1000 resultados para Asculanus, Felix Centinus (16..-16..) -- Portraits


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Des Moines River Plat Maps.

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List of Bid Proposal Holders

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Weekly Newsletter from the Northwest District Office for libraries containing programs, activities, classes for the upcoming week.

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Weekly Newsletter from the Northwest District Office for libraries containing programs, activities, classes for the upcoming week.

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AIM: Sexual orientation plays an important part in building identity during adolescence. The aim of this study was to describe patterns of sexual orientation, including sexual attraction, fantasies, affiliations and behaviour. METHODS: The study was based on the analysis of data from computerized self-administered questionnaires of a Swiss national survey on the sexual life of 16 to 20-year-old adolescents (n = 2,075 girls and 2,208 boys.). RESULTS: Overall, 95.0% of girls and 96.2% of boys described themselves as predominantly heterosexual; 1.4% of girls and 1.7% of boys as predominantly homosexual or bisexual; and 2.8% of teenagers (girls: 3.6%; boys: 2.1%) were "unsure" of their sexual orientation. The reported prevalence of homosexual attraction (girls: 2.0%; boys: 2.9%) exceeded homosexual fantasies (girls: 0.4%; boys: 0.5%) and affiliations (girls: 0.3%; boys: 0.5%). Among the 4205 respondents, 31 girls (1.5% of girls) and 56 boys (2.5% of boys) reported sexual behaviour (experience or penetrative intercourse) with a person of the same sex. Among 1.5% of girls and 2.5% of boys who reported sexual behaviour with a person of the same sex, 65% of boys and 80% of girls nevertheless considered themselves as heterosexual. CONCLUSION: For a comprehensive understanding of sexual orientation in adolescence a differentiated look at dimensions of sexual orientation is indispensable. This applies to clinical settings, public health and research.

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Many loan repayment and incentive programs are available to encourage college students and graduates to enter into and continue to work in designated high-need careers. More and more Iowans are reaping the rewards of these federal, state and private programs that help reduce student loan debt while allowing them to pursue their career goals. Some programs make payments directly to the recipient’s student loan servicer to reduce the balance owed (loan repayment), while others may provide the option of an income stipend or bonus for eligible recipients who meet specified employment and other criteria. This guide provides information on many of the federal and state loan repayment and incentive programs currently available.

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Paying for college doesn’t have to be financially overwhelming. There are several types of aid, including federal, state and institutional grants; scholarships from numerous sources; college savings plans; student and parent loans; and student employment options available to help you pay for college. In fact, most students attending Iowa colleges and universities receive some form of financial assistance. To be considered for most financial aid programs, you must complete the Free Application for Federal Student Aid (FAFSA). Applying for admission is not the same as applying for financial aid - you need to do both. To receive financial aid, it is necessary to file a completed FAFSA and submit an admissions application to the colleges and universities that interest you most. Follow the steps in this brochure to be considered for funds from the state of Iowa, the federal government and the colleges or universities of your choice.

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This comprehensive guide, updated for the 2015-2015 academic year, provides financial aid information, as well as a directory of Iowa colleges and universities to assist students and families with the college selection process.

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The objective of this work was to evaluate the effect of the transgenic soybean BR-16-AHAS genetic constitution on the tolerance to the herbicide imazapyr. BR-16-AHAS was crossed with ten other genotypes. The experimental design was a complete randomized block, in a 2x12x3 factorial arrangement, with two sowing periods (winter and summer), twelve crossing groups and three plant positions (upper, mid and lower), with three replicates. The plants were treated with 100 g ha-1 a.i. of imazapyr at the V3/V4 stage. For each position of the plant (upper, mid and lower), the following variables were assessed: number of pods, number of seeds, seed weight, number of seeds per pod and the 100 seeds weight. The effect of the herbicide varied according to the more affected plant position (upper, mid and lower) of each genotype. The use of the same gene ahas of BR-16-AHAS, in various genotypes, results in materials with good tolerance to imazapyr; tolerance levels depend not only on the ahas gene, but also on the presence of other genes.