Albert Dürer et ses dessins /

Mode of access: Internet.

L'album Zislin: dessins de guerre

Legends in French, English and italian.

Catalogue des livres imprimés, manuscrits, estampes, dessins et cartes a jouer : composant la bibliothèque de M. C. Leber, avec des notes / par le collecteur.

Vol. 4 has imprint: Paris, P. Jannet, 1852.

Notice des dessins, cartons, pastels, miniatures et émaux exposé dans les salles du 1 et du 2 étages au Musée national du Louvre.

Vol. 1 is "Nouvelle édition," n.d.

Catalogue alphabétique et méthodique des dessins de plantes exécutés et conservés au Jardin impérial de botanique à St-Pétersbourg.

Berg's autograph presentation copy to Dr. J. Petzholdt.

Catalogue raisonné de la précieuse collection de dessins et d'estampes, au nombre de pres̀ de 30,000, formant le cabinet de M. Ch. van Hulthem ...

Mode of access: Internet.

Les ventes de tableaux, dessins, estampes et objets d'art aux XVIIe et XVIIIe siècles (1611-1800) : essai de bibliographie /

Includes index.

Etude historique et archéologique sur les anneaux sigillaires et autres des premiers siècles du Moyen-Age. Description de 315 anneaux, avec dessins dans le texte.

Mode of access: Internet.

Catalogue des peintures, sculptures, pastels, et dessins : ville de Marseille, Musée des beaux-arts /

Mode of access: Internet.

Mixed partitions of sets of triples into small planes

We continue our study of partitions of the set of all ((v)(3)) triples chosen from a v-set into pairwise disjoint planes with three points per line. We develop further necessary conditions for the existence of partitions of such sets into copies of PG(2, 2) and copies of AG(2, 3), and deal with the cases v = 13, 14, 15 and 17. These partitions, together with those already known for v = 12, 16 and 18, then become starters for recursive constructions of further infinite families of partitions. (C) 2004 Elsevier B.V. All rights reserved.

Catalogue des tableaux, aquarelles, dessins, bronzes, etc. offerts par divers artistes à Henry Monnier dont la vente publique aura lieu Hôtel Druot ... 20 mai 1875 ...

Mode of access: Internet.

Histoire de l'habitation humaine, depuis les temps préhistoriques jusqu'à nos jours. Texte et dessins.

Mode of access: Internet.

Compétences en littératie visuelle chez les étudiantEs en biologie au niveau collégial: bilan des apprentissages selon des activités digitales ou des activités de dessins à la main

This study examines the role of visual literacy in learning biology. Biology teachers promote the use of digital images as a learning tool for two reasons: because biology is the most visual of the sciences, and the use of imagery is becoming increasingly important with the advent of bioinformatics; and because studies indicate that this current generation of teenagers have a cognitive structure that is formed through exposure to digital media. On the other hand, there is concern that students are not being exposed enough to the traditional methods of processing biological information - thought to encourage left-brain sequential thinking patterns. Theories of Embodied Cognition point to the importance of hand-drawing for proper assimilation of knowledge, and theories of Multiple Intelligences suggest that some students may learn more easily using traditional pedagogical tools. To test the claim that digital learning tools enhance the acquisition of visual literacy in this generation of biology students, a learning intervention was carried out with 33 students enrolled in an introductory college biology course. The study compared learning outcomes following two types of learning tools. One learning tool was a traditional drawing activity, and the other was an interactive digital activity carried out on a computer. The sample was divided into two random groups, and a crossover design was implemented with two separate interventions. In the first intervention students learned how to draw and label a cell. Group 1 learned the material by computer and Group 2 learned the material by hand-drawing. In the second intervention, students learned how to draw the phases of mitosis, and the two groups were inverted. After each learning activity, students were given a quiz on the material they had learned. Students were also asked to self-evaluate their performance on each quiz, in an attempt to measure their level of metacognition. At the end of the study, they were asked to fill out a questionnaire that was used to measure the level of task engagement the students felt towards the two types of learning activities. In this study, following the first testing phase, the students who learned the material by drawing had a significantly higher average grade on the associated quiz compared to that of those who learned the material by computer. The difference was lost with the second “cross-over” trial. There was no correlation for either group between the grade the students thought they had earned through self-evaluation, and the grade that they received. In terms of different measures of task engagement, there were no significant differences between the two groups. One finding from the study showed a positive correlation between grade and self-reported time spent playing video games, and a negative correlation between grade and self-reported interest in drawing. This study provides little evidence to support claims that the use of digital tools enhances learning, but does provide evidence to support claims that drawing by hand is beneficial for learning biological images. However, the small sample size, limited number and type of learning tasks, and the indirect means of measuring levels of metacognition and task engagement restrict generalisation of these conclusions. Nevertheless, this study indicates that teachers should not use digital learning tools to the exclusion of traditional drawing activities: further studies on the effectiveness of these tools are warranted. Students in this study commented that the computer tool seemed more accurate and detailed - even though the two learning tools carried identical information. Thus there was a mismatch between the perception of the usefulness of computers as a learning tool and the reality, which again points to the need for an objective assessment of their usefulness. Students should be given the opportunity to try out a variety of traditional and digital learning tools in order to address their different learning preferences.

Massa das sementes de Tecoma stans L. Juss. ex Kunth (Bignoniaceae): efeitos na emergência e desenvolvimento de suas plântulas no sol e na sombra

The aim of this study was to evaluate the effect of Tecoma stans L. Juss. ex Kunth seeds mass on initial emergence, growth and, seedling development under different light conditions. The seeds were separated in four mass classes and sowed in four replicates of 24 seeds for each class, under full sun and canopy shade. Under sun environment was observed a greater percentage of emergence. Heavy seeds presented the greater percentage of emergence under both environments, but a greater rate was observed under canopy shade. One month after the start of experiments, the seedlings at the shade environment presented 100% of mortality. The growth and development seedlings under full sun were noticed for five months. In this period, only in the first three months was possible to observe the effects of Tecoma stans seeds mass on capacity of seedlings to acquire dry mass. The seedlings biomass partitions were similar among the tested mass class. The seedlings of smaller mass tended to a high specific leaf area in relation to the seedlings from large seeds, mainly in the first three months, resulting in a great acquisition of dry mass by these seedlings. In the fourth month, the specific leaf area did not present any tendency. Because the biggest seeds to give rise seedlings with best initial development than smallest seeds can be considered as species reproductive strategy. To produce seeds of different sizes also can be considered as way of species to spread in many microhabitats.

PARTITIONED ANALYSIS FOR DIMENSIONALLY-HETEROGENEOUS HYDRAULIC NETWORKS

In this work an iterative strategy is developed to tackle the problem of coupling dimensionally-heterogeneous models in the context of fluid mechanics. The procedure proposed here makes use of a reinterpretation of the original problem as a nonlinear interface problem for which classical nonlinear solvers can be applied. Strong coupling of the partitions is achieved while dealing with different codes for each partition, each code in black-box mode. The main application for which this procedure is envisaged arises when modeling hydraulic networks in which complex and simple subsystems are treated using detailed and simplified models, correspondingly. The potentialities and the performance of the strategy are assessed through several examples involving transient flows and complex network configurations.