Cours d'étude pour l'instruction du prince de Parme, aujourd'hui S. A. R. l'infant D. Ferdinand,... ([Reprod.]) / par M. l'abbé de Condillac,...

Collection : Archives de la linguistique française ; 88

A need for determination of arsenic species at low levels in cereal-based food and infant cereals. Validation of a method by LC-ICPMS.

The present study arose from the need to determine inorganic arsenic (iAs) at low levels in cereal-based food. Validated methods with a low limit of detection (LOD) are required to analyse these kinds of food. An analytical method for the determination of iAs, methylarsonic acid (MA) and dimethylarsinic acid (DMA) in cereal-based food and infant cereals is reported. The method was optimised and validated to achieve low LODs. Ion chromatography-inductively coupled plasma mass spectrometry (LC-ICPMS) was used for arsenic speciation. The main quality parameters were established. To expand the applicability of the method, different cereal products were analysed: bread, biscuits, breakfast cereals, wheat flour, corn snacks, pasta and infant cereals. The total and inorganic arsenic content of 29 cereal-based food samples ranged between 3.7-35.6 and 3.1-26.0 microg As kg-1, respectively. The present method could be considered a valuable tool for assessing inorganic arsenic contents in cereal-based foods.

Sublingual sugar for infant hypoglycaemia

Refers To Deborah L Harris, Philip J Weston, Matthew Signal, J Geoffrey Chase, Jane E Harding Dextrose gel for neonatal hypoglycaemia (the Sugar Babies Study): a randomised, double-blind, placebo-controlled trial The Lancet, Volume 382, Issue 9910, 21 December 2013-3 January 2014, Pages 2077-2083 Referred to by Jane E Harding, Deborah L Harris, Philip J Weston, Matthew Signal, Geoffrey Chase Sublingual sugar for infant hypoglycaemia - Authors' reply The Lancet, Volume 383, Issue 9924, 5-11 April 2014, Pages 1208-1209

Surgical complications due to postnatal cytomegalovirus infection in a preterm infant with malrotation.

We report a case of an extremely preterm infant with intestinal malrotation who contracted postnatal systemic cytomegalovirus (CMV) infection with a complicated intestinal evolution requiring repeated surgical interventions and antiviral treatment. This report is to emphasize that prolonged gastrointestinal symptoms in extremely preterm infants fed with non-pasteurized breast milk should lead to suspicion of CMV infection. The importance of preventive measures when feeding very preterm infants with breast milk needs to be considered. Furthermore, the indications for antiviral treatment, in particular in preterm infants, need to be clarified.

“L’Emozione di conoscere e il desiderio di esistere”: Què és i com afecta la seva pràctica en el desenvolupament de l'autonomia de l'infant

El treball que es presenta a continuació pretén fer un aprofundiment en la metodologia pedagògica “Emozione di conoscere e desiderio di esistere”, nascuda a Itàlia i usada com a referent en l’Educació Especial, amb la intensió de poder valorar de quina manera afecta la seva pràctica en el desenvolupament de l’autonomia de l’infant. Per fer-ho, s’ha fet un recull dels estudis més rellevants relacionats amb el mètode “Emozione di conocscere” i amb el concepte d’autonomia. Seguidament, s’ha fet una observació acurada per poder descriure la posada en pràctica d’un projecte basat en aquesta metodologia i analitzar com aquest intervé en desenvolupar dita competència en els alumnes. Tot això, emmarcat dins l’escenari de la “Scuola Elementare Pirazzini”, situada al centre – nord d’Itàlia.

Un estudi de cas: inclusió d'un infant amb paràlisi cerebral

En aquesta investigació qualitativa s’ha fet un estudi sobre la possibilitat d’incloure a un infant amb paràlisi cerebral en una escola ordinària. Per fer-ho, s’ha treballat a partir de l’estudi de cas d’un infant concret escolaritzat en un centre d’educació espacial. S’ha realitzat un anàlisi de la realitat d’aquest centre, l’Arboç, i de dos centres on les investigadores han realitzat l’estada de pràctiques, a l’escola Camí del Mig i a la Llàntia. Els instruments utilitzats al llarg del procés de recerca han estat les entrevistes, les graelles d’observació, el diari de camp i l’anàlisi de documents dels centres. Aquests s’han complementat amb una observació directa i participant a les escoles esmentades. La conclusió obtinguda després d’haver realitzat tot el procés d’investigació, és que la inclusió d’aquest infant no seria possible en els dos centres ordinaris estudiats, ja que seria necessari introduir un seguit de canvis a nivell d’infraestructures, metodologia, organització i de recursos humans i materials.

Use of drama techniques as a methodology to teach english in infant education by teachers in Catalonia

L’aprenentatge de la llengua anglesa com a llengua estrangera és una oportunitat que cada vegada més escoles de Catalunya presenten a l’etapa d’educació Infantil. La metodologia utilitzada per introduir aquesta llengua és variada en cada cas. Aquesta recerca es centra en l’estudi de l’ús de tècniques dramàtiques com a metodologia per ensenyar anglès a infantil. A partir d’un qüestionari contestat per 129 professors d’anglès de Catalunya s’ha analitzat la percepció que tenen sobre les tècniques dramàtiques i la seva utilització. Els resultats mostren una manca de coneixement general sobre la metodologia.

Cardiac tamponade in an infant during contrast infusion through central venous catheter for chest computed tomography

Complications from central venous catheterization include infectious conditions, pneumothorax, hemothorax and venous thrombosis. Pericardial effusion with cardiac tamponade hardly occurs, and in infants is generally caused by umbilical catheterization. The authors describe the case of cardiac tamponade occurred in an infant during chest computed tomography with contrast infusion through a central venous catheter inserted into the right internal jugular vein.

Early relationship between very preterm infant and mother: The role of infant, maternal and dyadic factors

Pienipainoisen keskosen ja äidin varhainen suhde: Lapsen, äidin ja dyadisten muuttujien vaikutus Tämän tutkimuksen tavoitteena oli tutkia keskosvauvan ja äidin varhaista suhdetta. Tutkimuksessa selvitettiin myös vauvan itkukäyttäytymisen, vauvan sylissä olon ja äidin masentuneisuuden yhteyttä äidin ja keskosvauvan varhaiseen suhteeseen. Tutkimusryhmät koostuivat 32:sta (tutkimus I-II) ja 38:sta (tutkimus III-IV) keskosena syntyneestä vauvasta (syntymäpaino < 1501 g tai GI < 32 viikkoa) sekä 46:sta täysiaikaisena syntyneestä terveestä verrokkivauvasta. Lapsen ja äidin vuorovaikutusta arvioitiin 6 ja 12 kuukauden iässä (korjattu ikä) PCERAmenetelmällä. Äidin mielikuvia lapsestaan tutkittiin WMCI-haastattelulla, kun lapsi oli 12 kuukautta. Baby Day Diary -menetelmää käytettiin vauvan itkukäyttäytymisen ja sylissä olon keston mittaamisessa vauvan ollessa 5 kuukautta. Äidin masentuneisuutta arvioitiin EDPS-lomakkeella, kun lapsi oli 6 kuukautta. Tulokset osoittivat, että turvallisten kiintymyssuhdemielikuvien määrä tai vuorovaikutuksen laatu eivät keskosvauvan äideillä eronneet täysiaikaisina syntyneiden vauvojen äitien vastaavista. Ryhmien välillä ei löytynyt eroja myöskään dyadisen vuorovaikutuksen laadussa. Keskosena syntyneet lapset olivat kuitenkin vetäytyvämpiä ja heillä oli laadullisesti heikommat keskittymisen ja leikin taidot vuorovaikutustilanteessa 12 kuukauden iässä täysiaikaisina syntyneisiin lapsiin nähden. Lisäksi äidin masentuneisuus ja lapsen pitkittynyt itkuisuus olivat negatiivisessa yhteydessä vuorovaikutuksen laatuun keskosvauvojen ryhmässä. Vauvan itkukertojen määrän, sylissä olon keston sekä äidin ja vauvan vuorovaikutuksen laadun välillä löytyi positiivinen yhteys ainoastaan keskosena syntyneiden lasten ryhmässä. Tulostemme perusteelle toteamme, että lapsen ennenaikainen syntymä itsessään ei näytä muodostavan riskiä äidin vuorovaikutuksen laadulle tai turvalliselle kiintymyssuhteelle. Yhdessä muiden riskitekijöiden kanssa keskosuus kuitenkin altistaa vauvat ja heidän äitinsä varhaisen vuorovaikutuksen ongelmille. Lisäksi tuloksemme viittaavat siihen, että vauvan itku ja siitä seuraava sylissä olo toimivat suojaavana mekanismina pienipainoisen keskosen ja äidin varhaisessa suhteessa.

The construction of infant and primary school teachers’ identity during their initial professional development and first years of work (Identidoc). Summary, main results and contributions

Educators who are currently beginning their professional career at any level of the educationalsystem and who will likely have to work during the next thirty to forty years will be takingpart in the education of individuals who, with the permission of prophets and doomsayers,will live part of their lives in the 22nd century. That long but simple statement causes a bit ofvertigo as well as a good amount of reflection on the part of we educators who were trainedin the 20th century, are working in the 21st century, and are responsible for preparing peopleto build a tomorrow that is already today (Millán and Sancho, 1995). This is the starting pointof our research groups’ interest in exploring how men and women who have graduated fromteacher education programs with specializations in infant and primary education learn to beteachers, and how they establish and position themselves as teachers during their university studies and the first years of their professional life...

The construction of infant and primary school teachers’ identity during their initial professional development and first years of work (Identidoc). Summary, main results and contributions

Educators who are currently beginning their professional career at any level of the educationalsystem and who will likely have to work during the next thirty to forty years will be takingpart in the education of individuals who, with the permission of prophets and doomsayers,will live part of their lives in the 22nd century. That long but simple statement causes a bit ofvertigo as well as a good amount of reflection on the part of we educators who were trainedin the 20th century, are working in the 21st century, and are responsible for preparing peopleto build a tomorrow that is already today (Millán and Sancho, 1995). This is the starting pointof our research groups’ interest in exploring how men and women who have graduated fromteacher education programs with specializations in infant and primary education learn to beteachers, and how they establish and position themselves as teachers during their university studies and the first years of their professional life...

The construction of infant and primary school teachers’ identity during their initial professional development and first years of work (Identidoc). Summary, main results and contributions

Educators who are currently beginning their professional career at any level of the educationalsystem and who will likely have to work during the next thirty to forty years will be takingpart in the education of individuals who, with the permission of prophets and doomsayers,will live part of their lives in the 22nd century. That long but simple statement causes a bit ofvertigo as well as a good amount of reflection on the part of we educators who were trainedin the 20th century, are working in the 21st century, and are responsible for preparing peopleto build a tomorrow that is already today (Millán and Sancho, 1995). This is the starting pointof our research groups’ interest in exploring how men and women who have graduated fromteacher education programs with specializations in infant and primary education learn to beteachers, and how they establish and position themselves as teachers during their university studies and the first years of their professional life...

The construction of infant and primary school teachers’ identity during their initial professional development and first years of work (Identidoc). Summary, main results and contributions

Educators who are currently beginning their professional career at any level of the educationalsystem and who will likely have to work during the next thirty to forty years will be takingpart in the education of individuals who, with the permission of prophets and doomsayers,will live part of their lives in the 22nd century. That long but simple statement causes a bit ofvertigo as well as a good amount of reflection on the part of we educators who were trainedin the 20th century, are working in the 21st century, and are responsible for preparing peopleto build a tomorrow that is already today (Millán and Sancho, 1995). This is the starting pointof our research groups’ interest in exploring how men and women who have graduated fromteacher education programs with specializations in infant and primary education learn to beteachers, and how they establish and position themselves as teachers during their university studies and the first years of their professional life...