29 results found (page 1 of 2)
https://www.academia.edu/44626247/%CE%A4%CE%9F%CE%A0%CE%99%CE%9A%CE%97_%CE%9A%CE%95%CE%A1%…

…ρίσκοι με οριζόντιες λαβές 233 IV. Οινοχόες 234 V. Κρατήρες 235 V1. Με πόδι 235 V2. Κιονωτοί 238 V3.Σκυφοειδείς 240 VI. Στάμνοι 241 VII. Σιπύες 241 VIIΙ. Σκύφοι – Κοτύλες 242 viii IΧ. Λεκανίδες 244 Χ. Επίνητρα 244 Διακόσμηση 245 Χρονολόγηση 247 Μονόχρωμη κεραμική 248 Ι. Με χονδρά…

https://www.academia.edu/7787983/THE_HISTORY_OF_THE_GREAT_ACADEMIC_DICTIONARY_OF_THE_RUSSI…

…+,-&/+, <470/+ 3*3 0,*0/,, &+ 5#4*:,225- 5 5,/:*42: M*3, 7 C.N. V/5%/+:53/0/ : «V2<693)&/. 5&+»: &2!*)-(,)-.+"3 &24$/ 7 8+93/:53/0/ (;7553)' /#4+<+,+&)2.) (*5%+' 4+(), * %+. A+ : 57B&/5%) ! *) P 5,/:+ 7<." :$<+,26%52 <:* 1&*(+&)2. 8+4:/+ O"#,!'6$, /.)! ! &/ 124!) /-/ !% 09#, "6 (…

https://www.academia.edu/36423030/MUSIC_AND_THE_FUNCTIONS_OF_THE_BRAIN_AROUSAL_EMOTIONS_AN…

…ioral Psychophysiology External M5 V1 M3 V1 M1 V0 M1 V0 M3 V1 Internal M8 V4 M2 V2 M3 V1 M4 V0 M5 V3 Impact M3 V0 M0 V0 M3 V0 M0 V0 M2 V0 Extr. and Intr. M4 V6 M1 V3 M3 V2 M0 V1 M1 V5 The letter M preceding the numbers refers to music, and the letter V to visual-art. and, on the …

https://www.academia.edu/31783431/Vitalie_B%C3%A2rc%C4%83_Nomazi_ai_stepelor_Sarma%C5%A3ii…

… sunt de la Žemčužnoe, deşi nu are analogii exacte în tipologia lui K. F. Smirnov26, reprezintă, în opinia lui rar întâlnite la sarmaţii timpurii din întregul spaţiu locuit de aceştia10. Nu sunt foarte numeroase nici A. V. Simonenko, o variantă a tipului II de astfel de construcţ…

https://www.academia.edu/7787932/%D0%98%D0%A1%D0%A2%D0%9E%D0%A0%D0%98%D0%AF_%D0%91%D0%9E%D…

…+,-&/+, <470/+ 3*3 0,*0/,, &+ 5#4*:,225- 5 5,/:*42: M*3, 7 C.N. V/5%/+:53/0/ : «V2<693)&/. 5&+»: &2!*)-(,)-.+"3 &24$/ 7 8+93/:53/0/ (;7553)' /#4+<+,+&)2.) (*5%+' 4+(), * %+. A+ : 57B&/5%) ! *) P 5,/:+ 7<." :$<+,26%52 <:* 1&*(+&)2. 8+4:/+ O"#,!'6$, /.)! ! &/ 124!) /-/ !% 09#, "6 (…

https://www.academia.edu/10100033/THE_HISTORY_OF_THE_GREAT_ACADEMIC_DICTIONARY_OF_THE_RUSS…

…+,-&/+, <470/+ 3*3 0,*0/,, &+ 5#4*:,225- 5 5,/:*42: M*3, 7 C.N. V/5%/+:53/0/ : «V2<693)&/. 5&+»: &2!*)-(,)-.+"3 &24$/ 7 8+93/:53/0/ (;7553)' /#4+<+,+&)2.) (*5%+' 4+(), * %+. A+ : 57B&/5%) ! *) P 5,/:+ 7<." :$<+,26%52 <:* 1&*(+&)2. 8+4:/+ O"#,!'6$, /.)! ! &/ 124!) /-/ !% 09#, "6 (…

https://www.academia.edu/124156097/Quantifying_Design_for_User_Experience_Assignments_Usin…

…ngineering and Product Design Education Conference. Ison, R. (2000). Supported open learning and the emergence of learning communities. The case of the Open University UK. In R. Miller (ed), Creating Learning Communities. Models, Resources, and New Ways of Thinking about Teaching…

https://www.academia.edu/114353046/Jeodezik_Uygulamalar_%C4%B0%C3%A7in_Lokal_Geoitler_%C3%…

…he equations (4.20) and (4.21) are combined, T z = ⎡⎣ s1' s2' ... s p' v1 v2 ... vq ⎤⎦ = ⎡⎣ s ' T vT ⎤⎦ (4.22) z vector comprises all p + q random variables that input to the problem. The covariance matrix Q of this z-vector may be written as a block matrix, ⎡Cs ' s ' Cs ' A ⎤ Cz…