Systemic retention of ingested cantharidin by frogs

Frogs (Rana pipiens) fed on blister beetles (Meloidae) or cantharidin, retain cantharidin systemically. After cessation of feeding, they void the compound relatively quickly. Systemic cantharidin does not protect frogs against ectoparasitic feeding by leeches (Hirudo medicinalis) or predation by snakes (Nerodia sipedon). As suggested by our data, and from reports in the early literature, ingestion of cantharidin-containing frogs can pose a health threat to humans.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/43540/1/49_2005_Article_BF01325229.pd

Shape and Motion Estimation from Geometry and Motion Modeling

This paper presents a new approach to shape and motion estimation based on geometric primitives and relations in a model-based framework. A description of a scene in terms of structured geometric elements sharing relationship allows to derive a parametric model with Euclidian constraints, and a camera model is also proposed to reduce the problem dimensionality. It leads to a sequential MAP estimation, that gives accurate and comprehensible results on real images

Designing learning scenarios for a 3D virtual environment: The case of special relativity

International audienceSpecial Relativity, as introduced by Einstein, is regarded as one of the most important revolutions in the history of physics. Nevertheless, the observation of direct outcomes of this theory on mundane objects is impossible because they can only be witnessed when travelling at relative speeds approaching the light velocity c. These effects are so counterintuitive and contradicting with our daily understanding of space and time that physics students find it hard to learn special relativity beyond mathematical equations and to understand the deep implications of the theory. Although we cannot travel at the speed of light, Virtual Reality (VR) makes it possible to experiment the effects of relativity in a 3D immersive environment (a CAVE: Cave Automatic Virtual Environment). The use of the immersive environment is underpinned by the development of dedicated learning scenarios created through a dialectic between VR-related computational constraints and cognitive constraints that include students' difficulties. Investigating student's understanding of relativistic situations (that involve relative speeds close to c) led to the typifying of a cognitive profile that governed the situations to be implemented into the CAVE and the associated learning scenarios

Designing learning scenarios for a 3D virtual environment: The case of special relativity

International audienceSpecial Relativity, as introduced by Einstein, is regarded as one of the most important revolutions in the history of physics. Nevertheless, the observation of direct outcomes of this theory on mundane objects is impossible because they can only be witnessed when travelling at relative speeds approaching the light velocity c. These effects are so counterintuitive and contradicting with our daily understanding of space and time that physics students find it hard to learn special relativity beyond mathematical equations and to understand the deep implications of the theory. Although we cannot travel at the speed of light, Virtual Reality (VR) makes it possible to experiment the effects of relativity in a 3D immersive environment (a CAVE: Cave Automatic Virtual Environment). The use of the immersive environment is underpinned by the development of dedicated learning scenarios created through a dialectic between VR-related computational constraints and cognitive constraints that include students' difficulties. Investigating student's understanding of relativistic situations (that involve relative speeds close to c) led to the typifying of a cognitive profile that governed the situations to be implemented into the CAVE and the associated learning scenarios