Algebraic Geometry between Tradition and Future


Book Description

An incredible season for algebraic geometry flourished in Italy between 1860, when Luigi Cremona was assigned the chair of Geometria Superiore in Bologna, and 1959, when Francesco Severi published the last volume of the treatise on algebraic systems over a surface and an algebraic variety. This century-long season has had a prominent influence on the evolution of complex algebraic geometry - both at the national and international levels - and still inspires modern research in the area. "Algebraic geometry in Italy between tradition and future" is a collection of contributions aiming at presenting some of these powerful ideas and their connection to contemporary and, if possible, future developments, such as Cremonian transformations, birational classification of high-dimensional varieties starting from Gino Fano, the life and works of Guido Castelnuovo, Francesco Severi's mathematical library, etc. The presentation is enriched by the viewpoint of various researchers of the history of mathematics, who describe the cultural milieu and tell about the bios of some of the most famous mathematicians of those times.




The Ruins of the New Argentina


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A history explaining how Peronism emerged in relation to both the earthquake that devastated San Juan, Argentina, in 1944, and the massive rebuilding project that followed.




IEEE Electrolatina


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Alpha


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Structures of Technological Education and Contributing Social Factors


Book Description

This book presents five case studies on the development of post-secondary engineering education in Canada, Japan, Venezuela, Pakistan, and Scotland. An introduction to the case studies take a long, historical and sociological look at the development of technical education and in particular reviews the industrial revolution and education, and the earliest institutions specifically devoted to technical education. A discussion of recent developments touches on cooperative education and training, continuing education, and distance learning, and concludes that despite the many changes and innovations that are sure to occur, there will probably not be any one superior system of technological education that will be discovered and used by all. The case studies are as follows: (1) "The Education and Practice of Engineers and Technologists in Canada" (Glenn A. Morris); (2) "Technological Education in Japan" (Lawrence P. Grayson); (3) "Engineering and Technical Education in Pakistan" (Mohammad Authaulah); (4) "Engineering and Technical Education in the United Kingdom--The Early Years and Subsequent Developments in Scotland" (James Murray and Wilfred Fishwick); and (5) "A Critical Review of the Development, the Problems and the Future of Technological Education in Venezuela" (Edgar R. Yajure). The introduction, and the studies on Canada, Japan, and Venezuela each cite several references. (JB)




Educación superior


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Writing as a Learning Activity


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Writing as a learning activity offers an account of the potentials of writing as a tool for learning. Four aspects of writing emerge particularly clearly through the chapters. First, writing to learn depends on the cognitive strategies of the writer; instruction in such strategies contributes significantly to the ability to use writing as a learning tool. Secondly, strategies for writing and reasoning are largely specific to academic disciplines. Thirdly, writing is not, as traditionally conceived, only an individual ability, but also an activity that is social. It is a collaborative practice facilitated by representational tools-- books, computer, notes, schemata, drawings, etc. – by which knowledge is acquired, organized, and transformed at various levels of complexity. Fourthly, writing is a productive activity, exemplified by the varied and positive effects of writing on learning different subjects at various educational levels.




Education and Training Policy Qualifications Systems


Book Description

After reviewing policies and practice in 15 countries, this book presents nine broad policy responses to the lifelong learning agenda that relate directly to national qualifications systems. They also identify twenty linkages between qualifications systems and lifelong learning goals.