Asiatica historia Societatis Jesu

ex Italico Danielis Bartoli. Latine reddita à Ludovico IaninoVorlageform des Erscheinungsvermerks: Lvgdvni, Sumptibus Adami Demen, Vico Mercatorio, sub signo Fortuna

Evropeae Historiae Societatis Iesv Pars ...

Ex Edito Romae Jtalico R. P. Danielis Bartoli è Societate Iesv, Latinâ: Interprete R. P. Ludovico Ianino ex eadem SocietateVorlageform des Erscheinungsvermerks: Lvgdvni, Sumptibus Adami Demen, in vico Mercatorio, sub signo Fortunae. ..

De Vita, Et Gestis S. Francisci Xaverii È Societate Iesv Indiarvm Apostoli Libri Qvatvor

Ex R. P. Danielis Bartoli è Societate Iesv, Italico Romae approbato & edito, Latinè redditi à P. Lvdovico Ianino ex eadem SocietateVorlageform des Erscheinungsvermerks: Lvgdvni, Sumptibus Adami Demen, vico Mercatorio, sub signo Fortunae. ..

El “mito del pueblo austriaco” raimundeano según Claudio Magris

This paper proposes an approach to the plays of F. Raimund following C. Magris’ perspective of the habsburgical myth in the modern Austrian literature. According to this, the presence of the statements of this theory is analysed in his plays, and the question is raised about its pertinence to read this author, and even more to read him in our days.Este trabajo plantea una lectura de la obra teatral de F. Raimund desde la perspectiva del mito habsbúrgico de la literatura austriaca moderna propuesta por C. Magris. De acuerdo con esto, en sus obras se analizan las afirmaciones de Magris presentes en dicha teoría y se formula la pregunta acerca de su pertinencia para leer a este autor y aun para leerlo desde nuestra época

De Vita Et Institvto S. Ignatii Societatis Iesv Fvndatoris. Libri Qvinqve

Ex Italico R. P. Danielis Bartoli Societatis Iesv, Romae edito. Latinè redditi à P. Ludovico Ianino ex eadem SocietateVorlageform des Erscheinungsvermerks: Lvgdvni, Sumptibus Lavrentii Anisson. M. DC. LXV

La pouertà contenta : [Texto impreso] descritta e dedicatta a' ricchi non mai contenti

Sign.: A-Z12Port. calc., representando un soldado del Imperio roman

Language in the Common Core

In elementary education, we continue to work towards making the demands of language use (oral or written) explicit to students, especially linguistically and culturally diverse pupils. States\u27 adoption of the English Language Arts (ELA) Common Core State Standards (CCSS) will not support us in improving practices unless teachers\u27 linguistic knowledge is developed. Teachers are the catalyst for change in teaching and learning not standards. Developing teachers\u27 understanding of language can be supported using systemic functional linguistics (SFL). This theory provides the necessary lens for examining how language functions in texts to make meaning. This approach to language should be applied in teaching students the content of the ELA CCSS. Research shows that school-university partnerships using SFL can develop teachers\u27 linguistic knowledge, which transfers to their instruction with students in the classroom

Perceptions of Middle School Math and Language Arts Teachers on High-Stakes Testing Cultures in Public Schools

Instruction in public schools today is highly prescribed to meet state standards, which, in turn, prepare students for success on standardized assessments. Teachers in language arts and mathematics are being held accountable for standardized assessment results in their end-of-year, summative evaluations. The development of curriculum and delivery of instruction is being impacted and, most specifically, revised and paced according to skills required to demonstrate levels of proficiency on standardized assessments. No Child Left Behind (2001) changed the game for teachers and started the mandate of placing teacher accountability and evaluation on high-stakes tests. However, it was difficult to place a federal mandate on test scores when states were taking different assessments and working with different standards for proficiency. Common Core Curriculum Standards (2010) attempted to formalize national standards and presented PARCC as the national standard for assessment. Race to the Top provided states monetary rewards for adopting Common Core Curriculum Standards and for entering into the PARCC Consortium. Grades 3-8 language arts and mathematics teachers in New Jersey currently teach under a mandate that ties 30% of their end-of-year, summative evaluations to standardized assessment results. This is known in New Jersey as a Student Growth Percentile (SGP). This mandate holds teachers directly accountable for high-stakes testing outcomes. This does not take into consideration many of the proven factors that dictate academic performance and proficiency, such as socioeconomic status, limited English proficiency, and transience of students. Teachers are under pressure to make sure their students know the skills required for PARCC and to analyze growth and progress throughout the school year. This can get in the way of creativity in delivering lessons and has the potential to narrow the curriculum to only skills required for standardized assessment proficiency. PARCC also changed the way in which standardized assessments are administered to students. It delivered the assessments to students through computer software for the first time. This placed a burden on teachers to make sure their students were proficient in typing skills and other technology skills necessary to navigate through a timed, computerized assessment. This study examined whether or not instructional time is being taken away from language arts and mathematics instruction to ensure technology proficiency required to navigate through a computer-based standardized assessment. It is important to examine perceptions of language arts and math teachers who are objectively held accountable for standardized assessment results. Specifically, the researcher examined any effects on the development of curriculum and delivery of instruction in a middle school setting. This study also examined any time spent away from teaching language arts and mathematics skills in order to ensure technology tools necessary to take a computerized assessment are learned

In Vitro analysis of biological effects of Solanum lycopersicum (Tomato)-Derived Nanovesicles (TDNVs) as a potential therapeutic for wound treatment

Plant-derived nanovesicles have been considered interesting in medicine for their breakthrough biological effects, including wound healing. However, tomato-derived nanovesicles (TDNVs) were not studied for their effects on wound closure yet. TDNVs were isolated from Solanum lycopersicum (var. Piccadilly) ripe tomatoes by ultracentrifugation. Extract (collected during the isolation procedure) and NVs (pellet) were characterized by transmission electron microscopy and laser doppler electrophoresis. Wound healing in the presence of Extract or NVs was analysed by a scratch assay with monocultures of human keratinocytes (HUKE) or NIH-3T3 mouse fibroblasts. Cell proliferation and migration were studied by MTT and agarose spot assay, respectively. The vesicles in the Extract and NVs samples were nanosized with a similar mean diameter of 115 nm and 130 nm, respectively. Both Extract and NVs accelerated wound closure of injured HUKE and NIH-3T3 monocultures, already at 6h post-injury. Although both samples exerted no cytotoxic effect on HUKE and NIH-3T3 fibroblasts, they did not augment cell proliferation. NVs and Extract increased cell migration of both cell types. NVs from tomatoes may accelerate wound healing by increasing keratinocyte and fibroblast migration. These results indicate the potential therapeutic usefulness of TDNVs in the treatment of chronic or hard-to-heal ulcers