3,436 research outputs found
Portefeuille de John Cockerill ou Description des machines construites dans les établissements de Seraing depuis leur fondation jusqu'a ce jour publié avec l'autorisation de la Socieété Cockerill.
No full textEn el tomo segundo, tanto en el texto como en las lám. figura: "Noblet et Baudry, Editeurs". En el tomo tercero y cuarto figura: "Librairie Polytechnique de J. Baudry"Contiene: Portefeuille de John Cockerill ou Description des machines construites dans les établissements de Seraing depuis leur fondation jusqu'a ce jour publié avec l'autorisation de la Socieété Cockerill. Tome premier (II, 484 p.) -- Portefeuille de John Cockerill ou Description des machines d'epuisement, d'extraction, de fabriques, d'outillage ... Tome premier (92 h. de lám. a doble cara, algunas pleg.) -- Portefeuille de John Cockerill ou Description des machines construites dans les établissements de Seraing depuis leur fondation jusqu'a ce jour publié avec l'autorisation de la Socieété Cockerill. tome deuxième, 1866 (392 p.) -- Portefeuille de John Cockerill ou Description des machines d'epuisement, d'extraction, de fabriques, d'outillage .... tome deuxième (h. de lám. 93-191) -- Portefeuille de John Cockerill ou Description des machines construites dans les établissements de Cockerill de Seraing, d'Anvers et de Saint-Pétersbourg sous la direction de E. Sadoine. tome troisième, 1876 (358, [1] p.) -- Portefeuille de John Cockerill ou Description des machines d'epuisement, d'extraction, machines de fabriques, locomotives construit. tome troixième (98 h. de lám. a doble cara ) -- Portefeuille de John Cockerill ou Description des machines construites dans les établissements de Cockerill de Seraing & d'Anvers sous la direction de A. Greiner. tome quatrième, 1888 (354 p.) -- Portefeuille de John Cockerill ou Description des machines construites construites dans les établissements de Cockerill de Seraing & d'Anvers sous la direction de A. Greiner. tome quatrième (74 h. de lám. a doble cara
The rope dancers, by Morton Wishengrad. Directed by Evelyn Cockerill, March 5 and 6, 1964
No full textThesis (M.F.A.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at [email protected]. Thank you.2999-01-0
Analysis of the opinions and use of open access repositories by researchers in different disciplines; with specific focus on the development of a new institutional repository at Leeds Metropolitan University
No full textInstitutional repositories, which have been in existence since 2002, are open, web-based archives of research publications produced by members of a particular institution. Many UK Universities are now hosting or developing institutional repositories, believing that they will enhance the scholarly communication at the University and they will help to promote the institution. For IRs to become an accepted method of sharing information, a significant amount of work must be deposited in them, however to date researchers have shown little interest in depositing work in IRs. It has been suggested that differences between disciplines in terms of culture, funding, means of research and means of sharing information may account for the difference in uptake to IRs. I carried out an analysis of all the UK University IRs, and found that while there is a bias towards science/technology and medical research in the IRs compared with arts and humanities research, this corresponded to the bias in publishing output in these disciplines. Other studies have highlighted barriers that researchers perceive to placing their research in IRs. Leeds Metropolitan University is currently developing an IR and I undertook a questionnaire survey and follow-up interviews with Leeds Met research staff to compare their attitudes and behaviours towards depositing their work in IRs. I found that awareness of open access amongst research staff is quite high, with 66% having some knowledge of open access. Also, many researchers appear to understand the benefits offered by this alternative to traditional journal publishing. Concerns raised amongst the research staff included many of the same concerns as published in previous studies. I found little difference between disciplines and length-of-service of the researchers (although my survey numbers were low). The IR development team at Leeds Met should endeavour to address these concerns in order to achieve successful uptake of the new IR at the University. The success of the Leeds Met IR also depends to some extent on the self-archiving policies of publishers with which Leeds Met researchers have published their work. These self-archiving policies are not clear for many publishers, who may be re-considering their policies due to recent changes and may see the development of IRs as a threat to their business
CCS Networks for the UK: Benefits, Impacts and Regulation
No full text18.09.12 KB. Published version, ok to add to spiral, author (B. Oraee-Mirzamani) says that copyright with both conference organisers and authors. Also asked permission of co-authors.What benefits might be offered by developing well planned CCS networks? A review of the drivers for and barriers to the coherent development of CCS networks in the UK is used to synthesise a limited set of possible network topologies. The benefits offered by each topology for UK carbon dioxide and other atmospheric emissions are estimated. Other potential benefits are considered qualitatively, and a range of uncertainties identified. The complexity of CCS networks means that addressing these uncertainties is a challenging task, and the need for a whole systems approach is evaluated. Finally, implications for CCS regulation and policy are highlighted
In vivo and in vitro studies of cytosolic phospholipase A2 expression in Helicobacter pylori infection.
No full textModifications of mucosal phospholipids have been detected in samples from patients with Helicobacter pylori-positive gastritis. These alterations appear secondary to increased phospholipase A2 activity (PLA2). The cytosolic form of this enzyme (cPLA2), normally involved in cellular signaling and growth, has been implicated in cancer pathogenesis. The aim of this study was to investigate cPLA2 expression and PLA2 activity in the gastric mucosae of patients with and without H. pylori infection. In gastric biopsies from 10 H. pylori-positive patients, cPLA2 levels, levels of mRNA as determined by reverse transcriptase PCR, levels of protein as determined by immunohistochemistry, and total PLA2 activity were higher than in 10 H. pylori-negative gastritis patients. To clarify whether H. pylori had a direct effect on the cellular expression of cPLA2, we studied cPLA2 expression in vitro with different human epithelial cell lines, one from a patient with larynx carcinoma (i.e., HEp-2 cells) and two from patients with gastric adenocarcinoma (i.e., AGS and MKN 28 cells), incubated with different H. pylori strains. The levels of cPLA2, mRNA, and protein expression were unchanged in Hep-2 cells independently of cellular adhesion or invasion of the bacteria. Moreover, no change in cPLA2 protein expression was observed in AGS or MKN 28 cells treated with wild-type H. pylori. In conclusion, our study shows increased cPLA2 expression and PLA2 activity in the gastric mucosae of patients with H. pylori infection and no change in epithelial cell lines exposed to H. pylori
The role of mental toughness and affect in academic success within a higher education setting
No full text‘Mental Toughness’ is recognised as an important component in academic success (Robinson 2013) represented by the psychological qualities that determine how challenges are effectively addressed in pressurised situations (Dewhurst et al. 2012). Valiente et al. (2012) highlighted that negative emotions can have a detrimental impact on academic success. However little is known about the impact of positive affect on academic success (Valiente et al. 2012) although Qualter et al. (2009) found well-developed emotional intelligence to be important in successful retention of students in higher education (HE). The aim of this study was to investigate whether HE students who report greater mental toughness and positive affect are more likely to be academically successful. An opportunity sample of 175 University of West London Psychology students took part; 95 consented to have their modular results accessed by the researchers. Mental Toughness was measured using the Mental Toughness Questionnaire (MTQ48; Clough et al. 2002). Positive and negative affect were measured by the Positive and Negative Affect Scale (PANAS; Watson et al. 1988). Mean module assessment scores for the preceding semester were also recorded as an indicator of academic success. Correlational analysis indicated that Mental Toughness and Affect may differentially impact on males and females. Partial correlation analysis (controlling for participant age) revealed that module assessment scores in males positively correlated with the MTQ48 subscale ‘commitment’ and the Positive Affect scale. Module assessment scores in females positively correlated with the overall MTQ48 score and subscales of ‘commitment’ and ‘control of life’. Female participants showed no significant relationships between module assessment scores and the PANAS. This may suggest that a sense of commitment is an important factor in academic success and may relate to enhanced engagement with learning. In females, these findings may also indicate superior organisational skills have a positive influence on academic activities. These initial findings are part of an ongoing longitudinal study. Additional demographic variables will be examined to assess their potential impact on modular and overall academic performance in addition to student retention
Using non-nutritive sucking to support feeding development for premature infants: A commentary on approaches and current practice
No full textNon-nutritive sucking is often used with premature infants by either using a pacifier or an expressed breast nipple to support the introduction and development of early oral feeding. The pattern of non-nutritive sucking is distinct in that it involves two sucks per second in contrast to nutritive sucking which is one suck per second. Although some literature has identified that non-nutritive sucking has some benefit for the premature infant’s feeding development, it is not entirely clear why such an approach is helpful as neurologically, activation of non-nutritive and nutritive skills are different. A summary is presented of the main approaches that use non-nutritive sucking with reference to the literature. This paper also considers other factors and beneficial approaches to managing the introduction of infant feeding. These are: the infant’s toleration of enteral feeds pre oral trials, overall development and gestational age when introducing oral experiences, developing swallowing skills before sucking, physiological stability, health status, as well as the development and interpretation of infant oral readiness signs and early communication
Wellington : a novel method for the accurate identification of digital genomic footprints from DNase-seq data
No full textThe expression of eukaryotic genes is regulated by cis-regulatory elements such as promoters and enhancers, which bind sequence-specific DNA-binding proteins. One of the great challenges in the gene regulation field is to characterise these elements. This involves the identification of transcription factor (TF) binding sites within regulatory elements that are occupied in a defined regulatory context. Digestion with DNase and the subsequent analysis of regions protected from cleavage (DNase footprinting) has for many years been used to identify specific binding sites occupied by TFs at individual cis-elements with high resolution. This methodology has recently been adapted for high-throughput sequencing (DNase-seq). In this study, we describe an imbalance in the DNA strand-specific alignment information of DNase-seq data surrounding protein–DNA interactions that allows accurate prediction of occupied TF binding sites. Our study introduces a novel algorithm, Wellington, which considers the imbalance in this strand-specific information to efficiently identify DNA footprints. This algorithm significantly enhances specificity by reducing the proportion of false positives and requires significantly fewer predictions than previously reported methods to recapitulate an equal amount of ChIP-seq data. We also provide an open-source software package, pyDNase, which implements the Wellington algorithm to interface with DNase-seq data and expedite analyses
Teachers observing classroom communication: An application of the Communicating Supporting Classroom Observation Tool for children aged 4–7 years
No full textThe nature of ‘Teacher talk’ is likely to have a considerable bearing on the child’s learning but measuring the communication environment in the classroom can present challenges. One tool which does this is the Communication Supporting Classroom Observation Tool (CSCOT). Initial use suggested that it was valid and reliably used by specialists (psychologists and speech and language therapists) and special educational needs coordinators (SENCOs). A key question is whether it can be used routinely by classroom teachers and whether results coincide with those in earlier studies. CSCOT observations were carried out by teachers in 33 schools (32 Reception classrooms, 25 in Year 1 and 25 in Year 2) in two local authorities in the North East of England and teachers were asked afterwards to reflect on their experiences using the tool. Scores were in line with those in earlier studies and were consistently higher on all dimensions for reception compared to Year 2, but there was no difference between other year groups. Results were mostly consistent with the original studies. Language learning environment was higher relative to both language learning opportunities and interactions across all years (which again did not differ). There was a moderate interaction between language learning environment where scores were significantly higher in the Reception group and lower in the Year 2 group. Teachers supported the use of the CSCOT in their feedback, suggesting that CSCOT was easy to use and useful in informing practice. The CSCOT clearly has utility as a starting point in auditing classroom communication. It allows teachers to compare between classrooms and year groups and potentially fosters collaboration between teachers and specialist practitioners who focus on communication such as speech and language therapists. Further work could link the observation tool into an intervention program co-constructed with teachers.No Full Tex
OAPEN-UK: an Open Access Business Model for Scholarly Monographs in the Humanities and Social Sciences
No full textThis paper presents the initial findings of OAPEN-UK, a UK research project gathering evidence on the social and technological impacts of an open access business model for scholarly monographs in the humanities and social sciences
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