نتایج جستجو برای: thirty 1

تعداد نتایج: 2800306  

Journal: :Proceedings of the New England Zoölogical Club. 1923

Journal: :Journal of Education for Sustainable Development 2007

2005
JONATHAN M. BORWEIN

We give thirty-two diverse proofs of a small mathematical gem—the fundamental Euler sum identity ζ(2,1) = ζ(3) = 8 ζ(2,1). We also discuss various generalizations for multiple harmonic (Euler) sums and some of their many connections, thereby illustrating both the wide variety of techniques fruitfully used to study such sums and the attraction of their study.

2008
R. Caimmi

Elliptical galaxies are modelled as homeoidally striated Jacobi ellipsoids (Caimmi & Marmo 2005) where the peculiar velocity distribution is anisotropic, or equivalently as their adjoints configurations i.e. classical Jacobi ellipsoids of equal mass and axes, in real or imaginary rotation (Caimmi 2006). Reasons for the coincidence of bifurcation points from axisymmetric to triaxial configuratio...

Journal: :Archives of disease in childhood 1985
F Carswell

The features associated with 30 childhood deaths from asthma in the period 1962-83 are reviewed. There was an annual death rate of 0.47/100 000 population at risk in the later part of this period in Avon county. Asthma deaths occurred in chronic severe sufferers at night and, although there was usually time for effective treatment, inadequate management probably contributed to the deaths, with ...

1965
M. L. Rutter

a sible approaches to the treatment and prevention of delinquency, which include: tjr Equate school welfare service, systematic diagnostic investigation of children before the Courts, special day and residential educational facilities, volunaPproved schools", residential industrial training, development of leisure activities, for Iilore research. Most important of all is Dr. Stott's emphasis on...

پایان نامه :دانشگاه آزاد اسلامی واحد کرمانشاه - پژوهشکده زبان و گویش 1393

abstract the purpose of this study is twofold: on the one hand, it is intended to see what kind of noticing-the –gap activity (teacher generated vs. learner generated) is more efficient in teaching l2 grammar in classroom language learning. on the other hand, it is an attempt to determine which approach of the noticing-the-gap- activity is more effective in the long- term retention of grammar...

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