Tudors and Stuarts.

Forma parte de una serie indicada para alumnos del Key Stage dos y que cubre todas las Unidades de Estudio Básicas o Core Study Units. Cada unidad de estudio es independiente, con un equilibrio en cada una de ellas entre el conocimiento teórico y las actividades prácticas. Una característica especial de esta serie es el enlace a otro tema relacionado con Unidades de Estudio Suplementarias. En este caso, el enlace es: de la escritura a la imprenta.

Britain since 1930 : Linked to the local community during the Second World war.

Forma parte de una serie indicada para alumnos del Key Stage dos y que cubre Unidades de estudio Básicas o Core Study Units. Cada unidad de estudio es independiente, con un equilibrio en cada una de ellas entre el conocimiento teórico y las actividades prácticas. Una característica especial de esta serie es el 'enlace' a otro tema relacionado con Unidades de Estudio Suplementarias. En este caso, el enlace es: la vida en la localidad durante la Segunda Guerra Mundial.

Mrs Pankhurst : a famous suffragette.

Historia de la lucha de Mrs Pankhurst y de sus dos hijas por conseguir el voto femenino en las elecciones. Fue una lucha muy larga que las llevó a las tres a prisión pero, al fin, consiguieron en 1928 que todas las mujeres adultas pudieran votar.

Alternative primary sources for studying Australian television history : an annotated list of online private collections

It is possible to write many different histories of Australian television, and these different histories draw on different primary sources. The ABC of Drama, for example, draws on the ABC Document Archives (Jacka 1991). Most of the information for Images and Industry: television drama production in Australia is taken from original interviews with television production staff (Moran 1985). Ending the Affair, as well as archival work, draws on ‘over ten years of watching … Australian television current affairs’ (Turner 2005, xiii). Moran’s Guide to Australian TV Series draws exhaustively on extant archives: the ABC Document Archives, material sourced through the ABC Drama department, the Australian Film Commission, the library of the Australian Film, Television and Radio School, and the Australian Film Institute (Moran 1993, xi)...

Teaching history in primary schools.

Esta guía ayuda a los profesores en período de formación inicial a superar el Qualified Teacher Status (QTS), aunque, también abarca el contenido del programa de historia para las etapas de infantil y primaria. Contiene además de los principales conceptos, habilidades y conocimientos para la enseñanza de la historia, una gran variedad de actividades para fomentar el aprendizaje.

Genomic alterations in patients showing multiple primary tumors and family history of cancer

Multiple primary tumors (MPT) are a major cause of mortality and morbidity among patients that have survived after the treatment of a first cancer. It has been proposed that after the first primary tumor, high risk of a subsequent tumor could be associated with radiotherapy used as treatment for the first cancer. Other potential risk factors include unhealthy lifestyle, genetic predisposition, aging, environmental determinants or an interaction between these factors. However, an association between the presence of MPT and family history of cancer in cases without clinical and molecular evidence of a known hereditary cancer syndrome is rarely described. Genomic DNA from 12 patients with at least two primary tumors and without mutations on TP53 was evaluated by CytoScan HD Array (Affymetrix). Chromosome Analysis Suite (ChAS) software v.2.0.1 was used considering at least 50 markers for gains; 25 for losses and a minimum of 5Mb for cnLOHs. Data from 1038 phenotypically healthy individuals (Affymetrix) and from Database of Genomic Variants were used as reference. Only alterations found in <1% (rare) or never described (new rare) in the reference population were considered. All cases, except one, presented a family history of cancer. Five cases developed MTP after radiotherapy and only one was located in the same treated area. It was detected 67 rare and 15 new rare genomic alterations encompassing 5.906 genes: 17 losses, 29 gains, and 36 cnLOH. X chromosome presented the higher number of alterations. Two patients with breast cancer presented a large deletion/cnLOH on 7q21. Enrichment analysis revealed 1275 genes associated with breast cancer (p= 0.001), which was diagnosed in 6 patients and their family members (all negative for BRCA1/2 or TP53 mutations). cnLOHs accounted for 44% of all the alterations. A significant proportion of cases (11/12) presented family history of cancer and the patients were not submitted to radiotherapy (7/12). We demonstrated the presence of rare genomic alterations in patients with MPT suggesting their involvement in the MPT development. cnLOH may arise as a new mechanism associated with the risk to develop MPT. All authors have declared no conflicts of interest.

A family history of serious complications due to BCG vaccination is a tool for the early diagnosis of severe primary immunodeficiency

Severe Combined Immunodeficiency (SCID) is one of the most severe forms of primary immunodeficiency (PID). Complications of BCG vaccination, especially disseminated infection and its most severe forms, are known to occur in immunodeficient patients, particularly in SCID. A carefully taken family history before BCG injection as well as delaying vaccination if PID is suspected could be a simple and effective method to avoid inappropriate vaccination of an immunodeficient child in some cases until the prospect of newborn screening for SCID has been fully developed. We describe a patient with a very early diagnosis of SCID, which was suspected on the basis of the previous death of two siblings younger than one year due to severe complications secondary to the BCG vaccine. We suggest that a family history of severe or fatal reactions to BCG should be included as a warning sign for an early diagnosis of SCID.

Legislative history of recent primary safety belt laws.

National Highway Traffic Safety Administration, Office of Research and Traffic Records, Washington, D.C.

An historical and topographical description of the municipium of ancient Verulam; the martyrdom of St. Alban: foundation of the monastery; other religious houses thereon dependent; and an abridged biography of the several abbots; including information on the early ecclesiastical history of the kingdom; from the records of this primary monastery,

Mode of access: Internet.

Institutes of ecclesiastical history, ancient and modern : in four books, much corrected, enlarged, and improved from the primary authorities /

Includes bibliographical footnotes and index.

Inquiry teaching in primary science : a phenomenographic study

In spite of having a long history in education, inquiry teaching (the teaching in ways that foster inquiry based learning in students) in science education is still a highly problematic issue. However, before teacher educators can hope to effectively influence teacher implementation of inquiry teaching in the science classroom, educators need to understand teachers’ current conceptions of inquiry teaching. This study describes the qualitatively different ways in which 20 primary school teachers experienced inquiry teaching in science education. A phenomenographic approach was adopted and data sourced from interviews of these teachers. The three categories of experiences that emerged from this study were; Student Centred Experiences (Category 1), Teacher Generated Problems (Category 2), and Student Generated Questions (Category 3). In Category 1 teachers structure their teaching around students sensory experiences, expecting that students will see, hear, feel and do interesting things that will focus their attention, have them asking science questions, and improve their engagement in learning. In Category 2 teachers structure their teaching around a given problem they have designed and that the students are required to solve. In Category 3 teachers structure their teaching around helping students to ask and answer their own questions about phenomena. These categories describe a hierarchy with the Student Generated Questions Category as the most inclusive. These categories were contrasted with contemporary educational theory, and it was found that when given the chance to voice their own conceptions without such comparison teachers speak of inquiry teaching in only one of the three categories mentioned. These results also help inform our theoretical understanding of teacher conceptions of inquiry teaching. Knowing what teachers actually experience as inquiry teaching, as opposed to understand theoretically, is a valuable contribution to the literature. This knowledge provides a valuable contribution to educational theory, which helps policy, curriculum development, and the practicing primary school teachers to more fully understand and implement the best educative practices in their daily work. Having teachers experience the qualitatively different ways of experiencing inquiry teaching uncovered in this study is expected to help teachers to move towards a more student-centred, authentic inquiry outcome for their students and themselves. Going beyond this to challenge teacher epistemological beliefs regarding the source of knowledge may also assist them in developing more informed notions of the nature of science and of scientific inquiry during professional development opportunities. The development of scientific literacy in students, a high priority for governments worldwide, will only to benefit from these initiatives.