Cartas enviadas por Gerhard Bähr a Justo Garate entre 1933 y 1939

8 cartas y 4 tarjetas postales (mecanografiadas y manuscritas) ; entre 205x295mm y 90x140mm

I. Foehn winds of southern California. II. Foehn wind cyclo-genesis. III. Weather conditions associated with the Akron disaster. IV. The Los Angeles storm of December 30, 1933 to January 1, 1934

I. Foehn winds of southern California.
An investigation of the hot, dry and dust laden winds occurring in the late fall and early winter in the Los Angeles Basin and attributed in the past to the influences of the desert regions to the north revealed that these currents were of a foehn nature. Their properties were found to be entirely due to dynamical heating produced in the descent from the high level areas in the interior to the lower Los Angeles Basin. Any dust associated with the phenomenon was found to be acquired from the Los Angeles area rather than transported from the desert. It was found that the frequency of occurrence of a mild type foehn of this nature during this season was sufficient to warrant its classification as a winter monsoon. This results from the topography of the Los Angeles region which allows an easy entrance to the air from the interior by virtue of the low level mountain passes north of the area. This monsoon provides the mild winter climate of southern California since temperatures associated with the foehn currents are far higher than those experienced when maritime air from the adjacent Pacific Ocean occupies the region.

II. Foehn wind cyclo-genesis.
Intense anticyclones frequently build up over the high level regions of the Great Basin and Columbia Plateau which lie between the Sierra Nevada and Cascade Mountains to the west and the Rocky Mountains to the east. The outflow from these anticyclones produce extensive foehns east of the Rockies in the comparatively low level areas of the middle west and the Canadian provinces of Alberta and Saskatchewan. Normally at this season of the year very cold polar continental air masses are present over this territory and with the occurrence of these foehns marked discontinuity surfaces arise between the warm foehn current, which is obliged to slide over a colder mass, and the Pc air to the east. Cyclones are easily produced from this phenomenon and take the form of unstable waves which propagate along the discontinuity surface between the two dissimilar masses. A continual series of such cyclones was found to occur as long as the Great Basin anticyclone is maintained with undiminished intensity.

III. Weather conditions associated with the Akron disaster.
This situation illustrates the speedy development and propagation of young disturbances in the eastern United States during the spring of the year under the influence of the conditionally unstable tropical maritime air masses which characterise the region. It also furnishes an excellent example of the superiority of air mass and frontal methods of weather prediction for aircraft operation over the older methods based upon pressure distribution.

IV. The Los Angeles storm of December 30, 1933 to January 1, 1934.
This discussion points out some of the fundamental interactions occurring between air masses of the North Pacific Ocean in connection with Pacific Coast storms and the value of topographic and aerological considerations in predicting them. Estimates of rainfall intensity and duration from analyses of this type may be made and would prove very valuable in the Los Angeles area in connection with flood control problems.

Surface water temperature of Windermere. Monthly and yearly totals of degree-days centigrade and monthly mean temperatures, 1933 to 1975

The surface temperature of Windermere has been recorded by the staff of the Freshwater Biological Association on every weekday (with a few minor exceptions) since 11 January 1933. This publication presents this information in a form which can easily be used by individual research workers. There are 43 tables (1 for each year, 1933-1975) which give the data, expressed as degree-days centigrade. The tables show for each month the number of degree-days above each temperature from 0 degree C to the highest recorded, at 1 degree C intervals. Mean temperatures are obtained by dividing the number of degree-days over 0 degree C by the relevant number of days. The advantage of degree-days rather than mean temperatures is that degree-days are additive so data for any desired periods may be combined quickly and simply. Seasonal results for spring, summer, autumn and winter are presented in tabular form, as are selected totals for comparisons between years. Further tables give the mean temperature in each month of the year, and the frequency distributions of monthly mean temperatures.

Carta enviada desde la Bibliothèque Nationale [de Frace] a Justo Garate en 1933

1 carta (manuscrita) ; 125x210mm

Iluminar a terra pela inteligência: Trajetória do Aprendizado Agrícola de Barbacena, MG (1910 - 1933)

Esta tese objetiva percorrer a trajetória da criação, implantação e mudanças, ao longo do processo histórico do Aprendizado Agrícola de Barbacena, desde seu início, em 1910, até a época do presidente Getúlio Vargas, 1933. Como preliminares e pano de fundo, as iniciativas do Brasil, que, premido pela carência de mão de obra qualificada para atender à demanda das fazendas, após a abolição da escravatura, busca conhecimentos e experiências em outros países, na área da educação agrícola. Com o advento da República, verifica-se uma guinada do Estado brasileiro no sentido de assumir o ensino elementar público, a fim de ir diminuindo o percentual de analfabetos e de ensaiar a implantação do ensino agrícola, tendo em vista a crise que surgira no setor agrícola. É nesse cenário que se criam os aprendizados agrícolas. O Aprendizado Agrícola de Barbacena surge em 1910. Com foco nessa Instituição, abordam-se: o papel de lideranças políticas mineiras para trazer para Barbacena o primeiro Aprendizado Agrícola de Minas Gerais; as mudanças por que o Aprendizado passou, indo de seu início até a época de Getúlio, quando foi transformado em Escola Agrícola; o método de ensino, prevalentemente teórico-prático; a integração do Aprendizado com seu meio; o sistema de administração que incluía participação dos alunos nos lucros; a estrutura didático-pedagógica e o regime de internato. O estudo destaca o trabalho do seu primeiro Diretor, Diaulas Abreu, por 45 anos à frente da Instituição. Como metodologia de pesquisa, analisam-se decretos relativos à criação do Aprendizado, regulamentos, relatórios, dados do arquivo da Instituição e a troca de correspondência entre a direção e órgãos do governo. A pesquisa se encerra na era do presidente Getúlio Vargas, após a Revolução de 1930.

Crônicas de Cecília Meireles: Leitura e Literatura em Prol da Renovação Educacional (1930-1933).

Esta dissertação, resultado de uma pesquisa histórica, busca contribuir para o campo da História da Educação. O corpus documental desta pesquisa, tratado como fonte e objeto da investigação, são as crônicas de Cecília Meireles, publicadas diariamente na Página de Educação, do jornal Diário de Notícias, durante os anos de 1930 a 1933, na cidade do Rio de Janeiro. A consulta ao acervo indicado foi realizada por meio da Hemeroteca Digital da Biblioteca Nacional. Inserimo-nos no campo da História da Educação e aproximamo-nos do campo da História Cultural e da História da Leitura a fim de desenvolver esta pesquisa que pretende problematizar os vestígios das leituras de Cecília Meireles, que estão presentes em suas crônicas e, algumas vezes, na Página como um todo, em forma de artigos ou resenhas especialmente escritos para o jornal. Cecília trazia para essa seção que dirigiu uma forte influência literária, com referências explícitas a autores e obras. Verificam-se, pois, as afinidades entre Cecília e os autores das leituras que fazia, haja vista a preocupação da cronista-educadora com a solidariedade, a cooperação e a fraternidade entre os seres humanos, integrando o nacional ao universal, também expressa nos seus textos do jornal. Esse sentimento de elevação espiritual fazia-se presente na literatura da época, devido às crises desencadeadas no período pós-guerra. Quais seriam, então, suas leituras? Como pode ter ocorrido sua formação como leitora? E de que modo esses textos lidos podem ter influenciado sua escrita, principalmente a produção sobre Educação no jornal nos anos 1930? Para além dessas marcas textuais, problematizamos também as confluências entre os discursos literário e jornalístico e a consequente atuação destes enunciados como instrumentos de educação, na medida em que podem agir na formação intelectual e afetiva dos indivíduos.

A reconstrução histórica da relação trabalho e educação na Escola Técnica Estadual Ferreira Viana de 1888 até 1933

Realizo uma investigação acerca da educação no contexto histórico das políticas públicas. Meu objeto de estudo é a relação entre trabalho e educação da Escola Técnica Estadual Ferreira Viana (ETEFV), uma instituição de ensino público da atual rede FAETEC. Tornam-se parte do problema desta pesquisa, as ideologias difundidas pela classe dominante para a produção e reprodução da estrutura social regida pelo modo de produção capitalista. São exemplos disto, o caráter moralizante do trabalho, que fundamenta a formação profissional, por meio de ação direta da administração pública em Decretos, leis, e outros mecanismos de legislação que se interpõem historicamente na relação entre trabalho e educação no período que compreende o desenvolvimento da pedagogia leiga no Brasil tendo como categorização as importantes concepções da filosofia da educação que orientaram as principais tendências pedagógicas desde a fundação da escola em 1888 até 1933. Empreendo assim, metodologicamente, uma pesquisa documental no Centro de Memórias da dita instituição, a fim de obter dados e trabalhar com fontes primárias na investigação. Este estudo é, também, de caráter teórico e tem, como suportes, tanto o trabalho crítico com fontes primárias, quanto à leitura de referencial teórico específico, coletado em fontes secundárias. O estudo tem trazido novas indagações, discussões e reflexões sobre a concepção dialética da educação e pode contribuir na construção de maiores conhecimentos acerca da concepção de trabalho e educação no Brasil

Reconsideration of Phylogenetic Relationships of the Subclass Peritrichia (Ciliophora, Oligohymenophorea) Based on Small Subunit Ribosomal RNA Gene Sequences, with the Establishment of a New Subclass Mobilia Kahl, 1933

Based on its characteristic oral apparatus, the ciliate subclass Peritrichia has long been recognized as a monophyletic assemblage composed of the orders Mobilida and Sessilida. Following the application of molecular methods, the monophyly of Peritrichia has recently been questioned. We investigated the phylogenetic relationships of the peritrichous ciliates based on four further complete small subunit ribosomal RNA sequences of mobilids, namely Urceolaria urechi, Trichodina meretricis, Trichodina sinonovaculae, and Trichodina ruditapicis. In all phylogenetic trees, the mobilids never clustered with the sessilids, but instead formed a monophyletic assemblage related to the peniculines. By contrast, the sessilids formed a sister clade with the hymenostomes at a terminal position within the Oligohymenophorea. We therefore formally separate the mobilids from the sessilids (Peritrichia sensu stricto) and establish a new subclass, Mobilia Kahl, 1933, which contains the order Mobilida Kahl, 1933. We argue that the oral apparatus in the mobilians and sessilid peritrichs is a homoplasy, probably due to convergent evolution driven by their similar life-styles and feeding strategies. Morphologically, the mobilians are distinguished from all other oligohymenophoreans by the presence of the adhesive disc, this character being a synapomorphy for the Mobilia.

The Queen's College, Cork: its origins and early history, 1803-1858

This work examines the origins and early history of the Queen's College, Cork. Designedly there is as much stress on the origins as on the early history, for it is the contention of the work that the College was something more than a legislative mushroom. It was very much in the tradition of the civic universities which added an exciting new dimension to academic life in these islands in the nineteenth century. The first chapter surveys university practice and thinking at the opening of the century, relying exclusively on published sources. The second chapter is devoted specifically to the state of learning in Cork during the period, and makes extensive use of hitherto unpublished manuscript material in relation to the Royal Cork Institution. The third chapter deals with the highly significant evidence on education embodied in the Report of the Select Committee on Irish Education of 1838. This material has not previously been published. In chapter four an extended study is made of relevant letters in the manuscript correspondence of Sir Robert Peel - even the most recent authoritative biography has ignored this material. The remaining three chapters are devoted more specifically to the College, both in the formulation or policy and in its practical working. In chapter six there is an extended survey of early College life based exclusively on hitherto unpublished manuscript material in the College Archives. All of these sources, together with incidental published material, are set out at the end of each chapter.

The political and economic context of Keynes’s 1933 Finlay lecture: transforming a business practitioner’s ways of knowing

This thesis is structured in the format of a three part Portfolio of Exploration to facilitate transformation in my ways of knowing to enhance an experienced business practitioner’s capabilities and effectiveness. A key factor in my ways of knowing, as opposed to what I know, is my exploration of context and assumptions. By interacting with my cultural, intellectual, economic, and social history, I seek to become critically aware of the biographical, historical, and cultural context of my beliefs and feelings about myself. This Portfolio is not exclusively for historians of economics or historians of ideas but also for those interested in becoming more aware of how these culturally assimilated frames of reference and bundles of assumptions that influence the way they perceive, think, decide, feel and interpret their experiences in order to operate more effectively in their professional and organisational lives. In the first part of my Portfolio, I outline and reflect upon my Portfolio’s overarching theory of adult development; the writings of Harvard’s Robert Kegan and Columbia University’s Jack Mezirow. The second part delves further into how meaning-making, the activity of how one organises and makes sense of the world and how meaning-making evolves to different levels of complexity. I explore how past experience and our interpretations of history influences our understandings since all perception is inevitably tinged with bias and entrenched ‘theory-laden’ assumptions. In my third part, I explore the 1933 inaugural University College Dublin Finlay Lecture delivered by economist John Maynard Keynes. My findings provide a new perspective and understanding of Keynes’s 1933 lecture by not solely reading or relying upon the text of the three contextualised essay versions of his lecture. The purpose and context of Keynes’s original longer lecture version was quite different to the three shorter essay versions published for the American, British and German audiences.

Seasonal release of the egg capsules of Anoplodium parasita Schneider, 1858, intracoelomic turbellarian (Platyhelminthes, Rhabdocoela) symbiotic of the sea cucumber Holothuria tubulosa Gmelin, 1788 (Echinodermata, Holothuroida)

info:eu-repo/semantics/published