Warrap

The present map sheet is composed of field maps (1:250'000) and is one of nine maps of the Southern Sudan State Map Series (1:500'000). The maps and the Geodatabase were prepared by the Centre for Development and Environment of the University of Berne, with funding from the Swiss Federal Department of Foreign Affairs. The map is being released as a technical contribution to support the humanitarian, peace-keeping and reconstruction efforts in Southern Sudan.

Western and Northern Bahr el Ghazal States

The present map sheet is composed of field maps (1:250'000) and is one of nine maps of the Southern Sudan State Map Series (1:500'000). The maps and the Geodatabase were prepared by the Centre for Development and Environment of the University of Berne, with funding from the Swiss Federal Department of Foreign Affairs. The map is being released as a technical contribution to support the humanitarian, peace-keeping and reconstruction efforts in Southern Sudan.

Western Equatoria State

The present map sheet is composed of field maps (1:250'000) and is one of nine maps of the Southern Sudan State Map Series (1:500'000). The maps and the Geodatabase were prepared by the Centre for Development and Environment of the University of Berne, with funding from the Swiss Federal Department of Foreign Affairs. The map is being released as a technical contribution to support the humanitarian, peace-keeping and reconstruction efforts in Southern Sudan.

Western Upper Nile State

The present map sheet is composed of field maps (1:250'000) and is one of nine maps of the Southern Sudan State Map Series (1:500'000). The maps and the Geodatabase were prepared by the Centre for Development and Environment of the University of Berne, with funding from the Swiss Federal Department of Foreign Affairs. The map is being released as a technical contribution to support the humanitarian, peace-keeping and reconstruction efforts in Southern Sudan.

Reporting and handling missing outcome data in mental health: a systematic review of Cochrane systematic reviews and meta-analyses

OBJECTIVES The purpose of the study was to provide empirical evidence about the reporting of methodology to address missing outcome data and the acknowledgement of their impact in Cochrane systematic reviews in the mental health field. METHODS Systematic reviews published in the Cochrane Database of Systematic Reviews after January 1, 2009 by three Cochrane Review Groups relating to mental health were included. RESULTS One hundred ninety systematic reviews were considered. Missing outcome data were present in at least one included study in 175 systematic reviews. Of these 175 systematic reviews, 147 (84%) accounted for missing outcome data by considering a relevant primary or secondary outcome (e.g., dropout). Missing outcome data implications were reported only in 61 (35%) systematic reviews and primarily in the discussion section by commenting on the amount of the missing outcome data. One hundred forty eligible meta-analyses with missing data were scrutinized. Seventy-nine (56%) of them had studies with total dropout rate between 10 and 30%. One hundred nine (78%) meta-analyses reported to have performed intention-to-treat analysis by including trials with imputed outcome data. Sensitivity analysis for incomplete outcome data was implemented in less than 20% of the meta-analyses. CONCLUSIONS Reporting of the techniques for handling missing outcome data and their implications in the findings of the systematic reviews are suboptimal.

Physiography of the Ampère Seamount in the Horseshoe Seamount chain off Gibraltar

The Ampère Seamount, 600 km west of Gibraltar, is one of nine inactive volcanoes along a bent chain, the so called Horseshoe Seamounts. All of them ascend from an abyssal plain of 4000 to 4800 m depth up to a few hundred meters below the sea surface, except two, which nearly reach the surface: the Ampère massif on the southern flank of the group and the summit of the Gorringe bank in the north. The horseshoe, serrated like a crown, opens towards Gibraltar and stands in the way of its outflow. These seamounts are part of the Azores-Gibraltar structure, which marks the boundary between two major tectonic plates: the Eurasian and the African plate. The submarine volcanism which formed the Horseshoe Seamounts belongs to the sea floor spread area of the Mid-Atlantic Ridge. The maximum activity was between 17 and 10 Million years ago and terminated thereafter. The volcanoes consist of basalts and tuffs. Most of their flanks and the abyssal plain around are covered by sediments of micro-organic origin. These sediments, in particular their partial absence on the upper flanks are a circumstantial proof and a kind of diary of the initial rise and subsequent subsidence of about 6oo m of these seamounts. The horizons of erosion where the basalt substrate is laid bare indicate the rise above sea level in the past. Since the Ampère summit is 60 m deep today, this volcano must have been an island 500 m high. The stratification of the sediments covering the surrounding abyssal plain reveals discrete events of downslope suspension flows, called turbidites, separated by tens of thousands of years and perhaps induced by changes in climate conditions. The Ampère sea mount of 4800 m height and a base diameter of 50 km exceeds the size of the Mont Blanc massif. Its southern and eastern flanks are steep with basalts cropping out, in parts with nearly vertical walls of some hundred meters. The west and north sides consist of terraces and plateaus covered with sediments at 140 m, 400 m, 2000 m, and 3500 m. The Horseshoe Seamount area is also remarkable as a kind of disturbed crossing of three major oceanic flow systems at different depths and directions with forced upwelling and partial mixing of the water masses. Most prominent is the Mediterranean Outflow Water (MOW) with its higher temperature and salinity between 900 to 1500 m depth. It enters the horseshoe unimpaired from the open eastern side but penetrates the seamount chain through its valleys on the west, thereafter diverging and crossing the entire Atlantic Ocean. Below the MOW is the North Atlantic Deep Water (NADW) between 2000 m to 3000 m depth flowing southward and finally there is the Antarctic Bottom Water (AABW) flowing northward below the two other systems.

Los tratados y el jardín renacentista en Italia. Principios, metodologías y técnicas

La tesis destaca la influencia que ejerció la teoría, las técnicas y la metodología de proyecto de los principales tratados de la época renacentista en la concepción, diseño y realización de algunos de los más importantes jardines de la época. Los tratados de Vitruvio, Alberti, Filarete, Di Giorgio, Serlio, Palladio, Colonna y Del Riccio establecen una nueva estética y una nueva visión del mundo, basadas en la geometría elemental y en los números simples. En la Grecia antigua, Platón y Pitágoras intuyeron la necesidad existencial del hombre de apoyarse en unas leyes seguras de orden superior. Sus teorías sobre las leyes del Universo son retomadas y aplicadas en el arte y en el jardín por Vitruvio y por los tratadistas del Renacimiento. Según los tratadistas, la estética es el núcleo generador del que se activan la información y las leyes hacia todos los campos del conocimiento y de la vida social y, por lo tanto, la finalidad de los tratados es buscar, a través de un procedimiento científico y racional, las reglas de la belleza. Las leyes estéticas formuladas por los tratadistas examinados se aplican con el mismo rigor y respeto ya sea al paisaje que al jardín, exaltando el elemento natural al igual que el construido (la ciudad y la arquitectura). De los tratados renacentistas se han extraídos términos y conceptos que ayudan a revalorizar, reinterpretar e integrar en el debate los temas del paisaje y del jardín. La tesis sostiene que: 1) una idea moderna de jardín se tiene que fundar en la historia; 2) que la historia es indispensable incluso para enfrentar el problema del mantenimiento y de la restauración de los jardines históricos; 3) que la teoría y las ideas que tienen valor, así como nos enseña Alberti, producen obras que también tienen valor; 4) la influencia de la estética de los tratadistas se encuentra incluso en algunos importantes jardines de época moderna y contemporánea. El capítulo 1 contiene la definición de tratado y la concepción estética del Renacimiento, analizada por medio de: a) la idea de ciencia y b) a través de las pinturas. Los capítulos 2 y 3 contienen respectivamente los principios teóricos de los tratados y el diseño, la metodología, las técnicas constructivas y los métodos de representación del proyecto según los tratadistas. Estos capítulos resultan propedéuticos de los capítulos siguientes por proporcionar el instrumento de lectura e interpretación de los jardines renacentistas y modernos. El capítulo 4 destaca la gran influencia de los tratados sobre las villas y jardines renacentistas y describe sus elementos. El último capítulo, el quinto, contiene un análisis de algunos jardines modernos. Entre ellos: Chiswick, la Villa “I Tatti”, Sutton Place, y la Villa “Il Roseto” que renuevan y prosiguen, en nuestra opinión, la lección de los tratadistas. El primer anexo contiene la propuesta de líneas de investigación que surgen a la luz de la tesis, y el segundo anexo contiene las noticias biográficas de los tratadistas examinados. ABSTRACT The thesis investigates the influence exercised by the theory, techniques and project methodology contained in the most relevant essays on art and architecture of the Renaissance on the concept, design and making of some of the most important gardens of that time. The essays of Vitruvius, Alberti, Filarete, Di Giorgio, Serlio, Palladio, Colonna y Del Riccio established a new concept of aesthetics and a vision of the world based on basic geometry and simple numbers. In ancient Greece, Plato and Pythagoras understood that humans needed “superior laws” to anchor their existences. Their theories on laws of the Universe were adopted and applied in art and gardening by Vitruvius and Renaissance essays authors. According to the authors of these essays, aesthetics represents the core generating information and laws that branch out toward all the fields of knowledge and social life. Therefore, the purpose of art and architecture essays consists in exploring, through a scientific and rational process, the rules of beauty. The laws of aesthetics proposed by the authors apply to landscaping and gardening with the same rigor and exalt the natural component as much as the artificial one (city and architecture). Several terms and concepts are also extracted that, despite their age, still help us to understand and enrich the contemporary debate revolving around landscaping and gardening. The thesis argues that: 1) the modern idea of gardening must be based on history; 2) history is fundamental even to address the topics of maintenance and restoration of historical gardens; 3) like Leon Battista Alberti maintains, valid theory and ideas produce valuable works; 4) the influence played by aesthetics on authors can be found in many important modern and contemporary gardens. Chapter 1 contains the definition of essay and of the Renaissance concept of aesthetics, analyzed by: a) the idea of science and 2) the analysis of some paintings of the period. Chapters 2 and 3 discuss respectively the theoretical principles of the essays and the design, methodology, construction techniques and the methods of representation of the project according to the authors. These chapters are preparatory toward the following chapters and provide us with the keys necessary to read and interpret Renaissance and modern gardens. Chapter 4 highlights the great influence exercised by those authors on the planning of important villas and gardens from the Renaissance while describing their elements. The 5th and final chapter analyzes some modern gardens among which Chiswick, Villa “I Tatti”, Sutton Place, Villa “Il Roseto”. These villas renew and in our opinion carry on the lesson of the essays written in the Renaissance. The first addendum suggests future lines of research derived from the thesis, while the second addendum contains biographical information regarding the authors examined.

SABERES DAS PROFESSORAS ALFABETIZADORAS BEM-SUCEDIDAS

Objetivando investigar os saberes presentes na prática pedagógica de seis professoras que, ao longo de sua trajetória profissional, apresentaram uma prática bem-sucedida na alfabetização, sempre atuando em região periférica de uma cidade da Grande São Paulo, utilizei, neste estudo, entrevista semiestruturada, observação participante e relato de história de vida, no intuito de responder às questões: O que há de significativo nas práticas bem-sucedidas das professoras alfabetizadoras? Quais saberes são mobilizados com os educandos no processo de alfabetização? Como as professoras lidam com diferentes saberes dos alunos e com as situações em que se defrontam com um possível não saber? Inicialmente, descrevo o contexto histórico da alfabetização em 1983, com a implantação do Ciclo Básico de Alfabetização (DURAN, 1995), período em que as professoras-alvo da pesquisa iniciaram carreira no magistério na rede pública estadual e foram desafiadas a uma nova forma de pensar a alfabetização no âmbito da Psicogênese da Língua Escrita (FERREIRO e TEBEROSKY, 1979), embasadas no construtivismo piagetiano, numa ação dialógica com autores que priorizam a reflexão sobre saberes e prática pedagógica (FREIRE, 1996; OLIVEIRA, 1997; ALARCÃO, 2005 e TARDIF, 2007). Os resultados mostram que a constituição dos saberes das professoras na condução do trabalho em sala de aula ocorre ao longo da trajetória de formação e atuação pedagógica, em diferentes momentos: no diálogo com experiências vividas, com materiais pedagógicos produzidos; na relação com as crianças com quem convivem; nos cursos de formação de que participam; nas parcerias e trocas com professores. A criatividade diante dos desafios de alfabetizar faz com que reorganizem o saber e busquem conhecimentos para que a qualidade das intervenções e ações pedagógicas atenda a diversidade que compõe o espaço da sala de aula. Por acreditarem na capacidade das crianças, propiciam atividades desafiadoras que oportunizam a reflexão sobre a leitura e a escrita (FERREIRO, 1989, LERNER, 2002 & WEISZ, 2002), sempre respeitando os conhecimentos prévios do aprendiz que interage com elas e constrói conhecimentos.(AU)

SABERES DAS PROFESSORAS ALFABETIZADORAS BEM-SUCEDIDAS

Objetivando investigar os saberes presentes na prática pedagógica de seis professoras que, ao longo de sua trajetória profissional, apresentaram uma prática bem-sucedida na alfabetização, sempre atuando em região periférica de uma cidade da Grande São Paulo, utilizei, neste estudo, entrevista semiestruturada, observação participante e relato de história de vida, no intuito de responder às questões: O que há de significativo nas práticas bem-sucedidas das professoras alfabetizadoras? Quais saberes são mobilizados com os educandos no processo de alfabetização? Como as professoras lidam com diferentes saberes dos alunos e com as situações em que se defrontam com um possível não saber? Inicialmente, descrevo o contexto histórico da alfabetização em 1983, com a implantação do Ciclo Básico de Alfabetização (DURAN, 1995), período em que as professoras-alvo da pesquisa iniciaram carreira no magistério na rede pública estadual e foram desafiadas a uma nova forma de pensar a alfabetização no âmbito da Psicogênese da Língua Escrita (FERREIRO e TEBEROSKY, 1979), embasadas no construtivismo piagetiano, numa ação dialógica com autores que priorizam a reflexão sobre saberes e prática pedagógica (FREIRE, 1996; OLIVEIRA, 1997; ALARCÃO, 2005 e TARDIF, 2007). Os resultados mostram que a constituição dos saberes das professoras na condução do trabalho em sala de aula ocorre ao longo da trajetória de formação e atuação pedagógica, em diferentes momentos: no diálogo com experiências vividas, com materiais pedagógicos produzidos; na relação com as crianças com quem convivem; nos cursos de formação de que participam; nas parcerias e trocas com professores. A criatividade diante dos desafios de alfabetizar faz com que reorganizem o saber e busquem conhecimentos para que a qualidade das intervenções e ações pedagógicas atenda a diversidade que compõe o espaço da sala de aula. Por acreditarem na capacidade das crianças, propiciam atividades desafiadoras que oportunizam a reflexão sobre a leitura e a escrita (FERREIRO, 1989, LERNER, 2002 & WEISZ, 2002), sempre respeitando os conhecimentos prévios do aprendiz que interage com elas e constrói conhecimentos.(AU)

Violations of the international code of marketing of breast milk substitutes: prevalence in four countries

Objective: To estimate the prevalence of violations of the international code of marketing of substitutes for breast milk in one city in each of Bangladesh, Poland, South Africa, and Thailand.

Doctor Daniel Brigham's Book, 1789-1810 (inclusive)

Ledger maintained by Dr. Daniel Brigham (1760-1837) containing financial accounts for medical patients treated primarily in Northborough, Westborough, and Marlborough, Massachusetts from 1789 to 1837. The ledger details the charges for medical services and the corresponding payments, often made by payment-in-kind. Common charges included a shilling for a visit and administration of cathartics, emetics, or anodynes. Extraction of a tooth cost eight pence, and Brigham charged one woman nine shillings for delivering her son. A number of entries are obscured by pasted-in newspaper articles.

Event no. 143

IMB (Irvine, Michigan, Brookline), a collaboration between the University of Michigan, the University of California at Irvine, and the U.S. Department of Energy, was an experiment designed to determine the ultimate stability of matter. One of nine interesting events from the IMB detector in its first 204 live days of running. Similar to proton decay but rejected.

Event no. 225

IMB (Irvine, Michigan, Brookline), a collaboration between the University of Michigan, the University of California at Irvine, and the U.S. Department of Energy, was an experiment designed to determine the ultimate stability of matter. One of nine interesting events from the IMB detector in its first 204 live days of running. Similar to proton decay but rejected.

Event no. 299

IMB (Irvine, Michigan, Brookline), a collaboration between the University of Michigan, the University of California at Irvine, and the U.S. Department of Energy, was an experiment designed to determine the ultimate stability of matter. One of nine interesting events from the IMB detector in its first 204 live days of running. Similar to proton decay but rejected.

Event no. 510

IMB (Irvine, Michigan, Brookline), a collaboration between the University of Michigan, the University of California at Irvine, and the U.S. Department of Energy, was an experiment designed to determine the ultimate stability of matter. One of nine interesting events from the IMB detector in its first 204 live days of running. Similar to proton decay but rejected.