al- Bustān fī dhikr al-awliyāʼ wa-al-ʻulamāʼ bi-Tilimsān

taʼlīf Abī ʻAbd Allāh Muḥammad ibn Muḥammad ibn Aḥmad, al-mulaqqab bi-Ibn Maryam al-Sharīf al-Malītī al-Madyūnī al-Tilimsānī ; wāfaqa ʻalá ṭabʻihi wa-iʻtaná bi-murājaʻati aṣlihi Muḥammad ibn Abī Shanab.

The Cyndi Lauper affect: Bodies, girlhood and popular culture through the collective biography process

Using a collective biography method informed by a Deleuzian theoretical approach (Davies & Gannon, 2009), this paper analyses embodied memories of girlhood becomings through affective engagements with resonating images in media and popular culture.

Turning the Kaleidoscope - (E)FL Educational Experience and Inquiry as Auto/biography

This book is a study on learning, teaching/counselling, and research on the two. My quest has been to find a pedagogically-motivated way of researching learning and teaching interaction, and in particular counselling, in an autonomous language-learning environment. I have tried to develop a method that would make room for lived experience, meaning-making and narrating, because in my view these all characterise learning encounters between language learners and counsellors, and learners and their peers. Lived experience as a source of meaning, telling and co-telling becomes especially significant when we try to listen to the diverse personal and academic voices of the past as expressed in autobiographical narratives. I have aimed at researching various ALMS dialogues (Autonomous Learning Modules, University of Helsinki Language Centre English course and programme), and autobiographical narratives within them, in a way that shows respect for the participants, and that is relevant, reflective and, most importantly, self-reflexive. My interest has been in autobiographical telling in (E)FL [(English as a) foreign language], both in students first-person written texts on their language- learning histories and in the sharing of stories between learners and a counsellor. I have turned to narrative inquiry in my quest and have written the thesis as an experiential narrative. In particular, I have studied learners and counsellors in one and the same story, as characters in one narrative, in an attempt to avoid the impression that I am telling yet another separate, anecdotal story, retrospectively. Through narrative, I have shed light on the subjective dimensions of language learning and experience, and have come closer to understanding the emotional aspects of learning encounters. I have questioned and rejected a distanced and objective approach to describing learning and teaching/counselling. I have argued for a holistic and experiential approach to (E)FL encounters in which there is a need to see emotion and cognition as intertwined, and thus to appreciate learners and counsellors emotionally-charged experiences as integral to their identities. I have also argued for a way of describing such encounters as they are situated in history, time, autobiography, and the learning context. I have turned my gaze on various constellations of lived experience: the data was collected on various occasions and in various settings during one course and consists of videotaped group sessions, individual counselling sessions between students and their group counsellor, biographic narrative interviews with myself, open-ended personally-inspired reflection texts written by the students about their language-learning histories, and student logs and diaries. I do not consider data collection an unproblematic occasion, or innocent practice, and I defend the integrity of the research process. Research writing cannot be separated from narrative field work and analysing and interpreting the data. The foci in my work have turned to be the following: 1) describing ALMS encounters and specifying their narrative aspects; 2) reconceptualising learner and teacher autonomy in ALMS and in (E)FL; 2) developing (E)FL methodologically through a teacher-researcher s identity work; 4) research writing as a dialogical narrative process, and the thesis as an experiential narrative. Identity and writing as inquiry, and the deeply narrative and autobiographical nature of the (E)FL teaching/counselling/researching have come to the fore in this research. Research writing as a relational activity and its implications for situated ways of knowing and knowledge turned out to be important foci. I have also focussed on the context-bound and local teacher knowledge and ways of knowing about being a teacher, and I have argued for personal ways of knowing about, and learning and studying foreign languages. I discuss research as auto/biography: as a practising counsellor I use my own life and (E)FL experience to understand and interpret the stories of the research participants even though I was not involved in their course work. The supposedly static binaries of learner/teacher, and also learner autonomy/teacher autonomy, are thus brought into the discussion. I have highlighted the infinite variability and ever-changing nature of learning and teaching English, but the book is also of relevance to foreign language education in general.

To Greta: The Biography of Kurt Tauber 1914-1995

The memoir contains poems, eulogies and family photos and was written in 1995 in Connecticut. Recollections of the author's childhood in an orthodox Jewish family in the Leopoldstadt, the second district in Vienna. He was the third of four children. His father was a businessman who was dealing with clothing and textile. Kurt was enrolled in the same class as his older brother Hans at Gymnasium. Memories of his Bar Mitzvah celebration. Cello lessons and concerts with his brother Hans. After graduation Kurt started to study medicine at the Anatomic Institute of Julius Tandler at the Vienna University. Member of the liberal medical students' union "Wiener Mediziner". Acquaintance with his future-wife Greta. Skiing trip in the mountains. Antisemitic attacks at University, particularly within the faculties of law and medicine. Arrest under the false accusation of distributing illegal literature. In January 1938 Greta and Kurt Tauber were married. Worsening of political situation and rising of the illegal Nazi movement in Austria. Recollections of the "Anschluss" (Nazi take-over) in March 1938. Affidavit for Greta and Kurt from her brother in the United States. In June 1938 they went to London, where they waited for their visas to the US. Fervent attempts to arrange exit permits for their families in Vienna. Greta and Kurt Tauber arrived in New York in October of 1938. Difficult start at the beginning. Kurt started to work in a bakery. Greta and Kurt moved to a small apartment in the Lower East Side. Move to Queens with Greta's parents. Kurt's parents arrived in 1940 and moved to Washington Heights. Kurt and Greta started a baking business in Kew Gardens, Queens. Birth of their daughters Judy in 1941 and Ellen in 1944. Recollections of Passover family celebrations and vacations in the mountains and at Fleischmann's in the Catskills. Description of business encounters and family events, such as the birth of their grandchildren. Journey to Israel. Retirement and

Ludwig Levy Biography.

Biography of Ludwig Levy

My Family Biography.

Memoir in four volumes, richly illustrated with photographs, drawings, correspondence, genealogical tables, and newspaper clippings.

An Englishwoman's twenty-five years in tropical Africa: being the biography of Gwen Elen Lewis, missionary to the Cameroons and the Congo, by George Hawker

http://www.archive.org/details/anenglishwomanst00hawkuoft

Davis, soldier missionary : a biography of Rev. Jerome D. Davis, D.D., Lieut-Colonel of volunteers and for thirty-nine years a missionary of the American Board of Commissioners for Foreign Missions in Japan

http://www.archive.org/details/davissoldiermiss00davirich

Adoniram Judson Gordon : a biography

http://books.google.com/books?vid=OCLC00289131

Phenolic compounds, antioxidant and antibacterial activities of three Ericaceae from Algeria

Herbs of the Ericaceae family are commonly found in Algeria and used in traditional medicine as anti- septic, diuretic, astringent, depurative, and to treat scalds and wounds. The methanolic extracts of three species, Arbutus unedo L. (A. unedo, leaves), Erica arborea L. (E. arborea, flowered aerial parts), and Erica multiflora L. (E. multiflora, flowered aerial parts), were compared regarding their content in pheno- lic compounds, their antioxidant, and antibacterial activities. A. unedo harbors the highest content in total phenolics and flavonoids, followed by E. arborea E. multiflora. The contents in total phenolics and flavonoids showed a correlation with the measured antioxidant (hydrogen-donating) activities; this was particularly the case for flavonoids content. The A. unedo extract showed antibacterial activity against all the tested strains (Staphylococcus aureus ATCC 6538, S. aureus C100459, Escherichia coli ATCC 25922, and Pseudomonas aeruginosa ATCC 9027); however, the E. arborea and E. multiflora extracts showed antibacterial activity only against Gram positive bacteria. Some polyphenols were identified in the three herbs by thin-layer chromatography and high-performance liquid chromatography coupled with diode array and mass spectrometry detection; from these, caffeic acid, p-coumaric acid, naringin, quercetin and kaempferol are reported for the first time in E. multiflora.

A regional chemostratigraphically-defined correlation framework for the late Triassic TAG-I Formation in Blocks 402 and 405a, Algeria

The Triassic Argilo-Gréseux Inférieur Formation (TAG-I) is one of the principal hydrocarbon reservoirs in the Berkine Basin of Algeria. Sedimentological studies have shown that it exhibits marked spatial and temporal facies variations on both a local field scale and a regional basinal scale. This variability, combined with a lack of diagnostic flora and fauna, makes regional correlation within the unit difficult. In turn, the lack of a consistent regional stratigraphic framework hampers the comparison of the various correlation schemes devised by operators in the basin. Contrasting the TAG-I in Blocks 402 and 405a exemplifies the problems encountered when attempting regionally to define a correlation framework for the interval. Between these two blocks, a distance of approximately 200 km, there are marked changes in the style of deposition from sand-dominated, proximal fluvial systems in the SW (Block 405a, MLN, MLC, KMD and MLNW fields) to a more distal, more clay-prone system in the NE (Block 402, ROD/BRSE/BSFN, SFNE and BSF fields). A chemostratigraphic study of the TAG-I in these two blocks has allowed a four-fold correlation framework to be defined, where each chemostratigraphic package has distinctive geochemical features. Chemostratigraphic Package 10, the oldest unit, lies above the Hercynian Unconformity, but beneath a geochemically identifiable hiatal surface. Chemostratigraphic Package 20 lies above the hiatal surface but is separated from the overlying packages by a mineralogical change identifiable in both claystone and sandstone geochemistry. Chemostratigraphic Packages 30 and 40 are chemically somewhat similar, but are separated by a regional event interpreted as a period of dolocrete and lacustrine development. By combining the geochemical differentiation of the units and recognition of their stratal boundaries, it is possible to define a correlation for the TAG-I between Blocks 402 and 405a. The proposed correlation between the two blocks suggests that the northern parts of Block 405a may have been occupied by a spur or subsidiary channel from the main SW–NE-trending fluvial system, resulting in one of the chemically defined packages being demonstrably absent in the MLNW, MLN, KMD and MLC fields when compared with the other areas of the study.