Development of a new blood test based on the helper lymphocytes Th-17 response for the diagnosis of allergies to dental metals: Preliminary results

info:eu-repo/semantics/nonPublished

Development of a new blood test for the diagnosis of the allergies to dental metals

Congrès du GIRSO, Lille, avril 2011

Kinetics of anti-Campylobacter jejuni monomeric and polymeric immunoglobulin A1 and A2 responses in serum during acute enteritis.

The intensity and kinetics of the serum polymeric and monomeric immunoglobulin A1 (IgA1) and IgA2 antibody responses to Campylobacter jejuni were analyzed. A rapid and marked serum IgA antibody response involving both the monomeric and polymeric components of IgA was observed after C. jejuni infections. IgA antibodies reached a peak of activity in serum during week 2 after the first symptoms of enteritis, about 10 days before the peak of IgG activity. Polymeric IgA accounted for most of the anti-C. jejuni activity at the peak of the IgA response (median, 90%; range, 44 to 98%) but rapidly disappeared from serum over a few weeks. In contrast, the serum monomeric IgA antibody response was low and was maintained over a prolonged period of time. Anti-C. jejuni IgA detected in the serum of healthy blood donors was mainly monomeric (median, 83%; range, 17 to 94%). In both the patients and the positive controls, IgA1 was the predominant (greater than 85%) subclass involved, even when the IgA antibody response was mainly polymeric. Our results suggest that polymeric IgA antibody responses are linked to a strong or persisting antigenic stimulation or both. Polymeric IgA antibodies appear to be a potential marker of acute C. jejuni infections, and their determination could provide a useful tool for the serological diagnosis of recent C. jejuni infections.

Serum levels of anti-müllerian hormone in normo-ovulatory women during menstrual cycle: a prospective study

info:eu-repo/semantics/published

Significant variations of Anti-Müllerian hormone serum levels during pregnancy and during oral contraception

info:eu-repo/semantics/nonPublished

THE ART OF TRANSCRIBING FOR HARPSICHORD

A relatively unexplored area of the harpsichord repertoire is the group of transcriptions made by J.S. Bach (1685-1750), Jean Henry d'Anglebert (1629-1691), and Jean-Baptiste Forqueray (1699-1782). These transcriptions are valuable and worth exploring and performing. Studying them provides unique insights into their composer‘s musical thinking. By comparing transcriptions with their original sources, the transcriber's decisions and priorities can be observed. The performance component of this dissertation comprises three recitals. The first features works of Johann Sebastian Bach: two transcriptions of violin concerti by Antonio Vivaldi (1678-1741), and two transcriptions of trio sonatas by Johann Adam Reinken (1643-1722). The most salient feature of Bach‘s transcriptions is his addition of musical material: ornamenting slow movements, adding diminutions and idiomatic keyboard figurations throughout, and recomposing and expanding fugal movements. The second recital features works of Jean Henry d'Anglebert and Jean-Baptiste Forqueray, two French composer/performers. From d'Anglebert‘s many transcriptions, I assembled two key-related suites: the first comprised of lute pieces by Ennemond Gaultier (c. 1575-1651), and the second comprised of movements from operas by Jean-Baptiste Lully (1632-1687). Forqueray's transcriptions are of suites for viola da gamba and continuo, composed by his father, Antoine Forqueray (1671-1745). Creative and varied ornamentation, along with the style brisé of arpeggiated chords, are the most important features of d‘Anglebert‘s transcriptions. Forqueray‘s transcriptions are highly virtuosic and often feature the tenor and bass range of the harpsichord. The third recital features my own transcriptions: the first suite for solo cello by J.S. Bach, excerpts from the opera La Descente d’Orphée aux Enfers by Marc-Antoine Charpentier (1643-1704), and two violin pieces by Nicola Matteis (fl. c. 1670-c. 1698). In these transcriptions, I demonstrate what I have learned from studying and performing the works in the first two recitals. These recitals were performed in the Leah Smith Hall at the University of Maryland on May 4, 2010; May 11, 2010; and October 7, 2010. They were recorded on compact discs and are archived within the Digital Repository at the University of Maryland (DRUM).

Mapping 2-D defects in a conductive half-space by eigenfunction expansions in K-space of Fourier-Laplace transforms

info:eu-repo/semantics/published

Predictive immunomonitoring-The COST ENTIRE initiative

SCOPUS: ed.j

The mycobacterial heparin-binding hemagglutinin, virulence factor and antigen useful for diagnostics and vaccine development.

info:eu-repo/semantics/published

Titanium: An allergen of growing significance

info:eu-repo/semantics/published

Modulation de la croissance des cellules souches hématopoiétiques du sang de cordon par des facteurs de croissance

info:eu-repo/semantics/published

Control de avena negra (Avena fatua L.) con aplicación de trifluralina en cultivos de cebada cervecera (Hordeum vulgare L.)

p.149-156

¿Es posible? ¿Es deseable? especificar las competencias esperadas al final de la formación

A partir del inicio del curso 87-88, un nuevo programa de matemáticas se puso en práctica en los colegios franceses. (87/88 para la clase (le 6°, 88/89 para la clase de 5°. etc ...) Hasta el momento presente, los programas venían etiquetados en términos de contenidos que había que enseñar, eventualmente acompañados por consideraciones generales relativas a los fines y objetivos globales. Estos programas describían más el comportamiento esperado del enseñante (defendiéndose de ellos como podía) que el del alumno.

Lundgreen, Peter unter Mitarbeit von Jürgen Schallmann: Die Lehrer an den Schulen in der Bundesrepublik Deutschland 1949-2009, Datenhandbuch zur deutschen Bildungsgeschichte, Band XI, Göttingen: Vandenhoeck & Ruprecht 2013 [...] [Sammelrezension]

Sammelrezension: 1. Lundgreen, Peter unter Mitarbeit von Jürgen Schallmann: Die Lehrer an den Schulen in der Bundesrepublik Deutschland 1949-2009, Datenhandbuch zur deutschen Bildungsgeschichte, Band XI, Göttingen: Vandenhoeck & Ruprecht 2013, (352 S.; ISBN 978-3-525-36388-5; 89,99 EUR) 2. András Németh / Ehrenhardt Skiera (Hrsg.): Lehrerbildung in Europa, Geschichte, Struktur und Reform, (Erziehung in Wissenschaft und Praxis; Bd. 9), Frankfurt am Main: Peter Lang 2012 (340 S.; ISBN 978-3-631-62454-8; 51,95 EUR)

Structured reflection breaks embedded in an online course – effects on learning experience, time on task and performance

The purpose of this article is to gain an insight into the effects of practicing short, frequent,and structured reflection breaks interspersed with the learning material in a computer-based course. To that end, the study sets up a standardized control trial with two groups of secondary school pupils. The study shows that while performance is not affected by these embedded “reflection rituals,” they significantly impact time on task and perceived learning. The study also suggests that the exposure to such built-in opportunities for reflection modifies the engagement with the content and fosters the claimed readiness for application of a similar reflective approach to learning in other occasions.