krainaksiazek 3 dynamic books in 1 20088260

- znaleziono 23 produkty w 4 sklepach

Ict Interact For Key Stage 3 Dynamic Learning - Pupil's - 2850534638

119,99 zł

Ict Interact For Key Stage 3 Dynamic Learning - Pupil's

Książki Obcojęzyczne>Nieprzypisane

ICT InteraCT Delivers Everything You Need For Success At Key Stage 3. At Its Heart Are Digital Resources Delivered Via Dynamic Learning Technology, Which Are Supported By Blended Student Activity Books And Teacher Packs.

Sklep: Gigant.pl

Ict Interact For Key Stage 3 Dynamic Learning - Pupil's - 2850534637

119,99 zł

Ict Interact For Key Stage 3 Dynamic Learning - Pupil's

Książki Obcojęzyczne>Angielskie>Children

ICT InteraCT Is A New Course For Key Stage 3. At Its Heart Are Digital Resources Delivered Via Dynamic Learning Technology, Which Are Supported By Blended Student Activity Books And Teacher Packs.

Sklep: Gigant.pl

The Elements of Dynamic Symmetry - 2826909197

50,81 zł

The Elements of Dynamic Symmetry Dover Publications

Książki / Literatura obcojęzyczna

INTRODUCTION Synthesis and analysis The difference between static and dynamic symmetry Sources for the study of dynamic symmetry THE DYNAMIC SYMMETRY OF THE PLANT The summation series How dynamic symmetry was discovered The logarithmic spiral The law of phyllotaxis Explanation of its application to design PART I. SIMPLE RECTANGLES LESSON 1. THE SQUARE (OR UNITY) Methods for manipulating the plan forms of nature The square and its diagonal The square and the diagonal to its half The root rectangles constructed outside a square The linear proportions of the root rectangles The root rectangle constructed within a square LESSON 2. THE RECTANGLE OF THE WHIRLING SQUARES (1.618) AND THE ROOT-FIVE RECTANGLE (2.236) Construction of a whirling square rectangle Method for constructing a root-five from a whirling square rectangle "Cutting a line in what Plato called "the section" LESSON 3. THE APPLICATION OF AREAS Simple method of the Greeks for the division of areas Process for the application of the square on an end to a side of a rectangle LESSON 4. THE RECIPROCAL Definition of a reciprocal Importance to design of a reciprocal shape "Explanation of the name "whirling squares" Arithmetical statement of the reciprocal considered Relationship between whirling square reciprocals and the root-five rectangle LESSON 5. THE DIAGONAL The diagonal of a rectangle The 47th proposition of the first book of Euclid The diagonal of a reciprocal Various methods for establishing reciprocals The rectangular spiral Intersection of a diagonal of the whole with a diagonal of the reciprocal Division of the root rectangles into their reciprocals LESSON 6. THE ROOT-TWO RECTANGLE (1.4142) Why a root-two rectangle is so called Rectangular spirals in a root-two rectangle A root-two rectangle plus a square A root-two rectangle described within a square Root-two rectangles described on the four sides of a square The reciprocal of a root-two rectangle plus a square A square plus two root-two reciprocals Division of a root-two rectangle into its reciprocals Division of any rectangle into thirds LESSON 7. THE ROOT-TWO RECTANGLE AND THE APPLICATION OF AREAS "A square "applied" on the end of a root-two rectangle " Application of areas to other areas A square applied to each end of a root-two rectangle Division of a root-two rectangle when the diagonal of the whole cuts the side of an applied square Application of a square on an end to a side of a root-two rectangle Similarity of figure A root-two rectangle applied to the square of a 2.4142 shape A square applied to a root-two reciprocal LESSON 8. THE ROOT-THREE RECTANGLE (1.732) Construction of a root-three rectangle Application of a square on the end of a root-three rectangle A square on an end applied to a side or a root-three rectangle Division of the root-three rectangle into its reciprocals Different ways of dividing the root-three rectangle into similar shapes LESSON 9. THE ROOT-FOUR RECTANGLE (2.) Construction of a root-four rectangle Division into its reciprocals Dynamic and static treatment of a root-four rectangle A whirling square rectangle applied to a root-four rectangle A square on an end applied to a side or a root-four rectangle LESSON 10. THE ROOT-FIVE RECTANGLE (2.236) Construction of a root-five rectangle Four whirling square rectangles described on the four sides of a square A square applied on the end of a root-five rectangle A square on an end applied to a side of a root-five rectangle Division of the root-five rectangle into its reciprocal LESSON 11. THE SPIRAL AND OTHER CURVES OF DYNAMIC SYMMETRY The logarithmic or constant angle spiral The first geometrical discovery made by the Greeks "Another great discovery, that of a mean proportional" Definition of a mean proportional Lines in continued proportion Logarithmic spiral drawn within a rectangle Construction of volutes of different kinds LESSON 12. GENERAL CONSTRUCTIONS FOR SIMILARITY OF FIGURE Enlargement and reduction of shapes by a diagonal Construction of similar shapes which can be moved up or down on a medial line Similar shapes constructed from any point in a rectangle Properties of modulation and measurableness in dynamic areas Properties of shapes similar to dynamic subdivisions of areas Construction of shapes similar to dynamic subdivisions of areas. Eternal principle of growth in dynamic shapes PART II. COMPOUND RECTANGLES LESSON I. THE COMPLEMENT Form and color complements compared Definition of a complement Relationship between areas and their complements Division of areas in terms of their complements A reciprocal in a complement of a root-five rectangle Intention the dominant factor in artistic expression Importance to the artist of the use of diagonal lines To transfer a complement How to construct different rectangles in single and multiple form within areas LESSON II. RHYTHMIC THEMES OF THE WHIRLING SQUARE RECTANGLE Root-five rectangles within the rectangle of the whirling squares Arithmetical analysis Other subdivisions of the whirling square rectangle Summing up of other ratios appearing in this lesson LESSON III. THE SQUARE PLUS A ROOT-FIVE RECTANGLE (1.4472) AND A WHIRLING SQUARE RECTANGLE APPLIED TO A SQUARE "The 1.4472 rectangle, the key ratio of the Parthenon plan" Its natural source in the regular pentagon How to draw a square plus a root-five rectangle Connection between the ratio 1.4472 and 1.382 How a whirling square rectangle is applied to a square Diagonals of the whole and diagonals of the reciprocals drawn to a whirling square rectangle within a square LESSON IV. COMPOUND RECTANGLES WITHIN A SQUARE Area in excess of a root-five rectangle placed within a square Natural source of an .809 rectangle A .191 rectangle A 1.191 rectangle LESSON V. FURTHER ANALYSIS OF THE SQUARE Analysis of excess areas resulting from application of a whirling square rectangle to a square LESSON VI. THE ADDITION OF UNITY TO DYNAMIC AREAS & "List, with corresponding diagrams, of the most important ratios of dynamic symmetry, with their reciprocals, 1/2 ratios and 1/2 reciprocals" LESSON IX. RATIOS MOST FREQUENTLY USED?Continued Analysis of a 2.309 shape with list of its subdivisions "List of subdivisions of the 2.4472, 2.472, 2.618 and 2.764 shapes" Odd compound rectangles within a square WHAT INSTRUMENTS TO USE AND HOW TO USE THEM DEFINITIONS SELECTED FROM THE THIRTEEN BOOKS OF EUCLID'S ELEMENTS GLOSSARY

Sklep: Libristo.pl

System Zoo 3 Simulation Models - 2826844413

140,21 zł

System Zoo 3 Simulation Models BERTRAMS

Książki / Literatura obcojęzyczna

About the book: Mathematical modeling and computer simulation make it possible to understand and control the dynamic processes taking place in complex systems. Simulation provides insights into the often surprising diversity of possible behaviors, and allows identifying possibilities for intervention and options for alternative development. About one hundred simulation models from all areas of life are fully documented in the three volumes of the 'System Zoo'. They can be quickly implemented and easily operated using freely available system dynamics software. Volume 3 of the System Zoo contains simulation models of economic and social systems and global development, among them: production, stocks and orders, marketing and consumption, competition, life planning, employment, ecotax, escalation, dependence, aggression, population and community development, debt crisis, globalization, the world models of the Club of Rome (by Forrester and the Meadows group) and examples of nonnumerical knowledge processing applied to impact assessment and decision processes. The System Zoo collection of simulation models is particularly well-suited for teaching, training, and research projects at all levels from high school to university, and for individual study. Volume 1 of the System Zoo contains simulation models of elementary systems, and of systems from the fields of physics and engineering. Volume 2 of the System Zoo presents simulation models related to climate, vegetation, ecosystems and resources. About the author: Hartmut Bossel is Professor Emeritus of environmental systems analysis. He taught for many years at the University of California in Santa Barbara and the University of Kassel, Germany, where he was director of the Center for Environmental Systems Research until his retirement. He holds an engineering degree from the Technical University of Darmstadt, and a Ph.D. degree from the University of California at Berkeley. With a background in engineering, systems science, and mathematical modeling, he has led many research projects and future studies in different countries, developing computer simulation models and decision support systems in the areas of energy supply policy, global dynamics, orientation of behavior, agricultural policy, and forest dynamics and management. He has written numerous books on modeling and simulation of dynamic systems, social change and future paths, and has published widely in the scientific literature in several fields.

Sklep: Libristo.pl

Stardust 3: Activity Book - 2837509260

74,42 zł

Stardust 3: Activity Book Oxford University Press

Książki / Literatura obcojęzyczna

Stardust 1 - A fun narrative context and loveable characters guide children through a series of topics. Stardust 2 and 3 - Children build on their existing language skills and develop the spoken and written skills needed for simple communication activities. Stardust 4 and 5 - A dynamic approach appeals to the needs and interests of ten to twelve year olds, and creates a solid base for their Secondary studies. Who is it for? Primary teachers in private and state schools with 2-3 teaching hours a week. Key features Stardust 1: Language is introduced through songs and practised in stories. Resources include a puppet, flashcards, wordcards, and photocopiable materials. A photo documentary provides information about British children and their lives. Activity Books allow you to introduce reading and writing skills. Stardust 2 and 3: Plentiful teacher

Sklep: Libristo.pl

Ict Interact For Key Stage 3 - Teacher Pack - 2852239335

939,99 zł

Ict Interact For Key Stage 3 - Teacher Pack

Książki Obcojęzyczne>Angielskie>Children

ICT InteraCT Is A New Course For Key Stage 3. At Its Heart Are Digital Resources Delivered Via Dynamic Learning Technology, Which Are Supported By Blended Student Activity Books And Teacher Packs.

Sklep: Gigant.pl

Stardust 1: Classbook - 2826928319

110,08 zł

Stardust 1: Classbook Oxford University Press

Książki / Literatura obcojęzyczna

Stardust 1 - A fun narrative context and loveable characters guide children through a series of topics. Stardust 2 and 3 - Children build on their existing language skills and develop the spoken and written skills needed for simple communication activities. Stardust 4 and 5 - A dynamic approach appeals to the needs and interests of ten to twelve year olds, and creates a solid base for their Secondary studies. Who is it for? Primary teachers in private and state schools with 2-3 teaching hours a week. Key features Stardust 1: Language is introduced through songs and practised in stories. Resources include a puppet, flashcards, wordcards, and photocopiable materials. A photo documentary provides information about British children and their lives. Activity Books allow you to introduce reading and writing skills. Stardust 2 and 3: Plentiful teacher

Sklep: Libristo.pl

ARTandamp;FUN Bajkowe Malowanie po numerkach - 2846488769

10,79 zł

ARTandamp;FUN Bajkowe Malowanie po numerkach

Książki & Multimedia > Książki

Opis - Duża drewniana kostka, gdzie każda ściana ma inną funkcję.Rozmiar: 20x20x36 cmWiek: od 18 miesięcy Nazwa - ARTandamp;FUN Bajkowe Malowanie po numerkach Marka - Simba Kod EAN - 4006592678449 Wydawca - SIMBA Kod producenta - 106337844 Podatek VAT - 23%

Sklep: InBook.pl

Management - The Essence of the Craft - 2826820823

191,34 zł

Management - The Essence of the Craft Campus Verlag GmbH

Książki / Literatura obcojęzyczna

Author's Preface to the English Edition 2010 In this book I am presenting a new kind of management for a new kind of world. It is my concept of right and good management for functioning organizations in functioning societies of exceeding complexity. The need for such a concept arises because conventional management - by which, basically, I mean the US-type management theory and practice now applied worldwide - has come to its very limits as it is unable to deal with the consequences of its own success. The result of its tremendous achievements is a world of inextricably interrelated dynamic systems which are incomprehensibly complex. This has largely been ignored by the dominating US management approach because it was never designed for such conditions. It now fails exactly for this reason, thereby causing the present crisis. I have actually been predicting this for years in many of my publications, including the German version of this book which was first published in 2005. The fact that success almost inevitably breeds its own failure is often overlooked, although it is well known in many fields and in particular in those that accept complexity explicitly as their research subject such as biology or ecology. Albert Einstein already remarked that one cannot solve problems with the same methods which produced them. Failure to manage complexity as the major cause of the worldcrisis What, at present, a majority - at least in the West - considers to be a mere financial crisis can probably be much better understood if it is looked at from an altogether different perspective: the failure to understand and manage complexity. Business and society seem to be undergoing one of the most fundamental transformations in history. Only on the surface, and only if perceived in conventional categories, do present changes appear to be financial and economic in nature. What is happening might better be understood as an Old World dying because a New World is being born. There will hardly be any bridges back to the old state of affairs. Perhaps the most practical premise to navigate by is that whatever can change will change. If so, we are witnessing no less than the almost complete collapse of the formerly so efficient US management approach, which was developed mainly in the context of business administration and taught in business schools as the ultimate wisdom with regard to the running of corporations in a world where its premises applied to an ever lesser degree. Its realities have already been changing for quite some time but this went largely unnoticed because most people tend to see only the old familiar patterns in the new realities. We are experiencing in particular the failure of the US-type of corporate governance and the kind of top management which is dominated almost exclusively by financial variables only. We see the collapse of the shareholder value approach, which due to its short term profit orientation is largely ignoring the customer and is hostile to future-oriented investing and innovating, thereby systematically misdirecting the allocation of societal resources. The failure of the US-approach is, among other aspects, the consequence of mistaking financial investment for real investment, thereby undermining the former strengths of the US-economy, of confusing mountains of bad debts with sustainable wealth, and of failing to distinguish between healthy and pathological growth. Ironically, what collapsed first was the financial system which appeared to be the most highly developed and sophisticated system ever designed. It was believed to be free of systemic risk by most experts and run by the world's most excellent executives educated in what were thought to be the best universities and business schools worldwide. However, complex systems have properties and laws of their own. Their driving forces - if systematically ignored - make them inevitably go out of control. Such systems are incomputable and unpredictable in principle and incomprehensible to the conventionally educated mind. They are non-linear, self-dynamic and continuously self-changing and self-restructuring in unforeseeable ways. They are largely self-organizing and self-regulating. Nevertheless, they can be - up to a degree - controlled and regulated albeit only by a fundamentally different kind of thinking, a new approach for managing complexity and by applying the right methods and tools which are the subject of this book and its companion volumes. Reliable Functioning by Wholistic Management Systems Economic and financial measures on the macro level alone will hardly cure the crisis. What it takes on the level of societal institutions is a new way of functioning which is described in my six volume series Management: Mastering Complexity in which I present my Malik Wholistic General Management Systems. This first volume contains an overview of the system as a whole whereas the other five volumes will describe the constitutive parts of the system. The second volume "Corporate Policy and Governance: How Organizations Self-Organize", was published in 2008 in German and will be available in English soon. The third volume on strategy is still due in 2010. The remaining three volumes will be dedicated to the new structure for functioning complex organizations, their appropriate culture and the kind of executives who have to be able to understand and master complexity. Together these six volumes will contain the essence of the most comprehensive General Management System worldwide. To the best of my knowledge my Wholistic General Management Systems are globally the only ones explicitly designed to ensure reliable functioning under conditions of exceedingly high and dynamic complexity. For this reason and because my Management Systems are universally applicable conventional business administration plays a limited role in my book. For practical reasons, however, I am going to illustrate the application of my systems mainly in the context of the business enterprise. Familiar concepts and terms are left unchanged wherever possible in order to avoid confusion for the practitioner whereas their meaning and most contents are new and different. The important new knowledge for mastering complex systems does not come from economics or business administration but from what I call the Complexity Sciences, i.e. Systemics, Bionics and Cybernetics, which can also be called the Sciences of Functioning. For the term "Functioning" I often use the synonym "Right and Good Management" as opposed to wrong and bad management. By this I want to point to the need to understand management as a true profession with its own standards of craftsmanship as indicated in the subtitle of this book. If the institutions of today's and more so of tomorrow's societies are supposed to function, management needs to liberate itself from fashions and fads and has to become a profession of the same status as for example the profession of the surgeon, the aircraft pilot or the lawyer all of which have as a matter of course their standards of professionalism. The foundation for a profession of effective management for functioning institutions is to be found in my earlier book Managing Performing Living. My General Management Systems - with the support of the experts of my own organization - have been developed, tested and implemented in numerous cases over more than 30 years in all sorts of institutions in business and non-business areas mostly in Europe and particularly in the German speaking world including their worldwide subsidiaries. What works in the complexities of these areas will almost certainly work worldwide. Having discussed the structure, functioning principles and effects of my systems with tens of thousands of executives of all levels I have strong arguments that there is only one kind of management that works effectively, namely Right and Good Management as I present it in my books, and that it is - contrary to mainstream thinking - universally valid and culturally invariant. Fashionable arbitrariness which so often characterizes management should not be given any place in what is one of the most important social functions. In most respects my Wholistic Management Systems for Functioning are the opposite of what is taught in most business schools. That they will have to change fundamentally as a consequence of the global crisis is hesitatingly becoming apparent to some - among them also a few leading ivy league schools. But it might be a long and hard way for them to recover from the fallacies of their own teachings and partly from the application of wrong management to themselves. At the same time, however, if they manage to change radically and fast it is one of the greatest opportunities for them to show effective leadership in the service of a functioning society in times of great change. Fredmund Malik St. Gallen, January 2010 Introduction "The very first step toward success in any occupation is to become interested in it." Sir William Osler (1849 - 1919), physician Our increasingly complex world cannot function without management, and it can hardly function without precise management. This is true for all kinds of societal institutions, be it commercial enterprises or other organizations. The purpose of this book is to help their managers and employees fulfill their demanding occupational tasks in a professional manner. In the midst of a jumble of doctrines, ideologies, and true innovations, this book will provide the overview required to distinguish right from wrong and useful from useless. These distinctions are indispensable for meeting both individual and shared responsibilities at each stage of a professional career. They are also crucial for successful and productive interaction. This book is a compact compendium for right and good management - for general management - in that it provides the necessary overview of what it entails. In the following volumes of this series, each of the elements of right and good management will be described in greater detail, including both theoretical content and recommended implementation approaches. Interested readers will be able to familiarize themselves with the tools and practices of the craft, along with numerous practical examples. As such, the present book is a prelude to a practical, comprehensive guide to what the management craft and managerial professionalism must entail. Sound general management is not about doing something new, modern, or fashionable. What matters is that it is right, that it works, and that it helps practitioners fulfill their tasks to the best of their abilities. The subject of this book - and of the rest of my publications - is not the "management thinking of today". Rather, all my books are practical guides to effectiveness. They point out my personal opinions on different matters, which are often not in sync with mainstream thinking. Management. The Essence of the Craft continues, enlarges upon, and complements my book Managing Performing Living. While the latter deals with the conduct and actions of the individual manager, the present book goes much further in that it deals with the institution as a whole - with system-oriented general management. The book contains a series of propositions which, compared to mainstream thinking, may be regarded as provocative, unusual, and frequently even wrong - at least initially. In this book, and the books to follow, I am putting my arguments forward for discussion. Central Propositions 1.Management is society's most important function. The functioning of society depends on management. Only management turns resources into results. 2.Management can largely be acquired by learning. It is a profession and a craft. It follows the same rules of professionalism that are known and have proven useful in other professions. Talents are useful but not essential. 3.The only kind of management a person needs to learn is right and good management. Right and good management is universal, invariant, and independent of culture. It is equally valid for all kinds of organizations and all countries. There is no need for international, multicultural, or global management. All effective institutions function in the same way. They employ the same functional principles. 4.Apparent differences are not related to management but to the nature of the different tasks to be fulfilled in different organizations. 5.Not everyone can manage just any organization. This is not due to management skills but to the difference in operational tasks. 6.All managers in all organizations and across all hierarchy levels need the same kind of management skills. Not all, however, need them in the same degree of comprehensiveness and detail. Disregarding this principle leads to a lack of orientation and direction, which, in turn, means the end of communication and function. 7.In my view, most of the management ideas prevailing over the past fifteen years or so are false, misleading, and harmful. This is true in particular for anything related to the doctrine of shareholder value and its consequences - such as value-increasing strategies and a way of thinking that focuses predominantly on financial aspects. The stakeholder approach is equally wrong. 8.The economic difficulties of our time, which I believe will inevitably deepen, are largely due to factors other than political errors. They are results of misguided management, of faulty and poor management. As a result, the question as to what right and good management is gains all the more importance. A Word on the Terms Used In management - as opposed to other, more advanced and mature disciplines of learning - there is no such thing as uniform or common parlance. Quite to the contrary: most authors attempt to impress readers by inventing their own terms and slogans. This is a roadblock to progress and to acquiring management skills. For this book, I essentially draw on the terms used in the St. Gallen Management Model, the first and so far only wholistic, system-driven management model, as well as on the linguistic usage of Peter F. Drucker, the doyen of management theory. As far as cybernetics and system sciences are concerned, I draw on the terms used by Stafford Beer, the originator of management cybernetics, and my own book Strategie des Managements komplexer Systeme ["Strategy for the Management of Complex Systems"]. 1.The terms "company", "organization", and "institution" are largely used in the same sense. Certain variances in meaning relate to the degree of generality, or the special limitation to a segment of society. The most general terms are "institution" and "organization". They refer to all organizations existing in a society, no matter what kind or legal form. The term "company", in essence, belongs to the business sector. Whenever no specific pointers are provided, it will be clear from the context what I mean when using each of these terms. The term most frequently used in this book is "company" and other terms related to it, such as "corporate policy". The statements made will generally be applicable to all kinds of institutions. Depending on the field of usage, the terms might need to be adapted somewhat, as in "educational policy" or "health policy". 2.The term "management" itself can be understood in several ways: Firstly, as a function that exists in any kind of organization and is indispensable for its functioning. This is the so-called functional dimension of management. It is neither linked to specific persons nor to organizational elements. This function is not perceptible to our senses. It is incorporated in certain actions taken by individuals and in this way its impact is perceived. Secondly, the term "management" can be understood to be the sum of the legal and/or organizational authorities in an institution. Examples include the executive board of a private company, the executive committee of a public company, a national government, or a university's board of directors. This is referred to as the institutional dimension, and it also includes expanded boards of managers, group management, management circles, or partners' conferences. As far as mandatory and/or higher-level authorities are concerned, the respective responsibilities, rights, obligations, and accountabilities are governed by laws, articles of incorporation, or statutes. Those of other organizational entities are determined by common sense and habits. Thirdly, management can be understood to include the persons that belong to the institutional authorities mentioned. This is the personal dimension of management. In particular the terms "top management" and "top manager" frequently carry that meaning. 3.I use the term "management" in the same meaning as its German equivalent "Führung". Both terms mean the same. In all my German-language publications, I use the two terms synonymously. By contrast, the terms "management" and "leadership" do not mean the same. 4.In the chapter on structure, the term "organization" carries two different meanings: the first, as mentioned above, is what we refer to when we speak of an institution being an organization; the second is what we mean when we speak of an institution having an organization. Which one of the two meanings applies should be clear from the particular context.

Sklep: Libristo.pl

Programming in Objective-C 2.0 LiveLessons (video Training) - 2836516046

539,98 zł

Programming in Objective-C 2.0 LiveLessons (video Training) Addison-Wesley Educational Publishers Inc

Książki / Literatura obcojęzyczna

Programming in Objective-C 2.0 LiveLessons is the world's first complete video training course on the basics of Objective-C, the programming language at the heart of Mac OS X and iPhone/iPad development. Bestselling author and trainer Stephen G. Kochan provides the new programmer with a step-by-step, hands-on introduction to the Objective-C language and the fundamentals of object-oriented programming. The course does not assume any previous programming experience and includes many detailed, practical examples of how to put Objective-C to use in everyday programming tasks for the Mac OS X and iPhone/iPad platforms. Stephen G. Kochan is author of the bestselling book Programming in Objective-C 2.0 and author or co-author of several bestselling books on the C language, including Programming in C, Programming in ANSI C, and Topics in C Programming. He has been programming Macintosh computers since the introduction of the first Mac in 1984, and he wrote Programming C for the Mac. Part I: Language Fundamentals 1: Getting Started in Objective-C [00:14:00] 2: Classes, Objects, and Methods [00:43:03] 3: Data Types and Expressions [00:41:00] 4: Loops [00:23:19] 5: Making Decisions [00:37:20] 6: More On Classes [00:43:36] 7: Inheritance [00:45:48] 8: Polymorphism, Dynamic Typing, and Dynamic Binding [00:23:12] 9: More on Variables and Data Types [00:29:10] 10: Categories and Protocols [00:39:25] 11: The Preprocessor [00:37.24] 12: Underlying C Language Features [01:43:03] Part II: iPhone Programming and the Foundation Framework 1: Introduction to the Foundation Framework [00:08:31] 2: Numbers and Strings [00:37:24] 3: Collections [01:26:56] 4: Working with Files [00:52:07] 5: Memory Management [00:40:13] 6: Copying Objects [00:35:58] 7: Archiving Objects [00:27:38] 8: Introduction to iPhone/iPod Touch Programming [00:34:46] 9: Writing an iPhone Fraction Calculator [00:36:45]

Sklep: Libristo.pl

Birds in Flight Mobile - 2826901102

92,49 zł

Birds in Flight Mobile CHRONICLE BOOKS

Książki / Literatura obcojęzyczna

Printed on sturdy board and easy to assemble, this dynamic sculpture is perfect for any room in need of flight and fancy-nursery, classroom, home, or office! Simply hang at desired height and add wings for a delightful 3-dimensional display of balance and movement. Includes: --2 wire rods (one 6-inch and one 16-inch wide) --String (includes extra string to hang at desired height) --1 hanging sun/moon centerpiece --4 different hanging birds NOTE: NOT a toy, hang out of children's reach SALES HANDLE: Continuing the enthusiasm for the Junzo Terada line, this season we introduce an all-new mobile format featuring a delightful bird/sky theme. JUNZO TERADA PRODUCT LINE INFO/ RELEVANT SALES COMPARISONS: S08: Animals around the World Journal (18K net) S09: Magical Menagerie Punch-out animals (5,800 net); Happy Animal Time Postcard book (4K net); and Animals at Work and Play Journal (5,600 net) F09: Animal Greetings Mix & Match (NYP); Animal Adventures Sticky Notes (NYP) NEW DISTINCTIVE FORMAT AT A GREAT VALUE: Exciting new format at a great value! Includes metal rods, string, and mobile pieces for $19.95. --Durable and minimal assembly required: Simply hang at desired height and add wings for a dynamic 3-dimensional sculpture. Note: simple slot construction like Magical Menagerie-no glue or scissors needed. --Other designer mobiles, like the Flensted line out of Denmark, tend to retail for a minimum of $30 up to $100 range. There are a lot of mobiles in the marketplace, but few feature an artist's work at an affordable price. (Lorena Siminovich's mobiles are made out of wood and retail for $68.) DEFINE CONSUMER: Perfect for children and adults alike, this mobile will appeal to a wide audience-parents looking to decorate their nursery, teachers looking to decorate their classrooms, as well adults of all ages. NOTE: mobile is not a toy and should be hung out of children's reach. NOTABLE ARTIST: Junzo is one of the most well-known artists in Japan today and he is gaining recognition in the U.S. He has had numerous art exhibits throughout Japan, and his designs and illustrations are commonly seen in bookstores there. Recently, his artwork and fabric designs have been receving rave reviews on blogs and crafty Web sites like Etsy. --Junzo's 'Magical Menagerie: Punch-Out Animals' has been getting great reviews, including a recent article ('101 Uses for Junzo Terada's Magical Menagerie' ) on Apartment Therapy's Ohdeedoh Web site. (link: http://www.ohdeedoh.com/ohdeedoh/101-uses-for-junzo-teradas-magical-menagerie--096707) --Junzo designed a limited-edition wallet for Poketo, and his charming fabric designs are featured on a number of tote bags by Japanese company Bag 'n' Noun.

Sklep: Libristo.pl

The Problem of Evil from a Panentheistic Perspective - 2846356404

67,09 zł

The Problem of Evil from a Panentheistic Perspective Books on Demand

Książki / Literatura obcojęzyczna

Scholarly Essay from the year 2010 in the subject Philosophy - Miscellaneous, grade: -, -, language: English, comment: A conference paper on theodicy from the panentheistc point of view. , abstract: The paper aims to provide a panentheistic perspective on the problem of evil and suffering. First the connection between the notion of God and good and evil is established. Further a definition of evil as something, which causes suffering together with its implications is given. Subsequently the notion of moral evil and physical evil is provided, followed by the three classical views on evil, which are: (1) there is no evil; (2) God is responsible for evil; (3) humans are responsible for evil. Finally the panentheistic view on God is introduced, who is considered as a system (sys0) consisting of numerous dynamic subsystems (sys1-n). Consequently God is both impassible, being as sys0 in equilibrium, and empathic with all dynamic subsystems (sys1-n), where, due to His immanence, He is present. The concluding part shows the meaning of suffering in Christian doctrine of Redemption and Co-Redemption.

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Classical Mechanics - 2845286428

897,74 zł

Classical Mechanics Springer, Berlin

Książki / Literatura obcojęzyczna

This is the second volume of three books, by the same author, devoted to classical mechanics. In this book, Classical Mechanics: Dynamics, dynamical and advanced mechanics problems are stated, illustrated, and discussed, including a few novel concepts by comparison to standard text books and monographs. Aside from being addressed to a wide spectrum of graduate students, postgraduate students, researchers, and instructors, from the fields of mechanical and civil engineering, this volume, which includes a wealth of worked examples and applications, is also intended to be used as a self-contained reference for researchers in applied mathematics and physical sciences. §Chapter 1 covers dynamics of a particle and systems of particles, as well as rigid body motion about a point. Mathematical and physical pendulums are discussed in Chapter 2 and Chapter 3 presents static and dynamic problems of discrete mechanical systems. Classical equations of mechanics are studied in Chapter 4 and Chapter 5 introduces and illustrates classical impact theory. Chapter 6 deals with the vibrations of mechanical systems and Chapter 7 briefly studies the dynamics of planets. Dynamics of variable mass systems are presented in Chapter 8 and body and multibody dynamics are studied in Chapter 9. A geometric approach to dynamical problems is the focus of Chapter 10 and Chapter 11 ends the text with geometric dynamics.

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Stardust 5: Activity Book - 2852758099

74,42 zł

Stardust 5: Activity Book Oxford University Press

Książki / Literatura obcojęzyczna

Stardust 1 - A fun narrative context and loveable characters guide children through a series of topics. Stardust 2 and 3 - Children build on their existing language skills and develop the spoken and written skills needed for simple communication activities. Stardust 4 and 5 - A dynamic approach appeals to the needs and interests of ten to twelve year olds, and creates a solid base for their Secondary studies. Who is it for? Primary teachers in private and state schools with 2-3 teaching hours a week. Key features Stardust 1: Language is introduced through songs and practised in stories. Resources include a puppet, flashcards, wordcards, and photocopiable materials. A photo documentary provides information about British children and their lives. Activity Books allow you to introduce reading and writing skills. Stardust 2 and 3: Plentiful teacher

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Ise Mp Fund Graph Comm/Sld Wrk - 2212831659

182,30 zł

Ise Mp Fund Graph Comm/Sld Wrk McGraw-Hill

Inne 1

A thoroughly contemporary approach to teaching essential technical graphics skills has made Bertoline and Wiebe's Fundamentals of Graphics Communication the leading textbook in introductory engineering graphics programs. The fifth edition continues to integrate design concepts and the use of CAD into its outstanding coverage of the basic visualization and sketching techniques that enable students to create and communicate graphic ideas effectively. As in past editions, the authors have included many examples of how graphics communication pertains to "real-world" engineering design, including current industry practices and breakthroughs; as one example, the Motorola RAZR cellular phone is used as a case study to synthesize the design concepts in the text. A dynamic Online Learning Center provides additional resources such as an image bank, animations, quizzes, and links to current industry and career sites."Dream High Tech Jobs" boxes introduce students to interesting careers and people in the fields of graphics, CAD, and design. "Design in Industry" boxes are updated and more closely tied to each chapter, improving Bertoline's unique integration of design content. Practice Exercises, Practice Problems, Questions for Review, and End-of-Chapter Problems have been updated and expanded to reflect the latest advances in the field.The Online Learning Center is enhanced with new exercises, projects, and links to web resources.More than 30 tear-out drawing worksheets are printed on uncoated paper for easy sketching.Unique Visualization Chapter assists the student in understanding the concepts and importance of visualization and offers techniques for reading and visualizing engineering drawings. Unique 3-D modeling chapter is devoted exclusively to the theory and practice of 3-D modeling. Photographs and computer screen shots in 4-color clearly illustrate the use of modern CAD tools in the real-world. Step-by-step illustrated drawing technique examples clearly demonstrate how to create graphics and solve problems.Over 370 problems, cross-checked for accuracy, are included. Most end-of-chapter problems are parts or assemblies of modern devices and productsAn online learning center (OLC) provides students with free access to interactive exercises, animations, self-grading quizzes, chapter summaries, case studies, a team 3-D project, and more. Instructors have secure access to the Solutions Manual, Instructor's Manual, presentation materials including an image bank, and additional exercises. CAD books are available in packages for those who wish to cover specific programs such as AutoCAD and Pro/E. Visit www.mhhe.com/ for information about CAD titles to be used with Fundamentals of Graphics Communication. Students can view the animations, exercises, and projects to better understand the content they are reading about Clearly illustrates the use of modern CAD tools in the real-world.How do your students currently learn concepts of visualization? How do your student learn techniques for reading and visualizing How do your students learn about careers within graphics? Would a text that showed students about interesting careers and people in the field of graphics be helpful?How do your students currently learn about design content? Would a text that showed the integration of design content be helpful for your students? How do your studnets apply what they are currently learning in your course? Would a text that offered the ability to view animations and exercises be helpful for your studnets? Do you feel students would then be able to better apply what they are learning?Do you feel that a 4 color text may do a better job in showing photographs and computer screen shots to students?

Sklep: Albertus.pl

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