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Books on the topic 'K-Theorie'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 October 2024

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1

Kovacs, Dieter. Theorie der (D,K)-Reduktion. Konstanz: Hartung-Gorre, 1990.

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2

Phillips, N. Christopher. Equivariant K-theory and freeness of group actions on C*-algebras. Berlin: Springer-Verlag, 1987.

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3

Vorwalder, Sara. (K)ein Ende der Kunst: Kritische Theorie, Ästhetik, Gesellschaft. Wien: Lit, 2014.

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4

Guillermo, Cortiñas, ed. K-theory and noncommutative geometry. Zürich, Switzerland: European Mathematical Society, 2008.

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5

Karl, Schwarzenberg. Heraldika: Heraldika čili přehled její theorie se zřetelem k Čechám na vývojovém základě. 3rd ed. Praha: Vyšehrad, 2007.

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6

Hrsg.: Bayerd orfer, Hans-Peter, ed. Theatron: Studien zur Geschichte und Theorie der dramatischen K unste, Band 36: Im Auftrieb. T ubingen: Max Niemeyer Verlag, 2002.

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7

Herbert, Foltinek, Riehle Wolfgang 1937-, Zacharasiewicz Waldemar, and Stanzel F. K. 1923-, eds. Tales and "their telling difference": Zur Theorie und Geschichte der Narrativik : Festschrift zum 70. Geburtstag von Franz K. Stanzel. Heidelberg: Winter, 1993.

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8

Borho, W. Nilpotent orbits, primitive ideals, and characteristic classes: A geometric perspective in ring theory. Boston: Birkhäuser, 1989.

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9

Hovey, Mark. Morava K-theories and localisation. Providence, R.I: American Mathematical Society, 1999.

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10

Mimura, M. Topology of lie groups, I and II. Providence, R.I: American Mathematical Society, 1991.

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11

N, Ariza Eileen, ed. Why TESOL?: Theories and issues in teaching English as a second language for K-12 teachers. 2nd ed. Dubuque, Iowa: Kendall/Hunt Pub., 2002.

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12

editor, Donagi Ron, Douglas, Michael (Michael R.), editor, Kamenova Ljudmila 1978 editor, and Roček M. (Martin) editor, eds. String-Math 2013: Conference, June 17-21, 2013, Simons Center for Geometry and Physics, Stony Brook, NY. Providence, Rhode Island: American Mathematical Society, 2014.

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13

Roe, John. Winding around: The winding number in topology, geometry, and analysis. Providence, Rhode Island: American Mathematical Society, 2015.

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14

Gould, Stephen Jay. The mismeasure of man. New York, N.Y: W.W. Norton, 1996.

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15

Gould, Stephen Jay. The mismeasure of man. New York: W.W. Norton, 2008.

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16

Conference on Hopf Algebras and Tensor Categories (2011 University of Almeria). Hopf algebras and tensor categories: International conference, July 4-8, 2011, University of Almería, Almería, Spain. Edited by Andruskiewitsch Nicolás 1958-, Cuadra Juan 1975-, and Torrecillas B. (Blas) 1958-. Providence, Rhode Island: American Mathematical Society, 2013.

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17

Johannidis, Josina. Die Theorie des Rollenkonflikts Nach Robert K Merton. GRIN Verlag GmbH, 2011.

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18

Robert K. Mertons Theorie der self-fulfilling prophecy: Adaption eines soziologischen Klassikers. Frankfurt am Main: Lang, 2004.

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19

Polytopes, Rings, and K-Theory (Springer Monographs in Mathematics). Springer, 2009.

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20

Künzle, Ursula. Hippotherapie Auf Den Grundlagen der Funktionellen Bewegungslehre Klein-Vogelbach: Hippotherapie-K® Theorie, Praktische Anwendung, Wirksamkeitsnachweis. Springer London, Limited, 2013.

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21

Künzle, Ursula. Hippotherapie auf den Grundlagen der Funktionellen Bewegungslehre Klein-Vogelbach: Hippotherapie-K: Theorie, praktische Anwendung, Wirksamkeitsnachweis (Rehabilitation und Prävention). Springer, 2000.

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22

László Darvasis 'Die Hundejäger von Loyang' unter Einbeziehung der postkolonialen Theorie 'Verortungen der Kultur' von Homi K. Bhabha. GRIN Verlag GmbH, 2007.

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23

Still, Thomas. 1 Prozent Theorie: Ein Versuch Zur Rekonstruktion der Vergessenen Lehren des Ashtanga Yoga Nach Shri K. Pattabhi Jois und Seiner Familie. Independently Published, 2020.

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24

Roggenkamp, Klaus W., and Irving Reiner. Orders and Their Applications: Proceedings of a Conference Held in Oberwolfach, West Germany, June 3-9 1984. Springer London, Limited, 2006.

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25

Ballico, E., and Fabrizio Catanese. Classification of Irregular Varieties: Minimal Models and Abelian Varieties : Proceedings of a Conference Held in Trento, Italy, 17021 December, 1990 (Lecture Notes in Mathematics). Springer, 1992.

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26

ANFANG VON VIELEM: DIE THEORIE VON DER ENTWICKLUNG EINER VERTRAUENSKULTUR IN UNTERNEHMEN NACH REINHARD K. SPRENGER UND DEREN BEDEUTUNG FÜR FREIE TRÄGER DER JUGENDHILFE NACH SGB VIII. GRIN Verlag GmbH, 2011.

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27

Giese, Richard-Heinrich, Elisabeth De Bary, Kurt Bullrich, and Claus Dieter Vinnemann. Tabellen der Streufunktionen I1 , I2 und des Streuquerschnittes K Homogener Kügelchen Nach der Mie'Schen Theorie: Brechungsindex M= 1,50. Parameter α= 0 159, Streuwinkel φ= 1° 10°; φ= 10° 180°. de Gruyter GmbH, Walter, 2022.

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28

Floyd, E. E., and P. E. Conner. Relation of Cobordism to K-Theories. Springer London, Limited, 2006.

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29

Boles, Patrick F. Current K-12 Education Theories (Pearson Custom Education: EDU 790 Current K-12 Education Theories). Pearson Custom Publishing, 2009.

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30

Vaidya, Anand Jayprakash. Analytic Essentialist Approaches to the Epistemology of Modality. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198792161.003.0011.

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How can human thinkers come to know whether something is possible or necessary? Conceivability-based theories try to answer the question by appeal to our ability to conceive of alternative scenarios in our imagination, deductive approaches by appeal to our ability to draw deductive inferences. One version of the deductive approach is essentialist-k theory: we can come to have knowledge of possibility and necessity through our knowledge of conditionals that link essences to necessity and possibility and additional information. The chapter offers a critical examination of both Hale’s and Lowe’s explorations of essentialist-k theory. It argues that deductive theories, in general, have some advantages over conceivability-based theories; and that Hale’s version of essentialist-k theory has some advantages over Lowe’s. The chapter closes by articulating a general problem for essentialist-k theories, and calling for more work on the essentialist branch, what is also called the Hale-Branch, of research in the epistemology of modality through investigation of the metaphysics of essence.
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31

Vilarino-fernandez, Silvia. Methods of Differential Geometry in Classical Field Theories: K-Symplectic and K-Cosymplectic Approaches. World Scientific Publishing Co Pte Ltd, 2015.

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32

Leon, Manuel De, Modesto Salgado-Seco, Silvia Vilarino-Fernandez, and Manuel De Leon. Methods of Differential Geometry in Classical Field Theories: K-Symplectic and K-Cosymplectic Approaches. World Scientific Publishing Co Pte Ltd, 2015.

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33

Strategii︠a︡ russkoĭ doktriny: Cherez diktaturu k gosudarstvu pravdy. Moskva: Knizhnyĭ mir, 2014.

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34

Oklopcic, Zoran. Territorial Isomorphs. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198799092.003.0007.

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From the perspective of K-Universe, the formation of sovereign states is governed by recursive applications of K-Algorithm, and results in T-Isomorphs. Chapter 7 proposes Sierpinski recursion as an intuitive and commonsensical alternative to the existing ones, confronting it with those that can be gleaned from four constitutional theories––foundational constitutionalism, constitutional pluralism, para-constitutionalism, and radical pluralism—imagined also as potential problem-solving templates. In order to look at these theories more practically, what also needs to be reimagined is the conception of ultimate constitutional authority: away from the preoccupations with origins and narratives, and towards fuzzy, yet discernible mental image: a multi-dimensional matrix of presumed authority-challenges that informs the theorists’ attitudes towards a range of relevant issues in constitutional theory—from narrative identity and the character of political collectivity to constitutional pluralism and constitutionalism.
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35

Koreeda, Kiyoji, Masayoshi Tsuge, Linda Plantin Ewe, and Elizabeth Minchin Dalton. Building Inclusive Education in K-12 Classrooms and Higher Education: Theories and Principles. IGI Global, 2023.

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36

Koreeda, Kiyoji, Masayoshi Tsuge, Linda Plantin Ewe, and Elizabeth Minchin Dalton. Building Inclusive Education in K-12 Classrooms and Higher Education: Theories and Principles. IGI Global, 2023.

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37

Koreeda, Kiyoji, Masayoshi Tsuge, Linda Plantin Ewe, and Elizabeth Minchin Dalton. Building Inclusive Education in K-12 Classrooms and Higher Education: Theories and Principles. IGI Global, 2023.

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38

Kirtley, Susan E., Antero Garcia, and Peter E. Carlson, eds. With Great Power Comes Great Pedagogy. University Press of Mississippi, 2020. http://dx.doi.org/10.14325/mississippi/9781496826046.001.0001.

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This collection sets out the stakes, definitions, and exemplars of contemporary comics pedagogy. From K-12 contexts to higher ed instruction to ongoing communities of scholars working outside of the academy, comics pedagogy is at the heart of the work of today’s “aca-fans.” Building off of the interdisciplinary interests and approaches to teaching comics and teaching with comics, this volume brings together diverse voices to share key theories and scholarship on comics pedagogy. By bringing together scholars, creators, and educators across various fields and in K-12 as well as university settings, this volume significantly expands scholarship on comics pedagogy.
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39

Ichikawa, Jonathan Jenkins. Evidence. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199682706.003.0004.

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This chapter offers a contextualist interpretation of Timothy Williamson's identification of evidence and knowledge (E=K); the result is a contextualist approach to “evidence” that matches the book's contextualist approach to “knows”. The resultant view is an attractive version of E=K that is resistant to many challenges in the literature. Evidence itself also has an important role to play in the book's relevant alternatives approach to knowledge; substantive questions about the nature and extent of basic evidence are foregrounded. The chapter departs from previous contextualist theories in embracing an externalist, disjunctivist conception of basic evidence, according to which perception directly delivers propositions about the external world as basic evidence.
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40

Elam, J. Daniel. World Literature for the Wretched of the Earth. Fordham University Press, 2020. http://dx.doi.org/10.5422/fordham/9780823289790.001.0001.

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World Literature for the Wretched of the Earth recovers an alternative strain of anticolonialism that does not seek national sovereignty, authority, and political recognition, but advocates instead inexpertise, unknowing, unintelligibility, and collective unrecognizability. Early twentieth-century anticolonial thinkers endeavored to imagine a world emancipated from colonial rule, but it was a world they knew they would likely not live to see. Written in exile, in abjection, or in the face of death, anticolonial thought could not afford to base its politics on the hope of eventual success. This book shows how anticolonial thinkers theorized inconsequential practices of egalitarianism in the service of impossibility: a world without colonialism. To trace this impossible political theory, this book foregrounds anticolonial theories of reading and critique in the writing of four thinkers, Lala Har Dayal, B. R. Ambedkar, M. K. Gandhi, and Bhagat Singh. These activists theorized reading not as a way to cultivate mastery and expertise, but as a way of rather to disavow mastery and expertise altogether. Reading was antiauthoritarian precisely because it urged readers to refuse authorship and, relatedly, authority. To become or remain a reader, and divest oneself of authorial claims, was to challenge the logic of the British Empire and European fascism, which prized self-mastery, authority, and sovereignty. Bringing together the histories of comparative literature and anticolonial thought, Elam demonstrates how these early twentieth-century theories of reading force us to reconsider the commitments of humanistic critique and egalitarian politics.
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41

Cassirer and Langer on myth: An introduction. New York: Garland Pub., 2000.

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42

Fales, Evan. The Putnamian Argument (the Argument from the Rejection of Global Skepticism) [also, (O) The Argument from Reference, and (K) The Argument from the Confluence of Proper Function and Reliability]. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190842215.003.0013.

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A familiar story about reference that developed in the 1970s appeared to offer a light at the end of the tunnel of positivist theories of meaning. Coherence theories of truth and justification, paradigm shifts, and incommensurability stalked the land. Causal theories of reference (Kripke 1980) promised to change all that and restore scientific realism. But another dialectic took hold that led to what Putnam called internal realism. This chapter aims to rescue Putnam from internal realism, and to breathe new life into real realism. It also aims to rescue science from Plantinga’s argument N (and arguments O and K). That will allow an answer to perhaps the strongest link in the chain of arguments that Naturalism is epistemically self-defeating. The chapter offers a diagnosis of the central difficulty that appears to wreak havoc with the realist aspirations of causal theories of reference. Finally, a cure is offered for that malady.
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43

Ariza, Eileen N., Carmen A. Morales-Jones, Noorchaya Yahya, and Hanizah Zainuddin. Why Tesol? Theories and Issues in Teaching English As a Second Language for K-12 Teachers. 2nd ed. Kendall/Hunt Publishing Company, 2002.

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44

Why Tesol?: Theories and Issues in Teaching English As a Second Language With K-12 Focus. Kendall Hunt Pub Co, 2002.

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45

Ariza, Eileen N. Why TESOL?: Theories and Issues in Teaching English As a Second Language for K-12 Teachers. 2nd ed. Kendall/Hunt Publishing Company, 2002.

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46

Why TESOL? Theories and Issues in Teaching English to Speakers of Other Languages in K-12 Classrooms. Kendall Hunt Publishing Company, 2018.

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47

Ariza, Eileen N., Carmen A. Morales-Jones, Noorchaya Yahya, and Hanizah Zainuddin. Why Tesol? Theories and Issues in Teaching English to Speakers of Other Languages in K-12 Classrooms. 3rd ed. Kendall/Hunt Publishing Company, 2006.

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48

Morales-Jones, Carmen. Why TESOL? Theories and Issues in Teaching English to Speakers of Other Languages in K-12 Classrooms. Kendall Hunt Publishing, 2010.

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49

Bass, Hyman. Algebraic K-Theory I. Proceedings of the Conference Held at the Seattle Research Center of Battelle Memorial Institute, August 28 - September 8 1972: Higher K-Theories. Springer London, Limited, 2006.

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50

Why Tesol? Theories and Issues in Teaching English As a Second Language for K-12 Teachers: Study Guide. Kendall/Hunt Publishing Company, 2002.

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