01144nam0-22003251i-450-99000549336040332120060614125423.0000549336FED01000549336(Aleph)000549336FED0100054933619990604d1955----km-y0itay50------baspay-------10---<<El >>interregne y el compromiso de CaspeIV Congreso de Historia de la Corona de Aragónpor Manuel Dualde Serrano y Jose Camarena MahiquesPalma de Mallorca[s.n.]195517 p.25 cmSul front.: Excma. Diputación Provincial de Baleares946.5521itaCamarena Mahiques,JoséDualde Serrano,ManuelCongreso de historia de la Corona de Aragón,4.<1955 ;Mallorca>399622DIPUTACION PROVINCIAL DE BALEARESITUNINARICAUNIMARCBK990005493360403321946.55 CONV MAIORCA 1955 (1)ST.MED.MOD. 6167FLFBCFLFBCInterregne y el compromiso de Caspe589452UNINA04908nam 2200637 450 991013713810332120231106101809.01-119-32996-51-119-32997-31-119-33028-9(CKB)3710000000765788(EBL)4692006(MiAaPQ)EBC4692006(Au-PeEL)EBL4692006(CaPaEBR)ebr11268668(CaONFJC)MIL957428(OCoLC)956671578(PPN)233751653(EXLCZ)99371000000076578820160513d2016 uy| 0engur|n|---|||||rdacontentrdamediardacarrierInteractions on digital tablets in the context of 3D geometry learning /David BertoloHoboken, New Jersey :ISTE Ltd/John Wiley and Sons Inc,2016.1 online resource (229 p.)Information systems, web and pervasive computing series. Human-machine interaction set ;2THEi Wiley ebooksDescription based upon print version of record.1-84821-926-1 Cover; Title Page; Copyright; Contents; Preface; Introduction; I.1. Observations and motivations; I.2. Contributions; I.3. Book outline; 1: Construction of Spatial Representation and Perspective in Students; 1.1. Spatial representation in children according to Piaget; 1.1.1. From perception to representation; 1.1.1.1. Stage I: "synthetic incapacity"; 1.1.1.2. Stage II: "intellectual realism"; 1.1.1.3. Stage III: "visual realism"; 1.1.2. Projective space; 1.1.2.1. Perspective; 1.1.2.2. Developing relationships between perspectives; 1.1.2.3. Nets (folds and surface development)1.1.3. Euclidean space1.1.4. Summary; 1.2. The representation of geometric objects: the status of drawings; 1.2.1. Status of drawings in mathematics: drawings versus figures; 1.2.2. Use of geometrical representations; 1.2.2.1. The three geometrical paradigms of Houdemont and Kuzniak; 1.2.2.1.1. Natural geometry (GI); 1.2.2.1.2. Natural axiomatic geometry (GII); 1.2.2.1.3. Axiomatic geometry (GIII); 1.2.2.1.4. Explanation of the different paradigms; 1.2.2.2. Duval's cognitive point of view; 1.2.2.2.1. Iconic visualization; 1.2.2.2.2. Non-iconic visualization; 1.2.2.2.3. Dimensional hiatus1.2.3. The three main functions of drawings in geometry1.3. From the physical shape to its planar representation; 1.3.1. The institutional perspective; 1.3.1.1. Primary; 1.3.1.2. Secondary; 1.3.1.3. Summary of secondary curriculums; 1.3.2. Teaching 3D geometry; 1.3.3. Different representations of 3D objects; 1.3.3.1. Models; 1.3.3.2. Planar representations of 3D objects; 1.3.3.2.1. Central perspective; 1.3.3.2.2. Cavalier projections; 1.3.4. The conflict between the SEEN and the KNOWN in children; 1.4. Benefits of new technologies and dynamic 3D geometry1.4.1. Advantages of 3D geometry programs1.4.2. Limits of 3D geometry programs and consequences; 1.4.2.1. Construction of a cube with Geospace; 1.4.2.2. Construction of a cube with Cabri-3D; 1.4.3. Partial conclusions and initial hypotheses; 2: Mobile Devices and 3D Interactions; 2.1. Why mobile devices?; 2.1.1. A long-standing tradition in mathematics; 2.1.2. Interest from the educational community; 2.1.3. A field reality; 2.2. Mobile devices; 2.2.1. Different types of mobile devices; 2.2.1.1. Mobile phones/smartphones; 2.2.1.2. Portable video game consoles; 2.2.1.3. Ultra mobile2.2.1.4. Tablets2.2.2. Entry systems of mobile terminals; 2.2.2.1. Keyboard / Buttons; 2.2.2.2. Joysticks; 2.2.2.3. Touchscreens; 2.2.2.3.1. A bit of history; 2.2.2.3.2. Capacitive; 2.2.2.3.3. Resistive; 2.2.2.3.4. Infrared; 2.2.2.3.5. Surface waves; 2.2.2.3.6. FTIR (frustrated total internal reflection); 2.2.2.4. Sensors; 2.2.2.5. Camera; 2.2.2.6. Microphone; 2.2.2.7. Our choice; 2.3. Interactions on mobile devices and physiology; 2.3.1. Specificities of mobile devices; 2.3.2. Limitations due to physiologic characteristics; 2.3.2.1. Imprecision of fingers2.3.2.2. Characteristics of the handInformation systems, web and pervasive computing series ;2.THEi Wiley ebooks.GeometryComputer-assisted instructionGeometryStudy and teachingTablet computersThree-dimensional imagingGeometryComputer-assisted instruction.GeometryStudy and teaching.Tablet computers.Three-dimensional imaging.Bertolo David964965MiAaPQMiAaPQMiAaPQBOOK9910137138103321Interactions on digital tablets in the context of 3D geometry learning2189331UNINA03418nam 22005053 450 991098589500332120250313080342.0(CKB)37784137800041(MiAaPQ)EBC31954093(Au-PeEL)EBL31954093(NjHacI)9937784137800041(Exl-AI)31954093(OCoLC)1501714809(EXLCZ)993778413780004120250313d2025 uy 0engur|||||||||||txtrdacontentcrdamediacrrdacarrierOcean Acidification Understanding the Effects, Exploring the Solutions1st ed.Versailles :Quae,2025.©2025.1 online resource (122 pages)Enjeux Sciences Series9782759240647 2759240649 Contents -- Introduction. Why a book on ocean acidification? -- What is ocean acidification? -- Machines, fossil fuels and people -- Greenhouse effect and CO2 -- Some like it hot! -- The fate of anthropogenic CO2 -- How long have we been talking about ocean acidification? -- Just acidity! -- How is pH measured? -- How are other carbonate chemistry parameters measured? -- pH monitoring and the emergence of the term ocean acidification -- Scientific awareness -- Public awareness -- How is ocean acidity evolving? -- How far has pH fallen since the Industrial Revolution? -- What pH values are expected by 2100? -- Has the ocean ever been acidified? -- Does the current period have an equivalent in the geological past? -- Is ocean acidification a homogeneous phenomenon on the scale of the global ocean? -- How do pH and carbonate parameters vary in the ocean? -- How does pH vary over time? -- How has pH evolved in different regions of the ocean? -- How will pH evolve in different regions of the ocean? -- What are the biological impacts of acidification? -- Physiological impacts of CO2 enrichment -- Animal tolerance to CO2 enrichment -- Impacts of ocean acidification on calcifying organisms -- Larval stages, more sensitive than juveniles and adults -- Impacts on behaviourGenerated by AI.Carbon dioxide CO2 emissions, resulting from the combustion of fossil fuels by human activity, reinforce the greenhouse effect and cause climate disruption. While public awareness of this global problem is growing, ocean acidification, described as "the other CO2 problem", is still considerably unknown.In this book, the authors answer ten key questions on the biogeochemical basis of acidification, on past, current and future trends, on the impact on marine organisms and humans, and finally on remediation measures.It draws its answers from fields as diverse as biogeochemistry, ecology, physiology, evolution, aquaculture and fisheries, economics and sociology.Enjeux Sciences SeriesOcean acidificationSeawaterCarbon dioxide contentOcean acidification.SeawaterCarbon dioxide content.577.7144Pernet Fabrice1734481Gazeau édéric1734482MiAaPQMiAaPQMiAaPQBOOK9910985895003321Ocean Acidification4327262UNINA