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MICHELOT, CLAIRE. "Pneumopathie a haemophilus influenzae : actualites a propos de 37 nouveaux cas." Nantes, 1992. http://www.theses.fr/1992NANT071M.
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LEBRETON, BERNARD. "Le poumon eosinophile : demarche diagnostique a propos de 37 nouvelles observations." Nantes, 1989. http://www.theses.fr/1989NANT013M.
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Offret, Ashley. "A Dozen Little Farinellos: A Reception History of Farinelli in London, 1734-37." Cincinnati, Ohio : University of Cincinnati, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1243307656.
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Thesis (Master of Music)--University of Cincinnati, 2009.Advisor: Melinda Boyd. Title from electronic thesis title page (viewed Aug. 19, 2009). Includes abstract. Keywords: Farinelli; Castrati; Handel; London; Reception history; Baroque Opera; Gender Roles. Includes bibliographical references.
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Beck, Jeffrey. "Reconstructions of the Sennacherib/Hezekiah narratives a study of Isaiah 36-37; 2 Kings 18:13-19:37; and 2 Chronicles 32:1-22 /." Theological Research Exchange Network (TREN), 1991. http://www.tren.com.
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劉偉成. "盪懷生家國 : 中國新詩與現代性 1917-37 = A project on Chinese poetry and modernity 1917-37." HKBU Institutional Repository, 2019. https://repository.hkbu.edu.hk/etd_oa/647.
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現代性，在 19 世紀初傳入中國時，只算是願景，成為晚清以後知識份子推動社會改革的目標；而詩，則是幾千年來的中國文化精粹, 是士人操持的語言。兩個分別屬於過去和未來的理念卻多次給譚嗣同、梁啟超、黃遵憲、胡適等先鋒拉在一起，試圖以解放詩體帶動社會改革 ---- 新詩便是以「修身到治國」的推展模式成就的「現代傳統」。在第一重的推展中，周作人率先以〈小河〉實踐其所謂的「人的文學」，聞一多有感於滿目瘡痍的文化景象，以「休息的馳態」，勉勵人伺機而動；在第二重的推展中，魯迅、徐志摩以散文詩來包容「現代鄉愁」中的文化矛盾，保住了時代的開放性；在第三重的推展中，曹葆華、李金髮和侯汝華進一步擴大接收的面向，通過翻譯外國的詩論和詩作鞏固新詩的格局，拓展風格。論文題目中的「盪懷生家國」所涉的就是此層層推展的家國關懷。中國的現代性或許就是那以借來的現代性為目標的追尋，令近代中國掉入了如此弔詭：當國家因救亡的迫切需要而從西方承接了「實用現代性」以興產業、壯國防；而中國詩歌幾千年以來都是最能啟蒙民心的「抒情傳統」的載體，它的發展在「詩體解放」後卻遭到忽略，連同其中所包含的「審美現代性」也遭到壓抑---- 中國詩人嘗試掙脫個人抒懷和羣治籌謀的矛盾的困鎖，將自己歸化到歷史發展的大勢中去推動社會發展，遂激起上述的重重波瀾。
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Good, Miranda Elizabeth. "A FUNCTIONAL PORE DOMAIN IS NECESSARY FOR GROWTH SUPPRESSION BY CONNEXIN 37." Thesis, The University of Arizona, 2009. http://hdl.handle.net/10150/192473.
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SERVIERES, CHRISTIAN. "Les ruptures traumatiques fraiches du tendon d'achille : a propos de 37 cas." Toulouse 3, 1989. http://www.theses.fr/1989TOU31027.
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Emery, Jean-Luc. "Les syndromes depressifs dans les schizophrenies dysthymiques : a propos de 37 cas." Rennes 1, 1993. http://www.theses.fr/1993REN1M083.
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GUILBERT, LYDIE. "L'interet du scanner dans les pancreatites aigues : a propos de 37 observations." Lille 2, 1988. http://www.theses.fr/1988LIL2M008.
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PLOTON, RICHALET CAROLINE. "Les endoprotheses coronaires : resultats a court et moyen terme ; a propos de 37 cas." Lyon 1, 1993. http://www.theses.fr/1993LYO1M329.
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Fialová, Kristina. "Miklós Rózsa - život a dílo se zaměřením na Koncert pro violu a orchestr op.37." Master's thesis, Akademie múzických umění v Praze.Hudební a taneční fakulta. Knihovna, 2014. http://www.nusl.cz/ntk/nusl-178003.
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This thesis introduces biography of Hungarian, often overlooked, composer Miklós Rózsa and the focus is on his Concerto for Viola and orchestra op. 37. His biography is in nine chapters by life periods, chapter no. 10 is about his Concerto for Viola and orchestra op.37.
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Viman, Olof. "Stability and Change in Personality in Adult Women Over a 37-Year Period." Thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-23889.
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AbstractThe present study aims to examine mean-level, rank-order, and individual-level change in personality in two population-based samples of women. Participants were followed over 37 years from mid-life to old age, including two cohorts aged 38 to 75 years and 46 to 83 years. Participants completed the Cesarec-Marke Personality Schedule – a self-report measure of Murray’s psychogenic needs – in 1968 and 2005. Mean levels of need for affiliation, order, nurturance, and succorance increased whereas need for dominance, aggression, and defense of status decreased, but effect sizes were generally small and test-retest correlations were generally strong, suggesting personality stability. By contrast, significant changes were observed at the individual level, with participants both increasing and decreasing in most psychogenic needs. Eighty five percent (85%) of the participants changed significantly in at least one psychogenic need.SammanfattningDenna studie undersöker medelvärdes-, rangordnings- och individuell förädring av personlighet i två urval av kvinnor. Deltagarna följdes över 37 år; den ena kohorten från 38 år till 75 år och den andra från 46 år till 83 år. Deltagarna besvarade Cesarec-Marke personlighetsformulär – ett självskattningsmått av personlighet utifrån Murrays psykogena behov – 1968 och 2005. Medelvärdet ökade för behov av tillhörighet, att ha ordning, att bli omhändertagen samt att ta hand om andra. Medelvärdet minskade för behov av att leda/dominera, att hämnas/retas samt känslighet för andras åsikter/att undvika misstag. Effektstyrkan var generellt liten, och korrelationskoefficienterna mellan baslinje och uppföljning var generellt höga vilket tyder på personlighetsstabilitet. Å andra sidan sågs signifikanta förändringar på individnivå, med deltagare som både ökade och minskade signifikant på de flesta psykogena behov. Åttiofem procent (85%) av deltagarna förändrades signifikant på minst ett psykogent behov.
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Cho, Taeseung. "A rhetorical analysis of Ezekiel 37:1-14 defining the function of ruaḥ /." Theological Research Exchange Network (TREN), 2008. http://www.tren.com/search.cfm?p001-1200.
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Cho, Taeseung. "A rhetorical analysis of Ezekiel 37:1-14 defining the function of ruah /." Dallas, Tex. : Dallas Theological Seminary, 2008. http://dx.doi.org/10.2986/tren.001-1200.
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Sargent, Andrew Dean. "Why hassel [sic] with a tassel? an exegesis of Numbers 15:37-41 /." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.
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MAZABRAUD, FLORENCE. "Larva migrans viscerale : larva migrans oculaire ; a propos du suivi de 37 sujets." Clermont-Ferrand 1, 1993. http://www.theses.fr/1993CLF1MS01.
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COSTE, JEAN-DOMINIQUE. "Maladie de crohn et grossesse : a partir d'une etude retrospective de 37 grossesses." Lyon 1, 1993. http://www.theses.fr/1993LYO1M037.
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Cadrin, Paul. "A tonal analysis of the First String Quartet, opus 37, by Karol Szymanowski." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/26779.
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In 1917, at the peak of the most productive period of his creative life, the Polish composer Karol Szymanowski (1882-1937) undertook his First String Quartet in C, opus 37. Of the four movements originally planned, three were published in 1925. These three movements reflect important directions in the evolution of the composer's style: from a youthful fervor toward German late romanticism (First Movement), through Szymanowski’s discovery of French impressionism (Second Movement), to his most daring experiment with polytonality (Third Movement).
The complexity of this work, particularly of its tonal-harmonic language, raises questions which this dissertation proposes to answer. In order to do this, a three-tiered approach is used. At a first level, the surface of the work in all its details is represented as a network of lines according to stated criteria of continuity. At a second level, the structurally decisive outer-voices are extracted and the verticalities providing the harmonic framework for linear motions identified. Finally, at a third level, the tonal-harmonic structure is represented through multilevelled Roman numeral designations, on the one hand; and, on the other, broad directions of motion encompassing major sections and entire movements are portrayed in outer-voice frameworks. Following a discussion of these methodological stages, each movement is analyzed in detail. A summary of significant principles of polytonality introduces a discussion of Szymanowski's application of these in the Third Movement. As a broad commentary on the composer's style and technique in the First Quartet, the final chapter examines particular procedures manifest in all three movements. Voice-leading graphs for the entire Quartet are appended.Arts, Faculty of
Music, School of
Graduate
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Silva, Puig Denis. "Praxis de las acciones a balón parado en fútbol. Revisión conceptual bajo las teorías de la praxiología motriz." Doctoral thesis, Universitat Rovira i Virgili, 2011. http://hdl.handle.net/10803/42929.
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Este estudio parte de dos objetivos: el primero es teórico y justifica mediante la teoría de la Praxiología Motriz la sustitución del término “estrategia” cuando se habla de la reanudación del juego en fútbol por el de “acciones a balón parado” (ABP). El segundo pretende demostrar mediante cuatro estudios de observación la relevancia práxica de este tipo de acciones en competición y entrenamiento. El primero de éstos analiza las características de los goles a balón parado de la Liga BBVA 2008-2009, el segundo la frecuencia y eficacia de las ABP, el tercero la eficacia en los saques de esquina según las zonas del área y el cuarto sobre su entrenamiento.
Uno de los resultados destacable es la escasa dedicación al entrenamiento de este tipo de acciones (5,5% del tiempo total del mismo). Por otro lado, se observa que en competición el 32,1% de los goles provienen de este tipo de acciones, las zonas más influyentes son el Área de Meta y The Critical Area.
Palabras clave: estrategia, acciones a balón parado, praxiología motriz, the critical area.This study is based on two objectives: the first is theoretical and justifies the substitution of the term "strategy" with the term "set pieces" when talking about the resumption of play in football using the theory of Motor Praxiology. The second one tries to demonstrate the practical relevance of such actions in competition and training by means of four observation studies. The first study analyzes the characteristics of goals from set pieces in the BBVA League season 2008-09, the second one analyses the frequency and effectiveness of the set pieces, the third one analyses the efficiency of corners regarding the zones of the penalty box, and the fourth one analyses their training. One of the remarkable results is the low dedication to train the set plays (5.5% of total training time). On the other hand, in competition the 32.1% of goals come from such actions, the most influential areas are the 6-Yard Box and The Critical Area. Keywords: strategy, set pieces, motor praxiology, the critical area.
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Essomba, Miquel Àngel. "Els discursos sobre atenció a la diversitat en la comunitat educativa a Catalunya." Doctoral thesis, Universitat Autònoma de Barcelona, 2003. http://hdl.handle.net/10803/5019.
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L'objectiu general de la tesi és analitzar la dissociació entre discurs i pràctica pel que fa a la diversitat i l'atenció a la diversitat en el sistema educatiu. Una primera part de recerca ha estat centrada en la fonamentació del discurs i correspon al marc teòric d'aquesta tesi. Aquest marc ha estat construït a partir de dues grans conceptualitzacions: la diversitat, en tant que realitat social, i l'atenció a la diversitat, en tant que pràctica pedagògica.
- La reflexió teòrica sobre "diversitat" es desenvolupa a partir de les darreres aportacions de la teoria sociològica i filosòfica a voltant de la qüestio de la Modernitat.
- La reflexió teòrica sobre "atenció a la diversitat" es desenvolupa a partir de les darreres aportacions ètiques i polítiques sobre l'educació, abordant conceptes com igualtat, desigualtat i diferència.
La segona part de recerca ha estat més centrada en l'explicació dels mecanismes de construcció del discurs, constituint la part empírica. Ha estat construïda a partir d'una aproximació metodològica qualitativa, considerant dos grans factors: una perspectiva diacrònica i una perspectiva sincrònica.
- Per a la perspectiva diacrònica es considera el discurs formal que han produït diverses institucions educatives pertanyents a la comunitat educativa durant el període 1990-2000. Les tècniques de recollida d'informació han estat documentals.
- Per a la perspectiva sincrònica s'han usat algunes dades (sis transcripcions de grups de discussió) recollides en el marc de la Conferència Nacional d'Educació, concretament de la secció III sobre "Atenció a la Diversitat", coordinada pel Dr. César Coll.
Les conclusions, de naturalesa conceptual, substantiva i operativa, obtingudes a partir d'una anàlisi basada en els principis de la Grounded Theory, són les següents:
- Existeix una simplificació generalitzada del discurs sobre atenció a la diversitat en el conjunt de la comunitat educativa, que esbiaixa el caràcter general i integral d'aquest principi estratègic i identifica la globalitat del terme amb aspectes parcials i subsidiaris del significat ampli.
- Existeix una diferència significativa entre el discurs elaborat per membres de la comunitat educativa que són professionals de l'ensenyament i aquells que no en són.
- S'aprecia un consens sobre la importància general de l'Atenció a la Diversitat en el conjunt del sistema educatiu, i simultàniament un disens sobre quina dimensió de l'Atenció a la Diversitat cal posar-hi èmfasi.
- Els diversos agents i sectors de la comunitat educativa dipositen una expectativa i exigeixen uns objectius diferenciats a la institució escolar amb relació a l'Atenció a la Diversitat.
- L'actuació de l'Administració educativa condiciona els continguts i l'estructura dels discursos sobre atenció a la diversitat de la resta de sectors de la comunitat educativa, i existeixen diferències significatives en la magnitud i el grau d'acord de la rèplica.
- El contingut dels discursos institucionals sobre atenció a la diversitat ve condicionat per factors sociohistòrics de les organitzacions que els produeixen, facilitant així la reproducció dels interessos i la legitimació de determinades dimensions d'aquest principi estratègic.
- El motor inicial i la generalització del discurs sobre Atenció a la Diversitat correlaciona amb la implantació de la Reforma educativa que va suposar l'aprovació i desplegament de la LOGSE.
- Existeixen diferents mecanismes de transformació del discurs sobre Atenció a la Diversitat entre els diversos sectors de la comunitat educativa, diferenciant-se en el ritme, la intensitat i la orientació d'aquests canvis, així com en la relació que estableixen amb la realitat social.
- Les vies d'accés al coneixement que permeten elaborar el discurs sobre atenció a la diversitat són diferenciades segons el grau de formalitat de la institució educativa: mentres que per a l'educació formal l'input prové directament de la comunitat científica, en el cas de l'educació no formal l'input prové majoritàriament de la pròpia educació formal.
The general aim of this thesis is to analize the lack of association between the discourse and the practice about Diversity and Education for Diversity within the system of Education.
The first part of this research has been focused in the fundamentals of the discourse and it has become the theoretical framework of the thesis. This framework has been made strating from two relevant fields: Diversity, as a social reality, and Education for Diversity, as an educational one.
- The theoretical framework about Diversity has been developed following the latest incomes from Sociology and Philosophy about the subject of the Modernity.
- The theoretical framework about Education for Diversity has been developed following the latest ethical and political approaches in Education about Equality, Unequality and Difference.
The second part of this research has been focused in the explaining of the several systems used to build the discourse, as an empirical approach of the study. It has been made following a qualitative methodological approach, considering two dimensions of time: past and present.
- For the analysis of the past, we have chosen some examples of the discourse produced by several institutions of Education in Catalonia from 1990 to 2000. The collection of data has been made from official documents of these institutions.
- For the analysis of the present we have chosen some data collected in the framework of the National Education Conference of Catalonia, specifically from the 3rd. Division "Education for Diversity", chaired by Dr. César Coll.
The conclusions, categorised in three dimensions (conceptual, substantive and operational) say as follows:
- There's a general simplification of the discourse about Education for Diversity in the global educational community. It exists a confusion between the general features of this principle of intervention and some specifical and secondary issues.
- There's a relevant difference between the discourse produced by members of the global educational community who are professionals of teaching and those who aren't.
- It exists an agreement about the importance of Education for Diversity in the system of Education, but also a disagreement about what dimension of Education for Diversity is more relevant.
- Several educational agents and sectors have a high expectation and ask for some clear and shared goals about Education for Diversity at schools.
- The position and the guidelines of the Administration have a strong influence on the contents and the structure of the discourses about Education for Diversity of the global educational community, and there are relevant differences about the importance and the sense of disagreement.
- The content of institutional discourses about Education for Diversity is influenced by historical factors of the educational institutions, promoting the reproduction of interests and the legitimation of several dimensions of it.
- The starting point of Education for Diversity in Catalonia, as well as its generalization, are strongly related to the implementation of reforms within the system of Education caused by the former Education Act (LOGSE).
- There are several forms for transforming the discourse of Education for Diversity among the different sectors of the global educational community. These specifical forms concern the rythm, the intensity and the orientation of this transformation, as well as their relation to the social reality.
- The access to knowledge which allows to build a specifical discourse of Education for Diversity depends on the category of Education: formal, non-formal and informal education. The formal education gets inputs from the research community, but the non-formal education gets inputs mostly from.
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Wright, David Alan. "A critical edition of book 37 of Pliny's 'Natural history' with introduction and notes." Thesis, University of London, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272161.
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Bravo, Martha de Oliveira. "Efeito do peptídeo catelicidina LL-37 sobre a propriedade imunossupressora das células-tronco mesenquimais." reponame:Repositório Institucional da UnB, 2016. http://repositorio.unb.br/handle/10482/21629.
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Dissertação (mestrado)—Universidade de Brasília, Faculdade de Medicina, Programa de Pós-Graduação em Patologia Molecular, 2016.Submitted by Fernanda Percia França (fernandafranca@bce.unb.br) on 2016-08-17T17:33:43Z No. of bitstreams: 1 2016_MarthadeOliveiraBravo.pdf: 17501557 bytes, checksum: 0f490dec5aa9501399b157cb3a253bcc (MD5)
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As células-tronco mesenquimais (CTMs) desempenham importante função imunorregulatória, por escapar do reconhecimento imune e suprimir a resposta imunológica. A infusão de CTMs é útil para o tratamento de situações em que o sistema imunológico apresenta resposta exacerbada, como na doença do enxerto contra o hospedeiro (DECH). Entretanto, o elevado número de células necessário para a obtenção do efeito terapêutico desejado constitui um grande limitante para o uso clínico dessas células. Para realçar o potencial supressivo das CTMs, duas estratégias têm sido realizadas: o condicionamento (licenciamento) e a terapia combinada de CTMs com imunossupressores. A catelicidina (LL- 37) é um peptídeo antimicrobiano que exerce diversas funções modulatórias sobre a resposta imune, estimulando, em alguns contextos a produção de fatores anti-inflamatórios, como IL-10 e, em outros, estimulando mediadores pró-inflamatórios. Com base nesse contexto, avaliamos, in vitro, se o condicionamento de CTMs pelo peptídeo LL-37 realça o potencial supressivo dessas células e se esse peptídeo poderia ser utilizado como adjuvante das CTMs na supressão de linfócitos T. Além disso, investigamos se esse peptídeo exerce efeito sobre a proliferação e potencial migratório das dessas células. Por fim, investigamos a influência de LL-37 na expressão do receptor tipo toll-3 (RTT3) e no perfil de expressão gênica das CTMs. O condicionamento das CTMs com peptídeo LL-37 não influenciou o potencial supressivo dessas células, entretanto, quando usado como adjuvante, LL-37 aumenta o efeito supressor das CTMs. A catelicidina LL-37 não influenciou a capacidade proliferativa das CTMs, mas quando usada como adjuvante realçou o potencial migratório dessas células. Por fim, investigamos mecanismos moleculares que poderiam sustentar os efeitos funcionais observados. LL-37 induziu aumento da expressão do RTT3 nas CTMs e a hiperexpressão de genes anti-inflamatórios, o que, em parte, pode explicar os efeitos observados. De modo geral, os resultados obtidos nesse estudo, podem servir de base para o desenvolvimento de abordagens terapêuticas inovadoras que tenham por objetivo realçar propriedades fundamentais das CTMs, como o efeito imunossupressivo e o potencial migratório, garantindo, ao mesmo tempo, efeito contra microrganismos oportunistas. __________________________________________________________________________________________________ ABSTRACT
Mesenchymal stem cells (MSCs) play an important immunoregulatory function, to escape immune recognition and suppress the immune response. Infusion of MSCs is useful for treatment of conditions where the immune system has exacerbated response, as in graftversus- host disease (GVHD). However, the large number of cells needed to achieve the desired therapeutic effect is a major limitation to the clinical use of these cells. To enhance the suppressive potential of MSCs, two strategies have been carried out: the conditioning (licensing) and combination MSCs therapy with immunosuppressants. The cathelicidin (LL- 37) is an antimicrobial peptide that exerts various modulatory functions on the immune response, stimulating, in some contexts the production of anti-inflammatory factors, such as IL-10, and others, stimulating proinflammatory mediators. Within this context, evaluated in vitro as MSCs conditioning the LL-37 peptide enhances the suppressive potential of these cells and this peptide could be used as adjuvant of MSCs in suppression of T lymphocytes. Furthermore, we investigated whether this peptide has an effect on the proliferation and migration potential of these cells. Finally, we investigated the influence of LL-37 in the toll-like receptor type 3 expression (TLR3) and gene expression profile of MSCs. The conditioning of MSCs with LL-37 peptide did not affect the suppressive potential of these cells, however, when used as adjuvant, LL-37 increases the suppressive effect of MSCs. The LL-37 cathelicidin did not affect the proliferative capacity of MSCs, but when used as an adjuvant enhanced the migration potential of these cells. Finally, we investigate molecular mechanisms that could sustain the observed functional effects. LL-37 induced increased expression in MSCs TLR3 and overexpression of anti-inflammatory genes, which in part may explain the observed effects. In general, the results obtained in this study could serve as the basis for the development of innovative therapeutic approaches which aim to enhance the fundamental properties of MSCs as immunosuppressive effect and migration potential, ensuring at the same time, effect against opportunistic microorganisms.
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LEGRELE, KUZAR FABIENNE. "L'hyperthyroidie de l'enfance et de l'adolescence : a propos d'une serie locale de 37 observations." Reims, 1994. http://www.theses.fr/1994REIMM054.
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Taylor, Samantha-Su Zhimin Donna Irene, Nicole L. Jacobsen, Tasha K. Pontifex, Janis M. Burt, Samantha-Su Zhimin Donna Irene Taylor, Nicole L. Jacobsen, Tasha K. Pontifex, and Janis M. Burt. "Connexin 37 Growth Suppressive Phenotype is Regulated in a Site-Specific, Phosphorylation-Dependent Manner." Thesis, The University of Arizona, 2017. http://hdl.handle.net/10150/625189.
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Connexins support the coordinated function of virtually all tissues in the body through
facilitation of intercellular, transmembrane, and intracellular signaling. Connexin 37 (Cx37),
which plays a role in vascular development and remodeling, has growth suppressive properties
that depend on its channel function and the presence and phosphorylation status of its carboxylterminus
(CT). In settings of injury, Cx37 expression is reduced - a change permissive to
vascular repair. Serine 319 (S319) is a high probability (>90%) target for phosphorylation by
growth factor-activated kinases, and the phosphorylation status of this site is important to the
inflammatory response to injury and atherosclerosis. Here, we substituted S319 with alanine or
aspartate, to mimic the dephosphorylated (S319A) and phosphorylated (S319D) states,
respectively, and transfected rat insulinoma (Rin) cells with these mutants to elucidate the
mechanistic basis for phospho-form specific roles of Cx37-S319 in growth control. Both mutants
formed functional gap junction channels, but Cx37-S319A relieved the growth suppressive effect
of Cx37, whereas Cx37-S319D did not. Altogether, these data suggest that preventing
phosphorylation at S319 is sufficient to relieve the growth suppressive effect of Cx37, but the
mechanistic basis for this effect is likely through induced changes in protein-protein interactions.
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Oliveras, Prat Begonya. "La lectura crítica a la classe de ciències: propostes, dificultats i perfils lectors." Doctoral thesis, Universitat Autònoma de Barcelona, 2014. http://hdl.handle.net/10803/283923.
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La tesi La lectura crítica a la classe de ciències: propostes, dificultats i perfils lectors estudia les dificultats que té l’alumnat per analitzar críticament la informació que llegeix i com, a través del disseny d’activitats de lectura i la seva implementació a la classe de ciències, l’alumnat pot millorar en aquesta tasca.
L’objectiu principal d’aquesta tesi és connectar allò que s’ensenya a l’aula amb el que succeeix a la vida real, i és amb aquesta finalitat que s’utilitzen articles de premsa que tracten continguts científics actuals i d’interès per a l’alumnat per desenvolupar la seva capacitat per comprendre la informació que aporten i valorar-la críticament. A més d’analitzar què comporta ser un lector crític i les dificultats de l’alumnat per validar la informació, s’estudia quins problemes mostren en connectar els seus coneixements escolars a una situació vinculada a la vida quotidiana. Finalment s’estableixen tres perfils de lectors molt diferenciats en funció de si prioritzen el món del paper (la informació escrita), el món del lector (les seves idees) o bé són crítics amb la informació, és a dir, estableixen una negociació interactiva entre el text i els seus coneixements o opinions per tal d’arribar a una interpretació de la informació més consistent i completa.
Per portar a terme aquesta recerca s’han dissenyat diferents activitats per a alumnes de 2n, 3r, 4t d’ESO i 1r de batxillerat, a partir de notícies de diari que tractaven aspectes de química o física treballats dins el currículum de ciències de secundària i batxillerat: canvi químic, propietats dels materials, cinemàtica, dinàmica i energia.
Després que l’alumnat realitzés les activitats a l’aula, es van analitzar les seves produccions escrites. S’ha escollit una mostra àmplia d’alumnat amb nivells socioculturals diversos. Concretament s’han realitzat les activitats en cinc centres diferents. Les activitats han tingut una durada d’entre tres i cinc hores cadascuna, i les han realitzat els mateixos professors i professores que impartien la matèria en cada centre.
Es presenten tres publicacions sobre el treball realitzat: en la primera s’expliquen les idees que fonamenten el disseny d’activitats de lectura crítica i se’n mostren dos exemples de realitzades a l’aula. En la segona publicació s’analitzen les dificultats de l’alumnat per llegir críticament articles de premsa. Concretament es justifiquen els «Elements de lectura crítica en ciències» dissenyats prèviament i en funció d’ells es du a terme l’anàlisi i es valora si es detecten dificultats relacionades amb el contingut de les lectures i el tipus de preguntes que es formulen en les activitats. La tercera publicació analitza quines idees científiques i dades utilitzen els alumnes en la seva argumentació a partir d’un problema plantejat en una notícia de premsa, i si hi ha diferències en funció dels seus coneixement de ciència i edat.
La recollida de dades de tota la tesi han estat les produccions escrites de l’alumnat, les quals s’han analitzat a partir de rúbriques. El tractament de dades és bàsicament qualitatiu però en alguns casos s’ha fet tractament estadístics.
Les aportacions més rellevants d’aquesta tesi tenen a veure amb el disseny de les activitats de lectura en el marc de les classes de ciències. També és de destacar la identificació de diferents perfils de lectors. Aquests diferents posicionaments, que hem definit com a lector crèdul, lector ideològic i lector crític, ens han informat de la situació inicial de l’alumnat davant d’un text per així poder suggerir estratègies per ajudar a formar lectors crítics.The thesis Critical Reading in the Science Classroom: proposals, problems and reader profiles studies the problems encountered by students when critically analysing the information they read and how, through the design of reading activities and their implementation in the science classroom, students can improve in this task. The main objective of the thesis is to make a connection of what is taught in the classroom with real life situations and for this purpose press articles dealing with scientific content are used to help students develop their capacity for understanding the information they contain and to analyse it critically. In addition to analysing what is involved in being a critical reader and the difficulties students encounter when validating the information the problems involved in connecting scholarly knowledge with situations in daily life are also studied. Finally, three very different reader profiles are established according to whether priority is given to the information on paper (written information, the reader (their ideas) or whether they take a critical approach to the information by establishing interactive negotiation between the text and their own knowledge and opinions to reach a more consistent and complete interpretation of the information. In order to carry out this research different activities were designed for Years 2, 3 and 4 of compulsory secondary school education (ESO) and Year 1 of sixth form (Batxillerat) using newspaper articles about aspects of physics and chemistry that had been worked on in class within the school science curriculum at those levels: chemical changes, materials properties, kinematics, dynamics and energy. After students had carried out the classroom activities their written work was analysed. A broad sample was taken from among students from different sociocultural backgrounds. The activities were carried out in 5 different centres. The activities lasted between 3 and 5 hours each and were led by the teachers who normally taught the subjects in each centre. Three publications were produced for the work carried out: the first gave a description of the ideas on which the design of critical reading activities are based with two examples carried out in the classroom; the second analysed the problems students encountered when critically reading press articles with a specific justification of elements of "Critical reading in the sciences" which had been designed previously and, as a consequence of them, an analysis was made to ascertain whether difficulties related to the content of the articles could be detected and the type of questions that were asked during the activities. The third publication analysed the scientific ideas and data that the students used in their arguments based on the problem described in the press article and whether difference arose as a result of their scientific knowledge and age. All the data collected for the thesis came from students' written work which was analysed using rubrics. The data processing was basically qualitative but statistical information was used in some cases. The most significant contributions of this thesis are related to the design of the reading activities within the context of the science classroom. The identification of different reader profiles was another important outcome of the study. The different reader positions, identified here as credulous, ideological and critical readers, offered information about the students' initial situation when faced with the text and therefore facilitated proposals of strategies to help to produce critical readers.
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Halamová, Markéta. "F. V. Kramář a jeho koncerty F dur pro hoboj (Op. 37 a Op. 52), rozbor a interpretace." Master's thesis, Akademie múzických umění v Praze. Hudební fakulta AMU. Knihovna, 2011. http://www.nusl.cz/ntk/nusl-96725.
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This magister´s theses is dealing with life of czech componist F. V. Krommer and his two concerts for oboe, they are detail analysed and their interpretation and problems, what you can meet during your study, are sketched here.
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Brown, Emily Claire. "Summa absolutaque naturae rerum contemplatio : a close study of Pliny the Elder's Naturalis Historia 37." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/44382.
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The focus of modern scholarship on Pliny the Elder’s Naturalis Historia tends towards two primary goals: the placement of the work and the author within the cultural context of late 1st century CE Rome and, secondly, the acknowledgement of the purposeful and designed nature of Pliny’s text. Following this trend, the purpose of this study is to approach Book 37, in which Pliny lists and categorizes the gems of the world, as a deliberatly structure text that is informed by its cultural context.
The methodology for this project involved careful readings of the book, with special attention paid to the patterns hidden under the surface of Pliny’s occasionally convoluted prose; particular interest was paid to structural patterns and linguistic choices that reveal hierarchies. Of particular concern were several areas that appealed to the most prominent areas of concern in the book: the structure and form of the book; the colour terminology by which Pliny himself categorizes the gems; the identification of gems as objects of mirabilia and luxuria; and the identification of gems as objects of magia and medicina. These topics are all iterations of the basic question of whether gems represent to Pliny positive growth on the part of the Roman Empire, or detrimental decline. The results show the text is deliberately written and structured according to a contradictory narrative that defines gems as both beneficial and detrimental, agents of cure and contamination, expressions of expansion and decline. Pliny’s final purpose in Book 37, then, is to acknowledge gems as the embodiment of diuina Natura and to describe their usefulness to humankind, while simultaneously cautioning the Roman audience against the corruption and destructive power of the outside world.
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Generalow, Alice. "The Orthodox Concert Stage: Performing Rachmaninoff's All-Night Vigil, Op. 37 in a Liturgical Style." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/594557.
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The purpose of this study is to demonstrate that Sergei Rachmaninoff's All-Night Vigil, op. 37 can successfully be performed by choral ensembles in a liturgical style by careful selection and grouping of individual movements, along with the interpolation of other chants or musical settings traditionally used in the Russian Orthodox Church that are not part of the composer's original score. This would make the work more accessible to choirs and conductors that may otherwise not be inclined to program an unaccompanied work over seventy minutes in duration. Additionally, such performances would more accurately reflect the Russian liturgical performance practice history of the work as traced in this document. This document explores the history and form of the All-Night Vigil service, Rachmaninoff's exposure to the Orthodox Church, performance decisions made for the viva voce presentation portion of this document, and the performance history of Rachmaninoff's All-Night Vigil before and after the Russian Revolution.
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Borman, Lynnette. "Sea Pictures, Op. 37 by Sir Edward Elgar : a comprehensive guide for study and performance /." Connect to resource, 1998. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1165340620.
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DURANT, HALIMA MAI LY. "Anticoagulants circulants et virus de l'immunodeficience humaine (v. I. H. ) : a propos de 37 observations." Nice, 1988. http://www.theses.fr/1988NICE6805.
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Jiménez, Perales Verónica. "L'avaluació en contextos educatius d'aprenentatge cooperatiu on s'implementa el Programa CA/AC: cooperar per aprendre, aprendre a cooperar." Doctoral thesis, Universitat de Vic, 2016. http://hdl.handle.net/10803/401093.
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Aquesta tesi doctoral té com a finalitat l’estudi de les pràctiques avaluatives de docents d’educació infantil, primària, secundària obligatòria i secundària postobligatòria que implementen un programa didàctic inclusiu basat en l’aprenentatge cooperatiu.
El marc teòric de referència parteix de la funció socialitzadora de l’educació escolar i s’assumeix des de la concepció constructivista dels processos d’ensenyament i aprenentatge. Aquesta assumpció situa el marc conceptual en l’ensenyament adaptatiu com a estratègia de resposta educativa a la diversitat, concretament a través de l’estructuració cooperativa de l’activitat a l’aula i de l’avaluació inclusiva com a necessitat per desenvolupar un ensenyament adaptatiu. Finalment, s’aborden els processos de regulació des del punt de vista de les ajudes que es poden oferir vinculades o no als processos d’avaluació.
L’estratègia metodològica seguida és de caràcter mixt. En una primera aproximació s’utilitza un estudi quantitatiu de caràcter extensiu d’una mostra de 6209 instruments. En una segona aproximació, es realitza un estudi qualitatiu de caràcter intensiu amb un enfocament metodològic d’estudi de casos.
Els resultats i la discussió permeten identificar implicacions per a la millora de les pràctiques d’avaluació en contextos d’aprenentatge cooperatiu i en la presa de decisions sobre quins elements avaluar i al servei de quina funció es posen els resultats.The main aim of the research is analyse the assessment practices of teachers of childhood, primary and secondary schools who implement an inclusive educational program based on cooperative learning. The theoretical framework is based on the socializing function of school education and is assumed from the constructivist conception of teaching and learning processes. This assumption lies the conceptual framework on adaptative education as a strategy to response to diversity. Specifically through cooperative learning as an activity structure in the classroom and inclusive assessment as necessity. Finally, research addresses regulatory processes from the point of view of support, linked or not to assessment processes. The methodological strategy followed is mixed. In a first approach uses a quantitative and extensive study. In a second approach, there is a qualitative and intensive study with cases study. The results and discussion allow to identify implications for improving assessment practices in cooperative learning contexts.
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Wyman, Robert Jeffrey. "Oregon's ballot Measure 37 : examining the hidden externalities and market effects behind a land use initiative /." view abstract or download text of file, 2006. http://hdl.handle.net/1794/3236.
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Carvalho, Tiago Samuel Lopes de. "A misericórdia que ultrapassa fronteiras: uma leitura sociológica da parábola do Bom Samaritano - Lucas 10.25-37." Faculdades EST, 2013. http://tede.est.edu.br/tede/tde_busca/arquivo.php?codArquivo=515.
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A língua não é apenas um meio através do qual o ser humano expressa seu pensamento. Também não é apenas um código virtual já pronto e disponível fora do contexto de formação. Qualquer uma dessas compreensões desconsidera, a seu próprio modo, os falantes e situações de uso como determinantes dos fatos e regras da língua. A língua é essencialmente dialógica e deve ser compreendida enquanto forma ou processo de inter-ação, no qual os usuários interagem enquanto sujeitos sociais. Ela não é trabalho de um indivíduo, mas trabalho social e histórico seu e dos outros. E é para os outros e com os outros que ela se constitui. Por isso, se afirma que as interações ocorrem no interior de um enorme contexto social, histórico e ideológico e, nesses limites, a linguagem sofre interferências. Essa concepção exige uma leitura diferenciada do texto bíblico, ou seja, uma abordagem que alcance o aspecto histórico, social e dialógico do texto. Dessa maneira, o que se propõe é a leitura bíblica por meio do método sociológico, a leitura dos quatro lados. Esse método parte do pressuposto de que existem quatro lados ou aspectos que são determinantes na vida social de um povo. É uma metodologia orientada para uma leitura simplificada, com fins didáticos, que apresenta a totalidade do dinamismo social em quatro grandes aspectos ou dimensões da realidade social, a saber: econômico, social, político e ideológico. Fundamentado na concepção dialógica do texto, na teoria dos gêneros, no aspecto histórico-cultural com dados obtidos através de uma análise exegética e, especialmente, no aspecto sociológico da parábola do bom samaritano, este trabalho realiza uma leitura sociológica do texto de Lucas 10.2537 para alcançar o propósito da parábola do Bom Samaritano. Com essa leitura se identificaram várias vozes sociais que permeiam o texto e, também, uma proposta peculiar de modelo cristão que procura o sujeito do amor cristão em vez de se preocupar com o objeto e o limite dessa compaixão.Language is not only a means through which human beings express their thought. It also is not simply a virtual code ready and available outside of the formation context. Any one of these comprehensions, each in its own way, does not consider the speakers and the situations of use as determiners of the facts and rules of the language. Language is essentially dialogic and should be understood as a form or process of inter-action, in which the users interact as social subjects. It is not the work of one individual, but the social and historical work of that individual and of others. And it is constituted for the others and with the others. That is why it is affirmed that the interactions occur within an enormous social, historical and ideological context and, in these limits, language suffers interferences. This concept demands a differentiated reading of the biblical text, that is, an approach which takes in the historical, social and dialogic aspect of the text. Thus, what is being proposed is a biblical reading through the sociological method, a reading from the four sides. This method is based on the presupposition that there exist four sides or aspects which determine the social life of a people. It is a methodology orientated toward a simplified reading with didactic goals, which presents the totality of the social dynamism in four great aspects or dimensions of the social reality, that is: economic, social, political and ideological. Based on the dialogic concept of the text, on the theory of genres, on the historical-cultural aspect with data obtained from an exegetical analysis and, especially, on the sociological aspect of the parable of the Good Samaritan, this paper carries out a sociological reading of the text of Luke 10:25-37 to reach the goal of the parable of the Good Samaritan. With this reading various social voices were identified which permeate the text as was also identified a peculiar proposal of a Christian model which seeks the protagonist of the Christian love instead of being concerned with the object and the limit of this compassion.
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DHERMAIN, FREDERIC. "La radiotherapie apres chirurgie pharyngolaryngee sus-glottique : etude carcinologique et fonctionnelle , a propos de 37 cas." Toulouse 3, 1991. http://www.theses.fr/1991TOU31519.
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Bilou, Francisco. "A (re)fundação do Aqueduto da Água da Prata, em Évora 1533-37: Novos dados arqueológicos." Master's thesis, Universidade de Évora, 2009. http://hdl.handle.net/10174/18967.
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INTRODUÇÃO: O AQUEDUTO DA ÁGUA DA PRATA, do alto do seu estatuto de monumento nacional e de maior projeto de aparato público do Renascimento português, tem exercido ao longo dos séculos um considerável fascínio sobre os que estimam o património histórico da cidade de Évora. E muitas são as razões que justificam um tal sentimento. Além das duas evocadas, talvez valha a pena arrolar a mais pueril de todas: a de que o velho aqueduto quinhentista, resistindo às vicissitudes do tempo, ainda hoje continua a cumprir a sua função original- o abastecimento de água potável e perene a Évora. E não se julgue que este aqueduto se limita à imagem iconográfica do arcaria agigantando-se à passagem da muralha medieval: uma complexa rede de nascentes e sistemas de adução, a montante, e um notável património urbano constituído, sobretudo, por fontes e chafarizes, a jusante, dão corpo a uma vasta estrutura hidráulica de captação, transporte e distribuição de água com mais de 19 km de extensão. E, este sim, é o verdadeiro monumento, tão utilitário quanto grandioso, que os antigos documentos designam, apropriadamente, por Cano Real da Agua da Prata. Naturalmente, nem todo este cano real resistiu ao tempo, sobretudo o troço rural entre S. Bento de Cástris e as nascentes do Divor, onde a estrutura hidráulica original foi edificada com evidente simplicidade de recursos. O seu avançado estado de ruína, obrigou, inclusivamente, a uma profunda reforma iniciada em 1873, de que resultou a catual configuração do Aqueduto, visível, sobretudo, entre a estrada de Arraiolos (monte das Pinas) e Metrogos. Esta reforma foi ampliada em sucessivas campanhas de beneficiação até cerca de 1930, época em que se iniciou a rede de distribuição domiciliária de água com a construção dos reservatórios de chegada, a central elevatória e o depósito elevado, marcas arquitetónicas ainda hoje bem visíveis na cidade, algumas das quais oportunamente integradas num itinerário expositivo municipal. Neste contexto, é natural que a relação afetiva comungada pela generalidade dos eborenses com este património monumental também se insinue na escrita familiar e sincera dos "eborógrafos". E muitos foram - entre nomes de diferentes épocas e desigual dimensão biográfica - os que lhe dedicaram generosas páginas de divulgação histórica4 , contributos científicos diversos, projetos de investigação arquitetónica e arqueológica, estudos de recuperação e valorização patrimonial, e até, como nos assegura Diogo Barbosa Machado, um "Tratado do Aqueducto Real da Fonte da agua da prata dedicado ao Senado da Cidade de Évora, em cujo Cartorio fe guarda" (MACHADO, 1741: 72), obra assinada pelo vereador (1605-1606) e Provedor do Cano, Agostinho de Moura Peçanha, e da qual parece não restar memória nos nossos arquivos. Diga-se, a propósito, que este acentuado interesse público pelo aqueduto de Évora, em especial nos últimos anos, tem sublinhado a importância da dinamização e rentabilização do seu enorme potencial turístico, lúdico e cultural, sendo bom exemplo a recente criação do "Percurso Ambiental da Água da Prata", por iniciativa camarária. Em muitos destes aspetos nos revemos tributários, quando não devedores. Talvez por isso nos sentimos tentados, desde há vários anos, a avançar no estudo e salvaguarda deste importante património local. Vontade adiada, diga-se, sobretudo pela manifesta falta de disponibilidade para levar a cabo um projeto de investigação, coerente e consequente, no mínimo tocado por algum ensaio de novidade. Contudo, em 2007, circunstâncias várias levaram-nos a interessar definitivamente pelo tema. Uma das que mais terá pesado resultou da leitura do um artigo publicado na revista Monumentos com o título "o sistema hidráulico quinhentista da cidade de Évora". Nele, os seus reputados autores sentenciavam a inexistência de um aqueduto romano anterior à obra quinhentista por mera impossibilidade técnica, afirmando-o com tal segurança que nem sentiram necessidade de esboçar a mais leve argumentação topográfica em defesa da sua tese. Dito assim, ficámos a imaginar se valeria o esforço tentar reabilitar alguma vez o tema do aqueduto romano. Em boa hora o decidimos fazer. E partimos do princípio de que a interpretação dos factos devia ser feita por cuidadosa recolha de prova que a diligência (não raras vezes a ventura) permitisse carrear com sucesso. E sendo correta esta premissa, a sua oportunidade ganhou mais força com a materialização de resultados concretos a compulsar toda a bibliografia para confronto de dúvidas e incoerências; a recolher indícios de estruturas e materiais arqueológicos; a esmiuçar a toponímia e a cartografia; a rever os locais-chave uma e outra vez; a seguir pistas abandonadas; a filtrar informação variada no mesmo crivo da dúvida; a entusiasmar gente da historiografia local a acreditar na viabilidade de hipóteses. Foi, justamente, esta a metodologia adotada ao decidirmo-nos pelo tema do Aqueduto. E, ao segui-la, julgamos ter logrado alcançar, além de um lastro de legitimidade científica, as bases conceptuais de um projeto de investigação consistente e coerente onde muito ajudou a imediata estudaram a hidráulica em Évora. ...
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Clément, Thierry. "Introduction a l'etude des organisateurs nucleolaires (nors) dans les tumeurs superficielles de la vessie : a propos de 37 cas." Reims, 1990. http://www.theses.fr/1990REIMM115.
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Spade, Rodney E. "The hate and love factors in discipleship a study of Luke 14:26 and Matt. 10:37 /." Theological Research Exchange Network (TREN), 1987. http://www.tren.com.
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Gabriel, Paula Stefaneli Ziotti. "Desenvolvimento neurocomportamental de bebês prematuros avaliados na fase de 32 a 37 semanas de idade pós-concepcional." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/59/59137/tde-03042009-151410/.
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O avanço na qualidade de atendimento intensivo na fase neonatal levou ao aumento dos índices de sobrevivência de bebês prematuros. A grande preocupação, não diz respeito tão somente à sobrevida, mas principalmente à qualidade de vida. O presente estudo teve por objetivo principal caracterizar o desenvolvimento neurocomportamental de bebês nascidos pré-termo antes de atingir o termo de 40 semanas de idade pós-concepcional. Os objetivos específicos foram: a) comparar o desempenho neurocomportamental da amostra de estudo com a amostra original da padronização do teste NAPI; b) comparar os indicadores de desenvolvimento neurocomportamental em grupos diferenciados pelos problemas perinatais; c) comparar os indicadores de desenvolvimento neurocomportamental em grupos diferenciados quanto ao sexo. A amostra foi composta por 202 bebês pré-termo ( 37 semanas de idade gestacional), de ambos os sexos, com baixo peso (< 2500g), estáveis clinicamente e internados na Unidade de Terapia Intensiva Neonatal ou Berçário de Cuidados Intermediários do Hospital Materno-Infantil da cidade de Goiânia (GO), no período de setembro de 2004 a janeiro de 2006. Foram utilizados os seguintes instrumentos: Avaliação Neurocomportamental do Pré-Termo (NAPI), roteiro de anamnese, prontuário médico e Questionário de Classificação Sócio Econômico. O procedimento de avaliação dos bebês foi filmado. O índice de acordo entre observadores foi de 88%. A análise dos vídeos foi processada para obter a pontuação do desempenho dos bebês, de acordo com o NAPI. Primeiramente, os dados foram submetidos à análise estatística descritiva. As variáveis discretas foram quantificadas em termos de frequência, prevalência ou porcentagem e as variáveis contínuas em termos de média e desvio padrão, mediana, valores mínimo e máximo. Procedeu-se à comparação entre os desempenhos no NAPI obtidos na amostra do estudo e os resultados da amostra do teste, entre meninos e meninas e entre dois grupos (Grupo com problema perinatal - PIG, anóxia, hemorragia e hidrocefalia e Grupo sem problema perinatal). Os resultados mostraram que houve diferença significativa entre os grupos nos domínios do NAPI. A amostra do estudo (AE) apresentou menor tonicidade muscular no sinal de cachecol, menor vigor e movimentação espontânea e maior alerta e orientação do que o grupo de padronização do teste (AT). Além disso, o grupo AE apresentou choro levemente mais fraco e maior quantidade de sono, indicando que os bebês dormiram mais durante a realização do teste, do que o grupo AT. Ao analisar a classificação geral do NAPI, de acordo com o desvio-padrão da amostra de padronização do teste, foi possível notar que a maior parte dos bebês estudados foi classificada na média e cerca de um terço foram classificados como abaixo da média. Verificou-se que não houve diferença estatística significativa entre os desempenho de meninos e meninas. Os resultados do desenvolvimento neurocomportamental dos grupos sem problemas e com problemas perinatais, em comparação à amostra de padronização do teste foram semelhantes em relação ao desempenho nos itens do NAPI. A avaliação forneceu dados sobre a detecção de risco no desenvolvimento de bebês nascidos prematuros, a fim de implementar medidas efetivas de intervenção preventiva para evitar problemas de desenvolvimento no futuro.The quality improvement on newborns intensive care leaded to higher levels for premature babies survival rates. The bigger preoccupation doesnt regard simply their survival, but further on, regards quality of life. This study has the main objective to typify the neurobehavioral development on preterm born babies, before the 40th week of post-conceptional age. As specific objectives: a) to compare neurobehavioral performance of this studys sample to the original standard sample of NAPI test; b) to parallel indicators of neurobehavioral development in groups classified according to perinatal problems; c) to compare neurobehavioral development indicators from groups created according the gender. The sample has been composed of 202 preterm infants (gestational age 37 weeks), both genders, underweight (< 2500 g), clinically stable and on therapy at the Neonatal Intensive Care Unit or Intermediary Care Nursery of the Goiânias Hospital Materno-Infantil, for the period of September 2004 to January 2006. The following instruments were applied: Neurobehavioral Assessment for the Preterm Infant (NAPI), guide for anamnesis, medical history and a Questionnaire for Socioeconomical Individuation. The procedure for babies evaluation was filmed. The accordance rate among the beholders has been about 88%. The videos analysis had the purpose of rating babies performances according to NAPI. Firstly, data were submitted to descriptive statistic analysis. The discret variances were quantified depending on frequency, prevalence or percentage and continuous variances in terms of medium value and standard deviation, median, minimum and maximum values. Then the comparison of NAPI performances on studys sample and tests standard results, between both genders and two groups (one with perinatal problems PIG, such as anoxia, hemorrhaging and hydrocephalus and another group without any perinatal problem). Results shown meaningful difference between the groups on NAPI basis. The sample of this study (AE) has shown less muscular tonicity at the scarf sign, less vigor and spontaneuos movements, higher alert and orientation regards tests standard group (AT). Furthermore, the the AE group shown lightly weaker crying and higher quantity of sleeping, what means the newborns slept more during the test, regards AT group. When analyzed NAPI general ratings, according standard deviation on tests sample, it was remarkable that the the most of the newborns on study were rated at medium rating, besides around one third of them under that rate. No meaningful statistic difference was verified between boys and girls ratings. The results of neurobehavioral development on groups with and without perinatal problems, regards the standard of the test were simillar on NAPI. The assessment provided data about risk detection on babies born preterm, with the purpose of putting into effect effective measures for preventive intervention to avoid future development problems.
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Garreau, Brigitte. "L'osteochondrite primitive de hanche, pourquoi un traitement orthopedique et reeducatif en hospitalisation ? a propos de 37 observations." Amiens, 1991. http://www.theses.fr/1991AMIEM073.
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Kalongo, Teddy. "Pursuing Vernon Robbin's methodology on the Jericho Road : a socio-rhetorical analysis of Luke 10:25-37." Master's thesis, University of Cape Town, 1999. http://hdl.handle.net/11427/16128.
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Bibliography: pages 136-147.This study analyses the nature and basis of Vernon Robbins' socio-rhetorical criticism and its applicability to Luke 10:25-37. The main purpose of the study is to highlight the usefulness of socio-rhetorical criticism to parabolic interpretation through an assessment of its implications for the analysis of Luke 10:25-37. A comprehensive study of Robbins' approach and its applicability to the parable of the Good Samaritan (10:25-37) is conducted in three parts, in an attempt to derive a more precise understanding of the nature of the approach, and the manner in which Robbins grounds his thought in this interpretative process. Part I elucidates the theoretical basis of the study and its assumptions. Also included is a discussion of previous major trends in parabolic interpretation. This survey is important because it is not possible to commence a study of a parabolic text without presenting a brief chronological orientation of methodological approaches employed by scholars over the years. This section concludes with a consideration of Robbins' socio-rhetorical criticism as a significant innovation by moving boundaries and calling for dialogue among diverse disciplines. Part II gives a demonstration of socio-rhetorical criticism as it explores Luke 10:25- 37. Using tools of analysis from different disciplines as suggested in socio-rhetorical criticism, this study attempts to detect and emphasise a relationship between various approaches that have been applied to the parable of the Good Samaritan (Luke 10:25- 37) in an interdisciplinary manner. In the first section, attention is drawn to the relationship of various segments of Luke 10:25-37 to other texts, culture and history. It has been concluded that Luke set out to write his own version of a story which is not found elsewhere in the Synoptic Gospels, though a possible relationship exists between Luke 10:25-28 and Mark 12:28-34 (parallel Matthew 22:34-40) and parts of the Old Testament. In the second section, the language in Luke 10:25-37 is described covering the frequency of items, characterisation and voices, structure of the passage, and argumentation. The language employed contrasts the care of the needy and oppressed shown by the Samaritan with the negligence of the leaders of Israel. In the third section, the question of ideology as portrayed in Luke 10:25-37 is discussed in order to understand the political forces, personalities and institutions that shaped the lives and common destiny of the people in the first-century. In the fourth section, Luke 10:25-37 is analysed in the light of eastern Mediterranean cultural values by highlighting the concept of 'hospitality' which is closely related to the social value of 'honour-shame.' It is argued that Luke underscores the honourable position of Jesus as against that of the lawyer and the Temple hierarchy who are depicted as people who possessed great honour but lacked compassion. In the fifth and final section, the concept of the sacred in Luke 10:25-37 is discussed in order to explain the manner in which readers employ texts to convey the relationship between the sacred and the human. Thus, by exploring different methods of reading Luke 10:25-37, this study is concerned with the challenge of developing an integrated, relevant approach towards the understanding of Gospel texts in general and parables in particular. Part III covers the evaluation of the approach and the conclusions that can be drawn. The issues discussed in the evaluation include a critique of socio-rhetorical analysis in the context of its application to Luke 10:25-37, showing its strengths and weaknesses. On the basis of these findings, it has been concluded that, while some weaknesses may be detected in the approach, on the whole the useful insights it provides may be of great value in the understanding of Gospels in general and parables in particular. A final chapter draws some of the themes together from the three parts in formulating a conclusion.
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Cardoso, Iury. "A adaptação para violão das 12 Danzas Españolas Op.37 de Enrique Granados através de novas propostas de scordature." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/27/27158/tde-17042018-141816/.
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Este trabalho trata do processo de transcrição para violão solo das 12 Danzas Españolas Op. 37 de Enrique Granados, escritas originalmente para piano. Tal processo desenvolveu-se através da observação de versões para violão de outras obras originais para piano, comparações entre os recursos instrumentais específicos desses dois instrumentos e de um levantamento histórico, onde foram analisadas as principais problemáticas de adaptação dos elementos musicais e estéticos da obra original em um novo meio. A fim de contextualizar esse trabalho no panorama da transcrição, visitamos a história de Granados, analisando os aspectos gerais de suas Danzas Españolas, bem como discutimos a conceituação da scordatura para, a partir daí, empregar o método de pesquisa de diferentes possibilidades de afinação na busca de viabilizar a transcrição da obra em questão, sem perder de vista, durante esse processo, a ideia original do compositor. Através dos resultados alcançados, da maneira como compreendemos os métodos empregados, constatamos um amplo campo de possibilidades a serem pesquisadas e novas soluções de adaptação e scordature a serem empregadas, estabelecendo a prática da transcrição como um procedimento válido artisticamente, desde que devidamente contextualizado.This work deals with the process of transcription for guitar solo of the 12 Danzas Españolas Op. 37 of Enrique Granados, written originally for piano. This process was developed through the observation of guitar versions of other original works for piano, comparisons between the specific instrumental resources of these two instruments and a historical survey, where the main problems of adaptation of the musical and aesthetic elements of the original work were analyzed in a new medium. In order to contextualize this work in the transcription panorama, we visit the history of Granados, analyzing the general aspects of its Danzas Españolas, as well as discussing the conception of the scordatura to, from there, to use the research method of different tuning possibilities in the seeking to make feasible the satisfactory assimilation of the work in question, without losing sight of, during this process, the original idea of the composer. Through the results obtained, as understood by the methods employed, we find a wide field of possibilities to be researched and new solutions of adaptation and scordature to be used, establishing the practice of transcription as an artfully valid procedure, provided that it is properly contextualized.
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Dorozhkina, Elena V. "A Performer's Guide to the First Two Movements of Pyotr Tchaikovsky's Grand Sonata in G Major, Opus 37." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc177192/.
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The Grand Sonata in G Major, Op.37, composed by Tchaikovsky, is a powerful large-scale composition and a piece of a symphonic scope. However, the sonata did not receive a desired acclaim in the modern repertoire partially due to an obvious lack of performance instructions in the existing editions, which makes the sonata challenging to perform. Thus, in order to reduce the technical challenges and to encourage more frequent performances of the sonata, this dissertation offers a performer's guide that addresses essential elements of pedal indications, phrasing and detailed dynamics, as well as suggestions on voice balancing, agogics, fingering, and hand redistribution. The guide consists of musical examples that are focused on the most challenging sections of the sonata, and is organized in the subsections according to a technique type proposed to facilitate a performance of the sonata. In addition to the examples on application of individual techniques presented in the main body of the dissertation, alternative and more elaborate versions of the suggestions are proposed in the appendices. The dissertation also provides a history of the sonata, and discusses its concept and symphonic principles. Additionally, the work highlights Tchaikovsky's piano style and describes his views on the art of piano performance. A special attention is also given to two musical references repeatedly embedded into the sonata: the bell-like sonorities and Dies irae melody.
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Traver, Albalat Santiago. "La "construcció" de la "vida" dels equips cooperatius d'un aula rural des de la veu de les persones implicades: un estudi de cas longitudinal." Doctoral thesis, Universitat de Vic, 2016. http://hdl.handle.net/10803/400202.
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Aquest estudi es va desenvolupar en un aula rural monograu on es va implementar el Programa “Cooperar per Aprendre / Aprendre a Cooperar”, un programa didàctic inclusiu basat en l’aprenentatge cooperatiu, mentre que els alumnes estaven estudiant 5è i 6è curs. Per un costat, la recerca realitza aportacions teòriques per a desenvolupar el concepte d’aprenentatge cooperatiu a través de l’elaboració d’un instrument d’anàlisi dels factors de qualitat d’un equip d’aprenentatge cooperatiu. Per altre costat, mostra diverses orientacions pràctiques per al procés de desenvolupament de l’aprenentatge cooperatiu a l’aula. La investigació és un estudi de cas longitudinal en què es van emprar els instruments propis de la investigació qualitativa. Des del paradigma interpretatiu, una anàlisi de dades mixte dels factors de qualitat en conjunt, ha permés identificar i caracteritzar les diferents etapes que atravessa la cooperació als equips base i en els alumnes resistents i, finalment, en un alumne amb tda-h.Este estudio se desarrolló en un aula rural monogrado donde se implementó el Programa “Cooperar para aprender / Aprender a cooperar”, un programa didáctico inclusivo basado en el aprendizaje cooperativo, mientras que los alumnos estaban estudiando 5º y 6º curso. Por un lado, la investigación hace aportaciones teóricas para desarrollar el concepto de aprendizaje cooperativo a través de la elaboración de un instrumento de análisis de los factores de calidad de un equipo de aprendizaje cooperativo. Por otro lado, muestra varias orientaciones prácticas para el proceso de desarrollo del aprendizaje cooperativo en el aula. La investigación es un estudio de caso longitudinal en el que se utilizaron los instrumentos propios de la investigación cualitativa. Des del paradigma interpretativo, un análisis de datos mixto de los factores de calidad en su conjunto, ha permitido identificar y caracterizar las diferentes etapas que atraviesa la cooperación en los equipos de base y en los alumnos resistentes y, finalmente, en un alumno con tda-h.
This study was developed in a monograde rural classroom where the Program “Cooperating to learn / Learning to Cooperate” was implemented, a didactic inclusive program based on cooperative learning, while pupils were studying 5th and 6th grade. On the one hand, the research make theoretical contributions to develop the concept of cooperative learning through the elaboration of an analysis instrument for the quality factors of a cooperative learning team. On the other hand, the research shows several practical orientations for the process of developing cooperative learning in the classroom. The research is a case study longitudinal in which the typical instruments of the qualitative inquiry were used. The interpretive paradigm, a mixed analysis of data of quality factors on the whole, has allowed identify and characterize the different stages that cooperation in the base teams goes through and in the resistant pupils and, finally, in one hyperactive pupil.
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Shaw, David I. "Re-use of the tradition in the second temple period a rhetorical analysis of Neh. 9:6-37 /." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p050-0164.
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MARCOMBES, VERONIQUE. "Les infections opportunistes au cours du sida : a propos de 37 cas observes au chru de clermont-ferrand." Clermont-Ferrand 1, 1990. http://www.theses.fr/1990CLF13005.
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Gauthier, Rémi. "Utilisation d'un systeme d'abord veineux totalement implantable chez le sujet atteint de mucoviscidose : a propos de 37 cas." Nancy 1, 1993. http://www.theses.fr/1993NAN11036.
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BAZELOT, BEINSTINGEL PASCALE. "Les endocardites infectieuses dans un service de medecine interne : a propos de 37 observations, revue de la litterature." Reims, 1988. http://www.theses.fr/1988REIMM047.
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Soener, Matthew C. "Financialization in the Long 1990s: A Study on the Causes and Consequences of Financial Power in 37 Countries." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1528106697072268.
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Mas, Grimaldi Desirée, and Vidaurrázaga Claudia Velarde. "Autoestima y motivación en el uso de Facebook en adultos de 18 a 37 años de Lima Metropolitana." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2018. http://hdl.handle.net/10757/623036.
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Conocer la relación que existe entre las variables autoestima y motivación en el uso de Facebook en adultos de 18 a 37 años de Lima Metropolitana. La muestra estuvo conformada por 200 participantes (66 hombres y 134 mujeres) con edades comprendidas entre 18 y 37 años (media = 27.9; DE = 4.044). Se realizó una aplicación en línea a través de Typeform, que incluía una ficha sociodemográfica, la Escala de Autoestima de Rosenberg (1965), y la Escala de Motivación en el uso de Facebook de Fu-Yuan Hong y Su-Lin Chiu (2014). Se encontró como hallazgo principal que, dependiendo de la edad del participante, la relación de la autoestima y otras variables cambia.Understand the relationship between self-esteem and Facebook usage motivation in adults from 18 to 37 years of Lima city. The sample consists of 200 participants, 66 men and 134 women aged between 18 to 37 (media = 27.9; DE = 4.044). They replied an online questionnaire about personal aspects of their life, completed the Rosenberg Self-esteem Scale (1965), and the Fu-Yuan Hong and Su-Lin Chiu Facebook usage motivation Scale (2014), all of them sent online through Typeform. The main finding of the study is that, depending on the participant’s age, the relationship between the level of self-esteem and other variable can change.
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Dulsat, Ortiz Carles. "Les resistències en la formació a distància dels tècnics esportius de la R.F.E.P." Doctoral thesis, Universitat Autònoma de Barcelona, 2015. http://hdl.handle.net/10803/326462.
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Aquesta recerca té com a objecte d’estudi les resistències en el context de la formació a distància que organitza la Real Federación Española de Patinaje. És una investigació que veu del paradigma sistèmic-cibernètic, que contribueix en la forma de veure i d’estudiar les resistències de manera molt més global i sintètica considerant el màxim nombre d’elements que intervenen o influencien en l’objecte d’estudi. La formació a distància és medi i mitjà del sistema d’aprenentatge, doncs la plataforma que s’empra és el mitjà mitjançant el qual es comuniquen els participants i aquí és on cal considerar les aportacions de la cibernètica.
La importància de la perspectiva emprada rau en el fet que des del moment que la visió de les resistències en el món educatiu no omple les necessitats de la recerca, ens fa ampliar la cerca d’informació sobre aquest objecte d’estudi. Inicialment, es van trobar aportacions de les resistències en l’àmbit de la formació a distància, però es va estendre en el món educatiu en general. Els estudis estaven orientats en les residències que produeixen el canvi educatiu. Tanmateix, aparegueren alguns estudis referents a qüestions de poder dins les escoles i com aquestes relacions de poder i desequilibris socials dins els centres escolars que condueixen a resistències entre aquests col·lectius. Així doncs, a part de la contribució a la recerca dels dos conceptes que influencien l’objecte d’estudi, canvi i poder; també s’ha considerat rellevant la contribució que autors com Fullan (2001 i 2004) i Hargreaves et al. (2001) segons la distinta procedència de les resistències (individual, grup i de sistema) que ha estat un eix vertebrador en l’anàlisi i interpretació de les dades obtingudes.
La perspectiva sistèmica-cibernètica ens ha fet considerar el màxim nombre dels participants, inicialment: alumnes, professorat i coordinació. Per això, es va enviar a tot l’alumnat els qüestionaris construïts ad-hoc per a l’obtenció de dades rellevants per a aquesta recerca. Aquest qüestionari com el que es va fer arribar al professorat, consta de quatre parts: una de informació personal relacionada amb la formació a distància, i tres apartats segons la procedència de les resistències: individual, grup al qual es pertany i sistema instructiu. Es va aconseguir que tot el professorat contestés el qüestionari i que 159 alumnes iniciessin el seu. A la coordinadora se li va realitzar una entrevista semiestructurada per a aconseguir informació rellevant als cursos, al contrast de la informació donada pels altres dos col·lectius i de la relació amb el suprasistema que envolta el sistema a estudi en aquesta recerca.
Totes aquestes dades obtingudes són analitzades des de programes específics d’anàlisi tant quantitatius com qualitatius amb la utilització dels dendrogrames per similituds de paraules en nòduls creats de forma subjectiva. Les dades qualitatives són interpretades segons la significativitat dels resultats obtinguts mentre que en l’apartat de l’anàlisi de les dades es fan un aprofundiment de les dades contrastant els tres grups de participants segons conceptes apareguts en el marc teòric relacionats amb canvi i poder com són: participació, comunicació, flexibilitat, vida quotidiana, noves tecnologies, entre altres.
Per últim, aquest contrast de les dades analitzades i interpretades, s’arriba al darrer capítol de conclusions en el qual es dóna resposta a la pregunta de recerca plantejada al començament de la recerca; així com contestar a l’assoliment dels diferents objectius que han guiat la investigació, per exemple: s’han identificat resistències en l’alumnat determinades per l’escletxa digital al no disposar d’internet a casa; també, genera resistències en el professorat la poca o mala organització del temps dedicat al curs. En la procedència de resistències al grup al qual es pertany s’identifiquen en l’alumnat i el professorat la poca o manca d’interacció amb els companys; per últim, la procedència de les resistències del sistema instructiu s’identifiquen en l’alumnat la poca participació durant els cursos i en el professorat es defineixen resistències per l’ús deficient de canals de comunicació en la plataforma. Tanca aquest capítol, propostes i línies futures de recerca. En les propostes, es tracta de la introducció d’una assignatura d’ús de plataformes virtuals en la secundària obligatòria. Es proposa un pla de formació específic per al professorat. Finalment, es proposa la creació d’un rol proactiu en les accions dels participants contribuint a l’eficàcia del temps que disposen seguint característiques dels enzims en el camp de la biologia.This research aims to study the resistance in the context of distance learning organized by the Real Federación Española de Patinaje. It is a research paradigm that relies in systemic-cybernetic perspective, which contributes to the way we see and study the resistance much more comprehensive and synthetic considering the maximum number of elements involved in or influence the object of study. Distance learning is the medium, which is used as the platform, is the means by which participants communicate and this is where we must consider the contributions of cybernetics. The importance of the perspective lies in the fact that from the moment that the vision of the resistance in the world of education does not fullfill the needs of this research, we expand the search for information on this subject of study. Initially, it was found little resistance contributions in the field of distance learning, and extended in the educational world in general was required. The studies were aimed at resistances that produce educational change. However, some studies appeared regarding issues of power within schools and how power relations and social inequality in schools that lead to resistance among these collective. Thus, apart from contributing to the pursuit of two concepts that influence the object of study, change and power; also we considered the significant contribution that authors such as Fullan (2001 and 2004) and Hargreaves et al. (2001) have done according to the different origin of the resistance (individual, group and system) that has been a cornerstone for the analysis and interpretation of the data obtained. The systemic-cybernetic perspective made us consider the maximum number of participants: students, teachers and coordination. Therefore, we sent questionnaires to all students built ad hoc for obtaining relevant data. This questionnaire consists of four parts: a personal information related to distance learning, and three sections according to the origin of the resistances individual and group to which it belongs and instructional system. All the teachers responded and 159 students initiated it. The coordinator responded to a semi-structured interview to obtain information relevant for the courses, the contrast of the information given by the other two groups and the relationship with the surrounding supra system in this research study was triangulated. All these data are analysed from specific programs both quantitative and qualitative analysis with the use of dendrograms for similarities words nodules created subjectively. Qualitative data are interpreted according to the significance of the results while in the section of the data analysis are a deepening of the data comparing the three groups of participants according to the theoretical concepts published in change and related power as are: participation, communication, flexibility, everyday life, new technologies, among others. Finally, the contrast of the data analysed and interpreted, one gets to the last chapter of conclusions which answers the research question posed at the beginning of the research; and replied to the achievement of various objectives that have guided research, for example, have been identified in the student resistance determined by the digital divide does not have internet at home; also generates resistance in teachers little or poor organization of time spent on the course. The origin of the resistance group to which it belongs identified in students and teachers little or lack of interaction with peers; Finally, the origin of the resistance system instructive identify students' participation in short courses and teachers are defined resistance by using poor communication channels on the platform. Close this chapter, proposals and future research. In the proposals is the introduction of a course on use of virtual platforms in secondary schools. It proposes a specific training plan for teachers. To conclude, we propose the creation of a proactive role in the actions of participants contributing to the effectiveness of the provisions of the following characteristics enzymes in the field of biology.