534 research outputs found
Estudio reológico a régimen transitorio de nanocompuestos poliméricos /
No full text\ua0tesis que para obtener el grado de Doctorado en Ingeniería, presenta Fausto Calderas Garcia ; asesor Octavio Manero Brito28 páginas :\ua0ilustracionesDoctorado en Ingeniería\ua0UNAM, Facultad de Química,\ua0201
Efecto conjunto del colesterol, triglicéridos y glucosa en el comportamiento reológico de la sangre humana /
No full text\ua0tesis que para obtener el grado de Maestría en Ciencia e Ingeniería de Materiales, presenta Rigel Leonardo Moreno Morales ; tutores principales de tesis Octavio Manero Brito, Fausto Calderas García, Luis Medina Torres, Claudia Huesca Gómez72 páginas :\ua0ilustracionesMaestría en Ciencia e Ingeniería de Materiales\ua0Universidad Nacional Autónoma de México,\ua02012\ua0Maestría y Doctorado en Ciencia e Ingeniería de Materiale
Uma cena de Fausto
No full textO assunto fáustico atravessa a obra de Púchkin. Ainda que o autor não tenha tido contato com a segunda parte da tragédia de Goethe, é possível enxergar inúmeros paralelismos do “fomentador” Fausto, nas palavras de Marshall Berman, em O Cavaleiro de Bronze. Em “Uma cena de Fausto”, Púchkin recorre a alguns motivos da história do homem que vendeu a alma ao diabo, os principais são: o esquecimento e o tédio do homem sem limites. Este que é ampliado na composição de Púchkin, para representar, como é típico do autor, temas estrangeiros tendo em vista necessidades históricas do seu país. Na presente tradução, optou-se por uma versão prosaica da “Cena de Fausto”.The faustian subject runs through Pushkin\u27s work. Even though the author has not had contact with the second part of Goethe\u27s tragedy, it is possible to see countless parallels of “The Developer” Faust, in the words of Marshall Berman, in The Bronze Horseman. In “A scene from Faust”, Pushkin resorts to some motifs from the story of the man who sold his soul to the devil, the main ones being: forgetfulness and the boredom of the man without limits. This one is expanded in Pushkin\u27s composition, to represent, as is typical of the author, foreign themes in view of the historical needs of his country. In the present translation, a prosaic version of the “Scene from Faust” was chosen
Portrait of Daniel Yturria, son Herminio, and Daniel Fausto
No full textBlack and white photograph. Portrait of Daniel Yturria\u27s sons shortly after their mother’s death in 1902. Left to right: Herminio (Herman) Yturria, Daniel Yturria Jr., and Fausto Yturria Sr. (father of the author)https://scholarworks.utrgv.edu/yturriaphoto/1008/thumbnail.jp
Chiara Cretella, "Effetto Medusa. Iconografie della violenza di genere tra arte e immaginario", Fausto Lupetti, 2013. Conversazione con l’autrice
No full textInterview with Chiara Cretella, author of Effetto Medusa. Iconografie della violenza di genere tra arte e immaginario (The Medusa effect. Iconography of gender violence between art and imagery), Fausto Lupetti, 2013Intervista con Chiara Cretella, autrice del libro Effetto Medusa. Iconografie della violenza di genere tra arte e immaginario, Fausto Lupetti 2013
Fausto Sozzini, la mortalità d’Adamo e la teologia moderna
No full textFausto Sozzini, Adam's Mortality and Early Modern Theology. In his dispute with Francesco Pucci, Fausto Sozzini argues that man was not created immortal but, being by nature subject to death, he could be made perpetually immune only through divine grace, which was a gift not included in his creation. It has thus been suggested that the Pucci-Sozzini querelle should be read as an expression of the broader debate that opposed the two 'souls' of modern theology, that is the Thomistic and the Augustinian. By reconstructing the late medieval theological debate on the mortality of Adam in the condition of innocence, the Author tries to show that Sozzini's theses are greatly indebted to Duns Scotus' criticisms of Thomas Aquinas
Quality Education and "quality papers"
No full textAttending seminars, Conferences, looking at "television lessons" the author saw many times many people (often Professors) that did not know the matter they were talking about. Nevertheless they write papers, suggest books to students, provide lessons, make consultancy. Visiting Companies the author saw many times many Companies lacking Quality of Management, a huge problem against Quality achievement. To overcome this paramount drawback there is a MUST: Quality Education on Quality for Managers (particularly future Managers, now Students in Higher Education). For Higher Education Institutions, this means that professors MUST teach, in a correct and scientific way, Quality ideas on Quality. To be real Managers, Management need to grow-up their knowledge because experience alone, without theory, teaches nothing what to do to make Quality. For Higher Education Institutions, this means that professors MUST learn Quality ideas on Quality Management, in a correct and scientific way. In the paper, as already done several times, we present some new cases (out of the hundreds known to the author) where professors were acting with disquality. Would that be useful
Does "Peer Review" assure Quality of papers and Education?
No full textAttending seminars, Conferences, looking at "television lessons" the author saw many times many people (often Professors) that did not know the matter they were talking about; nevertheless they write papers, suggest books to students, provide lessons, make consultancy. Visiting Companies the author saw many times many Companies lacking Quality of Management, a huge problem against Quality achievement. Many people (often Professors) think that Quality in written documents is assured by the "Peer Review Process" carried out by members of "international scientific community", "distinguished colleagues, whose achievements and academic standing is well above …", and that "Quality of teaching" is assured by their "academic standing well above …". To be real Managers, Management need to grow-up their knowledge because experience alone, without theory, teaches nothing what to do to make Quality. For Higher Education Institutions, this means that professors MUST learn Quality ideas on Quality Management, in a correct and scientific way. In the paper, as already done several times, we present some other cases (out of the hundreds known to the author) where professors (and referees, as well) were acting with disquality. Would that be useful? Only God knows it
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