Crise da esquerda comunista: políticas do PCI e do PCP sobre a união europeia

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Generating Interest in Mathematics Using Discussion in the Middle School Classroom

In this action research study of my classroom of 8th grade algebra, I investigated students’ discussion of mathematics and how it relates to interest in the subject. Discussion is a powerful tool in the classroom. By relying too heavily on drill and practice, a teacher may lose any individual student insight into the learning process. However, in order for the discussion to be effective, students must be provided with structure and purpose. It is unrealistic to expect middle school age students to provide their own structure and purpose; a packet was constructed that would allow the students to both show their thoughts and work as a small group toward a common goal. The students showed more interest in the subject in question as they related to the algebra topics being studied. The students appreciated the packets as a way to facilitate discussion rather than as a vehicle for practicing concepts. Students still had a need for practice problems as part of their homework. As a result of this research, it is clear that discussion packets are very useful as a part of daily instruction. While there are modifications that must be made to the original packets to more clearly express the expectations in question, discussion packets will continue to be an effective tool in the classroom.

Study of the osteoconductive capacity of hydroxyapatite implanted into the femur of ovariectomized rats

Osteoporosis is a global public health that affects postmenopausal women due to the deficiency of estrogen, a hormone that plays an important role in the microarchitecture of bone tissue. Osteoporosis predisposes to pathological bone fracture that can be repaired by conventional methods. However, depending on the severity and quantity of bone loss, the use of autogenous grafts or biomaterials such as hydroxyapatite might be necessary. The latter has received increasing attention in the medical field because of its good biological properties such as osteoconductivity and biocompatibility with bone tissue. The objective of this study was to evaluate using histologic and radiographic analyses, the osteogenic capacity of hydroxyapatite implanted into the femur of rats with ovariectomy-induced osteoporosis. Eighteen rats were divided into three groups with six animals in each: group nonovariectomized, bilaterally ovariectomized not receiving estrogen replacement therapy, and bilaterally ovariectomized submitted to estrogen replacement therapy. Defects were created experimentally in the distal epiphysis of the femur with a surgical drill and filled with porous hydroxyapatite granules. The animals were sacrificed 8 weeks after surgery. The volume of newly formed bone in the implant area was quantified by morphometrical methods. The results were analyzed by ANOVA followed by the Tukey test (P < 0.05). The hydroxyapatite granules showed good radiopacity. Histological analysis revealed less quantity of newly formed bone in the ovariectomized group not submitted to hormone replacement therapy. In conclusion, bone neoformation can be expected even in bones compromised by estrogen deficiency, but the quantity and velocity of bone formation are lower. Microsc. Res. Tech., 2011. (c) 2011 Wiley Periodicals, Inc.

Reimplantes nas amputações por mecanismo de avulsão: táticas e técnicas para o sucesso

OBJETIVOS: Avaliação retrospectiva criteriosa de casos de reimplantes após amputação por avulsão. Avaliação de técnicas e táticas utilizadas que determinaram evolução satisfatória e bom resultado funcional. METÓDOS: Foram avaliados, retrospectivamente, prontuários de 43 pacientes que tiveram membros amputados por mecanismo de avulsão e reimplantados nos últimos 21 anos. RESULTADOS: A maior parte dos casos envolvia homens adultos jovens. A localização de amputação mais frequente foi do polegar. As técnicas e táticas cirúrgicas utilizadas isoladas ou conjuntamente incluem: enxertos de nervo, enxertos vasculares (veia ou artéria), transposição de feixe vascular digital, encurtamento do membro e reimplante heterotópico. A técnica mais frequentemente utilizada foi o emprego de enxertos venosos. A taxa de sobrevida dos reimplantes foi alta (93%), assim como a satisfação dos pacientes. CONCLUSÃO: Os reimplantes por mecanismo de avulsão dependem do correto diagnóstico de viabilidade anatômica e utilização de técnicas e táticas cirúrgicas apropriadas para cada caso. A experiência da equipe cirúrgica e estrutura hospitalar adequada são fundamentais para obtenção de bons resultados. Existem poucos relatos na literatura sobre indicação, tática, técnicas e resultados de procedimentos de reimplantes em amputações por avulsão. Acreditamos que a avaliação retrospectiva desta série de casos possa trazer novas informações e contribuições no atendimento desta situação de alta complexidade. Nível de evidência IV, Série de casos.

Apical surgery of a maxillary molar creating a maxillary sinus window using ultrasonics: a clinical case

AIM: To describe a method of carrying out apical surgery of a maxillary molar using ultrasonics to create a lateral sinus window into the maxillary sinus and an endoscope to enhance visibility during surgery. SUMMARY: A 37-year-old female patient presented with tenderness to percussion of the maxillary second right molar. Root canal treatment had been undertaken, and the tooth restored with a metal-ceramic crown. Radiological examination revealed an apical radiolucency in close proximity to the maxillary sinus. Apical surgery of the molar was performed through the maxillary sinus, using ultrasonics for the osteotomy, creating a window in the lateral wall of the maxillary sinus. During surgery, the lining of the sinus was exposed and elevated without perforation. The root-end was resected using a round tungsten carbide drill, and the root-end cavity was prepared with ultrasonic retrotips. Root-end filling was accomplished with MTA(®) . An endoscope was used to examine the cut root face, the prepared cavity and the root-end filling. No intraoperative or postoperative complications were observed. At the 12-month follow-up, the tooth had no clinical signs or symptoms, and the radiograph demonstrated progressing resolution of the radiolucency. KEY LEARNING POINTS: When conventional root canal retreatment cannot be performed or has failed, apical surgery may be considered, even in maxillary molars with roots in close proximity to the maxillary sinus. Ultrasonic sinus window preparation allows more control and can minimize perforation of the sinus membrane when compared with conventional rotary drilling techniques. The endoscope enhances visibility during endodontic surgery, thus improving the quality of the case.

Food Fury: Online Casual Game Development for Nutrition Education

Introduction: The United States is currently experiencing increased prevalence of obesity. This is a particular problem amongst children who require dietary and activity behavioral change to mitigate this problem. The use of computer games as channels to motivate health behavior in children is increasing. Casual games are a subset of computer games that are simple in design, easy to access and play, popular with children, and have the potential to be effective for drill and practice learning. [See PDF for complete abstract]

Infection rate of emergency bolt-kit vs. non-emergency conventional implanted silver bearing external ventricular drainage catheters.

BACKGROUND Bolt-kit systems are increasingly used as an alternative to conventional external cerebrospinal fluid (CSF) drainage systems. Since 2009 we regularly utilize bolt-kit external ventricular drainage (EVD) systems with silver-bearing catheters inserted manually with a hand drill and skull screws for emergency ventriculostomy. For non-emergency situations, we use conventional ventriculostomy with subcutaneous tunneled silver-bearing catheters, performed in the operating room with a pneumatic drill. This retrospective analysis compared the two techniques in terms of infection rates. METHODS 152 patients (aged 17-85 years, mean=55.4 years) were included in the final analysis; 95 received bolt-kit silver-bearing catheters and 57 received conventionally implanted silver-bearing catheters. The primary endpoint combined infection parameters: occurrence of positive CSF culture, colonization of catheter tips, or elevated CSF white blood cell counts (>4/μl). Secondary outcome parameters were presence of microorganisms in CSF or on catheter tips. Incidence of increased CSF cell counts and number of patients with catheter malposition were also compared. RESULTS The primary outcome, defined as analysis of combined infection parameters (occurrence of either positive CSF culture, colonization of the catheter tips or raised CSF white blood cell counts >4/μl)was not significantly different between the groups (58.9% bolt-kit group vs. 63.2% conventionally implanted group, p=0.61, chi-square-test). The bolt-kit group was non-inferior and not superior to the conventional group (relative risk reduction of 6.7%; 90% confidence interval: -19.9% to 25.6%). Secondary outcomes showed no statistically significant difference in the incidence of microorganisms in CSF (2.1% bolt-kit vs. 5.3% conventionally implanted; p=0.30; chi-square-test). CONCLUSIONS This analysis indicates that silver-bearing EVD catheters implanted with a bolt-kit system outside the operating room do not significantly elevate the risk of CSF infection as compared to conventional implant methods.

Dimethyloxalylglycine lyophilized onto bone substitutes increase vessel area in rat calvarial defects.

AIM Pharmacological inhibitors of prolyl hydroxylases, also termed hypoxia-mimetic agents (HMAs), when repeatedly injected can support angiogenesis and bone regeneration. However, the possible role of HMA loaded onto bone substitutes to support angiogenesis and bone regeneration under diabetic condition is unknown. The capacity of HMA loaded onto deproteinized bovine bone mineral (DBBM) to support angiogenesis and bone formation was examined in diabetic Wistar rats. METHODS Diabetes was induced by intraperitoneal injection of streptozotocin. The HMA dimethyloxalylglycine (DMOG) and desferrioxamine (DFO) were lyophilized onto DBBM. Calvarial defects were created with a trephine drill and filled with the respective bone substitutes. After 4 weeks of healing, the animals were subjected to histological and histomorphometric analysis. RESULTS In this report, we provide evidence that DMOG loaded onto DBBM can support angiogenesis in vivo. Specifically, we show that DMOG increased the vessel area in the defect site to 2.4% ± 1.3% compared with controls 1.1% ± 0.48% (P = 0.012). There was a trend toward an increased vessel number in the defect site with 38.6 ± 17.4 and 31.0 ± 10.3 in the DMOG and the control group (P = 0.231). The increase in angiogenesis, however, did not translate into enhanced bone formation in the defect area with 9.2% ± 7.1% and 8.4% ± 5.6% in DMOG and control group, respectively. No significant changes were caused by DFO. CONCLUSIONS The results suggest that DMOG loaded onto DBBM can support angiogenesis, but bone formation does not increase accordingly in a type 1 diabetic rat calvarial defect model at the indicated time point.

Jerónimo Sánchez Carranza y la Escuela Española de Esgrima

El deporte de la esgrima no siempre ha sido considerado como actualmente se conoce, ni tampoco el empleo de las armas ha sido el mismo en las diferentes épocas de la historia. Si nos centramos en la española, podemos decir que se hablaba de una forma particular de hacer esgrima, la cual era muy apreciada por el resto de los países europeos. También lo era la que se hacía en Italia. Como cualquier actividad que se desarrolla a lo largo del tiempo debe generarse desde unos comienzos. Estos comienzos siempre están en relación a alguna causa. Para centrarnos en nuestro estudio, los comienzos del manejo de la espada, de una manera lógica y razonada, se une en la persona y en la vida de Jerónimo Sánchez Carranza porque hasta que él no se decide a estudiar en profundidad la ciencia de las armas, no se ve con claridad si todo lo que se hacía con ellas era correcto o no y si todo lo que la inmensa mayoría hacía cuando tenía que utilizarlas estaba revestido de cierta coherencia y fundamento, es decir, tenía su verdad que se pudiera demostrar. Carranza estudia la esgrima que se empleaba en su época y en las anteriores y se da cuenta que tiene que dar una nueva visión de la forma de usar las armas, diferente a lo que la gran mayoría entendía hasta entonces. A Carranza se le ha considerado por muchos autores como el inventor de la esgrima española, hecho que se puede leer con bastante facilidad si se hojea algún tratado que hable de la esgrima española, sin embargo también se habla de Luis Pacheco de Narváez asignándole el mismo calificativo, aunn- ;o es posteriora Carranza. or tanto nuestro estudio se ha centrado en la vida de Jerónimo Sánchez Carranza y en ueva forma de emplear las armas por lo que hace que la tesis sea una tesis biográfica de dicho personaje, donde se ha resaltado mucho más el aspecto del manejo de las armas, de la Destreza. Partimos de las siguientes hipótesis: Carranza es el que sienta los principios técnicos dando forma y coherencia a la escuela de esgrima española gracias a sus aportaciones en los distintos aspectos metodológicos, técnicos y tácticos. La escuela de esgrima española tiene una estructura interna, responde a unas características determinadas y sirve de base a la esgrima que posteriormente se practica. Para que el estudio se pudiera llevar a cabo tuvimos que diseñar un esquema donde se pudieran recoger todos los aspectos que estuvieran relacionados con nuestro autor, de ahí surge el porqué de cada uno de los capítulos que hemos confeccionado. Dicho esquema responde a la visión actual de diferentes facetas de lo que hoy se estudia en diversas ciencias y que cuando Carranza vivía aún no se conocían. Para recoger información sobre su persona y su obra tuvimos en cuenta los distintos lugares donde se podía localizar la documentación necesaria, sobre todo Bibliotecas y Archivos, para ir confeccionando el método de trabajo que consistió en la recopilación de fuentes de todo tipo referidas al tema, pasando luego a la interpretación de las mismas. Esto nos dio una visión de conjunto que hizo que nos adentráramos en aquellos aspectos que más tarde tendríamos que analizar con mucho más detenimiento. En la tesis se puede observar dos partes bien diferenciadas que son las relacionadas; por un lado, a su vida y su tratado y, por otro, al contenido de sus teorías que son realmente las que se deben analizar necesariamente bajo unos conocimientos específicos de la actividad de la esgrima. En cuanto a su vida, se han destacado y estudiado los hechos más importantes de los que hay que resaltar, sobre todo, el que fuera considerado como el inventor de la destreza y de la manera tan particular de concebir dicho arte, diferente a lo que hasta ahora se venía haciendo y que dio paso a lo que se entendió por esgrima científica, quedando plasmada de tal manera que dio pie a la creación de una doctrina y una nueva forma de entender la esgrima la cual generó una línea de actuación que fue continuada por numerosos seguidores. Para todo ello tuvo mucho que ver el que Carranza fuera militar, la cultura y los estudios que poseía, así como la situación en la que se encontraba España además de la gente con quien se relacionaba, que por lo general, era gente culta y de clase social alta. Se ha estudiado también dentro del mismo apartado de su vida unos hechos que se le imputan y que en nuestra opinión son erróneos. Hemos considerado como más relevantes el que Carranza no fue quien riñó con Quevedo como se afirma en algunas de las obras que hemos tratado, sino que fue Pacheco quien tuvo dicha riña, ya que más bien Quevedo se mostraba partidario de las enseñanzas de Carranza, estando en contra de Pacheco. Tampoco fue quien inventó el florete como se dice en algunas ocasiones, ya que el florete aparece posteriormente como un arma de estudio de la técnica de la esgrima. Con respecto al apartado de su obra, se debe decir que tan solo escribió un único tratado que se publicó en 1582, aunque estaba acabado desde el año 1569. En el apartado de su escuela se debe destacar los fundamentos en los que basó sus postulados para que la destreza alcanzara el mismo nivel de las demás artes liberales y que lo hizo a través del estudio de la propia destreza. A lo largo del estudio que hemos realizado se puede apreciar cómo se está generando un arte que hasta ahora no había sido estudiado, viéndose los problemas que ello suponía, desde la organización de la materia a tratar, hasta cómo se debía enseñar, pasando a veces a tener que denominar conceptos de nueva aparición o renombrar y modificar antiguos que estaban anclados en puntos de partida equivocados, siendo éstos los que mayor trabajo le supuso. Diferencia bien dos aspectos básicos que debían existir en cualquier arte y más concretamente en la destreza que son: la teoría y la práctica, ambas deben estar en base a la razón ya que sería una de las formas por la que la destreza perduraría en el tiempo, junto con que esta razón estuviera apoyada en otras ciencias y con los principios de ellas. Carranza fue de la opinión de que el diestro debía conocer mediante el estudio, los elementos fundamentales con los que había que trabajar la destreza, estos elementos son el cuerpo del diestro y las armas, porque ambos van a intervenir en cualquier gesto o acción que se vaya a realizar. Del cuerpo estudió cada una de las partes que más importancia tiene cada vez que el diestro interviene y lo hace sobre todo en base a la medicina, relacionándolo con las matemáticas para poder sacar el máximo provecho, aconsejando que por el conocimiento del propio cuerpo, como el del contrario, se podrá emplear en determinadas situaciones, que si no se supiera de ello, no se sacaría el mismo resultado. De las armas lo que más resaltó fue, por un lado, que la espada debía ser el único arma que el diestro debía utilizar y, por otro, el hecho de que la espada la graduara para poder demostrar que no se hacia todo igual con las distintas partes de la misma porque no todo el arma tenía las mismas propiedades cuando se actuaba con ella. Una de las recomendaciones que dio fue que con la parte más próxima a la empuñadura se debía practicar la defensa por tener más fuerza con esta parte que con la punta y lo demostró con principios matemáticos. Se puede ver con la lectura de la tesis cómo Carranza aporta una nueva forma de trabajo en la que le da mucha importancia a la aplicación de los conocimientos, que previamente se han adquirido y para ello, es importante conocer bien los puntos fuertes y débiles del adversario. La adquisición de la práctica se debe realizar a través de la repetición para crear el hábito necesario que haga que el gesto salga fluido en cada uno de los movimientos que el diestro ejecute. Todo esto no sería posible si quien lo enseña no conoce cada uno de los elementos que intervienen en la destreza, por tanto, a la figura del maestro le da un lugar de una gran relevancia, ya que va a ser él quien tenga que guiar a los alumnos que enseñe. Lo primero que debe hacer los maestros es procurar saber lo máximo de la materia que va a enseñar, por lo que el maestro debe saber casi todo sobre la teoría y la práctica de la destreza, pero además esta teoría y práctica debe ser la correcta. Carranza persigue con su estudio, establecer los principios de la destreza, por lo menos, los más importantes, aunque fueran elementales, para que posteriormente se siguiera trabajando sobre ellos y poder conseguir que la destreza tenga cuerpo y forma de arte liberal, pudiéndose estudiar como cualquier otra, así de esta manera se haría un bien público, ya que los jóvenes se instruirían eficazmente en el uso de las armas, aunque el verdadero fin se encuentra en la conservación de la vida como manda la Fe Católica, siendo la destreza uno de los medios más eficaces para conseguirlo. Hemos dedicado un apartado de técnica y de táctica donde se refleja todo lo relacionado con las posiciones y movimientos que debe realizar el diestro para llegar a conseguir su objetivo, que es herir sin ser herido. Se han analizado las distintas tretas y el porqué de cada una desde el punto de vista del gesto y del movimiento. Si lo que se hace en destreza se relaciona con el adversario, nos adentramos en el terreno de la táctica donde se han estudiado como más importantes los conceptos del tiempo y la distancia, así como las energías que debe conservar el diestro para poder llevar a cabo un combate y del mismo salir victorioso sin llegar al agotamiento. Concluimos diciendo que de todo el estudio que se ha realizado, se ha podido comprobar que Carranza fue quien dotó a la destreza de unos principios técnicos, tácticos y metodológicos, por su forma de concebir este nuevo arte, así como que por la manera en que estableció sus teorías hizo que la destreza que se practicaba en España disfrutara de una estructura interna coherente que perduró a través de los años. SUMMARY The sport of fencing has not always been the respected sport that we know it to be today ñor has the use of weapons been the same throughout history. If we concéntrate on Spainish weapons, we can say that one particular type of sword ¡s spoken about. this sword being very respected by outher European countries, it was also the one that was respected and used in Italy. As with any activity that develops in time, it must evlove from some simple beginnings. Such basics beginnings are always in relation to a cause. To concéntrate on our study, the beginnings are, the use of the sword in a reasoned and logical manner, brought together in the life and times of Jerónimo Sánchez Carranza because until he decided to study in depth the science of weapons, we cannot see with calrity if their use was correct or not and if the vast majority , when they had to use them, used any foundation or coherence, that ¡s to say if any exactness of logical use could be demonstrated. Carranza studied the sword used in his time and those that had gone before, bearing in mind that he had a new visión of the form of use of weapons, different to what the vast majority had until then understood. Carranza has been considered by many historians as the inventor of the Spanish sword, a fact which can be seen with relative ease if one flicks through any work which deals with the Spanish sword, however, they also speak of Luis Pacheco de Narváez affording him the same title, even though he followed Carranza. In ar H our study has been centred on the life of Jerónimo Sánchez Carranza and his ne-" use of weapons. In effect this thesis is a biographical thesis of the said wherein the aspect of the use of weapons stands out more than their mastery. Given the following hypothesis: It was Carranza who evolved the first techniques giving form and coherence to the .Spanish School of Fencing, thanks to his contributions to the different aspects of method, íechnique and tactic. The Spanish School of Fencing had an ¡nternal structure anaswerable to pre-detremined characteristics and served as a base for the fencing that was to, in later days, be practised. For this study to come to a head, we had to design a plan wherein we could collate all of the aspects we could, related to our inventor. From there springs the reason for each of the chapters that we have put together. The said plan responding to the actual visión of different facets that are studied today in different sciences, that were not known in Carranza's lifetime. To collect information on his person and his works we bore in mind the different places in which we could lócate the necessary documentation, above all in libraries and archives. Developing the work-method that consisted in extracing from every source, every thing relative to the theme, re-writing later our interpretation of the same. This brought us closer and made us focus of those aspects that much later we would have to analize in greater detail. In the thesis one can observe two defferent parts that are related; on the one hand his life and works and on the other his theories, which are those that should be really analised and as such, necessarily analised within the confines of a specific knowledge of fencing. In that his life has been isolated and studied the most important facts that stand out above all, is that he was considered to be the inventor of swordmanship and the particular manner of interpreting the said art, different to its interpretaion uptil then. It gave a footing to what they understood as scientific fencing, giving shape and form to the creation of a doctrine and a new form of fencing which developed a line of action that was continued by numerious followers. For all that, much had to do with the facts that Carranza was a military man, the culture, the level of studies he had and the situation in which he found himself. What's more the people with whom he mixed were, in general, cultured and of high social standing. We have also seen in the same article on his life some dubious facts which in our opinión are erróneos. We have considered the most relevent to be that it wasnt Carranza who was in dispute with Quevedo as is stated in some of the works with which we have dealt but rather it was with Pacheco he had such disputes. What's more Quevedo demonstrated his partiality to the teachings of Carranza, going against Pacheco ñor was it him who invented The Florete, a famous Spanish sword, as was said on some ocassions, eventhough the florete appeared later as a weapon in the study of fencing technique. With respect to the article on his works, we must say that there was only one article which was published in 1582, even though it was finished in 1569. In the article on his life one must distinguish between the foundations on which he based his teachings in which swordmanship reached the same levéis as other libral art forms and what he did through the study of the self same mastery. Throughout the study which we have done, one can appreciate how he was developing an art which uptill then had not been studied, seeing for himself the problems he had fortold, from the organisation of materials at hand to how it should be taught, at times having to domínate comparative concepts again or clarify and modify ones which were anchored in erróneos points of a fencing match, feeling these to be the main forseeable jobs-at-hand. Differenciating between two basic concepts which must exist in whatever arte form and more concretly in the skill that is; the theory and practice , both being fundamental to the reason why the skill endured through time, together with this reason he was supported by other sciences and the beginnings of such. Carranza was of the opinión that the swordsman must acquired by way of study, the fundemental elements with which he had to work, these elements being the body of the swordsman and the weapons, because both were going to intervene in whatever movement or action that was going to be taken. The body studied, each of the parts having more importance each time the skill intervened and above all what it did based on medicne relating it to matemathics to exact the máximum advantage, one could employ in certain circumstances, that if they were not employed, the same advantages would not result. On weapons, what resulted best was, on the one hand, the sword should be the only weapon that the swordsman should use and on the other hand, the sword should be graded to show that one cannot do the same with the different parts of the same because not all of the weapon had the same properties when used. One of the recomendations he made was that the part nearest to the hand-guard should be used for defence because one could use more forcé with it than the point and he demonstrated this with mathematical principies. One can see on reading this thesis how Carranza brought forth a new work form, in which he put much importance on the application of experience that had previously been acquired and because of it, it was important to know well the strenghts and weaknesses of an adversery. The acquisition of technique should be realised through repetition to form the habit necessary for movement to flow freely each time the swordsman executed a movement. None of this would be possible if whoever was teaching did not know each one of the elements that intervened, affording the fencing master a great reverence, in that it was he who had to guide the students he was to teach. The first thing that the master had to do was to make sure he had the maximun knowledge over which he was going to teach, to that end, the master had to know almost everything about the theory and practice of the skill of fencing but what's more that such theory and practice had to be the correct one. Carranza persued his studies, establishing the principies of technique, at least, the most important ones even though they were elementary, so that later they could continué working on them and it could be seen that the technique had a shape and form of any other art form, allowing it to be studied like any other form, as such it had a good following, even young people could be instructed in the correct use of weapons, however the real end could be found in the conservaron of life as ordered by the Catholic Church, feeling that skill with the sword was one of the most effective methods for assuring it. We have dedicated an article to technique and tactics wherein is reflected everything related to positions and movement that the swordsman must do to achieve his objective, that is, wound without being wounded. We have analised the different tricks and the reasons from every point of view of movement and action. If what is done by technique is related with the adversery we enter in the territory of tactics wherein we have studied, most importantly, the concepts of time and distance just as, the energy the swordsman muse conserve to bring to a head a bout and arrive victorious without being exhausted. We conclude by saying that everything that has been realised by this study, has shown that it was Carranza who gave to the skill, the first basic techniques, tactics and methodology, by his conception of this new art form, just as the manner in which he established his theories, made possible the tecnhiques practiced in Spain would enjoy an intemal coherent structure, which would endure throughout the years.

Dominium temporale non fundatur in gratia (Commencement Quaestiones), 1697 July 7

Small paper notebook of John Ballantine with the handwritten Latin quaestiones performed by Ballantine, Eliphalet Adams, Adam Winthrop, and Jabez Fitch as candidates for the Master’s degree during the July 7, 1697 Harvard Commencement ceremony. The Quaestiones begin with Ballantine’s “Dominum temporal non fundatur in gratia,” and follow with “An Jesuitae possint esse boni subditi? Neg Resp. Dom. Winthrop,” "An Ethnicae virtutes sint verae virtutes?" Neg. Resp. Dom. Adams,” and “An detur omnibus an sufficiens ad salutem? Neg. Resp. Dom. Fitch.” The title page bears the inscription: “Jno Ballantine’s Book” and the first page has been torn out.

The University of Michigan, an encyclopedic survey ... /

Vols. 3-4 edited by Walter A. Donnelly and others.

Beschreibung des gegenwärtigen zustandes der europäischen feld-artillerien.

v.1. Englische fied-artillerie. -- v.2. Niederländische feld-artillerie. -- v.3. Französische feld-artillerie. -- v.4. Würtenbergische feld-artillerie. -- v.5. Grossherzoglich hessische feld-artillerie. -- v.6. Nassauische feld-artillerie. -- v.7. Königlich schwedische feld-artillerie. -- v.8. Königlich bayerische feld-artillerie. -- v.9-10. K.K. oesterreichische feld-artillerie. --