A cidade-jardim de Ebenezer Howard: um estudo de sua influência para a circulação de ideias e modelos no urbanismo do século XX

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Jeu des échecs; historique de la lutte entre l'éditeur du Palamède, journal français [P.F. de Saint-Amant] et l'éditeur du Chess player's chronicle, journal anglais [Howard Staunton] lettre à l'éditeur du Palamède.

Mode of access: Internet.

Hoyle's games : illustrated edition. Embracing all the most modern modes of play, and the rules practised at the present time, in billiards, whist, draughts, cribbage, backgammon, and all other fashionable games; together with sixteen games adapted to the new Yankee-notion cards. Also the whole of Frer̀e's chess hand-book. Containing, besides elementary instruction and the laws of chess, about fifty select games by the first players, endings of games, and the defeat of the muzio gambit. Also, thirty-six of the choicest chess problems, and a description of, and rules for, four-handed chess /

Classified for chess; Frère's chess hand-book, p. 229-324.

Centrioles: active players or passengers during mitosis?

No funding agencies or grants indicated in the publication.

Vertical jumping tests versus wingate anaerobic test in female volleyball players: The role of age

Single and continuous vertical jumping tests, as well as the Wingate anaerobic test (WAnT), are commonly used to assess the short-term muscle power of female volleyball players; however, the relationship among these tests has not been studied adequately. Thus, the aim of the present study was to examine the relationship of single and continuous vertical jumps with the WAnT in female volleyball players. Seventy adolescent (age 16.0 ˘ 1.0 years, body mass 62.5 ˘ 7.1 kg, height 170.4 ˘ 6.1 cm, body fat 24.2% ˘ 4.3%) and 108 adult female volleyball players (age 24.8 ˘ 5.2 years, body mass 66.5 ˘ 8.7 kg, height 173.2 ˘ 7.4 cm, body fat 22.0% ˘ 5.1%) performed the squat jump (SJ), countermovement jump (CMJ), Abalakov jump (AJ), 30 s Bosco test and WAnT (peak power, Ppeak; mean power, Pmean). Mean power in the Bosco test was correlated (low to large magnitude) with Pmean of the WAnT (r = 0.27, p = 0.030 in adolescents versus r = 0.56, p < 0.001 in adults). SJ, CMJ and AJ also correlated with Ppeak (0.28 ď r ď 0.46 in adolescents versus 0.58 ď r ď 0.61 in adults) and with Pmean (0.43 ď r ď 0.51 versus 0.67 ď r ď 0.71, respectively) of the WAnT (p < 0.05). In summary, the impact of the Bosco test and WAnT on muscle power varied, especially in the younger age group. Single jumping tests had larger correlations with WAnT in adults than in adolescent volleyball players. These findings should be taken into account by volleyball coaches and fitness trainers during the assessment of short-term muscle power of their athletes.

A test of basic psychological needs theory in young soccer players: Time-lagged design at the individual and team levels

Within the framework of basic psychological needs theory (Deci & Ryan, 2000), multilevel structural equation modeling (MSEM) with a time-lagged design was used to test a mediation model examining the relationship between perceptions of coaches’ interpersonal styles (autonomy supportive and controlling), athletes’ basic psychological needs (satisfaction and thwarting), and indicators of well-being (subjective vitality) and ill-being (burnout), estimating separately between and within effects. The participants were 597 Spanish male soccer players aged between 11 and 14 years (M = 12.57, SD = 0.54) from 40 teams who completed a questionnaire package at two time points in a competitive season. Results revealed that at the individual level, athletes’ perceptions of autonomy support positively predicted athletes’ need satisfaction (autonomy, competence, and relatedness), whereas athletes’ perceptions of controlling style positively predicted athletes’ need thwarting (autonomy, competence, and relatedness). In turn, all three athletes’ need satisfaction dimensions predicted athletes’ subjective vitality and burnout (positively and negatively, respectively), whereas competence thwarting negatively predicted subjective vitality and competence and relatedness positively predicted burnout. At the team level, team perceptions of autonomy supportive style positively predicted team autonomy and relatedness satisfaction. Mediation effects only appeared at the individual level.

MILK : the Mobile Informal Learning Kit. Collaborating to design successful mobile learning applications

This paper suggests ways for educators and designers to understand and merge priorities in order to inform the development of mobile learning (m-learning) applications that maximise user experiences and hence learning opportunities. It outlines a User Experience Design (UXD) theory and development process that requires designers to conduct a thorough initial contextual inquiry into a particular domain in order to set project priorities and development guidelines. A matrix that identifies the key contextual considerations namely the social, cultural, spatial, technical and temporal constructs of any domain is presented as a vital tool for achieving successful UXD. The frame of reference provided by this matrix ensures that decisions made throughout the design process are attributable to a desired user experience. To illustrate how the proposed UXD theory and development process supports the creation of effective m-learning applications, this paper documents the development process of MILK (Mobile Informal Learning Kit). MILK is a support tool that allows teachers and students to develop event paths that consist of a series SMS question and answer messages that lead players through a series of checkpoints between point A and point B. These event paths can be designed to suit desired learning scenarios and can be used to explore a particular place or subject. They can also be designed to facilitate formal or informal learning experiences.

Maintaining your career “edge” in a global world of work

The world of work in the 21st century has been described by many as globalised (Peiperl & Jonsen, 2007; Levy, 2007; Bhagat, 2006; Czinkota & Ronkainen, 2005). Globalisation is generally understood as a greater awareness of the world as a whole; an integrated stage where the countries of the world are seen to be players on the one playing field. This notion is driven by a perception of the world as being occupied by global citizens who are affiliated not with the country in which they are born but whose loyalties lie with planet Earth. They strive to live and work with this focus foremost in their consciousness. Indeed, many of these global citizens will enjoy global careers during their lifetime whereby they work in more than one region of the world during the course of their employment. The present chapter will present a discussion on globalisation and its impact on the world of work, in particular the changes on particular demographic groups in both developed and developing economies. It will then discuss implications for workers and their careers, specifically focusing on changing relationships between workers and organisations and the need for individuals to maintain their competitive edge in the market place through an ongoing focus on relevant career management competencies.

"Get new lawyers!"

In James Rubin's account of the Kosovo war, he describes an exchange between Secretary Albright and Robin Cook (the British Foreign Secretary). Cook was explaining that it is difficult for Britain to commit to the war without UN Security Council approval because the legal advice he had received was that such action would be illegal under international law. Albright's response was, simply, "get new lawyers". Rubin "credits" Blair with a "push" that swung the British to "finally agree" that a UN Security Council resolution was "not legally required". Robin Cook later stated in Parliament and that the war was legal. Interestingly, Blair did not. This article does not look at whether or not such an exchange took place; rather look at the ethical issues that such a situation would generate. The article suggests what the ethical obligations of the key legal players in such institutional dramas should be—including governments seeking advice, the lawyers giving it, the ministers reporting it and the opposition in Parliament. The article sets out the particular responsibilities of the lawyers and officials of a Westminster system. It also sets out some of the institutional mechanisms for making it more likely that those obligations are fulfilled—as always through the interaction of obligations by different players that make it more risky for any player to breach his or her ethical obligations. Analogous duties would be faced by the relevant actors in other systems.