; 4.9.2 Elaboration; 4.10 Transition Process; 4.10.1 Overview; 4.11 Validation Process; 4.11.1 Overview; 4.11.2 Elaboration; 4.12 Operation Process; 4.12.1 Overview; 4.12.2 Elaboration; 4.13 Maintenance Process; 4.13.1 Overview; 4.13.2 Elaboration; 4.14 Disposal Process; 4.14.1 Overview; Chapter 5 Technical Management Processes; 5.1 Project Planning Process5.1.1 OverviewA detailed and thorough reference on the discipline and practice of systems engineering The objective of the International Council on Systems Engineering (INCOSE) Systems Engineering Handbook is to describe key process activities performed by systems engineers and other engineering professionals throughout the life cycle of a system. The book covers a wide range of fundamental system concepts that broaden the thinking of the systems engineering practitioner, such as system thinking, system science, life cycle management, specialty engineering, system of systems, and agile and iterative methodSystems engineeringHandbooks, manuals, etcProduct life cycleHandbooks, manuals, etcElectronic books.Systems engineeringProduct life cycle620.001/1Walden David D.International Council on Systems Engineering.MiAaPQMiAaPQMiAaPQBOOK9910460999203321Systems engineering handbook2463978UNINA05553nam 2200721 450 991082643670332120240102112638.0161048990Xelectronic book9781610489904electronic book1610489888hardback9781610489881hardback1610489896paperback9781610489898paperback(CKB)3710000000468589(EBL)4086654(SSID)ssj0001544957(PQKBManifestationID)16134785(PQKBTitleCode)TC0001544957(PQKBWorkID)12231369(PQKB)10634631(MiAaPQ)EBC4086654(EXLCZ)99371000000046858920150501h20152015 uy 0engurcn#nnn|||||txtrdacontentcrdamediacrrdacarrierRed pedagogy Native American social and political thought /Sandy GrandeTenth Anniversary edition.Lanham :Rowman & Littlefield,[2015]©20151 online resource (xx, 326 pages)Originally published: 2004.Includes bibliographical references (pages 303-317)1. Mapping the Terrain of Struggle: From Genocide, Colonization, and Resistance to Red Power and Red Pedagogy -- Critical Theory, Red Pedagogy, and Indigenous Knowledge: The Missing Links to Improving Education: Response 1 / John Tippeconnic III -- Colonialism Undone: Pedagogies of Entanglement: Response 2 / Alyosha Goldstein -- 2. Competing Moral Visions: At the Crossroads of Democracy and Sovereignty -- At the Crossroads of Constraint: Competing Moral Visions in Grande's Red Pedagogy: Response 1 / Audra Simpson -- Red Bones: Toward a Pedagogy of Common Struggle: Response 2 / Peter McLaren -- 3. Red Land, White Power -- Where There is No Name for Science: Response 1 / Gregory A. Cajete -- Red Land, Living Pedagogies: Re-animating Critical Pedagogy through American Indian Land Justice: Response 2 / Donna Houston -- 4. American Indian Geographies of Identity and Power --Reframing the Geographies of Power: Indigenous Identities and Other Red Pedagogical Paradoxes: Response 1 / Jodi A. Byrd -- Situating the Grip of Identity: Response 2 / Leigh Patel -- 5. Whitestream Feminism and the Colonialist Project: Toward a Theory of Indigenista -- Challenging Whitestream Feminism: Response 1 / Eve Tuck -- The Indigenous Feminist Revolution: Response 2 / Andrea Smith -- 6. Better Red than Dead: Toward a Nation-Peoples and a Peoples Nation -- The Dream of Sovereignty and the Struggle for Life Itself: Response 1 / Malia Villegas -- Refusing Colonialism and Resisting White Supremacy: A Collaborative Project: Response 2 / Kevin Bruyneel -- 7. Teaching/Learning Red Pedagogy -- The Red Atlantic Dialogue: Response 1 / Robert Stam and Ella Shohat -- Mii gaa-izhiwinag: And Then I Brought Her Along: Response 2 / Mary Hermes -- Red Pedagogy: Reflections From the Field: Response 3 / Sweeney Windchief, Jeremy Garcia, and Timothy San Pedro --Mobilizing Transgression: Red Pedagogy and Maya Migrant Positionalities: Response 4 / Floridalma Boj Lopez -- Keep Calm and Decolonize: Response 5 / Lakota Pochedly -- Teaching Red Pedagogy: Response 6 / Mary Louise Pratt.This ground-breaking text explores the intersection between dominant modes of critical educational theory and the socio-political landscape of American Indian education. Grande asserts that, with few exceptions, the matters of Indigenous people and Indian education have been either largely ignored or indiscriminately absorbed within critical theories of education. Furthermore, American Indian scholars and educators have largely resisted engagement with critical educational theory, tending to concentrate instead on the production of historical monographs, ethnographic studies, tribally-centered curricula, and site-based research. Such a focus stems from the fact that most American Indian scholars feel compelled to address the socio-economic urgencies of their own communities, against which engagement in abstract theory appears to be a luxury of the academic elite. While the author acknowledges the dire need for practical-community based research, she maintains that the global encroachment on Indigenous lands, resources, cultures and communities points to the equally urgent need to develop transcendent theories of decolonization and to build broad-based coalitions.Marjorie O. Williams EndowmentIndians of North AmericaPolitics and governmentIndians of North AmericaEducationIndian philosophyUnited StatesSelf-determination, NationalUnited StatesMulticultural educationUnited StatesUnited StatesRace relationsUnited StatesSocial policyUnited StatesPolitics and governmentIndians of North AmericaPolitics and government.Indians of North AmericaEducation.Indian philosophySelf-determination, NationalMulticultural education323.1197/073Grande Sandy1964-,1603407MiAaPQMiAaPQMiAaPQAuAdUSABOOK9910826436703321Red pedagogy3927768UNINA