37,084 research outputs found
Personal Papers (MS 80-0002)
No full textLetter from Daniel W. Kempner to L. E. Read informing that he has not heard from the adjuster covering the shipment
Personal Papers (MS 80-0002)
No full textLetter from L. E. Read to Daniel W. Kempner informing that he wrote to the claim agent the status of the shipment
Anti-adhesion methods as novel therapeutics for bacterial infections
No full textAnti-adhesion therapies for bacterial infections offer an alternative to antibiotics, with those therapies bacteria are not killed but are prevented from causing harm to a host by inhibiting adherence to host cells and tissues, a prerequisite for the majority of infectious diseases. The mechanisms of these potential therapeutic agents include inhibition of adhesins and their host receptors, vaccination with adhesins or analogs, use of probiotics and dietary supplements that interfere with receptor-adhesin interactions, subminimal inhibitory concentrations of antibiotics and manipulation of hydrophobic interactions. Once developed, these drugs will contribute to the arsenal for fighting infectious disease in the future, potentially subverting antibiotic resistance
Reading the Word and the World in Haiti: Literacy Education for Social Justice
No full textThe first author traveled to Haiti as a member of a group of volunteers from the U.S. whose goals were to provide assistance to children in a privately operated primary school located in the rural community of Lamardelle. For the first author, assistance primarily focused on training in literacy education, with an emphasis on reading comprehension strategies for students who struggle to read. We examine literacy education as a tool of social justice. This paper describes the components of the first summer of this teacher development program and explains how our work was undergirded by the Freirean ideas regarding liberatory education (Frire,2000). A second aim is to analyze ways language impacts the practice of education in Haiti. In so doing we hope to present a model of how literacy education can be a tool for social justice in similar contexts
The Book of Daniel and manticism: a critical assessment of the view that the Book of Daniel derives from a mantic tradition
No full textThis dissertation examines the consensus view that is based on Hans-Peter
Müller's 1969 and 1972 articles: Daniel was a mantic wise man in the Mesopotamian
ASA
court, and this was the self-understanding or aspiration of the maskilim of Dan 11:33, 35,
12:3, 10, who wrote the book. Chapter 1 reviews the arguments that make the mantic connection and Chapter 2 concludes that a direct connection with the Danes of Aqht, Ezek, and Jub, and with the angel in 1 Enoch should be rejected. There is evidence that the
tradition of a priest in Ezra 8: 2 and Neh 10: 7, and found also in the superscription to
the Old Greek of Bel, and 4 Ezra 12:10-11, and suggested the name.
Chapter 3 concludes that the portrayal of the court diviners in Dan 1-6 is wholly
negative and includes both the diviners, and the essence of the professions, i. e., the
ability to interpret a divine revelation. The critique is conveyed through the story line,
explicit criticisms, irony, and humour. Chapter 4 concludes that Daniel, the interpreter
of dreams and the writing on the wall, is distinguished from every other character and role. In the final form of Dan, Daniel as the divinely assisted each time he interprets, just as when he receives help from an interpreting angel in Dan 7-12.
Chapter 5 demonstrates that the portrayal of Daniel as the divinely assisted
interpreter makes sense of the reinterpretation of old prophecies against the Assyrians
as prophecies against Antiochus IV Epiphanes. Hab 2:2-4 and Isa 52-53 were also
understood as predictions about the maskilim themselves. Comparisons are then made
with the Teacher of Righteousness, the writers of the Hodayot, and with three Essenes
portrayed by Josephus. These too were portrayed as divinely assisted interpreters
You Mean that Really Happened?!: Using Nonfiction to Engage Struggling Readers
No full textNonfiction texts used in a middle school classroom encouraged struggling readers to explore other nonfiction texts and to write about the world around them. Rosenblatt’s (1978) transactional theory of reader response posits that an interaction takes place among reader, author, and text during reading. The nonfiction texts Guts: The True Stories Behind Hatchet and the Brian Books (Paulsen, 2001) and Night (Wiesel, 2006) sparked students’ interest in real-life stories of survival and prompted struggling readers to read other nonfiction stories and to reflect upon and share text-to-self, text-to-text, and text-to-world connections through discussion and writing
Join Gardner-Webb Library for Virtual Community Read and Author Discussion
No full textGardner-Webb University Library is co-hosting a community read of “Big Fish” by Daniel Wallace for National Library Week 2020. The event is jointly sponsored by the Reference, Instruction & Outreach (RIO) section of the North Carolina Independent Colleges and Universities (NCICU) Library Collaborative. The celebration includes a virtual book discussion and Q&A with the author on May 6 at 7 p.m.https://digitalcommons.gardner-webb.edu/gardner-webb-newscenter-archive/1064/thumbnail.jp
Journal de son voyage à la cour de Henri IV en 1607 et sa biographie ([Reproduction en fac-similé]) / Daniel Chamier ; publiés pour la première fois d'après les manuscrits originaux avec de nombreux documents inédits par Charles Read
No full textComprend : Biographie inédite de Daniel ChamierContient une table des matière
Reading the Word and World in Haiti: Literacy Education for Social Justice
No full textThe first author, Dr. Altheria Caldera, traveled to Haiti as a member of a group of volunteers from the U.S. whose goals were to provide assistance to children in a privately operated primary school located in the rural community of Lamardelle. For the first author, assistance primarily focused on training in literacy education, with an emphasis on reading comprehension strategies for students who struggle to read. We examine literacy education as a tool of social justice. This paper describes the components of the first summer of this teacher development program and explains how our work was undergirded by Freirean ideas regarding liberatory education (Freire, 2000). A second aim is to analyze ways language impacts the practice of education in Haiti. In so doing, we hope to present a model of how literacy education can be a tool for social justice in similar contexts
Reading in the mobile era
No full textMobile technology can advance literacy and learning in underserved communities around the world.
Summary
Millions of people do not read for one reason: they do not have access to text. But today mobile phones and cellular networks are transforming a scarce resource into an abundant one.
Drawing on the analysis of over 4,000 surveys collected in seven developing countries and corresponding qualitative interviews, this report paints the most detailed picture to date of who reads books and stories on mobile devices and why.
The findings illuminate, for the first time, the habits, beliefs and profiles of mobile readers. This information points to strategies to expand mobile reading and, by extension, the educational, social and economic benefits associated with increased reading.
Mobile technology can advance literacy and learning in underserved communities around the world. This report shows how
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