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2008-2009 Annual Report
ANNUAL REPORT 2008-2009 Photo: Shona Dion Photo: CONTENTS : annual report 2008-2009 Green College is a graduate residential college at the University of British Columbia, Principal’s Report............................p. 2 with a mandate to promote advanced 2008-2009 Highlights......................p. 4 interdisciplinary inquiry. The College offers Academic Programming................p. 5 resident membership to graduate students, Cecil H. and Ida Green Visiting Professorships........p. 6 Writer-in-Residence........................................................ p. 7 postdoctoral scholars and visiting faculty at Weekly Interdisciplinary Series.................................... p. 8 Monthly Interdisciplinary Series................................. p. 11 UBC, and (non-resident) faculty membership Conferences, Colloquia, and Workshops.................. p. 16 Special Lectures............................................................... p. 17 to UBC and other faculty. The College is committed to the cultivation ofintellectual College Committees......................p. 18 Standing Committees......................................................p. 18 and creative connections at the edge of the Faculty Council................................................................ p. 19 Residents’ Council.......................................................... p. 19 main disciplinary and academic space of the Resident Committees................... ................................. p. 20 university. To that end, it provides extracurricular Green -
The Origins of the Ptolemaic Tradition and Its Adoption and Replacement in Colonial America
The Origins of the Ptolemaic Tradition and its Adoption and Replacement in Colonial America Master Thesis By Ben Baumann 11592583 June 2018 University of Amsterdam Graduate School of Humanities Master’s Program in Classics and Ancient Civilizations: Ancient Studies First Supervisor: Dr. Jan Willem van Henten Second Supervisor: Dr. Fred Spier Baumann 1 I. Introduction The mapping of the universe and the attempt to understand the cosmos through scholarly investigation has been a constant endeavor of the human race since ancient times. This investigation is known as cosmography. In this thesis, I will analyze how early Colonial American scholars made sense of ancient Greek understandings of cosmography. In particular, I will focus on the way these Greek ideas shaped American thinking not only about the cosmos itself, but also about the way cosmographic understanding became intertwined with views about God and theology. When they first arrived in North America, Colonial Americans generally had a cosmography that was based on the Ptolemaic tradition. But, once they became established in the new world, and especially after the founding of Harvard University, a cosmographic revolution taking place in Europe would begin to resonate in the so-called New World. Thus, some Colonial American scholars willingly engaged in contemplation of the new outlook and proved receptive to the ideas of Nicolas Copernicus. Not surprisingly, in a land where scientific and religious thought overlapped so extensively, this caused heated scholarly debate over the topic and even resulted in student protests at Harvard University. The record of these debates can be traced back to the 17th-century writings of Colonial America, such as several astronomical almanacs, that since have been preserved as vitally significant artifacts of intellectual life in the colonies. -
University of California, San Diego
UNIVERSITY OF CALIFORNIA, SAN DIEGO THE SCIENCE OF THE STARS IN DANZIG FROM RHETICUS TO HEVELIUS A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in History (Science Studies) by Derek Jensen Committee in charge: Professor Robert S. Westman, Chair Professor Luce Giard Professor John Marino Professor Naomi Oreskes Professor Donald Rutherford 2006 The dissertation of Derek Jensen is approved, and it is acceptable in quality and form for publication on microfilm: _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ Chair University of California, San Diego 2006 iii FOR SARA iv TABLE OF CONTENTS Signature Page........................................................................................................... iii Dedication ................................................................................................................. iv Table of Contents ...................................................................................................... v List of Figures ........................................................................................................... vi Acknowledgments..................................................................................................... vii Vita, Publications and Fields of Study...................................................................... x A Note on Dating -
School Profile Massacademy.Org
Massachusetts Academy of Math and Science A public school at a prestigious university School Profile massacademy.org Proud to be named #1 Public High School in Massachusetts by Niche.com 2017, 2018, 2019 Massachusetts Academy of Math and Science A public high school at a prestigious university WHO WE ARE SENIOR YEAR ACADEMICS Massachusetts Academy of Math and Science (Mass Academy) is a Seniors enroll as full-time students at Worcester Polytechnic public high school of excellence for 100 academically accelerated Institute, where they must successfully complete three WPI Massachusetts juniors and seniors. It was established in 1992 by courses in each of four seven-week terms, for a total of 12 the State Legislature to provide an enriching educational oppor- courses. In every term, students are required to take one course tunity that emphasizes math and science in a comprehensive and in each of three major academic areas: Mathematics, Science, interactive academic environment. and Humanities. Seniors also complete a 100-hour Independent Study Project (past examples include learning American Sign The rigor of the junior year curriculum exceeds that of traditional Language, aircraft flight training, and participating in research Honors and Advanced Placement courses and involves more than at university and medical labs). 1,100 hours of academic instruction. For senior year, students are enrolled in classes at Worcester Polytechnic Institute (WPI), Mass Academy seniors attend classes along with WPI students a premier technological university, which makes Mass Academy and earn WPI university credit. They receive letter grades of A, the only public school in Massachusetts where students attend a B, C, or NR (no record), along with an official WPI transcript. -
TCSG and GICA Transfer Articulation Agreement
Technical College System of Georgia (TCSG) and Georgia Independent Colleges Association (GICA) Transfer Articulation Agreement Introduction This agreement formally recognizes that TCSG, GICA and its 24 member institutions, are active educational partners in providing educational opportunities for currently enrolled and prospective students of both TCSG and GICA member institutions. Agreement to this partnership requires a commitment by all entities to serve and to facilitate a student’s ability to transfer select coursework without jeopardizing the intended mission and stated goals of any participating entity. Agreement on Communication TCSG and GICA agree to cooperate in communicating with each other concerning this articulation agreement between the two agencies and the institutions they represent. Communications may include common publications and announcements concerning their affiliation. Announcements of this articulation agreement and its updates will have a coordinated release to the public from both agencies. GICA will provide TCSG annually the name and contact information of the primary contact for this agreement at each participating institution. TCSG and GICA’s member institutions will encourage the dissemination of information about programs in this agreement with interested and qualified students, with both agencies providing advising and counseling to prospective students. Agreement of Admission A TCSG student having a minimum 2.5 GPA for all academic work attempted at a SACSCOC accredited TCSG institution and an Associate of Applied Science or Associate of Science degree from a TCSG institution will be admitted to participating GICA member baccalaureate degree granting participating institution according to Appendix B. GICA member baccalaureate degree- granting participating institutions may deny admission only if coursework beyond the two-year degree falls below minimum admission standards or applicants are not in good standing. -
Public Private Technical
REACH Scholarship Eligible Institutions Effective FY 2021 PUBLIC PRIVATE TECHNICAL Abraham Baldwin Agricultural College Agnes Scott College Albany Technical College Albany State University American InterContinental University Athens Technical College Atlanta Metropolitan State College Andrew College Atlanta Technical College Augusta University Art Institute of Atlanta Augusta Technical College Clayton State University Berry College Central Georgia Technical College College of Coastal Georgia Brenau University Chattahoochee Technical College Columbus State University Brewton-Parker College Coastal Pines Technical College Dalton State College Clark Atlanta University Columbus Technical College East Georgia State College Covenant College Georgia Northwestern Technical College Fort Valley State University DeVry University Georgia Piedmont Technical College Georgia College & State University Embry-Riddle Aeronautical University Gwinnett Technical College Georgia Gwinnett College Emmanuel College Lanier Technical College Georgia Highlands College Emory University North Georgia Technical College Georgia Institute of Technology Georgia Military College Oconee Fall Line Technical College Georgia Southern University Herzing University Ogeechee Technical College Georgia Southwestern State University LaGrange College Savannah Technical College Georgia State University Life University South Georgia Technical College Gordon State College Mercer University Southeastern Technical College Kennesaw State University Morehouse College Southern Crescent Technical -
Public Education, Religious Establishment, and the Challenge of Intelligent Design Francis J
Notre Dame Journal of Law, Ethics & Public Policy Volume 17 Article 4 Issue 2 Symposium on Religion in the Public Square 1-1-2012 Public Education, Religious Establishment, and the Challenge of Intelligent Design Francis J. Beckwith Follow this and additional works at: http://scholarship.law.nd.edu/ndjlepp Recommended Citation Francis J. Beckwith, Public Education, Religious Establishment, and the Challenge of Intelligent Design, 17 Notre Dame J.L. Ethics & Pub. Pol'y 461 (2003). Available at: http://scholarship.law.nd.edu/ndjlepp/vol17/iss2/4 This Article is brought to you for free and open access by the Notre Dame Journal of Law, Ethics & Public Policy at NDLScholarship. It has been accepted for inclusion in Notre Dame Journal of Law, Ethics & Public Policy by an authorized administrator of NDLScholarship. For more information, please contact [email protected]. PUBLIC EDUCATION, RELIGIOUS ESTABLISHMENT, AND THE CHALLENGE OF INTELLIGENT DESIGNt FRANcis J. BECKWITH* In 1987, in Edwards v. Aguillard, the United States Supreme Court declared unconstitutional a Louisiana statute (the Bal- anced-Treatment Act) that required the state's public schools to teach Creationism if evolution was taught and to teach evolution if Creationism was taught.' That decision was the culmination of a series of court battles and cultural conflicts that can be traced back to the famous Scopes Trial of 1925 in Dayton, Tennessee.2 Although many thought, and continue to think, that Edwards ended the debate over the teaching of origins in public schools, a t This article is adapted from FRANCISJ. BECKWITH, LAW, DARWINISM, AND PUBLIC EDUCATION: THE ESTABLISHMENT CLAUSE AND THE CHALLENGE OF INTELLI- GENT DESIGN (2003). -
Copernicus and Tycho Brahe
THE NEWTONIAN REVOLUTION – Part One Philosophy 167: Science Before Newton’s Principia Class 2 16th Century Astronomy: Copernicus and Tycho Brahe September 9, 2014 TABLE OF CONTENTS I. The Copernican Revolution .................................................................................................................. 1 A. Ptolemaic Astronomy: e.g. Longitudes of Mars ................................................................... 1 B. A Problem Raised for Philosophy of Science ....................................................................... 2 C. Background: 13 Centuries of Ptolemaic Astronomy ............................................................. 4 D. 15th Century Planetary Astronomy: Regiomantanus ............................................................. 5 E. Nicolaus Copernicus: A Brief Biography .............................................................................. 6 F. Copernicus and Ibn al-Shāţir (d. 1375) ……………………………………………………. 7 G. The Many Different Copernican Revolutions ........................................................................ 9 H. Some Comments on Kuhn’s View of Science ……………………………………………... 10 II. De Revolutionibus Orbium Coelstium (1543) ..................................................................................... 11 A. From Basic Ptolemaic to Basic Copernican ........................................................................... 11 B. A New Result: Relative Orbital Radii ................................................................................... 12 C. Orbital -
Evening College Bulletin Lagrange, Georgia 2017-2018
VOLUME XII AUGUST 2017 LAGRANGE COLLEGE EVENING COLLEGE BULLETIN LAGRANGE, GEORGIA 2017-2018 1 CONTENTS Communications Directory 3 LaGrange College Mission, History, Accreditation and 4 other Sessions The LaGrange College Campus 8 Admission and Enrollment 13 Financial Information 25 Financial Aid 30 Student Engagement 40 Athletic Program 60 Information Technology and Academic Support 62 Academic Policies 67 Academic Programs 80 Academic Departments, Programs, and Courses 89 Faculty 133 Board of Trustees and Administrative Officers 142 Administrative Staff 145 CHANGE OF REGULATIONS The College reserves the right to make modifications in the degree requirements, courses, schedules, calendar, regulations, fees, and other changes deemed necessary or conducive to the efficient operation of the College. Such changes become effective as announced by the proper College authorities. BULLETIN EFFECTIVE DATE: August 16, 2017, for current (2017-2018) academic year Note: For information, regulations, and procedures for graduate study, see the Graduate Bulletin. For information, regulations, and procedures for evening study, see the Evening College Bulletin. 2 COMMUNICATIONS DIRECTORY LaGrange College 601 Broad Street LaGrange, Georgia 30240-2999 706.880.8000 www.lagrange.edu For prompt attention, please address inquiries as indicated below: LaGrange College (general information) 706.880.8000 Office of the President 706.880.8240 Vice President for Academic Affairs 706.880.8236 Registrar 706.880.8997 Vice President for Student Engagement 706.880.8976 Director of Career Development Center 706.880.8185 Director of Communications and Marketing 706.880.8246 Director of Financial Aid 706.880.8249 Senior Director of Information Technology 706.880.8050 Vice President for External Relations 706.880.8223 Vice President for Enrollment Management 706.880.8253 Vice President for Finance and Operations 706.880.8223 The administrative offices in Banks Hall are open 8:00 a.m. -
Original As Single Pages Corrected
VOLUME CLXV SEPTEMBER 2006 NUMBER 1 BULLETIN LAGRANGE COLLEGE LAGRANGE, GEORGIA CATALOGUE ISSUE 2006-2007 1 COMMUNICATIONS DIRECTORY LaGrange College 601 Broad Street LaGrange, Georgia 30240-2999 (706) 880-8000 Fax: (706) 880-8358 www.lagrange.edu For prompt attention, please address inquiries as indicated below. Prefix is 706. LaGrange College (general information) ...................................880-8000 Office of the President ...............................................................880-8230 Director of Instructional & Information Tech............................880-8050 Vice President for Academic Affairs and Dean .........................880-8236 Registrar.....................................................................................880-8997 Vice President & Dean for Student Life and Retention .............880-8004 Director of Career Planning and Placement...............................880-8286 Vice President for Enrollment Management..............................880-8736 Director of Admission................................................................880-8253 Director Student Financial Planning ..........................................880-8229 Executive Vice President for Administration.............................880-8267 Controller...................................................................................880-8232 Vice President for Advancement ...............................................880-8257 Director of Communications and Marketing..............................880-8246 Visitors are welcome at -
A Response to the Boyle Lecture by Simon Conway Morris
S & CB (2006), 18, 31–34 0954–4194 JOHN POLKINGHORNE Rich Reality: a response to the Boyle Lecture by Simon Conway Morris Simon Conway Morris’s Boyle Lecture delivers a rhetorically lively and intel- lectually provocative challenge to scientistic fundamentalism and its assertively arid discourse. He rightly criticises the tone of the arguments pre- sented by people such as Richard Dawkins and Daniel Dennett, pointing out that in relation to religious belief they treat serious issues ‘with a bluntness and unsubtlety that in any normal discourse would be treated as juvenile’. There is indeed a deplorably ‘know-nothing’ character in some of the writings abut science and religion that originate from the sceptics, in which the authors totally fail to engage with the intellectual integrity and truth-seeking charac- ter of theological thought. Conway Morris’s response certainly does not suffer from the ‘combination of nervousness and accommodation’ that he – unfairly in my opinion – says characterises much of the religious participation in debate. The lecturer believes that his own subject of organic evolution is the topic that is ‘the most sensitive, in some ways the most vulnerable’ in this dialogue. I would want to add to that the equally important discussion of the exchanges taking place across the frontier between neuroscience and theological anthro- pology, since they too impinge significantly on the question of the nature and significance of the human person. Yet no one could deny the importance of a temperate and truthful engagement between evolutionary insight and the doc- trine of creation, so that a Boyle Lecture given by a distinguished palaeontolo- gist who tackles these issues with frankness and discernment is greatly to be welcomed. -
Johannes Kepler
PORTRAIT I FAMOUS OPTICIAN Johannes Kepler The German mathematician and astronomer MAIN DATES Johannes Kepler is above all famous for discovering the eponymous laws governing planetary motion. Born 27 December 1571, Weil der Stadt (Germany) Combining Tycho Brahe’s meticulous observations 1601 Mathematicus imperialis, Prague and his own theoretical predictions, his astronomical 1609 First two Kepler laws tables were some of the most enduringly accurate 1611 Dioptricae publication ever established. They provided a firm footing for 1619 The Harmony of the World's third law Copernican theory in the face of the then universally Deceased 15 November 1630, Regensburg (Germany) acknowledged model of a geocentric universe. Despite A portrait of Johannes Kepler poor eyesight that prevented him from carrying out original experimental research, he became a major figure in the field of optics, overhauling all introduce him to the heliocentric theory put forward by its fundamental concepts and developing a sound Nicolaus Copernicus [1473-1543]. In a world dominated by mathematical approach that supported Galileo’s first the Church and the geocentric model devised by Claudius telescopic observations. Ptolemy [ca. AD 90 – ca. 168], which placed the Earth at the centre of the universe, this act was nothing short of unlaw- Riad HAIDAR, [email protected] ful. However, his teacher’s arguments were so compelling and the reasoning so seductive that Kepler soon became a convinced Copernican. As this new stance was obviously ohannes Kepler was born on 27 December 1571 to a incompatible with the role of a pastor, Kepler abandoned his family of modest means in the town of Weil der Stadt.