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Wyświetlanie 1-15 z 346
Tytuł:
Pharmaceutical Terminology in Ancient and Medieval Time – "Andrachne", "Chrysocolla" and Others
Autorzy:
Zipser, Barbara
Scott, Andrew C.
Allkin, Robert
Gan, Peretz
Lardos, Andreas
Lazarou, Rebecca
Lev, Efraim
Nesbitt, Mark
Patmore, Kristina
Powiązania:
https://bibliotekanauki.pl/articles/31339049.pdf
Data publikacji:
2023
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
pharmacognosy
Byzantine medicine
medicinal plants
medicinal minerals
medical history
Greek medicine
'materia medica'
Opis:
Ancient and medieval pharmacological and medical texts contain a substantial amount of plant and mineral names. In some cases, the identification is straightforward. But for the majority of the data, we are unable to identify these ingredients with high certainty. In this paper, we discuss a selection of plant and mineral names both from a humanities and sciences point of view. In one case, the scientists were even able to examine a plant in situ. The conclusion of our paper is that a close collaboration between sciences and humanities is essential to avoid mistakes in the identification of materia medica.
Źródło:
Studia Ceranea; 2023, 13; 715-736
2084-140X
2449-8378
Pojawia się w:
Studia Ceranea
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Neoarchean to Paleoproterozoic fragments in the Brunovistulia terrane, S Poland : a component of the Columbia Supercontinent?
Autorzy:
Żelaźniewicz, Andrzej Ryszard
Fanning, C. Mark
Powiązania:
https://bibliotekanauki.pl/articles/2058555.pdf
Data publikacji:
2020
Wydawca:
Państwowy Instytut Geologiczny – Państwowy Instytut Badawczy
Tematy:
Brunovistulia
Cadomian
Columbia
migmatite
zircon
Opis:
The composite terrane of Brunovistulia includes basement of the Upper Silesia Block, southern Poland. In its NE part, the basement is elevated by the Rzeszotary Horst. In the Rzeszotary 2 borehole (Rz2) drilled in the horst, partly migmatized amphibolites, felsic gneisses and granites occur. An Na-plagioclase-phengite-K-feldspar neosome contained zircons that yielded U-Pb SHRIMP ages ~2.75-2.6 Ga (cores and single grains) and ~2.0 Ga (rims and single grains). The older ages are interpreted as the time of origin of the igneous protolith of the migmatized amphibolites. The younger ages recorded metamorphism and migmatization that affected both the magmatic precursor of the amphibolites and accompanying felsic rocks during a contractional tectonic/orogenic event. Migmatization was greatly enhanced by an influx of alkali-bearing fluids which heralded intrusion of late-orogenic unfoliated K-granite in an extensional regime, terminating the 2.0 Ga event. It is proposed that the entire orogenic edifice, of which the Brunovistulian rocks drilled in Rz 2 are a small part, represents fragments of the Columbia Supercontinent that was assembled in the Paleoproterozoic and broken up in the Mesoproterozoic. In Ediacaran times, these fragments became eventually incorporated into the Cadomian orogen in the form of its foreland and contributed to the formation of the composite terrane of Brunovistulia. Such a scenario explains why the U-Pb zircon age spectra in the Rzeszotary terrain differ dramatically from those in the remainder of Brunovistulia, which is thought to be the Cadomian hinterland.
Źródło:
Geological Quarterly; 2020, 64, 1; 120--129
1641-7291
Pojawia się w:
Geological Quarterly
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A network of Pediatric Environmental Health Specialty Units (PEHSUs): Filling a critical gap in the health care system
Sieć Pediatrycznych Specjalistycznych Poradni Medycyny Środowiskowej (PEHSU): wypełnienie istotnej luki w systemie opieki zdrowotnej
Autorzy:
Zachek, Christine M.
Karr, Catherine J.
Daniell, William
Sweeney, Carol
Miller, Mark D.
Powiązania:
https://bibliotekanauki.pl/articles/1178775.pdf
Data publikacji:
2012
Wydawca:
Instytut Medycyny Wsi
Tematy:
Children
Environmental Exposure
Environmental Health
Medical Education
Pediatrics
Program Development
Public Health
Opis:
A network of pediatric environmental health specialty units (PEHSUs) in the United States was formed in 1998 out of a recognized need for clinical expertise in children’s environmental health. Documented trends in a rise of pediatric diseases caused or exacerbated by environmental conditions, coupled with the failure of medical schools and residency programs to cover these issues in a significant way, leaves health care providers, parents, communities, and governments at a loss for this specialized knowledge. The PEHSUs fill this gap by providing: 1) medical education, 2) general outreach and communications, and 3) consultative services to communities and health care professionals. This paper presents examples of key situations where PEHSU involvement was instrumental in improved patient outcomes or advancing clinical expertise in children’s environmental health. Challenges and opportunities for future directions for the program are also discussed.
Sieć Pediatrycznych Specjalistycznych Poradni Medycyny Środowiskowej (PEHSU) w Stanach Zjednoczonych została utworzona w 1998 roku w wyniku uznania konieczności przeprowadzania ekspertyz w zakresie zdrowia środowiskowego dzieci. Udokumentowane trendy wzrostu chorób dzieci wywołanych lub zaostrzonych przez czynniki środowiskowe i nakładający się równocześnie niedostatek programów nauczania z tego zakresu w szkołach medycznych lub w czasie rezydentury spowodowały brak tej specjalistycznej wiedzy wśród pracowników opieki zdrowotnej, rodziców, społeczności i władz. PEHSU wypełniają ten brak wykonując: 1) edukację medyczną, 2) promocję zdrowia środowiskowego 3) porady konsultacyjne dla społeczności i dla pracowników ochrony zdrowia. W niniejszej pracy przedstawiono najważniejsze przykłady, kiedy udział PEHSU był instrumentem dla polepszenia stanu zdrowia albo postępu ekspertyzy klinicznej w zakresie zdrowia środowiskowego.
Źródło:
Medycyna Środowiskowa - Environmental Medicine; 2012, 15, 3; 9-20
1505-7054
2084-6312
Pojawia się w:
Medycyna Środowiskowa - Environmental Medicine
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
English for specific purposes teachers’ beliefs about their motivational practices and student motivation at a Chinese university
Autorzy:
Yang, Xiaowan
Wyatt, Mark
Powiązania:
https://bibliotekanauki.pl/articles/1047076.pdf
Data publikacji:
2021-03-29
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
teacher beliefs
L2 motivation
motivational practices
English for specific purposes
China
stimulated recall
Opis:
While it is increasingly recognized that teachers have a crucial role to play in motivating learners, language teacher cognition research that focuses on beliefs about second language (L2) learner motivation and motivational practices is still rare, particularly in English for specific purposes (ESP) settings in Asia. Furthermore, much of what is available does not employ stimulated recall interviews to facilitate a comparison of espoused beliefs elicited beforehand, observed classroom practices and situated cognitions. We have employed such methodology in an under-researched ESP setting in China, to gain insights into the influence of culture and context on teacher beliefs and behavior. Our qualitative case study of three Chinese ESP teachers highlights harmony and tensions between espoused beliefs regarding student motivation and the teacher’s motivational role, and motivational practices, this harmony/disharmony being likely to impact these teachers’ self-determination. It considers possible reasons for identified tensions, including limited professional development opportunities in ESP, apparently dated knowledge of L2 motivation theory, deeply embedded Confucian values and an entrenched assessment culture. Findings suggest the need for awareness-raising and mentoring activities designed to support cognitive harmony regarding motivation and motivational practices amongst ESP teachers.
Źródło:
Studies in Second Language Learning and Teaching; 2021, 11, 1; 41-70
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The experience and exploration of worlds in single-player video games
Autorzy:
Wolf, Mark J.P.
Powiązania:
https://bibliotekanauki.pl/articles/1955314.pdf
Data publikacji:
2021-06-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
game world
open world
single-player video games
exploration
narrative
Opis:
The author indicates a few of the most common experiences that are encountered, particularly in single-player open-world games where exploration of the world plays a large part of the enjoyment of a game. The experiences mentioned in the essay are: arrival in the world, the gaining of an objective, the revelation of the expansiveness of the world, the first contact with the world’s residents, world routines, travel to the world’s boundaries, and the completist’s exhaustion of the world when one has seen and experienced everything.
Źródło:
Images. The International Journal of European Film, Performing Arts and Audiovisual Communication; 2021, 29, 38; 223-230
1731-450X
Pojawia się w:
Images. The International Journal of European Film, Performing Arts and Audiovisual Communication
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Schuldbücher und Rechnungen der Großschäffer und Lieger des Deutschen Ordens in Preußen, Bd. 4: Liegerbücher der Großschäfferei Königsberg (Ordensfolianten 150–152 und Zusatzmaterial), ed. Cordula A. Franzke
Autorzy:
Whelan, Mark
Powiązania:
https://bibliotekanauki.pl/articles/1119571.pdf
Data publikacji:
2019-09-30
Wydawca:
Towarzystwo Naukowe w Toruniu
Źródło:
Zapiski Historyczne; 2019, 84, 3; 215-219
0044-1791
2449-8637
Pojawia się w:
Zapiski Historyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Metaphorizing the Holocaust: The Ethics of Comparison
Autorzy:
Webber, Mark
Powiązania:
https://bibliotekanauki.pl/articles/919822.pdf
Data publikacji:
2011-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Holocaust
Jewish (1939–1945)
Shoah
Genocide
Metaphor
Rhetoric
Metonymy
Synechdoche
Comparison
Comparability
Unique
Singular
Ethics
Ethical
Empathy
Antisemitism
Anty-semitism
Bundesverfassungsgericht
Oberster Gerichtshof
PETA
Auschwitz
Animals
Images
Photographic
Opis:
Metaphorizing the Holocaust: The Ethics of Comparison  This paper focuses on the ethics of metaphor and other forms of comparison that invoke National Socialism and the Holocaust. It seeks to answer the question: Are there criteria on the basis of which we can judge whether metaphors and associated tropes “use” the Holocaust appropriately? In analyzing the thrust and workings of such comparisons, the paper also seeks to identify and clarify the terminology and concepts that allow productive discussion. In line with its conception of metaphor that is also rhetorical praxis, the paper focuses on specific controversies involving the metaphorization of the Holocaust, primarily in Germany and Austria. The paper develops its argument through the following process. First, it examines the rhetorical/political contexts in which claims of the Holocaust’s comparability (or incomparability) have been raised. Second, it presents a review (and view) of the nature of metaphor, metonymy, and synecdoche. It applies this framework to (a) comparisons of Saddam Hussein with Hitler in Germany in 1991; (b) the controversies surrounding the 2004 poster exhibition “The Holocaust on Your Plate” in Germany and Austria, with particular emphasis on the arguments and decisions in cases before the courts in those countries; and (c) the invocation of “Auschwitz” as metonym and synecdoche. These examples provide the basis for a discussion of the ethics of comparison. In its third and final section the paper argues that metaphor is by nature duplicitous, but that ethical practice involving Holocaust comparisons is possible if one is self-aware and sensitive to the necessity of seeing the “other” as oneself. The ethical framework proposed by the paper provides the basis for evaluationg the specific cases adduced.
Źródło:
Images. The International Journal of European Film, Performing Arts and Audiovisual Communication; 2011, 8, 15-16; 1-30
1731-450X
Pojawia się w:
Images. The International Journal of European Film, Performing Arts and Audiovisual Communication
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Contextual factors, methodological principles and teacher cognition
Autorzy:
Walsh, Rupert
Wyatt, Mark
Powiązania:
https://bibliotekanauki.pl/articles/780898.pdf
Data publikacji:
2014-12
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Communicative Language Teaching
teacher cognition
methodological principles
contextual factors
othering
Opis:
Teachers in various contexts worldwide are sometimes unfairly criticized for not putting teaching methods developed for the well-resourced classrooms of Western countries into practice. Factors such as the teachers’ “misconceptualizations” of “imported” methods, including Communicative Language Teaching (CLT), are often blamed, though the challenges imposed by “contextual demands,” such as large class sizes, are sometimes recognised. Meanwhile, there is sometimes an assumption that in the West there is a happy congruence between policy supportive of CLT or Task-Based Language Teaching, teacher education and supervision, and curriculum design with teachers’ cognitions and their practices. Our case study of three EFL teachers at a UK adult education college is motivated by a wish to question this assumption. Findings from observational and interview data suggest the practices of two teachers were largely consistent with their methodological principles, relating to stronger and weaker forms of CLT respectively, as well as to more general educational principles, such as a concern for learners; the supportive environment seemed to help. The third teacher appeared to put “difficult” contextual factors, for example, tests, ahead of methodological principles without, however, obviously benefiting. Implications highlight the important role of teacher cognition research in challenging cultural assumptions.
Źródło:
Studies in Second Language Learning and Teaching; 2014, 4, 4; 693-718
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 346

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