Sedimen-water nutrient fluxes: Preliminary results of in situ measurements in Alfaques Bay, Ebro River Delta.

Sediment-water exchanges of oxygen, ammonium, nitrate, total dissolved nitrogen, phosphate and total dissolved phosphorus were measured by means of an in situ incubator of 7 1 volume and 700 cm2 base area. The incubations lasted for three hours and were done over a whole season on different kinds of sediments in Alfaques Bay. We present some preliminary results on: i) methodological aspects, ii) spatial and temporal variability of fluxes, and iii) estimates of contribution of benthic nutrient regeneration relative to total nutrient loading of the Bay. Oxygen uptake averaged 1700 mmo1 m-2 h-1 (range 200-3500); no differences were found between sandy and muddy sediments. The release of ammonia from the sediment averaged 70 mmo1 m-2 h-1 and was higher in muddy sediments than in sandy ones. Very low to null nitrate and nitrite fluxes and only small fluxes of organic nitrogen were detected. We conclude that ammonium release from sediment is the major path of nitrogen regeneration. Some sediments removed dissolved reactive phosphorus (DRP) from the water and released dissolved organic phosphorus (DOP). Additional manipulative experiments revealed DRP release under particular conditions (turbulence, anoxia). From these data, we estimate that at least 50% of the nitrogen requirements of phytoplankton in the area may be supplied by benthic remineralization.

Perspektiv och perspektivförskjutningar inom nordisk sosiologi

Summary: Paradigms and vicissitudes in the perspectives of 20th century Nordic sociology

Traitement des surdités cochléaires et déficits vestibulaires brusques idiopathiques

Les surdités cochléaires brusques et les déficits vestibulaire brusque idiopathiques constituent l'un des sujets les plus débattus en otologie. Ces deux pathologies naisse d'altération du labyrinthe de l'oreille interne, dont l'étiologie exacte reste aujourd'hui méconnue. Plusieurs hypothèses ont cependant été formulées. Parmi les plus discutées, on retient celle d'une atteinte virale, celle d'une altération de la vascularisation cochléaire ou encore celle d'une affection autoimmune.¦La méconnaissance des mécanismes physiopathologiques et l'importance clinique d'un traitement efficace contribuent à multiplier les études, malheureusement celles-ci manquent souvent de rigueur pour être exploitées. Ainsi plus de 1700 publication sur le sujet sont disponibles dans la littérature médicale. Malgré cette abondance , la pertinence du traitement médicamenteux reste controversée.¦Il s'est donc agit ici de faire une revue de la littérature, afin de tenter d'établir l'efficacité éventuelle des traitements selon les critères de l'Evidence-Based-Medecine (EBM). Etant donné le nombre de publications, nous nous sommes limités aux méta-analyses et aux revues systématisées.¦Nous avons sélectionné trois méta-analyses et quatre revues de littérature pour notre recherche. Elles évaluaient l'efficacité des traitements médicamenteux suivants ; corticostéroïdes, antithrombotique, vasodilatateurs, agents hémodiluants, antiviraux, anesthésiques locaux. Aucun de ceux-ci n'a démontré de preuves suffisantes, aussi bien pour les surdités brusques que pour les déficits vestibulaires brusques. Aussi, une abstention médicamenteuse se justifie à ce jour. Par contre, parmi les thérapies non médicamenteuses, la réhabilitation vestibulaire est conseillée après déficit vestibulaire brusque et se détache des autres prises en charge par son efficacité et sa sûreté.¦Notons que ces résultats se base sur un niveau de preuve faible. De nouvelles études cliniques sont indispensables. Nous avons tenté d'élaborer quelques pistes pour celles à venir, afin qu'elles soient utilisables dans un second temps par des méta-analyses. Cela permettrait une amélioration du niveau de preuve actuel.

Klimatvariationen på Färöarna (1813-1892) rekonstruerad med information från lantbrukares dagböcker

English abstract: Climate variations on the Faeroe Islands (1813-1892) reconstructed with information from farmers' diaries

Verenperijät : väkivalta ja yhteisön murros itäisessä Suomessa 1500-1600 -luvulla

Symmary: Recovering blood : violence and community in the age of transition : the case of Eastern Finland from the Middle Ages until 1700

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.