Revue de synthèse : organe de la Fondation "Pour la science", Centre international de synthèse / direction : Henri Berr, Lucien Febvre, Paul Langevin, Abel Rey

1935/04 (T10,N1). Contient : Sciences de la nature et synthèse générale.

Revue de synthèse : organe de la Fondation "Pour la science", Centre international de synthèse / direction : Henri Berr, Lucien Febvre, Paul Langevin, Abel Rey

1938/06 (T15,N2). Contient : Synthèse historique.

Revue de synthèse : organe de la Fondation "Pour la science", Centre international de synthèse / direction : Henri Berr, Lucien Febvre, Paul Langevin, Abel Rey

1934/10 (T8,N2). Contient : Sciences de la nature et synthèse générale.

Revue de synthèse : organe de la Fondation "Pour la science", Centre international de synthèse / direction : Henri Berr, Lucien Febvre, Paul Langevin, Abel Rey

1937/12 (T13,N3). Contient : Synthèse historique.

Revue de synthèse : organe de la Fondation "Pour la science", Centre international de synthèse / direction : Henri Berr, Lucien Febvre, Paul Langevin, Abel Rey

1934/02 (T7,N1). Contient : Synthèse historique.

Revue de synthèse : organe de la Fondation "Pour la science", Centre international de synthèse / direction : Henri Berr, Lucien Febvre, Paul Langevin, Abel Rey

1933/06 (T5,N2). Contient : Synthèse historique.

Revue de synthèse : organe de la Fondation "Pour la science", Centre international de synthèse / direction : Henri Berr, Lucien Febvre, Paul Langevin, Abel Rey

1933/02 (T5,N1). Contient : Synthèse historique.

The Art & Science of Learning Design

We live in an era defined by a wealth of open and readily available information, and the accelerated evolution of social, mobile and creative technologies. The provision of knowledge, once a primary role of educators, is now devolved to an immense web of free and readily accessible sources. Consequently, educators need to redefine their role not just ¿from sage on the stage to guide on the side¿ but, as more and more voices insist, as ¿designers for learning¿.The call for such a repositioning of educators is heard from leaders in the field of technology-enhanced learning (TEL) and resonates well with the growing culture of design-based research in Education. However, it is still struggling to find a foothold in educational practice. We contend that the root causes of this discrepancy are the lack of articulation of design practices and methods, along with a shortage of tools and representations to support such practices, a lack of a culture of teacher-as-designer among practitioners, and insufficient theoretical development.The Art and Science of Learning Design (ASLD) explores the frameworks, methods, and tools available for teachers, technologists and researchers interested in designing for learning Learning Design theories arising from findings of research are explored, drawing upon research and practitioner experiences. It then surveys current trends in the practices, methods, and methodologies of Learning Design. Highlighting the translation of theory into practice, this book showcases some of the latest tools that support the learning design process itself.

Application of differential scanning calorimetry in hair samples as a possible tool in Forensic Science

The Differential Scanning Calorimetry (DSC) was used to study the thermal behavior of hair samples and to verify the possibility of identifying an individual based on DSC curves from a data bank. Hair samples of students and officials from Instituto de Química de Araraquara, UNESP were obtained to build up a data bank. Thus to sought an individual, under incognito participant of this data bank, was identified using DSC curves.

The literary arts in Hume's science of the fancy

Philosophers have long disagreed about whether poetry, drama, and other literary arts are important to philosophy; and among those who believe that they are important, explanations of that importance have differed greatly. This paper aims to explain and illustrate some of the reasons why Hume found literature to be an important topic for philosophy and philosophers. Philosophy, he holds, can help to explain general and specific literary phenomena, to ground the science of criticism, and to suggest and justify ";principles of art,"; while at the same time literature can provide valuable ";experiments"; for philosophical theorizing and provide it with a model for the science of morals and (in some ways) for philosophy itself. Moreover, the literary arts can not only help one to write better philosophy, in Hume's view; they can also help one to write philosophy better.