Severe acute liver failure as the initial manifestation of haematological malignancy.

Acute liver failure is rarely secondary to lymphoma or leukaemia and it is extremely uncommon as the initial presentation of malignancy. We report a case of a young adult patient with severe acute liver failure referred for liver transplant, in which a Burkitt acute lymphoblastic leukaemia was diagnosed by bone marrow examination. A complete recovery and long remission were obtained with chemotherapy.

Woodrow Wilson et les philanthropes américains face à la question ottomane : une manifestation méconnue du wilsonisme

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

Contribution du style pédagogique des enseignants à la manifestation des symptômes anxieux en début de scolarisation

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

Nutrient Mobility in Chalakudy River,Typified With Riparian Buffer Zone and Its Adjoining Estuary:Spatiotemporal Manifestation

This study was aimed at to characterize the spatio-temporal trends in the distributional characteristics of various species of nitrogen and phosphorus as well as to elucidate the factors and processes aflecting these nutrients in the dissolved, particulate and sedimentary phases of a river estuarine system. The main area of study is Chalakudy river in Kerala, which is a fresh water system originating from Anamalai hills and ending at Arabian Sea. Its basin is between I00 05 ’ to I00 35’ North latitude and 76” 15 ’ to 760 55’ East longitude. Being a riparian bufler zone, the dynamics of nutrient mobility tend to be more complex and variable in this river-estuarine system.The diflerent species of nitrogen estimated from the filtrate were nitrite-N, nitrateN, ammonia-N, urea-N, total nitrogen and residual nitrogen. The diflerent forms of phosphorus estimated from the filtrate were phosphate-P, total-P and residualP. Pre weighed sediments as well as particulate matter were analysed for quantijying nitrite-N, nitrate-N, ammonia-N and urea-N. Total nitrogen was estimated after digestion with potassium persulfate. Fractionation of phosphorus in sediment/particulate matter was performed by applying sequential extraction procedure. The dijferent forms of phosphorus thus estimated were loosely bound (exchangeable) P, Fe/Al bound P, polyphosphates, Ca bound P and refractory P. Sedimental total P was also measured directly by applying digestion method.The analyses carried out in this bimonthly annual survey have revealed specific information on the latent factors influencing the water quality pattern ofthe river. There was dependence among the chemical components of the river sediment and suspended matter, reflecting the water quality. A period of profound environmental change occurred and changes in various species had been noted in association with seasonal variations in the waterway, especially following enhanced river runoff during the monsoon. The results also successfully represented the distribution trend of nutrients during the rainy as well as dry season. Thus, the information gathered in this work will also be beneficial for those interested or involved in river management, conservation, regulation and policy making in regional and national levels.

The ambivalence of otherness: the manifestation of `whiteness` in an Australian school--1988-1998

In recent times, and in times of insurgent globalisation, modern notions of identity and with them, conceptions of essential and primordially defined difference seem to have fallen apart. Identity is understood as postmodern, a 'moveable feast' of ever-in-process, negotiated differences. The examination of the material and conceptual terms and conditions that position these logics otherwise suggests that these arguments remain tied within conceptions of ourselves made through the ambivalent conceptions of others. In this paper, I trace these paradoxical relations as they are represented in a particular local Melbourne school at each end of a decade and at a time of increasing demographic change and global transformation. Teachers and parents understood and defined their identities and the identities of others in ways that were increasingly fragmented, changing and complex. Beneath these changing patterns, they continued to define others as different and as not us in ways that were ambivalent and extreme. These negotiations took place differently in recent years as the definitions of essential notions of identity changed and became more complex to define. Nevertheless, they continued as ambivalent stories of otherness that transversed the tortuous spectrum between orientalism and nativism speculated upon in post-colonial writings.

Globalizing heritage: world heritage as a manifestation of modernism and the challenge from the periphery

Government efforts to protect monuments and sites of cultural heritage value have gone on for many centuries. The distinctive new chapter that
the 20th Century brought to cultural heritage protection was the establishment of a globalized effort over and above the work of nation states, This led to a new cultural heritage bureaucracy at the international level, the development of new sets of 'universal' standards, and a new set of places deemed to be of world heritage significance, All of this was done in the spirit of goodwill and optimism that infused the modem movement and that made possible the establishment of the so-called Bretton Woods organizations such as the United Nations as well as the parallel organizations specifically dealing with Cultural Heritage - UNESCO, ICOMOS, ICOM and ICCROM, In recent decades cultural relativists have challenged the drive towards uniformity implicit in the global activities of the modernist organizations, and various parts of the periphery have reacted against aspects of the global cultural heritage approach, The Venice Charter is no longer regarded as the single, universal way to conserve heritage places. It has been replaced or supplemented in large parts of the world by alternatives and modifications such as the Nara Document and Burra Charter. If it is no longer acceptable to provide a universal answer to the question of how do we identify and save heritage, the challenge of the 21st Century is to make the most of the complexity of standards that now exists.

A tenuous belonging: international students, multiculturalism and the manifestation of cosmopolitanism in local schools

This paper is concerned with the ‘imagination of community within local/global contexts such as those of Australian schools, at the beginning of the 21st century. In particular, it explores the ways that school community representatives in urban and rural Victoria, Australia discuss the presence of international students within their school communities and the consequences of these understandings for the ways that these students can belong. The paper argues that recent and globalising changes, particularly the impact of international students within schools, have meant that school communities understand the presence of others and therefore themselves in new ways. Arguments derived from mono-cultural and multicultural thought, always ambivalent, take on new forms as school representatives are concerned with a more individualistic and market driven world shaped within a cacophony of local/ global tensions. The paper concludes that in the tenuousness of belonging within local/global communities such as those of Australian schools, understandings of community and its outsiders need to be understood in relation to the contradictory but increasingly pervasive logics of cosmopolitan discourse.

The manifestation of varieties of blended learning pedagogy (BLP) : interplay between academic, institutional and global pedagogy

Despite the increased recognition of the potential use of online technologies to deliver flexible and student-centered learning environments in higher education, there are numerous critiques that its usage does not transform the daily practices of teaching and learning. This paper draws on some of the findings from three case studies that explored the manifestation of blended learning pedagogies (BLP). Six academics teaching at three different higher education contexts at two different countries, namely Australia and Malaysia were interviewed. The study aimed to interrogate the different manifestation of BLP at the different contexts of higher education, highlighting the complex interplay between the users (academics), technology and the specific socio-cultural contexts. Focusing on the academic identities that are shaped and reshaped within its socio-cultural context, this study demonstrated the complexity and fluidity of the manifestation of the different varieties of BLP. It contributes to further understanding the ways in which online technologies are used in teaching and learning within context of global knowledge economy that emphasizes flexibility and active co-production of knowledge.