3,978 research outputs found
Joyeux danseurs ; 1. Ostendaise : avec théorie : musique nouvelle pour piano / par Savin Balonchard ; [ill. par] Hya.R, [p. de titre ornée par] E. Buval
No full textTitre uniforme : Balonchard, Savin (18..-19.. ; compositeur). Compositeur. [Ostendaise. Piano]Piano, Musique de -- +* 1800......- 1899......+:19e siècle
L'arche de Noé de Saint-Savin
No full textThe depiction of the ark at Saint-Savin-sur-Gartempe was noted mainly because of the two giant figures holding onto the roof of the ark. Similar representation can be found in the murals of the church of Saint Jean Baptist de Château-Gontier. The author shows their origin to be in Jewish legends. The distribution of the animals and humans in the ark points also to the same origins. The article compares the depiction of the ark in Saint-Savin with those of the illuminations in the manuscripts of the Caedmon poetry, wich shows angels in a somewhat similar position, with the Aelfric paraphrase, as well as the paintings by W. de Brailes, all of which show some traces of Jewish legends. The unconventional form of the sequence and continuity of the stories depicted in the vault painting in the nave of Saint-Savin and the direction of some of the depictions from right to left may point also to an earlier pictorial model of Jewish origin.La représentation de l'arche de Noé à Saint-Savin-sur-Gartempe et son exceptionnelle iconographie ont retenu l'attention des chercheurs essentiellement focalisés sur les deux personnages gigantesques agrippés à la toiture de l'arche. La même représentation figure à l'église Saint-Jean-Baptiste de Château-Gontier. L'A. en fait remonter l'origine aux légendes juives, origine qu'atteste également la distribution des animaux et des hommes aux différents points de l'arche. L'article compare la représentation de l'arche de Saint-Savin, d'une part avec celle des enluminures des manuscrits du poème de Caedmon, où les anges affectent une position quelque peu semblable, d'autre part avec celle de la paraphrase d'Aelfric et des peintures de W. de Brailes, où l'on relève aussi des traces de légendes juives. La forme non conventionnelle des séquences et le fait que la lecture de certaines images se fasse de droite à gauche renvoient aussi à un modèle pictural précoce d'origine juive.Friedman Mira. L'arche de Noé de Saint-Savin. In: Cahiers de civilisation médiévale, 40e année (n°158), Avril-juin 1997. pp. 123-143
Coarse and fine regulation of wheat yield components in response to genotype and environment
No full textAbstract not availableGustavo A. Slafer, Roxana Savin, Victor O. Sadra
Local and global minimizers for a variational energy involving a fractional norm
No full textWe study existence, uniqueness, and other geometric properties of the minimizers of the energy functional
∥u∥2Hs(Ω)+∫ΩW(u)dx,
where ∥u∥Hs(Ω) denotes the total contribution from Ω in the H s norm of u and W is a double-well potential. We also deal with the solutions of the related fractional elliptic Allen-Cahn equation on the entire space Rn . The results collected here will also be useful for forthcoming papers, where the second and the third author will study the Γ-convergence and the density estimates for level sets of minimizers
Relationship between fruiting efficiency and grain weight in durum wheat
No full textAbstract not availableAriel Ferrante, Roxana Savin, Gustavo A. Slafe
Editorial
No full textFrances Bell and Rhona Sharpe became co-editors of ALT-J in September 2007, experiencing generous support from the previous team of editors, Grainne Conole, Martin Oliver and Jane Seale, during the handover period. With the support of the Editorial Board and ALT's new Director of Development, Mark van Harmelen and Publications Officer, Louise Ryan, we have a great opportunity to build on the many strengths introduced at ALT-J by the previous editors. My first venture was to commission a special issue on Learning and Teaching in Immersive Virtual Worlds, with Maggi Savin-Baden and Robert Ward as co-editors. Projects in immersive virtual worlds were proliferating, raising questions about the opportunities for learning offered by these new spaces, and how students and academics would respond to them. There was a place for the publication of early findings, and theories to guide and inform ongoing research. Are immersive virtual worlds 'disruptive technologies' (Bower and Christensen 1995) in education? To answer this question, we need to pay close attention to their use in new applications, rather than in re-creations of traditional learning activities online.Learning and teaching in Immersive Virtual Worlds This special issue comprises a number of exciting initiatives and developments that begin to put issues of learning in immersive virtual worlds centre stage. Although learning through specific types of serious games has been popular for some years, the pedagogical value of immersive worlds is currently not only inchoate but also under-researched. Whilst several of the articles here are not based on empirical research, what they do offer is new ways of considering the pedagogical purposes of using these kinds of digital spaces. The difficulty with the perception of immersive virtual worlds is that there is often a sense that they are seen as being dislocated from physical spaces, and yet they are not. Web spaces are largely viewed as necessarily freer locations where there is a sense that it is both possible and desirable to 'do things differently'. The consequence is that digital pedagogies tend to be, or at least feel, less ordered than much of face-to-face learning, forcing a reconsideration of how learning spaces in digital contexts are to be constituted (for further discussion on this see Savin-Baden 2007). Immersive virtual worlds demand that we confront the possibility of new types of visuality, literacy, pedagogy, representations of knowledge, communication and embodiment. Thus, as Pelletier has argued, “technologies are systems of cultural transmission, creating new contexts within which existing social interests express themselves” (2005, 12). Yet there remain conflicts about whether “pedagogy must lead the technology”, a stance Cousin (2005) believes has become something of a mantra. Although this position would seem plausible and convincing to adopt, it denies the difficulties inherent in putting technology in the lead. It seems that many of the difficulties about the reflexive relationship between pedagogy and technology stem from a failure to ask what might appear to be some straightforward questions, such as: * What do we mean by pedagogy in immersive virtual worlds? * For what is the learning technology to be used? * Is it learning technology, teaching technology, technology to enhance teaching and learning, or something else? * What is the relationship between the type of pedagogy to be adopted and the type of pedagogy currently being used?Cousin (2005) also points out that technology is not just lying there waiting for pedagogues to put to good use - but it might be that that is how some innovators see the situation.Knowledge to go, knowledge on the move is embodied by open source systems and in particular Web 2.0 technologies, with their emphasis on user-generated content. Yet what remains problematic is students' engagement with immersive worlds: there seems to be a marked contrast between how such spaces are used by students within the university and what they do outside formal learning environments. We hope that through this special issue some of the queries and questions raised here will promote engagement in ongoing debates that begin to move forward both the arguments and practices, in interesting and innovative ways.References 1. Bower, J. L. andChristensen, C. M. (1995) Disruptive technologies: Catching the wave. Harvard Business Review pp. 43-53.2. Cousin, G. Land, R. and Bayne, S. (eds) (2005) Learning from cyberspace. Education in cyberspace pp. 117-129. RoutledgeFalmer , Abingdon.3. Pelletier, C. Land, R. andBayne, S. (eds) (2005) New technologies, new identities: The university in the informational age. Education in cyberspace pp. 11-25. RoutledgeFalmer , Abingdon.4. Savin-Baden, M. Learning spaces. Creating opportunities for knowledge creation in academic life McGraw Hill , Maidenhead
J. Chandler, C. Collomp, B. Cottret, R. Ledru, A. Savin. Histoire de l'Amérique du Nord. Une anthologie du XVIIe au XXe siècle. Rosny-sous-Bois : Bréal, 2001
No full textDessens Nathalie. J. Chandler, C. Collomp, B. Cottret, R. Ledru, A. Savin. Histoire de l'Amérique du Nord. Une anthologie du XVIIe au XXe siècle. Rosny-sous-Bois : Bréal, 2001. In: Anglophonia/Caliban, n°13, 2003. Mythe et Littérature. Shakespeare et ses contemporains. pp. 215-216
Connecticut's automated victim notification system and how other states notify victims / by Duke Chen, principal analyst
No full text1 online resource (3 pages)"November 10, 2020."Discusses Connecticut's Statewide Automated Victim Information and Notification (SAVIN) system and how other states notify victim
EULER-POINCARÉ FORMULAE FOR POSITIVE DEPTH BERNSTEIN PROJECTORS
No full textWork of Bezrukavnikov–Kazhdan–Varshavsky uses an equivariant system of trivial idempotents of Moy–Prasad groups to obtain an Euler–Poincaré formula for the r-depth Bernstein projector. Barbasch–Ciubotaru–Moy use depth-zero cuspidal representations of parahoric subgroups to decompose the Euler–Poincaré presentation of the depth-zero projector. For positive depth r, we establish a decomposition of the Euler–Poincaré presentation of the r-depth Bernstein projector based on a notion of associate classes of cuspidal pairs for Moy–Prasad quotients. We apply these new Euler–Poincaré presentations to obtain decompositions of the resolutions of Schneider–Stuhler and Bestvina–Savin.</p
- …
