Vols. 4-24 include Communications of the International Federation of Library Associations (IFLA-FIAB).

My attention was first drawn to Chuquet' s mathematical manuscript whilst undertaking the necessary research for the preparation of the Open University's History of Mathematics course, presented initially in 1974. It was whilst editing the English edition of Math~matiques et Math~maticiens (P. Dedron and J. Itard, trans. J. Field) that I noted that it was stated that "the whole manuscript -- comprises 324 folios, i. e. 648 pages", and that, in addition to the Triparty (by which the work is generally known) the manuscript includes sections on problems, on the application of algebraic methods to geometry, and on conunercial

The proceedings of Visualization 94, held in Washington, D.C., October 1994, comprise technical papers in the areas of volume visualization systems, applications, surfaces, visualization techniques, flow features and topology, visualizing geometry and algorithms, volume visualization techniques, user interfaces and techniques, flow visualization techniques, flow visualization systems, surface extraction, and visualization systems. Case studies are presented in the areas of magnetohydrodynamics and mathematics, environment, and medical applications. There are also six panels. Includes a 46-page section of color plates. No index. Annotation copyright by Book News, Inc., Portland, OR.

Some issues have proceedings of the biennial IATUL Conference.

Designing Online Information Literacy Games Students Want to Play sets the record straight with regard to the promise of games for motivating and teaching students in educational environments. The authors draw on their experience designing the BiblioBouts information literacy game, deploying it in dozens of college classrooms across the country, and evaluating its effectiveness for teaching students how to conduct library research. The multi-modal evaluation of BiblioBouts involved qualitative and quantitative data collection methods and analyses. Drawing on the evaluation, the authors describe how students played this particular information literacy game and make recommendations for the design of future information literacy games. You’ll learn how the game’s design evolved in response to student input and how students played the game including their attitudes about playing games to develop information literacy skills and concepts specifically and playing educational games generally. The authors describe how students benefited as a result of playing the game. Drawing from their own first-hand experience, research, and networking, the authors feature best practices that educators and game designers in LIS specifically and other educational fields generally need to know so that they build classroom games that students want to play. Best practices topics covered include pre-game instruction, rewards, feedback, the ability to review/change actions, ideal timing, and more. The final section of the book covers important concepts for future information literacy game design.