3,689 research outputs found
Professor Angela Shannon
No full textAngela Shannon shares her poetry with the Taylor community.
Angela Shannon is the author of Singing the Bones Together, a 2004 Minnesota Book Awards Finalist. She teaches English at Bethel University. Her work has been published in journals, textbooks, and anthologies, including TriQuarterly, Ploughshares, Where One Ends Another Begins: 150 Years of Minnesota Poetry, and Beyond the Frontier: African American Poetry for the 21st Century. Her choreopoem Root Woman premiered at the Fleetwood-Jourdain Theater in Evanston, Ill
Ablation of aquaporin‐9 ameliorates the systemic inflammatory response of lps‐induced endotoxic shock in mouse
No full textSeptic shock is the most severe complication of sepsis, being characterized by a systemic inflammatory response following bacterial infection, leading to multiple organ failure and dra-matically high mortality. Aquaporin‐9 (AQP9), a membrane channel protein mainly expressed in hepatocytes and leukocytes, has been recently associated with inflammatory and infectious re-sponses, thus triggering strong interest as a potential target for reducing septic shock‐dependent mortality. Here, we evaluated whether AQP9 contributes to murine systemic inflammation during endotoxic shock. Wild type (Aqp9+/+; WT) and Aqp9 gene knockout (Aqp9−/−; KO) male mice were submitted to endotoxic shock by i.p. injection of lipopolysaccharide (LPS; 40 mg/kg) and the related survival times were followed during 72 h. The electronic paramagnetic resonance and confocal microscopy were employed to analyze the nitric oxide (NO) and superoxide anion (O2−) produc-tion, and the expression of inducible NO‐synthase (iNOS) and cyclooxigenase‐2 (COX‐2), respec-tively, in the liver, kidney, aorta, heart and lung of the mouse specimens. LPS‐treated KO mice survived significantly longer than corresponding WT mice, and 25% of the KO mice fully recov-ered from the endotoxin treatment. The LPS‐injected KO mice showed lower inflammatory NO and O2− productions and reduced iNOS and COX‐2 levels through impaired NF‐κB p65 activation in the liver, kidney, aorta, and heart as compared to the LPS‐treated WT mice. Consistent with these results, the treatment of FaO cells, a rodent hepatoma cell line, with the AQP9 blocker HTS13268 prevented the LPS‐induced increase of inflammatory NO and O2−. A role for AQP9 is suggested in the early acute phase of LPS‐induced endotoxic shock involving NF‐κB signaling. The modulation of AQP9 expression/function may reveal to be useful in developing novel endotoxemia therapeutics
Angela Shanté : 2022 Irma Black Award Silver Medal Acceptance Speech
No full textAuthor Angela Shanté gives an acceptance speech for When My Cousins Come to Town, illustrated by Keisha Morris (West Margin Press)https://educate.bankstreet.edu/irma_black_awards/1004/thumbnail.jp
The Family History of Angela Ruth Weidert
No full textAngela Ruth Weidert authored this family history as part of the course requirements for HIST 550/700 Your Family in History offered online in Spring 2018 and was submitted to the Pittsburg State University Digital Commons. Please contact the author directly with any questions or comments: [email protected]
Materia-autore = Author-Matter
No full textThe etymology of the word author refers to an act of creation, an act of augmentation, from the Latin verb augere. Author instantiates creation, the expansion of the pre-existing. In 1967 Roland Barthes declared the death of the author in his famous essay to state once more that the crisis is that of the author as a single subjectivity and as a term that condenses prestige, undermined by the de-subjectivation strategies of automatism, fortuity and fragmentation of the historical avant-gardes, as well as by the machinic act and by the reproducibility of the second avant-gardes.
Fifty years after Barthes’ paradigmatic formula, this lack of authorship appears to be a successful brand. The ten- sions between the anomie of matter, the law that establishes authorship and the economy that makes the work pos- sible, invoke discordant perspectives. Artists make the self-destruction of their work the real work, and appeal is made for the demolition of architectures, whether by a recognised author or not, in order to re-design, or better still, re-claim the territory. Artificial intelligence consolidates its logics and its design by progressively shedding human ingenuity. The space of criticism becomes, finally, increasingly ephemeral. However, there is an acceptation of criti- cism that is, rather than an individual ‘signature’, an exploration and explanation of how design makes theory.
The binomial author-matter seeks to mark these tensions and contradictions: the featured term author is main- tained to underline the persistence of that prestigious subjectivity, at the very moment when the rhetoric of “mat- ter as an author” promises other forms of authorship
Giussani Sansoni, Angela
No full textLa scheda ricostruisce la vita e l'apporto della scrittrice Angela Giussani Sansoni alla letteratura per l'infanzia.The headword explains the biography and the contribution of the author Angela Giussani Sansoni to the children's literature
DOES DONKEY’S MILK MAY REPRESENT AN ALTRNATIVE DIETARY SUPPORT IN PATIENTS WITH COW’S MILK-INDUCED IgE- MEDIATED AND NON- IgE- MEDIATED DISORDERS? CASE REPORTS
No full textDeliberation and journalism
No full textThe first chapter in 'International Journalism and Democracy' re-examines current ideas about the role of journalism in promoting democracy, introducing the concept of "deliberative journalism". 'Deliberation and Journalism' lists the ways in which journalists can assist deliberation and politics in communities around the world. The chapter defines deliberation as a specific form of conversation that precedes and promotes decision-making and action by members of a community. The author recognises the difficulty of engaging in deliberation in communities that are divided by different interests, identities, backgrounds, resources and needs. She provides examples of strategies that journalists can use to encourage inclusive and productive deliberation in the face of community diversity.\ud
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The chapter introduces examples of types of deliberative journalism that have emerged around the globe. These include strategies that have been sometimes been labeled as public journalism, civic journalism, peace journalism, development journalism, citizen journalism, the street press, community journalism, environmental journalism, and social entrepreneurism. The chapter also includes models of journalism that have not yet been given any particular name. Although the book identifies problems surrounding the theory and practice of these forms of journalism, the author notes that this is to be expected. Most models of deliberative journalism are relatively new, with none being more than a few decades old. The author concludes that resolution of these problems will only occur incrementally
PRODUCTION OF DONKEY MILK FOR HUMAN FEEDING: CHANGES OF GROSS COMPOSITION AND ENERGETIC VALUE DURING LACTATION
No full textAccompagnement d'une communauté hétérogène d'étudiants dans l'orientation et la réussite
No full textInternational audienceThe TREMP-Li-N course was created at the Faculty of Science and Technology of Nantes University in response to the ORE law (Orientation and Success of Students) in 2018, so that students who are far from the expected knowledge can acquire, during a preparatory year, the necessary foundations to integrate the first year of the Bachelor's degree of their choice the following year. This community of about a hundred students is heterogenous due to different geographic origin and anterior formation, as well as social-economic level. These students mayhave several reasons for dropping out during the year, linked to health problems (autism, epilepsy, dyslexia, etc.), the need to work alongside their studies, family problems, etc.From four years participatory workshops for personal development and university work methodologies transmission are proposed to this community of students.These workshops, designed by the psychologist Hélène Weber, address transversal skills necessary for university success (learning to learn, to work and communicate in a team, to organize, to orientate and to motivate oneself). They promote exchange and mutual assistance in the class group, better orientation in training as well as the establishment of an educational relationship of trust and support for the accompanying teacher (Weber H, 2019 and 2022).The Covid-19 health crisis in 2020 allowed the evolution of the system towards the creation of ten workshops hybridized (remote reflection of the student, response to questions and submission homework, face-to-face exchange with the group and the teacher). This educational development for the most introspective workshops favorized the exchanges with the group and the teacher and continues to be applied.The orientation workshop, which aims to align the tastes, talents and values of students to give meaning to their studies and professional projects, is the most relevant example.The positioning of the workshop over the year, the posture of the teacher and the educational relationship of trust between the students and the teacher (Kozanitis & Latte 2017) are essential for the animation of introspective workshops.We have noticed tangible beneficial effects of CARé workshops on student success and the reduction in dropouts of first-time entrants to TREMP-Li-N course (Tesse et al., 2023).Each year, teachers are trained to run these workshops on transversal skills. The 100% digital modules help to the self-training of these facilitators. However, training university teachers to run workshops on transversal skills and the most introspective workshop on “guidance for a meaningful life” is a challenge. Consequently, offering the most difficult workshop during this i-Lab would make it possible to raise appropriation difficulties and provide solutions of this specific workshop addressed to train the community of teacher facilitators.Le parcours TREMP-Li-N a été créé à la Faculté de Sciences et Techniques de Nantes en réponse à la loi ORE (Orientation et Réussite des Étudiants) en 2018, pour que des étudiants loin des attendus puissent acquérir, en une année préparatoire, les bases nécessaires pour intégrer, l'année suivante, la première année de la Licence de leur choix. Cette communauté d'une centaine d'étudiants est hétérogène due à l'origine géographique, la formation antérieure, l'âge et le niveau socio-économique. Ces étudiants peuvent avoir plusieurs raisons pour décrocher en cours d'année, liées à des problèmes de santé (autisme, épilepsie, dyslexie...), au besoin de travailler en parallèle de leurs études, à des problèmes familiaux, etc...Depuis quatre ans, des ateliers participatifs de développement personnel et des méthodologies de travail universitaire leur sont proposés. Ces ateliers, mis en place dans le projet CARé (Centre d'Aide à la Réussite Étudiante), pensés par la psychologue Hélène Weber, abordent des compétences transversales nécessaires pour la réussite universitaire (apprendre à apprendre, à travailler et communiquer en équipe, à s'organiser, à s'orienter et à se motiver). Ils favorisent l'échange et l'entraide dans le groupe classe, une meilleure orientation dans la formation ainsi que l'installation d'une relation pédagogique de confiance et d'appuis sur l'enseignant accompagnateur (Weber H, 2019 et 2022). La crise sanitaire Covid-19 en 2020 a permis l'évolution du dispositif vers la création de dix ateliers hybrides (réflexion en distanciel de l'étudiant, réponse à des questions et dépôt de devoir, échange en présentiel avec le groupe et l'enseignant). Cette évolution pédagogique pour les ateliers les plus introspectifs a permis de dynamiser les échanges avec le groupe et l'enseignant et continue à être appliquée. L'atelier sur l'orientation, qui vise à aligner les gouts, les talents et les valeurs des étudiants pour donner du sens à leur projet d'études et professionnel en est l'exemple le plus pertinent. Le positionnement de l'atelier sur l'année, la posture de l'enseignant et la relation pédagogique de confiance entre les étudiants et l'enseignant (Kozanitis & Latte 2017) sont essentiels pour l'animation des ateliers introspectifs. Nous avons remarqué des effets bénéfiques tangibles des ateliers CARé sur la réussite des étudiants et la réduction des décrochages des primo-entrants du parcours TREMP-Li-N (Tesse et al., 2023). Chaque année des enseignants sont formés à l'animation de ces ateliers portant sur les compétences transversales. Les modules 100% numériques aident à l'autoformation de ces animateurs. Cependant, former des enseignants universitaires à l'animation d'ateliers portant sur les compétences transversales et sur un atelier plus introspectif concernant « l'orientation pour une vie qui a du sens » est un défi. Par conséquent, proposer aux participants de cet i-Lab l'atelier le plus difficile, en hybride (atelier numérique avant puis échange en présentiel), permettrait de soulever des difficultés d'appropriation et d'apporter des pistes dans l'animation de cet atelier spécifique pour former la communauté des enseignants animateurs à l'accompagnement d'une communauté hétérogène d'étudiants
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