Oxford reading tree. Teacher's guide 3 : owls and magpies : stages 6-9.

Da explicaciones detalladas para ayudar a los niños a aprender a leer en las primeras etapas. Facilita al profesor una serie de estrategias para la enseñanza de la lectura y una amplia variedad de recursos y materiales de apoyo linguístico. Contiene actividades de apoyo a una serie de estrategiás de lectura, recursos fotocopiables, actividades transversales de los contenidos curriculares, evaluación con hojas de registro. También incluye material adicional.

Oxford reading tree. Teacher's guide 2 : stages 4-5.

Explicaciones detalladas de cómo sacar el máximo provecho de cada etapa. Las ideas y sugerencias de esta guía mantienen y amplían la filosofía de la lectura, y el programa, según la propuesta de métodos de enseñanza establecidos en la guía del primer nivel, que ayudarán a dar a los niños la confianza, y las habilidades necesarias para hacer frente a historias con textos más extensos y complejos. Contiene actividades de apoyo a una serie de estrategias de lectura, recursos fotocopiables, actividades tranversales de los contenidos curriculares, evaluación con hojas de registro. También incluye material adicional.

Oxford reading tree. Teacher's guide 1 : stages 1-3.

Explicaciones detalladas para ayudar a los niños a aprender a leer en las primeras etapas. Facilita al profesor una serie de estrategias para la enseñanza de la lectura y una amplia variedad de recursos y materiales de apoyo lingüístico. Contiene actividades de apoyo a una serie de estrategias de lectura, recursos fotocopiables, actividades transversales de los contenidos curriculares, evaluación con hojas de registro. También incluye material adicional.

Letters, sounds, and rhymes. Photocopy masters book 2 : stages 4-9.

Ayuda a desarrollar en los niños las habilidades para la lectura y la ortografía, a conocer los fonemas vocales y a distinguir entre fonema y grafema. Todo esto con el apoyo fónico de las historias, de esta misma serie, contadas para las etapas escolares de la cuatro a la seis y de la siete a la nueve. Cumple con los requisitos del plan de estudios del Reino Unido, y, en particular, con la Estrategia nacional de alfabetización (National Literacy Strategy).

Planning your literacy hour : trunk stories stages 1-9.

Está diseñado para ser utilizado para trabajar con toda la clase, el profesor puede organizar el trabajo, en grupo, y de forma independiente, y cuenta con el apoyo de materiales didácticos. Incluye planificación de lecciones, que abarcan el trabajo de toda la clase, guía del grupo en lectura y escritura, grupo de trabajo independiente. Proporciona directrices, libro por libro, sobre la mejor manera de utilizar los materiales a la hora de la lectura.

Literacy hour, word level work : stages 1-9.

Contiene actividades pensadas para sesiones de trabajo en clase durante quince minutos sobre fonética y ortografía. Cumple con los objetivos señalados en la National Literacy Strategy Framework (Estrategia nacional marco de alfabetización). Se sugiere la lectura compartida de historias, que pertenecen a la misma serie que este libro, para las etapas uno al nueve; y se hacen listas de palabras y oraciones para cada actividad, que pueden ser reducidas o ampliadas por el profesor para adaptarse a las limitaciones de tiempo.

The national curriculum : handbook for primary teachers in England : key stages 1 and 2.

Este manual es el documento oficial del Programa Nacional de Estudios (National Currículo) para las escuelas primarias, desde septiembre de 2000. En él se establece, de forma legal, el derecho a la educación para todos los alumnos; se determina el contenido de lo que se enseña, y garantiza el cumplimiento de unos objetivos: los niños de edades comprendidas entre cinco y once años, deben aprender unos conocimientos esenciales de lectura, escritura, comprensión y aritmética. Igualmente, dispone que la forma de ejecución de este programa de estudios sea evaluable, y procedan informes al respecto.

Teacher's handbook stages 9-16 : practical support for teaching reading with your juniors.

Libro del profesor con material de apoyo al fomento de la lectura en las etapas de educación primaria y educación secundaria (niveles del 2 al 5 del Curriculum Nacional en Inglaterra). Presenta lecturas recomendadas y adaptadas a los distintos niveles educativos y ejercicios relacionados para el reconocimiento de palabras y desarrollo del lenguaje, compresión del lenguaje, y habilidades lectoras y de escritura.

Global scale water stages from SAR imagery (GlosSARi) to support global flood forecasting

Despite the success of studies attempting to integrate remotely sensed data and flood modelling and the need to provide near-real time data routinely on a global scale as well as setting up online data archives, there is to date a lack of spatially and temporally distributed hydraulic parameters to support ongoing efforts in modelling. Therefore, the objective of this project is to provide a global evaluation and benchmark data set of floodplain water stages with uncertainties and assimilation in a large scale flood model using space-borne radar imagery. An algorithm is developed for automated retrieval of water stages with uncertainties from a sequence of radar imagery and data are assimilated in a flood model using the Tewkesbury 2007 flood event as a feasibility study. The retrieval method that we employ is based on possibility theory which is an extension of fuzzy sets and that encompasses probability theory. In our case we first attempt to identify main sources of uncertainty in the retrieval of water stages from radar imagery for which we define physically meaningful ranges of parameter values. Possibilities of values are then computed for each parameter using a triangular ‘membership’ function. This procedure allows the computation of possible values of water stages at maximum flood extents along a river at many different locations. At a later stage in the project these data are then used in assimilation, calibration or validation of a flood model. The application is subsequently extended to a global scale using wide swath radar imagery and a simple global flood forecasting model thereby providing improved river discharge estimates to update the latter.

Stages of organizational transformation in transition economies: A dynamic capabilities approach

How do organizations previously dominated by the state develop dynamic capabilities that would support their growth in a competitive market economy? We develop a theoretical framework of organizational transformation that explains the processes by which organizations learn and develop dynamic capabilities in transition economies. Specifically, the framework theorizes about the importance of, and inter-relationships between, leadership, organizational learning, dynamic capabilities, and performance over three stages of transformation. Propositions derived from this framework explain the pre-conditions enabling organizational learning, the linkages between types of learning and functions of dynamic capabilities, and the feedback from dynamic capabilities to organizational learning that allows firms in transition economies to regain their footing and build long-term competitive advantage. We focus on transition contexts, where these processes have been magnified and thus offer new insights into strategizing in radically altered environments.

Glucosinolate-accumulating S-cells in Arabidopsis leaves and flower stalks undergo programmed cell death at early stages of differentiation

Plant secondary metabolites glucosinolates (GSL) have important functions in plant resistance to herbivores and pathogens. We identified all major GSL that are accumulated in S-cells in Arabidopsis by MALDI-TOF MS, and estimated by LC-MS that the total GSL concentration in these cells is above 130 mM. The precise locations of the S-cells outside phloem bundles in rosette and cauline leaves and in flower stalks were visualised using sulphur mapping by cryo-SEM/EDX. S-cells contain up to 40% of total sulphur in flower stalk tissues. S-cells in emerging flower stalks and developing leaf tissues show typical signs of Programmed Cell Death (PCD) or apoptosis, such as chromatin condensation in the nucleus and blebbing of the membranes. TUNEL staining for DNA double strand breaks confirmed PCD in S-cells in postmeristematic tissues in the flower stalk as well as in the leaf. Our results show that S-cells in postmeristematic tissues proceed to an extreme degree of metabolic specialisation besides PCD. Accumulation and maintenance of a high concentration of GSL in these cells are accompanied by degradation of a number of cell organelles. The substantial changes in the cell composition during S-cell differentiation indicate the importance of this particular GSL-based phloem defence system. The specific anatomy of the S-cells and ability to accumulate specialised secondary metabolites is similar to that of the non-articulated laticifer cells in latex plants and thus indicates a common evolutionary origin.

Apparent digestibility and nitrogen utilization of diets based on maize silage harvested at three stages of maturity and fed to steers

Advancing maize crop maturity is associated with changes in ear-to-stover ratio which may have consequences for the digestibility of the ensiled crop. The apparent digestibility and nitrogen retention of three diets (Early, Mid and Late) containing maize silages made from maize of advancing harvest date [dry matter (DM) contents of the maize silages were 273, 314 and 367 g kg(-1) for the silages in the Early, Mid and Late diets respectively], together with a protein supplement offered in sufficient quantities to make the diets isonitrogenous, were measured in six Holstein-Friesian steers in an incomplete Latin square design with four periods. Dry-matter intake of maize silage tended to be least for the Early diet and greatest for the Medium diet (P=0(.)182). Apparent digestibility of DM and organic matter did not differ between diets. Apparent digestibility of energy was lowest in the Late diet (P = 0(.)057) and the metabolizable energy concentrations of the three silages were calculated as 11(.)0, 11(.)1 and 10(.)6 MJ kg(-1) DM for the Early, Medium and Late diets respectively (P = 0(.)068). No differences were detected between diets in starch digestibility but the number of undamaged grains present in the faeces of animals fed the Late diet was significantly higher than with the Early and Mid diets (P = 0(.)006). The apparent digestibility of neutral-detergent fibre of the diets reduced significantly as silage DM content increased (P = 0(.)012) with a similar trend for the apparent digestibility of acid-detergent fibre (P = 0(.)078). Apparent digestibility of nitrogen (N) was similar for the Early and Mid diets, both being greater than the Late diet (P = 0(.)035). Nitrogen retention did not differ between diets. It was concluded that delaying harvest until the DM content is above 300 g kg(-1) can negatively affect the nutritive value of maize silage in the UK.

Intake, live-weight gain and carcass characteristics of beef cattle given diets based on forage maize silage harvested at different stages of maturity

Advancing maturity of forage maize is associated with increases in the proportion of dry matter (DM) and starch, and decreases in the proportions of structural carbohydrates in the ensiled crop. This experiment investigated the effects of three maize silages of 291 (low), 339 (medium) and 393 (high) g DM per kg fresh weight on the performance of 48 Simmental. Holstein-Friesian cattle. Equal numbers of steers (mean start weight = 503 (s.d. 31.3) kg) and heifers (mean start weight = 378 (s.d. 11.2) kg) were offered individually isonitrogenous diets composed of the three silages plus a protein supplement with minerals once daily until slaughter at the target live weight of 575 and 475 kg for steers and heifers, respectively. Intake was reduced on the low diet (P < 0.01) compared with the other two treatments. Dietary starch intake increased by a total of 1 kg/day between low and medium diets but by only 0.2 kg/day between medium and high diets. Unlike starch intake, total neutral-detergent fibre intake showed no significant difference (P > 0.05) between diets. There were no differences in live-weight gain between treatments but differences (P < 0.05) in food conversion efficiency indicated relative gains of 115, 100 and 102 g gain per kg DM intake for diets low, medium and high, respectively. There were no differences between diets in carcass weights, fat score and overall conformation.