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200 10$aDivinity and maximal greatness /$fDaniel J. Hill
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327 $achapter 1 Introduction -- chapter 2 Omniscience -- chapter Qualia -- part 3 Omniscience and freedom -- chapter Freedom and foreknowledge -- chapter Denial of total divine foreknowledge -- part 4 Middle knowledge -- chapter Possible world semantics -- chapter 5 Omnipotence -- chapter 6 God and value -- chapter 7 Eternity and omipresence -- Eternity -- chapter Omnipresence.
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200 00$aDynamics and mission design near libration points$hVolume 2$iFundamentals : the case of triangular libration points$b[electronic resource] /$fG. Go?mez ... [et al.]
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327 $aContents; Preface; Chapter 1 Bibliographical Survey; 1.1 Equations. The Triangular Equilibrium Points and their Stability; 1.2 Numerical Results for the Motion Around L4 and L5 ; 1.3 Analytical Results for the Motion Around L4 and L5; 1.3.1 The Models Used
327 $a1.4 Miscellaneous Results 1.4.1 Station Keeping at the Triangular Equilibrium Points; 1.4.2 Some Other Results; Chapter 2 Periodic Orbits of the Bicircular Problem and Their Stability; 2.1 Introduction; 2.2 The Equations of the Bicircular Problem
327 $a2.3 Periodic Orbits with the Period of the Sun 2.4 The Tools: Numerical Continuation of Periodic Orbits and Analysis of Bifurcations; 2.4.1 Numerical Continuation of Periodic Orbits for Nonautonomous and Autonomous Equations
327 $a2.4.2 Bifurcations of Periodic Orbits: From the Autonomous to the Nonautonomous Periodic System 2.4.3 Bifurcation for Eigenvalues Equal to One; 2.5 The Periodic Orbits Obtained by Triplication
327 $aChapter 3 Numerical Simulations of the Motion in an Extended Neighborhood of the Triangular Libration Points in the Earth-Moon System 3.1 Introduction; 3.2 Simulations of Motion Starting at the Instantaneous Triangular Points at a Given Epoch
327 $a3.3 Simulations of Motion Starting Near the Planar Periodic Orbit of Kolenkiewicz and Carpenter
330 $aIt is well known that the restricted three-body problem has triangular equilibrium points. These points are linearly stable for values of the mass parameter, ?, below Routh's critical value, ?1. It is also known that in the spatial case they are nonlinearly stable, not for all the initial conditions in a neighborhood of the equilibrium points L4, L5 but for a set of relatively large measures. This follows from the celebrated Kolmogorov-Arnold-Moser theorem. In fact there are neighborhoods of computable size for which one obtains "practical stability" in the sense t
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200 10$aCollaborative imagination $eearning activism through literacy education /$fPaul Feigenbaum
210 1$aCarbondale :$cSouthern Illinois University Press,$d[2015]
210 4$d©2015
215 $a1 online resource (250 p.)
300 $aDescription based upon print version of record.
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327 $aCover; Title Page; Copyright; Contents; Acknowledgments; Introduction: Invoking Activist Imagination; Part 1: Destabilizing Formal Education's Adaptive Function; 1. Rhetorics of Adaptation and Activism; 2. Progressive Sponsors and the Uncloaking of Literacy; Part 2: Reimagining the Struggle against Rigged Citizenship; 3. Practical-Literacy Networks as a Civil Rights Tradition; 4. Re-earning Activism after Rhetorical Decay; Part 3: Earning Activism in and around Higher Education; 5. Narrowing the Academic Responsibility Gap; 6. Institutionalizing Earth Literacy in Chacra Miami
327 $aEpilogue: Facilitating Educational Journeys toward Activism Notes; Works Cited; Index; Author Biography; Back Cover
330 $a"Processes of fighting unequal citizenship have historically prioritized literacy education, through which people envision universal first-class citizenship and devise practical methods for enacting this vision. In this important volume, literacy scholar Paul Feigenbaum explores how literacy education can facilitate activism in contemporary contexts in which underserved populations often remain consigned to second-class status despite official guarantees of equal citizenship. By conceiving of education as, in part, a process of understanding and grappling with adaptive and activist rhetorics, Feigenbaum explains, educators can direct people's imaginations toward activism without running up against the conceptual problems so many scholars associate with critical pedagogy. Over time, this model of education expands people's imaginations about what it means to be a good citizen, facilitates increased civic participation, and encourages collective destabilization of, rather than adaptation to, the structural inequalities of mainstream civic institutions. Feigenbaum offers detailed analyses of various locations and time periods inside, outside, and across the walls of formal education, including the Citizenship Schools and Freedom Schools rooted in the Civil Rights Movement of the 1950s and 1960s; the Algebra Project, a current practical-literacy network; and the Imagination Federation, a South Florida-based Earth-Literacy network. Considering both the history and the future of community literacy, Collaborative Imagination offers educators a powerful mechanism for promoting activism through their teaching and scholarship, while providing practical ideas for greater civic engagement among students"--$cProvided by publisher.
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200 10$aOn Baltic Slovenia and Adriatic Lithuania$eA Qualitative Comparative Analysis of Patterns in Post-Communist Transformation /$fZenonas Norkus
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