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Now showing items 129 - 144 of 55129

  • Reality Is Broken\r by J. McGonigal

    Ferguson   Reviewed by Bill  

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  • Cognates of Old Chinese *-n, *-r, and *-j ?in Tibetan and Burmese

    Hill   Nathan W.  

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  • White dwarf-red giant mergers, early-type R stars, J stars and lithium

    Zhang, Xianfei   Jeffery, C. Simon  

    Early-type R stars and J stars are a special type of carbon star, having enhanced nitrogen ([N/Fe] approximate to 0.5), lithium, a low C-12/C-13 ratio (<15) and no s-element enhancements. The merger of a helium white dwarf with a red giant is regarded to be a possible model for the origin of early-type R stars, but the details of nucleosynthesis are not clear. In this paper, we investigate three possible channels for helium white dwarf + red giant mergers, and find that, amongst the three, only a high-mass helium white dwarf subducted into a low-core-mass red giant can make an early-type R star. Nucleosynthesis of the elements carbon, nitrogen, oxygen and lithium corresponds well with the observations. Furthermore, we find that the J stars may represent a short and luminous stage in the evolution of an early-type R star.
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  • White dwarf-red giant mergers, early-type R stars, J stars and lithium

    Zhang, X.   Jeffery, C. S.  

    Early-type R stars and J stars are a special type of carbon star, having enhanced nitrogen ([N/Fe] ap 0.5), lithium, a low 12C/ 13C ratio (<15) and no s-element enhancements. The merger of a helium white dwarf with a red giant is regarded to be a possible model for the origin of early-type R stars, but the details of nucleosynthesis are not clear. In this paper, we investigate three possible channels for helium white dwarf + red giant mergers, and find that, amongst the three, only a high-mass helium white dwarf subducted into a low-core-mass red giant can make an early-type R star. Nucleosynthesis of the elements carbon, nitrogen, oxygen and lithium corresponds well with the observations. Furthermore, we find that the J stars may represent a short and luminous stage in the evolution of an early-type R star.
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  • Reply to J. Moss and R. J. Israel

    Weckermann, D.; Forst, H.; Polzer, B.; Klein, C. A.  

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  • J. M. R. Lenz-Handbuch ed. by Julia Freytag, Inge Stephan, and Hans-Gerd Winter

    Tschacher, Walter  

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  • Religious identity and cultural negotiation\r , by J. McGill

    Osburn   Robert  

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  • Breitman, R. and Lichtman, A. J. (2013).\r FDR and the Jews

    Smith   Geoffrey S.  

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  • Topological properties of\r J\r -orthogonal matrices

    Motlaghian, Sara M.   Armandnejad, Ali   Hall, Frank J.  

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  • J. de la R.: autor de Memorias del último soldado de la Independencia

    García, Gustavo V.  

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  • J. de la R.: autor de Memorias del último soldado de la Independencia

    García, Gustavo V.  

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  • Harper, J. L. (2011).\r The Cold War.

    Deighton   Anne  

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  • INTRODUCTION TO THE PAPERS OF R. THOM AND J. MATHER

    Goresky, Mark  

    Immediately following the commentary below, the previously published article by R. Thom is printed in its entirety: R. Thom, Ensembles et morphismes stratifies, Bulletin of the American Mathematical Society 75 (1969), no. 2, 240-284 (French). This is followed by the first publication of the 1970 lecture notes of J. Mather, Notes on topological stability.
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  • J. Kelly.\r The Evolution of Calpurnia Tate

    Larkin   Elizabeth  

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  • A COMMENTARY ON SILIUS ITALICUS\" PUNICA 7by R. J. LITTLEWOOD

    Gesine Manuwald  

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  • R. S. Peters and J. H. Newman on the Aims of Education

    Ozolins, Janis ( John) T.  

    R. S. Peters never explicitly talks about wisdom as being an aim of education. He does, however, in numerous places, emphasize that education is of the whole person and that, whatever else it might be about, it involves the development of knowledge and understanding. Being educated, he claims, is incompatible with being narrowly specialized. Moreover, he argues, education enables a person to have a different perspective on things, 'to travel with a different view' [Peters, R. S. (1967). What is an educational process? In R. S. Peters (Ed.), The concept of education (pp. 1-23). Routledge and Kegan Paul]. In asserting this about education, Peters has more in common with another great English educator, John Henry, Cardinal Newman, than one might expect, given they are separated by about a century and start from different philosophical perspectives, namely Kant to a significant degree in the former and Aristotle in the latter. Both nevertheless acknowledge the importance of reason and its development in any education worthy of the name. I will argue that in describing the 'educated person' Peters is not far from the view of Newman, who saw education as being about the 'enlargement of mind'. Although Newman hesitates to call 'enlargement of mind' wisdom, and Peters does not use either term, there are good grounds for proposing that in distinguishing between education and training, and in asserting education is moral education because it is concerned to improve persons, Peters acknowledges the higher purposes of education and hence, we can add, its connection with wisdom. Significantly, what such a reading of Peters emphasizes is his insistence on the intrinsic value of education, a view seemingly lost in modern market-driven conceptions of education.
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