A escrita da emigração : Memórias e estudos do arquivo familiar do galego Francisco Moura

The article discusses the memories and the history stored in the family archive of Francis Mouro, migrant in Rio de Janeiro, in the first half of the twentieth century. The Mouro family, since the nineteenth century, decided to adopt Brazil as preferred destination. However, like so many Galician families also choose other destinations, moving to Portugal, Uruguay and Argentina. Through letters and personal documents preserved by the immigrant family is possible to reconstruct the migratory chains formed over more than half a century, the solidarity networks and migration of a city of intense immigration to Rio de Janeiro, as the galego city Santa Comba

La escritura en la enseñanza y el aprendizaje de la historia : Aproximaciones desde una investigación didáctica

La lectura y la escritura, potentes herramientas para aprender, se han constituido en temas relevantes para la investigación didáctica como respuesta a las dificultades confrontadas por los alumnos de diferentes niveles educativos al leer y producir textos. El presente trabajo se enmarca en una investigación inter-didácticas desarrollada desde el año 2000 -a través de sucesivos proyectos UBACyT-, que se centró originalmente en el estudio de las situaciones de lectura para aprender contenidos de ciencias sociales y ciencias naturales y en la actualidad aborda también el análisis del papel de la escritura en el aprendizaje de estos contenidos. Sintetizaremos aquí avances recientes vinculados con el estudio del desarrollo en el aula de situaciones de escritura para aprender contenidos históricos, considerando los resultados de varios trabajos de campo centrados en la enseñanza de un contenido específico: la catástrofe demográfica de la población aborigen durante la conquista de América

Verbal comprehension of university students

En este trabajo se comunican los resultados preliminares de una investigación más amplia sobre desempeño y autopercepción en lectura y escritura de alumnos universitarios. Se trata en este caso de los resultados en comprensión verbal, dadas las relaciones que guarda con la comprensión lectora. Esta última constituye un aspecto crítico, particularmente en la construcción del modelo de situación , que se logra vía integración de la información proporcionada por el texto con el conocimiento previo relevante. Para su estudio se seleccionó una muestra piloto aleatoria de 60 alumnos de tercer año, de ambos sexos, de 23 años de edad promedio, a los que se les aplicó colectivamente las pruebas Vocabulario, Información y Analogías del WAIS III. Los resultados en el Índice de Comprensión Verbal muestran medidas de tendencia central semejantes a los de la muestra de tipificación y una dispersión menor, con casos particulares con puntuaciones en el límite inferior del promedio. Se hacen observaciones respecto del desempeño en población universitaria y sobre algunas particularidades acerca del tipo de errores en las respuestas proporcionadas, que merecen consideraciones adicionales. En principio indican ausencia e insuficiencia de información, confusiones conceptuales en algunos términos de uso relativamente frecuente y dificultades en la formación de conceptos, situación a ser atendida por sus implicaciones en el aprendizaje exitoso a partir de los textos.

Enseñar a leer y escribir en historia : Los cambios en un contexto de transición cultural

Este artículo analiza las transformaciones en las formas de leer y escribir en las clases de historia, a partir del impacto de las políticas públicas de distribución de una netbook por alumno y por docente. Desde la perspectiva de la historia cultural asociada a la cultura escolar se analizan las prácticas de lectura y escritura propias de la historia como disciplina escolar y se generan numerosos interrogantes vinculados con la profundidad de los cambios por venir, el papel de los profesores en los mismos, las transformaciones de la lectura como acto social en las aulas, las nuevas vinculaciones entre lectura y escritura, la búsqueda de información histórica pertinente y confiable o el lugar de viejas tecnologías como los libros de texto. Desde allí se postula que un profesor de historia es profesor de lectura y escritura y, como hoy cambian las formas de leer y escribir, resulta preciso reinventar este rol

Usos de la escritura en la enseñanza de la historia

Se presenta una caracterización de usos de la escritura en la enseñanza de la historia, producida en el marco de una investigación en Didácticas Específicas que estudia las relaciones entre la lectura y la escritura en la enseñanza y el aprendizaje escolar de historia. Se analizan usos de la escritura relacionados con distintas finalidades, además de los que impone el funcionamiento didáctico habitual de la historia como disciplina escolar. Se señalan posibles complementariedades y tensiones entre distintas racionalidades que intervienen en la generación de propuestas de escritura, en particular la tensión entre la lógica del estudio y la lógica del ejercicio. Por último, se caracteriza un problema del uso de las producciones escritas para la evaluación, relativo al modo en que pueden operar las consignas en la posibilidad de que los alumnos desplieguen -o no- los contenidos aprendidos sobre el tema evaluado

Max Aub, crítico e historiador literario

Fundamentado en las semejanzas y diferencias de las consideraciones sobre los autores que se dan en Discurso de la novela española contemporánea y en La prosa española del siglo XIX, este estudio señala la poética del realismo planteada por Max Aub en sus estudios críticos y en sus textos de ficción, modalidades que conviven en su prolífica obra. Se destaca que su contribución al estudio de la literatura española y mexicana es sobresaliente tanto por su enfoque socio-histórico, como por su perspectiva, que no intenta hacer una "historia" de la literatura sino relacionar los procesos de creación que se suceden en el tiempo con la Historia y sus avatares. El autor, que en sus años juveniles había militado en las vanguardias, se decantó, a partir de la guerra civil, por la escritura realista y, como no podía ser menos, su punto de mira estuvo en Galdós. Cuando se remonte en La prosa española a los albores del siglo XIX y vuelva a hacer un recorrido similar a éste para abordar al punto donde empieza el discurso, el análisis del proceso evolutivo de la novela española le reafirmará en su idea de la inevitabilidad del realismo, como único camino por esta "ley española". Los ensayos críticos de Aub refiriéndose a otros autores son, en suma, inseparables de sus personales ideas y cuitas acerca de la teoría y la praxis literaria.

Chemical and mineral compositions of sedimentary deposits and magmatic rocks from DSDP Legs 41, 45, 48, and 49

This collective monography by a group of lithologists from the Geological Institute of the USSR Academy of Sciences summarizes materials of the Deep-Sea Drilling Project from the Atlantic Ocean. It gives results of processing materials on the sequences drilled during DSDP Legs 41, 45, 48 and 49. These studies were based on lithological-facial analysis combined with detailed mineralogical-petrographic description. Its chapters give a number of ideas on formation of the Earth sedimentary cover, which can be used for compilation of regional and global schemes of ocean paleogeography, reconstruction of history of some structures in the World Ocean, correlation between sedimentary processes on continents and in oceans, estimation of perspectives for oil and gas fields and ore formation.

Composition of suspended matter and bottom sediments from the Atlantic Ocean and its seas

The book summarizes data on distribution and composition of sedimentary material suspended in waters of the Atlantic Ocean and its seas. Results of observations of Soviet and foreign expeditions are given. Distribution of suspended matter in sections across the ocean, as well as in the most studied seas are shown. New data on grain size, mineral and chemical composition of suspended matter are published. Summary of history of investigation of bottom sediments from the Atlantic Ocean from the first scientific cruises to the present is done. A brief description of sediment types in the ocean and a detailed description of Mediterranean Sea sediments are given.

Infrastructure Development of Railway in Cambodia: A Long Term Strategy

Infrastructure development means for the making of living environment, transport and communications, disaster prevention and national land conservation, agriculture, forestry and fisheries, and energy production and supply. Transport infrastructure development in Cambodia involved with (1) road, (2) railway, (3) port, inland-water way and (4) aviation. All model of transport infrastructure have special different kinds of importance. Railway is different from other base important of railways are transport passengers and traffic freight especially transport for heavy goods in huge capacity and in long distance by safer and faster. Transport in Cambodia for traffic freight export import base from Thailand and other via Sisophon and Shihanoukvill port. Traffic is increasing rapidly during nowadays railway condition in adequate of demand required. This is why Railway is selected as the topic of this paper to prevent monopoly of road transport. This paper, does review about infrastructure development plan for Railway in Cambodia as a long term strategy by review and analysis forecast on the previous performance of Royal Railways of Cambodia (RRC) transport traffic involved with condition of infrastructure development of railway in Cambodia. And also review the plan of development RRC but just only detail a plan of rehabilitation that is immediately needed. Suggest some recommendation at the last part. As Cambodia is a member country of ASEAN and also Mekong sub-region. For make sure that transport networks work effectively with a progress of economic integration, we make clear what is important for infrastructure development of railway in Cambodia from the standpoint of the development plan of Mekong sub-region. This paper is organized by 4 sections. Section 1 review about Infrastructure Development of Railway in Cambodia (IDRC) Historical Background, Follow by Section 2 will review the Current Situation of IDRC and some analysis of transport performance from previous years, Then Section 3 review of the focusing on traffic transport of RRC in the future, Section 4 review Infrastructure Development of Railway in Cambodia Future plans in long term; at last conclusion and recommendation. In section 1 does review history background of RRC from the rail first begun. But why is needed to review? Because of history background is involved infrastructure development of RRC in present time. History background made big gaps constraint and obstacle for socioeconomic development and poverty reduction, also left Cambodia with tragedy and left developed behind. After that remain infrastructure development needs huge fund and long time for restoration, reconstruction, rehabilitation and development into new technology as most of world practice.

Spaces of the Past, Histories of the Present: An Interview with Stuart Elden and Derek Gregory

The ontologies of space and territory, our experience of them and the techniques we use to govern them, the very conception of the socio-spatial formations that we inhabit, are all historically specific: they depend on a genealogy of practices, knowledges, discourses, regulations, performances and representations articulated in a way that is extremely complex yet nevertheless legible over time. In this interview we look at the logic and the patterns that intertwine space and time — both as objects and tools of inquiry — though a cross-disciplinary dialogue. The discussion with Stuart Elden and Derek Gregory covers the place of history in socio-spatial theory and in their own work, old and new ways of thinking about the intersection between history and territory, space and time, the implications of geography and history for thinking about contemporary politics, and the challenges now faced by critical thought and academic work in the current neo-liberal attack on public universities and the welfare state

The Spreading of Christianity and the introduction of Modern Architecture in Shannxi, China (1840-1949): Christian churches and traditional Chinese architecture

La arquitectura china ha experimentado grandes cambios a lo largo de un extenso proceso histórico. El hito de mayor importancia es el que da paso al denominado Tiempo Moderno, periodo en el cual irrumpe por vez primera en China la arquitectura occidental, que comienza a tener una influencia muy activa y significativa sobre los rasgos y la identidad de la arquitectura tradicional china, hasta ese momento el único estilo o forma de hacer –muy diferente, en cuanto a su concepción y fisonomía, de los planteamientos occidentales- que había sobrevivido sin desvíos significativos, configurando un panorama milenario bastante homogéneo en los aspectos técnicos y artísticos en el desarrollo de esa arquitectura. Por un cúmulo de complejas razones, la mayor parte de la arquitectura china del periodo feudal -es decir el que forman todos los años anteriores a 1849- ha desaparecido. Sin embargo, desde la fecha indicada hasta la Revolución de 1949 (el denominado periodo semicolonial o semifeudal), sí se conservan muchas edificaciones, que fueron mejor construidas y mantenidas luego, destacando por su importancia en ese sentido las iglesias cristianas. Dichos templos representan cronológicamente, no sólo la primera irrupción de la arquitectura clásica occidental en China, sino el inicio de un proceso de modernización de la profundamente enraizada y, en buena medida, estancada arquitectura vernácula, combinando técnicas y estilos de ambos planteamientos, para dar como resultado originales edificaciones de un singular eclecticismo que caracterizarían buena parte de la arquitectura de dicha etapa semicolonial. En términos generales, últimamente se ha ido prestando cada vez más atención a esta arquitectura de los tiempos modernos, aunque las iglesias cristianas de la provincia de Shaanxi no han sido objeto de estudio específico, a pesar de que su tipología es muy representativa de las construcciones de esta clase en otras regiones del interior de China. La investigación que desarrolla la presente tesis doctoral sale al paso de esa deficiencia, abriendo puertas a la continuación del trabajo referido, extendido a otras zonas o arquitecturas, y, por extensión, a la profundización analítica de la hibridación arquitectónica y cultural entre China y Occidente. Sobre las bases de investigación documental, estudios de campo y dibujo, la tesis plantea un estudio aclaratorio de los rasgos y raíces de la arquitectura tradicional china, al que sigue otro histórico y tipológico de los templos cristianos en la provincia de Shaanxi, deteniéndose en sus características fundamentales, situación (uso) actual y estado de conservación. Se ha considerado imprescindible añadir al trabajo, como apéndice, un elaborado glosario conceptual ilustrado de términos básicos arquitectónicos y constructivos, en chino, inglés y español. ABSTRACT The Chinese architecture has gone through great changes during the long process of history. The tremendous changing period was the named Modern Times of China when, for the very first time, the western architecture was introduced into China and became to influence majorly on the traditional Chinese architecture. Before that, the traditional Chinese architecture which has its own, yet totally different system from the occidental architecture system was the only architectural style could be found in China. Although, due to many historical, conceptual and architectural characteristic reasons, large amount of the ancient Chinese architecture built in the feudal China was not preserved, there are a lot of buildings of semi-feudal China that was well constructed and conserved. The most important architectural type of the semi-feudal China is the Christian Churches. It was not only the first western architectural form that was brought into and well developed in China, but also was the beginner of the modernization process of Chinese architecture. Because of the deep root of the 2000-year traditional Chinese architecture, all the Christian Churches built in China during the semi-colonial society has a combined style of both the traditional Chinese architecture and the classic western churches. They are a priceless asset of the Chinese architectural history. Recently, more and more attention had been paid on the Chinese Modern Times architecture, however, the Christian Churches in Shaanxi Province, the province which has a unique history with the Christian, but less economically developed have never been researched yet. The Christian Churches of Shaanxi Province reflect the general feature of developing history of the Christian Churches of common inner-land regions in China. The research opens the door to further study on other Christian Churches and related buildings, and also for the further study on the Chinese-western architectural and culture communication. On the base of document research, field survey and mapping, in this thesis, an in-depth study had been done on the general history of the features and roots of the traditional Chinese architecture, the developing history of the Christian Churches of Shaanxi Province and the architectural types, examples, characteristics, present situation and conservation status. By comparing the Christian Churches of the cities in Shaanxi province to the Christian Churches in other more developed cities, and by comparing the Christian Churches in China to the classic western churches, the architectural combination feature of the Christian Churches in China are highlighted. The thesis is a fundamental research on which many further studies about the architectural developing history, characteristics and conservation of the Christian Churches in China could be done. It is considered essential to add to the work, as an appendix, an elaborate conceptual illustrated glossary of architectural and construction terms in Chinese, English and Spanish.

50 Years Ago We Marched: What began on the grounds of Lincoln University, ended on the steps of the Alabama State Capitol

LINCOLN UNIVERSITY - On March 25, 1965, a bus loaded with Lincoln University students and staff arrived in Montgomery, Ala. to join the Selma march for racial and voting equality. Although the Civil Rights Act of 1964 was in force, African-Americans continued to feel the effects of segregation. The 1960s was a decade of social unrest and change. In the Deep South, specifically Alabama, racial segregation was a cultural norm resistant to change. Governor George Wallace never concealed his personal viewpoints and political stance of the white majority, declaring “Segregation now, segregation tomorrow, segregation forever.” The march was aimed at obtaining African-Americans their constitutionally protected right to vote. However, Alabama’s deep-rooted culture of racial bias began to be challenged by a shift in American attitudes towards equality. Both black and whites wanted to end discrimination by using passive resistance, a movement utilized by Dr. Martin Luther King Jr. That passive resistance was often met with violence, sometimes at the hands of law enforcement and local citizens. The Selma to Montgomery march was a result of a protest for voting equality. The Student Nonviolent Coordinating Committee (SNCC) and the Southern Christian Leadership Counsel (SCLC) among other students marched along the streets to bring awareness to the voter registration campaign, which was organized to end discrimination in voting based on race. Violent acts of police officers and others were some of the everyday challenges protesters were facing. Forty-one participants from Lincoln University arrived in Montgomery to take part in the 1965 march for equality. Students from Lincoln University’s Journalism 383 class spent part of their 2015 spring semester researching the historical event. Here are their stories: Peter Kellogg “We’ve been watching the television, reading about it in the newspapers,” said Peter Kellogg during a February 2015 telephone interview. “Everyone knew the civil rights movement was going on, and it was important that we give him (Robert Newton) some assistance … and Newton said we needed to get involve and do something,” Kellogg, a lecturer in the 1960s at Lincoln University, discussed how the bus trip originated. “That’s why the bus happened,” Kellogg said. “Because of what he (Newton) did - that’s why Lincoln students went and participated.” “People were excited and the people along the sidewalk were supportive,” Kellogg said. However, the mood flipped from excited to scared and feeling intimidated. “It seems though every office building there was a guy in a blue uniform with binoculars standing in the crowd with troops and police. And if looks could kill me, we could have all been dead.” He says the hatred and intimidation was intense. Kellogg, being white, was an immediate target among many white people. He didn’t realize how dangerous the event in Alabama was until he and the others in the bus heard about the death of Viola Liuzzo. The married mother of five from Detroit was shot and killed by members of the Ku Klux Klan while shuttling activists to the Montgomery airport. “We found out about her death on the ride back,” Kellogg recalled. “Because it was a loss of life, and it shows the violence … we could have been exposed to that danger!” After returning to LU, Kellogg’s outlook on life took a dramatic turn. Kellogg noted King’s belief that a person should be willing to die for important causes. “The idea is that life is about something larger and more important than your own immediate gratification, and career success or personal achievements,” Kellogg said. “The civil rights movement … it made me, it made my life more significant because it was about something important.” The civil rights movement influenced Kellogg to change his career path and to become a black history lecturer. Until this day, he has no regrets and believes that his choices made him as a better individual. The bus ride to Alabama, he says, began with the actions of just one student. Robert Newton Robert Newton was the initiator, recruiter and leader of the Lincoln University movement to join Dr. Martin Luther King’s march in Selma. “In the 60s much of the civil rights activists came out of college,” said Newton during a recent phone interview. Many of the events that involved segregation compelled college students to fight for equality. “We had selected boycotts of merchants, when blacks were not allowed to try on clothes,” Newton said. “You could buy clothes at department stores, but no blacks could work at the department stores as sales people. If you bought clothes there you couldn’t try them on, you had to buy them first and take them home and try them on.” Newton said the students risked their lives to be a part of history and influence change. He not only recognized the historic event of his fellow Lincolnites, but also recognized other college students and historical black colleges and universities who played a vital role in history. “You had the S.N.C.C organization, in terms of voting rights and other things, including a lot of participation and working off the bureau,” Newton said. Other schools and places such as UNT, Greenville and Howard University and other historically black schools had groups that came out as leaders. Newton believes that much has changed from 50 years ago. “I think we’ve certainly come a long way from what I’ve seen from the standpoint of growing up outside of Birmingham, Alabama,” Newton said. He believes that college campuses today are more organized in their approach to social causes. “The campus appears to be some more integrated amongst students in terms of organizations and friendships.” Barbara Flint Dr. Barbara Flint grew up in the southern part of Arkansas and came to Lincoln University in 1961. She describes her experience at Lincoln as “being at Lincoln when the world was changing.“ She was an active member of Lincoln’s History Club, which focused on current events and issues and influenced her decision to join the Selma march. “The first idea was to raise some money and then we started talking about ‘why can’t we go?’ I very much wanted to be a living witness in history.” Reflecting on the march and journey to Montgomery, Flint describes it as being filled with tension. “We were very conscious of the fact that once we got on the road past Tennessee we didn’t know what was going to happen,” said Flint during a February 2015 phone interview. “Many of the students had not been beyond Missouri, so they didn’t have that sense of what happens in the South. Having lived there you knew the balance as well as what is likely to happen and what is not likely to happen. As my father use to say, ‘you have to know how to stay on that line of balance.’” Upon arriving in Alabama she remembers the feeling of excitement and relief from everyone on the bus. “We were tired and very happy to be there and we were trying to figure out where we were going to join and get into the march,” Flint said. “There were so many people coming in and then we were also trying to stay together; that was one of the things that really stuck out for me, not just for us but the people who were coming in. You didn’t want to lose sight of the people you came with.” Flint says she was keenly aware of her surroundings. For her, it was more than just marching forward. “I can still hear those helicopters now,” Flint recalled. “Every time the helicopters would come over the sound would make people jump and look up - I think that demonstrated the extent of the tenseness that was there at the time because the helicopters kept coming over every few minutes.” She said that the marchers sang “we are not afraid,” but that fear remained with every step. “Just having been there and being a witness and marching you realize that I’m one of those drops that’s going to make up this flood and with this flood things will move,” said Flint. As a student at Lincoln in 1965, Flint says the Selma experience undoubtedly changed her life. “You can’t expect to do exactly what you came to Lincoln to do,” Flint says. “That march - along with all the other marchers and the action that was taking place - directly changed the paths that I and many other people at Lincoln would take.” She says current students and new generations need to reflect on their personal role in society. “Decide what needs to be done and ask yourself ‘how can I best contribute to it?’” Flint said. She notes technology and social media can be used to reach audiences in ways unavailable to her generation in 1965. “So you don’t always have to wait for someone else to step out there and say ‘let’s march,’ you can express your vision and your views and you have the means to do so (so) others can follow you. Jaci Newsom Jaci Newsom came to Lincoln in 1965 from Atlanta. She came to Lincoln to major in sociology and being in Jefferson City was largely different from what she had grown up with. “To be able to come into a restaurant, sit down and be served a nice meal was eye-opening to me,” said Newsom during a recent interview. She eventually became accustomed to the relaxed attitude of Missouri and was shocked by the situation she encountered on an out-of-town trip. “I took a bus trip from Atlanta to Pensacola and I encountered the worse racism that I have ever seen. I was at bus stop, I went in to be served and they would not serve me. There was a policeman sitting there at the table and he told me that privately owned places could select not to serve you.” Newsom describes her experience of marching in Montgomery as being one with a purpose. “We felt as though we achieved something - we felt a sense of unity,” Newsom said. “We were very excited (because) we were going to hear from Martin Luther King. To actually be in the presence of him and the other civil rights workers there was just such enthusiasm and excitement yet there was also some apprehension of what we might encounter.” Many of the marchers showed their inspiration and determination while pressing forward towards the grounds of the Alabama Capitol building. Newsom recalled that the marchers were singing the lyrics “ain’t gonna let nobody turn me around” and “we shall overcome.” “ I started seeing people just like me,” Newsom said. “I don’t recall any of the scowling, the hitting, the things I would see on TV later. I just saw a sea of humanity marching towards the Capitol. I don’t remember what Martin Luther King said but it was always the same message: keep the faith; we’re going to get where we’re going and let us remember what our purpose is.” Newsom offers advice on what individuals can do to make their society a more productive and peaceful place. “We have come a long way and we have ways to change things that we did not have before,” Newsom said. “You need to work in positive ways to change.” Referencing the recent unrest in Ferguson, Mo., she believes that people become destructive as a way to show and vent anger. Her generation, she says, was raised to react in lawful ways – and believe in hope. “We have faith to do things in a way that was lawful and it makes me sad what people do when they feel without hope, and there is hope,” Newsom says. “Non-violence does work - we need to include everyone to make this world a better place.” Newsom graduated from Lincoln in 1969 and describes her experience at Lincoln as, “I grew up and did more growing at Lincoln than I think I did for the rest of my life.”

O ENSINO DA FILOSOFIA NAS DIRETRIZES DE JEAN MAUGÜÉ E NO HISTORICISMO DO PENSAMENTO DE JOÃO DA CRUZ COSTA: PIONEIRISMO NA UNIVERDSIDADE DE SÃO PAULO

O presente estudo foi desenvolvido com o objetivo de refletir a relevância do Ensino de Filosofia no contexto histórico brasileiro em consonância conjectural paulistana. Apontamos através do Decreto nro. 6.283 de 25 de janeiro de 1934, o qual instituiu-se sendo a primeira Universidade brasileira (Universidade de São Paulo) nas palavras de Vita “iniciativa pioneira no Brasil” (1969, p.16). Inspirada no modelo universitário tradicional da cultura filosófica francesa, a Faculdade de Filosofia, Ciências e Letras adotou desde os seus contíguos metodológicos aos procedimentos intelectivos, favorecendo o desenvolvimento da interdisciplinaridade da formação cultural. Uma confluência marcada por intensos envolvimentos ideológicos estruturados do progresso moderno, infundindo competências científicas na faculdade profissional incorporada à universidade, bem como formar professores para o ensino secundário (SCHWARTZMAN, 2006, p.163). Sendo assim, a Faculdade de Filosofia seria o núcleo propulsor. Porém, o modelo centralizador de pensar o Ensino da Filosofia, a atribui uma superioridade técnica intelectual e saber acumulado, pouco distingue da competência escolar conquistada em outros países, pelo potencial formativo dos professores filósofos Jean Maugüé (1955,1982) e João da Cruz Costa (1945, 1960, 1961,1967). Mauguë aponta-nos quão a formação em Filosofia está diretamente atribuída ao docente e ao aluno, que a ela se dedica. Pela obra Ensino de Filosofia e Diretrizes, ele apresenta-nos também a concepção de docência: o docente-intelectual, comprometido com a (re) construção dos significados epistemológicos, legitimados por uma prática pedagógica entre o já conhecido e ao conhecer, ou seja, entre o ensinado e ao ensinar. Nesse sentido, é notável que os argumentos do docente e do filósofo se imbricam, ao ponto de serem confundidos e potencializados durante a formação. Assim, Cruz Costa, também trabalha, quando assume a cátedra, porém ressalta que o processo formativo adquire sentido pela História das Ideias como construção do pensamento filosófico e, portanto, o ensino se faz quando se toma consciência da concentricidade histórica, ideias que lhe concede significado conjugado às técnicas de erudição, o que fez advertir aos seus alunos para as vicissitudes pelas quais passaram em nossa terra, as correntes filosóficas estrangeiras, e, sobretudo, para a curiosa significação que elas têm apresentado no envolver de nossa história (VITA, 1950, p.22). O conhecimento histórico é o caminho norteador a ser percorrido, necessário ao devir humano, isto é, a conciliação entre o conhecimento teórico e as condições históricas.

In utero exposure to cigarette chemicals induces sex-specific disruption of one-carbon metabolism and DNA methylation in the human fetal liver

This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly credited. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated. Acknowledgements: We thank Ms Margaret Fraser, Ms Samantha Flannigan, and Dr Wing Yee Kwong for their expert assistance. The staff at Grampian NHS Pregnancy Counselling Service were essential for collecting fetuses. We thank Professor Geoffrey Hammond and Dr Marc Simard, University of British Colombia for helpful comments on the manuscript. Supported by grants as follows: Scottish Senior Clinical Fellowship (AJD); Chief Scientist Office (Scottish Executive, CZG/1/109 to PAF, & CZG/4/742 (PAF & PJOS); NHS Grampian Endowments 08/02 (PAF, SB & PJOS); the European Community’s Seventh Framework Programme (FP7/2007-2013) under grant agreement no 212885 (PAF & SMR); the Medical Research Council grants MR/L010011/1 (PAF & PJOS) and MR/K018310/1 (AJD). None of the funding bodies played any role in the design, collection, analysis, and interpretation of data, in the writing of the manuscript, nor in the decision to submit the manuscript for publication

A review of clinical trial designs used to detect a disease-modifying effect of drug therapy in Alzheimer's disease and Parkinson's disease

Acknowledgements This article presents independent research funded by the National Institute for Health Research (NIHR) under its Programme Grants for Applied Research Programme (Grant Reference Number RP-PG-0707-10124). The views expressed in this article are those of the authors and not necessarily those of the NHS, the NIHR or the Department of Health. The funders had no role in study design, data collection, data analysis, data interpretation, writing of the report or for the decision to submit for publication.