Suchergebnisse

From Staten Island, reports himself to Partridge; notes he would like to defer his entrance until Spring; would like to board with cadets Jacobs and Embury. ; Transcription by Bailey Beltramo. Transcriptions may be subject to error.

M. S. Sreerekha. State without Honour: Women Workers in India's Anganwadis. New Delhi: Oxford University Press, 2017, 348 pages, ₹950. ISBN: 9780199468164.

Vaccine efficacy is based on clinical data. Currently, the assessment of immune response after SARS-CoV-2 vaccination is scarce. A total of 52 healthcare workers were immunized with the same lot of BNT162b2 vaccine. The immunological response against the vaccine was tested using a T-specific assay based on the expression of CD25 and CD134 after stimulation with anti-N, -S, and -M specific peptides of SARS-CoV-2. Moreover, IgG anti-S2 and -RBD antibodies were detected using ELISA. Furthermore, the cell subsets involved in the response to the vaccine were measured in peripheral blood by flow cytometry. Humoral-specific responses against the vaccine were detected in 94% and 100% after the first and second doses, respectively. Therefore, anti-S T-specific responses were observed in 57% and 90% of the subjects after the first and second doses of the vaccine, respectively. Thirty days after the second dose, significant increases in T helper 1 memory cells (p < 0.001), peripheral memory T follicular helper (pTFH) cells (p < 0.032), and switched memory (p = 0.005) were observed. This study describes the specific humoral and cellular immune responses after vaccination with the new mRNA-based BNT162b2 vaccine. A mobilization of TFH into the circulation occurs, reflecting a specific activation of the immune system. ; Funding: This work was partially supported by the Cantabrian Government, grant number 2020UIC22-PUB-001, and from Instituto de Salud Carlos III, grant number COV20/00170.

Nigel M. de S. Cameron: Will Robots Take Your Job?: A Plea for Consensus. Malden, MA / Cambridge: Polity Press 2017. 978-1-509-50956-0

Trial of Adolphe Granier, manager of the newspaper La glaneuse, in the Cour d'assises du Rhône. ; Bound with: Lettre de M. Arago sur l'embastillement de Paris -- Procès de la presse patriote -- Ouvrages républicains -- Rapport du comité lu a la société -- Vie politique de Marie-Paul-Jean-Roch-Yves-Gilbert Motié, marquis de Lafayette -- Un bon roi! ; Mode of access: Internet.

SHIELDS, CAROLYN M. Courageous leadership for transforming schools: democratizing practice. Norwood, MA: Christopher-Gordon Publishers. (2009). 235 pp. Paper $49.95. (ISBN 1- 9933760-26-5)

Libro: Cardona Zuleta, L. M. (2016). La culebra sigue viva: miedo y política. Medellín: Universidad Nacional de Colombia.

"In diesem Aufsatz werden zunächst die Milieukonzepte von M. Rainer Lepsius und seine Milieu-Typologie vorgestellt und diskutiert. Im zweiten Teil wird die Frage aufgegriffen, ob und inwiefern die von Lepsius entwickelte Begrifflichkeit für die historische Forschung geeignet ist. Ziel des Beitrags ist die Problematisierung der Begrifflichkeit." (Autorenreferat)

Volltext // Exemplar mit der Signatur: München, Bayerische Staatsbibliothek -- Gall.rev. 578

The article is devoted to the perception of the Czechoslovak Republic and the personality of its first president, T.G. Masaryk, by the famous Ukrainian socio-political, cultural and educational figure Maksym Slavinsky (1868-1945). The research methodology is based on the study and critical analysis of M. Slavinsky's official addresses to the top leadership of Czechoslovakia, his interviews and publications about T. G. Masaryk, essays on international relations and other political journalism. The use of the research principles of historicism, scientific objectivity and systematicity contributed to the study of the peculiarities of M. Slavinsky's perception of the Czechoslovak Republic and the figure of its first president, T. G. Masaryk. The author of the article notes that one of the priority objects of study for Ukrainian emigrants in the interwar period was the Czechoslovak Republic and the figure of its first president T. G. Masaryk. To a large extent, this is explained by the unique support of the authorities of this country for the cultural needs of Ukrainian refugees. In their writings, teaching staff and students of educational and cultural-scientific institutions established in the Czechoslovak Republic repeatedly paid attention to various aspects of T. G. Masaryk's activities, thus expressing gratitude to the Czechoslovak Republic and its leader for their support. It was noted that the peculiarity of the coverage of this topic by M. Slavinsky was that he touched it not as a scientist, but as a statesman, being in 1919-1923 the head of the Extraordinary Diplomatic Mission of the Ukrainian People's Republic in the Czechoslovak Republic, in 1923-1939 - as an emigrant. It was established that as the head of the diplomatic mission of the Ukrainian People's Republic and later as an emigrant, M. Slavinsky evaluated the figure of T.G. Masaryk from the point of view of his political successes. A certain glorification is noticeable in the assessments of the president of Czechoslovakia. The Czechoslovak Republic was mentioned in the context of a successful state-building experience, in particular, its democracy, political consolidation of the country, peaceful foreign policy were noted. He assessed the attitude towards Ukraine as neutrality, noted Prague's support for Ukrainian military emigration. The high evaluations of the Czechoslovak Republic were not determined only by the diplomatic tact of the representative of Ukraine. They reflected the serious domestic and foreign political achievements of the young state. As an emigrant, M. Slavinsky did not change his high assessment of the Czechoslovak Republic and its first president, he emphasized their support for the cultural life of Ukrainian emigrants. However, after the destruction of the Czechoslovak Republic in 1938-1939, M. Slavinsky mentioned the unresolved national issue and stated the problems of the country's foreign policy orientation.

Abstract This publication has been produced as part of Kolarctic CBC programme project KO2071 "Development of common approaches to involvement youth into science and technical sphere" (BeTech!), which is searching for the best practices and guidelines in facilitating science and technology teaching and learning processes in primary and secondary schools in Finland, Norway, and Russia, with special focus on technology sector in business and industry. The publication is divided into three parts. At first, the contents of this publication are put into the Finnish context by brief description of the education system in Finland and some peculiarities of the new national core curriculum in basic education in Finland, which have some impact on science and technology teaching and learning. In second part the history, present and new actors in developing best practices in science and technology education in Finland is described concluding, that there is a need for national level steering and organizing the development of science and technology teaching and learning. The third part focuses on with more detail to the technology industry cooperation and future needs for science and technology education in Oulu region concluding, that cooperation between school-level and technology industry level needs concrete and sustainable actions for better teaching and learning for professional future in the sphere of technology industry. This publication can be used as study material which supports the development of science and technology teaching and learning processes. BeTech! project is funded by the Kolarctic CBC, EU, Russia, Norway, and Finland. This publication has been produced with the assistance of the European Union. The contents of this publication are the sole responsibility of the authors and can in no way be taken to reflect the views of the European Union. ; Tiivistelmä Tämä julkaisu on tuotettu osana Kolarctic CBC -hanketta KO2071 "Yhteisten lähestymistapojen kehittäminen nuorten osallistamiseksi tieteeseen ja teknologiaan" (BeTech!), jossa etsitään parhaita käytäntöjä ja ohjeita luonnontieteiden ja teknologian opetus- ja oppimisprosessien helpottamiseksi perus- ja toisen asteen koulutuksessa Suomessa, Norjassa ja Venäjällä, keskittyen erityisesti teknologiasektoriin liiketoiminnassa ja teollisuudessa. Julkaisu on jaettu kolmeen osaan. Aluksi tämän julkaisun sisältö asetetaan suomalaiseen kontekstiin kuvaamalla lyhyesti Suomen koulutusjärjestelmää ja joitain uusien perusopetuksen opetussuunnitelman perusteiden erityispiirteitä, joilla voi olla vaikutusta luonnontieteiden ja teknologian opetukseen ja oppimiseen. Toisessa osassa kuvataan Suomen tiede- ja teknologiakasvatuksen parhaiden käytäntöjen kehittämisen historiaa, nykyisyyttä ja uusia toimijoita. Päätelmänä todetaan, että kansallisella tasolla tarvitaan ohjausta ja organisointia luonnontieteiden ja teknologian opetuksen ja oppimisen kehittämiseen. Kolmannessa osassa keskitytään yksityiskohtaisemmin teknologiateollisuuden yhteistyöhön ja Oulun seudun tiede- ja teknologiakasvatuksen tuleviin tarpeisiin. Päätelmänä on, että koulutason ja teknologiateollisuuden välinen yhteistyö edellyttää konkreettisia ja kestäviä toimia opetuksen ja oppimisen parantamiseksi ammatillista tulevaisuutta varten teknologiateollisuuden alalla. Tätä julkaisua voidaan käyttää oppimateriaalina, joka tukee luonnontieteiden ja teknologian opetus- ja oppimisprosessien kehittämistä. Hanketta rahoittavat Kolarctic CBC, EU, Venäjä, Norja ja Suomi. Tämä julkaisu on tuotettu Euroopan unionin avustuksella. Tämän julkaisun sisältö on yksinomaan kirjoittajien vastuulla, eikä se millään tavalla kuvasta Euroopan unionin näkemyksiä.