« Testaments de roys, princes et grands seigneurs, et homes doctes; testaments fictifs ». 1306 à 1669. Copies.

Contient : 1 « Testament de GUILLAUME LE HONGRE, chevalier de la ville de Metz... Ceste devise fust faitte devant feste S. Luc euvangeliste, quant il out a millair M.CCC.LIX ans » ; 2 « Testamentum GALESII DE BALMA, domini VALAFINI,... Actum et datum apud Montem Revellum, in castro nostro dicti loci, duodecima mensis augusti, hora meridiei, anno Domini millesimo trecentesimo sexagesimo secundo ». En latin ; 3 « Codicillus GALESII DE BALMA, domini VALAFINI ». Même date. En latin ; 4 « Testament de JEAN DE SAULZ, escuyer, seigneur DE COURTIVRON, chancelier de Bourgongne... Le mardy vint cinquiesme jour du mois de janvier, l'an de grace courant mille trois cent soixante et dix neuf » ; 5 « Testament de CATHERINE D'ESTRABONE, dame D'AUMONT ». Après 1456 ; 6 « Testament de Jean d'Arsonvalle, evesque de Chaalon. Tiré des registres du parlement de Paris ». 23 et 24 août 1416. En latin ; 7 « Testament de messire JEHAN DE CHALLON, prince D'ORENGE et seigneur D'ARLAY,... Faict et donné en mon chastel de Lyons le Saulnyer... le 21 d'octobre 1417... Extraict des registres de l'officialité de l'arcevesché de Bezançon » ; 8 Testament de « CLAUDE DE MONTAGU, chevalier, Sr DE COULCHES, DE LONGVY et D'ESPOISSE,... Le cinquiesme jour de... l'an mil IIII.C. cinquante et trois » ; 9 Extrait du testament de Pierre Berland, archevêque de Bordeaux. Samedi 5 février 1457. En latin ; 10 « Testamentum illustris comitis Troyae, Joannis Cossa, domini de Grimaldo et de Marignana, magni Provinciae senescalli ». Dimanche 15 septembre 1476. En latin ; 11 « Testament d'Olivier, seigneur de La Marche, conseiller et premier maistre d'hostel de Mr l'archiduc d'Austriche ». Bruxelles, 8 octobre 1501 ; 12 « Testament de PHILIPPE DE MONTAGU, comtesse DE JOIGNY » ; 13 « Testament de... Loys, Sr de Graville, admiral de France... Au chasteau de Marcoussys, l'an 1516, le jeudi 26 juing » ; 14 « Testamentum Claudii de Seyssel, archiepiscopi Taurinensis ». Turin, dimanche 27 mai 1520. En latin ; 15 Testament de « GUILLAUME BUDE, conseiller du roy, maistre des requestes ordinaire de son hostel, et maistre de sa librairie... 23 juin 1536 » ; 16 Testament de « Guillaume Du Bellay, seigneur de Langey et Glatigny,... lieutenant general en Italye... Turin, le 13 novembre 1542 » ; 17 « Testament de Michel Nostradamus,... docteur en medecine et astrophile de la ville de Salon... 17 juin 1566 » ; 18 « Testament de Caesar de Nostredame, gentilhomme ordinaire de la chambre du roy... Salon, 23 janvier 1630 » ; 19 Testament d'« ODINET GODRAN, baron D'ANTILLY, president au parlement de Bourgoigne ». 3 février 1581 ; 20 « Testament de JACQUELINE DE ROHAN, marquise DE ROTHELIN ». Décédée en 1586 ; 21 Testament de FRANÇOIS, duc D'ALENÇON, fils de Henri II, roi de France. Château-Thierry, 8 juin 1584 ; 22 Testament de « JEANNOT PATOILLET, protonotaire du S. Siege... demeurant à S. Ligier ». 22 juillet 1585 ; 23 Lettres de légitimation accordées par HENRI III, roi de France, à « Lune Patouillet, fille naturelle de Jeannot Patouillet et Jeanne Sailliot, du village d'Estrevaut, bailliage de Dijon... Donné à Dijon, au mois de febvrier, l'an 1575 » ; 24 à 26 Épitaphes d'«Odet Patoillet, d'Estrevaux », Richard Patoillet, et Jeannot Patoillet, le protonotaire. 1543, 1546, 1585. La première est en français, les deux autres sont en latin ; 27 Testament de « JAQUES DE GERMIGNY, Sr DE GERMOLLES, chevalier de l'ordre du roy, conseiller et maistre d'hostel ordinaire de sa maison, et cy devant ambassadeur pour S. M. en Levant », et de « JEHANNE BORLETTE, femme dud. Sr de Germigny,... Novembre 1585, en [la] ville de Chalon » ; 28 « Advis de conseil au proces de Mrs [Henri] de Vienne », baron de Chevreau, et François de Vienne, chevalier de Malte, « contre [Claude de La Baume], archevesque de Besançon ». Avant 1582. Commence par un extrait du testament de « dame JEHANNE DE MONBELIARD, [femme de] Loys de Chalon, prince d'Oranges et Sr d'Arlay » ; 29 Testament de « François, filz de feu Henry de Vienne, baron de Chevreaul,... Mostier, 25 octobre 1596 » ; 30 « Testamentum ROBERTI, cardinalis BELLARMINI,... Die 23 januarii, anno 1611 ». En latin ; 31 « Testament de FRANÇOIS PITHOU,... 20 novembre 1617 » ; 32 « Testament de PHILIPPE-GUILLAUME, prince D'ORANGE,... Faict à Bruxelles, le 20 de febvrier 1618 » ; 33 « Testament de messire GUILLAUME DU VAIR, evesque de Lizieux et garde des sceaux de France ». Du 10 juin au 5 juillet 1620 ; 34 « Testament de messire ANTHOINE FAVRE, baron de Peroges, de Domessin,... premier president au senat de Savoye... Faict à Chambery... ce 15 febvrier 1624 » ; 35 « Testamento di Leonor de Semeur, sigr de Tremon,... governatore per il re christianissimo di Francia della citta et paese di Macon di Bergongna... Nel... monasterio di molto reverendi padri capucini... sito sopra le fini d'Asti ». 14 juillet 1625. En italien ; 36 « Testament de Gabriel de Ste Marie, archevesque de Reims... Reims, 27 septembre 1628 » ; 37 « Exemplar testamenti cardinalis LUDOVISII ». Bologne, 10 avril 1629. En latin ; 38 « Testament de Nicolas Claude Fabri, seigneur de Peiresc, seigneur et abbé de Guistres, baron de Rians, conseiller du roy en sa cour de parlement de Provence... Aix, 22 juin 1637 » ; 39 Pièce imprimée, de 16 pages, contenant le « Testament de Mr le cardinal DE RICHELIEU ». Narbonne, 23 mai 1642 ; 40 « Testament d'ANNE DE MONTAFIE, comtesse DE SOISSONS,... Faict en mon chasteau de Creil, le 30 octobre 1642 » ; 41 « Premier testament de Gabriel de Syon,... prestre, docteur on theologie... et professeur royal... es langues orientales... Ligny le Chastel, 8 juin 1648 » ; 42 « Second Testament » du même. « Fontaine en Duesmois, 29 juin 1648 » ; 43 « Testament de CLAUDE DE SAUMAISE, chevalier de l'ordre du roy et conseiller en ses conseils d'Estat et privé... Spa, le 30 aoust 1653 » ; 44 Testament de « JEAN QUENAULT, conseiller du roy en ses conseils, et cy devant secretaire des commandemens de la feue reine Marie de Medicis,... Paris, 4 febvrier 1655 » ; 45 « Testament et codicille de Pierre Gassendi, prestre, prevost de Digne et professeur royal aux mathematiques à Paris ». 17 et 18 septembre 1655 ; 46 « Testament de Jules, cardinal Mazarin, duc de Nivernois et Donziois, pair de France ». Vincennes, 3 à 7 mars 1661 ; 47 « Testament d'Anne d'Autriche, royne de France et de Navarre... S. Germain en Laye, 13 aoust 1665 » ; 48 Pièce imprimée, de 6 pages, contenant le testament de « LOUIS DE LA RIVIERE, evesque de Langres... Petit Bourg, 22 may 1669 » ; 49 « Testamentum THEOPHILI VIAUT,... Datum in aula burgundica ». 1626. En latin ; 50 « Ejusdem epitaphium ». En latin ; 51 « Testamentum christianum cardinalis RICHELII ». En latin ; 52 « Testamentum politicum ». En latin ; 53 « Testamento della citta di Candia. Copia tratta da Pasquino, notaro publico ». En italien ; 54 « Testamento del Ruyseñor de Sa Eminencia ». En espagnol ; 55 « Epitaphio del Ruyseñor ». En espagnol

Seitsemän veljeksen pidätelty kansakunta

Suspending the nation in Aleksis Kivi's Seven brothers

En torno a los efectos de la edad en el aprendizaje escolar de una lengua extrangera

The purpose of this article is to treat a currently much debated issue, the effects of age on second language learning. To do so, we contrast data collected by our research team from over one thousand seven hundred young and adult learners with four popular beliefs or generalizations, which, while deeply rooted in this society, are not always corroborated by our data.Two of these generalizations about Second Language Acquisition (languages spoken in the social context) seem to be widely accepted: a) older children, adolescents and adults are quicker and more efficient at the first stages of learning than are younger learners; b) in a natural context children with an early start are more liable to attain higher levels of proficiency. However, in the context of Foreign Language Acquisition, the context in which we collect the data, this second generalization is difficult to verify due to the low number of instructional hours (a maximum of some 800 hours) and the lower levels of language exposure time provided. The design of our research project has allowed us to study differences observed with respect to the age of onset (ranging from 2 to 18+), but in this article we focus on students who began English instruction at the age of 8 (LOGSE Educational System) and those who began at the age of 11 (EGB). We have collected data from both groups after a period of 200 (Time 1) and 416 instructional hours (Time 2), and we are currently collecting data after a period of 726 instructional hours (Time 3). We have designed and administered a variety of tests: tests on English production and reception, both oral and written, and within both academic and communicative oriented approaches, on the learners' L1 (Spanish and Catalan), as well as a questionnaire eliciting personal and sociolinguistic information. The questions we address and the relevant empirical evidence are as follows: 1. "For young children, learning languages is a game. They enjoy it more than adults."Our data demonstrate that the situation is not quite so. Firstly, both at the levels of Primary and Secondary education (ranging from 70.5% in 11-year-olds to 89% in 14-year-olds) students have a positive attitude towards learning English. Secondly, there is a difference between the two groups with respect to the factors they cite as responsible for their motivation to learn English: the younger students cite intrinsic factors, such as the games they play, the methodology used and the teacher, whereas the older students cite extrinsic factors, such as the role of their knowledge of English in the achievement of their future professional goals. 2 ."Young children have more resources to learn languages." Here our data suggest just the opposite. The ability to employ learning strategies (actions or steps used) increases with age. Older learners' strategies are more varied and cognitively more complex. In contrast, younger learners depend more on their interlocutor and external resources and therefore have a lower level of autonomy in their learning. 3. "Young children don't talk much but understand a lot"This third generalization does seem to be confirmed, at least to a certain extent, by our data in relation to the analysis of differences due to the age factor and productive use of the target language. As seen above, the comparably slower progress of the younger learners is confirmed. Our analysis of interpersonal receptive abilities demonstrates as well the advantage of the older learners. Nevertheless, with respect to passive receptive activities (for example, simple recognition of words or sentences) no great differences are observed. Statistical analyses suggest that in this test, in contrast to the others analyzed, the dominance of the subjects' L1s (reflecting a cognitive capacity that grows with age) has no significant influence on the learning process. 4. "The sooner they begin, the better their results will be in written language"This is not either completely confirmed in our research. First of all, we perceive that certain compensatory strategies disappear only with age, but not with the number of instructional hours. Secondly, given an identical number of instructional hours, the older subjects obtain better results. With respect to our analysis of data from subjects of the same age (12 years old) but with a different number of instructional hours (200 and 416 respectively, as they began at the ages of 11 and 8), we observe that those who began earlier excel only in the area of lexical fluency. In conclusion, the superior rate of older learners appears to be due to their higher level of cognitive development, a factor which allows them to benefit more from formal or explicit instruction in the school context. Younger learners, however, do not benefit from the quantity and quality of linguistic exposure typical of a natural acquisition context in which they would be allowed to make use of implicit learning abilities. It seems clear, then, that the initiative in this country to begin foreign language instruction earlier will have positive effects only if it occurs in combination with either higher levels of exposure time to the foreign language, or, alternatively, with its use as the language of instruction in other areas of the curriculum.

En torno a los efectos de la edad en el aprendizaje escolar de una lengua extrangera

The purpose of this article is to treat a currently much debated issue, the effects of age on second language learning. To do so, we contrast data collected by our research team from over one thousand seven hundred young and adult learners with four popular beliefs or generalizations, which, while deeply rooted in this society, are not always corroborated by our data.Two of these generalizations about Second Language Acquisition (languages spoken in the social context) seem to be widely accepted: a) older children, adolescents and adults are quicker and more efficient at the first stages of learning than are younger learners; b) in a natural context children with an early start are more liable to attain higher levels of proficiency. However, in the context of Foreign Language Acquisition, the context in which we collect the data, this second generalization is difficult to verify due to the low number of instructional hours (a maximum of some 800 hours) and the lower levels of language exposure time provided. The design of our research project has allowed us to study differences observed with respect to the age of onset (ranging from 2 to 18+), but in this article we focus on students who began English instruction at the age of 8 (LOGSE Educational System) and those who began at the age of 11 (EGB). We have collected data from both groups after a period of 200 (Time 1) and 416 instructional hours (Time 2), and we are currently collecting data after a period of 726 instructional hours (Time 3). We have designed and administered a variety of tests: tests on English production and reception, both oral and written, and within both academic and communicative oriented approaches, on the learners' L1 (Spanish and Catalan), as well as a questionnaire eliciting personal and sociolinguistic information. The questions we address and the relevant empirical evidence are as follows: 1. "For young children, learning languages is a game. They enjoy it more than adults."Our data demonstrate that the situation is not quite so. Firstly, both at the levels of Primary and Secondary education (ranging from 70.5% in 11-year-olds to 89% in 14-year-olds) students have a positive attitude towards learning English. Secondly, there is a difference between the two groups with respect to the factors they cite as responsible for their motivation to learn English: the younger students cite intrinsic factors, such as the games they play, the methodology used and the teacher, whereas the older students cite extrinsic factors, such as the role of their knowledge of English in the achievement of their future professional goals. 2 ."Young children have more resources to learn languages." Here our data suggest just the opposite. The ability to employ learning strategies (actions or steps used) increases with age. Older learners' strategies are more varied and cognitively more complex. In contrast, younger learners depend more on their interlocutor and external resources and therefore have a lower level of autonomy in their learning. 3. "Young children don't talk much but understand a lot"This third generalization does seem to be confirmed, at least to a certain extent, by our data in relation to the analysis of differences due to the age factor and productive use of the target language. As seen above, the comparably slower progress of the younger learners is confirmed. Our analysis of interpersonal receptive abilities demonstrates as well the advantage of the older learners. Nevertheless, with respect to passive receptive activities (for example, simple recognition of words or sentences) no great differences are observed. Statistical analyses suggest that in this test, in contrast to the others analyzed, the dominance of the subjects' L1s (reflecting a cognitive capacity that grows with age) has no significant influence on the learning process. 4. "The sooner they begin, the better their results will be in written language"This is not either completely confirmed in our research. First of all, we perceive that certain compensatory strategies disappear only with age, but not with the number of instructional hours. Secondly, given an identical number of instructional hours, the older subjects obtain better results. With respect to our analysis of data from subjects of the same age (12 years old) but with a different number of instructional hours (200 and 416 respectively, as they began at the ages of 11 and 8), we observe that those who began earlier excel only in the area of lexical fluency. In conclusion, the superior rate of older learners appears to be due to their higher level of cognitive development, a factor which allows them to benefit more from formal or explicit instruction in the school context. Younger learners, however, do not benefit from the quantity and quality of linguistic exposure typical of a natural acquisition context in which they would be allowed to make use of implicit learning abilities. It seems clear, then, that the initiative in this country to begin foreign language instruction earlier will have positive effects only if it occurs in combination with either higher levels of exposure time to the foreign language, or, alternatively, with its use as the language of instruction in other areas of the curriculum.

Itäisen Suomenlahden ulkosaariston mikrohistoriaa

Kirja-arvio

Influence of biocontrol strain Pseudomonas fluorescens CHA0 and its antibiotic overproducing derivative on the diversity of root colonizing pseudomonads

Non-target effects of biocontrol strains of Pseudomonas on the population of resident pseudomonads should be assessed prior to their large scale application in the environment. The rifampicin resistant bacterium P. fluorescens CHA0-Rif and its antibiotic overproducing derivative CHA0-Rif/pME3424 were introduced into soil microcosms and the population of resident pseudomonads colonizing cucumber roots was investigated after 10 and 52 days. Both CHA0-Rif and CHA0-Rif/pME3424 displaced a part of the resident pseudomonad population after 10 days. To investigate the population structure, utilization of 10 carbon sources and production of two exoenzymes was assessed for 5600 individual pseudomonad isolates and 1700 isolates were subjected to amplified ribosomal DNA restriction analysis of the spacer region (spacer-ARDRA). After 10 days, only the proportion of pseudomonads able to degrade -tryptophan was reduced in treatments inoculated with either biocontrol strain. In parallel the phenotypic diversity was reduced. These effects were only observed 10 days after inoculation, and they were similar for inoculation with CHA0-Rif and CHA0-Rif/pME3424. Changes in the population structure of resident pseudomonads on cucumber roots during plant growth were more pronounced than changes due to the inoculants. The inoculants did not affect the genotypic diversity detected with spacer-ARDRA, but the genotypic fingerprints corresponded only partially to the phenotypic profiles. Overall CHA0-Rif had a small and transient impact on the population of resident pseudomonads and the effect was essentially the same for the genetically engineered derivative CHA0-

Self-similar community structure in a network of human interactions

We propose a procedure for analyzing and characterizing complex networks. We apply this to the social network as constructed from email communications within a medium sized university with about 1700 employees. Email networks provide an accurate and nonintrusive description of the flow of information within human organizations. Our results reveal the self-organization of the network into a state where the distribution of community sizes is self-similar. This suggests that a universal mechanism, responsible for emergence of scaling in other self-organized complex systems, as, for instance, river networks, could also be the underlying driving force in the formation and evolution of social networks.