De caussis, cur in individiam adducta sit metaphysica 1

Invokaatio: D.A.G.

De methodo in scholis publicis docendi ambulatoria 1

Dedikaatio: Henricus Reginaldus Bäck.

In theoriam umbrae meditationes mathematicae 1

Arkit: 1 arkintunnukseton lehti, A4. - S. [2] tyhjä.

Soro urêmico inibe a expressão in vitro da quimiocina SDF-1: possível impacto da toxicidade urêmica na lesão endotelial

Introdu1;ão: A disfun1;ão endotelial é importante na patogênese da doen1;a cardiovascular (DCV) relacionada à doen1;a renal crônica (DRC). Stromal cell-derived factor-1 (SDF-1) é uma quimiocina que mobiliza células endoteliais progenitoras (EPC) e em conjunto com a interleucina-8 (IL-8) podem ser usadas como marcadores de reparo e lesão tecidual. Objetivo: Neste trabalho, foi investigado o efeito do meio urêmico na expressão de SDF-1 e IL-8 in vivo e in vitro. Métodos: A inflama1;ão sistêmica foi avaliada por meio da proteína C-reativa (PCR) e interleucina-6 (IL-6). IL-8 e SDF-1 foram avaliados por ELISA como marcadores de disfun1;ão endotelial e reparo tecidual, respectivamente. Os estudos in vitro foram realizados em células endoteliais umbilicais humanas (HUVEC) expostas ao meio urêmico ou saudável. Resultados: Foram incluídos nesse estudo 26 pacientes em hemodiálise (HD) (17 &#177; 3 meses em diálise, 52 &#177; 2 anos, 38% homens e 11% diabéticos). As concentra1;ões séricas de PCR, IL-6, SDF-1 e IL-8 foram 4,9 &#177; 4,8 mg/ml, 6,7 &#177; 8,1 pg/ml, 2625,9 &#177; 1288,6 pg/ml e 128,2 &#177; 206,2 pg/ml, respectivamente. Houve correla1;ão positiva entre PCR e IL-6 (`1; = 0,57; p < 0,005) e entre SDF-1 e IL-8 (`1; = 0,45; p < 0,05). Os resultados in vitro demonstraram que a expressão de SDF-1 pelas HUVEC após 6 horas de tratamento com meio urêmico é menor comparada ao tratamento com meio saudável (p < 0,05). Após 12 horas de tratamento, ocorreu aumento de IL-8 quando as HUVECs foram expostas ao meio urêmico (p < 0,005). Conclusão: Sugerimos que SDF-1 e IL-8 nos pacientes em HD podem ser usados para mensurar a extensão do dano e consequente ativa1;ão vascular na uremia.

Nicolaus Trevet Anglicus, Expositio in Boethium de consolatione philosophiae (1-166v). - Pseudo-Boethius, De disciplina scolarium (167-184v).

Ce ms. a appartenu à l'église paroissiale de Chaumont-en-Bassigny (Haute-Marne), comme en témoigne la mention du XVe s. "Ce livre cy appartient a l'eglise de Chaumont" (f. 184). En-dessous de cette mention figure la signature "H. Vigniery" (XVIe s.). En 1655, Claude Joly, chantre de Notre-Dame de Paris, l'a acheté à cette église (cf. l'inscription au contreplat sup., datée d'octobre 1658). Il a ensuite appartenu à la bibliothèque du chapitre de Notre-Dame de Paris, dont il porte l'ex-libris "A la bibliotheque de l'Eglise de Paris", précédé de la cote L5 (XVIIe s., contreplat sup.). Notre-Dame.

historia Caroli Magni : authore Turpino, Remensi Archiepiscopo ; ad calcem nonnulla subjiciuntur, quae in impressis codicibus desiderantur, scilicet : 1.° narratio de Gratianopoli, à Rotolando Comite divinitùs expugnata : 2.° capitulum de morte et sepultura Turpini, qui Viennae Allobrogum diem suum obiisse dicitur : 3.° commentariolus de his quae post Caroli Magni mortem Galaeciae acciderunt. — 2.° Epistola Calixti, Papae, qua libello quem ediderat de sancto Jacobo Apostolo, authenticitatem tribuit, et ejusdem lecturam in refectorio Monachorum commendat. — 3.° Vita sanctorum Amici et Amelii. — 4.° Narratio de quodam Indorum Patriarcha, qui cùm Romam venisset tempore Calixti, Papae II. mira de urbe Ulna, quae totius regni Indici caput esse dicitur, et miracula varia beati Thomae, Indorum Apostoli, commemoravit. — 5.° Brevis descriptio locorum sanctorum in Oriente.

Colbertinus

Enhancing teaching and learning speech acts: action research of Japanese as a foreign language /

This action research observes a second year Japanese class at a university where foreign language courses are elective for undergraduate students. In this study, using the six strategies to teach Japanese speech acts that Ishihara and Cohen (2006) suggested, I conducted three classes and analyzed my teaching practice with a critical friend. These strategies assist learners toward the development of their understanding of the following Japanese speech acts and also keep the learners to use them in a manner appropriate to the context: (I) invitation and refusal; (2) compliments; and (3) asking for a permission. The aim of this research is not only to improve my instruction in relation to second language (L2) pragmatic development, but also to raise further questions and to develop future research. The findings are analyzed and the data derived from my journals, artifacts, students' work, observation sheets, interviews with my critical friend, and pretests and posttests are coded and presented. The analysis shows that (I) after my critical friend encouraged my study and my students gave me some positive comments after each lesson, I gained confidence in teaching the suggested speech acts; (2) teaching involved explaining concepts and strategies, creating the visual material (a video) showing the strategies, and explaining the relationship between the strategy and grammatical forms and samples of misusing the forms; (3) students' background and learning styles influenced lessons; and (4) pretest and posttests showed that the students' Icvel of their L2 appropriate pragmatics dramatically improved after each instruction. However, after careful observation, it was noted that some factors prevented students from producing the correct output even though they understood the speech act differences.

Evaluation of a professional development curriculum in movement education and adapted physical activity for invisible disabilities : a critical cross-case analysis

Movement education and adapted physical activity are content areas not addressed in pre-service education or in-service training for Ontario practitioners working with individuals with disabilities in physical environments. Consequently, physical activity is often overlooked by service providers in programming and intervention for exceptional young learners. A formative evaluation, multiple-case study design was employed in this research in which a purposeful sample of expert practitioners performed a guided, descriptive evaluation of a three-day professional development workshop curriculum designed to supplement these areas lacking in professional preparation within their respective cohorts. Case-by-case and comparative analyses illustrated the inherent assumptions and societal constraints which prioritize the structure of professional development within the education system and other government organizations providing services for school-aged persons with disabilities in Ontario. Findings, discussed from a critical postmodern perspective, illustrate the paradoxical nature of Western values and prevailing mind/body dichotomy that guide professional practice in these fields.

An examination of outdoor experience in the development of character in young adults with Type 1 Diabetes

Connected in Motion is a not for profit organization serving young adults with Type 1 diabetes. The organization hosted outdoor and experiential Type 1 diabetes education programs in January of2009 and 2010. The weekends provided non-clinical alternative Type 1 diabetes education to the underserved population of young adults within Canada. Six women living with Type I diabetes and between the ages of 22 and 30 participated in the Winter Slipstream weekends participated in this phenomenological research study. Through semi-structured interviews and artifact-elicitation interviews, ,{ the lived experiences of the participants were examined. Data analysis indicated that the sense of community created through outdoor programming and experiential education for young adults with Type I diabetes stimulated the development of self-efficacy and participant-perceived improvement in Type 1 diabetes self-management. There was no indication that outdoor and experiential Type I diabetes education had any impact on the development of autonomy among participants. Recommendations are made to encourage the successful implementation of further alternative (non-clinical) Type 1 diabetes education programs for young adults living with Type 1 diabetes.

How Learning Styles, Chemistry Attitudes and Experiences, Confidence, and Demographics Correlate with Academic Success in First and Second Year Chemistry Courses

At Brock University, the Faculty of Mathematics and Science currently has one of the highest percentages of students on academic probation, with many students reporting the most difficulty with Introductory Chemistry in first year and Organic Chemistry in second year. To identify strategies to improve students' performance and reduce the number of students on academic probation, a multi-year research project was undertaken involving several chemistry courses. Students were asked to complete three questionnaires, and provide consent to obtain their final Chemistry grade from the Registrar's Office. Research began at the end of the 2007-08 academic year with CHEM IPOO, and in the 2008-09 academic year, students in the larger CHEM IF92 Introductory Chemistry course were invited to participate in this research near the beginning of the academic year. Students who went on to take second year Organic and Analytical Chemistry were asked to complete these questionnaires in each second year course. The three questionnaires included the Kolb Learning Styles Inventory (Kolb, 1984) modified to include specific reference to Chemistry in each question, Dalgety, ColI, and Jones' (2002) Chemistry Attitudes and Experiences Questionnaire (CAEQ), and lastly, a demographic survey. Correlations were found between learning style and academic success; concrete learners were not as successful as abstract learners. Differences were noted between females and males with respect to learning styles, academic success, and confidence. Several differences were also noted between those who are the First in the Family to attend university and those who are not First in the Family to attend university.

Estimate from the County of Welland to S.D. Woodruff for engineering services in marsh lands drainage for 1 year

Estimate from the County of Welland to S.D. Woodruff for engineering services in marsh lands drainage for 1 year, Dec. 1857.

[Ressenya del llibre Postmoderner Urbanismus: gestaltung in der städtischen Peripherie (Stadtzukünfte 1), de Ludger Basten]

El llibre d'en Basten és una síntesi i una avaluació a l’entorn de la multifuncionalitat dels nous paisatges de les perifèries urbanes, els quals reflecteixen l’evolució de l’urbanisme postmodern a Alemanya en comparació d’altres països

Plants in their environment : key Stage 1, Primary 1-3.

Proporciona una amplia gama de actividades para alumnos de primaria como parte del currículo de ciencias. Algunas actividades pueden realizarse en el aula, mientras que otras pueden realizarse en un entorno más amplio, como el trabajo de campo al aire libre, de manera que los alumnos puedan hacer sus observaciones y familiarizarse con las plantas,las semillas, su crecimiento y sus adaptaciones al medio ambiente, de acuerdo con el ciclo de vida de las plantas y sus interacciones con los organismos vivos, incluidos los microorganismos. Incluye ideas para la estructuración de las investigaciones y la introducción de los niños pequeños en los equipos y métodos científicos alentándolos a hacer sus propias hipótesis e investigar el mundo que les rodea. Cada tema incluye una descripción de la actividad y la información para los profesores. En algunas actividades, hay hojas de trabajo para los alumnos y para ayudar a construir conocimientos particulares. Para el desarrollo de habilidades de lectura y aritmética elemental. También hay enlaces multidisciplinares. Para niños entre cinco y siete años.