« Premiere partie des Hystoires des nobles princes de Haynnault, extraicte des livres maistre JACQUES DE GHUISE », traduction anonyme.

Commençant par : « Pour ce que toutte creature de raisonnable entendement desire et appette sçavoir et ouyr choses nouvelles... » et finissant par : «... Et ainsi fine le VIIe livre à la loenge de Nostre Seigneur Jhesu Crist. Explicit la premiere partie des Hystoires des nobles princes de Haynnault, extraicte des livres maistre Jacques de Ghuise, de l'ordene des Freres mineurs » .

« Histoire du roy Charles V, par CHRISTINE DE PISAN ».

Commençant par : « Sire Dieux, euvrez mes levres, enluminez ma pensée et mon entendement, esclairez... » et finissant par : «... et de tous leurs autres predecesseurs. Amen. Explicit le livre des faiz et bonnes meurs du saige roy Charles » .

Traduction de la lettre prétendue du juif Samuel Marrachitan à son maître Rabbi Isaac, sur la vérité du christianisme ; traduite de l'hébreu en latin par Alfonse d'Espagne et du latin en allemand par Vrinhert, curé de Strasbourg.

Traduction de la lettre prétendue du juif Samuel Marrachitan à son maître Rabbi Isaac sur la vérité du christianisme. Incipit : "Hie hebt sich an ein Epystel oder ein sandunge..." — Fol. 19 v° : Constitution de Frédéric Barberousse sur la puissance impériale, 1180, texte latin et traduction allemande, la dernière ajoutée postérieurement. Explicit (fol. 21) : "In der stat zu Regenspurg, in dem fronhof."

Collectanées de Winckelmann. — Notes en allemand sur des personnages historiques et mythologiques, classées par ordre alphabétique des noms.

Contient : table ; Première collection de notices (Aaron-Brodeau) ; Seconde collection (Abdas-Zénobie) ; Notices diverses ; Extraits de Stosch, pierres gravées

Dits moraux des philosophes, traduction de GUILLAUME DE TIGNONVILLE, et Moralité du jeu des échecs, de J. DE CESSOLES, traduction de Jean FERRON.

Contient : « Les Dis mouraulx des philosophes, translatées de latin et françois par mons. Guillaume de Vgnoville [Tignonville], chevalier, conseiller du Roy » ; Début, biffé, du « livre saint Pierre de Liucenborc, lequel il envoya à madamoiselle de Lucenbourc. Quand je regarde quelle vie je mene... » ; « Moralité des nobles hommes et des gens du peuple du jeu des eschés, » de J. de Cessoles, traduction de Jean Ferron, et non de Jean de Vignay, comme le porte l'explicit ; Prière d'un poète à la Vierge

Roman de Lancelot du Lac, Quête du S. Graal et mort d'Artus, par GAUTIER MAP.

Contient : «... l'assemblée qui lors i fu la veille de Pantecouste. Explicit. Ci fenist mestre Gautier Map son livre et commance le Galaad. (Fol. 152.) A la veille de Pantecouste quant li compaignon de la Table ronde... » (Incomplet. de la fin.) — Miniatures

Vie des Pères, en vers.

Contient : « La vie de Robert le dyable »

Genèse, traduit par Pietro da Napoli.

Traduction de la Genèse en vers rimés regroupés en strophes de huit.F. 3-118 : "Incipit liber Genesis per magistro Petrum de Neapoli ...-... Finisce el Genesis divulgato e rimato per magistro Petro da Napoli, in Cremona. Explicit liber Genesis. Incipit liber Exodi ".

Protocoles et recueils de pièces, à l'usage des secrétaires du roi.

Contient : 1 Formulaire ou protocole rédigé sous le règne de Charles VIII, mais formé d'actes émanés la plupart de Charles VII ; 2 Lettres de sauvegarde données par JACQUES D'ESTOUTEVILLE, garde de la prévôté de Paris, conservateur des privilèges de l'Université, pour maître Henry de Manreville, écolâtre de Tournay et écolier étudiant en ladite Université ; 3 « Noctes et enseignemens touchant l'office des notaires et secretaires du roy. Et premièrement, le notaire du roy, quelque autre... » ; 4 Protocole de lettres closes au pape, à un cardinal, à un archevêque, etc., de par le roi et autres (fol. 188-198) ; 5 Traité relatif à la rédaction des lettres du roi et exemples. Ce traité commence ainsi : « Licterarum regiarum quedam diriguntur subdictis regni, quedam non subdictis... » et finit par « ... ad Verbum, pro salute humani generis incarnatum, etc. Et sic de similibus. Explicit ». En latin ; 6 Formule d'une lettre d'anticipation empruntée à un acte de Charles VIII, daté de 1497

An investigation of the emotion assumptions of just-world theory /

The purpose ofthis study was to investigate the emotion assumptions underlying just-world theory. This theory proposes that people have a need to believe in a just world - a world where people get what they deserve. The first emotion assumption is that people, therefore, find injustices (Le., undeserved outcomes) threatening and thus emotionally arousing. Second, it is this arousal that is assumed to drive subsequent strategies for maintaining the belief in a just world. One strategy an individual may use to maintain this belief is derogating victims of injustice, or seeing their character in a more negative light. To test these two assumptions, 102 participants viewed a video depicting either a victim who presumably presented a high threat to people's belief in ajust world (she was innocent and, therefore, undeserving of her fate) or low threat (she was not innocent and, therefore, more deserving of her fate) while their heart rate and EDA was measured. Half of the participants were then given the opportunity to help the victim whereas the other half were not given this opportunity. The manipulations were followed by both explicit and indirect measures of evaluations ofthe victim as well as self-report measures of affect experienced while watching the victim video, and an individual difference scale assessing the strength of participants' just-world beliefs (as well as other measures that were part ofa larger study). Results indicated that participants did report feeling more threatened by the innocent victim. Although there was some evidence of victim derogation on the implicit measure of victim evaluation, there was no evidence that emotional arousal drove the negative evaluations of the victim who could not be helped. Some interaction effects with individual differences in just-world beliefs did occur, but these were not entirely consistent with the rationale behind the individual difference scales. These results provide only weak support for the first emotion assumption ofjust-world theory. Implications of these findings as well as limitations of the study and future directions concerning just-world theory are discussed.

Can poor readers visually recognize words they are unable to read? /

The ability to learn new reading vocabulary was assessed in 30 grade 3 poor readers reading approximately one to two years below grade level; the results of the assessment were compared to the performance abilities of 33 normal readers in grade 3 as obtained from an earlier study that employed the same approach and stimuli. The purpose of the study was to examine the strategies employed by poor readers in the acquisition of new reading vocabulary. Students were randomly assigned to either a treatment group (Mixed Phonics Explicit), or to a control group (Phonics Implicit). Subjects in the Mixed Phonics Explicit groups received explicit letter/sound correspondence training. Subjects in the Phonics Implicit group were asked to re-read the presented pseudo-words, receiving corrective feedback when necessary. The stimuli on which the subjects were trained involved a list of six pseudo-words presented in sentences as surnames. The training involved a teaching and test format on each trial for a total of six trials or until criterion had been reached. The results suggested that both normal and poor readers engage in visual learning and verbal coding when acquiring new reading vocabulary. However, poor readers appear to engage in less verbal coding than normal readers. Between group comparisons showed no difference between poor and normal readers in trials and errors to criterion in the visual recognition memory measure. However, normal readers performed significantly better in reading their visual recognition choices.

Educational issues perceived by expectant lesbian couples /

Despite the increasing public profile of lesbian childbearing, public health resources for expectant women often bear heterosexist assumptions and create barriers to accessing information relevant to lesbian mothering experiences. This descriptive, exploratory study examined one lesbian couple's perceived educational needs for effective support, barriers to access, strategies for locating care, and the impact of childbearing on their lives, as well as their reflections on inviting ways to offer supportive practices in a public health context. A case study approach used feminist ethnographic methodology and purposeful convenience sampling. A prenatal and a postnatal open-ended interview were completed with 1 white, middle-class, able, lesbian childbearing couple, each ofwhom has birthed as coparent and biological mother in this couple relationship. Despite this couple's immense situated privilege, they struggled to locate the support they sought for childbearing in a way that offered optimal emotional and physical care from the preconceptual to postpartum stages and which maintained confidentiality or anonymity as desired. They created meaningful care through personal networks. The findings were framed using invitational and feminist theories: how people, places, programs, processes, policies, and politics contributed to educational support. A three part conceptual framework emerged which identified components of access to support: perceived safety of resources, disclosure status, situated privilege, and public or private availability of information. The consequences of lack of public access to comprehensive childbearing care for lesbian women and their communities are described. Educational possibilities addressed systemic heterosexism through the development of sensitive educators, meaningful curriculum, program planning, explicit policies, community partnerships, and political leadership with respect to both institutional and research venues.

Sensitivity to differences between posed and genuine facial expressions : are children easily fooled? /

Adults and children can discriminate various emotional expressions, although there is limited research on sensitivity to the differences between posed and genuine expressions. Adults have shown implicit sensitivity to the difference between posed and genuine happy smiles in that they evaluate T-shirts paired with genuine smiles more favorably than T-shirts paired with posed smiles or neutral expressions (Peace, Miles, & Johnston, 2006). Adults also have shown some explicit sensitivity to posed versus genuine expressions; they are more likely to say that a model i?,feeling happy if the expression is genuine than posed. Nonetheless they are duped by posed expressions about 50% of the time (Miles, & Johnston, in press). There has been no published study to date in which researchers report whether children's evaluation of items varies with expression and there is little research investigating children's sensitivity to the veracity of facial expressions. In the present study the same face stimuli were used as in two previous studies (Miles & Johnston, in press; Peace et al., 2006). The first question to be addressed was whether adults and 7-year-olds have a cognitive understanding of the differences between posed and genuine happiness {scenario task). They evaluated the feelings of children who expressed gratitude for a present that they did or did not want. Results indicated that all participants had a fundamental understanding of the difference between real and posed happiness. The second question involved adults' and children's implicit sensitivity to the veracity of posed and genuine smiles. Participants rated and ranked beach balls paired with faces showing posed smiles, genuine smiles, and neutral expressions. Adults ranked.but did not rate beach balls paired with genuine smiles more favorably than beach balls paired with posed smiles. Children did not demonstrate implicit sensitivity as their ratings and rankings of beach balls did not vary with expressions; they did not even rank beach balls paired with genuine expressions higher than beach balls paired with neutral expressions. In the explicit (show/feel) task, faces were presented without the beach balls and participants were first asked whether each face was showing happy and then whether each face wasfeeling happy. There were also two matching trials that presented two faces at once; participants had to indicate which person was actuallyfeeling happy. In the show condition both adults and 7-year-olds were very accurate on genuine and neutral expressions but made some errors on posed smiles. Adults were fooled about 50% of the time by posed smiles in thefeel condition (i.e., they were likely to say that a model posing happy was really feeling happy) and children were even less accurate, although they showed weak sensitivity to posed versus genuine expressions. Future research should test an older age group of children to determine when explicit sensitivity to posed versus genuine facial expressions becomes adult-like and modify the ranking task to explore the influence of facial expressions on object evaluations.

Why are people liberal? : a motivated social cognition perspective

The present dissertation examined why people adopt or endorse certain political ideologies (i.e., liberal or conservative). According to a motivated social cognition perspective (Jost, Glaser, Kruglanski, & Sulloway, 2003a; Kruglanslexplicit and implicit political liberalism, political sophistication, and state and trait measures indicative of the four proposed needs. The ~anipulation did not successfully prime participants with the needs. Therefore, a replication of the analyses from Studies 1 and 2 was conducted on the dispositional needs. Results showed that Need for Inclusiveness, Need for Understanding, and Need for Change were linked with greater explicit and implicit political liberalism. Study 4 examined the effect of manipulated Need for Inclusiveness on participants' endorsement ofpolitical liberalism, independent of conservatism. Participants (n == 43) were randomly assigned to a Need for Inclusiveness or control condition, and completed separate measures of political liberalism and conservatism, and political sophistication. Participants in the Need for Inclusiveness condition reported greater liberalism than those in a control condition; this effect was not moderated by political sophistication. Generally, the findings from this dissertation suggest that there might be other needs underlying political ideology, especially political liberalism. Thus, consistent with others' (Jost, Glaser et aI., 2003a), individuals might adopt political liberalism as a way of gratifying certain psychological needs. Implications and future research are discussed.

Exploring the use of effective learning strategies to increase students' reading comprehension and test taking skills /

This study examined the effects of providing students with explicit instruction in how to use a repertoire of reading comprehension strategies and test taking skills when reading and responding to three types of questions (direct, inferential, critical). Specifically, the study examined whether providing students with a "model" of how to read and respond to the text and to the comprehension questions improved their reading comprehension relative to providing them with implicit instruction on reading comprehension strategies and test taking skills. Students' reading comprehension and test taking performance scores were compared as a function of instructional condition. Students from 2 grade 8 classes participated in this study. The reading component of the Canadian Achievement Tests, Third Edition (CAT/3) was used to identify students' level of reading comprehension prior to the formal instructional sessions. Students received either explicit instruction, which involved modelling, or implicit instruction, which consisted of review and discussion of the strategies to be used. Comprehension was measured through the administration of formative tests after each instructional session. The formative tests consisted of reading comprehension questions pertaining to a specific form of text (narrative, informational, graphic). In addition, students completed 3 summative tests and a delayed comprehension test which consisted of the alternative version of the CAT/3 standardized reading assessment. These data served as a posttest measure to determine whether students had shown an improvement in their reading comprehension skills as a result of the program delivery. There were significant differences in students' Canadian Achievement Test performance scores prior to the onset of the study. Students in the implicit group attained significantly higher comprehension scores than did students in the explicit group. The results from the program sessions indicated no significant differences in reading comprehension between the implicit and explicit conditions, with the exception of the 6th session involving the reading and interpreting of graphic text. Students in the explicit group performed significantly better when reading and interpreting graphic text than those in the implicit group. No significant differences were evident between the two study conditions across the three summative tests. Upon completion of the study, the results from the Canadian Achievement Test indicated no significant differences in performance between the two study conditions. The findings from this study reveal the effectiveness of providing students with explicit strategy instruction when reading and responding to various forms of text. Modelling the appropriate reading comprehension strategies and test taking skills enabled students to apply the same thought processes to their own independent work. This form of instruction enabled students in the explicit group to improve in their abilities to comprehend and respond to text and therefore should be incorporated as an effective form of classroom teaching.