Stråkkvartett op. 122

Digitoitu 3. 10. 2007.

Pianokvintett op. 44

Digitoitu 3. 10. 2007.

Stråkkvartett Ess-dur (1930)

Digitoitu 3. 10. 2007.

El vibrato en el violín

Este trabajo constituye una aproximación al vibrato en el violín desde diversos puntos de vista. En primer lugar, abordaremos la cuestión histórica: cuándo aparece el vibrato, cómo evoluciona a lo largo de la historia y por qué se ha convertido en un recurso tan explotado hoy en día. A continuación, trataremos el vibrato como un fenómeno acústico y describiremos sus principales parámetros de estudio. Por último, plantearemos el aspecto puramente técnico del vibrato, aportando ejercicios para su correcto desarrollo. El objetivo final no es sólo conocer con mayor profundidad la historia y las características de este recurso, sino también entender su funcionamiento técnico y qué método de estudio se ha de seguir para sacar el máximo partido de él. La metodología del trabajo se basa en la lectura y puesta en práctica del legado de diversos violinistas y pedagogos que han tratado el tema a lo largo de la historia.

La voz del violín en la Rusia de la últimos zares : contraste de sentimientos musicales

El objetivo general de este trabajo es intentar conseguir la particular visión del mundo del violín en la última etapa de la Rusia zarista, sometida a importantes cambios históricos que repercuten en la vida de la sociedad rusa y consecuentemente en su arte; descubriré las figuras de sus intérpretes y su relación con su época y su música. La metodología que he utilizado en el trabajo se trata de un tipo de investigación cualitativa, basada en las figuras de la época y una documentación bibliográfica seleccionada, un estilo historiográfico que nos acerque al sentimiento y el entendimiento de este periodo histórico. La parte final de mi trabajo se compondrá de una serie de conclusiones que avalen mi experiencia y trayectoria en la investigación del proyecto.

Masuska

Masurkka.

Sepänsälli-sotiisi

Sottiisi.

Sotiisi

Instrumentaaliesitys.

Thinking Outside the Box: Enhancing Science Teaching by Combining (Instead of Contrasting) Laboratory and Simulation Activities

The focus of the present work was on 10- to 12-year-old elementary school students’ conceptual learning outcomes in science in two specific inquiry-learning environments, laboratory and simulation. The main aim was to examine if it would be more beneficial to combine than contrast simulation and laboratory activities in science teaching. It was argued that the status quo where laboratories and simulations are seen as alternative or competing methods in science teaching is hardly an optimal solution to promote students’ learning and understanding in various science domains. It was hypothesized that it would make more sense and be more productive to combine laboratories and simulations. Several explanations and examples were provided to back up the hypothesis. In order to test whether learning with the combination of laboratory and simulation activities can result in better conceptual understanding in science than learning with laboratory or simulation activities alone, two experiments were conducted in the domain of electricity. In these experiments students constructed and studied electrical circuits in three different learning environments: laboratory (real circuits), simulation (virtual circuits), and simulation-laboratory combination (real and virtual circuits were used simultaneously). In order to measure and compare how these environments affected students’ conceptual understanding of circuits, a subject knowledge assessment questionnaire was administered before and after the experimentation. The results of the experiments were presented in four empirical studies. Three of the studies focused on learning outcomes between the conditions and one on learning processes. Study I analyzed learning outcomes from experiment I. The aim of the study was to investigate if it would be more beneficial to combine simulation and laboratory activities than to use them separately in teaching the concepts of simple electricity. Matched-trios were created based on the pre-test results of 66 elementary school students and divided randomly into a laboratory (real circuits), simulation (virtual circuits) and simulation-laboratory combination (real and virtual circuits simultaneously) conditions. In each condition students had 90 minutes to construct and study various circuits. The results showed that studying electrical circuits in the simulation–laboratory combination environment improved students’ conceptual understanding more than studying circuits in simulation and laboratory environments alone. Although there were no statistical differences between simulation and laboratory environments, the learning effect was more pronounced in the simulation condition where the students made clear progress during the intervention, whereas in the laboratory condition students’ conceptual understanding remained at an elementary level after the intervention. Study II analyzed learning outcomes from experiment II. The aim of the study was to investigate if and how learning outcomes in simulation and simulation-laboratory combination environments are mediated by implicit (only procedural guidance) and explicit (more structure and guidance for the discovery process) instruction in the context of simple DC circuits. Matched-quartets were created based on the pre-test results of 50 elementary school students and divided randomly into a simulation implicit (SI), simulation explicit (SE), combination implicit (CI) and combination explicit (CE) conditions. The results showed that when the students were working with the simulation alone, they were able to gain significantly greater amount of subject knowledge when they received metacognitive support (explicit instruction; SE) for the discovery process than when they received only procedural guidance (implicit instruction: SI). However, this additional scaffolding was not enough to reach the level of the students in the combination environment (CI and CE). A surprising finding in Study II was that instructional support had a different effect in the combination environment than in the simulation environment. In the combination environment explicit instruction (CE) did not seem to elicit much additional gain for students’ understanding of electric circuits compared to implicit instruction (CI). Instead, explicit instruction slowed down the inquiry process substantially in the combination environment. Study III analyzed from video data learning processes of those 50 students that participated in experiment II (cf. Study II above). The focus was on three specific learning processes: cognitive conflicts, self-explanations, and analogical encodings. The aim of the study was to find out possible explanations for the success of the combination condition in Experiments I and II. The video data provided clear evidence about the benefits of studying with the real and virtual circuits simultaneously (the combination conditions). Mostly the representations complemented each other, that is, one representation helped students to interpret and understand the outcomes they received from the other representation. However, there were also instances in which analogical encoding took place, that is, situations in which the slightly discrepant results between the representations ‘forced’ students to focus on those features that could be generalised across the two representations. No statistical differences were found in the amount of experienced cognitive conflicts and self-explanations between simulation and combination conditions, though in self-explanations there was a nascent trend in favour of the combination. There was also a clear tendency suggesting that explicit guidance increased the amount of self-explanations. Overall, the amount of cognitive conflicts and self-explanations was very low. The aim of the Study IV was twofold: the main aim was to provide an aggregated overview of the learning outcomes of experiments I and II; the secondary aim was to explore the relationship between the learning environments and students’ prior domain knowledge (low and high) in the experiments. Aggregated results of experiments I & II showed that on average, 91% of the students in the combination environment scored above the average of the laboratory environment, and 76% of them scored also above the average of the simulation environment. Seventy percent of the students in the simulation environment scored above the average of the laboratory environment. The results further showed that overall students seemed to benefit from combining simulations and laboratories regardless of their level of prior knowledge, that is, students with either low or high prior knowledge who studied circuits in the combination environment outperformed their counterparts who studied in the laboratory or simulation environment alone. The effect seemed to be slightly bigger among the students with low prior knowledge. However, more detailed inspection of the results showed that there were considerable differences between the experiments regarding how students with low and high prior knowledge benefitted from the combination: in Experiment I, especially students with low prior knowledge benefitted from the combination as compared to those students that used only the simulation, whereas in Experiment II, only students with high prior knowledge seemed to benefit from the combination relative to the simulation group. Regarding the differences between simulation and laboratory groups, the benefits of using a simulation seemed to be slightly higher among students with high prior knowledge. The results of the four empirical studies support the hypothesis concerning the benefits of using simulation along with laboratory activities to promote students’ conceptual understanding of electricity. It can be concluded that when teaching students about electricity, the students can gain better understanding when they have an opportunity to use the simulation and the real circuits in parallel than if they have only the real circuits or only a computer simulation available, even when the use of the simulation is supported with the explicit instruction. The outcomes of the empirical studies can be considered as the first unambiguous evidence on the (additional) benefits of combining laboratory and simulation activities in science education as compared to learning with laboratories and simulations alone.

Avaliação ecocardiográfica em bezerros da raça Holandesa

Com o objetivo de estabelecer valores de medidas ecocardiográficas em bezerros da raça Holandesa, utilizaram-se 25 animais, com idade entre 8 e 28 dias e peso entre 27 e 57 kg. Procedeu-se o exame ecocardiográfico em modo-B e modo-M para a obtenção dos valores médios dos seguintes parâmetros, em diástole e sístole, respectivamente: diâmetros internos dos ventrículos direito (2,05±0,13cm e 1,59±0,13cm) e esquerdo (3,91±0,09cm e 2,52±0,13cm), espessuras do septo interventricular (1,24±0,04cm e 1,62±0,06cm) e da parede livre do ventrículo esquerdo (0,92±0,04cm e 1,50±0,05cm). Obtiveram-se ainda valores do diâmetro dos átrios direito e esquerdo em sístole (2,97±0,12cm e 4,11±0,21cm, respectivamente), dos volumes diastólico (67,90±3,65ml), sistólico (25,32±3,05ml) e de ejeção (42,58±2,46ml) do ventrículo esquerdo, do débito cardíaco (3857±339ml/min), do diâmetro aórtico (2,52±0,05cm), da distância entre o ponto de maior abertura do folheto anterior da valva atrioventricular esquerda até o septo interventricular (0,65±0,08cm) e tempo de ejeção (0,39±0,02s), das frações de encurtamento (36,27±2,40%) e de ejeção do ventrículo esquerdo (64,67±3,22%). Houve média correlação linear positiva (66,4%, P<0,01) entre diâmetro aórtico e peso dos animais, média correlação linear negativa (P<0,01) entre tempo de ejeção do ventrículo esquerdo e freqüência cardíaca (69,1%) e com o débito cardíaco (62,4%). Observou-se uma tendência dos bezerros em apresentar menor diâmetro da câmara cardíaca esquerda, apesar de mantidas as relações de espessura de parede e índices funcionais do miocárdio.

Identificação e distribuição de lesões cardíacas em bovinos intoxicados por Amorimia exotropica

Amorimia exotropica é um arbusto escandente que pertence à família Malpighiacea, cujo princípio tóxico é o monofluoracetato de sódio e possui ação cardiotóxica em bovinos. Ela é a única representante, na região Sul do país, do grupo de plantas que causam morte súbita associada ao exercício. Este trabalho identificou e mapeou as lesões cardíacas observadas em bovinos intoxicados naturalmente por A. exotropica. Selecionaram-se nove corações bovinos, provenientes de um surto de intoxicação natural pela planta em uma propriedade de gado de corte do Rio Grande do Sul e procedeu-se o mapeamento de oito regiões topográficas distintas (ápice, ventrículos direito e esquerdo, septo interventricular, músculos papilares direito e esquerdo e átrios direito e esquerdo). À avaliação macroscópica quatro bovinos apresentaram lesão focal e bem delimitada no músculo papilar esquerdo. Estas áreas na histologia correspondiam à necrose de coagulação em diferentes estágios de evolução, similares a infartos. Todos os bovinos apresentavam necrose de cardiomiócitos, caracterizadas por retração e hipereosinofilia citoplasmática e fragmentação celular em todas as áreas amostradas. A severidade da injúria celular foi avaliada pela imuno-histoquímica anti-troponina C, a qual demonstrou acentuada perda e/ou diminuição de marcação citoplasmática em células necróticas. O músculo papilar esquerdo foi a região mais acometida nos casos de intoxicação por Amorimia exotropica.

Morfoanatomia e ontogênese do pericarpo de Schizolobium parahyba (Vell.) Blake (Fabaceae, Caesalpinioideae)

No presente trabalho, foram estudados aspectos morfológicos e anatômicos do pericarpo em desenvolvimento de Schizolobium parahyba (Vell.) Blake, com o objetivo de descrever esse órgão, fornecendo subsídios para trabalhos taxonômicos e filogenéticos envolvendo a subfamília Caesalpinioideae; objetivou-se, também, identificar e relacionar as estruturas do fruto, envolvidas no processo de fragmentação do pericarpo, que culmina na dispersão das sementes. Nos frutos em desenvolvimento, foi possível a definição de quatro estádios: I - ovário; II - frutos muito jovens, com atividade meristemática no pericarpo; III - frutos jovens até seu tamanho definitivo, caracterizado pelo alongamento celular; IV - fase de amadurecimento, em que ocorre a lignificação em células mesocárpicas e endocárpicas, culminando na fragmentação do pericarpo. Do estudo ontogenético, conclui-se que a parte papirácea responsável pela dispersão da semente é o endocarpo como um todo, incluindo o estrato esclerenquimático e células parenquimáticas internas.

Differential gene expression profiles of hepatocellular carcinomas associated or not with viral infection

Chronic hepatitis B (HBV) and C (HCV) virus infections are the most important factors associated with hepatocellular carcinoma (HCC), but tumor prognosis remains poor due to the lack of diagnostic biomarkers. In order to identify novel diagnostic markers and therapeutic targets, the gene expression profile associated with viral and non-viral HCC was assessed in 9 tumor samples by oligo-microarrays. The differentially expressed genes were examined using a z-score and KEGG pathway for the search of ontological biological processes. We selected a non-redundant set of 15 genes with the lowest P value for clustering samples into three groups using the non-supervised algorithm k-means. Fisher’s linear discriminant analysis was then applied in an exhaustive search of trios of genes that could be used to build classifiers for class distinction. Different transcriptional levels of genes were identified in HCC of different etiologies and from different HCC samples. When comparing HBV-HCC vs HCV-HCC, HBV-HCC/HCV-HCC vs non-viral (NV)-HCC, HBC-HCC vs NV-HCC, and HCV-HCC vs NV-HCC of the 58 non-redundant differentially expressed genes, only 6 genes (IKBKβ, CREBBP, WNT10B, PRDX6, ITGAV, and IFNAR1) were found to be associated with hepatic carcinogenesis. By combining trios, classifiers could be generated, which correctly classified 100% of the samples. This expression profiling may provide a useful tool for research into the pathophysiology of HCC. A detailed understanding of how these distinct genes are involved in molecular pathways is of fundamental importance to the development of effective HCC chemoprevention and treatment.

Gene trio signatures as molecular markers to predict response to doxorubicin cyclophosphamide neoadjuvant chemotherapy in breast cancerpatients

In breast cancer patients submitted to neoadjuvant chemotherapy (4 cycles of doxorubicin and cyclophosphamide, AC), expression of groups of three genes (gene trio signatures) could distinguish responsive from non-responsive tumors, as demonstrated by cDNA microarray profiling in a previous study by our group. In the current study, we determined if the expression of the same genes would retain the predictive strength, when analyzed by a more accessible technique (real-time RT-PCR). We evaluated 28 samples already analyzed by cDNA microarray, as a technical validation procedure, and 14 tumors, as an independent biological validation set. All patients received neoadjuvant chemotherapy (4 AC). Among five trio combinations previously identified, defined by nine genes individually investigated (BZRP, CLPTM1,MTSS1, NOTCH1, NUP210, PRSS11, RPL37A, SMYD2, and XLHSRF-1), the most accurate were established by RPL37A, XLHSRF-1based trios, with NOTCH1 or NUP210. Both trios correctly separated 86% of tumors (87% sensitivity and 80% specificity for predicting response), according to their response to chemotherapy (82% in a leave-one-out cross-validation method). Using the pre-established features obtained by linear discriminant analysis, 71% samples from the biological validation set were also correctly classified by both trios (72% sensitivity; 66% specificity). Furthermore, we explored other gene combinations to achieve a higher accuracy in the technical validation group (as a training set). A new trio, MTSS1, RPL37 and SMYD2, correctly classified 93% of samples from the technical validation group (95% sensitivity and 80% specificity; 86% accuracy by the cross-validation method) and 79% from the biological validation group (72% sensitivity and 100% specificity). Therefore, the combined expression of MTSS1, RPL37 and SMYD2, as evaluated by real-time RT-PCR, is a potential candidate to predict response to neoadjuvant doxorubicin and cyclophosphamide in breast cancer patients.

Dorothy Rungeling fonds, 1887-2013, n.d.

Dorothy Rungeling was born in 1911 and raised in Fenwick, Ontario, by her adopted mother, Ethelwyn Wetherald. After graduating high school, she attended Fort Erie business College. She worked briefly in Toronto and then Hamilton, but eventually took a job with Brown Brothers’ Nursery in Pelham to be closer to home. Dorothy pursued many interests, learning to play the violin, saxophone and clarinet. She met her husband Charles at a local dance where she was playing. In 1939, they opened an automobile and farm machinery business in Welland. In their spare time, they were active in skeet and trap shooting, for which Dorothy won many trophies. In the early 1940s, Dorothy developed a passion for horses, training and showing them in addition to teaching riding at the Welland Riding Club, as well as judging at horse shows. By the late 1940s her interest in horses was waning, but she soon after discovered and pursued a new interest: flying. She joined the Welland Flying Club, obtained a flying licence, and in 1949 purchased her first plane. She proceeded to obtain a Commercial Pilot Licence in 1951, an Instructor’s Licence in 1953, and a Senior Commercial Licence in 1954. She participated in many air races in the 1950s, including the All Women’s International Air Races, the Women’s Transcontinental Air Races, and the Canadian Governor-General’s Cup Air Race. Some of the most notable races were the 1954 International Air Race, where Dorothy met with President Batista of Cuba, and the Governor-General’s Cup Air Race, where she won 1st place in 1953 and 1956 (and was the only woman competing). In 1958, she was also the first Canadian woman to solo pilot a helicopter. That same year she obtained her Airline Transport Licence. She also wrote several articles on aviation, contributing to publications such as Canadian Aviation and Air Facts, a U.S. aviation magazine. In addition to these articles, Dorothy authored several books about her life, as well as a selection of poems and articles by Ethelwyn Wetherald. As planes became more expensive, Dorothy spent less time flying, instead pursuing an interest in sailing. She and her husband bought a sailboat and became members of the Niagara-on-the-Lake Sailing Club. In 2003, Dorothy was awarded the Order of Canada for her accomplishments. She also wrote a regular column for the Voice of Pelham in 2012-2013, called A Century in Pelham. Dorothy celebrated her 100th birthday in 2011, and remains an active member of the community.