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Livros sobre o tema "Trinity test"

Autor: Grafiati

Publicado: 15 de março de 2025

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1

1539-1604, Socinus Faustus, ed. Logos o uomo?: Testi antitrinitari. Dronero (Cuneo): L'arciere, 2009.

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2

Paoletti, Paolo. Il ponte a Santa Trinità, com'era e dov'era: Dalla distruzione nel 1944 al ritrovamento della testa della Primavera nel 1961. Firenze: Becocci, 1987.

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3

Paoletti, Paolo. Il Ponte a Santa Trinita: Com'era e dov'era : dalla distruzione nel 1944 al ritrovamento della testa della primavera nel 1961. Firenze: Becocci, 1987.

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4

Österreich, Elva K. Manhattan Project Trinity Test: Witnessing the Bomb in New Mexico. Arcadia Publishing, 2020.

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5

Manhattan Project Trinity Test: Witnessing the Bomb in New Mexico. History Press Limited, The, 2020.

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6

Österreich, Elva K. The Manhattan Project Trinity Test: Witnessing the Bomb in New Mexico. The History Press, 2020.

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7

Hanson, Gregory E. Trinity Test: Eight Questions to Assess Your Understanding of the Godhead. Independently Published, 2018.

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8

Loring, William S. Birthplace of the Atomic Bomb: A Complete History of the Trinity Test Site. McFarland & Company, Incorporated Publishers, 2019.

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9

Government, U. S., e Los Alamos Scientific Laboratory. Trinity: The World's First Atomic Explosion - History of the Atomic Bomb Test and the New Mexico Test Site, Rehearsal Shot, Report on Nuclear Energy Released, Damage Effects, Observations. Independently Published, 2017.

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10

La fede dei padri: Tematiche, testi e riflessioni desunte dai padri pre-niceni relativamente ai trattati su Dio uno e trino. Roma: Pontificia Università Urbaniana, 1985.

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11

McDonald, Grantley. The Johannine Comma from Erasmus to Westminster. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198806837.003.0003.

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This chapter reconstructs the way early sixteenth-century humanists dealt with a textual corruption in the biblical text, the Comma Johanneum (1 John 5:7–8). The passage served as locus probandi for the doctrine of Holy Trinity, but before the fourteenth century it did not appear in versions of the New Testament other than the Latin Vulgate. In his Greek edition of the New Testament (1516) Erasmus noted the absence of the Comma and consequently omitted the passage. Critics accused him of promoting Arian heresy and promptly presented him with a Greek codex which did contain the contested lines. Besides the origin of this ‘Codex Montfortianus’, the debates caused by Erasmus’ edition are described in order to show how the passage remained a raw nerve for Roman Catholic and Reformed orthodoxy.

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12

Agostino, La Trinità. Testo latino a fronte. Saggio introduttivo e note al testo latino di Giovanni Catapano. Traduzione, note e apparati di Beatrice Cillerai. Milano: Bompiani, 2012.

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13

Линков, А. С. Общая теория и технология графического структурирования и представления знаний (Общая теория и технология ГСиП знаний). Академическое изд-во «Гео», 2020. http://dx.doi.org/10.21782/b978-5-6043022-1-7.

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The monograph is devoted to the creation of a single complex of scientiJic and practical developments aimed at solving the problems of knowledge operation (such as information or data) by means of their graphic structuring and representation (GSR) in any subject areas of science and practice. In particular, it can be used in information and digital technologies, knowledge engineering, systemic analysis, cognitive science, implementation of interdisciplinary research, etc. Its main purpose is systematization of knowledge, as well as conceptual modeling of complex notions and objects of activity in the logic of problem-oriented approach. The complex is a trinity of theoretical principles, graphic language of conceptual modeling (GLCM) of knowledge, and the GSR technology, implemented using Microsoft Excel, and has no analogues in the given subject area. Its basis is Linkov’s diagonal information graphic knowledge matrix (digmata), being a universal way to extract and structure knowledge from text and other sources, as well as a universal converter of any representation form of knowledge into a uniform graphic form. Simplicity and constructiveness of the complex allow its wide introduction into practice. The monograph is accompanied by a USB Jlash drive containing text and graphic materials. The monograph is intended for the widest range of persons confronted with the above-mentioned problems of science and practice.

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14

Walsh, P. G. Augustine: De Civitate Dei The City of God Books XI and XII. Liverpool University Press, 2015. http://dx.doi.org/10.3828/liverpool/9780856688720.001.0001.

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In books I–V of De Civitate Dei, St. Augustine rejects the claim that worship of the pagan gods had brought success in this life, and in books VI–X, the prospect of a happy afterlife. In books XI–XII, Augustine turns from attack to defence, for at this point he initiates his apology for the Christian faith. Books XI and XII document the initial phase of the rise of the two cities, the city of God and the city of this world, beginning with the Creation of the world and the human race. In Book XI, Augustine rejects the theories of Aristotle, Plato and the Epicureans on the creation of the universe and addresses the creation of angels, Satan, the role of the holy Trinity and the importance of numerology in the Genesis account. In Book XII, Augustine is chiefly concerned with refuting standard objections to the Christian tradition, returning to discussion of the Creation, including his calculation, based on the scriptures, that the world was created less than 6,000 years ago. This book is the only edition in English to provide not only a text but also a detailed commentary on one of the most influential documents in the history of western Christianity. It presents Latin text, with facing-page English translation, introduction, notes and commentary.

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15

Lasker, Daniel J. Jewish Philosophical Polemics Against Christianity in the Middle Ages: With a New Introduction. Liverpool University Press, 2007. http://dx.doi.org/10.3828/liverpool/9781904113515.001.0001.

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This book is based on a comprehensive reading of philosophical arguments drawn from all the major Jewish sources, published and unpublished, from the Geonic period in the ninth century until the dawn of the Haskalah in the late eighteenth century. The core of the book is a detailed discussion of the four doctrines of Christianity whose rationality Jews thought they could definitively refute: trinity, incarnation, transubstantiation, and virgin birth. In each case, the book presents a succinct history of the Christian doctrine and then proceeds to a careful examination of the Jewish efforts to demonstrate its impossibility. The main text is written in a non-technical manner, with the Christian doctrines and the Jewish responses both carefully explained; the notes include long quotations, in Hebrew and Arabic as well as in English, from sources that are not readily available in English. At the time of its original publication in 1977, this book was regarded as a major contribution to a relatively neglected area of medieval Jewish intellectual history; the new, wide-ranging introduction surveys and summarizes subsequent scholarship, and re-establishes its position as a major work.

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16

Van Schaack, Beth. Imagining Justice for Syria. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190055967.001.0001.

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This book situates the war in Syria within the actual and imagined system of international criminal justice. It explores the legal impediments and diplomatic challenges that have led to the fatal trinity that is Syria: the massive commission of international crimes that are subject to detailed investigations and documentation but whose perpetrators have enjoyed virtually complete impunity. The book tracks a number of accountability solutions to this tragic state of affairs that are being explored within multilateral gatherings, by states, and by civil society actors, including innovations of institutional design; the reactivation of a range of domestic jurisdictional principles (including universal jurisdiction in Europe); the emergence of creative investigative and documentation techniques, technologies, and organizations; and the rejection of state consent as a precondition for the exercise of jurisdiction. Engaging both law and policy around international justice, the text offers a set of justice blueprints, within and without the International Criminal Court. It also considers the utility, propriety, and practicality of establishing an ad hoc tribunal and pursuing a transitional justice program without a genuine political transition. All told, the book attempts to capture the creative energy radiating from members of the international community intent on advancing the accountability norm in Syria even in the face of geopolitical blockages within the U.N. Security Council. In so doing, it presents the range of juridical measures—both criminal and civil—that are available to the international community to respond to the crisis, if only the political will existed.

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17

Platt, R. Eric, e Holly A. Foster, eds. Persistence through Peril. University Press of Mississippi, 2021. http://dx.doi.org/10.14325/mississippi/9781496835031.001.0001.

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Literature that recounts the history of nineteenth-century Southern higher education includes Civil War-related issues as part of a larger, longitudinal narrative. In cases concerning the war years (1861-1865), existing publications focus on the closure, destruction, and reformation of regional colleges and universities due to student enlistment, the burning of buildings by Union troops, campus conversions to military barracks or army hospitals, etc. Few, however, focus completely on the Civil War South—even fewer provide detailed case examples that extol the persistence of some Southern colleges during the fray. Though most Southern institutions of higher education did close during the war, a handful of academies remained open, weathering the storm and providing instruction to remaining students. While related literature provides interesting insights regarding college student military service, the role some professors played as Confederate officers, and the reemergence of Southern higher education following the war, this text showcases how some colleges and universities remained open while battles rages in nearby fields, towns, and ports via in-depth case “episodes” of eleven Southern institutions of higher education: South Carolina Military Academy (The Citadel), Wofford College, Mississippi College, Spring Hill College, Tuskegee Female College, (present-day Huntingdon College), Mercer University, Wesleyan College, the University of Virginia, the Virginia Military Institute, the University of North Carolina, and Trinity College (now known as Duke University). This volume provides pertinent information that underscores events that occurred at each institutional site prior to, during, and after the deadliest internal conflict in American history.

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18

Carson, Lorna, ed. Guide for the linguistic inclusion of migrants. Ediciones Universidad de Salamanca, 2022. http://dx.doi.org/10.14201/0lp0031.

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Designed to create tangible materials which support the demands of this context, the INCLUDEED Erasmus+ project aims to integrate migrants and refugees through one of Europe’s greatest assets - their languages. This guide aims to become an ally of both those who wish to deepen their knowledge of the migration phenomenon and those who wish to facilitate the integration process of these groups. Developed from the experience that the Universities of the consortium have in this field (University of Salamanca, University of Bologna, University of Coimbra, University of Heidelberg, University of Poitiers and Trinity College Dublin), this document emanates from a common effort as well as from the will to form an egalitarian society in terms of integration. However, this would not have been possible without the support of various non-governmental organisations (Red Cross, ACCEM, CEPAIM Foundation and Sierra-Pambley Foundation) which, dedicated to the reception and integration of migrants and refugees throughout Europe, have facilitated the identification of difficulties and enabled bridges to be built between different perspectives and joint efforts to converge in the same direction. This guide addresses the various challenges that emerge during the integration period of these groups and proposes solutions that can help this complex process to be successful. Designed as a useful vade mecum for the performance of the tasks of the various groups (language teaching professionals or volunteers, non-governmental organisations and national and supranational public institutions), it is a support tool that guides the actions of those involved in the process of linguistic integration of newly arrived people. It provides them with a better understanding of the situation in which these groups find themselves and of the tools available to achieve this. In short, it is a document that seeks to bring together, through informative but rigorous text, the theoretical advances in this field and to offer various resources that can be put into practice in real life. Finally, we would like to emphasise that the contents of this guide should be understood as suggestions arising from the experience and commitment of those who have worked on its development and as a tool that will help to answer some of the questions that arise in the process of integration of migrant groups. These questions are currently being answered thanks to the committed engagement of all those who are participating in this project. In addition, information from all the countries in the consortium can be found throughout these pages, which broadens the perspective of most of the tools created so far, making this guide truly an international reference work.

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19

Decker-Burgard, Sabine. Antimutagene Effekte verschiedener Apfeisorten, Orangen- und Grapefruitchargen im Salmonella/Reversions-Test gegenüber den Mutagenen 2-Amino-3-methylimidazo (4, 5-f)chinolin (IQ), 2-Amino-1-methyl-6-phenylimidazo (4, 5-b)pyridin (PhIP), Benzo(a)pyren, 2-Nitrofluoren, 2,4,7-Trinitro-9-fluorenon, Natriumazid, [beta]-Propiolacton und Captafol. 1995.

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