LEADER 01055nam0-22003611i-450- 001 990006873100403321 005 20111116120720.0 035 $a000687310 035 $aFED01000687310 035 $a(Aleph)000687310FED01 035 $a000687310 100 $a20010426g19811992km-y0itay50------ba 101 0 $aita 102 $aIT 105 $ay-------001yy 200 1 $aStoria dell'anabattismo$fUgo Gastaldi 210 $aTorino$cClaudiana$d1981-1992 215 $a2 v.$d23 cm 225 1 $aStudi storici 300 $aIl v. 1. é una rist. dell'ed. del 1972 con agg. storiografico e bibliografico. 327 1 $a1.: Dalle origini a Munster: 1525-1535$a2.: Da Munster ai giorni nostri 610 0 $aAnabattismo$aStoria 676 $a284.309 700 1$aGastaldi,$bUgo$0205591 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990006873100403321 952 $aXIV L 14$b33604-5$fFSPBC 952 $aII PP 93$b6978$fDCEC 959 $aFSPBC 959 $aDCEC 996 $aStoria dell'anabattismo$9538535 997 $aUNINA LEADER 01300nam--2200397---450- 001 990001013560203316 005 20050414130712.0 010 $a88-7146-130-4 035 $a0101356 035 $aUSA010101356 035 $a(ALEPH)000101356USA01 035 $a0101356 100 $a20020305d1990----km-y0itay0103----ba 101 $aita 102 $aIT 105 $a||||||||001yy 200 1 $aNapoli e l'indistria, 1840-1990$ei luoghi, i segni, le vicende$fAugusto Vitale 210 $aNapoli$cCamera di commercio, industria, artigianato, agricoltura$d1990 215 $a178 p$cill.$d30 cm 225 2 $aCollana di studi economico-sociali sul Mezzogiorno 410 $12001$aCollana di studi economico-sociali sul Mezzogiorno 606 0 $aNapoli$xIndustria$z1840-1990 676 $a338.094573 700 1$aVITALE,$bAugusto$0553292 801 0$aIT$bsalbc$gISBD 912 $a990001013560203316 951 $aXV.1.C. 207(III E 1800)$b103107 LM$cIII E 959 $aBK 969 $aUMA 979 $aPATTY$b90$c20020305$lUSA01$h0939 979 $aPATTY$b90$c20020325$lUSA01$h1257 979 $c20020403$lUSA01$h1742 979 $aPATRY$b90$c20040406$lUSA01$h1710 979 $aCOPAT5$b90$c20050414$lUSA01$h1307 996 $aNapoli e l'indistria, 1840-1990$9974178 997 $aUNISA LEADER 01685nam 2200337Ia 450 001 996393708603316 005 20210104163621.0 035 $a(CKB)3360000000359661 035 $a(EEBO)2240878014 035 $a(OCoLC)ocn226319793e 035 $a(OCoLC)226319793 035 $a(EXLCZ)993360000000359661 100 $a20080428f17001799 uy 0 101 0 $aeng 135 $aurbn||||a|bb| 200 14$aThe clear sun-shine of the gospel breaking forth upon the Indians in New-England, or, an historicall narration of Gods wonderfull workings upon sundry of the Indians$b[electronic resource] $eboth chief governors and common-people, in bringing them to a willing and desired submission to the ordinances of the gospel; and framing their hearts to an earnest enquirie after the knowledge of God the Father, and of Jesus Christ the Saviour of ye world /$fby Thomas Shepard Minister of ye Gospell of Jesus Christ at Cambridge in New England 210 $d[17--?] 215 $a[1] p 300 $aMs. transcription of t.p. of WIng (2nd ed.) S3109. 300 $a"London. Printed by Richard Cotes for John Bellamy at ye 3 golden Lyons in Corne hill neare the Royall Exchange. 1648." 300 $aReproduction of original in the British Library. 330 $aeebo-0018 606 $aTitle pages$zEngland 615 0$aTitle pages 700 $aShepard$b Thomas$f1605-1649.$01000947 801 0$bUMI 801 1$bUMI 906 $aBOOK 912 $a996393708603316 996 $aThe clear sun-shine of the gospel breaking forth upon the Indians in New-England, or, an historicall narration of Gods wonderfull workings upon sundry of the Indians$92410117 997 $aUNISA LEADER 04476nam 22006495 450 001 9910783136203321 005 20220228184349.0 010 $a1-4612-3998-2 024 7 $a10.1007/978-1-4612-3998-7 035 $a(CKB)1000000000013092 035 $a(SSID)ssj0000804965 035 $a(PQKBManifestationID)11468624 035 $a(PQKBTitleCode)TC0000804965 035 $a(PQKBWorkID)10823293 035 $a(PQKB)10320253 035 $a(DE-He213)978-1-4612-3998-7 035 $a(MiAaPQ)EBC3076538 035 $a(PPN)238037002 035 $a(EXLCZ)991000000000013092 100 $a20121227d1996 u| 0 101 0 $aeng 135 $aurnn#008mamaa 181 $ctxt 182 $cc 183 $acr 200 13$aAn Accompaniment to Higher Mathematics$b[electronic resource] /$fby George R. Exner 205 $a1st ed. 1996. 210 1$aNew York, NY :$cSpringer New York :$cImprint: Springer,$d1996. 215 $a1 online resource (XVII, 200 p.) 225 1 $aUndergraduate Texts in Mathematics,$x0172-6056 300 $aBibliographic Level Mode of Issuance: Monograph 311 $a0-387-94617-9 320 $aIncludes bibliographical references and index. 327 $a1 Examples -- 1.1 Propaganda -- 1.2 Basic Examples for Definitions -- 1.3 Basic Examples for Theorems -- 1.4 Extended Examples -- 1.5 Notational Interlude -- 1.6 Examples Again: Standard Sources -- 1.7 Non-examples for Definitions -- 1.8 Non-examples for Theorems -- 1.9 Summary and More Propaganda -- 1.10 What Next? -- 2 Informal Language and Proof -- 2.1 Ordinary Language Clues -- 2.2 Real-Life Proofs vs. Rules of Thumb -- 2.3 Proof Forms for Implication -- 2.4 Two More Proof Forms -- 2.5 The Other Shoe, and Propaganda -- 3 For mal Language and Proof -- 3.1 Propaganda -- 3.2 Formal Language: Basics -- 3.3 Quantifiers -- 3.4 Finding Proofs from Structure -- 3.5 Summary, Propaganda, and What Next? -- 4 Laboratories -- 4.1 Lab I: Sets by Example -- 4.2 Lab II: Functions by Example -- 4.3 Lab III: Sets and Proof -- 4.4 Lab IV: Functions and Proof -- 4.5 Lab V: Function of Sets -- 4.6 Lab VI: Families of Sets -- A Theoretical Apologia -- B Hints -- References. 330 $aFor Students Congratulations! You are about to take a course in mathematical proof. If you are nervous about the whole thing, this book is for you (if not, please read the second and third paragraphs in the introduction for professors following this, so you won't feel left out). The rumors are true; a first course in proof may be very hard because you will have to do three things that are probably new to you: 1. Read mathematics independently. 2. Understand proofs on your own. :1. Discover and write your own proofs. This book is all about what to do if this list is threatening because you "never read your calculus book" or "can't do proofs. " Here's the good news: you must be good at mathematics or you wouldn't have gotten this far. Here's the bad news: what worked before may not work this time. Success may lie in improving or discarding many habits that were good enough once but aren't now. Let's see how we've gotten to a point at which someone could dare to imply that you have bad habits. l The typical elementary and high school mathematics education in the United States tends to teach students to have ineffective learning habits, 1 In the first paragraph, yet. xiv Introduction and we blush to admit college can be just as bad. 410 0$aUndergraduate Texts in Mathematics,$x0172-6056 606 $aMathematical analysis 606 $aAnalysis (Mathematics) 606 $aTopology 606 $aMathematical logic 606 $aAnalysis$3https://scigraph.springernature.com/ontologies/product-market-codes/M12007 606 $aTopology$3https://scigraph.springernature.com/ontologies/product-market-codes/M28000 606 $aMathematical Logic and Foundations$3https://scigraph.springernature.com/ontologies/product-market-codes/M24005 615 0$aMathematical analysis. 615 0$aAnalysis (Mathematics). 615 0$aTopology. 615 0$aMathematical logic. 615 14$aAnalysis. 615 24$aTopology. 615 24$aMathematical Logic and Foundations. 676 $a511.3 686 $a00A05$2msc 700 $aExner$b George R$4aut$4http://id.loc.gov/vocabulary/relators/aut$060969 906 $aBOOK 912 $a9910783136203321 996 $aAccompaniment to higher mathematics$983048 997 $aUNINA