648 research outputs found
Mechanisms for 15dPGJ2 upregulaion of death receptor 5 gene expression in HCT116 cells: Involvement of reactive oxygen species and CHOP gene transcription.
No full textOptimization and sensitivity analysis of computer simulation models by the score function method
Full text linkExperimental Design;Simulation;Optimization;Queueing Theory
Novedades en Moranopteris R.Y. Hirai & J. Prado (Polypodiaceae) para el Neotrópico
No full textEstudios en la familia Polypodiaceae para la flora Pteridophyta de Costa Rica ha permitido encontrar una especie nueva de Moranopteris R.Y. Hirai & J. Prado de los Tepúes y Mesetas en Colombia y Venezuela: Moranopteris steyermarii A. Rojas. Se ha encontrado también que Moranopteris truncicola (Klotzsch) R.Y. Hirai & J. Prado está conformado por dos especies, por lo que se combina a Moranopteris andina (Hook.) A. Rojas como especie válida. Finalmente, Micropolypodium setulosum (Rosenst.) A.R. Sm., no fue combinado a Moranopteris, probablemente debido a los comentarios realizados por Moran en Flora Mesoamericana, sobre su posible relación con M. nanum (Fée) A.R. Sm.; sin embargo, debido a la observación de un isotipo en el herbario US, se pudo determinar que la especie es válida y está más relacionada a Moranopteris truncicola. Lo anterior definió como objetivo de esta investigación la resolución taxonómica del grupo.Novelties in Moranopteris R.Y. Hirai & J. Prado (Polypodiaceae) from the Netropics. Studies in the Polypodiaceae family for the flora Pteridophyta of Costa Rica has allowed to find a new species of Tepúes and Mesetas in Colombia and Venezuela: Moranopteris steyermarkii A. Rojas. It has also been found that Moranopteris truncicola (Klotzsch) R.Y. Hirai & J. Prado is conformed by two species, so it combines with Moranopteris andina (Hook.) A. Rojas as a valid species. Finally, Micropolypodium setulosum (Rosenst.) A.R. Sm., was not combined with Moranopteris, probably due to the comments made by Moran in Flora Mesoamericana, about its possible relation with M. nanum (Fée) A.R. Sm.; however, due to the observation of an isotype in the US herbarium, it was possible to determine that the species is valid and more related to Moranopteris truncicola. The above defined the objective of this research the taxonomic resolution of the group.Universidad Nacional, Costa RicaEscuela de Ciencias Biológica
Novelties in Moranopteris R.Y. Hirai & J. Prado (Polypodiaceae) from the Netropics
Full text linkEstudios en la familia Polypodiaceae para la flora Pteridophyta de Costa Rica
ha permitido encontrar una especie nueva de Moranopteris R.Y. Hirai & J. Prado
de los Tepúes y Mesetas en Colombia y Venezuela: Moranopteris steyermarii
A. Rojas. Se ha encontrado también que Moranopteris truncicola (Klotzsch)
R.Y. Hirai & J. Prado está conformado por dos especies, por lo que se combina
a Moranopteris andina (Hook.) A. Rojas como especie válida. Finalmente,
Micropolypodium setulosum (Rosenst.) A.R. Sm., no fue combinado a
Moranopteris, probablemente debido a los comentarios realizados por Moran
en Flora Mesoamericana, sobre su posible relación con M. nanum (Fée) A.R.
Sm.; sin embargo, debido a la observación de un isotipo en el herbario US, se
pudo determinar que la especie es válida y está más relacionada a Moranopteris
truncicola. Lo anterior definió como objetivo de esta investigación la resolución
taxonómica del grupo
Current Social and Cultural Technologies as the Means of Personality Development
No full textЛитвак Римма Алексеевна, доктор педагогических наук, профессор, заведующий кафедрой
педагогики и психологии, Челябинский государственный институт культуры, г. Челябинск,
[email protected]. R.Y. Litvak, [email protected]
Chelyabinsk State Institute of Culture, Chelyabinsk, Russian FederationВ статье раскрывается значение, особенности социокультурных технологий в развитии личности. Уточнены основные понятия. Представлены исследования ученых, посвященные социокультурным технологиям. Выделены общие черты и структура социокультурных технологий. Определены требования к педагогическим технологиям (концептуальность, антропоцентризм, ситуативность, контекстуальность). Автор отмечает отличие
и уникальность социокультурных технологий, особое внимание уделяет при этом содержательным характеристикам социокультурных технологий личностного развития. Выделяет наиболее эффективные традиционные и инновационные средства социокультурной
деятельности, а также методы и формы организации социокультурной деятельности, направленной на развитие личности. Представлены и охарактеризованы инновационные методики (социокультурное проектирование, бизнес-инкубаторы, технопарки, блоги, виртуальные музеи, перевернутое, витагенное, модульное, мобильное обучение и онлайн технологии) и способы личностного развития в образовательной и социокультурной сферах. The article reveals the meaning, peculiarities of social and cultural technologies in the development
of personality. The basic concepts are specified. Studies of scientists dedicated to social
and cultural technologies are presented. General features and structure of social and cultural
technologies are distinguished. The requirements for pedagogical technologies (conceptual importance,
anthropocentrism, situation and context consideration) are defined. The author notes
the difference and uniqueness of social and cultural technologies, paying special attention to
the content characteristics of social and cultural technologies of personal development. The author
identifies the most effective traditional and innovative means of social and cultural activity,
as well as the methods and forms of organization of social and cultural activities aimed at the development
of the individual. Innovative methods (social and cultural design, business incubators,
technology parks, blogs, virtual museums, flipped classroom, vital, modular, mobile training and
online technologies) and the ways of personal development in the educational, social and cultural
spheres are presented and characterized
Assessment of Myocardial Perfusion Reserve in Patients with Ischemic Heart Disease on 3 Tsela MRI
No full textA comparative study of the Finnish 4-H organization and the Wisconsin 4-H organization
Full text linkPlan BThe education of today’s youth, tomorrow’s future, is the focus of the 4-H organization. The aim of the 4-H program is to develop life skills in youth using hands-on learning. 4-H began in the heartland of America in the early 1900’s and soon stretched around the globe. 4-H or a partner organization of 4-H can be found in over 63 countries in the world (V. Gobeli, personal communication, February 25, 2002). The programming, structure, and principles of 4-H programs around the world are all based on the program that began in the United States, but the methods used are different in every country. It is even different among states in the United States. Each program has unique ideas used in the education of youth, but little communication exists to share these ideas among countries. The purpose of this study is to compare another country’s 4-H program to the program that has been long established in Wisconsin. The goal of the study is to show the similarities and difference of two programs that have been created using the same theme, “learning by doing.” Due to the scope of this research, the researcher chose to look only at one country. The country of Finland was chosen for comparison because of its location, similar structure, and its well-established example of European youth programming. The researcher looked at the history of the two programs to help establish the similarities and difference that might exist. The Finnish 4-H Federation began after two men visited the United States and observed the success of club work administered by the United States Department of Agriculture. The program ideas were changed to fit the needs of the Finnish people, with the key concept of life skill development remaining the same. The researcher also found that many articles have been written to show an importance in international programming and international travel. The research was done using ethnographic research along with a qualitative written survey and various interviews. The written survey was used to gain basic information before ethnographic research began. The research revealed that although the programs have the same basic goal, the two programs are very different. The largest differences were seen in projects offered, staff roles, leaders participation, and competition. It was found that both 4-H programs contained ideas of superior quality. If these ideas were shared, it could help to improve the program in the other country. The research not only compared the two programs, but also recommended further programs or studies that could be established based on the research performed
Revisiting "the Kingdom of Daughters": Gender Discourse on Flowers in the Mirror from the Middle Qing
No full text由於胡適在五四時期的詮釋，李汝珍的小說《鏡花緣》長期以來被認為是古典文學中提倡女權的先驅，對傳統中國的婦女問題有所發見。本文欲從不同時代、不同位置的讀者對《鏡花緣》的閱讀中，瞭解這樣的性別論述如何透過對古典文本抱持現實關懷的詮釋中建構而成，並將其影響力延續至今。作者企圖從此文導引出來的問題是：中國近代女權論述的建構中隱含的兩種預設──本質化的「西方」與「傳統」，如何影響時人對歷史文獻的評估。此種基於時代關懷的論述方式具有很大的影響力，使得後來的讀者面對的不僅是文本本身，而更是與晚清與五四時期的讀者進行對話。Because of Hu Shi’s interpretation during the May-fourth era, Li Ruzhen’s novel, Flowers in the Mirror (Jing-hua Yuan), has been regarded as a forerunner of the advocacy of women’s rights in classical literature and as having discovered the problems of women’s plight in traditional China. This article attempts to look over the various readings of Flowers in the Mirror from the readers of different eras and positions, in order to realize how this gender discourse was constructed on the basis of the interpretation of classical texts with contemporary concerns, and has kept its effectiveness even now.
The main question the author intends to pursue in this article is: how do the two assumptions, the essentialist “western” and the essentialist “tradition”, underlying the construction of feminist discourse from late Qing to May-fourth era, impinge on our evaluation of historical documents. This kind of discourse, derived from their contemporary concern, has great effectiveness, and causes the subsequent readers, not only to face the text itself, but also to converse with the readers of May-fourth era and late Qing
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