Documentary material relating to the history of Iowa - Volume 3, 1896.

Benjamin F. Shambaugh edited and compiled documents and publications for this book on the history of Iowa. This volume 3 is a continuation of volume 2 which is concerned with the history of local political organization from 1787 to 1834. Documents are illustrative of the development of local government in Iowa from the establishment of the Territory of Wisconsin in 1836 to the revision of the statutes of Iowa in 1842-43. It includes documentary material from the Louisiana Purchase, the Territories of the Northwest, Wisconsin and Iowa; the Convention of 1857; the Iowa Constitution of 1846 and the Ratification of Constitutional Amendments.

History of biological warfare and bioterrorism.

Bioterrorism literally means using microorganisms or infected samples to cause terror and panic in populations. Bioterrorism had already started 14 centuries before Christ, when the Hittites sent infected rams to their enemies. However, apart from some rare well-documented events, it is often very difficult for historians and microbiologists to differentiate natural epidemics from alleged biological attacks, because: (i) little information is available for times before the advent of modern microbiology; (ii) truth may be manipulated for political reasons, especially for a hot topic such as a biological attack; and (iii) the passage of time may also have distorted the reality of the past. Nevertheless, we have tried to provide to clinical microbiologists an overview of some likely biological warfare that occurred before the 18th century and that included the intentional spread of epidemic diseases such as tularaemia, plague, malaria, smallpox, yellow fever, and leprosy. We also summarize the main events that occurred during the modern microbiology era, from World War I to the recent 'anthrax letters' that followed the World Trade Center attack of September 2001. Again, the political polemic surrounding the use of infectious agents as a weapon may distort the truth. This is nicely exemplified by the Sverdlovsk accident, which was initially attributed by the authorities to a natural foodborne outbreak, and was officially recognized as having a military cause only 13 years later.

A history of the renewal of the corneal epithelium : a 3D animation

Background: To compare the different schemes that have been proposed during the last thirteen years to explain the renewal of the corneal epithelium. Material and Methods:We analyzed all the data present in the literature to explain the renewal of the corneal epithelium in mammals. According to the schemes proposed in the literature we developed a 3D animation to facilitate the understanding of the different concepts. Results:Three different schemes have been proposed to explain the renewal of the corneal epithelium in mammals during the last thirteen years. 1950-1981: the corneal epithelium was thought being renewed by mitosis of cells located in the basal layer. At this time scientist were not talking about stem cells. 1981-1986 was the period of the "XYZ hypothesis" or the transdifferentiation paradigm. At this time the conjunctival epithelium renewed the corneal epithelium in a centripetal migration. 1986-2008: the limbal stem cell paradigm, there were no stem cells in the corneal epithelium, all the corneal stem cells were located in the limbus and renewed the central cornea after a migration of 6 to 7 mm of transient amplifying cells toward the centre of the cornea. 2008, epithelial stem cells were found in the central cornea in mammals (Nature, Majo et al. November 2008). Discussion:We thought that the renewal of the corneal epithelium was completely defined. According to the last results we published in Nature, the current paradigm will be revisited. The experiments we made were on animals and the final demonstration on human has still to be done. If we find the same results in human, a new paradigm will be define and will change the way we consider ocular surface therapy and reconstruction.

Diagnòstic en profunditat sobre la integració dels i les joves de 14 a 18 anys migrats a Catalunya

[cat] La finalitat d’aquest projecte és aprofundir en el procés d’integració socioeducativa de la joventut migrada a Catalunya, específicament, dels i les joves entre 14 i 18 anys. Entre els resultats destaquem que els joves tenen un concepte força tancat i excloent del concepte de ciutadania com a estatus, i un baix grau de coneixement de la diversitat cultural, especialment els joves autòctons; tot i que tenen una actitud de reconeixement i acceptació, favorable a la convivència intercultural, tant al centre educatiu com al seu barri. No obstant, tenen una visió de la diversitat cultural i del fet migratori en clau de coexistència, sense el reconeixement que suposaria un pas més per a la convivència. La immigració és vista com un col·lectiu vulnerable, amb un baix nivell econòmic i cultural i que també és percebut com un problema i, fins i tot, com a causant de les dificultats que actualment pateix i travessa el conjunt de la societat. Els joves tendeixen a relacionar-se amb el seu grup cultural, i responen de forma passiva en la comprensió i actuació davant dels problemes i assumptes públics. Entre els elements que valoren per sentir-se ciutadà té una especial importància la llengua. Els joves que fa més de 10 anys que viuen a Catalunya són els que tendeixen a tenir un sentiment de pertinença cívica amb el lloc de residència. De fet, com més temps porten els joves estrangers vivint al lloc d’acollida, perden importància elements d’identificació cultural del país d’origen, però la religió, les celebracions populars, l’art i la tendència a formar parella són elements identitaris del lloc d’origen, més estables. Es demana una intervenció urgent en diversos nivells i destinades a diferents agents. Destaquem: -La importància d’una acollida afectiva i efectiva, -Potenciar espais de trobada, -Treballar els prejudicis, -Transversalitzar l’educació intercultural, - Potenciació de l’aprenentatge de la llengua catalana, -Formació del professorat en competències interculturals.

Estudi dels models de veu cantada de l'alumnat de mestre en Educació Musical

Desde el año 1992, en que se crea la nueva diplomatura de maestro en Educación Musical, las escuelas y facultades de formación del profesorado empiezan a formar a los especialistas responsables de impartir la educación musical en la escuela primaria. Partiendo de la hipótesis de que el ejemplo de voz cantada que presenta el alumnado de la nueva diplomatura no es el más apropiado para ser imitado por niños y niñas de la escuela primaria, el autor de este artículo nos describe el estudio exploratorio practicado al alumnado que finaliza la diplomatura de maestro en educación musical en la Facultat de Formació del Professorat de la Universitat de Barcelona. Este estudio, que ha contado con dos instrumentos de recogida de la información, una observación y un cuestionario, plantea como objetivo principal detectar las dificultades básicas planteadas por el alumnado, y al mismo tiempo conocer las causas que las originan. Una vez analizados en profundidad los datos y las informaciones recogidas, el autor aporta soluciones encaminadas a resolver las problemáticas, así como a mejorar el ejemplo de voz cantada de los futuros maestros.

Global invasion history of the fire ant Solenopsis invicta.

The fire ant Solenopsis invicta is a significant pest that was inadvertently introduced into the southern United States almost a century ago and more recently into California and other regions of the world. An assessment of genetic variation at a diverse set of molecular markers in 2144 fire ant colonies from 75 geographic sites worldwide revealed that at least nine separate introductions of S. invicta have occurred into newly invaded areas and that the main southern U.S. population is probably the source of all but one of these introductions. The sole exception involves a putative serial invasion from the southern United States to California to Taiwan. These results illustrate in stark fashion a severe negative consequence of an increasingly massive and interconnected global trade and travel system.

A pilot study on quantification of training load: The use of HRV in training practice.

Recent laboratory studies have suggested that heart rate variability (HRV) may be an appropriate criterion for training load (TL) quantification. The aim of this study was to validate a novel HRV index that may be used to assess TL in field conditions. Eleven well-trained long-distance male runners performed four exercises of different duration and intensity. TL was evaluated using Foster and Banister methods. In addition, HRV measurements were performed 5 minutes before exercise and 5 and 30 minutes after exercise. We calculated HRV index (TLHRV) based on the ratio between HRV decrease during exercise and HRV increase during recovery. HRV decrease during exercise was strongly correlated with exercise intensity (R = -0.70; p < 0.01) but not with exercise duration or training volume. TLHRV index was correlated with Foster (R = 0.61; p = 0.01) and Banister (R = 0.57; p = 0.01) methods. This study confirms that HRV changes during exercise and recovery phase are affected by both intensity and physiological impact of the exercise. Since the TLHRV formula takes into account the disturbance and the return to homeostatic balance induced by exercise, this new method provides an objective and rational TL index. However, some simplification of the protocol measurement could be envisaged for field use.

Reconsidering the analysis of the uses of ICTs by political parties : an application to the Catalan case

For years a literature on the uses that political parties make of information andcommunication technologies (ICTs) has been developed. It is a rapidly increasing, rich,and interesting field in the forefront of the investigation in political science. Generally,these works start from the expectation that the ICTs have a regenerative potential forliberal democracies and for the political parties as well. In developed societies, politicalparties have experienced some transformations that have leaded them to an increasingdivorce with the public. This divorce is shown by the decay of party adscription andmembership, and also by the decay of the conventional political participation. In thetheoretical discussion this situation has been described as ¿the crisis of the democracy¿(Norris, 1999). According to the more radically oriented scholars this crisis reflects theincapacities of liberal democracies. In this sense, ICTs suppose a great opportunity tosurpass the representative institutions and to institutionalize new forms of directdemocracy. More moderate scholars have considered that ICTs offer the opportunity for¿renaissance¿ for representative institutions, as they can reinforce the bonds between thepublic and its representatives.

La identificación de buenas prácticas en la mejora de la convivencia : un acercamiento a los centros públicos de Educación Secundaria de Cataluña

The article describes and summarizes some results of the research Identification of the difficulties, collection of good practices and analysis of the improvement processes in Secondary Education Institutes of Catalonia (2011). An approach to the situation of conviviality in the Catalan public Secondary schools gathering the perception of the management teams, through an ethnographic approach and of analysis of the stories. It has its origin in a work commissioned from the General Subdirectorate of Permanent Teacher Training of the Generalitat of Catalonia, developed in the context of the module “Conviviality and Organization of Centres”, within the program of permanent training of management teams. It falls in line with action-oriented research to improve practice. The paper gathers and synthesizes the results obtained in the collection and systematization of the proposed improvements. It is structured in three parts: a) a theoretical analysis which conceptualizes violence / conviviality and sense of good practices; b) the explanation of the design, methodology and development of research and c) the categorization of the improvement proposals and the conclusions of the work

The history of the rectilinear diameter law

The formulation of the so-called law of rectilinear diameter for the determination of the critical volume of substances in the concluding decades of the nineteenth century became in a very useful and acceptably exact alternative tool for researchers in the field of critical phenomena. Its corresponding original expression, and even those of its early few modifications, were so mathematically simple that their use did not limit to exclusively contribute to remove the by then experimental obstacle for the estimating of this critical parameter, but also extended along several decades in the increasing applications of the principle of corresponding states.

MOTIVAÇÃO PARA A CARREIRA DOCENTE E CONSTRUÇÃO DE IDENTIDADES: O PAPEL DOS PESQUISADORES EM ENSINO DE QUÍMICA

This research aims to identify the reasons that lead students to pursue a specific course of chemistry teacher training, i.e., their perspectives on the course and the teaching career, and if they are motivated by trainers to become basic education (BE) teachers. It was concluded that most students did not want to be teachers of BE. They identified through the social context of the course that the teachers focused on the area of chemistry teaching sought to motivate them for this career, whereas the teachers of these specific areas of chemistry encouraged them to seek other career opportunities.

Resa i röstens landskap : en narrativ studie av hur lärare blir professionella röstanvändare

The theme of this thesis is the learning process that occurs when teachers become professional voice users. The aim is to explore what it (really) means to become a professional voice user in a teaching profession; thereby developing an understanding of how future education in this field can be arranged so as to both effectively prevent vocal problems and to develop oral didactical competence among teachers. The ambition is to describe, interpret, and understand the learning process through a combination of emic and ethic research perspectives. The theoretical frame of reference reflects the cross disciplinary character of the thesis. Voice problems are common among both student teachers and inservice teachers and adversely affect professional competence, identity and quality of life. Additionally, vocal problems are proven to have a negative impact on pupils´ learning. The individual elements of learning are explored in the light of experiential learning theory and transformative learning theory. The social elements of learning are explored in relation to the theory of situated learning. In addition, theories of teacher professionalisation in terms of competence and identity are outlined. The empirical study has a longitudinal and multi method character. It is anchored in a phenomenological hermeneutical tradition, more specifically in narrative inquiry. The point of departure is the learning experiences of ten student teachers, who attended a ten week long course on voice production as part of their teacher training at Åbo Akademi University, in the autumn of 2002 and the spring of 2003. Four interviews in the form of conversations were conducted with each participant. These were crystallised with a process diary, a Swedish Voice Handicap Index, a voice observation, and a video observation. A fifth interview was conducted with each participant five years post teacher training, in the spring of 2008. Participant observation was also conducted throughout the course. The research materials have been analysed and interpreted narratively using a phenomenological hermeneutical method. The results are presented descriptively as individual narratives, which are reflected in logopedic research materials. Learning is here understood as emergent awareness. This is followed by a meta narrative concerning learning as experiences in the four dimensions body, thought, feeling, and relation. Finally, interpretation is expressed with respect to the theory of relational education. Learning is here understood as a movement in the field between the actual and the possible voice. It is also viewed as fundamentally rooted in inter-human relationships, in moments of presence and coexistence. As a tentative answer to the call for an existential space for learning in order to be a professional voice user, I suggest the concept of a learning refuge as a locus for a learning process built on trust, mutuality and openness.

“THE PATIENT SURVIVED DESPITE THE TREATMENT”. A study of Finnish health policy and New Public Management. Case: The Government Resolution on the Health 2015 public health programme.

Internationally, Finland has been among the most respected countries during several decades in terms of public health. WHO has had the most significant influence on Finnish health policy and the relationship has traditionally been warm. However, the situation has slightly changed in the last 10-20 years. The objectives of Finnish national health policy have been to secure the best possible health for the population and to minimize disparities in health between different population groups. Nevertheless, although the state of public health and welfare has steadily improved, the socioeconomic disparities in health have increased. This qualitative case study will demonstrate why health is political and why health matters. It will also present some recommendations for research topics and administrative reforms. It will be argued that lack of political interest in health policy leads to absence of health policy visions and political commitment, which can be disastrous for public health. This study will investigate how Finnish health policy is defined and organised, and it will also shed light on Finnish health policy formation processes and actors. Health policy is understood as a broader societal construct covering the domains of different ministries, not just Ministry of Social Affairs and Health (MSAH). The influences of economic recession of the 1990s, state subsidy reform in 1993, globalisation and the European Union will be addressed, as well. There is not much earlier Finnish research done on health policy from political science viewpoint. Therefore, this study is interdisciplinary and combines political science with administrative science, contemporary history and health policy research with a hint of epidemiology. As a method, literature review, semi-structured interviews and policy analysi will be utilised. Institutionalism, policy transfer, and corporatism are understood as the theoretical framework. According to the study, there are two health policies in Finland: the official health policy and health policy generated by industry, media and various interest organisations. The complex relationships between the Government and municipalities, and on the other hand, the MSAH and National Institute for Health and Welfare (THL) seemed significant in terms of Finnish health policy coordination. The study also showed that the Investigated case, Health 2015, does not fulfil all necessary criteria for a successful public health programme. There were also several features both in Health 2015 and Finnish health policy, which can be interpreted in NPM framework and seen having NPM influences.

Une ontologie des savoirs lexicologiques pour l'élaboration d'un module de cours en didactique du lexique

L'amélioration de la maitrise du français langue première chez les élèves du primaire au Québec dépend de plusieurs facteurs. L'enseignant peut jouer un rôle dans ce processus, sa formation universitaire lui fournissant les connaissances nécessaires afin d'encadrer le développement des compétences langagières de l'élève. Une de ces compétences joue un rôle privilégié dans l'utilisation et la maitrise de la langue, il s'agit de la compétence lexicale, la capacité à comprendre et à utiliser les unités du lexique, aussi bien à l'oral qu'à l'écrit. Afin d'encadrer le développement de la compétence lexicale en français langue première des élèves du primaire, les enseignants doivent eux-mêmes posséder un bon niveau de compétence lexicale, mais aussi détenir un certain nombre de connaissances sur le fonctionnement du lexique lui-même, c'est-à-dire des connaissances métalexicales. Le référentiel québécois de la profession enseignante (MEQ, 2001b) ne détaille pas les connaissances métalexicales que doit posséder l'enseignant pour mener les tâches associées à ses activités d'enseignement/apprentissage du lexique. En outre, la plupart des universités québécoises n'offrent pas de cours dédiés explicitement à la didactique du lexique. Pourtant, ce sont dans les cours de didactique que sont dispensées les connaissances théoriques et pratiques nécessaires au futur enseignant pour assumer les tâches de planification et de pilotage des activités d'apprentissage et d'évaluation des compétences des élèves. La relative absence de cours de didactique du lexique en formation initiale pourrait s'expliquer par le fait qu'il s'agit d'une discipline encore jeune dont les fondements théoriques et pratiques sont en cours de développement. Cette thèse en didactique du français langue première s’intéresse donc aux contenus linguistiques de référence de la didactique du lexique, ainsi qu’à la formation des maitres au primaire dans cette même discipline. Le travail de recherche effectué afin de tenter de remédier au problème soulevé a permis la réalisation de deux objectifs complémentaires. Le premier a consisté en la construction d’une ontologie des savoirs lexicologiques, qui permet de représenter à l’intérieur d’une hiérarchie de notions l’ensemble des connaissances disciplinaires de référence de la didactique du lexique. Cette représentation a ensuite été utilisée pour spécifier et structurer les contenus d’un module de cours en didactique du lexique visant le développement des connaissances métalexicales chez les futurs enseignants du primaire au Québec. L’ontologie et le module de cours produits ont été évalués et validés par des experts de chacun des domaines concernés. L’évaluation de l’ontologie a permis de vérifier la méthode de construction de celle-ci, ainsi que différents aspects relatifs à la structuration des concepts dans l’ontologie. L’évaluation du module de cours a quant à elle montré que les contenus de cours étaient pertinents, les méthodes pédagogiques employées appropriées et le matériel de cours développé bien conçu. Cela nous permet d'affirmer que le module de cours en didactique du lexique se présente comme un apport intéressant à la formation des futurs enseignants du primaire en français langue première au Québec. La recherche dans son ensemble présente enfin une contribution pertinente à la didactique du lexique, son caractère original résidant entre autres dans le fait d’avoir développé un mécanisme d’exploitation d’une base de connaissances (ontologie des savoirs lexicologiques) pour la conception didactique (module de cours en didactique du lexique).

Une étude descriptive d’un modèle de supervision en distanciel faisant appel aux TIC lors des stages réalisés dans les milieux scolaires éloignés de leur université

Les différents acteurs impliqués dans la formation pratique en milieu scolaire doivent composer avec les réalités culturelles et territoriales des régions du Québec. Les étudiants issus des régions éloignées des universités souhaitent retourner dans leur milieu d’origine afin d’y réaliser un de leur stage. L’omniprésence des technologies de l’information et des communications (TIC) dans les milieux scolaires et universitaires et l’exigence du Ministère de l’Éducation du Québec (MEQ) (2001) à développer une compétence professionnelle qui vise à intégrer les TIC aux fins de préparation, de pilotage et de gestion de l’enseignement concourent à mettre en place un modèle de supervision qui puisse répondre aux exigences liées au domaine de la formation pratique. Les enjeux sont de taille et méritent que l’on s’y attarde. Prenant en considération le fait que l’observation et la communication entre les différents partenaires de la supervision du stagiaire sont à la base d’une formation efficiente qui puisse répondre aux besoins des étudiants, la présente étude propose un modèle de supervision pouvant accroître la présence des universités dans les milieux plus éloignés et ainsi assurer un accompagnement optimal des stagiaires sur l’ensemble du territoire québécois. Cette recherche a pour objectif de mieux comprendre les avantages et les limites d’un modèle de supervision en distanciel faisant appel aux TIC lors des stages réalisés dans les milieux scolaires éloignés de leur université. Plus précisément, l’étude répond à trois objectifs en identifiant (1) les avantages et (2) les limites liés à la supervision des stages lorsqu’ils se déroulent par l’entremise des TIC et en contribuant à (3) comprendre l’efficience d’un modèle de supervision en distanciel appuyé par les TIC sur l’accompagnement des stagiaires dans le développement de leurs compétences professionnelles de l’acte d’enseigner et de l’identité professionnelle. Afin de saisir les enjeux d’un tel modèle, une étude qualitative descriptive s’avère être le choix qui s’impose. Une rigoureuse collecte de données menée auprès de quatre stagiaires, leur enseignant associé respectif et leur superviseur à l’aide de grilles d’observation, d’enregistrements vidéo, de journaux de bord et d’entrevues semi-dirigées permet de répondre à quatre questions de recherche. Ces dernières s’interrogent sur l’efficience d’un modèle de supervision en distanciel au plan de l’encadrement du stagiaire avant, pendant et après sa prestation, au plan du développement des compétences professionnelles de l’acte d’enseigner et de l’identité professionnelle et au plan de la communication entre les partenaires de la supervision. Les données recueillies à partir des différents outils permettent la présentation d’une description de chaque étape et des avantages et des limites de chacune d’elles : l’accueil, l’observation, les échanges-partenaires et la rétroaction. L’étude permet également de mieux comprendre les avantages et les limites d’une supervision en distanciel appuyé par les TIC lors des stages se déroulant dans les milieux scolaires éloignés de leur université. Ainsi, l’étude fait ressortir que chaque étape du modèle de supervision en distanciel proposé contribue, à différents égards, à rendre la supervision efficiente sur le plan de l’accompagnement au développement des compétences professionnelles. Des recommandations et des pistes de recherches sont proposées afin de maximiser le potentiel du modèle.