172 research outputs found
Claudii Galeni opera omnia Book 1
No full textSeries: Medicorum graecorum opera quae exstant, v. 1-20Vol. 20 contains F. W. Assmann's Index in Galeni libros (Issued with Nutton, Vivian. Karl Gottlob Kühn and his edition of the works of Galen. Oxford, 1976.
Claudii Galeni opera omnia Book Index
No full textSeries: Medicorum graecorum opera quae exstant, v. 1-20Vol. 20 contains F. W. Assmann's Index in Galeni libros (Issued with Nutton, Vivian. Karl Gottlob Kühn and his edition of the works of Galen. Oxford, 1976.
The Efficacy of Physical Education Teachers Amid and Beyond the Pandemic: Basis for an Enrichment Program
No full textThis study determined the efficacy of Physical Education teachers and explored how the shift from face-to-face to online learning influenced their teaching practices. The researcher employed a mixed-methods design, utilizing quantitative and qualitative data collection methods.The study showed that the respondents consisted of a diverse age range with a majority of younger teacher’s ages 20-29 years old. This suggests the potential for quicker adoption of new technologies and fitness methodologies in PE curricula. Additionally, the high level of educational attainment majority with Master's degrees indicates a strong foundation in PE theory and best practices. The study revealed that PE teachers possess a strong foundation in various areas but identified some weaknesses. They expressed confidence in content knowledge, instruction, assessment, technology, and extended assistance/accommodation but acknowledged a need for improvement in specific parameters whose scores fell below the overall mean, particularly in teaching racquet games, recreation activities, exercise science concepts application in PE, technology integration in PE, using email and internet for innovative PE, delivering the PE lesson with technology, making rubrics, and authentic assessment for PE and effective approaches to support skill development for PE. The study also emphasized the teachers' resilience and adaptability in creating innovative approaches to deliver PE online. The researcher concluded with the development of the M.E.D.I.E enrichment program. This program aims to enhance the teaching efficacy of teachers in a certain area. This study contributed to a deeper understanding of PE teachers' experiences amid and beyond the pandemic and provided valuable insights for developing programs to enhance their teaching efficacy in a post-pandemic educational landscape
Heritage improved: postcolonial cinema adapts the nineteenth-century British novel
No full textThis dissertation brings cinematic adaptation to bear on the question of how nineteenth-century imperial ideologies of “improvement” continue to inform power inequalities in a global capitalist age. Not simply the promotion of general betterment for all, improvement in the British colonial context licensed a superior “master race” to “uplift” its colonized populations, morally, socially, and economically. The project argues that, on the one hand, adaptations reveal the coercion and arrogance that underpin contemporary notions of development, humanitarianism, and modernity—improvement’s post-Victorian guises. On the other hand, the films also use their colonial-era source texts to criticize these same legacies of imperialism. By bringing together cinematic adaptation and postcolonial studies—two fields that rarely converse—I demonstrate that adaptation, as both method and cultural product, provides a new direction for postcolonial criticism. The adaptations I examine represent postcolonial, British, and American films that relocate and update the plotlines of classic novels to postcolonial societies in the twentieth- and twenty-first centuries. These films detect not only the persistence of the Enlightenment ideology of improvement and its imperial manifestations, but also the critiques of improvement ideology in their source texts that can be used to challenge that ideology in its new forms. I trace the development of improvement discourse’s main assumptions, specifically its conceptions of temporality and spatiality, as they merged with early English capitalism, and then how they influenced British imperial policy after the major indigenous revolutions of the 1850s and 1860s. Each chapter demonstrates that British fiction provides useful strategies of resistance against the improvement ideology that continues to structure postcolonial realities. Pairing Jane Austen’s novels with Bollywood adaptations and Jane Eyre with Jacques Tourneur’s wartime thriller, I Walked with a Zombie, I claim that improvement ideology’s alignment with capitalist values informs post-independence notions of economic development in India and the West Indies. Pairing Rudyard Kipling’s and John Huston’s versions of The Man Who Would Be King and Thomas Hardy’s Tess of the D’Urbervilles with Michael Winterbottom’s Trishna, I claim that Victorian self-improvement—and its inextricability from the forced development of colonized populations—underlies Anglo-American notions of conquest and modernity well into the twenty-first century.Ph.D.Includes bibliographical referencesby Vivian Yuan Ka
Schematic representation of the PCR DNA fragments ThyA-F, ThyA-Δ3′, ΔThyA and X-thyAΔ3′-X′
No full text<p><b>Copyright information:</b></p><p>Taken from "Efficient and seamless DNA recombineering using a thymidylate synthase A selection system in "</p><p>Nucleic Acids Research 2005;33(6):e59-e59.</p><p>Published online 30 Mar 2005</p><p>PMCID:PMC1072810.</p><p>© The Author 2005. Published by Oxford University Press. All rights reserved</p> () PCR amplification using primers thyA-F1 and thyA-R1 () amplifies a 1470 bp fragment (thyA-FL) of the gene containing the promoter, Factor Sigma 54 binding site and the transcription termination flanking the start and stop codons for translation. The 1124 bp product, thyA-Δ3′, amplified using primers thyA-F1 and thyA-R3 (), lacks 347 bp 3′ of the transcription terminator. ΔthyA is a 744 bp product generated by overlapping PCR (see Materials and Methods for details) with most of the coding sequence deleted (+123 to +848; relative to the translational start site), and Δ in the diagram represents the deleted region. X-thyAΔ3′-X′ is a fusion product amplified using primers ColX-thyAF and ColX-thyAR with 5′ and 3′ overhang sequences for the regions of the gene for homologous recombination. () Schematic representation of the strategy for the generation of the ColX-G18D fragment. Two PCR products were first generated using primer sets, ColX-F/ColX-mR and ColX-mF/ColX-R. These products, containing complementary sequences from primers ColX-mF and ColX-mR, were used in an overlapping PCR to produce ColX-G18G using primers ColX-F and ColX-R. () Schematic representation for the amplification of a PCR product from a plasmid, pG18D-Flag, using primers ColX-F and ColX-R. pG18D-Flag contains mutations (bold and underlined) around the signal peptide cleavage site of collagen X, and a Flag sequence inserted at the 3′ region of exon 2 (shaded region)
Perspectives of the River Plate around the time of Rosas : an analysis based upon the personal correspondence, private memoirs and published accounts of British settlers, as well as works by creole authors
No full textThis thesis draws inspiration from the emergence of cultural studies as an academic
pursuit, in addition to the current renewal of interest in the relationship between
literary works and their socio-cultural milieux, to bring together an assortment of
textual traces pertaining to the River Plate around the era of Juan Manuel de Rosas,
governor of Buenos Aires and de facto dictator of Argentina for most of the period
1829-1852. The main texts analysed range from private documents relating to two
Scottish settler families, through accounts published by British citizens with first-hand
knowledge of the region (Un inglés, Cinco años en Buenos Aires and
Beaumont, Travels in Buenos Ayres and the Adjacent Provinces), to three influential
pieces of early Argentinian literature (Echeverria's El matadero, Mármol's Amalia
and Sarmiento's Facundo). One justification of this apparently eclectic approach lies
in the prominence accorded to the incomer in the thought of liberal Platine
intellectuals, a concern evinced in their literary production.
The methodology involves examining the representation of certain
fundamental topics across this range of written artefacts, observing frequent points of
thematic convergence amongst the various texts. In this fashion, I construct an image
of the River Plate region around the Rosas period, whilst also appraising the degree
to which early British settlers matched the idealized notion of the immigrant present
in liberal creole writings.
The study is divided into four main chapters, supplemented by an
introduction, conclusion and appendix. The first chapter summarizes the historical
context of the young Platine republics; the second deals with the themes of society,
community and family, the third focuses upon religion; the fourth considers
perspectives of politics, dictatorship and civil war. The appendix consists of an
unpublished settler autobiography, a remarkable account of the tribulations faced on
a daily basis in the developing Argentina
An investigation into the relationship between the educational context and the written product of university EFL students with implications for the teaching of writing
No full textThis study investigates the sources of difficulties that Damascus University learners face in their composition writing courses at the Department of English Language and
Literature. The research is carried out through a longitudinal study of both the context and the product of writing across a four year EFL writing course. Findings suggest that the writing problems that students face are inherent in the writing pedagogy in current practice at the University.
Most studies in ESL/EFL writing have looked at the final product in isolation from the context in which it has been produced. This work has attempted a study of the process of
teaching and evaluating writing at Damascus University across four years and analysed longitudinally, in the light of the contextual findings, the final products (written under the influence of the context described) of the same group of learners. Research on ESL writing too has focused mainly on the teaching of writing in smaller classes. This work is unique too in having to deal with a large class situation.
In addition to the introduction and conclusion, the thesis comprises six main chapters. The first chapter looks at the theoretical developments in the teaching of Li writing and
their impact on ESL,/EFL perceptions and writing pedagogies. Based on the insights gained from the above survey, chapters two and three attempt to evaluate the Damascus University context of teaching writing across the four year program. Chapters four and five analyse longitudinally the syntactic and the discourse level features of an authentic sample of students' written exam products, produced under the effect of the context of
writing described in chapters two and three. The aim of this is twofold, to investigate the influence of the context on the product of writing and to trace the development that learners make across the four year program. Chapter six incorporates the relevant
theoretical beliefs outlined in the work with an understanding of the Damascus University context to present suggestions for instructional practices that are to make of the writing course a more effective, purposeful and useful one.
The approach to writing pedagogy upheld in this work focuses on the 'process' and 'context' of writing without ignoring the 'product'. Its ultimate aim is not only the
improvement of the writing abilities of learners but also their growth and development through the composing experience
The social-cognitive development of children with severe learning difficulties
No full textThis thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University.This thesis focuses upon the abilities of children with severe learning difficulties to contemplate the psychological states of other people, what is often referred to in the literature as 'mindreading' (Whiten and Perner, 1991). The first section contains a review of the literature on children's
developing understanding of the mind and their conceptual representational abilities. This is followed by two studies investigating
non-learning disabled children's abilities to attribute first-and second-order false belief. The first of these uses an adaptation of the Sally-Anne test (Baron-Cohen, et al., 1985). The second study uses an original false belief story scenario, which involves children in drama. The researcher uses a technique called 'split-briefing' to provide children with first-hand
experience of first-and second-order false belief. Simplified versions of the two false belief story scenarios are then used with children with severe learning difficulties to investigate their abilities to represent first-and second-order false belief. The relationship between children's scores on belief attribution tasks and their scores on tests of non-verbal intellectual reasoning (Ravens Coloured Matrices) and receptive language ability (TROG) is also examined in this study. The third section outlines the findings of a questionnaire-based study examining parental reports of spontaneous internal state use by two groups of children: non-learning disabled children aged 1-5 years and pupils with Down's Syndrome aged 4-19 years with severe learning difficulties. 'Internal state language' is language which refers to intentions, cognitions and feeling states (Bretherton and Beeghly, 1981). This is followed by a further investigation of internal state language among a group of students with severe learning difficulties. This study uses a series of playlets written by the author to provide students with an interactive, participatory medium in which to draw their attention to people's internal states. The thesis concludes with a final statement on research into the social-cognitive development of children with severe learning difficulties, with
recommendations for future research and intervention
Reenergising professional creativity from a CHAT perspective: Seeing knowledge and history in practice
No full textThis is the author's accepted manuscript. The final published article is available from the link below. Copyright @ 2011 Regents of the University of California.This article offers a critical examination of aspects of a practice- and theory-developing intervention in the teacher education setting in England designed as a variation of Developmental Work Research. A positive case is argued for the distinctiveness of such cultural-historical activity theory [CHAT-] informed interventions and some points of contrast are drawn with the British tradition of educational action research. In describing the practice-developing intervention, the twin focus on seeing knowledge and history in human activity systems is advanced as two dimensions of CHAT's distinctive approach, with the goal of stimulating and studying the emergence of professional creativity. Creativity under this interpretation is defined as the perception and analysis of opportunities for learning within the social situation of development and the production of new conceptual tools and approaches to the social organisation of work. Professional creativity is advanced as a much needed capacity among teachers in industrial workplaces influenced by the techniques of New Public Management. Common ground between CHAT and action research approaches is seen in their optimistic and modernist commitments to progress, and CHAT-framed interventions, like action research approaches, are presented as part of an evolving intellectual project
- …
