914 resultados para Eccles, John


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Lt. Col. John Clark (1787-1862) was born in Kingston, Upper Canada. In 1801 Clark became a private in the 1st regiment of the Lincoln Militia, serving under Ralfe Clench. By June 1812 he was promoted to lieutenant by Maj. Gen. Sir Isaac Brock. During the War of 1812 he served as lieutenant and adjutant for the Lincoln Militia flank company on the Niagara frontier under Col. William Claus, and was present at the surrender of the enemy at the battle of Queenston Heights. By 1838 the Lincoln Militia was being re-organized and Lt. Col John Clark was requested to lead the 5th Regiment, made up of men from both Grantham and Louth townships in Lincoln County. He served in this capacity until his retirement in 1851?. Around this same time Clark bought from William May Jr. a house in Grantham Township. He was to call his home Walnut Dale Farm. John Clark also served as the customs collector for Port Dalhousie, and as a secretary in the Welland Canal Company. One hundred years later efforts by a local heritage group to save John Clark’s home failed, when the house was hit by arsonists. By this time the house had become known as the May-Clark-Seiler House. See RG 195 Anne Taylor Fonds for more information regarding the efforts of the heritage group to save this home. Clark died in 1862 at the age of 79 years and is buried in Victoria Lawn Cemetery. John Clark’s daughter Catherine (mentioned in the diary portion of the papers) was married to William Morgan Eccles.

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The T cell immunoglobulin mucin 3 (Tim-3) receptor is highly expressed on HIV-1-specific T cells, rendering them partially ""exhausted'' and unable to contribute to the effective immune mediated control of viral replication. To elucidate novel mechanisms contributing to the HTLV-1 neurological complex and its classic neurological presentation called HAM/TSP (HTLV-1 associated myelopathy/tropical spastic paraparesis), we investigated the expression of the Tim-3 receptor on CD8(+) T cells from a cohort of HTLV-1 seropositive asymptomatic and symptomatic patients. Patients diagnosed with HAM/TSP down-regulated Tim-3 expression on both CD8(+) and CD4(+) T cells compared to asymptomatic patients and HTLV-1 seronegative controls. HTLV-1 Tax-specific, HLA-A*02 restricted CD8(+) T cells among HAM/TSP individuals expressed markedly lower levels of Tim-3. We observed Tax expressing cells in both Tim-3(+) and Tim-3(-) fractions. Taken together, these data indicate that there is a systematic downregulation of Tim-3 levels on T cells in HTLV-1 infection, sustaining a profoundly highly active population of potentially pathogenic T cells that may allow for the development of HTLV-1 complications.

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In the Leaven of the Ancients, John Walbridge studies the appropriation of non–Peripatetic philosophical ideas by an anti–Aristotelian Islamic philosopher, Shihab al-Din al-Suhrawardi (d. 1191). He proposes a comprehensive explanation of the origin of Suhrawardi's philosophical system, a revival of the “wisdom of the Ancients” and its philosophical affiliations “grounded” in Greek philosophy (p. xiii). Walbridge attempts to uncover the reasons for Suhrawardi's rejection of the prevailing neo–Aristotelian synthesis in Islamic philosophy, Suhrawardi's knowledge and understanding of non–Aristotelian Greek philosophy, the ancient philosophers Suhrawardi was attempting to follow, the relationship between Suhrawardi's specific philosophical teachings (logic, ontology, physics, and metaphysics), and his understanding of non–Aristotelian ancient philosophy and the relationship between Suhrawardi's system and the major Greek philosophers, schools, and traditions—in particular the Presocratics, Plato, and the Stoics (p. 8). Copyright © 2003 Cambridge University Press

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The `reflexive thinking` concept is discussed in this article as a means of contextualizing John Dewey`s intellectual legacy. `Reflection` represents a fundamental element for the construction of the necessary competences to information seeking and use, and consequently to individual and collective development. Since the reflexive thinking habit in information literacy is a way of learning, some questions concerning teaching and learning processes are also investigated. The discussion is, therefore, supported by the supposition that reflexive thinking is a cognitive strategy that allows a deeper comprehension of related problems, phenomena, and processes by means of the perception of the relations and the identification of involved elements, as well as the analysis and interpretation of meanings, empowering the information literacy process.

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