Quinta pars Abulensis Super Mattheû a decimooctavo usqz ad vigesimum primum capitulum inclusive [Texto impreso]

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Sexta pars divi abulêsis super Mattheum a vigesimosecûdo usqz ad vigesimûquartum capitulum inclusive [Texto impreso]

Hay un ejemplar encuadernado con: Quinta pars Abulensis Super Mattheû a decimooctavo usqz ad vigesimum primum capitulum inclusive (XVI/199).

As Garantias dos Direitos Fundamentais, Inclusive as Judiciais, nos Países do Mercosul

Inclui resumo em português e inglês

Organismal duplication, inclusive fitness theory, and altruism: understanding the evolution of endosperm and the angiosperm reproductive syndrome.

For almost a century, events relating to the evolutionary origin of endosperm, a unique embryo-nourishing tissue that is essential to the reproductive process in flowering plants, have remained a mystery. Integration of recent advances in phylogenetic reconstruction, comparative reproductive biology, and genetic theory can be used to elucidate the evolutionary events and forces associated with the establishment of endosperm. Endosperm is shown to be derived from one of two embryos formed during a rudimentary process of "double fertilization" that evolved in the ancestors of angiosperms. Acquisition of embryo-nourishing behavior (with accompanying loss of individual fitness) by this supernumerary fertilization product was dependent upon compensatory gains in the inclusive fitness of related embryos. The result of the loss of individual fitness by one of the two original products of double fertilization was the establishment of endosperm, a highly modified embryo/organism that reproduces cryptically through behavior that enhances the fitness of its associated embryo within a seed. Finally, although triploid endosperm remains a synapomorphy of angiosperms, inclusive fitness analysis demonstrates that the embryo-nourishing properties of endosperm initially evolved in a diploid condition.

The Perceived Effects of Dance for Individuals with Parkinson’s Disease and Healthy Amateurs

The objective of the present study was to compare the effects of dance participation on physical and psychological functioning as perceived by two distinct groups of dancers: dancers with Parkinson's disease (PD) and healthy amateur (HA) dancers. Dancers in the Parkinson's sample group were gathered from participants in the Dance for PD® program, while healthy amateur dancers were recruited from university dance departments and through social media. Both groups were administered measures related to affect, self-efficacy, quality of life, and which aspects of dance classes were most helpful and/or challenging. Several open-ended questions for both groups were included, along with questions specific to each group. Results of the study indicated that there was no difference between the two groups on positive affect experienced while dancing, but that HA dancers experienced higher levels of negative affect than PD dancers. HA dancers exhibited higher levels of self-efficacy, but there was no difference between the groups on perceived quality of life. Additionally, both groups identified the same two components of dance classes as the most helpful: "moving and getting some exercise" and "doing something fun." Thematic analysis of responses to open-ended questions found that, in general, HA and PD dancers identified similar factors which made dance unique from other forms of exercise. The primary differences were that HA dancers more strongly emphasized artistic and spiritual components of dance, whereas PD dancers focused on the importance of the dance instructors and tailoring movements to individuals with PD. More differences were found between the two groups with respect to the negative aspects of dance classes. Notably, PD dancers identified almost no negative aspects, while HA dancers described internal and external pressure, criticism, and competition as problematic. Future research could benefit from ensuring that both groups are administered the same standardized measures to allow for additional comparisons between groups and with normative samples.

The Vetlatori Dance: "Little Angels go to Heaven"

This paper discusses the vetlatori dance performed on the occasion of a baptised infant's death in the Valencia region of Spain until about fifty years ago. Analyses of historical sources that emphasise the noble spirituality of the vetlatori dance are shown to be based on romantic views of traditional culture and emotions related to the loss of an infant, rather than on authentic information. Ethnographic and ethnomusicological data are presented to illustrate that the music and dances performed during the vetlatori dance were meant for entertainment rather than for spiritual impact. Recourse is also had to oral sources, particularly interviews carried out in the 1960s and 1980s with former infant wake participants who experienced the vetlatori dance, and who confirmed the popular nature of the music, song, and dances that were performed. Analysis of written sources and of the choreographic and musical characteristics of the dance also shows that the kind of music performed was typical of festive celebration in the Valencia region. Functional outcomes for such wakes are also proposed.

Inclusive education in Spain: how do skills, resources, and supports affect regular education teachers’ perceptions of inclusion?

This study examined regular education teachers’ perceptions of inclusion in elementary and secondary schools in Spain and how these perceptions may differ depending on teaching experience, skills, and the availability of resources and supports. Stratified random sampling procedures were used to draw a representative sample of 336 general education teachers (68 kindergarten, 133 elementary, and 135 secondary teachers) from the province of Alicante. The results indicated the acceptance of the principles of inclusion, although teacher skills, time, material resources, and personal supports for inclusion were deemed insufficient. Kindergarten and elementary teachers showed more positive perceptions of inclusion than secondary education teachers, and so did teachers with more personal supports and material resources than those with less supports and resources. The results are discussed in terms of its implications for practice in order to promote more inclusive classrooms in Spain.

Teachers’ Use of Inclusive Practices in Spain

The aim of this study was to examine the extent to which teachers use inclusive practices to respond to students’ special needs in their classrooms and to determine whether grade level taught, training, and availability of resources and support affect the implementation of these practices. A research survey was designed for this purpose with the participation of a representative sample of 336 general education teachers (68 kindergarten, 133 elementary, and 135 secondary education teachers) in the province of Alicante, Spain. Findings reflected a moderate use of inclusive practices, with teachers more frequently implementing general adaptations rather than substantial ones. Statistically significant differences in use of inclusive practices were found as a function of the grade level taught, training received, and availability of material resources. Results are discussed in terms of their implication for teacher education reform and training programs.

College commons records, 1765-1829 (inclusive)

This volume, containing chronologically arranged papers mounted and bound around 1840, provides comprehensive documentation of the College commons around the turn of the 19th century. In particular, the volume documents the role the Steward played in overseeing the Commons. The records chiefly consist of the quarter reports of the Committee assigned to review the Steward’s accounts. Other documents include lists of utensils, bills for dinners for the Corporation, Overseers, and Commencement, regulations, lists of abatements for students’ quarterly bills, and information on kitchen staff.