LEADER 00691nam0 2200229 450 001 000005164 005 20031128132731.0 010 $a88-13-21158-9 100 $a20031128d1998----km-y0itay50------ba 101 0 $aita 102 $aIT 200 1 $a<>struttura di gruppo nell'economia dell'impresa$fMaurizio Marano 210 $aPadova$cCedam$d1998 215 $aIX, 273 p.$d24 cm 610 1 $aConcentrazioni industriali 676 $a338.8 700 1$aMarano,$bMaurizio$0118008 801 0$aIT $bUNIPARTHENOPE $gRICA $2UNIMARC 912 $a000005164 951 $cNAVA1$a338-S/26$b36414$d20031128 996 $aStruttura di gruppo nell'economia dell'impresa$9198673 997 $aUNIPARTHENOPE LEADER 01079nam0 2200277 450 001 000015766 005 20091217163654.0 100 $a20080903d2006----km-y0itay50------ba 101 0 $aita 102 $aIT 105 $ay-------001yy 200 1 $aNuove tecnologie e modelli di e-business per le piccole e medie imprese nel campo dell'ICT 210 $aVerona$cCueim$d2006$gGrafiche Fiorini 215 $a2 v.$d24 cm 225 2 $aSinergie$iRapporti di Ricerca$v23 300 $aSuppl. al n. 69 della rivista Sinergie 327 1 $aVol. 2: Le marche collettive per il territorio ed i cluster di imprese: modelli, casi e strategie di sviluppo 410 0$12001$iRapporti di Ricerca$aSinergie 422 0$1001000001984 610 1 $aCommercio elettronico$aMedie imprese$aPiccole imprese 676 $a658.4063$v21 801 0$aIT$bUNIPARTHENOPE$c20080903$gRICA$2UNIMARC 912 $a000015766 951 $aSINE/R 658/23$bs.i.$cNAVA1$d2008 996 $aNuove tecnologie e modelli di e-business per le piccole e medie imprese nel campo dell'ICT$91202577 997 $aUNIPARTHENOPE LEADER 00827cam0-22003011i-450- 001 990005116640403321 005 20070925112846.0 035 $a000511664 035 $aFED01000511664 035 $a(Aleph)000511664FED01 035 $a000511664 100 $a19990604d1967----km-y0itay50------ba 101 0 $ager 102 $aDE 105 $ay-------001yy 200 1 $aDramen$fJacob Michael Reinhold 210 $aMünchen$cW. Fink$d1967 215 $av.$d20 cm 225 1 $aGesammelte Werke in vier Bänden$v1$fJacob Michael Reinhold Lenz 327 0 $a1. 700 1$aLenz,$bJakob Michael Reinhold$f<1751-1792>$0291268 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990005116640403321 952 $aTX-LE-22$bFil.Mod. 28001$fFLFBC 959 $aFLFBC 996 $aDramen$9534007 997 $aUNINA LEADER 05335oam 2200613 450 001 9910790801903321 005 20170523091545.0 010 $a0-08-101318-3 010 $a0-08-098352-9 035 $a(OCoLC)872703712 035 $a(MiFhGG)GVRL8DHC 035 $a(EXLCZ)992550000001171229 100 $a20140424d2014 uy 0 101 0 $aeng 135 $aurun|---uuuua 181 $ctxt 182 $cc 183 $acr 200 00$aFlow-induced vibrations $eclassifications and lessons from practical experiences /$feditors, Shigehiko Kaneko [and seven others] 205 $aSecond edition. 210 1$aLondon :$cAcademic Press,$d2014. 215 $a1 online resource (xii, 410 pages) $cillustrations 225 0 $aGale eBooks 300 $aDescription based upon print version of record. 311 $a0-08-098347-2 311 $a1-306-21378-9 320 $aIncludes bibliographical references and index. 327 $aFront Cover; Flow-Induced Vibrations: Classifications and Lessons from Practical Experiences; Copyright Page; Contents; Preface; 1 Introduction; 1.1 General overview; 1.1.1 History of FIV research; 1.1.2 Origin of this book; 1.2 Modeling approaches; 1.2.1 The importance of modeling; 1.2.2 Classification of FIV and modeling; 1.2.3 Modeling procedure; 1.2.3.1 Simplified treatment; 1.2.3.2 Detailed treatment; 1.2.4 Analytical approach; 1.2.5 Experimental approach; 1.2.5.1 Test facilities; 1.2.5.2 Similarity laws; 1.2.5.2.1 Structural model; 1.2.5.2.2 Fluid model 327 $a1.3 Fundamental mechanisms of FIV1.3.1 Self-induced oscillation mechanisms; 1.3.1.1 One-degree-of-freedom system; 1.3.1.2 Two-degrees-of-freedom system; 1.3.1.3 Multi-degrees-of-freedom system; 1.3.2 Forced vibration and added mass and damping; 1.3.2.1 Forced vibration system; 1.3.2.2 Added mass; 1.3.2.3 Fluid damping; References; 2 Vibration Induced by Cross-Flow; 2.1 Single circular cylinder; 2.1.1 Structures under evaluation; 2.1.2 Vibration mechanisms and historical review; 2.1.2.1 Vibration mechanisms; 2.1.2.1.1 Bending vibration of a circular cylindrical structure in steady flow 327 $a2.1.2.1.2 Vibration of a circular cylinder in oscillating flow2.1.2.1.3 Ovalling vibrations of cylindrical shells in steady flow; 2.1.2.2 Historical background; 2.1.2.2.1 Bending vibrations of a circular cylinder in steady flow; 2.1.2.2.2 Vibration of a circular cylinder in oscillating flow; 2.1.2.2.3 Ovalling vibrations of cylindrical shells in steady flow; 2.1.3 Evaluation methods; 2.1.3.1 Bending vibrations of a circular cylinder in steady flow; 2.1.3.1.1 Vibration induced by single-phase flow; 2.1.3.1.2 Vibration induced by two-phase flow 327 $a2.1.3.2 Vibration of a circular cylinder in oscillating flow2.1.3.3 Ovalling vibrations of cylindrical shells in steady flow; 2.1.4 Examples of component failures due to vortex-induced vibration; 2.2 Two circular cylinders in cross-flow; 2.2.1 Outline of structures of interest; 2.2.1.1 Examples; 2.2.1.2 Classification based on flow type; 2.2.1.3 Classification based on spatial configuration; 2.2.2 Historical background; 2.2.2.1 Excitation phenomena; 2.2.2.1.1 Vibration of cylinder pairs subjected to steady cross-flow; 2.2.2.1.2 Oscillatory-flow-induced vibration; 2.2.2.2 Research background 327 $a2.2.2.2.1 Steady-flow-induced cylinder vibration2.2.2.2.2 Oscillatory flow; 2.2.2.2.3 Vibration of cylinder pairs in two-phase flow; 2.2.3 Evaluation methodology; 2.2.3.1 Experimental evaluation; 2.2.3.1.1 Vibration of cylinder pair in single-phase flow; 2.2.3.2 Theoretical modeling; 2.2.3.2.1 Wake interference mathematical model; 2.2.3.2.2 Fluid-structure coupled analysis; 2.2.3.2.3 Determination of instability boundary by unsteady fluid force models; 2.2.3.2.4 Quasi-steady theory; 2.2.4 Examples of practical problems; 2.3 Multiple circular cylinders; 2.3.1 Outline of structures considered 327 $a2.3.2 Vibration evaluation history 330 $a In many plants, vibration and noise problems occur due to fluid flow, which can greatly disrupt smooth plant operations. These flow-related phenomena are called flow-induced vibration. This book explains how and why such vibrations happen and provides hints and tips on how to avoid them in future plant design. The world-leading author team doesn't assume prior knowledge of mathematical methods and provides the reader with information on the basics of modeling. The book includes several practical examples and thorough explanations of the structure, the evaluation method 606 $aMachinery$xVibration 606 $aMachinery$xVibration$xMathematical models 606 $aStructural dynamics 606 $aStructural dynamics$xMathematical models 606 $aFluid dynamics 606 $aFluid dynamics$xMathematical models 615 0$aMachinery$xVibration. 615 0$aMachinery$xVibration$xMathematical models. 615 0$aStructural dynamics. 615 0$aStructural dynamics$xMathematical models. 615 0$aFluid dynamics. 615 0$aFluid dynamics$xMathematical models. 676 $a423 702 $aKaneko$b S$g(Shigehiko), 801 0$bMiFhGG 801 1$bMiFhGG 906 $aBOOK 912 $a9910790801903321 996 $aFlow induced vibrations$93624604 997 $aUNINA LEADER 08888nam 22007813 450 001 9911046708903321 005 20210901203117.0 010 $a9781438472843 010 $a1438472846 024 7 $a10.1515/9781438472843 035 $a(CKB)4100000007591549 035 $a(MiAaPQ)EBC5667606 035 $a(Au-PeEL)EBL5667606 035 $a(CaPaEBR)ebr11651978 035 $a(OCoLC)1084251995 035 $a(BIP)065563049 035 $a(DE-B1597)683095 035 $a(DE-B1597)9781438472843 035 $a(Perlego)2672249 035 $a(EXLCZ)994100000007591549 100 $a20210901d2019 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aCatalyzing the Field $eSecond-Person Approaches to Contemplative Learning and Inquiry 205 $a1st ed. 210 1$aAlbany :$cState University of New York Press,$d2019. 210 4$d©2019. 215 $a1 online resource (262 pages) 311 08$a9781438472829 311 08$a143847282X 311 08$a9781438472836 311 08$a1438472838 327 $aIntro -- Contents -- Introduction -- The Intersubjective Turn -- Theory and Practice -- Practice in the Intersubjective Realms of Contemplative Inquiry -- The Chapters -- References -- 1. Mindfulness In Education: Contemplative Inquiry in a Community of Learners -- Respect -- Gentleness -- Intimacy -- Vulnerability -- Participation -- Outcomes of Contemplative Inquiry: Insight and Transformation -- Insight -- Transformation -- Teachers as Learners -- Notes -- References -- 2. Meditating Together, Speaking from Silence: The Theory and Practice of Interpersonal Mindfulness -- History of Insight Dialogue -- The Guidelines -- The Back Story: Why a Course in Interpersonal Mindfulness? -- A Bohmian View of Proprioception -- Paulo Freire: Dialogue and the Pedagogy of Liberation -- Right Speech: Interpersonal Mindfulness and the Buddha -- Contemplation: The Boston Marathon Bombings -- Notes on Mirror Neurons, Insight Dialogue, and Interpersonal Neurobiology -- Final Thoughts -- Notes -- References -- 3. Intersubjectivity in the Holistic Teaching of the Sociology of Religion at Glendon College in Toronto -- Struggle and Growing Conviction -- Multifaceted Contemplative-Intersubjective-Holistic Learning in Sociology -- Holistic Pedagogy Fosters Equanimity and Raises Group Self-Awareness -- Holistic Pedagogy Increases Mindfulness of the Teacher-Student Copresence -- Conclusion: Possibilities of Development of an Intersubjective-Contemplative-Holistic Approach to Sociology -- Notes -- References -- 4. Being With Horses as a Practice of the Self-with-others: A Case of Getting a FEEL for Teaching -- Joining Up -- Finding a Connection -- Moving Alongside -- Pedagogical Connections -- References -- 5. A Disciplined Practice of Collaboratively Working on Teaching as Contemplative Professional Practice. 327 $aA Framework for First-Person Contemplative Practice: Teaching as Contemplative Professional Practice -- Second-Person Contemplative Practice: Collaboratively Working across First-Person Experiences -- Second-Person Forms of Contemplative Practice -- What Our Second-Person Form of Contemplative Practice Looked Like -- What and How We Learned from Our Second-Person Form of Contemplative Practice -- Exchange 1 -- Exchange 2 -- Exchange 3 -- Conclusion: The Role of Second-Person Contemplative Practice for Teaching as Contemplative Professional Practice -- References -- 6. Awakening to Wholeness: Aikido as an Embodied Praxis of Intersubjectivity -- Intersubjectivity through Aikido -- Vignette #1: Harmonizing with the Universe -- Musubi -- De-ai and Ma-ai -- Importance of Practice for Experiencing Intersubjectivity -- From "Ki-Joining" to Indivisible Wholeness: Aikido Training -- Four Principles of Mind-Body Coordination -- Five Principles of Mind-Body Coordination in Aikido -- Vignette #2: Mirrorboxing: From Self-Projection to Reflection and Synchrony -- Vignette #3: Aikido as Embodied, Nonresistant Leadership -- Closing: Transformative Pedagogy as Human Interdependence -- Notes -- References -- 7. Self, Other, and the System -- Introducing My Pedagogical Work in Its Context -- Intersubjectivity in Educational Settings -- What Brain Science Tells about Learning -- Essential Pedagogical Abilities -- Tracking -- Affect Attunement -- Alignment -- Resonance -- Intersubjective Relational Field -- Self-Regulation -- Neuroception -- Learning Communities: A Dynamic Process -- Tools for Creating a Learning Community -- 1) The System for Analyzing Verbal Interaction (Savi) -- 2) Safety Through Resonance with Similarities:Systems-Centered Training (Sct) -- Phases of Working Groups and Their Process -- Subgroups -- A Demonstration: The Process in Action -- Centering. 327 $aUsing our Muscles to Center: An Example Exercise -- Centering and Intersubjectivity in Contemplative Education-A Portrayal -- Boundaries -- Summary and Final Thoughts -- References -- 8. Walking Steps: Contemplative Wanderings with Humanbecoming -- Honoring and Incorporating Contemplative Pedagogy and Practice -- How Are Contemplative Pedagogy and Contemplative Practices Understood? -- How Is the Concept (or Experience) of Intersubjectivity Understood? -- Course Example and Pedagogical Changes -- Pedagogical Changes -- Introducing the Pedagogical Approach -- Awareness Notes -- Contemplative Practices -- Aligning Content and Process -- Interweaving, Resonating, and Parallel Discussions -- Illimitability -- Freedom -- Paradox -- Student Ponderings -- Faculty Ponderings -- References -- 9. Contemplative Learning: A Second-Person Approach to Physical Fitness -- Neuroscientific Groundwork -- Primary Intersubjectivity -- Secondary Intersubjectivity -- Tertiary Intersubjectivity -- Fourth Level of Intersubjectivity -- Case Study -- Being Image -- First-Person Efforts -- Second-Person Collaborative Participation -- Challenges -- Summary -- Notes -- References -- 10. Teaching Creativity and Building Community in the Undergraduate Classroom: Self-Awareness, Empathy, and Character through Relational and Contemplative Practice -- Interdisciplinary Expressive Arts -- Self-Awareness, Empathy, and Character -- Self-awareness -- Empathy -- Character -- IDEA 1100-Interdisciplinary Foundations -- Learning Contract -- Weekly Reflections -- Group Project -- Peer Tutors -- Text -- Assessment and Final Skills Interview -- The Personal and Relational Context of Creating Together -- Interpersonal Suffering and Relational Mindfulness -- The Practice: Mindful Speaking/Listening and Class Check-In -- Teaching Creativity through Group Contemplative Arts Practice. 327 $aEnso¯ Painting -- End of Course Student Reflections -- Constructive Alignment -- Closing Personal Reflections -- Note -- References -- 11. A Three-tiered Monastic Approach to Intersubjective Dialogue for Application Within Higher Education -- Intersubjective Dialogue-Listening to the Voice within the Text -- Intersubjective Dialogue-Listening to the Self -- Intersubjective Dialogue-Listening to Others -- Class Dialogue -- Listening Cafe?s -- Summary -- Notes -- References -- 12. No Mind in Community: Cultivating "Fields in Good Heart" in an Intellectual and Professional Praxis-Enhancing Commons -- Introduction -- The Commons -- Communitas -- The Tea Ceremony -- Each and Every One of Us -- Honoring the Space -- Reincorporation -- Skunkworks -- Checking In -- Concluding Thoughts -- Notes -- References -- Contributors -- Index. 330 $aA rich collection of essays about the inner, shared experiences of participants engaged in second-person approaches to contemplative practice. 606 $aCollege teaching$xPsychological aspects$vCase studies 606 $aContemplation$vCase studies 606 $aEducation, Higher$xPsychological aspects$vCase studies 606 $aIntersubjectivity$vCase studies 606 $aMindfulness (Psychology)$vCase studies 606 $aReflective learning$vCase studies 606 $aTransformative learning$vCase studies 606 $aEDUCATION / Higher$2bisacsh 615 0$aCollege teaching$xPsychological aspects 615 0$aContemplation 615 0$aEducation, Higher$xPsychological aspects 615 0$aIntersubjectivity 615 0$aMindfulness (Psychology) 615 0$aReflective learning 615 0$aTransformative learning 615 7$aEDUCATION / Higher. 676 $a370.15/23 700 $aGunnlaugson$b Olen$01196241 701 $aScott$b Charles$0336121 701 $aBai$b Heesoon$01870771 701 $aSarath$b Edward W$01870772 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9911046708903321 996 $aCatalyzing the Field$94479295 997 $aUNINA