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4 Deep Connextion biography, 4 Deep Connextion discography
The term is employed to distinguish the medium itself from particular genres and formats, such as comic books or graphic novels.The French Connection
comics from a French P.Fortunately, last month's piece reminded me of a worthy candidate: a widely available series, by notoriously exigent authors, which also happens to be partially translated in English.Joan Sfar and Lewis Trondheim.Not surprisingly, Donjon focuses on the story of a dungeon.Speaking of characters, these stray pretty far from the usual fantasy representations, since most of them are funny animals, similar to those used in other Trondheim books (Lapinot being the best known example).Similarly, all the people in Zootamauxime are rabbits.While these tend to have some animal traits, they're pretty much your usual fantasy monsters.You even get a goblin king living in a cave under a mountain.Except, of course, when he is having a drink outside.Summing up the plot is not as easy as in most heroic fantasy series, because Donjon happens to tell a very very long story.It actually took me a while to see the link between the events described here, the formation of a young man, and the events in the two other series, but in the latest volume, things are turning darker, and the dungeon itself should make its appearance pretty quickly.Zenith (5 volumes) is the keystone of Donjon.You let some adventurers in, you provide them with some adventures and some easily gained treasures, hoping they'll bring back some colleagues which you'll happily kill and rob of their possessions.Frankly, the economic model isn't the most convincing part of the series, but there's real pleasure in seeing the notoriously miserly dungeon keeper try to manage his monsters, treasures and employees, while ensuring his business remains profitable.Fortunately for them, the adventures of Herbert and Marvin do not rely solely on this folklore.The Hobbit and Fritz Leiber's Lankhmar.Things fall into place as soon as volume two, but you need to forgive these initial imperfections to get there.Only Marvin, the old and blind draconian, now known as King Dust, can lead the rebellion against his rule.The hero (but is there really one?Marvin, engaged in a picaresque quest to find a girl and save the world.Joann Sfar illustrates the first three volumes, and he has declared that he made a mistake in trying to adapt his usual style to a fantasy world.Quite frankly, this is far from his best work, especially in volume 101.Things get a lot better afterward, and when Kerascoet takes over, the transition is smooth.This is supposedly written for children, but Sfar has stated on several occasions that he does not believe in age classification.If it ever gets translated, that is.Finally, Donjon Monsters is a series of tales focusing on specific monsters from any of the three eras of the dungeons.The strength of Donjon comes from the scope and the coherence of the project, and Monsters sacrifices some of this coherence for brilliance's sake.So, why should you read Donjon?Each of the five English volumes collects two stories (one Early Years and two each of Zenith and Twilight), for what seems to be a fairly reasonable price.France after the 80's, but under 40, pretty much anyone can and do read it.The main problem with fantasy in BD (and in most comics as well), is that it lacks ambition.The authors know that Conan has been done masterfully in various media.Oiseau du Temps, seen Dark Crystal and The Princess Bride, and confronted with these masterpieces, they only try for second best.Stereotypes, on the other hand, are just what cheap popular culture relies on.The scope of Donjon, this colossal attempt at creating a whole universe over a hundred volumes allow Sfar and Trondheim to dwell leisurely on their characters, to provide them with an authentic voice.They question stereotypes, while wisely refusing to simply reverse them.Something happens in these yet to be written volumes, which radically alters both the heroes and the world which contains them.Delcourt
LogIn or SignUp (It's free!Trondheim is one of my very favorite artists and Donjon is a great introduction to his work.Sfar manage to create a funny story that simultaneously mocks the conventions of fantasy while being completely faithful to them at the same time.The Bone comparison is also telling, because Barks was obviously a huge influence on Jeff Smith).What if it was intelligent?Garde
From the mainstream to the margins.French comics (along with their faults).This product is subject to our return policy.Url to be current translated CMS Url
__CMS_PostbackForm.Engine crank pin rolling equipment, rolling tool and method of rolling adjacent and offset crank pins
Issued on: August 29, 1995
Inventor: Gottschalk, et al.Felix Hoffmann, a German chemist, was searching for something to relieve his father's arthritis.They
led to a deeper understanding of laws such as the principles of conservation of
energy, angular momentum, etc.The work followed upon
David Hilbert's discovery of the variational principle from which he derived the
field equations of general relativity.The discussion and proofs of the two theorems in I.Shortly thereafter she took the abstract approach to algebra following Hilbert's
1888 basis theory paper.She worked unpaid in Erlangen supervising students and
sometimes lecturing for her ailing father.July 1915, shortly after Noether arrived, Albert
Einstein gave six lectures in Gottingen on the general theory of relativity.He
had been working to generalize the special theory of relativity to include
gravity since 1905.In November 1915, Emmy Noether wrote to Ernst
Fischer: "Hilbert plans to lecture next week about his ideas on Einstein's
differential invariants,and so ..It would seem, therefore, that she began to study relativity
theory then.Euler's
equations of a problem of variation ..."It was an early effort to
formulate a unified field theory of gravity, electromagnetism, and matter.However, when specialized to gravity, Hilbert's
derivation of the field equations is an original and important contribution to
the general theory.Einstein Lagrangian, and his formulation of the theory is in widespread
use today.So had Einstein, a few weeks
earlier.Hilbert was the first, however, to state this principle correctly."Weyl, Eddington, Einstein himself, and others) aimed to reduce it.Though the general theory of relativity was completed in
1915, there remained unresolved problems.In the early days, Hilbert
wrote about this problem as 'the failure of the energy theorem '.This
conjecture was clarified, quantified and proved correct by Emmy Noether.Klein was working on this problem of energy conservation, or
as he termed it Hilbert's energy vector, in 1916.He wrote in this
correspondence with Hilbert that "Frl.He reports that he presented her paper to the
Gesellschaft the following week, and says that she also proved and generalized
some of Hilbert's ideas.David Hilbert credits Emmy Noether with having
solved the problem of an energy theorem in the general theory, and refers to
I.In the concluding section of her paper, she refers to Hilbert's
having said that 'the failure of the energy theorem' is a characteristic feature
of the general theory.In 1919, Noether chose I.He failed due to the resistance of the philologists and
historians.After all, we are a university not a bathing
establishment.These
lectures were becoming famous and drawing the attendance of mathematicians from
all over Europe.Without Habilitation she was working unpaid.It is quite clear from the application papers written for
Habilitation that Noether knew the scope and importance of her results for
physics.It is
the group of all continuous coordinate transformations with continuous
derivatives, often called the group of general coordinate transformations.It
is a Lie group that has a continuously infinite number of independent
infinitesimal generators.In Noether's terminology such a group is an infinite
continuous group.Lie subgroup of the group of general
coordinate transformations.Noether refers to such a group as a finite continuous
group.This distinction between a Lie group with a finite (or countably
infinite) number of independent infinitesimal generators and an infinite
continuous group is what distinguishes Noether's theorem I and theorem II in
I."Before Noether's
Theorem the principle of conservation of energy was shrouded in mystery, leading
to the obscure physical systems of Mach and Ostwald.In general relativity, on the other hand, energy conservation takes a
different form as will be shown below.Because it is not covariant under
general coordinate transformations, it is more properly called a pseudotensor.To illucidate these matters further, we discuss in some detail
field theories of matter, gravity, electromagnetism, etc.As will
be shown below, there is transfer of energy to and from the gravitational field
and it has not meaning to speak of a definite localization of the energy of the
gravitational field in space5.Consequently we do
not have a principle of local energy conservation in spacetime regions in which
there exist gravitational fields.This was Hilbert's great contribution to
the general theory of relativity.Then Hamilton's Principle gives the field equations: viz.Here we discuss in some detail laws of energy conservation in
special and general relativity where Noether's theorem I applies in the first
case and theorem II in the second.This implies local energy conservation.In general relativity, on the other hand, the components of
the metric tensor gmu nu are the
gravitational field variables and generally spacetime dependent.Following Hilbert,
one may derive the field equations of general relativity from the condition that
(7) is an extremum with respect to variations of g
mu nu .Rmu nu is the
Ricci tensor constructed by contraction from the Riemann curvature tensor, and
R is the Ricci or curvature scalar.The Riemann
curvature tensor is constructed from the metric tensor g
mu nu and its first and second derivatives.This surely was
immediately clear to Hilbert in 1915.Lagrange functions of the theory and their derivatives.This is quite different
from the results of theorem I that for each infinitesimal generator of the
finite continuous group there is a quantity whose divergence vanishes when the
Lagrange functions vanish (field equations are satisfied).These results are covariant under the full
group.This equation states that the covariant divergence of the
left side of (8) vanishes.Riemann curvature is different from
zero.The covariant divergence is an invariant; i.This is guaranteed by the
equivalence principle which states that one can always choose a coordinate
system such that spacetime in the neighborhood of a given point is Minkowski
(flat).Thus one may see why it is not meaningful to speak of a localized
energy density for gravitational fields.In this approximation the theory is
similar to electromagnetic theory.In Einstein
gravity, the accel erating mass is a source of gravitational radiation and one
may calculate the radiation reaction force as one does in electromagnetic
theory.This is an unphysical radiation reaction force.The calculation is not gauge invariant and depends on the choice of coordinates
used to describe the motion of the particle.The problem in principle was solved by Noether.Such a
calculation is applied to the observed decrease of the orbital period of the
binary pulsar PSR 1913+1916, and used to estimate the associated flux of
gravitational radiation.The integral I in physics is the action in the sense of
Hamilton's Principle, and the functional L is the Langrangian of
the theory.The results are different in the two
cases.Corresponding to the generator of this
group, one has a divergence free current and from this one proves charge
conservation.Theorem II applies when the action is an invariant of an
infinite Lie group.The statement of the theorem for this case is very general
and, aside from its application to general relativity, it applies in a wide
variety of other cases.For example, theorem I
states that if the action I is an invariant of a finite Lie group, there
are rho divergences which vanish when the equations of motion are
satisfied.We use Minkowski notation for the components of the
spacetime point x; viz.If, on the other hand, the action is invariant with respect to local gauge transformations, the symmetry is of an infinite Lie group corresponding to the possibility of independently transforming the gauge at every spacetime point.As in theorem I case, one gets electric current conservation from theorem II.Abelian gauge transformations are considered, the result is more complicated.Aaron Grant for a critical reading of the final draft.Zur Invariantentheorie der Formen von n Variabeln.Der Endlichkeitssatz der Invarianten endlicher Gruppen.Darstellung der Invarianten eines Systems von beliebig vielen Grundformen.Die allgemeinsten Bereiche aus ganzen transzendenten Zahlen.Die Funktionalgleichungen der isomorphen Abbildung.Plenum Press, New York (1996).English translation of this memorial lecture is given in Ref.Clark Kimberling in Emmy Noether, A Tribute to Her Life and Work; James W.Erhaltung von Impuls und Energie in die Einsteinschen Gravitationstheories.Feza Gursey as quoted by Nathan Jacobson in his lengthy Introduction to Emmy Noether, Collected Works, Ref.Ignazio Ciufolini and John Archibald Wheeler, Gravitation and Inertia, Princeton University Press, Princeton, N.They named the field the Lost City, after the fabled lost city of Atlantis.The tall mineral chimneys of the Atlantic, which average about 80 feet tall, look very much like the Pacific ones and support their own community of animals.Alvin II, an streamlined, updated version of the invaluable little sub.How do their animal populations differ?How are the Lost City creatures able to survive in such a caustic environment?What are the difficulties of studying deep sea life?Along the way, students view movies of undersea volcanoes and other phenomena, listen to an eruption, and learn about the risks of such a dive.Ocean Planet exhibit is well worth a visit.Research for Education and Learning in Denver, Colorado.Connection a springboard to curriculum enhancements, extra credit projects, or an accelerated learning program.For more information, go to www.Remind students that personal or private information must not be shared on the web.Science Friday and KIDSNET are not responsible for the content of unaffiliated websites referenced or linked on our pages These links are provided as resources only and do not constitute endorsement by Science Friday or KIDSNET.Links in the Kids' Connection website were live at the time of posting.Information literacy education is central for students as a building block for functioning citizenship in an information rich world.Data were collected at three stages of the students' information seeking process with use of four survey instruments, including an adapted version of the ASSIST test.The analysis of the ASSIST test and the structured questions was quantitative.The open questions were coded through an axial coding process and analysed qualitatively.Students with different study approaches tended to focus on different information seeking aspects in addition to shared commonalities.Students with a surface approach prioritized easily available sources, deep students were aware of quality aspects, and strategic students organized and structured their searches.Level of engagement in the search task seems to be highly influential on information seeking behaviour.From all surrounding stimuli that compete for our attention, we constantly, consciously and unconsciously, select which information we react to, process and ultimately store.This cognitive process is closely linked to motivation.Students tend to have a preferred habitual way to approach their study work, a learning style, which has been shown to influence their information seeking (Ford 1986; Ford, et al.The connection between study approach and information behaviour may provide a clue to a holistic understanding of childrens' information behaviour.In guided inquiry projects students learn curriculum content through guided but independent information seeking.In this learning process an engaging topic, which sparks and supports motivation is essential.This article will describe a part of a project that explored student learning through guided inquiry.This paper aims to explore if and how students general study attitude and intention influence their information seeking behaviour.Low motivation for a specific task and in a certain context has been shown to narrow the search, while high engagement would broaden it (Ford 1986; Ford et al.Narrow or wide seeking may in addition depend on cognitive information processing.Wholists, who rely on analogy and associations, prefer to develop their topical understanding on a good base from where they go into detail (Pask 1976).Their habitual information seeking reflects this starting point.Serialists, on the other hand, build their knowledge brick by brick, by establishing supporting detail and argument in small logical steps.The overall picture emerges relatively late in their learning process (Pask 1976).When searching for information, they focus on the aspect they are working on and tend to use a precise strategy in order to avoid irrelevant information (Ford et al.Students' motivation and study intention seem to have a base in personal preference across context, but this preference may be adjusted according to perceived situational demands.Consistent labelling remains treacherous as students can vary their approach between courses and contents.Intrinsically motivated students would usually employ a deep approach where information is used as a building block for their personal topical comprehension.Students with a surface study approach tend to consult information sources only because they are required to do so.Particular pieces of information are sought in order to fill a momentary gap of information, instead of being linked together in a wider pattern of knowledge creation (Ford 1986; Ford et al.This fulfils the search goal of the surface students, which often is mere task completion.They usually seek broadly and selectively in a variety of sources (Ford 1986; Ford et al.This search style, deep diving, is distinguished by use of considerable effort in order to retrieve high quality sources.Learning to access and use information sources is an essential building block for information literacy.Inquiry projects account for the range of information literacy aspects described by Bruce (1997) and have yielded successful outcomes regarding student learning of curriculum content as well as information seeking skills.The sample consisted of 574 students, grades 6 to 12, from ten diverse public schools in New Jersey, USA, undertaking guided inquiry projects.The students studied a broad range of curriculum topics in humanities, social studies, chemistry and biology.The selected schools were multicultural in urban and suburban settings.What the students considered easy regarding information seeking was measured by an open instruction Write down what you think is easy about researching your topic..This might be about your topic, or new things you can do, or learn about yourself).Each respondent obtains a final, summarized score for each study approach (Tait et al.As ASSIST was developed mainly for use among university students, the instrument was adapted for middle and high school students for the present research.Although the intent of this research project was not to develop ASSIST for younger students, it was important that the instrument was validated within this population.These measures correspond to the original ASSIST scale and the revised version was therefore considered valid for use in this project.The influence of study approach on the other features of the inquiry project was explored through a qualitative analysis of the students who scored highest on the three study approach scales respectively.The ASSIST test gives every student a score on each of the three study approaches.It was important to exclude from the analysis students who scored highly on more than one approach.The responses to the questions regarding easiness, difficulties and what had been learnt in the inquiry project were coded qualitatively.The responses from students that represented each of the study approach categories were then compared.The analyses showed that students with different approach to studying tended to stress somewhat different information seeking aspects in addition to shared commonalities.When reading the tables below please keep in mind that they illustrate the results of the qualitative analyses.The sample of students representing each study approach was too small to allow statistical analyses.The majority of students who mentioned availability of information as facilitating their projects had a 'surface' approach to studying (Table 1).Three surface students mentioned that 'nothing' was easy in their projects.What was striking among the students with a deep approach was the prevalence of topical engagement and ownership.What the surface students experience as their major difficulties mirrored what they considered easy, namely obstacles to availability and access, and the nuisance of hard work (Table 2).As one student put it 'the most difficult and annoying part of our task is looking up the information.In the intertwined web of cause and consequence surface students' distinctive low learning motivation, lack of search engagement, and learning challenges are likely all related .Lack of previous experience could be a barrier 'I have never been to Norway so I don't know what it looks like there or the climate', while positive engagement would diminish difficulties: 'nothing is difficult since I enjoy researching for unknown knowledge'.The deep students' concern about information quality revealed the depth of their involvement in aspects of information content, as well as their analytical skills: 'difficult since it is hard to find unbiased sources', or (difficulty in) 'finding reliable, scientific sources'.What was distinctive for the surface students was that they had predominantly learned fairly basic information handling skills through their projects, for instance to use a specific information source.Students mentioned insight into quality aspects: 'it is hard to find credible sources'.The strategic students were the only ones in the sample that mentioned information management and organization aspects: 'I learned that organizing and doing work separately pacing myself you get more done' (500, 562668), 'better skills at researching, keeping an organized log', and 'that time management is important and you have to take advantage of your sources and time'.It seems that while surface students' information seeking remained on a factual level, the deep students developed skills of more depth.Students with a strategic approach organized their searches and managed their acquired information in a higher degree than other groups.Preferably this would be accomplished as smoothly and rapidly as possible.The surface students consulted documents that were easy to access regardless of content quality.Their topical engagement was guided by a true intention to learn.This inspired them to explore a wide variety of material.Their quality concern was mainly expressed in the context of experienced difficulties in information seeking, which suggests that what a student mentions as a difficulty may not only be regarded as lack of skill, but may also indicate understanding of the information seeking process.The present study supported these search styles and their connection to study approaches.The deep middle and high school students shared distinctive features with the deep diving search style: considerable effort invested in seeking, alertness to information content, favouring high quality documents, and information analysis.Strategic students also dived deeply but they chose this search style tactically in order to achieve and obtain a good grade.Their goal was accomplishment, in this task as in future ones.It is important to realize that these two concepts do not necessarily contradict each other.The way middle and high school students approach their information searches depends on their motivation.The surface students' skills correspond to what originally was conceptualized as information literacy, namely the ability to access and use sources, while the deep students go beyond this in their aim to analyse and use the acquired documents.It is vital that searching and information use are taught in a context that engages the students.This does not mean that the motivating framework should be artificially imposed, as in teaching information literacy through involving students in searches related to their personal interests or hobbies, but rather through presenting a curriculum topic from an angle to which they can relate.Unmotivated searchers are likely to look for quick answers, while engaged searchers may appreciate a discussion about their topics.Some will welcome a librarian's initiation for interventions and instructions for their searches, while others prefer to handle their information seeking independently.The seven faces of information literacy.Information literacy around the world.Wagga Wagga, NSW: Center for Information Studies.Student learning in context: understanding the phenomenon and the person.The role of individual differences in Internet searching: an empirical study.Information seeking and mediated searching.Cognitive styles in information seeking.Effectives of motivation and test anxiety on process and outcome.The effects of search tool type and cognitive style on performance during hypermedia database searches.Experiencing information seeking and learning.Styles and strategies of learning.Learning style': frameworks and instruments.Oxford: Oxford Brookes University, The Oxford Centre for Staff and Learning Development.Find other papers on this subject.Information Research, 11(4) paper 265.
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