Partner Projects of “Ivan Vazov” Public Library – Plovdiv on Digitization of Cultural and Historical Heritage

Digitization offers excellent opportunities for the preservation and safe-keeping of valuable library collections. The article recounts the first coordinated attempts of “Ivan Vazov” Public Library – Plovdiv at digitizing some of its treasured collections such as manuscripts, early printed books and archives through partner projects and revealing them to the world community.

Low frequency of cigarette smoking and the risk of head and neck cancer in the INHANCE consortium pooled analysis

Funding • The pooled data coordination team (PBoffetta, MH, YCAL) were supported by National Cancer Institute grant R03CA113157 and by National Institute of Dental and Craniofacial Research grant R03DE016611 • The Milan study (CLV) was supported by the Italian Association for Research on Cancer (Grant no. 10068). • The Aviano study (LDM) was supported by a grant from the Italian Association for Research on Cancer (AIRC), Italian League Against Cancer and Italian Ministry of Research • The Italy Multicenter study (DS) was supported by the Italian Association for Research on Cancer (AIRC), Italian League Against Cancer and Italian Ministry of Research. • The Study from Switzerland (FL) was supported by the Swiss League against Cancer and the Swiss Research against Cancer/Oncosuisse [KFS-700, OCS-1633]. • The central Europe study (PBoffetta, PBrenan, EF, JL, DM, PR, OS, NS-D) was supported by the World Cancer Research Fund and the European Commission INCOCOPERNICUS Program [Contract No. IC15- CT98-0332] • The New York multicentre study (JM) was supported by a grant from National Institute of Health [P01CA068384 K07CA104231]. • The study from the Fred Hutchison Cancer Research Center from Seattle (CC, SMS) was supported by a National Institute of Health grant [R01CA048996, R01DE012609]. • The Iowa study (ES) was supported by National Instituteof Health [NIDCR R01DE011979, NIDCR R01DE013110, FIRCA TW001500] and Veterans Affairs Merit Review Funds. • The North Carolina studies (AFO) were supported by National Institute of Health [R01CA061188], and in part by a grant from the National Institute of Environmental Health Sciences [P30ES010126]. • The Tampa study (PLazarus, JM) was supported by National Institute of Health grants [P01CA068384, K07CA104231, R01DE013158] • The Los Angeles study (Z-F Z, HM) was supported by grants from National Institute of Health [P50CA090388, R01DA011386, R03CA077954, T32CA009142, U01CA096134, R21ES011667] and the Alper Research Program for Environmental Genomics of the UCLA Jonsson Comprehensive Cancer Center. • The Houston study (EMS, GL) was supported by a grant from National Institute of Health [R01ES011740, R01CA100264]. • The Puerto Rico study (RBH, MPP) was supported by a grant from National Institutes of Health (NCI) US and NIDCR intramural programs. • The Latin America study (PBoffetta, PBrenan, MV, LF, MPC, AM, AWD, SK, VW-F) was supported by Fondo para la Investigacion Cientifica y Tecnologica (FONCYT) Argentina, IMIM (Barcelona), Fundaco de Amparo a‘ Pesquisa no Estado de Sao Paulo (FAPESP) [No 01/01768-2], and European Commission [IC18-CT97-0222] • The IARC multicentre study (SF, RH, XC) was supported by Fondo de Investigaciones Sanitarias (FIS) of the Spanish Government [FIS 97/ 0024, FIS 97/0662, BAE 01/5013], International Union Against Cancer (UICC), and Yamagiwa-Yoshida Memorial International Cancer Study Grant. • The Boston study (KKelsey, MMcC) was supported by a grant from National Institute of Health [R01CA078609, R01CA100679]. • The Rome study (SB, GC) was supported by AIRC (Italian Agency for Research on Cancer). • The US multicentre study (BW) was supported by The Intramural Program of the National Cancer Institute, National Institute of Health, United States. • The Sao Paolo study (V W-F) was supported by Fundacao de Ampara a Pesquisa no Estado de Sao Paulo (FAPESP No 10/51168-0) • The MSKCC study (SS, G-P Y) was supported by a grant from National Institute of Health [R01CA051845]. • The Seattle-Leo stud (FV) was supported by a grant from National Institute of Health [R01CA030022] • The western Europe Study (PBoffetta, IH, WA, PLagiou, DS, LS, FM, CH, KKjaerheim, DC, TMc, PT, AA, AZ) was supported by European Community (5th Frame work Programme) grant no QLK1-CT-2001- 00182. • The Germany Heidelberg study (HR) was supported by the grant No. 01GB9702/3 from the German Ministry of Education and Research.

Agreed-upon procedures reports on twelve agreements between the Bureau of Nutrition and Health Services of the Iowa Department of Education and child care centers for the period October 1, 2014 through September 30, 2015

Agreed-upon procedures reports on twelve agreements between the Bureau of Nutrition and Health Services of the Iowa Department of Education and child care centers for the period October 1, 2014 through September 30, 2015

Governing the transition to higher levels of education and differences between achievement and school grades by gender

The author will explore the performance of boys and girls in external examinations in Slovenia at the beginning of upper secondary and tertiary education. These are critical points in students’ educational career at which he/she has to choose a school/university. Since both transitions are managed centrally by appropriate authorities, this is also a question of Educational Governance. Transitions between levels of education should, above all, assure fairness in selection procedures. At the point of transition to upper secondary schools we will explore differences between students’ achievements in various school subjects tested at the national assessment of knowledge (NA), and their school grades by gender. Since only school grades are used as admission criteria to upper secondary schools, this comparison of school grades with external and more objective measure of students’ achievement will show possible bias. In Slovenia admission to tertiary education usually consists of (externally assessed) Matura results and school grades in the last two years of upper secondary school. The author will compare the effects of both most commonly used measures of academic achievement on admission in view of gender differences. Study courses where selection procedure was actually applied will be of specific interest since they can show signs of (un)fairness. Results show signs of bias and build case for better Educational Governance. (DIPF/Orig.)

The Impact of Education and Socioeconomic and Occupational Conditions on Self-Perceived and Mental Health Inequalities Among Immigrants and Native Workers in Spain

There is limited evidence on the influence of social determinants on the self-perceived and mental health of immigrants settled at least 8 years in Spain. The aim of this study was to examine differences between workers related to migrant-status, self-perceived and mental health, and to assess their relationship to occupational conditions, educational level and occupational social class, stratified by sex. Using data from the Spanish National Health Survey of 2011/12, we computed prevalence, odds ratios and explicative fractions. Mental (OR 2.02; CI 1.39–2.93) and self-perceived health (OR 2.64; CI 1.77–3.93) were poorer for immigrant women compared to natives. Occupational social class variable contributes 25 % to self-perceived health OR in immigrant women. Settled immigrant women workers are a vulnerable group in Spain.

Effects of infiltration pressure on mechanical properties of Al–12Si/graphite composites for piston engines

In this work results for the flexural strength and the thermal properties of interpenetrated graphite preforms infiltrated with Al-12wt%Si are discussed and compared to those for packed graphite particles. To make this comparison relevant, graphite particles of four sizes in the range 15–124 μm, were obtained by grinding the graphite preform. Effects of the pressure applied to infiltrate the liquid alloy on composite properties were investigated. In spite of the largely different reinforcement volume fractions (90% in volume in the preform and around 50% in particle compacts) most properties are similar. Only the Coefficient of Thermal Expansion is 50% smaller in the preform composites. Thermal conductivity of the preform composites (slightly below 100 W/m K), may be increased by reducing the graphite content, alloying, or increasing the infiltration pressure. The strength of particle composites follows Griffith criterion if the defect size is identified with the particle diameter. On the other hand, the composites strength remains increasing up to unusually high values of the infiltration pressure. This is consistent with the drainage curves measured in this work. Mg and Ti additions are those that produce the most significant improvements in performance. Although extensive development work remains to be done, it may be concluded that both mechanical and thermal properties make these materials suitable for the fabrication of piston engines.

Hebrew College collection, 1928-1996

Louis Hurwich, then superintendent of the Bureau of Jewish Education of Boston, founded Hebrew Teacher’s College in 1921. Hurwich was concerned about Jewish teachers leaving the field of Jewish education for other professions and sought an educational system that promoted Hebrew literacy at all levels. Hebrew Teacher’s College was also responsible for maintaining Hebrew High School (Prozdor), located at 14 Crawford Street in Roxbury, Massachusetts. Those students who graduated from the high school could matriculate to Hebrew Teacher’s College without having to take an exam. In 1943, the high school offered Talmud classes in addition to its regular curriculum, with studies in the Bible, Hebrew, Jewish History, and codes and customs. In 2002, the College moved to its current location in Newton, Massachusetts. One year later, it opened its Rabbinical School. This collection contains brochures, catalogs, commencement addresses, event fliers, invitations, pamphlets and publications.

O livro didático de alfabetização na era do letramento: uma análise crítica

Essa pesquisa insere-se em um contexto de muitas discussões acerca da qualidade da educação no Brasil, motivadas principalmente pelos maus resultados atingidos pelo país em exames internacionais. Os constantes debates têm dado margem, inclusive, a movimentos que, culpando os PCNs pelo fracasso generalizado na alfabetização, clamam pela volta de um ensino tradicional. De fato, apesar das imensas contribuições trazidas pelos estudos que embasam os PCNs, apenas a sua institucionalização não garantiu a ocorrência de mudanças efetivas na educação. Principalmente no campo da alfabetização, interpretações equivocadas levaram, por exemplo, ao desencadeamento de um processo de desmetodização do ensino, caracterizado pela exclusão total, nos últimos anos, das questões de ordem metodológica das pautas de discussões. Tal fenômeno, denominado por Soares (2004) de desinvenção da alfabetização, e também abordado por outros pesquisadores (cf. MORAIS, 2006; FRADE, 2003; CARVALHO, 2007), obviamente, acabou se refletindo nos novos livros didáticos, avaliados e recomendados pelo MEC. O problema é que os novos livros parecem não estar satisfazendo às necessidades dos docentes. Estudos recentes têm revelado tanto uma insatisfação desses profissionais em relação a tais materiais quanto a manutenção de práticas didáticas preconizadas pelos métodos tradicionais (Cf. BRITO et al., 2007; SILVA 2008; e MORAIS E ALBURQUERQUE, 2008). Considerando-se que: (a) hoje já se reconhece que os processos de alfabetização e letramento são complementares e indissociáveis (SOARES, 2004); (b) na realidade brasileira os livros didáticos ainda são recursos centrais no trabalho em sala de aula; (c) as obras são avaliadas a partir de rígidos critérios, alinhados às mais recentes teorias; e (d), a disponibilização gratuita desses materiais demanda um alto investimento do governo, o objetivo deste estudo foi analisar criticamente um dos livros didáticos de alfabetização do PNLD/2010 (L.E.R., Leitura, escrita e reflexão 1 ano, FTD), na tentativa de levantar pistas sobre os possíveis motivos dessa não-adesão dos docentes aos novos livros. Para tanto, foi realizada uma análise documental crítica, de abordagem qualitativa, que observou na obra os seguintes aspectos: o espaço dedicado ao ensino do sistema de escrita alfabética; a existência de articulação desse trabalho com o de letramento; a coerência entre a orientação pedagógica declarada e as atividades propostas; e a clareza e objetividade das instruções e sugestões fornecidas ao docente. As análises realizadas mostram, entre os dados mais relevantes, que o livro estudado ainda dedica um espaço muito reduzido às atividades de ensino do sistema de escrita e não apresenta uma articulação satisfatória entre essas atividades e àquelas voltadas ao letramento, corroborando dados de outros estudos, aqui já mencionados. Esses resultados podem ser indicativos de que os critérios estipulados para a avaliação desses livros precisariam ser revistos de forma que atendessem mais equilibradamente tanto aos objetivos da alfabetização e do letramento quanto às necessidades da prática docente. Para um maior aprofundamento deste estudo considero que, futuramente, seus dados podem ser complementados por análises dos próprios docentes sobre o livro estudado, ou até mesmo por pesquisas sobre seu uso efetivo em sala de aula