LEADER 04808nam 2200745 a 450 001 9910461830703321 005 20210519213339.0 010 $a1-283-37996-1 010 $a9786613379962 010 $a1-4008-4270-0 024 7 $a10.1515/9781400842704 035 $a(CKB)2670000000133403 035 $a(EBL)827807 035 $a(OCoLC)769343171 035 $a(SSID)ssj0000575757 035 $a(PQKBManifestationID)11408626 035 $a(PQKBTitleCode)TC0000575757 035 $a(PQKBWorkID)10553428 035 $a(PQKB)10618809 035 $a(MiAaPQ)EBC827807 035 $a(StDuBDS)EDZ0000406946 035 $a(DE-B1597)447783 035 $a(OCoLC)979905293 035 $a(DE-B1597)9781400842704 035 $a(PPN)199244731 035 $a(PPN)187959633 035 $a(Au-PeEL)EBL827807 035 $a(CaPaEBR)ebr10521872 035 $a(CaONFJC)MIL337996 035 $a(EXLCZ)992670000000133403 100 $a20110826d2012 uy 0 101 0 $aeng 135 $aurun#---|u||u 181 $ctxt 182 $cc 183 $acr 200 10$aConvolution and equidistribution$b[electronic resource] $eSato-Tate theorems for finite-field Mellin transforms /$fNicholas M. Katz 205 $aCourse Book 210 $aPrinceton ;$aOxford $cPrinceton University Press$dc2012 215 $a1 online resource (213 p.) 225 1 $aAnnals of mathematics studies ;$vno. 180 300 $aDescription based upon print version of record. 311 0 $a0-691-15330-2 311 0 $a0-691-15331-0 320 $aIncludes bibliographical references and index. 327 $tFront matter --$tContents --$tIntroduction --$tCHAPTER 1. Overview --$tCHAPTER 2. Convolution of Perverse Sheaves --$tCHAPTER 3. Fibre Functors --$tCHAPTER 4. The Situation over a Finite Field --$tCHAPTER 5. Frobenius Conjugacy Classes --$tCHAPTER 6. Group-Theoretic Facts about Ggeom and Garith --$tCHAPTER 7. The Main Theorem --$tCHAPTER 8. Isogenies, Connectedness, and Lie-Irreducibility --$tCHAPTER 9. Autodualities and Signs --$tCHAPTER 10. A First Construction of Autodual Objects --$tCHAPTER 11. A Second Construction of Autodual Objects --$tCHAPTER 12. The Previous Construction in the Nonsplit Case --$tCHAPTER 13. Results of Goursat-Kolchin-Ribet Type --$tCHAPTER 14. The Case of SL(2); the Examples of Evans and Rudnick --$tCHAPTER 15. Further SL(2) Examples, Based on the Legendre Family --$tCHAPTER 16. Frobenius Tori and Weights; Getting Elements of Garith --$tCHAPTER 17. GL(n) Examples --$tCHAPTER 18. Symplectic Examples --$tCHAPTER 19. Orthogonal Examples, Especially SO(n) Examples --$tCHAPTER 20. GL(n) x GL(n) x ... x GL(n) Examples --$tCHAPTER 21. SL(n) Examples, for n an Odd Prime --$tCHAPTER 22. SL(n) Examples with Slightly Composite n --$tCHAPTER 23. Other SL(n) Examples --$tCHAPTER 24. An O(2n) Example --$tCHAPTER 25. G2 Examples: the Overall Strategy --$tCHAPTER 26. G2 Examples: Construction in Characteristic Two --$tCHAPTER 27. G2 Examples: Construction in Odd Characteristic --$tCHAPTER 28. The Situation over ?: Results --$tCHAPTER 29. The Situation over ?: Questions --$tCHAPTER 30. Appendix: Deligne's Fibre Functor --$tBibliography --$tIndex 330 $aConvolution and Equidistribution explores an important aspect of number theory--the theory of exponential sums over finite fields and their Mellin transforms--from a new, categorical point of view. The book presents fundamentally important results and a plethora of examples, opening up new directions in the subject. The finite-field Mellin transform (of a function on the multiplicative group of a finite field) is defined by summing that function against variable multiplicative characters. The basic question considered in the book is how the values of the Mellin transform are distributed (in a probabilistic sense), in cases where the input function is suitably algebro-geometric. This question is answered by the book's main theorem, using a mixture of geometric, categorical, and group-theoretic methods. By providing a new framework for studying Mellin transforms over finite fields, this book opens up a new way for researchers to further explore the subject. 410 0$aAnnals of mathematics studies ;$vno. 180. 606 $aMellin transform 606 $aConvolutions (Mathematics) 606 $aSequences (Mathematics) 608 $aElectronic books. 615 0$aMellin transform. 615 0$aConvolutions (Mathematics) 615 0$aSequences (Mathematics) 676 $a515/.723 686 $aSI 830$2rvk 700 $aKatz$b Nicholas M.$f1943-$059374 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910461830703321 996 $aConvolution and equidistribution$9854265 997 $aUNINA LEADER 10020nam 22007815 450 001 9910483864203321 005 20251113194221.0 010 $a9789401789721 010 $a940178972X 024 7 $a10.1007/978-94-017-8972-1 035 $a(CKB)3710000000187304 035 $a(EBL)1783775 035 $a(SSID)ssj0001297159 035 $a(PQKBManifestationID)11725881 035 $a(PQKBTitleCode)TC0001297159 035 $a(PQKBWorkID)11353982 035 $a(PQKB)10158158 035 $a(MiAaPQ)EBC1783775 035 $a(DE-He213)978-94-017-8972-1 035 $a(PPN)179922114 035 $a(EXLCZ)993710000000187304 100 $a20140709d2014 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aInternational Handbook of Learning, Teaching and Leading in Faith-Based Schools /$fedited by Judith D. Chapman, Sue McNamara, Michael J. Reiss, Yusef Waghid 205 $a1st ed. 2014. 210 1$aDordrecht :$cSpringer Netherlands :$cImprint: Springer,$d2014. 215 $a1 online resource (725 p.) 300 $aDescription based upon print version of record. 311 08$a9781322175294 311 08$a1322175292 311 08$a9789401789714 311 08$a9401789711 320 $aIncludes bibliographical references at the end of each chapters. 327 $aIntroduction and Overview -- Learning, Teaching and Leading in Faith-Based Schools: Michael Reiss, Yusef Waghid, Sue McNamara and Judith Chapman -- Part 1 - The Educational, Historical, Social and Cultural Context of Faith-based Schooling: Section editor: Michael Reiss -- 1 The impact of faith-based schools on lives and on society: Policy implications: Charles Glenn -- 2 Values and values education: Challenges for faith schools: J. Mark Halstead -- 3 Church of England schools: Into the third century: Janina Ainsworth -- 4 Jewish schools and Britain: Emerging from the past, investing in the future: Helena Miller -- 5 Faith related schools in the United States: The current reality: Joseph O?Keefe and Michael O?Connor -- 6 Faith schools and religious diversity: The case of Muslim Schools: Farid Panjwani -- 7 Belief and cultural sustainability: The experiences of Jewish and Muslim schools in the UK: Marie Parker-Jenkins -- 8 Faith-based schools and the creationism controversy: The importance of the meta-narrative: Sylvia Baker -- 9 On the idea of non-confessional faith-based education: Michael Hand -- 10 Faith schools in England- the humanist critique: Andrew Copson -- 11 Shepherding and strength: Teaching evolution in American Christian schools: Lee Meadows -- 12 Challenges faced by faith-based schools with special reference to the interplay between science and religion: Michael Poole -- 13 Sex education and science education in faith- based schools: Michael Reiss -- Part II - Conceptions: The Nature, Aims and Values of Education in Faith-based Schools: Section editor: Yusef Waghid -- 14 Faith-based education and the notion of autonomy, common humanity and authenticity: In defense of a pedagogy of disruption: Yusef Waghid -- 15 The hermeneutical competence: How to deal with faith issues in a pluralistic religious context: Gé Speelman -- 16 A faith-based ideological school system in Israel: Between particularism and modernity: Zehavit Gross -- 17 Religious values and/or humanrights values? Curriculum making for an ethic of truths: Petro du Preez -- 18 Capturing green curriculum spaces in the maktab: Implications for environmental teaching and learning: Najma Mohamed -- 19 Towards a logic of dignity: Educating against gender-based violence: Juliana Claasens -- 20 Islamisation and Muslim independent schools in South Africa: Suleman Dangor -- 21 The nature, aims and values of Seventh-day Adventist Christian education: Philip Plaatjies -- 22 The Gülen philosophy of education and its application in a South African school: Yasien Mohamed -- 23 A teacher?s perspective on teaching and learning at a faith-based Muslim school in Cape Town: Omar Esau -- 24 Muslim women and cosmopolitanism: Reconciling the fragments of identity, participation and belonging: Nuraan Davids -- 25 Women, identity and religious education: a path to autonomy, or dependence? Nuraan Davids -- Part III - Current Practices and Future Possibilities: Section editors: Sue McNamara and Judith Chapman -- 26 The shaping of Ireland?s faith-based school system and the contemporary challenge to it: John Coolahan -- 27 Religious education in a time of globalization and pluralism: The example of the United States: Walter Feinberg -- 28 Classroom practice in a faith-based school: A tale of two levels: Paul Black -- 29 Faith- based schools in Japan: Paradoxes and pointers: Stuart Picken -- 30 Curriculum, leadership and religion in Singapore schools: How a secular government engineers social harmony and the ?state interest?: Clive Dimmock, Hairon Salleh and Cheng Yong Tan -- 31 Critical fidelity and Catholic school leadership: John Sullivan -- 32 So who has the values? Challenges for faith-based schools in an era of values pedagogy: Terry Lovat and Neville Clement -- 33 Use of Islamic, Islamicised and National Curriculum in a Muslim faith school in England: Findings from an ethnographic study: Sadaf Rizvi -- 34 A mobile school- bringing education to migrant children in Goa, India: Marion deSouza -- 35 Religious Education in Japanese ?Mission Schools?: A case study of Sacred Heart schools in Japan: Nozomi Miura -- 36 A systems approach to enhancing capacity of teachers and leaders in Catholic school communities to link learning, student wellbeing, values and social justice: Helen Butler, Bernadette Summers and Mary Tobin -- 37 Schools and families in partnership for learning in faith-based schools: Annie Mitchell, Judith Chapman, Sue McNamara and Marj Horne -- 38 Learning for leadership: An evidence based approach for leadership learning in faith- based schools: Michael Buchanan and Judith Chapman -- 39 Leading Australian Catholic schools: Lessons from the edge: Michael Gaffney -- 40 Faith-based non-government organizations and education in ?post-new war societies?: Background, directions and challenges in leadership, teaching and learning: Tom O?Donoghue and Simon Clarke. 330 $aThe International Handbook on Learning, Teaching and Leading in Faith-Based Schools is international in scope. It is addressed to policy makers, academics, education professionals and members of the wider community. The book is divided into three sections. (1) The Educational, Historical, Social and Cultural Context, which aims to: Identify the educational, historical, social and cultural bases and contexts for the development of learning, teaching and leadership in faith-based schools across a range of international settings; Consider the current trends, issues and controversies facing the provision and nature of education in faith-based schools; Examine the challenges faced by faith-based schools and their role and responses to current debates concerning science and religion in society and its institutions. (2) The Nature, Aims and Values of Education in Faith-based Schools, which aims to: Identify and explore the distinctive philosophies, characteristics and guiding principles, values, concepts and concerns underpinning learning, teaching and leadership in faith-based schools; Identify and explore ways in which such distinctive philosophies of education challenge and expand different norms and conventions in their surrounding societies and cultures; Examine and explore some of the ways in which different conceptions within and among different religious and faith traditions guide practices in learning, teaching and leadership in various ways. (3) Current Practice and Future Possibilities, which aims to: Provide evidence of current educational practices that might help to inform and shape innovative and successful policies, initiatives and strategies for the development of quality learning, teaching and leadership in faith-based schools; Examine the ways in which the professional learning of teachers and educational leaders in faith-based settings might be articulated and developed; Consider the ways in which coherence and alignment might be achieved between key national priorities in education and the identity, beliefs, and the commitments of faith-based schools; Examine what international experience shows about the place of faith-based schools in culturally rich and diverse communities and the implications of faith-based schooling for societies of the future. 606 $aReligion and sociology 606 $aInternational education 606 $aComparative education 606 $aSchool management and organization 606 $aSchool management and organization 606 $aLearning, Psychology of 606 $aSociology of Religion 606 $aInternational and Comparative Education 606 $aOrganization and Leadership 606 $aInstructional Psychology 615 0$aReligion and sociology. 615 0$aInternational education. 615 0$aComparative education. 615 0$aSchool management and organization. 615 0$aSchool management and organization. 615 0$aLearning, Psychology of. 615 14$aSociology of Religion. 615 24$aInternational and Comparative Education. 615 24$aOrganization and Leadership. 615 24$aInstructional Psychology. 676 $a371.071 702 $aChapman$b Judith D$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aMcNamara$b Sue$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aReiss$b Michael J$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aWaghid$b Yusef$4edt$4http://id.loc.gov/vocabulary/relators/edt 906 $aBOOK 912 $a9910483864203321 996 $aInternational Handbook of Learning, Teaching and Leading in Faith-Based Schools$92844289 997 $aUNINA