LEADER 03377nam 22006975 450 001 9910480606303321 005 20210715024036.0 010 $a0-8232-7579-5 010 $a0-8232-7712-7 010 $a0-8232-7578-7 010 $a0-8232-7577-9 024 7 $a10.1515/9780823275786 035 $a(CKB)3710000001404767 035 $a(MiAaPQ)EBC4874599 035 $a(StDuBDS)EDZ0001809960 035 $a(OCoLC)990609289 035 $a(MdBmJHUP)muse61504 035 $a(DE-B1597)555056 035 $a(DE-B1597)9780823275786 035 $a(OCoLC)1178768847 035 $a(EXLCZ)993710000001404767 100 $a20200723h20172017 fg 0 101 0 $aeng 135 $aurcnu|||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 14$aThe Rigor of Things $eConversations with Dan Arbib /$fDan Arbib, Jean-Luc Marion 205 $aFirst edition. 210 1$aNew York, NY :$cFordham University Press,$d[2017] 210 4$d©2017 215 $a1 online resource (149 pages) 300 $aTranslated from the French. 300 $aThis edition previously issued in print: 2017. 311 0 $a0-8232-7576-0 311 0 $a0-8232-7575-2 320 $aIncludes bibliographical references. 327 $tFront matter --$tContents --$tForeword --$tPreface --$tTranslator?s Note --$t1. My Path --$t2. Descartes --$t3. Phenomenology --$t4. Theology --$t5. A Matter of Method --$t6. The World as It Runs?and as It Doesn?t 330 $aIn a series of conversations, Jean-Luc Marion reconstructs a career?s path in the history of philosophy, theology, and phenomenology. Discussing such concepts as the event, the gift, and the saturated phenomenon, Marion elaborates the rigor displayed by the things themselves. He discusses the major stages of his work and offers his views on the forces that have driven his thought. The conversation ranges from Marion?s engagement with Descartes, to phenomenology and theology, to Marion?s intellectual and biographical backgrounds, concluding with illuminating insights on the state of the Catholic Church today and on Judeo-Christian dialogue. Marion also reflects on the relationship of philosophy to history, theology, aesthetics, and literature. At the same time, the book provides an account of French intellectual life in the late twentieth century. In these interviews, Marion?s language is more conversational than in his formal writing, but it remains serious and substantive. The book serves as an excellent and comprehensive introduction to Marion?s thought and work. 606 $aPhilosophers$zFrance$vInterviews 608 $aElectronic books. 610 $aJean-Luc Marion. 610 $aRene Descartes. 610 $aevent. 610 $agift. 610 $ametaphysics. 610 $aphenomenology. 610 $arevelation. 610 $asaturated phenomenon. 615 0$aPhilosophers 676 $a194 700 $aMarion$b Jean-Luc$4aut$4http://id.loc.gov/vocabulary/relators/aut$0142253 701 $aGschwandtner$b Christina M$01052192 701 $aTracy$b David$0162231 702 $aArbib$b Dan$4aut$4http://id.loc.gov/vocabulary/relators/aut 801 0$bDE-B1597 801 1$bDE-B1597 906 $aBOOK 912 $a9910480606303321 996 $aThe Rigor of Things$92483225 997 $aUNINA LEADER 01286nam a2200373 i 4500 001 991001191899707536 005 20020507184941.0 008 940131s1989 uk ||| | eng 020 $a0521375169 035 $ab10813585-39ule_inst 035 $aLE01308472$9ExL 040 $aDip.to Matematica$beng 082 0 $a001.6425 084 $aAMS 65Y 084 $aCR G.1.0 084 $aQA297.N866 100 1 $aFlannery, Brian P.$013662 245 10$aNumerical recipes in PASCAL :$bthe art of scientific computing /$cWilliam H. Press, Saul A. Teukolsky, William T. Vetterling, Brian P. Flannery 250 $a2nd ed 260 $aCambridge :$bCambridge University Press,$cc1989 300 $axxii, 759 p. ;$c25 cm 500 $a1st ed. 1986 650 4$aC-computer language 650 4$aComputer programs 650 4$aNumerical analysis 700 1 $aPress, William H. 700 1 $aTeukolsky, Saul A. 700 1 $aVetterling, William T. 907 $a.b10813585$b21-09-06$c28-06-02 912 $a991001191899707536 945 $aLE013 65Y PRE13 (1989)$g1$i2013000028842$lle013$o-$pE0.00$q-$rl$s- $t0$u0$v0$w0$x0$y.i10919260$z28-06-02 996 $aNumerical recipes in PASCAL$9924765 997 $aUNISALENTO 998 $ale013$b01-01-94$cm$da $e-$feng$guk $h0$i1 LEADER 02882nam 2200613 450 001 9910137095103321 005 20230621135704.0 035 $a(CKB)3710000000824715 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/46286 035 $a(EXLCZ)993710000000824715 100 $a20160822d2015uuuu fy| 0 101 0 $aeng 135 $aurcu#---uuuuu 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aEmotional modulation of the synapse$b[electronic resource] /$fedited by: Christa McIntyre and Jonathan Eric Ploski 210 $cFrontiers Media SA$d2015 210 1$a[Lausanne, Switzerland] :$cFrontiers Media SA,$d2015. 215 $a1 online resource (135 pages) $cillustrations (chiefly colour); digital, PDF file(s) 225 0 $aFrontiers Research Topics 225 1 $aFrontiers in Behavioral Neuroscience 311 $a2-88919-606-2 320 $aIncludes bibliographical references. 330 3 $aHighly emotional events tend to be well remembered. The adaptive value in this is clear ? those events that have a bearing on survival should be stored for future use as long-term memories whereas memories of inconsequential events would not as likely contribute to future survival. Enduring changes in the structure and function of synapses, neural circuitry, and ultimately behavior, can be modulated by highly aversive or rewarding experiences. In the last decade, the convergence of cellular, molecular, and systems neuroscience has produced new insights into the biological mechanisms that determine whether a memory will be stored for the long-term or lost forever. This Research Topic brings together leading experts, who work at multiple levels of analysis, to reveal recent discoveries and concepts regarding the synaptic mechanisms of consolidation and extinction of emotionally arousing memories. 410 0$aFrontiers in behavioral neuroscience. 606 $aSynapses 606 $aNeurology$xResearch 606 $aMemory, Long-Term 606 $aSynapses$xphysiology 610 $aBrain Stimulation 610 $aAmygdala 610 $aBDNF 610 $aPDE4 610 $areconsolidation 610 $aFear conditioning 610 $aposttraumatic stress disorder 610 $aubiquitin-proteasome system 610 $aCREB 610 $aextinction 610 $aSleep 610 $agamma oscillations 615 0$aSynapses. 615 0$aNeurology$xResearch. 615 2$aMemory, Long-Term 615 2$aSynapses$xphysiology. 700 $aChrista McIntyre$4auth$01365327 702 $aMcIntyre$b Christa K$g(Christa Kathleen),$f1972- 702 $aPloski$b Jonathan Eric 801 2$bUkMaJRU 906 $aBOOK 912 $a9910137095103321 996 $aEmotional modulation of the synapse$93387031 997 $aUNINA LEADER 03745nam 22006375 450 001 9910954997603321 005 20250811101121.0 010 $a1-4757-3837-4 024 7 $a10.1007/978-1-4757-3837-7 035 $a(CKB)2660000000022103 035 $a(SSID)ssj0000934498 035 $a(PQKBManifestationID)11492308 035 $a(PQKBTitleCode)TC0000934498 035 $a(PQKBWorkID)10930819 035 $a(PQKB)10800123 035 $a(DE-He213)978-1-4757-3837-7 035 $a(MiAaPQ)EBC3085819 035 $a(EXLCZ)992660000000022103 100 $a20130125d1993 u| 0 101 0 $aeng 135 $aurnn|008mamaa 181 $ctxt 182 $cc 183 $acr 200 12$aA Logical Approach to Discrete Math /$fby David Gries, Fred B. Schneider 205 $a1st ed. 1993. 210 1$aNew York, NY :$cSpringer New York :$cImprint: Springer,$d1993. 215 $a1 online resource (XVI, 516 p.) 225 1 $aMonographs in Computer Science,$x2512-5486 300 $aBibliographic Level Mode of Issuance: Monograph 311 08$a1-4419-2835-9 327 $a0 Using Mathematics -- 1 Textual Substitution, Equality, and Assignment -- 2 Boolean Expressions -- 3 Propositional Calculus -- 4 Relaxing the Proof Style -- 5 Applications of Propositional Calculus -- 6 Hilbert-style Proofs -- 7 Formal Logic -- 8 Quantification -- 9 Predicate Calculus -- 10 Predicates and Programming -- 11 A Theory of Sets -- 12 Mathematical Induction -- 13 A Theory of Sequences -- 14 Relations and Functions -- 15 A Theory of Integers -- 16 Combinatorial Analysis -- 17 Recurrence Relations -- 18 Modern Algebra -- 19 A Theory of Graphs -- 20 Infinite Sets -- References -- Theorems of the propositional and predicate calculi. 330 $aThis text attempts to change the way we teach logic to beginning students. Instead of teaching logic as a subject in isolation, we regard it as a basic tool and show how to use it. We strive to give students a skill in the propo­ sitional and predicate calculi and then to exercise that skill thoroughly in applications that arise in computer science and discrete mathematics. We are not logicians, but programming methodologists, and this text reflects that perspective. We are among the first generation of scientists who are more interested in using logic than in studying it. With this text, we hope to empower further generations of computer scientists and math­ ematicians to become serious users of logic. Logic is the glue Logic is the glue that binds together methods of reasoning, in all domains. The traditional proof methods -for example, proof by assumption, con­ tradiction, mutual implication, and induction- have their basis in formal logic. Thus, whether proofs are to be presented formally or informally, a study of logic can provide understanding. 410 0$aMonographs in Computer Science,$x2512-5486 606 $aComputer science$xMathematics 606 $aDiscrete mathematics 606 $aComputer arithmetic and logic units 606 $aComputer science 606 $aDiscrete Mathematics in Computer Science 606 $aArithmetic and Logic Structures 606 $aComputer Science 615 0$aComputer science$xMathematics. 615 0$aDiscrete mathematics. 615 0$aComputer arithmetic and logic units. 615 0$aComputer science. 615 14$aDiscrete Mathematics in Computer Science. 615 24$aArithmetic and Logic Structures. 615 24$aComputer Science. 676 $a004.0151 700 $aGries$b David$0944 702 $aSchneider$b Fred B 801 0$bPQKB 906 $aBOOK 912 $a9910954997603321 996 $aLogical approach to discrete math$91502266 997 $aUNINA LEADER 03151oam 2200541 c 450 001 9910433233903321 005 20260102090118.0 010 $a3-8309-8990-3 024 3 $a9783830989905 035 $a(CKB)4100000011250263 035 $a(Waxmann)9783830989905 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/51148 035 $a(oapen)doab51148 035 $a(EXLCZ)994100000011250263 100 $a20260102d2020 uy 0 101 0 $ager 135 $aurnnunnnannuu 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aKomplexitätsreduktion in Lehr-Lern-Laboren $eInnovative Lehrformate in der Lehrerbildung zum Umgang mit Heterogenität und Inklusion /$fRonja Kürten, Gilbert Greefrath, Marcus Hammann 205 $a1st, New ed. 210 $aMünster$cWaxmann$d2020 215 $a1 online resource (262 p.) 225 0 $aBegabungsförderung: Individuelle Förderung und Inklusive Bildung$v8 311 08$a3-8309-3990-6 330 $aLehr-Lern-Labore stellen komplexitätsreduzierte und authentische Situationen bereit, in denen die Studierenden eigene und fremde Unterrichtssituationen theoriegeleitet planen, reflektieren und analysieren. Sie unterstützen Studierende darin, praktische Erfahrungen zu sammeln, Lehr-Lern-Prozesse umfassend zu verstehen und erfolgreich zu gestalten. Als wesentliches Argument für eine Integration von Lehr-Lern-Laboren in die Lehrer/innenbildung wird ? etwa im Vergleich zum Praxissemester ? die Chance der Komplexitätsreduktion des Lernsettings für die Studierenden angeführt. Doch wie lässt sich eine Komplexitätsreduktion in der Praxis realisieren? In diesem interdisziplinär angelegten Band wird ein Modell zur Komplexitätsreduktion vorgestellt und anhand verschiedener Lehr-Lern-Labore aus den Fachdidaktiken und Erziehungswissenschaften erläutert. Die einzelnen Fachbeiträge präsentieren die spezifische Konzeption der jeweiligen Lehr-Lern-Labore und berichten Forschungsergebnisse zu den unterschiedlichen Dimensionen der Komplexitätsreduktion. Eine übergreifende Evaluation liefert Erkenntnisse zur Wahrnehmung der Komplexitätsreduktion durch die Studierenden, die an den Lehr-Lern-Laboren teilnehmen. Alle Beiträge basieren auf innovativen Lehr-Lern-Laboren, die im Rahmen der Qualitätsoffensive Lehrerbildung am Hochschulstandort Münster (weiter-)entwickelt wurden. 606 $aProfessionalisierung von Lehramtsstudierenden 606 $aDidaktik 606 $aMINT 606 $aProfessionelle Kompetenz 606 $aSchulpädagogik 606 $aErwachsenenbildung 615 4$aProfessionalisierung von Lehramtsstudierenden 615 4$aDidaktik 615 4$aMINT 615 4$aProfessionelle Kompetenz 615 4$aSchulpädagogik 615 4$aErwachsenenbildung 702 $aKürten$b Ronja$4edt 702 $aGreefrath$b Gilbert$4edt 702 $aHammann$b Marcus$4edt 801 0$bWaxmann 801 1$bWaxmann 906 $aBOOK 912 $a9910433233903321 996 $aKomplexitätsreduktion in Lehr-Lern-Laboren$94378322 997 $aUNINA